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Higher National Certificate/Diploma

in Business

Course Handbook2016-2017

Course Co-ordinator : Martin Howard

Programme Area Manager:Wendy Poole

http://www.edexcel.com/

Welcome to Boston College and in particular the HNC/HND Business Studies programme.

This handbook has been produced to give you an overview of all the units you will study and information on reading materials relevant for each unit. It is advisable that you access these learning materials in some way as they will help support what you learn in the classroom.

Each unit is delivered in a variety of ways by the unit tutor who will give you the assignment brief. Edexcel BTEC Higher National qualifications are assessed using using pass, merit and distinction criteria. Tutors will assess learners’ evidence against published learning outcomes and assessment critiera. The assignment brief will give you details of these. You will be expected to adhere to the hand-in deadlines for each unit. Each learner will have a one-to-one tutorial with the unit tutor before the first submission is due. Assignment completion for each unit is outlined below:

Please refer to Boston College HE policies for further details

I wish you every success with your studies and hope you have an enjoyable and positive learning experience at Boston College.

WENDY POOLE

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One-to-one tutorial with subject tutor

First hand-in

Work is marked by subject tutor

Sample of learner work taken for Internal Verification

Grades given to learners (within 20 working days)

One further re-submission allowed if referred/upgrade

Work marked by subject tutor – grade to learner within 20 working days)

No further submissions allowed for that unit

Please note that while all learners will be fully

supported by the course delivery team, the staff room is a working area

for staff only and as such should only be accessed for a limited period of time by students and

when absolutely necessary.

If you require any help outside of scheduled

sessions, please speak to Martin Howard, course co-ordinator, in the first

instance

PROGRAMME AREA MANAGER HNC COURSE TIMETABLE 16/17

Week Date Subject staff Week Date Subject staff1 22/09/2016 Management Accounts CS 1 23/09/2016 Management Operations MH2 29/09/2016 Management Accounts CS 2 30/09/2016 Management Operations MH3 06/10/2016 Management Accounts CS 3 07/10/2016 Management Operations MH4 13/10/2016 Management Accounts CS 4 14/10/2016 Management Operations MH5 20/10/2016 Management Accounts CS 5 21/10/2016 Management Operations MH

27/10/2016 HALF TERM HALF TERM6 03/11/2016 Management Accounts CS 6 04/11/2016 Management Operations MH7 10/11/2016 Management Accounts CS 7 11/11/2016 Management Operations MH8 17/11/2016 Management Accounts (am) CS 8 18/11/2016 Management Operations (am) MH8 17/11/2016 Entrepreneurship (pm) MH 8 18/11/2016 Business Project (pm) AB9 24/11/2016 Entrepreneurship MH 9 25/11/2016 Business Project AB

10 01/12/2016 Entrepreneurship MH 10 02/12/2016 Business Project AB11 08/12/2016 Entrepreneurship MH 11 09/12/2016 Business Project AB12 15/12/2016 Entrepreneurship MH 12 16/12/2016 Business Project AB

22/12/2016 Christmas 23/12/2016 Christmas29/12/2016 Christmas 30/12/2016 Christmas

13 05/01/2017 Entrepreneurship MH 13 06/01/2017 Business Project AB14 12/01/2017 Entrepreneurship MH 14 13/01/2017 Business Project AB15 19/01/2017 Entrepreneurship MH 15 20/01/2017 Business Project AB16 26/01/2017 Business Environment MH 16 27/01/2017 HRM MH17 02/02/2017 Business Environment MH 17 03/02/2017 HRM MH18 09/02/2017 Business Environment MH 18 10/02/2017 HRM MH

16/02/2017 17/02/201719 23/02/2017 Business Environment MH 19 24/02/2017 HRM MH20 02/03/2017 Business Environment MH 20 03/03/2017 HRM MH21 09/03/2017 Business Environment MH 21 10/03/2017 HRM MH22 16/03/2017 Business Environment MH 22 17/03/2017 HRM MH23 23/03/2017 Business Environment (am) MH 23 24/03/2017 HRM (am) MH23 23/03/2017 Innovation and Commercialisation (pm) MH 23 24/03/2017 Marketing Essentials (pm) MH24 30/03/2017 Innovation and Commercialisation MH 24 31/03/2017 Marketing Essentials MH

06/04/2017 Easter 07/04/2017 Easter13/04/2017 Easter 14/04/2017 Easter

25 20/04/2017 Innovation and Commercialisation MH 25 21/04/2017 Marketing Essentials MH26 27/04/2017 Innovation and Commercialisation MH 26 28/04/2017 Marketing Essentials MH27 04/05/2017 Innovation and Commercialisation MH 27 05/05/2017 Marketing Essentials MH28 11/05/2017 Innovation and Commercialisation MH 28 12/05/2017 Marketing Essentials MH29 18/05/2017 Innovation and Commercialisation MH 29 19/05/2017 Marketing Essentials MH30 25/05/2017 Innovation and Commercialisation MH 30 26/05/2017 Marketing Essentials MH

HALF TERM HALF TERM

Please note: delivery dates, staffing and unit specification may be subject to change. Students will be made aware at the earliest opportunity if necessary.

TUTORS:MH – MARTIN HOWARDCS – COLLETTE STEADMANAB – ADAM BRACKENBURY

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HND COURSE TIMETABLE 16/17 Week Date Subject Staff Week Date Subject Staff

1 20/09/2016 Marketing Planning MH 1 21/09/2016 Business Strategy WP2 27/09/2016 Marketing Planning MH 2 28/09/2016 Business Strategy WP3 04/10/2016 Marketing Planning MH 3 05/10/2016 Business Strategy WP4 11/10/2016 Marketing Planning MH 4 12/10/2016 Business Strategy WP5 18/10/2016 Marketing Planning MH 5 19/10/2016 Business Strategy WP

25/10/2016 26/10/20166 01/11/2016 Marketing Planning MH 6 02/11/2016 Business Strategy WP7 08/11/2016 Marketing Planning MH 7 09/11/2016 Business Strategy WP8 15/11/2016 Marketing Planning MH 8 16/11/2016 Business Strategy WP9 22/11/2016 Business Psychology MH 9 23/11/2016 Research Project AB

10 29/11/2016 Business Psychology MH 10 30/11/2016 Research Project AB11 06/12/2016 Business Psychology MH 11 07/12/2016 HR Development JD12 13/12/2016 Business Psychology MH 12 14/12/2016 HR Development JD13 20/12/2016 Business Psychology MH 13 21/12/2016 HR Development JD

27/12/2016 Christmas 28/12/2016 Christmas03/01/2017 Christmas 04/01/2017 Christmas

14 10/01/2017 Business Psychology MH 14 11/01/2017 HR Development JD15 17/01/2017 Business Psychology MH 15 18/01/2017 HR Development JD16 24/01/2017 Advertising/promotion MH 16 25/01/2017 HR Development JD17 31/01/2017 Advertising/promotion MH 17 01/02/2017 HR Development JD18 07/02/2017 Advertising/promotion MH 18 08/02/2017 HR Development JD

14/02/2017 15/02/201719 21/02/2017 Advertising/promotion MH 19 22/02/2017 Independent research/learning20 28/02/2017 Advertising/promotion MH 20 01/03/2017 Independent research/learning21 07/03/2017 Advertising/promotion MH 21 08/03/2017 Research Project AB22 14/03/2017 Advertising/promotion MH 22 15/03/2017 Research Project AB23 21/03/2017 Advertising/promotion MH 23 22/03/2017 Research Project AB23 21/03/2017 Sales Planning MH 23 22/03/2017 Working with Leading People AB24 28/03/2017 Sales Planning MH 24 29/03/2017 Working with Leading People AB

04/04/2017 Easter 05/04/2017 Easter11/04/2017 Easter 12/04/2017 Easter

25 18/04/2017 Sales Planning MH 25 19/04/2017 Working with Leading People AB26 25/04/2017 Sales Planning MH 26 26/04/2017 Working with Leading People AB27 02/05/2017 Sales Planning MH 27 03/05/2017 Working with Leading People AB28 09/05/2017 Sales Planning MH 28 10/05/2017 Working with Leading People AB29 16/05/2017 Sales Planning MH 29 17/05/2017 Working with Leading People AB30 23/05/2017 Sales Planning MH 30 24/05/2017 Working with Leading People AB

HALF TERM HALF TERM

HALF TERMHALF TERM

Please note: delivery dates, staffing and unit specification may be subject to change. Students will be made aware at the earliest opportunity if necessary.

TUTORS:MH – MARTIN HOWARDJD – JONATHAN DRAKEWP – WENDY POOLEAB – ADAM BRACKENBURY

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FIRST YEAR UNITS (HNC)

Module Title Management Accounts

Module Code H/508/0489

Level 4

Credits 15

Learning hours 45

Independent study hours 28

Module Tutor Collette Steadman

UNIT AIM

The overall aim of this unit is to introduce the fundamentals of management accounting which apply to the wider business environment and the organisations which operate within that environment.

UNIT OUTLINEStudents will explore how management accounting uses financial data to aid planning decisions, and the monitoring and control of finance within organisations.

On successful completion of this unit students will be in a position to present financial statements in a workplace context and be able to assist senior colleagues with financial business planning. In addition, students will have the fundamental knowledge and skills to progress onto a higher level of study.

LEARNING OUTCOMES

On successful completion of this unit a learner will:1 Demonstrate an understanding of management accounting systems. 2 Apply a range of management accounting techniques. 3 Explain the use of planning tools used in management accounting. 4 Compare ways in which organisations could use management accounting to respond to financial problems.

SUMMARY OF TEACHING AND LEARNING STRATEGY

In addition to the traditional learning and teaching strategies of interactive lectures, seminars and discussions, emphasis will be placed on individual, pair and group work, discussion and practical workshops, in which discussion will form an integral element. Introduction will be

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made to Moodle the Virtual Learning Environment, as a learning tool with additional interactive tasks to support learning and initiate reflection when off-campus.

INDICATIVE READING LIST

DRURY, C. (2015) Management and Cost Accounting. 9th Ed. Cengage Learning.

EDMONDS, T. and OLDS, P. (2013) Fundamental Managerial Accounting Concepts. 7th Ed. Maidenhead: McGraw-Hill.

HORNGREN, C., SUNDEN, G., STRATTON, W., BURGSTALHER, D. and SCHATZBERG, J. (2013)

Introduction to Management Accounting. Global Ed. Harlow: Pearson. (This text is available electronically and is supported by access to an online course)

SEAL, W. et al (2014) Management Accounting. 5th Ed. Maidenhead: McGraw-Hill.

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Module Title Entrepreneurship and Small Business Management

Module Code T/508/0495

Level 4

Credits 15

Learning hours 45


Module Tutor Martin Howard

UNIT AIM

This unit provides students with an understanding of the definition and scope of entrepreneurship and an understanding of the enablers and barriers to business start-up.

UNIT OUTLINEStudents will learn about the influence of national culture and economy on entrepreneurship and will explore the personal characteristics of entrepreneurs and the impact of personal situational factors, including education and background. Students will also learn about the role and importance of small firms to the economy, and about social enterprise and the social economy.

Students will also be expected to understand the balance of risk and reward in starting a new venture and they will investigate and reflect on their own entrepreneurial and enterprising characteristics..

This unit is designed to give learners a broad understanding of the sources and availability of finance for a business organisation. Learners will learn how to evaluate these different sources and compare how they are used. Decisions relating to pricing and investment appraisal are also considered within the unit. Finally, learners will learn and apply techniques used to evaluate financial performance.

LEARNING OUTCOMES

On successful completion of this unit a learner will:

1 Explore and illustrate the range of venture types that might be considered entrepreneurial. 2 Assess the impact of small businesses on the economy. 3 Determine and assess the key aspects of an entrepreneurial mindset. 4 Examine the different environments that foster or hinder entrepreneurship.

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In addition to the traditional learning and teaching strategies of interactive lectures, seminars and discussions, emphasis will be placed on individual, pair and group work, discussion and practical workshops, in which discussion will form an integral element. Introduction will be made to Moodle the Virtual Learning Environment, as a learning tool with additional interactive tasks to support learning and initiate reflection when off-campus.

Examples of entrepreneurs and start-up organisations will be discussed and students will be expected to draw on local, personal and general knowledge together with their learning to be able to identify the characteristics of entrepreneurial ventures


Textbooks

BURNS, P (2011) Entrepreneurship and Small Business. 3rd Ed. Basingstoke: Palgrave MacMillan.

DOWN, S. (2010) Enterprise, Entrepreneurship and Small Business. London: Sage.

CARTER, S. and JONES-EVANS, D. (2012) Enterprise and Small Business: Principles, Practice and Policy. London: Pearson.

GRIFFITHS, A. and WALL, S. (2011) Economics for Business and Management. 3rd Ed. Harlow: Pearson.

Journals

Journal of Small Business Management. Oxford: Wiley-Blackwell. (http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1540-627X)

Websites

The Institute for Small Business and Entrepreneurship (ISBE) website: www.isbe.org.uk

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Module Title Business and the Business Environment

Module Code L/508/0485

Level 4

Credits 15

Learning hours 45



UNIT AIMThe aim of this unit is to provide students with background knowledge and understanding of business, the functions of an organisation and the wider business environments in which organisations operate. The knowledge, understanding and skill sets gained in this unit will help students to choose their own preferred areas of specialism in future studies and in their professional career.

UNIT OUTLINEStudents will examine the different types of organisations (including for profit and not for profit), their size and scope (for instance, micro, SME, transnational and global) and how they operate.

Students will explore the relationships that organisations have with their various stakeholders and how the wider external environments influence and shape business decision-making.

LEARNING OUTCOMES

On successful completion of this unit a learner will:1 Explain the different types, size and scope of organisations. 2 Demonstrate the interrelationship of the various functions within an organisation and how they link to organisational structure. 3 Use contemporary examples to demonstrate both the positive and negative influence/impact the macro environment has on business operations. 4 Determine the internal strengths and weaknesses of specific businesses and explain their interrelationship with external macro factors.

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Textbooks

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.

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Module Title Innovation and Commercialisation

Module Code M/508/0494

Level 4

Credits 15

Learning hours 45



UNIT AIM

This unit aims to equip students with a comprehensive understanding of innovation and commercialisation. Students will gain cutting-edge knowledge as well as practical application of the key ways organisations become more innovative while remaining commercially driven.

UNIT OUTLINE

In today’s competitive landscape it is critical that organisations continually innovate both their product offering and processes to ensure that they remain competitive in the market. Furthermore, adopting a more commercially driven approach is vital to maximise the Return on Investment (ROI).

In this unit, we will look at a number of tools and techniques organisations use to drive innovation and become more commercial in their approach.

LEARNING OUTCOMES


1 Explain the context for innovation and determine the difference between invention and innovation. 2 Explain the different types of innovation. 3 Discuss the process required to commercialise innovation. 4 Evaluate the range of methods for protecting ideas and understand their advantages and disadvantages.



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Textbooks

BESSANT, J, and TIDD, J. (2015) Innovation and Entrepreneurship. 3rd Ed. Oxford: Wiley.

DRUCKER, P. (2006) Innovation and Entrepreneurship. London: Harper Business.

MATTHEWS, C and BRUEGGEMANN, R. (2015) Innovation and Entrepreneurship: A Competency Framework. London: Routledge.

TROTT, P. (2012) Innovation Management and New Product Development. Harlow: Pearson.

VALIKANGAS, L. and GIBBERT, M. (2015) Strategic Innovation: The Definitive Guide to Outlier Strategies. London: Pearson FT Press.

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Module Title Management and Operations

Module Code D/508/0488

Level 4

Credits 15

Learning hours 45



UNIT AIM

The aim of this unit is to help students understand the difference between the function of a manager and the role of a leader. Underpinning all aspects of the content for this unit you will consider topics under two broad headings: management and operations.

UNIT OUTLINE

Students will consider the characteristics, behaviours and traits which support effective management and leadership. In addition, this unit will introduce the concept of operations as both a function and a process which all organisations must adopt to conduct business. Students will be introduced to contemporary and historical theories and concepts which will support their learning for this unit.

On successful completion of this unit students will have developed sufficient knowledge and understanding of how management and operations make a positive, efficient and effective contribution to an organisation at a junior level. This could be in the role of a team leader or managing a specific aspect of an operation function and/or process.

LEARNING OUTCOMES


1 Differentiate between the role of a leader and the function of a manager. 2 Apply the role of a leader and the function of a manager in given contexts. 3 Demonstrate an appreciation of the role leaders and managers play in the operations function of an organisation. 4 Demonstrate an understanding of the relationship between leadership and management in a contemporary business environment.

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TextbooksHILL, A and HILL, T. (2011) Essential Operations Management. London: Palgrave.

PETTINGER, R. (2007) Introduction to Management. 4th Ed. London: Palgrave Macmillan.

SLACK, N., BRANDON-JONES, A. and JOHNSTON, R. (2013) Operations Management. 7th Ed. Harlow: Pearson.

SCHEDLITZKI, D. and EDWARDS, G. (2014) Studying Leadership: Traditional and Critical Approaches. London: SAGE.

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Module Title Managing a Successful Business Project

Module Code D/508/0491

Level 4

Credits 15

Learning hours 45


Module Tutor Adam Brackenbury

UNIT AIM The aim of this unit is to offer students an opportunity to demonstrate the skills required for managing and implementing a project. They will undertake independent research and investigation for carrying out and executing a business project which meets appropriate business aims and objectives.

UNIT OUTLINEThis unit is assessed by a Pearson-set assignment. The project brief will be set by the centre, based on a theme provided by Pearson (this will change annually). The theme and chosen project within the theme will enable students to explore and examine a relevant and current topical aspect of business in the context of the business environment.

On successful completion of this unit students will have the confidence to engage in decision-making, problem-solving and research activities using project management skills. They will have the fundamental knowledge and skills to enable them to investigate and examine relevant business concepts within a work-related context, determine appropriate outcomes, decisions or solutions and present evidence to various stakeholders in an acceptable and understandable format.

LEARNING OUTCOMES


1 Establish project aims, objectives and timeframes based on the chosen theme. 2 Conduct small-scale research, information gathering and data collection to generate knowledge to support the project. 3 Present the project and communicate appropriate recommendations based on meaningful conclusions drawn from the evidence findings and/or analysis. 4 Reflect on the value gained from conducting the project and its usefulness to support sustainable organisational performance.

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In addition to the traditional learning and teaching strategies of interactive lectures, seminars and discussions, emphasis will be placed on individual, pair and group work, discussion and practical workshops, in which discussion will form an integral element. In addition to the above assessment criteria students will also be required to complete a project logbook to record ideas, changes and developments as they progress and complete the project.


Textbooks

COSTLEY, C., ELLIOT, G. and GIBBS, P. (2010) Doing Work Based Research: Approaches to Enquiry for Insider-researchers. London: SAGE.

FLICK, U. (2011) Introducing Research Methodology: A Beginner’s Guide to Doing a Research Project. London: SAGE.

GRAY, D. (2009) Doing Research in the Real World. 2nd Ed. London: SAGE.

SAUNDERS, M., LEWIS, P. and THORNHILL, A. (2012) Research Methods for Business Students. 6th Ed. Harlow: Pearson.

Journals

International Journal of Quantitative and Qualitative Research.

Qualitative Research Journal.

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Module Title Human Resource Management

Module Code Y/508/0487

Level 4

Credits 15

Learning hours 45



UNIT AIMThe aim of this unit is to enable students to appreciate and apply principles of effective Human Resource Management (HRM).

UNIT OUTLINEPeople are the lifeblood of any organisation and being able to attract, recruit and retain talented staff is at the core of all HRM activity. This unit will explore the tools and techniques used in HRM to maximise the employee contribution and how to use HR methods to gain competitive advantage.

Students will explore the importance of training and development in building and extending the skills base of the organisation and ensuring it is relevant to the ever-changing business environment. Students will also consider the growing importance of becoming a flexible organisation with an equally flexible labour force, and become familiar with techniques of job design and with different reward systems.

The unit investigates the importance of good employee relations and the ways in which employers engage with their staff and possibly with trade unions. Students will gain an understanding of the law governing HRM processes as well as the best practices which enable an employer to become an ‘employer of choice’ in their labour market.

LEARNING OUTCOMES


1 Explain the purpose and scope of Human Resource Management in terms of resourcing an organisation with talent and skills appropriate to fulfil business objectives. 2 Evaluate the effectiveness of the key elements of Human Resource Management in an organisation. 3 Analyse internal and external factors that affect Human Resource Management decision-making, including employment legislation. 4 Apply Human Resource Management practices in a work-related context.

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In addition to the traditional learning and teaching strategies of interactive lectures, seminars and discussions, emphasis will be placed on individual, pair and group work, discussion and practical workshops, in which discussion will form an integral element. Learners will have access to market research and business information and guest speakers will provide real-life examples of how marketing plans are implemented. Introduction will be made to Moodle the Virtual Learning Environment, as a learning tool with additional interactive tasks to support learning and initiate reflection when off-campus.


Textbooks

ARMSTRONG, M. and TAYLOR, S. (2014) Armstrong’s Handbook of Human Resource Management Practice. 13th Ed. London: Kogan Page.

BACH, S. and EDWARDS , M. (2013) Managing Human Resources. Oxford: Wiley.

BRATTON, J. and GOLD, J. (2012) Human Resource Management: Theory and Practice. 5th Ed. Basingstoke: Palgrave.

TORRINGTON, D, et al. (2011) Human Resource Management. 8th Ed. London: Prentice Hall. CIPD (Chartered Institute of Personnel and Development) available at www.cipd.co.uk.

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Module Title Marketing Essentials

Module Code R/508/0486

Level 4

Credits 15

Learning hours 45



UNIT AIMThis unit is designed to introduce students to the principles of marketing, enabling them to develop a basic marketing plan and to employ elements of the marketing mix to achieve results. While they will learn the underpinning theories and frameworks, they will also be able to relate these to real-world examples, including products/services that they encounter in their own daily lives.

UNIT OUTLINEOrganisations such as Apple, Google, VISA, Burberry, Zara, Cadbury, Nestle, Unilever, Coca-Cola, Unicef, BP and small local businesses all have at least one thing in common: they all use marketing to influence us to engage with their products and/or services. Whether it is becoming a loyal customer buying a product and service or donating to a charity, organisations use a range of marketing techniques and tools to inform and influence us.

The knowledge, understanding and skill sets that students will gain on successfully completing this unit will enhance their career opportunities; whether setting up their own business or being employed by an organisation.

LEARNING OUTCOMES

On successful completion of this unit a learner will:1 Explain the role of marketing and how it interrelates with other functional units of an organisation. 2 Compare ways in which organisations use elements of the marketing mix (7Ps) to achieve overall business objectives. 3 Develop and evaluate a basic marketing plan.

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Textbooks

BRASSINGTON, F. and PETTITT, S. (2012) Essentials of Marketing. 3rd Ed. Harlow: Pearson.

GROUCUTT, J. and HOPKINS, C. (2015) Marketing (Business Briefings). London: Palgrave Macmillan.

JOBBER, D. and CHADWICK, F. (2012) Principles and Practice of Marketing. 7th Ed. Maidenhead: McGraw-Hill.

KOTLER, P. and ARMSTRONG, G. (2013) Principles of Marketing. London: Prentice Hall.

MCDONALD, M. and WILSON, H. (2011) Marketing Plans: How to Prepare Them, How to Use Them. 7th Ed. Chichester: John Riley and Sons.

Journals

Journal of Marketing Harvard Business Review

Websites

American Marketing Association www.ama.org Chartered Institute of Marketing (UK) www.cim.co.uk

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SECOND YEAR UNITS (HND)

Module Title Working with and Leading People

Module Code M/601/0908

Level 5

Credits 15

Learning hours 45



UNIT AIM

The aim of this unit is to develop the skills and knowledge needed for working with and leading others, through understanding the importance of recruiting the right people for the job.

UNIT OUTLINE

An organisation’s success depends very much on the people working in it, and recruiting the right people is a key factor. In competitive labour markets this is a major advantage that well-organised businesses will have over their competitors. Learners will develop their knowledge and understanding of the impact of the regulatory framework on the recruitment process.

In this unit learners will examine the key areas of team development and the leadership function and appreciate how an effective team leader can motivate and develop individuals within teams. Learners will also have the opportunity to develop their own leadership skills as well as building on the skills and knowledge needed to manage and lead people and teams in an organisation.

LEARNING OUTCOMES

On successful completion of this unit a learner will:1 Be able to use recruitment, selection and retention procedures2 Understand the styles and impact of leadership3 Be able to work effectively in a team4 Be able to assess the work and development needs of individuals

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In addition to the traditional learning and teaching strategies of interactive lectures, seminars and discussions, emphasis will be placed on individual, pair and group work, discussion and practical workshops, in which discussion will form an integral element. Learners will be expected to take part in a short residential away from college which will help them develop leadership and team working skills. Introduction will be made to Moodle the Virtual Learning Environment, as a learning tool with additional interactive tasks to support learning and initiate reflection when off-campus.


TextbooksLeigh A and Maynard M – Leading Your Team: How to Involve and Inspire Teams (Nicholas Brealey Publishing, 2002) ISBN: 9781857883046Mullins J L – Management and Organisational Behaviour, 8th Edition (Financial Times/Prentice Hall, 2007) ISBN: 9781405854764Roberts G – Recruitment and Selection (Developing Practice), 2nd Edition (CIPD, 2005) ISBN: 9781843981176

JournalsPersonnel Today (Reed Business Information)People Management (Chartered Institute of Personnel and Development)Management Today (Haymarket Business Media)

Websiteswww.thetimes100.co.uk Free materials and case studieswww.cipd.co.uk Chartered Institute of Personnel and Developmentwww.businessballs.com Businessballs - a free ethical learning and development resource. www.belbin.com Belbin’s website with team role profileswww.acas.org.uk Advisory, Conciliation and Arbitration

JournalsHarvard Business Review (Harvard Business Publishing)The Economist (The Economist Newspaper Ltd)The broadsheet newspapers have daily business sections. Many business stories will appear in the news sections.

VideosTelevision news, current affairs and business programmes provide useful additional and up to date material on business related matters.

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Module Title Business Psychology

Module Code F/601/1027

Level 5

Credits 15

Learning hours 45



UNIT AIMThe aim of this unit is to develop an understanding of the contribution that psychology makes to the investigation of human behaviour in the workplace and how it is used in key aspects of management.

UNIT OUTLINE

Firstly, learners will explore the major theoretical approaches to the study of human behaviour and how this body of knowledge has been developed through the use of psychological enquiries.Learners will then study the different types of individual differences and how the tools are used in the workplace to assist in selecting and developing staff. Learners will explore the impact of change on individuals in the workplace and how change can be managed to reduce negative impact on the organisation and the staff.The remaining topic is a study of organisational culture and climate and the impact of both on individual and organisational performance.

LEARNING OUTCOMES

On successful completion of this unit a learner will:1 Understand the different perspectives in occupational psychology2 Understand the role of psychology in the assessment of individual differences in the workplace3 Be able to apply knowledge of impact of change in business4 Understand the impact of culture and climate on performance.


In addition to the traditional learning and teaching strategies of interactive lectures, seminars and discussions, emphasis will be placed on individual, pair and group work, discussion and practical workshops, in which discussion will form an integral element. Introduction will be made to Moodle the Virtual Learning Environment, as a learning tool with additional interactive tasks to support learning and initiate reflection when off-campus. document.doc

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TextbooksArnold J Prof et al – Work Psychology: Understanding Human Behaviour in the Workplace (Financial Times/Prentice Hall, 2010) ISBN: 9780273711216Mullins J L – Management and Organisational Behaviour, 8th Edition (Financial Times/Prentice Hall, 2007) ISBN: 9780273708889

JournalsGuardian/Observer/The Times/Sunday Times Index available on CD-Rom Journal of Applied Behavioural Science (Sage)Journal of Occupational Psychology (Department for Work and Pensions)The Psychologist, published monthly (British Psychological Society)

Websiteswww.alleydog.com resource for psychology studentswww.bps.org.uk The British Psychological Societywebsitewww.nap.edu/readingroom/books/obas online book on responsible conduct in scientific research

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Module Title Business Strategy


Level 5

Credits 15

Learning hours 45


Module Tutor Wendy Poole

UNIT AIMThe aim of this unit is to give learners the knowledge and understanding of how abusiness unit can strategically organise and plan for likely future outcomes in orderto be successful.

UNIT OUTLINEOne of the aims of this unit is to build on learners’ existing knowledge of the basictools of business analysis such as PESTLE and draw it together so that the learnersthink strategically.

Learners will be introduced to further analysis tools needed for the process of strategic planning. They will be able to assess the significance of stakeholder analysis and carry out an environmental and organisational audit of a given organisation.

Learners will learn how to apply strategic positioning techniques to the analysis of a given organisation and prepare and present a strategic plan based on previous analysis. They will assess the roles and responsibilities for strategy implementation and analyse estimated resource requirements for the implementation of a new strategy for a given organisation.

LEARNING OUTCOMESOn successful completion of this unit a learner will:

1 Understand the process of strategic planning2 Be able to formulate a new strategy3 Understand approaches to strategy evaluation4 Understand how to implement a chosen strategy.


In addition to the traditional learning and teaching strategies of interactive lectures, seminars and discussions, emphasis will be placed on individual, pair and group work, discussion and practical workshops, in which discussion will form an integral element. Introduction will be made to Moodle the Virtual Learning Environment, as a learning tool with additional document.doc

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interactive tasks to support learning and initiate reflection when off-campus. Learners will be expected to use appropriate software packages to demonstrate project control and reporting techniques.Learners will generate assessment evidence through a range of possible activities including individual work placements, project management, research reports, development of case studies, working with others (for example employee-supervisor roles, teamwork, group work) and everyday communication within the workplace.


TextbooksJohnson G et al – Exploring Corporate Strategy: Text and Cases, 8th edition (Financial Times/Prentice Hall, 2007) ISBN: 9781405887328BPP Learning Media – Business Essentials – Unit 7 Business Strategy (BPP Learning Media, 2007) ISBN: 9780751744798Grant M R – Contemporary Strategy Analysis (Wiley-Blackwell, 2007) ISBN: 9781405163095

JournalsThe Financial Times and other quality newspapers

Websiteswww.bized.co.uk Bized provides a selection of teaching and learning resourceswww.bloomberg.com Bloomberg – Business and Financial newswww.businessballs.com Businessballs - a free ethical learning and development resource. Free materials, articles and ideas for team roles and leadershipwww.emerald-library.com Independent publisher of global researchwww.fsb.org.uk The Federation of Small Businesseswww.ft.com The Financial Times business sectionswww.hemscott.net Share prices, stocks, investing and company information

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Module Title Human Resources Development

Module Code J/601/1269

Level 5

Credits 15

Learning hours 45


Module Tutor Jonathan Drake

UNIT AIM

This unit will develop the skills and understanding needed for planning and designing training and development, through understanding how people learn and the suitability of different training methods and initiatives.

UNIT OUTLINE

Human resource development contributes to the overall success of an organisation through providing learning, development and training opportunities to improve individual, team and organisational performance.

Training and development affects everyone in the organisation and it is appropriate at every level from office junior to senior executive. Learning is complex and this unit explores the related theories and their contribution to the process of transferring learning to the workplace. It is important, therefore, for learners to appreciate that all staff should be encouraged to develop their skills and knowledge to achieve their potential and. in doing so, enable the organisation to meet its strategic objectives.

Through planning and designing a training and development event, this unit aims to develop knowledge and understanding of these key areas. Learners will examine how to identifytraining needs across the organisation, as well as understand how government led vocational and general training initiatives contribute to the emphasis on lifelong learning and continuous development. The outcomes of training programmes need to be evaluated.

LEARNING OUTCOMES

On successful completion of this unit a learner will:1 Understand learning theories and learning styles2 Be able to plan and design training and development3 Be able to evaluate a training event4 Understand government-led skills development initiatives.

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TextbooksArmstrong M – Armstrong’s Handbook of Human Resource Management Practice(Kogan Page, 2009) ISBN: 9780749452421Mankin D – Human Resource Development (OUP Oxford, 2009)ISBN: 9780199283286Reid M, Barrington H and Brown M – Human Resource Development (CIPD,2004) ISBN: 9781843980131

JournalsPersonnel Today (Reed Business Information)Personnel Review (Emerald)People Management (Chartered Institute of Personnel and Development)International Journal of Public Sector Management (Emerald)

Websiteswww.cipd.co.uk Chartered Institute of Personnel and development website with a range ofhuman resources learning resourceswww.lsc.gov.uk Learning and Skills Councilwww.learndirect.co.uk Learndirect – flexible online learning from home or workwww.personneltoday.com Personnel Today – articles and statisticswww.investorsinpeople.co.uk Investors in People – the standard for developing staffwww.berr.gov.uk Department for Business, Innovation and Skillshttp://www.cipd.co.uk/

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Module Title Marketing Planning


Level 5

Credits 15

Learning hours 45



UNIT AIM

The aim of this unit is to provide learners with the understanding and skills to develop marketing plans that meet marketing objectives, and meet the needs of the target market.

UNIT OUTLINEEffective planning is essential for any marketing activity to ensure that an organisation realises its marketing objectives. Without planning, marketing activity can be inappropriate and waste resources and opportunities.

This unit introduces learners to different ways of auditing, to looking at how internal and external factors can influence marketing planning for an organisation, in order to build up a picture of the marketplace. Learners will gain an understanding of the main barriers to marketing planning, the effects of barriers, and how these can be avoided or overcome.

Ethical issues in marketing are important in terms of how an organisation and its products areperceived by customers and employees, and can affect the overall ethos and ultimate success of the organisation. This unit will enable learners to investigate and examine how exemplarorganisations have been affected by ethical issues, how they deal with them, and how ethicalissues should be taken into account when developing marketing plans.

On completion of this unit learners will be able to produce a marketing plan for a product, aservice or an organisation that is realistic, in terms of objectives and resources, and effective in terms of the current situation in the marketplace.

LEARNING OUTCOMES

On successful completion of this unit a learner will:1 Be able to compile marketing audits2 Understand the main barriers to marketing planning3 Be able to formulate a marketing plan for a product or service4 Understand ethical issues in marketing.

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In addition to the traditional learning and teaching strategies of interactive lectures, seminars and discussions, emphasis will be placed on individual, pair and group work, discussion and practical workshops, in which discussion will form an integral element. Introduction will be made to Moodle the Virtual Learning Environment, as a learning tool with additional interactive tasks to support learning and initiate reflection when off-campus. Learners will have access to the internet in order to carry out research and will have access to a range of case studies and exemplar material which illustrate the theories and practice covered in the learning outcomes.


TextbooksDibb S et al – Marketing: Concepts and Strategies, 4th Edition (Houghton Mifflin, 2000) ISBN: 9780395962442Fifield P – Marketing Strategy, 3rd Edition (Butterworth-Heinemann, 2007) ISBN: 9780750656757Hatton A – The Definitive Guide to Marketing Planning (Financial Times/Prentice Hall, 2000) ISBN: 9780273649328McDonald M and Wilson H – Marketing Plans: How to Prepare Them, How to Use Them, 5th Edition (John Wiley and Sons, 2011) ISBN: 9780470669976

JournalsThe Marketer (Journal of the Chartered Institute of Marketing)Marketing Week (Centaur Communications Ltd)The broadsheet newspapers have daily business sections. Many business stories will appear in the news sections.


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Module Title Advertising and Promotion in Business

Module Code J/601/1000

Level 4

Credits 15

Learning hours 45



UNIT AIMThe aim of this unit is to provide learners with the understanding and skills for using advertising, promotion and marketing communications effectively. Learners will put this into practice by planning an integrated promotional strategy.

UNIT OUTLINEThe effective use of advertising and promotion is a fundamental requirement for any business seeking to succeed in the modern business world. As they progress through the unit, learners will build up their understanding of advertising and promotion, and on completion of learners will be able to plan an integrated promotional strategy for a business or product to include budget formulation, creative and media selection, and how to measure the effectiveness of their plan.

The unit introduces learners to the wide scope of marketing communications and how thecommunications process operates. It includes a study of current trends and the impact that ICT has had on marketing communications. Learners will explore the marketing communications industry and how it operates. They will also develop some knowledge of how the industry is regulated to protect consumers.

LEARNING OUTCOMES

On successful completion of this unit a learner will:1 Understand the scope of marketing communications2 Understand the role and importance of advertising3 Understand below-the-line techniques and how they are used4 Be able to plan integrated promotional strategies

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In addition to the traditional learning and teaching strategies of interactive lectures, seminars and discussions, emphasis will be placed on individual, pair and group work, discussion and practical workshops, in which discussion will form an integral element. Introduction will be made to Moodle the Virtual Learning Environment, as a learning tool with additional interactive tasks to support learning and initiate reflection when off-campus. Learners will have access to the internet in order to carry out research and will have access to a range of of current advertising and promotional and exemplar material which illustrate the theories and practice covered in the learning outcomes.


Textbooks

Wells W et al – Advertising Principles and Effective IMC Practice, (Pearson Ed Asia, 2007) ISBN: 9780131676602

JournalsCampaign (Haymarket Publishing)The Marketer (Journal of the Chartered Institute of Marketing)Marketing Week (Centaur Communications Ltd)Promotions & Incentive (Haymarket Media Group)


Websiteswww.asa.org.uk Advertising Standards Authority - the ASA is independent regulator foradvertisements, sales promotion and direct marketing in the UKwww.campaignlive.co.uk Website for campaign magazine, the trade magazine of the advertising industry.www.marketingmagazine.co.uk Website for Marketing magazine, for the latest stories across the industry including the major media, branding, direct marketing and retail sectors.www.marketingweek.co.uk Website for Marketing Week magazine, for marketing jobs, marketing news, opinion and information.www.promotionsandincentives.co.uk Website for Promotions & Incentives magazine,www.tradingstandards.gov.uk Trading Standards Central

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Module Title Sales Planning and Operations


Level 5

Credits 15

Learning hours 45



UNIT AIM

The aim of this unit is to provide learners with an understanding of sales planning, sales management, and the selling process, which can be applied in different markets and environments.

UNIT OUTLINE

Selling is a key part of any successful business, and most people will find that they need to use sales skills at some point in their working life – if only to persuade or win an argument. This unit will introduce learners to the theory of selling and sales planning, and give them the opportunity to put their personal selling skills into practice.

The unit takes learners through the main stages of the selling process and enables them to investigate the role and objectives of sales management. This is knowledge that can be applied to a wide range of organisations.

Finally, learners will be able to start planning sales activity for a product or service of their own choice – this is another valuable skill that is transferable to many different situations learners may find themselves in as they move into employment or higher education.

LEARNING OUTCOMES

On successful completion of this unit a learner will:1 Understand the role of personal selling within the overall marketing strategy2 Be able to apply the principles of the selling process to a product or service3 Understand the role and objectives of sales management4 Be able to plan sales activity for a product or service.

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In addition to the traditional learning and teaching strategies of interactive lectures, seminars and discussions, emphasis will be placed on individual, pair and group work, discussion and practical workshops, in which discussion will form an integral element. Introduction will be made to Moodle the Virtual Learning Environment, as a learning tool with additional interactive tasks to support learning and initiate reflection when off-campus. Learners will have access to the internet in order to carry out research and will have access to a range of case studies and exemplar material which illustrate the theories and practice covered in the learning outcomes.


Textbooks

Calvin J R – Sales Management (McGraw-Hill Professional, 2004) ISBN: 9780071435352Jobber D and Lancaster G – Selling and Sales Management (Financial Times/Prentice Hall, 2003) ISBN: 9780273674153Schwartz M - Fundamentals of Sales Management for the Newly Appointed Sales Manager (Amacom, 2006) ISBN: 9780814408735

JournalsCampaign (Haymarket Publishing)The Marketer (Journal of the Chartered Institute of Marketing)Marketing Week (Centaur Communications Ltd)Promotions & Incentive (Haymarket Media Group)The broadsheet newspapers have daily business sections. Many business stories will appear in the news sections.

Television and radioAll channels will provide source material for this unit, although it will be the commercial channels where selling is most explicit, especially the ‘shopping channels’ which specialise in direct selling to viewers.Video Arts, www.videoarts.co.uk, have a wide range of entertaining DVDs which focus on sales methods and selling skills.

Websiteswww.campaignlive.co.uk Website for Campaign Magazine, the trade magazine of the advertising industry.www.ismm.co.uk Website for the Institute of Sales & Marketing Management.www.marketingmagazine.co.uk Website for Marketing magazine, for the latest stories across the industry including the major media, branding, direct marketing and retail sectors.www.marketingweek.co.uk Website for Marketing Week magazine, for marketing jobs, marketing news, opinion and informationwww.promotionsandincentives.co.uk Website for Sales promotions & Incentive magazine,www.tradingstandards.gov.uk Trading Standards Institute

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Module Title Research project

Module Code K/601/0941

Level 5

Credits 20

Learning hours 45



UNIT AIMTo develop learners’ skills of independent enquiry and critical analysis by undertaking a sustained research investigation of direct relevance to their Higher Education programme and professional development.

UNIT OUTLINEThis unit is designed to enable learners to become confident using research techniques and methods. It addresses the elements that make up formal research including the proposal, a variety of research methodologies, action planning, carrying out the research itself and presenting the findings. To complete the unit satisfactorily, learners must also understand the theory that underpins formal research.

The actual research depends on the learner, the context of their area of learning, their focus of interest and the anticipated outcomes. The unit draws together a range of other areas from within the programme to form a holistic piece of work that will make a positive contribution to the learner’s area of interest. Learners should seek approval from their tutors before starting their research project.

LEARNING OUTCOMES

On successful completion of this unit a learner will:1 Understand how to formulate a research specification2 Be able to implement the research project within agreed procedures and tospecification3 Be able to evaluate the research outcomes4 Be able to present the research outcomes.


In addition to the traditional learning and teaching strategies of interactive lectures, seminars and discussions, emphasis will be placed on individual work and peer support through group discussion and one-to-one sessions with the tutor. Introduction will be made to Moodle the Virtual Learning Environment, as a learning tool with additional interactive tasks to support document.doc

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learning and initiate reflection when off-campus. Learners will be encouraged to establish relationships with appropriate organisations in order to bring realism and relevance to learners’ research projects..


There are no essential or unique resources required for this unit

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