Extended Diploma in Business and Management Level 5 (ATHE)
- 1 Year / Blended Learning
- Intake: Jan / Aug
- Awarding Body: ATHE
Overview
The ATHE Level 5 Extended Diploma in Business and Management is a 120-credit qualification designed for learners aiming to deepen their understanding of key business and management principles. This diploma builds upon prior knowledge, typically gained at Level 4, and equips students with a broader skillset needed for middle management roles.
Learners gain both theoretical insight and practical competencies across core business disciplines such as finance, people management, and research. This qualification is ideal for those progressing toward a business-related degree or advancing in professional roles such as business analyst, operations manager, or department lead. It includes a blend of mandatory and optional units to allow for both structured learning and subject-specific specialization.
Enhance your Management Skills with the Level 5 Extended Diploma in Business & Management
CAREER OPPORTUNITIES:
Upon successful completion of the Level 5 Extended Diploma in Business & Management, you’ll be prepared to embark on a variety of exciting career paths, including:
- Junior Management Roles: Enter the world of management equipped with the skills to lead and make informed decisions.
- Progression to a Bachelor’s Degree: Our programme offers a pathway to Bachelor’s degrees, enabling you to further enhance your qualifications and career prospects.
WHAT YOU WILL LEARN:
The Level 5 Extended Diploma in Business & Management is designed to help you reach your management potential. This qualification is therefore designed to provide:
• Opportunities for learners to develop a breadth of knowledge and understanding of subject matter related to business and management.
• Development of underpinning skills, personal qualities, and attitudes essential for successful performance in working life.
• Optional units in particular specialisms that are directly related to learners’ current responsibilities or that meet a particular interest and support career development.
• A base for continued learning and a desire to constantly develop as an individual, further improving knowledge, understanding, and skills.
Age: 18+
Qualifications:
For learners who have recently been in education or training the entry profile is likely to include one of the following:
- Prior study in business, management or related subjects at level 4 or above
- A level 4 qualification for example an ATHE Level 4 Extended Diploma in Business and Management or an ATHE Level 4 Diploma in Business and Administrative Management
- Other equivalent international qualifications
All entry decisions are taken on an individual basis.
For those whom English is not their first language, we recommend the following standards of proficiency in English language skills or an approved equivalent for this qualification:
IELTs 5.5
Common European Framework of Reference (CEFR) B2
Cambridge English Advanced (CAE) 162 or above
Pearson Test of English (PTE) Academic 42-49
- Level 6 Extended Diploma in Business and Management
- The final year (top-up year) of degree programmes at some universities.
Course Details
Programme Units
Unit 1 Business Organisations in a Global Context | |||||
Unit Aims | This unit develops learners understanding of the issues organisations face when operating in a global context. This understanding will allow learners to review the issues currently impacting on business organisations. | ||||
Unit Level | 5 | ||||
Unit Code | K/650/6249 | ||||
GLH | 60 | ||||
Credit Value | 15 | ||||
Unit Grading Structure | Pass-Merit-Distinction | ||||
Assessment Guidance | In order to achieve this unit, learners must produce work which demonstrates achievement of the learning outcomes at the standards provided by the assessment criteria. Learners must use real life examples to illustrate the points which are made. There is a requirement to utilise information from specific organisations to meet some of the stated standards. For LOs 2 and 4, learners will need to agree with tutors an appropriate country or countries on which to base their study. For LO4, they will also need to agree an appropriate organisation. Tutors need to ensure that the countries and organisations chosen are suitable. | ||||
Learning Outcomes The learner will demonstrate that they: | Assessment Criteria The learner can: | ||||
P | M | D | |||
1. Understand global business operations | 1.1 | Analyse differences between global business organisations operating in different sectors and industries | |||
1.2 | Assess the responsibilities of business organisations operating in a global environment | ||||
1.3 | Evaluate strategies employed by business organisations operating in a global environment | ||||
2. Understand the impact of external factors on global business organisations | 2.1 | Evaluate the benefits and challenges to global business operations from external factors | 2M1 Analyse how the economic performance of a specified country impacts on the | 2D1 Evaluate the current global environment for business organisations | |
2.2 | Review the measures taken by governments to influence the activities of global business organisations | activities of global business organisations | |||
3. | Understand the impact of globalisation on the internal operations of business organisations | 3.1 3.2 | Assess the impact of globalisation on the operational management of business organisations Evaluate how technology has impacted on the global integration of business organisations | ||
3.3 | Evaluate the different approaches to leadership and decision-making in global organisations | ||||
4. | Understand current issues impacting on global business activities in a specified country | 4.1 | Explain current issues that impact on global business activities in a specified country | 4M1 Analyse the strategies to address issues affecting global business activities in a specified country | 4D1 Evaluate the opportunities and challenges to a specific global business organisation operating in a specified country |
- Legal status/ownership – e.g. sole trader, partnership, company, corporation (e.g.
- limited and unlimited, public limited and international equivalents)
- Structure and size
- What they offer (Products and/or services)
- Image
- Private – e.g. manufacturing, service e.g. hospitality, finance
- Public – e.g. healthcare, education
- Not for profit’ – e.g. supporting others, conservation and heritage organisations, campaign groups
- International
- National
- Local
- •To shareholders
- To employees
- To other stakeholders
- To customers
- To the environment
- Ethical issues
- Human resources policy
- Environmental strategy
- Equal opportunities policy
- Ethics policy
- Financial plan
- International partnering policy
- Electronic modes of marketing and communication
- Reliable import and export processes
- Technological factors
- Transport revolution
- Information and communications
- Increasing incomes
- Global trade
- World financial markets
- Market forces
- Global competition and competition rules
- Country specific differences – costs, logistics
- Consumerism
- Convergence in customer tastes
- Education and skills
- Environmental conservation
- Reduced trade barriers
- Intellectual Property Rights
- Privatisation
- Technical standards, regulations, legislations
- Global strategies
- Monetary policies, interest rates, quantitative easing, unemployment
- Fiscal policies, spending (in central and local government), public sector borrowing, controlling demand, taxation, distribution of income
- Competition Policy
- Sector regulation e.g. in UK OfGem, OfQual, OfGas, CAA, OfCom – equivalents in other countries and globally where applicable
- Regional policies
- Skills agenda, apprenticeships
- Trading blocs
- World Bank, IMF, Global/trading bloc policies and directives (e.g. EU), G20, OPEC and other relevant organisations
- Market size
- Transnational corporations
- Opportunities e.g. emerging markets
- Growth
- Protectionism
- Trading blocs, partnerships and agreements and their regulation/restrictions (e.g. EU)
- Trade duties and tariffs
- Increased competition; outsourcing to other countries; increased customer choice,
- Structure appropriate to effectively manage operations across numerous locations; agreed systems, protocols
- ICT technologies
- Remote workforce – advantages of being able to locate workforce in other countries where labour may be cheaper/may have more relevant skills etc.
- The role of the internet in trade
- Easy communication e.g. Skype, email, social networking
- Potential for different decisions depending on the culture and value of different locations
- Leadership; appropriate range of skills, experience in different locations, expat managers and staff; issues with language and communication
- Domestic market in chosen country
- Global market
- Domestic and global policies
- Other global factors
- Government policies
- Trade blocs
- New markets
- New environments e.g. move business
- New technologies
- Growth/shrink
- Change of suppliers, importers, exporters
- Change in business structure e.g. from sole trader to company/ corporation
- Internal issues
- Cultural issues
- Ethical issues
- Problems with suppliers
- Limited resources
Unit 2 People Management | |||
Unit Aims | This unit will enable learners to understand how to manage individuals and teams. Learners will study organisational factors and how they impact on and influence individual and team behaviour, and learn management tools and techniques to help them effectively manage individuals and teams. | ||
Unit Level | 5 | ||
Unit Code | R/650/6250 | ||
GLH | 60 | ||
Credit value | 15 | ||
Unit Grading Structure | Pass-Merit-Distinction | ||
Assessment Guidance | In order to achieve this unit, learners must produce work which demonstrates achievement of the learning outcomes at the standards provided by the assessment criteria.
Learners must use real life examples to illustrate the points which are made. There is a requirement to utilise information from specific organisations to meet some of the stated standards. For LO4, learners will need to agree an appropriate organisation. Tutors need to ensure that the organisation chosen is suitable.
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Learning Outcomes
The learner will demonstrate that they: | Assessment Criteria
The learner can: | ||
| P | M | D |
1. Understand how organisational structure, culture and other factors impact on people in organisations
| 1.1 Explain how organisational structure impacts on people in organisations 1.2 Analyse how organisational culture impacts on people in organisations 1.3 Analyse how other factors impact on people in organisations
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2. Understand how to manage individuals and teams to achieve sustainable business performance
| 2.1 Assess approaches to managing the performance of individuals 2.2 Explain the steps needed to create and maintain effective teams | 2M1 Evaluate the external factors which impact on the management of individuals and teams
| 2D1 Analyse the management of individuals and teams through strategic organisational change |
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3. Understand how to develop and motivate individuals and teams to achieve sustainable business performance | 3.1 Analyse the different training and development approaches used by organisations to motivate, develop and improve individuals and teams
| 3M1 Assess the effect of incentives and rewards on the development of individuals and teams | 3D1 Assess the contribution of motivational theories on the development of individuals and teams |
4. Can review people management strategies in an organisation
| 4.1 Describe people management strategies in a chosen organisation 4.2 Assess the impact of people management strategies on individuals and teams in a chosen organisation
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Indicative Content
1. Understand how organisational structure, culture and other factors impact on people in organisations
Structure:
- Hierarchical
- Flat/tall
- Matrix
- Inverted triangle
- Functional
- Product, market, and geographical structures
Culture:
- Organisational leadership style
- ‘The way we do things’
- Assumptions
- Behaviours
- Values
- Codes
- Stories and myths
- Ceremonies and rituals
- Working practices
Organisational factors:
- Workforce development
- Talent management
- Intrinsic and Extrinsic Incentive and reward schemes
- Community engagement
- Environmental responsibility
- Working practices e.g. flexible or hybrid working
- Remote working
- Equality, diversity and inclusion
- Psychosocial factors, e.g. job design, workloads, resource availability
Impact factors:
- Power/influence of individuals
- Power/influence of teams
- Leadership power/influence (span of control)
- Communication channels, ease of communication
- Motivation levels
- Creativity
- Line management structures
2. Understand how to manage individuals and teams to achieve sustainable business performance
- Individual differences o Knowledge, skills, and experience o Attitude o Personality traits o Culture oReligion and beliefs o Mental health o Physical health oWork pattern
- Work location preferences
- Theories of Managing individuals and Teams/Theories of Motivation
- McGregor’s theory X and theory Y o Maslow’s Hierarchy of Needs o Contingency Theory oHerzberg’s Theory o The Hawthorne studies
- Effect of management styles on o Motivation oCreativity o Trust and respect
- Productivity o Commitment
- Managing teams o Setting a goal and planning to achieve it o Getting buy-in
- Belbin – Understanding individual strengths, weaknesses, and team roles o Tuckman model of team development
- Motivating staff
- High-performing teams
- Management style o Trait theories o Behavioural approach o Contingency approach oAutocratic/democratic/laissez faire o Hersey and Blanchard Situational theory o Charismatic leadership oTannenbaum and Schmidt
- External factors which impact on management of teams and individuals o Economic situation; availability of labour, full employment, interest rates, inflation/deflation, government economic policy
- Infrastructure, transport availability
- Legislation: minimum wage, immigration policies, maternity/paternity leave, working hours
- Education: access to HE, tuition fees, access to in-house training/coaching o Union membership, industrial action
3. Understand how to develop and motivate individuals and teams to achieve sustainable business performance
- Training and development o Talent management
- Training workshops and conferences
- Online training
- Books and websites o CPD
- Membership of professional body o Sharing good practice
- Celebrating achievement and success o Coaching and mentoring
- Work placement and exchange, job shadowing oQualifications
- Developing high-performing teams o Leadership oAccountability o Processes o Shared purpose oCommunication o Recognition o Continuous improvement
- Benefits of training and development – individuals o Self-actualisation, developing potential
- Increased motivation o Developing talent
- Promotion/enhanced pay
- Benefits of training and development – organisations oIncreased productivity o Workforce retention oEnhanced profit
- Effect of incentives and rewards
- Development of Individuals and teams o Delegation oPerformance review o Incentives and rewards
- Theories of Motivation (see LO2 above)
4. Review people management strategies in an organisation
People management strategies:
- Working environment
- Management and leadership style
- Structure
- Culture
- Staff development opportunities
- Flexible working practices
- Ethical practices
- CSR (Corporate Social Responsibility) agenda
Strategies for improving performance
- Incentives, bonus schemes, incremental rises, improved job satisfaction
- For organisational improvement
- For organisational productivity
Impacts on employees and stakeholders
- Individuals/teams
- Performance
- Staff retention
- Employee satisfaction.
Unit 3 Finance for Managers | |||
Unit Aims | The unit aims to equip learners with the knowledge and understanding of the sources and uses of finance in organisations, and how to interpret and evaluate financial data. | ||
Unit Level | 5 | ||
Unit Code | T/650/6251 | ||
GLH | 60 | ||
Credit Value | 15 | ||
Unit Grading Structure | Pass-Merit-Distinction | ||
Assessment Guidance | In order to achieve this unit, learners must produce work which demonstrates achievement of the learning outcomes at the standards provided by the assessment criteria.
Learners must use real life examples to illustrate the points which are made. There is a requirement to utilise information from specific organisations to meet some of the stated standards. The unit requires learners to access and interpret actual financial projects, statements and organisational cost information. Tutors may need to support learners either with the provision of this information or by checking the suitability of learners’ own chosen organisational information.
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Learning Outcomes
The learner will demonstrate that they: | Assessment Criteria
The learner can: | ||
| P | M | D |
1. Understand the sources of finance available to organisations | 1.1 Describe the sources of finance available to different types of organisations 1.2 Evaluate the costs and benefits of different sources of finance 1.3 Compare sources of finance for a specific project
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| 1D1 Evaluate the strategic implications of choosing different sources of finance
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2. Can assess an organisation’s financial performance | 2.1 Compare the financial statements of different types of organisations 2.2 Interpret financial statements for a specific organisation
| 2M1 Review the ethical requirements associated with financial statements of Third Sector organisations
| 2D1 Assess how a specific organisation’s financial statements meet the needs of its stakeholders
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3. Can use costing methods to make informed organisational decisions | 3.1 Analyse organisational costs and the impact that they have on organisation decisions 3.2 Apply breakeven calculations to specific organisational data 3.3 Use breakeven charts to present decision-making information
| 3M1 Analyse the strengths and weaknesses of using breakeven analysis
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Indicative Content
1. Understand the sources of finance available to organisations
Sources of finance
- Internal sources of finance
- External sources of finance
- Short term sources of finance
- Medium term sources of finance
- Long term sources of finance
Types of organisations
- Sole trader
- Partnership
- Private limited company
- Public limited company
- Third sector organisations
Appropriate sources of finance for a specific project
- Savings
- Reserves
- Overdraft
- Loan
- Mortgage
- Credit card
- Trade credit
- Venture capital
- Share issues
- Crowd funding
- Bond issues
Consideration of the advantages and disadvantages of each source, and their appropriateness to specific business decisions.
2. Assess an organisation’s financial performance
Annual financial statements
- Sole traders
- Partnerships
- Private Limited Companies, I.e. o Income statement o Statement of financial position
- Public Limited Companies – annual reports, i.e. o General corporate information o Accounting policies oIncome statement o Statement of financial position o Statement of cash flows o Notes to the financial statements o Chairperson’s and directors’ reports o Auditor’s report
Differences between internal final accounts and the publicly available final accounts of a limited company
Financial Statement Interpretation
Relevant legislation
- Companies Act
- Partnership Act
- Charities Act
Impact of relevant legislation on different forms of business ownership: o Sole traders o Partnerships oPrivate Limited Companies o Public limited Companies
- Third sector organisations – clubs and societies/charities
The application of accounting concepts and principles to financial statements
- Valuation of non-current assets
- Valuation of inventory
- Matching principle
- Provision for depreciation
- Irrecoverable debts
- Provision for doubtful debts
Ethical requirements
- Responsibility to stakeholders
- Responsibility to members as the owners
- Legal requirements for some Third Sector organisations
3. Use costing methods to make informed organisational decisions
Organisational costs
- Fixed costs
- Variable costs
- Direct costs
- Indirect costs
- Semi-variable costs
- Stepped costs
- Total costs
- Unit costs
- Marginal costs
- Opportunity costs
- Start-up costs
- Operating costs
- Overheads
Break-even calculations
- Calculation of the break-even point by use of the formula
- Produce break-even graphs
- Produce contribution to sales (profit/volume) graphs
- Evaluate break-even data / graphs and contribution to sales graphs Apply break-even analysis to specific business decisions, i.e.
- Make or buy o Special order decisions o Acceptance of additional work
- Discontinuing a product or service based on contribution o Price setting o Scarce resources
- ‘What if’ scenarios
Consideration of impact of changes in costs and revenues on break-even calculations.
Uses, benefits and limitations of break-even calculations.
Break-even chart – graphical representation of break-even output. The graph should include:
- Fixed cost line
- Total cost line
- Total sales revenue line
- Break-even output
- Area of profit
- Area of loss
- Margin of safety
Consideration of impact of changes in costs and revenues on break-even charts. Uses, benefits and limitations of break-even charts
Unit 4 Research Project | |||
Unit Aims | This unit develops the skills required for the learner to formulate an appropriate research question and to design and undertake a research project to answer that research question. The learner will also need to interpret the outcomes of their research and present this to stakeholders. | ||
Unit Level | 5 | ||
Unit Code | Y/650/6252 | ||
GLH | 60 | ||
Credit Value | 15 | ||
Unit Grading Structure | Pass-Merit-Distinction | ||
Assessment Guidance | To achieve this unit, learners must produce work which demonstrates achievement of the learning outcomes at the standards provided by the assessment criteria.
In order to achieve this unit, learners must carry out a comprehensive piece of research. The research must focus on either an organisation where the learner works, an organisation with which the learner is familiar or an area/theme/issue within business in which the learner is interested. Learners will need to agree with tutors the topic for their research. Tutors need to ensure that the topic chosen is suitable in terms of size, topic and scope. Tutors will also need to agree with learners on an appropriate reporting format for the final report.
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Learning outcomes
The learner will demonstrate that they: | Assessment Criteria
The learner can: | ||
| P | M | D |
1. Can produce a research proposal | 1.1 Develop a series of research objectives to address an identified research problem/issue 1.2 Evaluate different research methodologies and identify a specific methodology that will address the research objectives 1.3 Produce a project plan
| 1M1 Analyse the risk factors and possible mitigations for the research project
| 1D1 Justify the methodology chosen to address this research problem/issue
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2. Can undertake a research project | 2.1 Conduct the research in accordance with the research project proposal 2.2 Review the progress of the research in relation to the | 2M1 Analyse the validity and sufficiency of the data collected
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3. Can evaluate research project outcomes | 3.1 Evaluate the research outcomes in relation to the original research problem/issue 3.2 Assess the possible impact of the research outcomes |
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4. Can present the research project outcomes to stakeholders
| 4.1 Present the research and its outcomes in a format that is appropriate to the audience |
| 4D1 Evaluate the strengths and weaknesses of the research process and make suggestions for improvement
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Indicative Content
1. Produce a research proposal
Selecting a research problem/issue
- Identifying the objectives of the research – what is the researcher, or their organisation, interested in finding out and why.
- Project resourcing – how much time and resource is needed to undertake the research and is this available.
- Skills and knowledge – does the researcher have access to appropriate skills and knowledge, including individual expertise and literature, necessary for them to undertake the research
Formulating a research problem/issue
- Stating the research problem/issue in terms of the research objectives
- Identifying what is to be included in the scope of the research and what is to be excluded
Identifying a suitable research methodology
- Use of primary and secondary data – accessing relevant information
- Data Collection – surveys, interviews, observation, Focus Groups, literature review etc.
- Research methodology
- Ethical issues – access to sensitive data and respondents
- Data collections e.g. GDPR/data protection, confidentiality agreements etc.
- Data analysis – qualitative, quantitative, statistical, results of interviews
- Gathering information – company documentation, outcomes of similar research, reading about ow to implement research methodologies, theoretical concepts and ideas etc.
Project Planning
- Project tasks – primary and secondary data collection, data analysis, write-up, presentation
- Project timelines – sequence, task duration, start and end dates using appropriate tools e.g. Gantt or flow chart
- Project monitoring – risk factors and mitigation, key milestones, review dates
- Use of project resources – human, financial, technical, physical
2. Undertake a research project
Undertaking research
- Application and implementation of the research project plan, including data collection, data analysis, write-up and presentation
- Retaining focus on the intended purposes and outcomes of the research
- Systematic recording of data and information
- Taking account of bias, validity and reliability of information and control of variables
- Consideration of the sufficiency of the data and information collected
- Analysing data – qualitative, quantitative, trend analysis, statistical analysis
- Presentation of data – graphs, tables, bar charts, pie charts, case studies, quotes etc
Reviewing progress
- Monitoring and reviewing the project including paying attention to resource and time allocation
- Modifying the plan in relation to monitoring information
- Adhering to the scope of the research
Evaluating the research project
- Review the successes and difficulties encountered in the project e.g. delivering the purposes and outcomes of the project, effectiveness of the project plan and research methods used, volume, validity and value of the data
3. Evaluate research project outcomes
- Understand to what extent the research outcomes answer the research question
- Understand the limitations of the research and what improvements could be made
- Developing recommendations including possible areas for future research or changes to the research methodology
- Reach conclusions
- Understand the significance, application, and possible impact of the research outcomes
4. Present the research project outcomes to stakeholders
- Consider the prior knowledge and information needs of the audience
- Consider business expectations and norms for presentation
- Consider the advantages and disadvantages of different communication methods e.g. written and spoken presentation, visual representation etc.
- Select an appropriate presentation media, format and structure
- Be able to deliver a professional written or spoken presentation
- Present research projects and research outcomes accurately
- Reporting conclusions. Depending on the nature of the research, recommendations based on the research outcomes could also be produced, e.g. suggestions for improvements
Unit 5 Managing Communication | |||
Unit Aims | This unit aims to develop knowledge and understanding of communication within and between organisations. Learners will also review their own communication skills in an organisational context | ||
Unit Level | 5 | ||
Unit Code | A/650/6253 | ||
GLH | 60 | ||
Credit Value | 15 | ||
Unit Grading Structure | Pass-Merit-Distinction | ||
Assessment Guidance | In order to achieve this unit learners must produce work which demonstrates achievement of the learning outcomes at the standards provided by the assessment criteria.
Assessors should note that in this unit there are LOs which cannot be approached from a theoretical perspective and learners must provide evidence to show that they are able to do what the LO states.
Learners must also use real life examples to illustrate the points which are made. There is a requirement to utilise information from specific organisations to meet some of the stated standards. Learners will need to agree with tutors appropriate organisation(s) on which to base their study.
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Learning Outcomes
The learner will demonstrate that they: | Assessment Criteria
The learner can: | ||
| P | M | D |
1. Understand channels and types of communication within and between organisations and their effectiveness
| 1.1 Evaluate the appropriateness and benefits of different communication methods within and between organisations 1.2 Analyse potential barriers to the effective exchange of information within and between organisations
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| 1D1 Assess how the changing business environment is driving changes in channels of communication within and between organisations |
2. Understand the factors that impact on workplace communication | 2.1 Explain a range of internal and external factors impacting on | 2M1 Assess the role that technology plays in supporting | 2D1 Evaluate how different management and leadership styles impact on |
| workplace communication within and between organisations 2.2 Assess how stakeholder needs, wants and expectations impact on communication
| workplace communication | workplace communication in a specific organisation |
3. Can develop own communication skills within the workplace
| 3.1 Reflect on the effectiveness of own communication skills in a workplace situation
| 3M1 Design a personal development plan to improve own communication skills using SMART targets
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4. Understand how to improve communication within an organisation
| 4.1 Evaluate the effectiveness of internal and external communication within a specific organisation 4.2 Make recommendations to improve organisational communication
| 4M1 Explain ways of measuring the effectiveness of communication
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Indicative Content
1. Understand channels and types of communication within and between organisations and their effectiveness
Communication types: internal (colleagues, other departments), external (between organisations)
Communication channels: formal, informal, face to face, telephone, electronic (email, social media, forums, web conference, instant messaging, use of live and web chat where relevant), written (letters, reports, blogs), mass media (newsletters, promotional material), noticeboards, presentations, briefings, meetings
Benefits: suitability, appropriateness, clarity of information/message, adapting to individual needs and circumstances, speed, flexibility, reduced cost and time, transmission of documents with communication, multiple people contribution, audit trail, sharing ideas and best practice
Potential barriers:
- Tangible: environmental, technology, time/timing, resources, language
- Intangible: culture (internal/external), structures, power and style, rumours and the grapevine, one-way communication, bias, emotions
2.Understand the factors that impact on workplace communication
Factors
Organisation structure (hierarchical, functional, horizontal, matrix, network, team-based)
Culture, Management styles (e.g., autocratic, affiliative, coaching, democratic, pacesetting and visionary)
Leadership styles (e.g., authoritarian, paternalistic, democratic, laissez-faire, transactional and transformational)
Role and responsibility (positional power, relationships)
Organisational policy and processes (communication policy, whistleblowing policy, brand guidelines/house style, standard responses)
Resources (technology, time)
Location (same site, hybrid or remote working)
Stakeholders
External: customers, suppliers, competitors, shareholders, pressure groups/environmental groups, trade unions, finance and/or government authorities, regulatory bodies etc
Internal: team members, other employees within and outside own department (as relevant to the role), line manager, departmental managers, senior managers, specialists in organisation (e.g., finance, IT, human resources, sales, marketing, R&D, customer service, dispatch, administration)
Understanding audience needs, wants and expectations, preferences, limitations (e.g. compatibility of technology, access to and confidence with different technologies)
Technology
Types: intranet, extranet and internet, websites, email, collaborative meeting software, information systems (IS) and management information systems (MIS), networks
Role: provide flexibility to different stakeholders in terms of accessibility and convenience. Supporting remote workers. Ensuring that tasks are undertaken more efficiently and productively i.e. sending electronic documents, invoices and on-line payments (e-commerce)
3.Develop own communication skills within the workplace
Role and process of reflection
Situations could include: delegating, negotiating, motivating, briefing, providing information
Appropriateness and suitability of method
Personal Development Plan (PDP) framework
Define and prioritise own goals, set out proposals for improving own communication skills, understand strengths, weaknesses, SMART (specific, measurable, achievable, realistic and time-framed)
4. Understand how to improve communication within an organisation
Evaluation to include: timeliness, understanding, suitability, clarity, response, achieving outcomes
Measures of effectiveness: reactions, feedback, checking understanding, surveys, customer complaints
Recommendations: what, why, how and benefit
Unit 6 Marketing Principles and Practice | |||
Unit Aims | To develop knowledge and understanding of general marketing principles and their application in business. Learners will have the opportunity to develop a marketing plan for a specific product or service. | ||
Unit Level | 5 | ||
Unit Code | D/650/6254 | ||
GLH | 60 | ||
Credit Value | 15 | ||
Unit Grading Structure | Pass-Merit-Distinction | ||
Assessment Guidance | In order to achieve this unit learners must produce work which demonstrates achievement of the learning outcomes at the standards provided by the assessment criteria.
Learners must use real life examples to illustrate the points which are made. Learners will also demonstrate their understanding by applying appropriate marketing theory to produce a marketing plan for a stated product or service. Learners will need to agree with tutors appropriate products and/or services on which to base their study.
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Learning Outcomes
The learner will demonstrate that they: | Assessment Criteria
The learner can: | ||
| P | M | D |
1. Understand the role of marketing in business | 1.1 Analyse the role of marketing in the achievement of business objectives 1.2 Analyse the external factors influencing marketing in business 1.3 Explain the role of marketing in not-forprofit organisations
| 1M1 Analyse how a marketing strategy supports the sales function in businesses |
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2. Understand marketing principles | 2.1 Analyse the elements of the marketing process 2.2 Explain methods of segmenting markets 2.3 Analyse principles of digital marketing
| 2M1 Evaluate the benefits of segmenting markets | 2D1 Analyse the challenges businesses face to market effectively |
3. Understand marketing methods | 3.1 Analyse different methods of researching a market 3.2 Evaluate the use of the different channels for digital |
| 3D1 Propose ways in which challenges for digital marketing could be overcome or mitigated |
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4. Can develop a marketing plan for a specific product or service | 4.1 Propose strategic objectives for a marketing plan 4.2 Determine the target market(s) for a selected product or service 4.3 Consider factors which will be relevant to the implementation of a marketing plan
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Indicative Content
1. Understand the role of marketing in business
Role of marketing to achieve business objectives
- Establishing and growing relationships between a business and its customers
- Establishing and maintaining public image and reputation of business
- Growing customer base
- Branding the business via, publicity, advertising and customer interaction
- Launching new products and services
- Entering a new market
- Expanding market share
- Increasing sales
- Increasing profits
- Building competitive advantage
- Improving customer focus
- Increasing customer satisfaction
- Improving quality
External factors influencing marketing
- Political, economic, social, technological, legal and environmental factors
- Pressure groups, competitors, Porter’s Five Forces
Role of marketing in a not-for-profit business
- The many overlaps with the role of marketing for a business
- Providing information in order to change attitudes e.g. health campaigns
- Providing information and generating income e.g. charities
- Social marketing e.g. political campaigns
How a marketing strategy supports the sales function in businesses
- Satisfies customer need
- Establishes clear responsibilities, process and goals
Determines the messaging
Establishes and use common tracking and reporting systems
- Identifies areas for improvement
- Aligns marketing content with the selling cycle
- Shares data and intelligence
2. Understand marketing principles
Marketing process
- Carrying out a marketing audit
- Undertaking an environmental analysis e.g. PESTLE
- Undertaking a SWOT analysis
- Setting aims and objectives
- Planning
- Understanding constraints and options
Methods of segmenting markets
- Demographic
- Socio-economic
- Geographic
- Psychographic
- Behavioural
Principles of digital marketing
- Ratio of use of digital to traditional marketing: depending on business and products, there is normally still a need for some community involvement, networking and face-to-face marketing
- Timing of marketing
- Content
- Maintenance of currency of marketing material
- Allocation of time, effort and budget
Benefits of market segmentation
- Better matching of customer needs
- Enhanced profits for business
- Better opportunities for growth
- Retain more customers
- Build relationships with customers via targeted marketing communications
- Gain share of the market segment
Challenges that a business faces to market effectively
- Time
- Expertise
- Budget
- Fitting in with the buying/selling cycle
- Pricing correctly
Matching product to market
Placing product correctly
3. Understand marketing methods
Marketing research methods
- Primary, secondary
- Qualitative/quantitative
- Surveys, questionnaires
- Sampling methods
- Interviews, structured, unstructured, focus groups
- Observation
- Experimentation
- Ethnography
Use of channels for digital marketing
Use of internet for digital marketing
- IC Search engine optimisation
- IC Pay per click advertising
- IC Responsive website
Use of social media
- Facebook, LinkedIn, Twitter
- Viral marketing
Use of emails
- Email newsletters
- Personalised emails
Use of hand-held devices for marketing
- Increased security risk
- Cluttered market
- Less focus on keywords, more focus on search phrases
- More ad blockers
- Increased ad costs
How current challenges for digital marketing could be overcome or mitigated
- Answers will vary depending on the challenges identified
4. Develop a marketing plan for a specific product or service
Strategic objectives
- To introduce a new product feature or service
- To enter a new market
To expand market share
To increase sales
- To increase profits
- To enhance reputation
Target markets
- Specific demographic
- Geographic area
- Socio economic group
- Defined psychographic group
Consideration of factors relevant to the implementation of the plan
Implementation factors
- Barriers to implementation of the plan and their resolution
- Marketing budget
- Monitoring and controlling the marketing plan People and (lack of) knowledge, skills and experience
- Technical factors.
Unit 7 Manage Sustainability in an Organisation | |||
Unit Aims | This unit will enable learners to acquire the knowledge and understanding of sustainability as it relates to organisations. This includes the legal and regulatory requirements and how to achieve relevant quality standards. The unit will also enable learners to develop skills required to audit sustainability. | ||
Unit Level | 5 | ||
Unit Code | F/650/6255 | ||
GLH | 60 | ||
Credit Value | 15 | ||
Unit Grading Structure | Pass-Merit-Distinction | ||
Assessment Guidance | In order to achieve this unit learners must produce work which demonstrates achievement of the learning outcomes at the standards provided by the assessment criteria.
Learners must also use real life examples to illustrate the points which are made. There is a requirement to utilise information from specific organisations to meet some of the stated standards. Learners will need to agree with tutors appropriate organisation(s) on which to base their study. The learner must carry out a sustainability ‘audit’ on an organisation, where the learner works or knows well, and the audit will need to lead to recommendations for improvements. This could be carried out for a business in the private, public, or voluntary sectors.
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Learning Outcomes
The learner will demonstrate that they: | Assessment Criteria
The learner can: | ||
| P | M | D |
1. Understand the issues relating to sustainability in organisations | 1.1 Identify current issues in relation to sustainability in organisations 1.2 Evaluate the key sustainability issues affecting a chosen organisation
| 1M1 Analyse the impact of issues on the sustainability of a chosen organisation |
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2. Understand how legislation, regulation, and guidance impact on the sustainability of organisations | 2.1 Describe the effects of legislation, regulation, and guidance on the sustainability of organisations 2.2 Evaluate how operating ethically can impact on organisations and their stakeholders
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| 2D1 Evaluate the approaches different organisations have taken in response to legislation, regulation and guidance |
3. Can audit the sustainability of an organisation | 3.1 Develop an approach for auditing the |
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| sustainability of a chosen organisation 3.2 Analyse data from the sustainability audit 3.3 Report on the findings of the sustainability audit
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4. Understand the quality standards relevant to organisational sustainability | 4.1 Explain appropriate quality standards for an organisation 4.2 Analyse the organisational characteristics which facilitate achievement of quality standards
| 4M1 Analyse the financial costs and benefits of achieving a quality standard in a chosen organisation | 4D1 Evaluate the moral and ethical imperatives for organisations to achieve quality standards in relation to organisational sustainability
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Indicative Content
1. Understand the issues relating to sustainability of an organisation
Issues
- Natural environment e.g. pollution, waste, water usage, natural habitats, transport management
- Global e.g. fair-trade, child labour
- Built environments e.g. carbon management, energy efficiency of buildings
- Financial sustainability e.g. business planning and development
- Resource management and resource efficiency
- Market awareness and responsiveness to the market
- Talent management e.g. recruitment, development, and retention of staff
- Stakeholder management e.g. customers, suppliers, partners, collaborators, competitors
- Good governance e.g. board make-up and performance
- Community engagement and social responsibility
- Environmental impacts, performance, and priorities
- Natural disasters and public health issues (such as Covid-19)
- Climate change: environmental, social, and governance (ESG) evaluation criteria
- Mitigating climate change via policy and business
Impact of issues
- Business activities and implications for sustainability
- Benefits to stakeholders
- Areas of relevance for specific businesses – global and local issues affecting and affected by business activities
- Related costs e.g. taxation, cost of water use, cost of waste; importance to business of sustainability in relation to cost, social attitudes, compliance with law
2. Understand how legislation, regulation, and guidance impact on the sustainability of organisations
Legislation, regulation and guidance
- The Environment Act (2021)
- The UK Companies Act (2006)
- Audit Reform in the EU (2014)
- Employment Rights Act (1996)
- Environmental Impact Assessment (2017)
- The Water Resources Act 1991
- Control of Pollution (oil storage) (England) Regulations 2001
- Hazardous Waste Regulations 2005
- Clean Air Act 1993
- Climate Change Agreements 2006
- Habitat Protection – Wildlife & Countryside Act 1981
- Source of guidance and regulation – industry bodies, local authorities, government, organisations (e.g. soil association, climate change bodies)
- Influence of pressure groups, social attitudes, moral issues
Ethical Operations
- Impact on people, the environment etc.
- Fairness to employees e.g. wages etc.
- Effect on brand image
- Effect of bad publicity
Impact on
- Physical and human resources
- Processes and systems
- Vision and strategy
- Marketing and marketability
- Operations and costs
3. Audit the sustainability of an organisation
- Carrying out a sustainability ‘audit’ for an organisation to identify areas of relevance
- Ensuring compliance with legislation, regulation, codes of practice etc.
- Suggesting how sustainability can be improved – actions and policies to improve sustainability of business activities
- Reporting – report formats, recommendations, cost, and implementation
4. Understand the quality standards relevant to organisational sustainability
Quality standards
- ISO14001
- ISO 9001
- ISO 27001
- ISO 26000
- ISO 31000
- Investors in People
- Internal quality standards; benchmarking; value added
Organisational characteristics to achieve a quality standard
- Requirements as per the quality standard
- Buy-in from senior management, staff and other stakeholders
- Practical implications of applying standards
- Relevance to specific operations
- Systems design and implementation
- Reporting to stakeholders
- Preparing for inspection
- Communication, training and dissemination
Financial costs and benefits
- Advice and consultancy
- New systems and processes
- Training
- Staffing to support the process
- Cost of applying for quality mark
- Marketing and communications
- Good news story
Moral and ethical imperatives
- Protecting the environment
- Ethical labour and employment practices
- Growing talent
- Corporate social responsibility
- Good governance
Unit 15 Business Ethics | |||
Unit Aims | This unit will enable the learner to develop knowledge and understanding of business ethics and the effects ethics can have on organisational planning and the management of goals and activities. The importance of business ethics will be considered in relation to different ethical perspectives in business, within business and workplace relationships and within a specific organisation. | ||
Unit Level | 5 | ||
Unit Code | D/650/6263 | ||
GLH | 60 | ||
Credit Value | 15 | ||
Unit Grading Structure | Pass-Merit-Distinction | ||
Assessment Guidance | In order to achieve this unit learners must produce work which demonstrates achievement of the learning outcomes at the standards provided by the assessment criteria.
Learners must also use real life examples to illustrate the points which are made. There is a requirement to utilise information from specific organisations to meet some of the stated standards. Learners will need to agree with tutors an appropriate organisation on which to base their study.
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Learning Outcomes
The learner will demonstrate that they: | Assessment Criteria
The learner can: | ||
| P | M | D |
1. Understand different ethical perspectives in business
| 1.1 Explain the history and development of theoretical approaches to business ethics 1.2 Compare and contrast absolute and relative ethics
| 1M1Analyse the role of governance in ensuring ethical behaviour of organisations | 1D1Assess unethical behaviour in business and propose ways in which it may be addressed |
2. Understand business objectives from an ethical perspective
| 2.1 Explain how business objectives can be affected by ethical considerations 2.2 Evaluate the implications for a business and its stakeholders of unethical practice
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3. Understand ethics in business and workplace relationships
| 3.1 Analyse the impact on business relationships when a business acts ethically 3.2 Evaluate ethical mechanisms for supporting and developing workplace relationships
| 3M1 Analyse the ethics of workplace relationships in global organisations |
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4. Can assess a current ethical issue in an organisation | 4.1 Assess the impact of a current ethical issue for a chosen organisation, 4.2 Make recommendations to address the ethical issue
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| 4D1 Design a suitable ethical code for a chosen organisation to minimise risk from ethical issues |
Indicative Content
1. Understand different ethical perspectives in business
The history and development of ethics
- An outline of moral philosophy and the modern day study of ethics
- Applied ethics: its meaning and how ethical problems are resolved in the context of the business or corporate and individual conduct
- Normative and descriptive business ethics
- Institutions and frameworks: The Society of Ethics, the European Business Ethics Network (EBEN)
Absolute v. relative ethics
- Public morality and ethical codes
- Absolute v. relative
- Contextual ethics
Role of governance in ensuring ethical behaviour
- Ethical standards part of the corporate agenda; Charity Governance Code; Good Governance Code
- Have broad ethical awareness
- Lead in setting ethical standards
- Ensure enforcement of ethical behaviour – governance mechanisms to ensure lawful and effective corporate behaviour and operations
- Build commitment and respect for values
- Meet social obligations
- Train employees, management and the board in best business practices and the issues
Issues of unethical behaviour (corporate and individual employee)
- Misleading product information
- Unfair competition
- Mistreating employees
- Manipulating accounts
- Bribery
- Misusing company time; abusive behaviour; distortion of facts
- Violating/disregard of company policies
2. Understand business objectives from an ethical perspective
Business objectives and ethics
- Business objectives such as shareholder value, profit, meeting customer and employee expectations, increasing market share etc.
- How these objectives are affected by ethical considerations such as compliance, environment, CSR, human rights, sustainability, ethical treatment of suppliers, workers, investors and other stakeholders
Implications for business and its stakeholders of unethical practice
- Stakeholders such as employees, customers, owners, suppliers, wider population
- Implications o Criminality/unethical approaches may break the law o Reputation/Trust o Profitability
And hence the need for:
- Ethical trade
- Compliance with legislation and codes of practice o Designing ethical processes and relationships o Responding to ethical pressures o Ethical policy and responsibility reporting
3. Understand ethics in business and workplace relationships
The business as an ethical agent
- Stakeholder/business responsibilities, obligations and duties
- Moral obligations
- Psychological contract
- Transparency and accountability
- Sustainability
Business areas and ethics, e.g.,
- Contracts
- Negotiations
- Customers
- Advertising/Promotion
- Sales and Marketing
- Information gathering and storing
Mechanisms for supporting and developing ethical treatment of employees
- Employer/employee relations
- Workers councils, employee ownership e.g. John Lewis, unionisation and employer accountability
- Discrimination and human resource policies e.g. equal opportunities
- Individual ethical rights, behaviours and responsibilities
Ethics of workplace relationships for global organisations
- Shared core values and common standards; developing a culture of integrity, commitment from the Board, CEO and senior managers
- Code of conduct, managing for organisational integrity – Harvard Business Review
4. Assess a current ethical issue in an organisation
- Current ethical Issues such as globalisation, labour issues, outsourcing, fair trade, modern day slavery, sustainability, environmentalism, global warming, energy security, access to resources, e.g. water, timber, biofuels, community relations, intellectual property, social networking and personal information
- Design of ethical code including ethical auditing, for example, supply chain; ethical environmental and social reporting; business processes and design; ethical practices, standards and codes of conduct
Unit 9 Planning a New Business Venture | |||
Unit Aims | This unit will develop the knowledge and understanding of new business ventures and the skills associated with planning a venture. While studying this unit, learners will develop an understanding of business types and the factors that determine the success or failure of a new business venture. They will also learn how to determine the market potential of a new business and develop the associated business plan. | ||
Unit Level | 5 | ||
Unit Code | J/650/6257 | ||
GLH | 60 | ||
Credit Value | 15 | ||
Unit Grading Structure | Pass-Merit-Distinction | ||
Assessment Guidance | In order to achieve this unit, learners must produce work which demonstrates achievement of the learning outcomes at the standards provided by the assessment criteria.
Learners will develop a practical understanding of establishing a new business venture. Through consideration of a proposed new business venture they will follow the process of understanding relevant legal considerations, identifying their market, developing a business plan and learning about how to secure business funding. Tutors must ensure that the learner’s identified business venture credibly satisfies the requirements of the unit. They must also ensure that any business planning tools/templates used by the learner cover all the necessary AC requirements.
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Learning Outcomes
The learner will demonstrate that they: | Assessment Criteria
The learner can: | ||
| P | M | D |
1. Understand how to determine the market potential of a new business venture | 1.1 Analyse how market conditions can affect the market potential of a new business 1.2 Explain how to identify market need and target markets for a new business venture 1.3 Assess the market potential of a new business venture
| 1M1 Analyse potential benefits, limitations and risks for the proposed new business venture
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2. Understand the legal considerations of new business ventures | 2.1 Describe the legal and regulatory considerations when setting up a new business 2.2 Propose, with justification, a legal form for the new |
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| business venture
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3. Can develop a business plan | 3.1 Develop mission, vision statement and business objectives for the proposed business venture 3.2 Analyse skills, experience and other resources needed to introduce and establish the new business venture 3.3 Explain financial requirements needed for the new business venture 3.4 Propose business structures and systems needed to deliver business objectives
| 3M1 Analyse strengths, weaknesses and risks inherent in the business plan | 3D1 Propose strategies to address the weaknesses and mitigate the risks in business plans |
4. Understand how to secure funding for a new business venture
| 4.1 Evaluate approaches to securing funding for a new business venture
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| 4D1 Pitch for funding for a new business venture |
Indicative Content
1. Understand how to determine the market potential of a new business venture
Market conditions
- PEST (Political, Economic, Social/Ethical, Technical) PESTLE political Economic, Social, Technological, Legal and Environmental
- Competitor analysis e.g. characteristics and strategies of the competition
- Estimating market size
Market need
- Gap analysis
- Market conditions
- Specifying a product to meet market need e.g. details, dimensions, purpose, longevity, target market, international or national market, pricing, distribution, and marketing
- New products or services
- Emerging trends e.g. due to aging population, because of new technology
- Changing requirements
Target markets
- Socioeconomic
- Age
- Gender
- Occupation
- Sources of finance
- Special factors
- Personality indicators
- Geographical
Potential benefits, limitations and risks for the proposed new business venture
- Potential benefits – ownership, control
- Potential limitations – growth, image, operations, finance
- Potential risks – unlimited liability, loss of control e.g. to shareholders, closure, bankruptcy/insolvency
2. Understand the legal considerations of new business ventures
Legal and regulatory considerations
- Legal entity of business, eg sole trader, partnership, LLP
- Health and safety
- Environmental
- Employment and redundancy
- Contracts
- Insurance
- Data protection
- Equality and diversity
3. Develop a business plan
Vision and mission
- Market conditions
- Target market
- Opportunities due to a gap in the market
Skills/experience
- Project management
- Business planning
- Marketing
- Accountancy/book-keeping
- Leadership
- Communication skills both oral and written
- Delegation
- Organisation
- Sales
- Customer relations
- People management
Other resources
- Human (fully committed and capable personnel)
- Financial (financially secure, access to funding)
- Physical (suitable premises, equipment)
- Mentoring (support, guidance) and training
- Information (in-depth knowledge of industry, stakeholders etc.)
Financial requirements
- Financial forecasts
- Physical forecasts
- Sales forecasts
- Short and longer term
Business structures and systems
- Organisational structure
- Resource management systems
- Supply chain management
- Technology requirements/systems
Strengths, weaknesses, opportunities and threats
- SWOT analysis
- Risk management
- Use of contingency funds
- Insolvency and bankruptcy
- New markets
4. Understand how to secure funding for a new business venture
Sources of finance
- Savings
- Flotation on stock market
- Loans
- Investors
- Share capital
- Crowdfunding
- Private equity
Benefits and risks associated with different sources of funding eg
- Savings o Benefit – No interest to pay back o Risk – Could lose savings if business is not successful
- Loans o Benefit – A range of funding amounts and payback options. Retain equity in the business. Enables personal money to be used for operational purposes and savings are protected if business is not successful
Risk – Interest rates and payments must be paid back and on time whether the business succeeds or not
- Investors o Benefit – Extends financial risk over more than one person o Risk – Will give up some control of the business
Pitching for funding
- Getting your facts correct, being on top of the detail
- Considering your investors’ needs
- Framing the pitch – ‘telling a story’
- Practice and developing confidence
- Following up – checking back in with potential investors
- Revising the pitch – what worked/what didn’t?
Fees, Funding & Scholarships
Tuition fee for Home (UK) students per year*: £4,500
At Trent Education Centre, we are committed to making education accessible and affordable. We offer various funding options, including government loans, scholarships, and bursaries, to support your academic journey. Additionally, payment plans may be available to help manage your tuition fees in a flexible way.
To find out more about funding opportunities, please see our policy or contact our admissions team for personalised advice and support. We are here to help you every step of the way.
Before enrolling, please read the Terms and Conditions and Tuition Fees, Refunds and Compensation Policy.
Why TEC?
Qualified Teachers: Our teachers hold relevant qualifications and are experienced in teaching the subject to adults. They will find out about your individual needs and make sure that you are able to get the best out of the course.
Individual Focus: At Trent Education Centre, we believe in the power of individual attention. Our teaching and support staff will assess your needs and monitor your development throughout the course. We will provide you with extra support if needed. We won’t treat you like a face in the crowd, but an individual with unique learning needs and interests.
Path to Progression: Our programme is designed to support your journey towards a Bachelor’s degree, opening doors to advanced career opportunities. After completing Level 5, you can progress to Level 6. Then you could complete Level 6 Top-up at a university for the full degree.
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- You Apply
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- We Connect
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- Enrolment
We will let you know if your application is successful. If it is, you will be able to enrol on the course and begin studying.