IQ-IAM-L4-dip-business-administrative-management-syllabus.pdf

Quality Management System

Page 1 of 106 IQB/0.2/228 | Version 1.0 | 15/04/2014 | Author DM

IQ IAM Level 4

Diploma in Business and

Administrative Management (QCF)

Qualification handbook February 2014 edition

Qualification regulation number 601/2718/1



Contents

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

Qualification aim .................................................................................................................................. 4

Qualification structure ......................................................................................................................... 5

Qualification assessment...................................................................................................................... 6

Examinations ........................................................................................................................................ 6

2. Information for candidates .................................................................................................... 9

Candidate entry requirements ............................................................................................................. 9

Independent candidates ...................................................................................................................... 9

Membership .......................................................................................................................................10

3. Information for centres ....................................................................................................... 12

Diversity and Equality .........................................................................................................................12

Resource requirements ......................................................................................................................12

Registration and certification .............................................................................................................12

Reasonable adjustments ....................................................................................................................12

Appeals ...............................................................................................................................................12

4. Plagiarism ........................................................................................................................... 13

Guide to Centres, Assessors, Examiners and Candidates ...................................................................13

5. Mandatory units ................................................................................................................. 14

401 Fundamentals of administrative management .......................................................................... 15

402 Administrative systems .............................................................................................................. 20

403 Managing operations ................................................................................................................. 24

404 Managing quality ........................................................................................................................ 29

405 Personal effectiveness ................................................................................................................ 34

406 Managing people in organisations ............................................................................................. 40

407 Managing information and knowledge ...................................................................................... 48

408 Finance for administrative managers ......................................................................................... 53

6. Optional units ..................................................................................................................... 58

409 Administration for executive assistants ..................................................................................... 59

410 Introduction to Islamic finance .................................................................................................. 69

411 Managing business facilities ....................................................................................................... 75

7. Imported Optional units ...................................................................................................... 81

431 Management accounting: costing and budgeting ...................................................................... 82



432 Marketing intelligence ................................................................................................................ 89

433 The Internet and e-business ....................................................................................................... 95

434 Business events management .................................................................................................. 101



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

Management

Qualification aim

The IQ IAM Level 4 Diploma in Business and Administrative Management (QCF)is based on the

IQ IAMs definition of administrative management, namely that the administrative

management function supports organisations in planning, organising, directing, and controlling

their business activities across all functional areas. Thus, administrative management and

administrative managers have a key role in ensuring that businesses gain and maintain their

competitive advantage. The qualification explores how businesses design and operate internal

structures and systems which support these goals.

Candidates will develop a holistic approach to business together with the analytical and

evaluative skills necessary for those in management positions. They will also become familiar

with the theory that underpins research, with the elements of formal research and with

research methods and techniques.

Candidates will gain knowledge, skills and understanding to manage effectively and efficiently

business and administrative functions across organisations. The qualification has a flexible

structure and includes a range of optional units. This enables candidates to tailor the

qualification to their specific needs.

Qualification accreditation information

Accreditation number: 601/2718/1



Qualification structure

The IQ IAM Level 4 Diploma in Business and Administrative Management QCF) is made up of a

combination of mandatory and optional units.

Rule of combination (RoC)

To achieve the IQ IAM Level 4 Diploma in Business and Administrative Management candidates

must achieve a minimum of 120 credits. Candidates must complete all eight mandatory units,

worth 100 credits, plus two optional units worth a minimum of 20 credits.

Mandatory units

Ofqual ref. Unit no. Unit title GLH Credit

Group 1 Administrative management and systems

A/602/1796 401 Fundamentals of administrative management 60 15

K/602/1809 402 Administrative systems 40 10

Group 2 Managing operations and quality

D/602/1810 403 Managing operations 60 15

H/602/1811 404 Managing quality 50 10

Group 3 Managing and developing human resources in organisations

M/602/1813 405 Personal effectiveness 50 10

T/602/1814 406 Managing people in organisations 75 15

Group 4 Managing finance, information and knowledge

F/602/1797 407 Managing information and knowledge 60 15

K/602/1812 408 Finance for administrative managers 50 10

Optional units

Ofqual ref. Unit no. Unit title GLH Credit

M/602/4873 409 Administration for executive assistants 50 10

T/602/4874 410 Introduction to Islamic finance 75 10

R/602/4865 411 Managing business facilities 50 10

R/601/0836 431 Management accounting: costing and

budgeting

60 15

K/601/0955 432 Marketing intelligence 60 15

J/601/1109 433 The Internet and e-business 60 15

Y/601/1048 434 Business events management 60 15



Qualification assessment

Units 401-408 are assessed in groups; consequently, none of these units are assessed

individually.

Each of the four assessment groups is assessed by either a three-hour written examination or

an IQ IAM assignment; the word count for these assignments is 2000-2500 words. When

entering for assessment, the centre or independent candidate must notify IQ IAM which

method of assessment the candidate is to be entered for.

Live assignments are downloaded from the Student Members Login area of the IQ IAM

website. For each mandatory assessment group, candidates have a choice of assignments from

which each candidate must select one assignment only. Assignments are marked by the centre

and moderated by IQ IAM.

All Level 4 optional units are assessed by IQ IAM assignments; the word count for these

assignments is 2000-2500 words. Live assignments are downloaded from the Student

Members Login area of the IQ IAM website. Candidates have a choice of assignments from

which each candidate must select one assignment only. Assignments are marked by the centre

and moderated by IQ IAM.

Examinations

Group 1 Administrative management and systems

401 Fundamentals of administrative management

402 Administrative systems

This group is assessed by either a three-hour written examination or an IQ IAM assignment.

The examination paper is divided into two sections:

Section A

This section forms 60% of the total mark for this paper. Candidates must complete three

questions from a selection of six.

Section B

This section forms 40% of the total mark for this paper. This section is compulsory. Candidates

will be given a short scenario to read and will then answer a question related to that scenario.

This section will encourage candidates to use independent thinking as opposed to quoting

textbook answers.


403 Managing operations

404 Managing quality





Section A



Section B




textbook answers.

Group 3 Managing and developing human resources in organisations

405 Personal effectiveness

406 Managing people in organisations

This group is assessed by either a three-hour examination based on a pre-released case study

or an IQ IAM assignment. The examination paper is divided into two sections:

Section A


questions from a selection of six, all based on the pre-released case study.

Section B

This section forms 40% of the total mark. This section is compulsory. Candidates are expected

to answer two compulsory questions relating to the pre-released case study.

Group 4 Managing finance, information, and knowledge

407 Managing information and knowledge

408 Finance for administrative managers



Section A



Section B




textbook answers.



Assessment terminology The table below includes the terminology used in all types of assessment at levels 2 to 5. It also includes

the Institutes explanation of the meaning of these terms in the contexts of assessments.

Knowledge/understanding

These are foundation skills.

Assessment tasks in this category require candidates to

demonstrate their knowledge and understanding of the

required subject content. They assess basic learning.

Define

describe

list

name

outline

state

Application

Candidates must show an ability to demonstrate the

understanding of the specified knowledge content in

practical business contexts.

Assessment tasks in this category require candidates, for

example, to:

make a practical decision

demonstrate the required knowledge, understanding,

and skills in organisational contexts.

Apply

calculate

create (in an applied context)

demonstrate/ demonstrate how

design

estimate

investigate

plan

prepare

propose

use

Analysis

Candidates must be able to break down situations,

statements, theory, and numerical and non-numerical data

into components or essential features.

For higher level analysis candidates should incorporate

relevant concepts and theory into their arguments.

Assessment tasks in this category require candidates to:

select data relevant to tasks

organise data relevant to tasks

break down data/texts to their elements

respond to data/text that contains several elements

analyse / critically analyse

clarify

compare

differentiate between

examine

explain

identify why, how, reasons, characteristics

investigate

select

summarise

Evaluation

The most advanced cognitive skill is that of evaluation. At

this level, candidates make connections, present

judgements, opinions and draw conclusions that are

supported by valid reasons and evidence.

Evaluation involves reflective thinking.

Assessment tasks in this category require candidates to

give detailed responses and while doing so:

provide supported decisions or conclusions

make a reasoned case

make comparisons based on valid and relevant reasons

and evidence

set up arguments based on valid reasons and evidence

advise

argue for and against

compare, contrast and reach a judgement

criticise

discuss

evaluate

identify the most important

interpret

investigate e.g. the effectiveness of

justify

reason for and against

recommend

solve

summarise

to what extent?

IQ IAM Level 4 Diploma in Business and Administrative Management


2. Information for candidates

Candidate entry requirements There are no formal entry requirements for this qualification. However, it is recommended that

candidates should have a level 4 qualification or equivalent work experience in the business

administration area.

Language knowledge A language knowledge equivalent to level 6 ILETS is recommended. It is the centres responsibility to

assess if candidates have the required level of English and if they wish, they could require formal

certification.

Age restrictions and legal considerations The level of demand of this qualification is broadly equivalent to the second year of a university

bachelors degree in the area of business management. Therefore, given the complexity of some of the

content we believe that candidates will not have sufficient knowledge or experience below the age of

19.

Progression

This qualification leads to further studies in management at level 6 and to higher education.

Replacement documentation

In some circumstances, centres will require replacement copies of documents previously issued i.e.

notifications of results, transcripts, certificates. For information on how to order replacements, please

contact [email protected]

Appeals Where learners feel that the assessment decision has not been fair, they should have the opportunity to

access the normal appeals/complaints procedure of the centre, in the first instance, and if this does not

resolve the situation then IQs enquiries and appeals procedures.

The IQ appeals policy can be found at: http://www.industryqualifications.org.uk/centre-portal/general-guidance/qualification-policies/appeals-policy

Independent candidates Some candidates choose to prepare for these examinations by studying as an independent candidate,

with no support from a tuition centre. Such a learning strategy is not recommended because there is

evidence to suggest that the quality of learning is greatly enhanced by tutor and peer group support at

this level.

If a candidate still wishes to undertake any of the IQ IAM qualifications as an independent candidate,

they will need to complete the appropriate registration forms, which can be requested from:

[email protected]

Important notice for independent candidates It is important that all candidates are aware that IAM accredited centres are not permitted to provide

tutorial or assessment support for independent candidates. If candidates are aware of any breach of

these rules, they should immediately notify [email protected]



Membership

The IQ IAM is the only professional body in the United Kingdom specialising in the promotion of

Administrative Management.

Our membership includes directors, accountants and company secretaries, people concerned with

specialist functions, general managers and executives with operational and administrative

responsibilities in both the public and private sector.

There are two routes into professional membership of the IQ IAM, based on:

taking IQ IAM professional qualifications

previous experience and knowledge

Both routes have equal status and all members are encouraged to undertake Continuing Professional

Development (CPD).

Student membership All Level 4 Diploma in Business and Administrative Management candidates registered with the IQ IAM

receive student membership of the Institute. This enables them to have access to the Student

Members Login area of the IQ IAM website, which includes the course study and support materials.

Technician (TinstAM) Associate membership is open to individuals who:

hold a qualification at level 2 or 3

have been employed for two years or more in any business where their duties involve the

management of business administration or professional administration

have completed ten days CPD in the past two years

Technician members of the Institute are eligible to use the designatory letters TinstAM. Upon successful

completion of any IQ IAM level 2 or 3 qualification, candidates may apply to become a technician

member.

Associate (AinstAM)

Associate membership is open to individuals who:

have been employed for four years or more in any business where their duties involve the

management of business administration

hold a qualification at level 4 or 5

have completed twenty days CPD in the past three years

Associate members of the Institute are eligible to use the designatory letters AinstAM. Upon successful

completion of any IQ IAM level 4 or 5 qualification, candidates may apply to become an associate

member.

Member (MinstAM) Full membership is open to individuals who:

have been employed for five years or more in any business where their duties involve the

management of business administration

hold a qualification at level 6

have completed thirty days CPD in the past three years

Full members of the Institute are eligible to use the designatory letters MinstAM. Upon successful

completion of any IQ IAM level 6 qualification, candidates may apply to become a full member.



Fellow (FinstAM)

Fellowship of the IQ IAM is open to full members who:

can demonstrate significant experience or contribution to the fields of business and administrative

management or professional administration, assessed according to IQ IAM Professional Standards

hold a qualification at level 7 or above

Fellows of the Institute are eligible to use the designatory letters FinstAM. On occasion, the IQ IAM will

accept applications for direct entry to fellowship when the applicants experience and achievements

merit the status of IQ IAM fellow.

Companion (CinstAM) Companion is the highest grade attainable and is by invitation only. Only those most senior and

experienced Fellows, who have made a significant contribution to the institute or have increased the

breadth of research and knowledge in business and administrative management, or professional

administration, are eligible for this level.

Designatory letters can only be used while an associate member, member, or fellow is a paid-up

member of the IQ IAM.



3. Information for centres

Centres must be approved by IQ in order to offer this qualification and must meet the required

criteria and satisfy IQ that their tutorial staff, learning resources, and quality systems comply with IQ

quality standards.

For further information or to find out more about how to apply to become an IQ IAM centre, please

contact [email protected]

Diversity and Equality Centres must:

have Diversity and Equality policies incorporating processes that adhere to current Diversity and

Equality legislation

are adhering to their own published Diversity and Equality policies in practice

comply with the policies and processes set out in IQs Diversity and Equality and Reasonable

Adjustments Policies

IQs Diversity and Equality can be downloaded

from: http://www.industryqualifications.org.uk/centre-portal/general-guidance/company-

policies/diversity-equality-policy

Resource requirements Centres must have appropriate accommodation and systems to support provision. This includes the

IT system which must enable the centre to transmit assessment and other personal data securely,

this includes including teaching rooms, libraries, teaching materials and IT systems.

Registration and certification

It is the responsibility of the centre to ensure that their candidates registrations are up-to-date.

Reasonable adjustments

When developing qualifications and designing assessments, every effort is made to consider the

needs of all candidates, including those with disabilities or specific difficulties.

Despite careful design, it is possible that some candidates require reasonable adjustments to

assessment methods or arrangements in order to ensure that they can access the assessment.

Reasonable Adjustments Policy can be found at:

http://www.industryqualifications.org.uk/centre-portal/general-guidance/qualification-

policies/reasonable-adjustments-policy

Appeals

Centres must have Centres must have their own auditable appeals procedure that they must

explain to candidates during the induction to the courses.

The IQ appeals policy can be found at:

http://www.industryqualifications.org.uk/centre-portal/general-guidance/qualification-

policies/appeals-policy



4. Plagiarism

Guide to Centres, Assessors, Examiners and Candidates

What is plagiarism?

Candidates commit plagiarism when they copy, very closely imitate, paraphrase or cut and paste

someone elses work, ideas, and/or language and present it as their own.

How could tutors and centres prevent plagiarism in assessments?

First of all tutors should assess if the groups and individuals they teach are likely to commit

plagiarism. They should also establish why this could happen, for example for linguistic, cultural

reasons or because of simple ignorance or misunderstanding of the concept.

Tutors and centres then should:

explain what plagiarism is and why it is wrong to plagiarise

explain the concept of intellectual property; the ownership of words, concepts, electronic

materials, etc.

develop centre policies to prevent plagiarism

explain the consequences of committing plagiarism

explain the importance of referencing and teach the use of referencing systems

set differentiated, individual assignments for each candidate

What are the consequences of plagiarism?

Tutors should explain to candidates that those who commit plagiarism achieve lower academic

results than those who do not.



5. Mandatory units

Group 1 Administrative management and

systems


Group 3 Managing and developing human

resources in organisations

Group 4 Managing finance, information and

knowledge




Credit: 15

GLH: 60

Unit aim

This unit explores the role and function of administrative management in organisations and

within the management profession. The candidates will become familiar with the

communication tools necessary for this business function and will examine the role of ICT in

administrative management.

Candidates who aspire to managerial positions in business and administration will develop

the fundamental knowledge and understanding, and the analytical and evaluative skills

necessary for such job roles.

Learning outcomes

This unit has three learning outcomes.

The candidate will:

01 Understand the concept of administrative management

02 Understand administrative systems

03 Understand the role of communication in organisations

Mandatory reading

Mullins, L. J. (2010) Management and Organisational Behaviour. 9th edition. Harlow, FT

Prentice Hall

Further reading

Cole, G. (2003) Management Theory and Practice. 6th edition. Thomson Learning

For further learning resources, please consult the learning resources section in the Student

Members Login area of the IQ IAM website.




Learning outcome 01: Understand the concept of administrative management

Assessment criteria

The candidate can:

1.1 Outline the role of administrative management

1.2 Demonstrate how the role of the administrative manager relates to the functions of

management

1.3 Evaluate the role of the administrative manager in the context of the administrative

management function

1.4 Analyse the strengths and weaknesses of administrative managers

Amplification of assessment criteria

1.1 Outline the role of administrative management

1.1.1 Demonstrate why administrative management is a key role within organisations

1.1.2 Identify the role and responsibilities of an administrative manager

1.1.3 Explain the contribution of administrative management to different types of

organisations (e.g. profit making, non-profit making, charities, large, SMEs, etc.)

1.2 Demonstrate how the role of administrative manager relates to the functions of

management

1.2.1 Identify the key functions of management

1.2.2 Demonstrate, using examples, the role of the administrative manager in achieving

the key functions of management

1.3 Evaluate the role of the administrative manager in the context of the administrative

management function

1.3.1 Identify and give examples of the activities that make up the administrative

management function

1.3.2 Assess the contribution of the administrative manager to business functions

1.4 Analyse the strengths and weaknesses of administrative managers

1.4.1 Identify the skills profile required by an administrative manager

1.4.2 Demonstrate, by using examples, how these skills support administrative

management within different organisations

1.4.3 Examine the ways in which administrative managers weaknesses can affect their

job performance




Learning outcome 02: Understand administrative systems

Assessment criteria

The candidate can:

2.1 Describe the main features of administrative systems employed in different types of

organisations

2.2 Explain how organisations manage information flows

2.3 Analyse and evaluate the role of information and communication technology (ICT) in

supporting administration


2.1 Describe the main features of administrative systems employed in different types of

organisation

2.1.1 Outline the main features of administrative systems

2.1.2 Evaluate the contribution of administrative systems to organisations of different

types and size

2.2 Explain how organisations manage information flows

2.2.1 Use examples to explain information flows within organisations

2.2.2 Demonstrate how information flows are managed within organisations

2.2.3 Assess the contribution of information flows within organisations

2.3 Analyse and evaluate the role of information and communication technology (ICT) in

supporting administration

2.3.1 Explain the role of ICT in supporting administration

2.3.2 Analyse and evaluate the contribution of ICT in supporting administrative

management




Learning outcome 03: Understand the role of communication in organisations

Assessment criteria

The candidate can:

3.1 Understand different models of communication

3.2 Analyse the strengths and weaknesses of an organisations communication system

3.3 Recommend how an organisations communication system can be improved


3.1 Understand different models of communication

3.1.1 Identify the models of communication used by administrative managers

3.1.2 Demonstrate, using examples, how various models of communication are used to

support administrative management

3.2 Analyse the strengths and weaknesses of an organisations communication system

3.2.1 Describe an organisations communication system

3.2.2 Identify its potential strengths and weaknesses

3.2.3 Compare its system to one or more models of communication

3.3 Recommend how an organisations communication system can be improved

3.3.1 Propose how weaknesses can be tackled and strengths embedded

3.3.2 Make justified recommendations to improve communications within this

organisation




Guidance for tutors

The starting point for the study of this unit is to give candidates a clear explanation of the

role and function of administrative managers. This should reflect their activity within

businesses of different sizes, within different industries and from both the for-profit and

not-for-profit sectors.

Make clear to candidates that in the business world administrative managers are

professionals who will lead teams which get the required work done. They will be

responsible for transforming inputs e.g. people, inventory, resources into outputs (including

business success through improved effectiveness and efficiencies). They will have particular

responsibilities for improving business performance in order to achieve long-term

sustainable business gains.

Candidates need to understand that planning, organising and controlling will be a key part of

an administrative managers activities. Responsibilities will involve managing human

resources, budgets and achieving improvements in cross-business activities including quality,

facilities, and ICT (information and communications technology).

A key requirement of the unit is that candidates identify and understand the essential

contribution of administrative systems in different types of business. Study of this part of

the unit should emphasize the need to evaluate the contribution of administrative systems

to business success. A critical element of this is being able to explain how information flows

are managed and understanding why this is so important.

Study of this unit should demonstrate that systems for communication and ICT are key

elements in effective and efficient administration. This requires demonstrating how ICT and

models of communication are used by administrative managers. This can be successfully

achieved through the use of examples from business to explore how administrative systems

can become more effective through better utilisation of communications and ICT.

In dealing with this part of the unit, consideration should be given to how communications

and ICT can be improved given the contribution each makes to administrative management.




Credit: 10

GLH: 40

Unit aim

This unit explores how a framework of systems thinking can be used to improve the

administrative performance of organisations. It examines the impact administration has on

the organisation and the need for sound administrative policies and procedures to manage

organisational activities.

Candidates who aspire to design administrative systems, policies, and procedures will

develop the fundamental knowledge, understanding, and skills necessary for such job roles.

Learning outcomes

This unit has two learning outcomes.

The candidate will:

01 Understand how systems thinking can affect the administrative performance of

organisations

02 Understand the role and function of policies and procedures in meeting customer

requirements

Mandatory reading

Lucey, T. (2005) Management Information Systems. 9th edition. London, Thomson

Further reading

Alter, S. (2001) Information Systems, Foundations of E-business. 4th edition. Pearson

Education

Appleby, R.C. (1994) Modern Business Administration. 6th edition. London, ELBS with

Pitman

Quible, Z. K. (2005) Administrative Office Management: An Introduction. 8th edition. Upper

Saddle River, N.J., Pearson/FT Prentice Hall






Learning outcome 01: Understand how systems thinking can affect the administrative

performance of organisations

Assessment criteria

The candidate can:

1.1 Explain the contribution of systems thinking to efficient and effective administrative

performance

1.2 Demonstrate the potential drawbacks to systems thinking in an organisational context

1.3 Apply systems thinking to the analysis of work situations


1.1 Explain the contribution of systems thinking to efficient and effective administrative

performance

1.1.1 Identify the essence of systems thinking within the context of the systems

approach and administrative processes

1.1.2 Explain systems terms e.g. boundary, feedback, de-coupling, interface, hierarchy

1.1.3 Clarify the role and purpose of administration in financial and non-financial

systems e.g. in relation to efficiency (inputs) and effectiveness (outputs)

1.2 Demonstrate the potential drawbacks to systems thinking in an organisational context

1.2.1 Explain the impact systems thinking may have on the staff affected

1.2.2 Prepare a plan for consulting staff on systems change

1.2.3 Discuss whether the implementation of systems change will be in the interests of

all stakeholders

1.3 Apply systems thinking to the analysis of practical work situations

1.3.1 Examine the stages of systems development

1.3.2 Use systems thinking to analyse a range of work situations




Learning outcome 02: Understand the role and function of policies and procedures in

meeting customer requirements

Assessment criteria

The candidate can:

2.1 Identify criteria for administrative procedures

2.2 Analyse the purposes of administrative policies and procedures

2.3 Analyse the relationship between formulating policy and preparing procedures

2.4 Judge the extent to which the procedures meet customer requirements


2.1 Identify criteria for administrative procedures

2.1.1 Differentiate between policy (guideline for activity) and procedure (statement of

method)

2.1.2 Identify criteria for effective procedures

2.1.3 Identify methods for evaluating the effectiveness of procedures

2.2 Analyse the purposes of administrative policies and procedures

2.2.1 Explain the purposes of various types policies and procedures, e.g. formal and

informal

2.2.2 Prepare procedures for meeting specific customer requirements in the context of

an organisation

2.3 Analyse the relationship between formulating policy and preparing procedures

2.3.1 Explain how organisations formulate policies and prepare procedures

2.3.2 Examine the relationship between policies, procedures, and strategic objectives

2.4 Judge the extent to which the procedures meet customer requirements

2.4.1 Discuss whether the proposed procedures will be difficult to implement in the

organisation concerned

2.4.2 Recommend whether or not the new procedures should be implemented




Guidance for tutors

This unit demonstrates how to apply a framework of systems thinking to the analysis of

administrative activities. This involves the candidate being familiar with the concepts, terms,

and processes of systems thinking, and applying these through policies and procedures to an

administrative setting.

Learning outcome one introduces the candidate to the scope, application, and relevance of

systems thinking within a framework of concepts, types, and models as they relate to

administrative processes and inform practical examples of their application to administrative

activity in work situations.

Learning outcome two develops upon learning outcome one by introducing policies and

procedures as they underpin the operation of administrative systems. The candidate should

be familiar with the purpose, development, and relationship between policies and

procedures, and draw on practical examples of their use in organisational situations.

This offers scope for introducing a variety of teaching materials and approaches which are

consistent with the credit value and indicative guided learning hours for this unit, and

establish the relevance and applicability of systems thinking.




Credit: 15

GLH: 60

Unit aim

The aim of this unit is to examine how operations support other service or manufacturing

activities. Candidates will explore how administration enables the effective management of

operations across business functions, incorporating the management of the supply chain.

Candidates who aspire to positions in operations management will develop the fundamental

knowledge, understanding, and skills necessary for such job roles.

Learning outcomes


The candidate will:

01 Understand the activities that make up operations management

02 Understand the relationship between operations and performance

03 Understand the importance of administration in operations management

Mandatory reading

Slack, N. et al (2007) Operations Management. 5th edition. FT Prentice Hall

Further reading

Boddy, D. (2005) Management: An Introduction. 3rd edition. Harlow, FT Prentice Hall

Johnston, R. and Clark, G. (2008) Service Operations Management. 2nd edition. Harlow, FT

Prentice Hall






Learning outcome 01: Understand the activities that make up operations management

Assessment criteria

The candidate can:

1.1 Outline the main types of operations found within businesses

1.2 Explain how all operational activities can be represented as systems

1.3 Evaluate the characteristics which differentiate operational systems


1.1 Outline the main types of operations found within businesses

1.1.1 Identify types of operation found within businesses; give examples of different

operations required by organisations, including production, transportation,

training, controls and administration

1.1.2 Explain how all operations might differ depending on the size and type of

businesses; use examples to explain how customer needs (taking account of,

size/nature of organisation) will guide the way operations management is carried

out

1.2 Explain how operational activities can be represented as systems

1.2.1 Explain the systems model: demonstrate how the systems model of

input/processing/ output (transformations) is used in operations management

1.2.2 Give examples of a range of operations represented as systems; use examples

from different functions to demonstrate the application of the systems model

1.3 Evaluate the characteristics which differentiate operational systems

1.3.1 Identify the characteristics which can be used to differentiate operational systems:

output volume, nature of processing, outputs (discrete/continuous), customer

requirements, and physical layout

1.3.2 Demonstrate how these characteristics can be used to show the differences

between operational systems: use examples to illustrate the differences between

operational systems




Learning outcome 02: Understand the relationship between operations and performance

Assessment criteria

The candidate can:

2.1 Describe how the operations function supports business performance

2.2 Identify the main internal measures of success used by businesses

2.3 Evaluate how internal measures of success link to business objectives


2.1 Describe how the operations function supports business performance

2.1.1 Explain what operations function means in different businesses: small, medium,

large; for-profit, not-for-profit

2.1.2 Explain why operations is so important within organisations: explain how

operations management can be applied to both service and manufacturing

activities

2.1.3 Demonstrate, using examples, why operations need to be effectively managed;

give examples from different aspects of a business of operations that need to be

managed to reflect, for example, capacity, standards, scheduling and materials

2.1.4 Explain the links between performance and operational management in

organisations; demonstrate the impact of operations management on businesses

2.1.5 Find examples to demonstrate how operations management contributes to

performance in a range of organisations and situations

2.2 Identify the main internal measures of success used by businesses

2.2.1 Explain why internal success needs to be measured by organisations; give examples

of internal success in the context of a range of internal activities and explain how

internal success impacts on the business

2.2.2 Identify how measures can be used to assess internal success: identify a range of

measures, both qualitative and quantitative; explain how such measures can be

used in target setting and monitoring activities, and in comparing actual to

expected performance

2.3 Evaluate how internal measures of success link to business objectives

2.3.1 Explain the need for internal measures of success to monitor actual performance in

achieving business objectives

2.3.2 Using examples, explore the links between measuring internal success and setting

objectives; why objectives need to be set, measured, and reviewed, and explore

the objective setting process




Learning outcome 03: Understand the importance of administration in operations

management

Assessment criteria

The candidate can:

3.1 Examine the relationship between operations and administrative management

3.2 Compare the process and functional approaches to operations

3.3 Examine the relationship between operations and the supply chain

3.4 Demonstrate the links between operations and quality management


3.1 Examine the relationship between operations and administrative management

3.1.1 Identify the relationship between operations and administrative management

3.1.2 Demonstrate the contribution administration makes to operational activities

3.2 Compare the process and functional approaches to operations

3.2.1 Give examples of how administration plays an integral role in operations

management

3.2.2 Explain the differences between process and functional approaches to operations

management; explain process (way people interact such as decision-making) and

functional (grouping similar processes such as under Human Resources)

approaches

3.2.3 Demonstrate the impact of these differences upon operations management; use

examples of these approaches to identify differences such as the impact of how

decisions are taken (process) and separation into groupings (functional) of tasks

into separate areas of responsibility

3.3 Examine the relationship between operations and the supply chain

3.3.1 Explain the supply chain; demonstrate the way a business operates to provide

those links in a chain of activity that best meet customer needs

3.3.2 Explain the links between operations management and the supply chain; show

how effective operations management impacts on the supply chain

3.3.3 Give examples of how operations management supports the supply chain;

demonstrate how operations management provides both the links and the means

to bond these links together

3.4 Demonstrate the links between operations and quality management

3.4.1 Explain why operations management needs to be continuously reviewed and

improved; explain the value of continuous improvement

3.4.2 Give examples of how quality management can contribute to the improvement of

operations management, e.g. by monitoring and providing feedback; provision of

standards and developing quality systems; achieving consistent conformance to

customers expectations




Guidance for tutors

In this unit candidates will explore the concept of operations management and how this

supports measuring performance within businesses. Candidates will consider how the main

internal measures of success are used by businesses and how in turn these are linked to

objectives. For example, capacity is a basic measure of performance. Another measure of

how well operations are proceeding is efficiency. Businesses will identify targets that relate

to these and other measures.

A key requirement of this unit is that candidates explore how operations can be represented

as systems, thus allowing the demonstration of the transformational aspects of operations

management. Candidates should consider different types of transformation, including

physical, presentational and location. This requires a study of businesses in terms of their

inputs, required activities, and outcomes. However, it is also important to be able to explain

the characteristics of operations in a way that candidates can identify differences. This will

include consideration of volume of output, actual processes, the nature of outputs (either

continuous or discrete), customer requirements, and issues relating to physical layout.

It is important that when candidates study this unit they explore the main types of

operations found within businesses. These should reflect the different types of businesses,

such as manufacturing, service providers and those providing the mix of products and

services, for example restaurants.

Candidates will recognise the key role that administration plays in supporting the operations

function. This will be evident both in terms of completing required activities and in tasks

related to measuring performance. For example, by ensuring that there are smooth

operational flows, including both information and activity flows.

Candidates should analyse the differences between the process and the operational

approach to operations management. This will lead to an understanding of each approach

and a consideration of when each might be most appropriate.

It is also essential that candidates examine operations at different points of the supply chain,

when these operations result in customer satisfaction. Since the satisfaction of both internal

and external customers is so important, candidates must be able to explain the links

between quality, operations, and customer satisfaction.




Credit: 10

GLH: 50

Unit aim

This unit examines the role quality management plays in enhancing quality across all

functional areas of a business. It also discusses how administration takes an integral part in

activities which lead to continuous quality enhancement in business organisations.

Candidates who aspire to positions in quality management will develop the fundamental


Learning outcomes


The candidate will:

01 Understand the activities that make up quality management

02 Understand how quality management supports performance in organisations

03 Understand the role administration plays in managing quality

Mandatory reading

Slack, N. et al (2007) Operations Management. 5th edition. FT Prentice Hall

Further reading

Boddy, D. (2005) Management: An Introduction. 3rd edition. Harlow, FT Prentice Hall

Dale, B. G. (2007) Managing Quality. 5th edition. Blackwell Business






Learning outcome 01: Understand the activities that make up quality management

Assessment criteria

The candidate can:

1.1 Identify the main approaches organisations use to manage quality

1.2 Explain how organisations benefit from continuous improvement

1.3 Identify the differences between compliance and ownership-based approaches to

achieving quality


1.1 Identify the main approaches organisations use to manage quality

1.1.1 Use examples to show how effective various approaches to managing quality are in

different business organisations, e.g. in small, medium, large, for-profit, not-for-

profit organisations

1.2 Explain how organisations benefit from continuous improvement

1.2.1 Explain why continuous improvement is important to organisations; explain the

meaning if continuous improvement and how continuous improvement can be

achieved

1.2.2 Use examples to demonstrate the benefits for organisations to achieve continuous

improvement

1.3 Identify the differences between compliance and ownership-based approaches to

achieving quality

1.3.1 Explain the concepts of compliance and ownership in the context of quality

management

1.3.2 Demonstrate why compliance and ownership based approaches to quality are used

within organisations; give examples to show how each is used and under what

circumstances each would be appropriate




Learning outcome 02: Understand how quality management supports performance in

organisations

Assessment criteria

The candidate can:

2.1 Demonstrate how quality management supports performance in organisations

2.2 Evaluate the main approaches to performance evaluation used within business

organisations


2.1 Demonstrate how quality management supports performance in organisations

2.1.1 Explain what quality management means in different organisations, e.g. small,

medium, large; for-profit, not-for-profit

2.1.2 Demonstrate, using examples, why quality needs to be managed

2.1.3 Demonstrate, by giving examples, how the quality of products and services can be

improved

2.1.4 Explain what performance management is, why performance management is

important to organisations and provide examples of benefits of improved

performance

2.2 Evaluate the main approaches to performance evaluation used within business

organisations

2.2.1 Explain how performance can be evaluated: identify what it is that needs to be

evaluated

2.2.2 Use examples to demonstrate different approaches to performance evaluation




Learning outcome 03: Understand the role administration plays in managing quality

Assessment criteria

The candidate can:

3.1 Analyse the role of administrative systems in the effective management of quality

3.2 Explain the benefits of adopting a holistic approach to quality management

3.3 Critically examine the role of quality management in meeting customer needs

3.4 Demonstrate the links between quality and operations management


3.1 Analyse the role of administrative systems in the effective management of quality

3.1.1 Identify which administrative systems are necessary to support quality

management; provide examples reflecting different types and size of organisations

3.1.2 Show how administrative systems support the management of quality; explain why

quality needs to be viewed holistically

3.2 Explain the benefits of adopting a holistic approach to quality management

3.2.1 Explain what a holistic approach to quality requires organisations to do; explain the

concept of a holistic approach; give examples to demonstrate the

interrelationships between systems within organisations

3.2.2 Use examples to demonstrate the impact of a holistic approach on quality

3.3 Critically examine the role of quality management in meeting customer needs

3.3.1 Explain why customers should play a part in determining quality; give examples of

how customers can be involved in determining quality

3.3.2 Use examples to show how quality management can help to satisfy customer

needs

3.4 Demonstrate the links between quality and operations management

3.4.1 Use the supply chain to demonstrate the process of operations management and

the necessity for quality to be delivered at each stage; give examples of where

quality needs to be maintained

3.4.2 Use examples to demonstrate how quality management can contribute to

improved operations management; give examples of how quality and operations

complement each other




Guidance for tutors

The concept of managing quality should be explored by candidates in the context of

supporting performance improvement within organisations. This requires an understanding

of what performance improvement is and the measures that can be taken to improve

quality. It is particularly important to consider how developing a culture of quality

contributes to business success.

Candidates need to explore a range of approaches to performance evaluation. Such

performance evaluation approaches are likely to be based on measures of efficiency and

effectiveness. These measures will be applied through a variety of methods for measuring

process and systems performance dependent on the business context in which they are

employed.

Candidates must identify and examine the main approaches to managing quality within a

business organisation. These will usually be developed from a clear view of the organisation

and the standards it wishes to achieve. From this basis, clear aims and objectives can be

agreed and set. Approaches employed will usually consist of a combination of internal

review and monitoring supported by external review, for example, auditors or standard

setting bodies relevant to the business.

It is important that candidates are able to explain the role of continuous improvement and

understand why organisations need to adopt this thinking. This can be best achieved by

identifying the benefits that arise from continuous improvement and the dangers when such

an approach is not adopted.

Candidates need to consider the differences between compliance based (must do) and

ownership based (want to do) approaches to achieving quality. While requirements for

compliance cannot be ignored, giving employees a sense of ownership of quality achieves a

positive atmosphere and better long-term results. Candidates should analyse the integral

role that administration plays in all aspects of managing quality. Administration will provide

systems and procedures, plus the essential recording and measuring of performance on

which any approach to quality management relies.

Candidates should examine the benefits of adopting a holistic approach to managing quality.

Such an approach will enable an understanding of how quality is critical to all aspects of

business activity. The candidate must make clear that all parts of an organisation need to

achieve their performance targets, since underachievement in one area impacts on success

elsewhere within the business. Understanding the importance of holism provides a useful

basis from which to examine contribution of quality management to meeting customer

needs. Since quality is best built upon a concept of achieving customer satisfaction, it is

important to explore the process of customer driven quality.

Customer satisfaction, for both internal and external customers, is an important feature of

good overall management; candidates must also be able to explain the links between

operations and quality management.




Credit: 10

GLH: 50

Unit aim

This unit explores the relationship between the effective management of people,

motivation, and the performance of individuals in organisations. It focuses on the skills

managers should develop to solve problems and diffuse conflicts occurring in organisations.

The unit also examines the role of continuous professional development (CPD).

Candidates who aspire to manage individuals in organisations will develop the fundamental


Learning outcomes

This unit has four learning outcomes.

The candidate will:

01 Understand the relationship between personal effectiveness and people management

02 Understand the relationship between motivation and personal effectiveness

03 Understand the need for effective skills in problem-solving and conflict resolution when

managing people

04 Understand how CPD influences personal effectiveness

Mandatory reading

No single text adequately addresses the diverse nature of this unit. Candidates should

selectively access and utilise a range of resources.

Further reading

Armstrong, M. (2008) How to Be a Better Manager. Kogan Page

Horn, R. (2009) The Business Skills Handbook. Chartered Institute of Personnel &

Development

Pedler, M. et al (2006) A Managers Guide to Self Development. 5th edition. McGraw-Hill

Routledge, C. and Carmichael, J. (2007) Personal Development and Management Skills.

Chartered Institute of Personnel & Development

Templar, R. (2009) The Rules of Work: A Definitive Code for Personal Success. Harlow, FT

Prentice Hall

Whetten, D. and Cameron, K. (2010) Developing Management Skills. 8th edition. FT

Prentice Hall

Winstanley, D. (2005) Personal Effectiveness. Chartered Institute of Personnel &

Development






Learning outcome 01: Understand the relationship between personal effectiveness and

people management

Assessment criteria

The candidate can:

1.1 Identify the personal and interpersonal skills needed by effective managers

1.2 Analyse the relationship between time management and the effective performance of

individuals in organisations

1.3 Propose solutions to problems caused by ineffective time management in organisations


1.1 Identify the personal and interpersonal skills needed by effective managers

1.1.1 Identify the nature and role of management

1.1.2 Discuss and define what effectiveness is

1.1.3 Explore and define what the skill set mangers need to manage effectively

1.2 Analyse the relationship between time management and the effective performance of

individuals in organisations

1.2.1 Examine the difference between managing and leading people

1.2.2 Discuss the influencing skills necessary to shape other peoples behaviour

1.3 Propose solutions to problems caused by ineffective time management in organisations

1.3.1 Outline good habits in time management

1.3.2 Examine the importance of good time management in organisations

1.3.3 Identify the problems and barriers to effective time management

1.3.4 Explain the need to prioritise work in order to achieve effective time management




Learning outcome 02: Understand the relationship between motivation and personal

effectiveness

Assessment criteria

The candidate can:

2.1 Explain the relationship between motivation and the effectiveness of individuals in

organisations


2.1 Explain the relationship between motivation and the effectiveness of individuals in

organisations

2.1.1 Discuss the meaning and underlying concept of motivation

2.1.2 Examine how managers can develop effective teams

2.1.3 Critically examine the motivation theories that relate best to the individual

2.1.4 Evaluate at least one theory of motivation in relation to a specific workplace

2.1.5 Examine the role of motivation theory in assisting effective job design




Learning outcome 03: Understand the need for effective skills in problem-solving and

conflict resolution when managing people

Assessment criteria

The candidate can:

3.1 Identify sources of conflict within organisations

3.2 Examine how conflicts can be managed

3.3 Demonstrate how managers use the appropriate skills to resolve conflicts

3.4 Demonstrate problem-solving skills needed by managers


3.1 Identify sources of conflict within organisations

3.1.1 Examine why different stakeholders may have different objectives

3.1.2 Discuss how different objectives can lead to conflict

3.1.3 Evaluate the sources of conflict which may arise within an administrative

department

3.2 Examine how conflicts can be managed

3.2.1 Outline the main approaches to deal with conflict within teams and between

individuals

3.2.2 Consider when it may be necessary to bring in outside help to conciliate or

arbitrate

3.3 Demonstrate how managers use the appropriate skills to resolve conflicts

3.3.1 Identify the skills needed for effective problem-solving, including cognitive (analysis

and evaluation) and interpersonal

3.3.2 Evaluate how these skills might help in solving a specific organisational problem

3.4 Demonstrate problem-solving skills needed by managers

3.4.1 Outline the decisional roles identified by Mintzberg

3.4.2 Evaluate the extent to which one or more of these roles might be effective in a

specific organisation




Learning outcome 04: Understand how CPD influences personal effectiveness

Assessment criteria

The candidate can:

4.1 Examine the role of CPD in organisations

4.2 Demonstrate how CPD influences the effectiveness of individuals in organisations


4.1 Examine the role of CPD in organisations

4.1.1 Outline the principles and objectives of CPD

4.1.2 Examine the process of delivering effective CPD

4.2 Demonstrate how CPD influences the effectiveness of individuals in organisations

4.2.1 Identify the benefits and drawbacks to individuals of undertaking CPD

4.2.2 Evaluate whether CPD should be a top-down or bottom-up process

4.2.3 Identify the benefits and drawbacks to organisations resulting from CPD

4.2.4 Judge which benefits are of most importance to a specific organisation




Guidance for tutors

The unit should be approached from the perspective of personal and managerial

effectiveness. The emphasis is on understanding the skills and behaviours which underpin

effective performance in a managerial role.

Candidates should explore the competencies and developable skills necessary to perform

effectively in the changing world of organisations. A range of views and frameworks of

critical managerial skills should be accessed. Candidates should recognise the interrelated

and overlapping and frequently paradoxical nature of managerial skills. Issues of time

management and effective communication should be explored in some detail.

Learning outcome two requires consideration of the application motivation theory. The

focus should be on examining the implications of key motivation theories for individual job

design and the degree of autonomy and empowerment afforded work teams.

The areas of problem solving, decision making and negotiation are interlinked to reflect the

interpersonal skills central to success in these areas. In addition to understanding the tools

that may be used to assist decision-making, the behavioural aspect of the process of

decision-making and problem solving should be explored.

The basic assumptions for CPD, predicated on personal responsibility for learning,

development and continuous improvement are at the core of learning outcome four the

needs for reflective practice and continuous learning in a transformational world should be

examined. The value of the underpinning philosophy and objectives of CPD for both

individuals and organisations should be understood. Candidates should also be aware of the

resource requirement of CPD and the challenges in sustaining motivational momentum.




Credit: 15

GLH: 75

Unit aim

This unit examines the effects that individual differences have on the approach to work and

the relationship between leadership and team working. It recognises that the greatest

assets organisations possess are the people who work there, and that effective management

of these people is the key to sustaining competitive advantage within a framework of

organisational behaviour. It also explores the impact ethical practice and social

responsibility have on organisations and the individuals within them.

Candidates who aspire to positions in human resource management or aim to manage and

lead teams will develop the fundamental knowledge, understanding, and skills necessary for

such job roles.

Learning outcomes

This unit has six learning outcomes.

The candidate will:

01 Understand the different methods by which individuals learn and develop in the

workplace

02 Understand how individual differences between people influence their behaviour at work

03 Understand the concept of leadership and its influence on effective team working

04 Understand the factors contributing to the successful development and performance of

teams

05 Understand how types of organisational structure and culture impact on individuals and

organisations

06 Understand the impact of ethical practice and social responsibility on organisations and

the individuals within them

Mandatory reading

Mullins, L. J. (2010) Management and Organisational Behaviour. 9th edition. Harlow, FT

Prentice Hall

Further reading

Cole, G. A. (2003) Management Theory and Practice. 6th edition. London, Thomson

Huczynski, A. A. and Buchanan, D. A. (2007) Organizational Behaviour, an Introductory Text.

8th edition. Harlow, Financial Times Prentice Hall






Learning outcome 01: Understand the different methods by which individuals learn and

develop in the workplace

Assessment criteria

The candidate can:

1.1 Identify different learning and development methods and the basis for their selection

1.2 Select appropriate learning and development methods for an individual at work


1.1 Identify different learning and development methods and the basis for their selection

1.1.1 Definitions of and distinctions between education, training, development, learning

1.1.2 Benefits of having a planned and systematic approach to managing learning,

training and development

1.1.3 Importance of learning and development for maintaining competence levels and

improving adaptability of people in organisations

1.1.4 Nature of learning and development, areas of learning behaviour - psychomotor,

cognitive, self

1.1.5 Methods of learning and development - action learning, experiential, role-play etc.

1.1.6 Bases for selecting types of learning and development methods - content, process,

setting etc.

1.2 Select appropriate learning and development methods for an individual at work

1.2.1 Selection and application of appropriate learning and development methods for

the work situation of the learner




Learning outcome 02: Understand how individual differences between people influence

their behaviour at work

Assessment criteria

The candidate can:

2.1 Distinguish between ability and aptitude

2.2 Explain how abilities, aptitudes, personalities, attitudes, and perceptions affect individual

behaviour at work

2.3 Explain the importance of motivation and morale for individual performance


2.1 Distinguish between ability and aptitude

2.1.1 Identifying the differences between ability e.g. exiting capacity, aptitude e.g.

potential capability

2.1.2 Impact of individual differences in ability, aptitude, attitude, perception, and

personality on the work situation - performance, satisfaction, relationships,

conflict, co-operation, and their implications for managing diversity

2.2 Explain how abilities, aptitudes, personalities, attitudes, and perceptions affect individual

behaviour at work

2.2.1 Nature and definitions of motivation and the needs and expectations of people at

work

2.2.2 Impact of intrinsic and extrinsic rewards on motivation and satisfaction and their

relationship to morale

2.2.3 Concepts, models and theories of motivation - content i.e. needs, process i.e.

expectancies, and equity, goal

2.2.4 Individual behaviour and practical application of theories/models to job and work

design - enrichment, enlargement, group autonomy, flexible working

2.3 Explain the importance of motivation and morale for individual performance

2.3.1 Critically examine studies relating motivation to workplace performance




Learning outcome 03: Understand the concept of leadership and its influence on effective

team working

Assessment criteria

The candidate can:

3.1 Critically examine the concept of leadership and its importance for teamwork

3.2 Apply relevant concepts, models, and theories of leadership to specific situations

3.3 Analyse the impact of leadership styles on leading and communicating within teams


3.1 Critically examine the concept of leadership and its importance for teamwork

3.1.1 Type of leadership and its importance for a team

3.1.2 Definitions of leadership relating to influence, persons, situations

3.1.3 Relation of leadership to teams and management - function of management,

differences, leadership, e.g. appointed, emergent, management, e.g. legitimate

position

3.2 Apply relevant concepts, models, and theories of leadership to specific situations

3.2.1 Models and theories of leadership - trait, behavioural, grid, situational, contingency

3.3 Analyse the impact of leadership styles on leading and communicating within teams

3.3.1 Impact and appropriateness of leadership styles - authoritarian, democratic, laissez

faire for communicating to and leading teams within the work situation

3.3.2 Types of communication networks - chain, circle, wheel, Y, all channel, their

patterns of communications within a team and consequences for individual and

team performance




Learning outcome 04: Understand the factors contributing to the successful development

and performance of teams

Assessment criteria

The candidate can:

4.1 Explain the nature and importance of teamwork for an organisation

4.2 Identify the stages of group development and factors influencing effective team

performance

4.3 Examine the relationship between different group roles and effective team performance


4.1 Explain the nature and importance of teamwork for an organisation

4.1.1 Importance of groups, types of groups - formal and informal, differences between

groups and teams

4.2 Identify the stages of group development and factors influencing effective team

performance

4.2.1 Stages of group development - forming, storming, norming, performing, adjourning

and their importance for effective team building

4.2.2 Elements of group dynamics - behaviour, sentiments, activities, interactions

4.3 Examine the relationship between different group roles and effective team performance

4.3.1 Balanced roles within the team and their relation to team performance

4.3.2 Characteristics of team effectiveness - goals, identity, leadership, cohesion,

communication etc.




Learning outcome 05: Understand how types of organisational structure and culture

impact on individuals and organisations

Assessment criteria

The candidate can:

5.1 Outline different types of organisational structure

5.2 Outline different types of organisational culture

5.3 Analyse the impact of structure and culture on organisations

5.4 Explain how structure and culture influence the behaviour of individuals and teams at

work


5.1 Outline different types of organisational structure

5.1.1 Examine the nature, elements, and types of organisational structure web,

bureaucratic, matrix, and individual

5.2 Outline different types of organisational culture

5.2.1 Examine the nature, elements, and types of organisational culture - power, role,

task, and person

5.3 Analyse the impact of structure and culture on organisations

5.3.1 Models and classificatory schemes of the relationship between and impact of

organisational culture and structure on organisations

5.4 Explain how structure and culture influence the behaviour of individuals and teams at

work

5.4.1 Influences on the development of organisational culture - ownership, history,

technology, size, environment etc., and the impact of structure and culture on

individual effectiveness and performance - productivity, motivation, turnover,

efficiency etc.




Learning outcome 06: Understand the impact of et

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