Level 4 Higher Education Diploma in Business Management

Key Features

The Elite Qual higher education programmes offer:

• An informative learning journey that stimulates and challenges students.
• A simple and flexible structure that lays a solid platform for students to build on to achieve further education qualifications
• Core competences throughout the curriculum, to support personal and professional development.
• The opportunity for centres to offer assessments that consider cognitive skills along with effective and applied skills to support a practical and dynamic approach to learning
• A flexible approach to assessment that supports progression to higher education or work and allows for different learning styles
• quality assurance measures that assure professional organisations, universities, businesses, colleges and students of the integrity and value of the qualifications, and a programme of learning designed to meet skills gaps in the current workforce and build today’s talent to meet future skills requirements in business

Programme Design and Delivery

Access and Recruitment

Entry Requirements

• Level 3 qualifications in Business
• A related Level 3 qualification
• A proven relevant work experience
• An overseas qualification with proven equivalence to the above listed entry qualifications
• Where an applicant is a non-native English speaker, they must have proof of English language proficiency at Level B2 (Common European Framework of Reference (CEFR) level B2) or IELTS 5.5 (reading and writing must be at 5.5).

Access and Widening Participation

In line with the UK higher education guidelines on access and widening participation, our qualification aims to adopt a process whereby opportunity is offered to mature students and those who have left formal education over time to pursue higher education through our recruitment process. We do this by offering opportunity for mature students who can prove that they have the relevant work experience and the English language proficiency to enhance their achievement of the programme leaning outcomes (ref: https://www.qaa.ac.uk/quality-code/advice-and-guidance/admissions-recruitment-and-widening-access#) (https://www.officeforstudents.org.uk/publications/regulatory-advice-7-advice-on-preparing-your-2019-20-access-and-participation-statement/).

Access to Study

In line with the Equality Act 2010 and our principle of equal opportunity for all, we ensure that our qualifications:

• Are available to everyone capable of reaching the required standards
• All prospective students shall be offered relevant information in a timely manner to make informed decisions to access our qualifications
• Aare free from any barriers that restrict access and progress, and offer equal opportunities for all those who want to access them.

Equality and Diversity

In line with the UK Equality Act 2010, our approach to recruitment and delivery and assessment seeks to promote equality and diversity. In the delivery of our qualifications we ensure that an inclusive learning environment is created and that all students have equal access to educational opportunities; assessment activities are designed in recognition of individual learning needs and that all students have fair access to the assessment process.

Recognition of Prior Learning and attainment

There is opportunity for all prospective students to apply for RPL. This means that students’ previous learning and experience can be taken into account and they may be awarded certain qualifications or units of a qualification based on that learning or experience.

Programme Structure

The qualification is designed in line with the regulated qualifications framework.

Total Credits: For the Level 4 qualification the total credits are 120

There are 6 Units. Each Unit has a value of 20 credits

The total credits for the qualification are 120 upon achieving all 6 units.

• Guided Learning Hours for the Level 4 qualification are 480
• Total Qualification Time is 1 200 hours

In designing the Level 4 Higher Education Diploma in Business Management, care has been taken to ensure that the National Occupational Standards for the business management role are fully embedded. In completing the learning outcomes, learners would acquire the knowledge, skills and competences as prescribed in the National Occupational Standards in the sector. The standard is about preparing and monitoring operational procedures. It covers the organisational policies and procedures and legal requirements including respecting diversity and protecting security and confidentiality. Furthermore, aspects of risks management and contingency planning, making sure that the best use of resources and coordination of actions are in line with plans. The knowledge, skills and competences for managers who have responsibilities for the preparation, coordination and monitoring of operational plans and work procedures are fully covered in the learning outcomes of the programme.

In meeting academic standards for higher education qualifications in the UK, care has been taken to embed the requirements of the Framework for Higher Education Qualifications (FHEQ) and the Regulated Qualifications Framework (RQF). These require that the programmes are designed at the appropriate level which must be assured in the programme learning outcomes and the level descriptors and that the qualification is reviewed over time to ensure that sector specific developments form the basis for qualification review. Furthermore, the requirements for total qualification time, total credits, credit values as well as guided learning hours are in line with the regulated qualifications framework and the FHEQ.

Assessment and Grading

Assessment

This programme will be assessed internally and externally. Internal assessments will be externally moderated by Elite Qual. Assessment methods will vary in relation to the specific learning outcomes being assessed but will cut across a wide spectrum of assessment methods such as essays, reports, professional discussion, and PowerPoint presentation and briefing paper.

The Elite Qual Level 4 Higher Education Diploma for the Business Management qualification is assessed using a blend of internal assessment and external assessment. Internal assessments follow a set guidance on which teachers set the assessment. External assessments are set and marked by Elite Qual as the awarding body. Due diligence must be followed to ensure that the assessments and methods chosen are appropriate to the content of each unit and in consistence with the specific learning outcomes and skills required to be demonstrated by learners to achieve the unit being assessed. Further due diligence must be taken to ensure that planning of the delivery and assessment of each unit will allow sufficient time for teaching and learning, formative assessment and development of transferable skills.

Grading

Assessment outcomes at unit level will be a Pass, Merit or Distinction which shall be in line with the assessment grade descriptors at unit level prescribed in the unit formats. This is the basis for determining the grade for each unit. In addition to achieving and receiving a grade for each individual unit, learners will receive an overall grade for the qualification. The units are equally weighted at 20 credits. The formula for establishing the overall grade is as follows.

All 120 credits count in calculating the grade. The overall qualification grade for the Elite Level 4 Higher Education Diploma in Business Management will be calculated based on student performance. Points per credit Pass: 4 Merit: 6 Distinction: 8 Point boundaries

Grade Point Boundaries

Pass = 480 - 528

Merit = 529 - 720

Distinction = 721+

Awarding an overall Merit grade: Example

Unit Number	Assessment Outcomes	Unit Points
401	Pass	80
402	Merit	120
403	Distinction	160
404	Pass	80
405	Merit	120
406	Distinction	160
Total Points		720

As the overall total points are 720, the overall qualification grade is a Merit (please see grade ranges above).

Awarding an overall Distinction grade: Example

Unit Number	Assessment Outcomes	Unit Points
401	Distinction	160
402	Merit	120
403	Distinction	160
404	Distinction	160
405	Merit	120
406	Distinction	160
Total Points		880

As the overall total points are 880, the overall qualification grade is a Distinction (please see grade ranges above).

Units Format

Unit Number	Level 4 Higher Education Diploma in Business Management	Unit Credit	Unit Level	GLH
401	The Business Environment	20	4	80
402	Organisational Behaviour	20	4	80
403	Leadership and Management	20	4	80
404	Business Strategy	20	4	80
405	Financial Accounting	20	4	80
406	Operations Management	20	4	80
		120		480

Essential Content

This section covers the content students can expect to study as they work towards achieving their learning outcomes. Each learning outcome is connected to Assessment criteria which indicate what the learner will be required to demonstrate to achieve a specific learning outcome. Assignments can be graded at ‘Pass’ (P), ‘Merit’ (M) and ‘Distinction’ (D) depending on the quality of the student’s work.

Unit 401: The Business Environment

Unit Summary

This unit aims at enhancing learner knowledge and understanding of the types of environment in which businesses operate. The unit explores the internal organisational business characteristics and the factors which lead to decision-making to meet organisational goals and objectives. Furthermore, the sector in which a business operates and the forces which impact on organisational competitiveness and performance are explored. The various types of organisations, their relationship with stakeholders and the wider external environment and how these impact on decision-making are explored.

Credit Value: 20

Guided Learning Hours: 80

Mandatory/ Optional: Mandatory

Grading: P. M, D

Learning Outcome 1

The learner will:

Understand the various types of business organisations, their legal forms, size and scope.

The learner can:

• 1.1. Explain the different types of business organisations including the legal forms, functions, size and scope
• 1.2. Explain the differences in function, features and operations of public, private and voluntary organisations.
• 1M1. Analyse the impact of size and structure of organisations on their performance in their respective industrial sectors.

Learning Outcome 2

The learner will:

Explain the links between the various functional units within an organisation and how these impact on meeting organisational goals and objectives

The learner can:

• 2.1. Describe the relationship the different organisational functions and how they interact to achieve organisational goals and objectives.
• 2.2. Explain how organisational structure impacts on decision-making and the achievement of organisational goals and objectives.
• 2M1. Analyse the merits and demerits of different organisational structures in relation to organisational competitiveness and performance.
• 2D1. Critically evaluate the significance of organisational size on its competitiveness in a specific business sector.

Learning Outcome 3

The learner will:

Understand the impact of micro and macro environmental factors on organisational decision-making and performance

The learner can:

• 3.1. Explain the positive and negative impacts of micro environmental factors on organisational decision-making and performance.
• 3.2. Identify the impact of macro environmental factors on organisational decision- making, competitiveness and overall performance.
• 3M1. Apply the PESTLE tool to analyse the macro environment of a chosen business organisation.
• 3D1. Critically analyse how both micro and macro environmental factors impact on business decision-making and the achievement of organisational goals and objectives.

Learning Outcome 4

The learner will:

Apply analytical tools to determine the strengths and weaknesses of business organisations and how they relate to external macro factors.

The learner can:

• 4.1. Apply analytical tools to identify the internal strengths and challenges of a chosen business organisation
• 4.2. Explain how external macro factors relate to organisational strengths and weaknesses.
• 4M1. Assess the significance of SWOT/TOWS in contributing to organisational decision- making in a chosen business organisation.

Essential Content

Types of Organisations:

For profit and not for profit; non-governmental (NGO), Charities, SMEs and multi nationals. Sole traders, partnerships, limited liability companies (private and public), franchises, joint ventures and licensing Market forces, stakeholders, functions of organisations and functional units; marketing, finance, hrm and operations; organisational structure.

Macro and micro environmental factors; analytical tools and models, SWOT/TOWS, PESTLE; impact of environmental factors on decision-making Internal and external strengths and weaknesses; SWOT/TOWS tools; competitive analysis; relationship between external forces and organisational performance.

Recommended Resources

Baron, P. (2012) Business and its Environment. 7th Ed. London: Prentice Hall. Palmer, A. and Hartley, B. (2011) The Business Environment. 7th Ed. Maidenhead: McGraw-Hill. Weatherley, P. (Editor) and Otter, D. (Editor) (2014) The Business Environment: Themes and Issues in a Globalised World. 3rd Ed. Oxford: Oxford University Press.

Worthington, I. and Britton. C. (2014) The Business Environment. 7th Ed. Harlow Pearson

Unit 402: Organisational Behaviour

Unit Summary

This unit will enhance learner knowledge and understanding of culture, politics and power on organisational behaviour. The key factors which impact on individual behaviour, teams and the business organisation will be explored. The learner will gain knowledge of how to contribute as an individual and as a team member towards the achievement of organisational goals and objectives.

Credit Value: 20

Guided Learning Hours: 80

Mandatory/ Optional: Mandatory

Grading: P. M, D

Learning Outcome 1

The learner will:

Understand the concepts of culture, power and politics and how they impact on organisational behaviour.

The learner can:

• 1.1. Describe the nature of culture, power and politics in a chosen business organisation
• 1.2. Explain how individuals and teams can be influenced by organisational culture, power and politics
• 1M1. Critically analyse the impact of culture, power and politics within a chosen organisation on individuals, team work and organisational performance.
• 1D1. Evaluate the significance of culture on motivation of individuals and teams to achieve organisational objectives and goals.

Essential Content

The concepts of culture, power and politics in an organisation; Hofestde’s dimension of culture theory and application; globalisation and digital technology and impact on organisational culture; systems theory, network theory; organisational psychology; influence of power; bases and types of power, power controls and power sources.

Motivational theories; extrinsic and intrinsic; content and process theories; implication of motivational theory on management and leadership in organisational context; teamwork theories; team behaviour; types of teams; team dynamics; conflict resolution

Barriers to effective teamwork; enhancing teamwork

Organisational behaviour philosophies: path goal theory; autocratic, custodial, collegial systems. People; perception, individual differences, motivation and empowerment

Learning Outcome 2

The learner will:

Critically analyse how individual and teams can be motivated towards achieving organisational goals and objectives

The learner can:

• 2.1. Assess the impact of content and process theories of motivation on the achievement of organisational goals and objectives
• 2.2. Explain the motivational theories which relate to the influence of employees in the workplace
• 2M1. Critically evaluate the significance of motivational theory on individual and team behaviour

Learning Outcome 3

The learner will:

Demonstrate knowledge and understanding of teamwork and how to cooperate with others for the realisation of team goals

The learner can:

• 3.1. Describe the different types of teams in the workplace
• 3.2. Explain the factors that contribute to effective and ineffective team performance
• 3M1. Analyse the theories which relate to the enhancement of cooperation within effective teams in the workplace.
• 3D1. Critically analyse the relevance of teamwork theory on team behaviour towards achievement of business performance.

Learning Outcome 4

The learner will:

Demonstrate understanding an application of philosophies of organisational behaviour in a given business context

The learner can:

• 4.1. Explain the key philosophies and theories which underpin the study of organisational behaviour.
• 4M1. Assess how philosophies of organisational behaviour impact on organisational decision-making and the achievement of desired goals in business organisations.
• 4D1. Critically analyse the role of team leadership on team performance.

Recommended Resources

Textbooks

Archer, D. and Cameron, A. (2013) Collaborative Leadership; Building Relationships, Handling Conflict and Sharing Control. 2nd Ed. London: Routledge. BY, R.T. and Burnes, B. (2013) Organizational Change, Leadership and Ethics: Leading Organisations Towards Sustainability. London: Routledge.

Huczynski, A. and Buchanan, D. (2013) Organisational Behaviour. 8th Ed. Harlow: Pearson. Levi, D. (2014) Group Dynamics for Teams. 4th Ed. London: SAGE. ROLLINSON, D. (2008) Org

Unit 403: Leadership and Management

Unit Summary

This unit will enhance learner knowledge and understanding of the leadership and management roles as key factors in the effective operation of business organisations. The underpinning theoretical and conceptual frameworks of leadership and management are explored to help learners understand and critique the impact of leadership and management on the effectiveness of an organisation. The unit further covers the different leadership and management styles, skills and attributes and how they impact on organisational culture and performance. The roles are differentiated in terms of role and characteristics and reviewed in terms of their impact on organisational performance

Credit Value: 20

Guided Learning Hours: 80

Mandatory/ Optional:

Grading: P. M, D

Learning Outcome 1

The learner will:

Examine the underpinning theories and roles of leadership and management and how they impact on organisational reputation and performance

The learner can:

• 1.1. Explain the different theories and principles of leadership and management
• 1.2. Assess the impact of leadership and management roles in the performance of organisations
• 1.3. Differentiate between the roles and characteristics of leadership and management
• 1M1. Critically analyse the skills and attributes that enhance effective leadership in an organisation
• 1D1. Critically evaluate the impact of different approaches to leadership and management

Essential Content

• Concept definition: Leadership and Management (Fayol and Mintzberg)
• Characteristics, skills and attributes
• Functions of leaders and managers
• Management theories: Taylorism, Fayol, Handy and Porter
• Leadership theories: transformational; transactional, situational, charismatic and emotional
• Leadership skill and competences
• Impact of roles of leadership and management on organisational reputation and performance

Learning Outcome 2

The learner will:

Examine the impact of leadership and management roles and styles on the reputation and culture of organisations

The learner can:

• 2.1. Explain the relationship between leadership style and the culture of a chosen organisation
• 2.2. Explain the relationship between management style and the culture and performance of a chosen organisation
• 2M1. Analyse the impact of leadership and management styles on the decision-making process and the achievement of organisational goals and objectives
• 2D1. Critically examine the significance of organisational culture on the performance and reputation of a chosen organisation

Essential Content

• Leadership Styles: McGregor (theories X and Y); Linkert’s system, Tannenbam and Schmidt
• Leadership styles in different organisations: Case studies
• Impact of leadership on organisational culture; impact of management style on organisational culture and reputation: Case studies
• Types of organisational culture: power, role, task and person (Handy)
• Factors influencing organisational culture
• Impact of leadership and management roles on individual employee and performance

Learning Outcome 3

The learner will:

Develop a motivational strategy towards enhancing organisational reputation and performance

The learner can:

• 3.1. Formulate a motivational strategy for an organisation that can enhance employee commitment and loyalty.
• 3.2. Examine how a motivational strategy for a chosen organisation can support optimal achievement of organisational goals and objectives
• 3.3. Explain the concepts of intrinsic and extrinsic motivation
• 3M1. Critically examine the significance of intrinsic and extrinsic motivation in the enhancement of employee loyalty and commitment to work
• 3D1. Apply theories of motivation to a chosen organisation and determine how its employees are supported to enhance their productivity and commitment to work.

Essential Content

Motivational theories: Maslow, Herzberg and McClelland on content theories. Application to different work environments and significance Vroom, Adams and Locke on process theories (Expectancy, Equity and Goal theories) and application to different work contexts How employees are motivated toward enhancing employee commitment, loyalty and productivity How motivation of employees impact on employee job satisfaction, productivity and performance.

Motivational Strategy: strategy for rewarding employee performance to enhance employee commitment and loyalty: financial and non-financial strategies Strategies for addressing employee de-motivation and frustration; dealing with unsuccessful employee performance. Provide incentives to encourage employee commitment and loyalty.

Learning Outcome 4

The learner will:

Evaluate the contribution of leadership and management approaches to managing performance

The learner can:

• 4.1. Explain the different leadership approaches for managing performance
• 4.2. Examine management approaches towards effective management of employee productivity.
• 4.3. Apply leadership and management approaches for managing organisational performance and continuous improvement
• 4M1. Critically evaluate how management approaches enhance employee productivity.
• 4D1. Critically analyse how the motivational strategy of a chosen organisation enhances employee productivity, loyalty and make recommendations for continuous improvement.

Recommended Resources

Adair, J. (2019). Develop Your Leadership Skills: Fast, Effective Ways to Become a Leader People Want to Follow. Kogan Page.

Kelly, P. and Cole, G. (2020) Management: Theory and Practice. 9th Ed. Cengage. Mullins, L. J. (2019) Organisational Behaviour in the Workplace 12th Ed. Harlow: Pearson.

Orti, P and Middlemiss, M. (2019). Thinking Remote. Inspiration for Leaders of Distributed Teams. Virtual Not Distance Benmira, S., Agboola, M. (2021) Evolution of Leadership Theory. The Learning Zone. BMJ, Vol. 5, pp. 3-5.

Eliot JL. (2020) Resilient leadership: the impact of a servant leader on the resilience of their followers. Adv Dev Hum Resource, Vol.22:404–18. 25 Thompson H, Matkin G. (2020) The evolution of inclusive leadership studies: a literature review. Journal of Leadership Education 2020; 19:15–31. 26

Rosenhead J, Franco LA, Grint K, et al. (20219) Complexity theory and leadership practice: a review, a critique, and some recommendations. Leadership vol. 30:101-304

Unit 404: Managing Business Finance

Unit Summary

This unit explores the activities of financial management and enhances learner knowledge and understanding of the planning, organisation, directing and evaluation of business finance. The general principles which underpin the management of financial resources are explored, including calculating capital required for operating a business to achieve objectives, investment of capital and the allocation of profits. Learners will understand the key financial management principles and strategies and the organisation of the finance department of a business organisation. This will enable learners, on completion of this unit, to contribute effectively to the financial management function of an organisation

Credit Value: 20

Guided Learning Hours: 80

Mandatory/ Optional: Mandatory

Grading: P. M, D

Learning Outcome 1

The learner will:

Evaluate the role and purpose of the financial management function in an organisation

The learner can:

• 1.1. Examine the purpose and principles of the financial management in terms of effective operation of a business
• 1.2. Evaluate the role and purpose the business financial function for different organisations and business contexts
• 1M1. Critically analyse the contribution of the financial management function of an organisation in terms of achieving organisational objectives and management of risks
• 1D1. Assess the financial management strategy of a chosen business and make recommendations for achieving long-term business objectives and overall organisational goals.

Essential Content

• Managing finance concepts: finance; financial management; financial reporting; financial accounting; investment decisions; working capital
• Purpose of financial management
• Careers: Finance Officer; Management Accountant; Financial Planning Analyst
• Ethical considerations and implications
• Appraisal methods and techniques

Learning Outcome 2

The learner will:

Understand the different choices of business finance available to organisations and make appropriate choices for different business situations.

The learner can:

• 2.1. Explain the different sources of business finance for different business situations
• 2.2. Discuss alternative sources of finance for small and large business organisations
• 2M1. Assess a range of sources of business finance in terms of meeting organisational objectives.
• 2D1. Critically evaluate the different sources of business finance in terms of supporting business objectives and long-term success of an organisation.

Essential Content

• Sources of finance: internal vs. external sources
• Investment risks; estimating cost of capital and capital structure theories
• Contemporary methods e.eg Islamic finance
• Venture capital and franchise

Learning Outcome 3

The learner will:

Evaluate the different methods and techniques for managing working capital within organisations.

The learner can:

• 3.1. Assess the different approaches to managing working capital in a chosen organisation.
• 3.2. Review the techniques adopted for measuring an organisation’s working capital.
• 3M1. Examine the merits and demerits of the different techniques for managing the working capital position of an organisation.
• 3D1. Critically review the working capital management techniques and methods of an organisation, making sound and meaningful recommendations for improvement.

Essential Content

Working capital

• Accounts payable accounts receivable
• Techniques: FIFO, ABC analysis,; economic order quantity
• Inventory management systems: Oracle, NetSuite; Zoho

Learning Outcome 4

The learner will:

Use alternative investment appraisal methods and techniques to support organisational decision-making.

The learner can:

• 4.1. Explain the factors that impact on organisational decision making.
• 4.2. Recommend alternative investment appraisal techniques for the improvement of organisational decision making.
• 4.3. Use different investment appraisal techniques to calculate investment viability to inform long-term investment decision making.
• 4M1. Review recommendations for improvement of investment decision making using evidence-based judgments.
• 4D1. Critically evaluate the different techniques for the improvement of organisational investment decision making.

Essential Content

• Investment appraisal
• Investment appraisal methods and techniques
• Factors which impact on investment decision making; ROI; risks; cost of capital

Recommended Resources

Aerts, W. and WALTON, P. (2017) Global Financial Accounting and Reporting: Principles and Analysis. 4th Ed. Cengage Learning

Emea. Atrill, P. and McLaney (2018) Accounting and Finance for Non-Specialists. 11th Ed. Prentice Hall.

Atrill. P. (2017) Financial Management for Decision Makers. 8th Ed. Harlow: Pearson.

Cornwall, J. R., Vang, D. O. and Hartman, J. M. (2019) Entrepreneurial Financial Management: An Applied Approach. 5th Ed. London: M.E. Sharpe.

Weetman, P. (2019) Financial and Management Accounting: An Introduction. 8th Ed. Harlow: Pearson.

https://www.accaglobal.com/uk/en.html Association of Chartered Certified Accountant

https://www.icaew.com/ Institute of Chartered Accountants in England and Wales Resources, Financial Reporting

Unit 405: Business Strategy

Unit Summary

This unit seeks to enhance learner knowledge and understanding of the strategic management process and the strategic thinking and planning skills required for the improvement of organisational competitiveness and performance. There is focus on the general management skills and competences required for effective business strategy formulation that can enhance organisational competitiveness. The different types of strategic approaches available for operational, tactical and strategic role for management are considered across a range of themes and topical areas that can be applied in different business situations. Learners, on completion, should acquire sufficient knowledge and understanding of business strategy formulation and implementation and therefore be able to make effective contribution to the development of business plans and operational direction, playing a role at a junior management level.

Credit Value: 20

Guided Learning Hours: 80

Mandatory/ Optional: Mandatory

Grading: P. M, D

Learning Outcome 1

The learner will:

Understand the macro environmental factors that influence business strategy formulation

The learner can:

• 1.1. Describe the macro environmental factors in relation to a chosen business organisation.
• 1.2. Explain the impact that macro environment factors have on the business strategy formulation of the organisation.
• 1M1. Apply appropriate frameworks to analyse the impact of the macro environment factors on the chosen organisation.
• 1D1. Develop a set of effective and sound strategic direction, objectives for successful achievement of strategic goals using internal and external data and information.

Learning Outcome 2

The learner will:

Examine the internal environment and capabilities of an organisation

The learner can:

• 2.1. Describe the internal environmental factors of an organisation.
• 2.2. Explain how the internal environmental factors that influence strategic direction to enhance organisational competitive advantage within its market sector.
• 2.3. Use appropriate frameworks to assess the internal environment and capabilities of a chosen organisation.
• 2M1. Using data gathered on a chosen organisation assess its strength and weaknesses and capabilities.

Learning Outcome 3

The learner will:

Use appropriate strategic management tools to analyse the competitiveness of an organisation in a given market sectors.

The learner can:

• 3.1. Apply appropriate management tools to analyse a given market sector of a business firm to inform strategy formulation.
• 3.2. Use the outcomes of strategic analysis of an organisation to devise appropriate strategic objectives.
• 3M1. Evaluate the appropriateness of the chosen strategic tool for the analysis of the market sector of the chosen business firm.

Learning Outcome 4

The learner will:

Devise strategic management plan for a chosen organisation using strategic models, theories and concepts to enhance organisational competitive advantage within its market sector.

The learner can:

• 4.1. Use models, concepts and theories to develop a strategic plan for a chosen organisation.
• 4.2. Design a strategic management plan based on appropriate business strategy for the management of an organisation’s competiveness and market position.
• 4M1. Evaluate the strategic management plan designed for an organisation in terms of its competiveness in a given market sector.

Recommended Resources

Adair, J., 2013. Decision making and problem solving strategies. Philadelphia, PA: Kogan Page Ltd.

Barney, J. and Hesterly, W., 2012. Strategic Management and Competitive Advantage. 4th ed. Pearson.

Faulkner, D. and Johnson, G., 1996. The challenge of strategic management. London: Kogan Page.

Finlay, P., 2000. Strategic management. 1st ed. Financial Times/Prentice Hall.

Gore, C., Murrary, K. and Richardson, B., 1992. Strategic Decision Making. 1st ed. Cassell.

Johnson, G. et al (2019) Exploring Strategy: Text and Cases.12th Ed Harlow: Pearson.

Kim, W. C. and Mauborgne, R. (2015) Blue Ocean Strategy. Expanded Ed. Boston: Harvard Business Review Press.

Rothaermel, F. (2018) Strategic Management. 4th Ed. Maidenhead: McGraw-Hill.

Unit 406: Operations Management

Unit Summary

The unit will enhance learner knowledge and understanding of the administration of business practices to create a high level of efficiency possible within an organisation. The processes involved in turning materials and human resources into goods and services in an efficient way with the goal of maximising profits. Learners will explore how operations management as a business unit manages all human activities in an efficient way towards creating and delivering products and services. The unit will also focus on the approaches for ensuring quality management and continuous improvement in the production process. In completion of this unit, learners should acquire an insight into the complex nature of operations, processes and supply chain management which are key factors for effective management of the work environment and organisations.

Credit Value: 20

Guided Learning Hours: 80

Mandatory/ Optional: Mandatory

Grading: P. M, D

Learning Outcome 1

The learner will:

Understand the operations management function and its links with other functional units within organisations.

The learner can:

• 1.1. Explain how the operations management function interrelates with other function within an organisation.
• 1.2. Discuss how the operations management process impact on other functional units in a chosen organisation.
• 1M1. Analyse the operations management role and how it impacts on activities in the productive process within an organisation.
• 1D1. Critically analyse how the operations management function contributes to the improvement of organisational performance.

Essential Content

Concepts and definitions: Operations, operations management Functions: The operations function; management of activities to create and deliver products and services that include control and distribution systems, transformation process, process design, capacity management, logistics and inventory management. Core functions of operations, e.g. marketing and product/service development.

Support functions: accounting and finance, human resources, information systems and process technology.

Interrelationships between operations, core and support functions. Input-transformation-output process: Inputs, including raw materials, information, customers. The process hierarchy – levels of process, the operation, supply network and individual processes. Internal and external customers. Impact of the Four Vs on operations and processes – volume, variety, variation, visibility.

Learning Outcome 2

The learner will:

Analyse the significance of operations management in relation to the effective achievement of organisational goals and objectives.

The learner can:

• 2.1. Explain the concepts and theories which underpin the operations management function in organisations.
• 2.2. Identify the challenges which operations managers face when attending to customer needs.
• 2.3. Analyse the ways for measuring operations management in relation to performance and effectiveness in different organisations.
• 2M1. Assess the significance of the operations management function in the enhancement of organisational performance.

Essential Content

Importance of operations and operations management in organisations Challenges faced by operations managers Measurement of operational performance in organisations

Emerging digital technologies: Computer Aided Design (CAD). Different software systems to integrate and streamline operations, e.g. Enterprise Resource Planning (ERP), Customer Relationship Management (CRM), Supply Chain Management (SCM) Automation in production and operations reducing manual labour, e.g. in manufacturing

Learning Outcome 3

The learner will:

Analyse the significance of operations management in relation to the effective achievement of organisational goals and objectives.

The learner can:

• 3.1. Explain the different methods to quality management and continuous improvement towards enhancing organisational performance.
• 3.2. Discuss the theories which under pin operations management approaches towards achieving organisational goals and objectives.
• 3M1. Analyse the merits and demerits of the different approaches for improving and optimising organisational performance.
• 3D1. Critically evaluate the different approaches to operations management for continuous improvement of organisational performance and meeting organisational objectives and goals.

Essential Content

Importance of quality in operations

Different approaches to quality: TQM; Quality System approach; Lean Approach; Six Sigma and Lean Sigma

Learning Outcome 4

The learner will:

Evaluate the role of supply chain management in enhancing organisational ability to meet customer needs.

The learner can:

• 4.1. Explain the role of supply chain management of a chosen organisation for meeting customer requirements.
• 4.2. Examine the theoretical underpinnings of supply chain management.
• 4M1. Assess how different organisations manage supply chain relationships towards meeting customer needs
• 4D1. Critically evaluate the effectiveness of supply chain management of an organisation and make sound recommendations for enhancing the improvement of customer satisfaction.

Essential Content

Supply chain management; supply chain vs. supply networks Internal vs. external supply chain; tangible and intangible chains Supply chain performance objectives Lean vs. agile supply networks Managing supply chain relationships; global sourcing; logistic services, outsourcing and CRM

The unit Descriptor

This is the breakdown of the individual units of study which make up the Level 5 qualification. In order to achieve the Level 5 qualification, students will complete the units included in the programme at Level 5. This means that students will need to study over the guided learning hours, be assessed and achieve all the programme learning outcomes at Level 5.

Unit title: This is the statement of what the unit will cover.

Unit type: All Units are mandatory.

Credit value: 120

To complete our Level 4 Higher Education Diploma for the Business Management students must achieve all of the credits required.

Essential Content

The essential contents of each unit provide the purpose of the unit which defines the learning outcomes. The unit learning outcomes are statements which clearly explain what students will be able to do after completing the unit.

This section covers the content students can expect to study as they work towards achieving their learning outcomes. Each learning outcome is connected to Assessment Criteria which indicate what the learner will be required to demonstrate to achieve a specific learning outcome. Assignments can be graded at ‘Pass’ (P), ‘Merit’ (M) and ‘Distinction’ (D) depending on the quality of the student’s work.

Recommended Resources

This lists the resources that students should use to support their study for this unit. It includes books, journals and online material. The programme tutor may also suggest resources, particularly for local information.

National Occupational Standards

In the process of designing the Elite Qual qualifications consideration has been given to relevant National Occupational Standards. This has helped to ensure that the qualification content and approach to assessment aligns closely to the needs of employers. Where they exist, and are appropriate, National Occupational Standards (NOS) and professional body standards have been used to establish unit content.

Sector Specific Competences

These are skills related to the business management sector. Learners must acquire skills that industry wants. Acquisition of such competences will enhance the employability of learners on completion of their studies. The qualification has been designed with these in mind and the learning outcomes and essential contents of units provide learning opportunities for learners to acquire these skills and competences. These include: Computer literacy; data management; project management; leadership, effective decision making skills, marketing and sales planning, financial management; problem solving; presentation; formal written and oral communication skills.

Learner Progression

Learners who achieve all the units of the qualification shall be awarded the Elite Qual Level 4 Higher Education Diploma for the Business Administrator and may progress on to further higher education qualifications at Level 5 or move into a career field related to this qualification.

Quality Assurance

Attendance

Although the qualification has been designed for one year full time study, Centres must also ensure that learners achieve 80% attendance as having taken part in lessons and learning activities which form essential part of the guided learning hours. Attendance monitoring is therefore a key aspect of the programme management for the delivery of Elite Qual qualifications and therefore learner attendance records must be kept for external verification and audit trail purposes.

External Moderation

This is an essential aspect of the quality assurance process. In addition to internal verification activities carried out by Centres, Elite Qual will appoint an external verifier whose task is to review the programme delivery and assessment and ascertain the extent to which the qualification standards are being met by the Centre. Detailed schedules for annual external verification will be published by Elite Qual at the beginning of each academic year in order that centre activities are carried out in a timely manner to be ready for external verification. Where the external verification outcomes indicate that the Centre has met all the quality delivery and assessment standards, the centre can move to the certification stage and claim certificates for those learners who have achieved all the units of the qualification.

Policies

Recognition of Prior Learning (RPL)

Centres may accept students from different equivalent centres. However, their pre- qualification and credit / unit exception will be facilitated upon producing the previous centre completion evidence which includes transcripts and subject list they covered in previous centres. The starting point for any learner wishing to apply for RPL is to reflect on their experience in order to identify relevant achievement. Centres must ensure that RPL should think about evidence of knowledge and experience gained:

• At work
• In any relevant voluntary work and leisure activities
• In formal or informal education and training – for example, adult education courses or in company training
• From independent study

RPL learners will need to understand the relevant assessment requirements associated with the units they are claiming. They will then be able to work towards assembling evidence to support these claims.

Providing evidence of achievement

Learners who wish to apply for RPL will need to provide a portfolio of evidence to show that they have covered the requirements of the units or modules. The portfolio, prepared by the learner must set out the programme assessment requirements claimed, together with any supporting evidence. Professional discussions or oral assessment can be used to contribute towards portfolio evidence. They must be documented and can be supported by audio/video recordings. In considering the evidence, the Assessor/Head of Programme must assess the validity, authenticity, currency, relevance and sufficiency. If the assessor judges that the evidence submitted is not sufficient to meet the requirements of the unit or module, it will be necessary to seek additional evidence. This may be done by the learner:

• Undergoing an oral assessment
• Completing an appropriate assignment
• Completing a written test
• Carrying out a demonstration
• A combination of the above

Registration & Certification Policy

Aim:

This policy aims to ensure that individual learners are registered onto the correct programme within agreed timescales; to claim valid learner certificates within agreed timescales; construct a secure, accurate and accessible audit trail and to ensure that individual learner registration and certification claims can be tracked to the certificate which is issued for each learner. In order to do this, Centres must register each learner within the awarding body requirements; provide a mechanism for programme teams to check the accuracy of learner registrations; make each learner aware of their registration status; inform the awarding body of withdrawals, transfers or changes to learner details; ensure that certificate claims are timely and based solely on internally verified assessment records;audit certificate claims made to the awarding body; audit the certificates received from the awarding body to ensure accuracy and completeness and keep all records safely and securely for three years post certification.

Assessment Policy

Aim:

This policy aims to ensure that assessment methodology is valid, reliable and does not disadvantage or advantage any group of learners or individuals; the assessment procedure is open, fair and free from bias and to national standards and that there is accurate and detailed recording of assessment decisions.

In order to do this, Centres must:

Ensure that learners are provided with assignments that are fit for purpose, to enable them to produce appropriate evidence for assessment. The delivery of the programme should consider producing a clear and accurate assessment plan at the start of the programme/academic year with clear, published dates for handout of assignments and deadlines for assessment.

Assessors must ensure that learner’s evidence is assessed using only the published assessment and grading criteria and that assessment decisions are impartial, valid and reliable. The Programme team must develop assessment procedures that will minimize the opportunity for malpractice; maintain accurate and detailed records of assessment decisions; maintain a robust and rigorous internal verification procedure; provide samples for standards verification as required by the awarding organization; monitor standards verification reports and undertake any remedial action required; share good assessment practice between all Centre programme teams; ensure that Centre assessment methodology and the role of the assessor are understood by all staff and provide resources to ensure that assessment can be performed accurately and appropriately.

Internal Verification Policy

Aim:

This policy aims to ensure there is a well-trained Lead Internal Verifier in each subject area and to ensure that internal verification is valid, reliable and covers all Assessors and programme activity. It will also ensure that the internal verification procedure is open, fair and free from bias and ensure that there is accurate and detailed recording of internal verification decisions.

In order to do this, Centres must ensure that:

Where required by the qualification, a Lead Internal Verifier is appropriately appointed for each subject area, is registered with Elite Centre for Education and has undergone the necessary standardization processes. Also, each Lead Internal Verifier must oversee the implementation of effective internal verification systems in their subject area and that all staff are briefed and trained in the requirements for current Internal Verification procedures. The Centre must have effective internal verification roles clearly defined, maintained and supported Furthermore, Centres must ensure that internal verification is promoted as a developmental process between staff and that standardized Internal Verification documentation is provided and used. All Centre assessment instruments must be verified as fit for purpose. An annual Internal Verification schedule must be linked to assessment plans; an appropriately structured sample of assessment from all programmes, units and Assessors is Internally Verified to ensure Centre programmes conform to national standards. To enhance the quality assurance process, Centres must secure records of all Internal Verification activity and the outcome of Internal Verification must be used to enhance future assessment practice.

Feedback

The maximum period for students to obtain assignment feedback is two weeks. In effect therefore tutors/assessors may give assignment feedback anytime within this two week window. Every effort should be made to give timely feedback to students to gain from any constructive leads to improve their work. The timeliness of assessment feedback is of the essence to ensure that learners have ample time revise work done in line with developmental feedback given. Although assessment feedback needs to be detailed and developmental, it must not be overly prescriptive.

Academic Appeals Policy

Aim:

This policy aims to create opportunity for the learner to enquire, question or appeal against an assessment decision; attempt to reach agreement between the learner and the Assessor at the earliest opportunity; standardize and record any appeal to ensure openness and fairness; facilitate a learner’s ultimate right of appeal to the Awarding Body, where appropriate and protect the interests of all learners and the integrity of the Elite Qual and the qualification.

In order to do this, Centres must:

Centres must inform the learner at induction, of the Academic Appeals Policy and procedure; record, track and validate any appeal; forward the appeal to the Awarding Body when a learner considers that a decision continues to disadvantage her/him after the internal appeals process has been exhausted. To enhance this process, Centres must keep appeals records for inspection by the Awarding Body for a minimum of 18 months; have a staged appeals procedure. Elite Qual will take appropriate action to protect the interests of other learners and the integrity of the qualification, when the outcome of an appeal questions the validity of other results. The appeals process and outcomes must be monitored to inform quality improvement.

Assessment Malpractice Policy

Aim:

This policy aims to ensure that there are systems in place to identify and minimize the risk of malpractice by staff or learners. It also aims to ensure that there are systems in place to respond to any incident of alleged malpractice promptly and objectively; standardize and record any investigation of malpractice to ensure openness and fairness; to impose appropriate penalties and/or sanctions on learners or staff where incidents (or attempted incidents) of malpractice are proven and to protect the integrity of the Centres and Elite Qual qualifications.

In order to do this, Centres must:

entres must seek to avoid potential malpractice by using the induction period and the learner handbook to inform learners of the college’s policy on malpractice and the penalties for attempted and actual incidents of malpractice; show learners the appropriate formats to record cited texts and other materials or information sources; ask learners to declare that their work is their own; ask learners to provide evidence that they have interpreted and synthesized appropriate information and acknowledged any sources used.

Centres must conduct an investigation in a form commensurate with the nature of the malpractice allegation. Such an investigation will be supported by the Head of Centre and all personnel linked to the allegation. It will proceed through the following stages:

• Make the individual fully aware at the earliest opportunity of the nature of the alleged malpractice and of the possible consequences should malpractice be proven
• Give the individual the opportunity to respond to the allegations made
• Inform the individual of the avenues for appealing against any judgment made
• Document all stages of any investigation.
• Where malpractice is proven, this college will apply the following penalties / sanctions:a failure will be awarded as learner having failed to achieve the learning outcomes and the unit.

Definition of Malpractice by Learners

The elements of malpractice may include the following:

• Plagiarism of any nature
• Collusion by working collaboratively with other learners to produce work that is submitted as individual learner work
• Copying (including the use of ICT to aid copying)
• Deliberate destruction of another’s work
• Fabrication of results or evidence
• False declaration of authenticity in relation to the contents of a portfolio or coursework
• Impersonation by pretending to be someone else in order to produce the work for another or arranging for another to take one’s place in an assessment/examination/test.

Definition of Malpractice by Centre Staff

This list is not exhaustive and other instances of malpractice may be considered by Centres at their discretion:

• Improper assistance to candidates
• Inventing or changing marks for internally assessed work (coursework or portfolio evidence) where there is insufficient evidence of the candidates’ achievement to justify the marks given or assessment decisions made
• Failure to keep candidate coursework/portfolios of evidence secure
• Fraudulent claims for certificates
• Inappropriate retention of certificates
• Assisting learners in the production of work for assessment, where the support has the potential to influence the outcomes of assessment, for example where the assistance involves centre staff producing work for the learner
• Producing falsified witness statements, for example for evidence the learner has not generated
• Allowing evidence, which is known by the staff member not to be the learner’s own, to be included in a learner’s assignment/task/portfolio/coursework
• Facilitating and allowing impersonation
• Misusing the conditions for special learner requirements, for example where learners are permitted support, such as an amanuensis, this is permissible up to the point where the support has the potential to influence the outcome of the assessment
• Falsifying records/certificates, for example by alteration, substitution, or by fraud
• Fraudulent certificate claims, that is claiming for a certificate prior to the learner completing all the requirements of assessment.

Knowledge and Skills Expectations

The Business Management

In designing the Elite higher education qualifications effort has been made to embed the key elements of the business management subject benchmark statements as precsribed by the QAA (https://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/subject- benchmark-statement-business-and-management.pdf?sfvrsn=db39c881_5).

Key Topical Areas

Markets; customers; finance, leadership and management; operations management; information systems; business strategy and enterprise and corporate social responsibility These topical areas cut across the Elite Qual levels 4 and 5 qualifications.

Skills

Research: ability to analyses and evaluate a range of data and sources of information using appropriate methodologies; critical thinking and critical analytical and problem solving skills Key drivers of business; networking and quantitative and qualitative analytical skills

Employability Skills

The Elite Level 4 Diploma for the Business Administrator is designed to enhance the knowledge and understanding of the theoretical and conceptual frameworks which underpin the role as well as the relevant practical and industrial skills expectations of the workplace. The delivery of the units must embed employability skills relevant to the sector. This includes academic writing and professional communication skills related to the role; ICT skills and the development of personal and interpersonal skills that would enhance the learner’s career prospects.

PSRBs (Professional, Statutory and Regulatory Bodies)

The Elite Level 4 Higher Education Diploma for the Business Administrator is designed to enhance learner progression on to further higher education qualifications as well as progressing in to work. Care has been taken to consider the sector regulations for designing higher education qualifications. The OfQual Regulated Qualifications Framework and the Framework for Higher Education Qualifications have been taken into consideration when designing this qualification. The required standards in terms of the learning outcomes and credit values of units and guided learning hours as well as Total Qualification Time guidelines are in line with the RQF and the FHEQ.

Assessment Boards

At the end of each qualification session, Centres must establish academic Boards to review the delivery and assessment of the programmes and report on the validity and appropriateness of the systems and outcomes of programme assessments. The Assessment Board report will form the final Centre endorsement of assessment outcomes prior to the certification process. Prior to the Assessment Board sitting, an Elite appointed External Examiner would have carried out the annual external moderation of the qualification and given a report which approves the Centre assessment process and outcomes as valid and fit for purposes. Any actions or recommendations in external verifier reports must be considered at the Assessment Boards to trigger actions by the centre programme team where necessary. Where External Examiner has given essential actions, the Centre must complete such actions before certification is allowed.