Overview of the organization of Wal-Mart Essay

Today, one of the most common places known to everyone (Except Paris Hilton) is Wal-Mart. Last year, Wal-Mart had revenues of $191 billion and has 1,283,000 employees, as of 2002. Wal-Mart is the largest retail store in the United States, and is larger than any other retail chain in the world. Currently Wal-Mart operates over 4,150 retail facilities globally. According to the Fortune 500 index of the wealthiest and most powerful corporations in the world, Wal-Mart holds the number one spot, ranked by its total sales. The company is ranked as the second most admired company in the world by Fortune (www.fortune.com). With all these numbers, you would think they had a long drawn out plan with goals as long as their success, but when Sam Walton created Wal-Mart in 1962, he declared that three policy goals would define his business: respect for the individual, service to customers, and striving for excellence (www.walmart.com). Three very short, but successful goals, which have been worki ng since. As I researched goals and planning, Wal-Mart’s goals are not the standard goals that I found. In the textbook there is information concerning characteristics of goals. Characteristics of Well-Designed Goals: 1) Written in terms of outcomes rather than actions. 2) Measurable and quantifiable. 3) Clear as to a time frame. 4) Challenging yet attainable. 5) Written down. 6) Communicated to all necessary organizational members. Management (Page 166 Para. 1) As we redirect to Wal-Marts goals, we can see that they would not be defined as well designed. Not many of the six characteristics would fit Sam Walton’s goals. 1) Respect for the individual – This could not be considered for outcomes rather than actions nor is it measurable and quantifiable. It contains no time frame and I hardly consider respect as a challenge. However the goals were written and have been communicated to all employees. When it comes to the respect from Wal-Mart stores many individuals feel Sam Walton has lost his sight. I researched what others had to say about the goals. â€Å"Everyone says the store really got bad after Sam died,† one individual explains. http://members.aol.com/walmopboy/abuse/strl.htm (Look Before You Leap) The site contains articles customers and employees have posted about the treatment they have received at various Wal-Mart stores. 2) Service to customers – Once again this fits only the last two characteristics explained. It is written and has been communicated. 3) Striving for excellence – This, compared to the other two fits the characteristics best. It could be considered for outcomes rather than action, and could be considered challenging. It is not measurable and quantifiable, nor clear as to a time frame. However, it is once again written down and communicated to the employees. When I researched how well these goals were communicated to the employees, I found that they are printed on the hiring paperwork. Once the paperwork is complete the employees do not see or receive the goals. Therefore, I do not feel the goals are communicated effectively among the employees and organization. In order for the goals to be achieved, I feel the employees must be aware of Sam Walton’s sight. I believe the first step to achieve these goals effectively would be to instill them within the employees. They should be explained clearly and constantly. They should also be printed, in clear sight. This would help to  remind employees and show customers their attitudes. I also feel that the goals should have a clear time frame and measurable. For example: In one year, cut complaints to less than 20 per store. There should be some way to ensure the goals are being reached. By setting time frames and a measurable form the store can see how well or terrible they are doing. Resources: 1) Wal-Mart Homepage http://www.walmart.com/ [Accessed 18 July 2004] 2) Fortune http://www.fortune.com/fortune/ [Accessed 18 July 2004] 3) Wal-Mart Horror Stories – Archives http://members.aol.com/walmopboy/abuse/strl.htm [Accessed 19 July 2004] 4) Robbins, Coulter (2005) Management Eighth Edition Upper Saddle River, NJ: Pearson Custom Publishing

Project/Portfolio Fact Pattern Handout

Facts – Little Louie 1. Unemployed 2. Dates Wild Wanda 3. Plans to rob a bank with Billy Bad Boy and Vinnie Bagadonuts. 4. Knows a gun collector named Smith 5. Breaks into Smith’s house 6. Breaks into the gun locker and steals couple of handguns, sawed-off shotgun, and automatic weapons. 7. Robs the bank 8. In a shootout with the armed guard a bank teller and police officer is shot. 9. Runs from the police officers. 10. Breaks into Smokey’s house. Little Louie 1. Conspiracy          Title 18, Part 1, Ch, 19,  §Ã‚  371 2. Burglary – break an entering                ORC, Title29, Ch 2911,  § 2911. 2       a) Breaking glass window into Smiths house 3. Second count of burglary – guns                   ORC, Title29, Ch 2911,  § 2911. 12       a) Breaking into the gun case b) Saw off shotgun c) Several hand guns d) Automatic weapons 4. Robbery – bank       Title18, Part 1, Ch 103,  § 2113 5. Murder of police officer       Title18, Part 1, Ch 51,  § 1114 6. Murder of a bank teller       Title 18, Part 1, Ch 51,  § 1111 7. Fleeing and eluding police officer                      ORC, Title 29, Ch 2921,  § 2921. 331 Offense Charge with & Defense possibly for Little LouieLittle Louie is charged with conspiracy because he had talked planned with Billy Bad Boy and Vince Bagadonuts. Little Louie is charged with two counts of 5th degree felony burglary for in the Smith’s home and take his guns. Little Louie is charge with two counts of 1st degree felony Aggavated Murder one of a police officer and the other is the bank teller. Little Louie is charged with one count of fleeing and eluding of a police officer. Little Louie claims that Vinnie Bagadonuts was the one that shot the officer and bank teller and that also he was the one that broke into the house, and that    along with him.

John Paul Vann

John Paul Vann is the central character of Sheehan's book, the character around whom the whole Vietnam War seems to turn. Fearless, misguided, Vann appears to stand for America itself. American ambassador and commanding general were informing the Kennedy administration that everything was going well and that the victory was theirs. Vann saw Vietnam War otherwise. In the end Vann was killed when his helicopter crashed and burned in rain and fog in the mountains of Vietnam's Central Highlands, leaving behind a most extraordinary legend.He succeeded in imposing himself as the real commander of a whole region in Vietnam, and the Pentagon, in an unprecedented move, gave him authority over all U. S. military forces in his area. He commanded as many troops as a major general. Vann never hesitated to use whatever level of force was necessary to achieve his ends, but considered it morally wrong and stupid to wreak violence on the innocent (another reason for his popularity with the anti-war p eople). The influence he wielded both within the U. S.civil-military bureaucracy and the Saigon government made him, by general agreement, the most important American in Vietnam after our ambassador and commanding general, a position recognized at his Arlington funeral, attended by the entire Washington military establishment. Neil Sheehan's book is now popular with both critics and public, and Hollywood would even think of making a film portraying an American military hero from the Vietnam War with such sympathy. DEVELOPMENT OF THEME Both John Paul Vann and Neil Sheehan went to Vietnam in the early 1960s, Vann as a military advisor, Sheehan as a reporter for United Press International (UPI).As the months passed, Vann’s disillusionment with the war’s progress eventually led him to share his frustrations with Sheehan and other reporters, and the advisor became one of the correspondents’ most valuable sources of information on the true dynamics of the situation ou t in the countryside. In the mid-1960s Sheehan left Vietnam for assignments in the United States, but Vann remained and, after assuming a civilian position, rose to become one of the most powerful Americans in the country.In 1972, a short time after Vann’s death in a helicopter crash, Sheehan began work on a biography of the soldier. Sixteen long years later, the book was finally published to a chorus of critical praise. John Paul Vann went to Vietnam in March 1962 at age thirty-seven. A lieutenant colonel in the U. S. Army, he served as senior advisor to the South Vietnamese Army’s 7th Infantry Division, which was headquartered at My Tho in the Mekong Delta south of Saigon. An intelligent, fearless man possessed of terrific stamina and a deeply held belief in the legitimacy of U.S. involvement in Vietnam, Vann was an ideal advisor in many respects. Sheehan wrote in A Bright Shining Lie that the military man’s character and education had ‘‘combined t o produce a mind that could be totally possessed by the immediate task and at the same time sufficiently detached to discern the root elements of the problem. He manifested the faith and the optimism of post–World War II America that any challenge could be overcome by will and by the disciplined application of intellect, technology, money, and, when necessary, armed force. (134)’’But as the months passed and the Army of the Republic of Vietnam (ARVN) troops that he was advising continued to flounder, Vann’s frustration grew. South Vietnamese commanders proved reluctant to commit troops to confrontations because of political concerns back in Saigon and their own instinct for self-preservation, and the rosy forecasts of American policymakers troubled him as well. Moreover, Vann felt that both the South Vietnamese government and U. S. officials did not appreciate the significance of the social problems plaguing the country, and he argued that U. S.bombing po licies and the Strategic Hamlets program (in which peasants were forcibly removed from their homes and placed in group encampments) were eroding already tenuous support for the Diem regime out in the countryside. By the end of his first year in Vietnam, wrote Sheehan, ‘‘Vann saw that the war was being lost. The ambassador and the commanding general in South Vietnam were telling the Kennedy administration that everything was going well and that the war was being won. Vann believed then and never ceased to believe that the war could be won if it was fought with sound tactics and strategy† (102).Sheehan and the other members of the Saigon press corps bucked attempts by U. S. and Vietnamese officials to spoon-feed the media information on the war’s progress, and relations between the camps quickly deteriorated. Within a matter of months, however, the adventurous UPI reporter had developed an effective network of independent sources and established a productive p artnership with David Halberstam of the New York Times. One of the correspondents’ best sources in the U. S. military was John Paul Vann.Writing in A Bright Shining Lie, Sheehan described the relationship between Vann and the reporters in similar terms: ‘‘Vann taught us the most, and one can truly say that without him our reporting would not have been the same†¦. He gave us an expertise we lacked, a certitude that brought a qualitative change in what we wrote. He enabled us to attack the official optimism with gradual but steadily increasing detail and thoroughness’’ (254). Sheehan noted that he and most of the other correspondents initially supported America’s presence in Vietnam.‘‘We believed in what our government said it was trying to accomplish in Vietnam, and we wanted our country to win this war just as passionately as Vann and his captains did,’’ (211) Sheehan said. But the reports of Vann and other sourc es, coupled with their own firsthand observations out in the field, convinced the press corps that the U. S. prosecution of the war was fundamentally flawed. While attending the funeral for John Paul Vann in 1972, Sheehan was struck by the stature of those in attendance (from General William Westmoreland, who served as a pallbearer, to Ellsberg, who had been one of Vann’s closest friends).Upon returning home, Sheehan secured a two-year leave of absence from the New York Times, along with a contract from a publisher, and began work on a biography of Vann. The writer felt that by studying Vann’s life, he would also be able to examine America’s role in Vietnam. As he wrote in A Bright Shining Lie, ‘‘The intensity and distinctiveness of his character and the courage and drama of his life had seemed to sum up so many of the qualities Americans admired in themselves as a people. By an obsession, by an unyielding dedication to the war, he had come to person ify the American endeavor in Vietnam.He had exemplified it in his illusions, in his good intentions gone awry, in his pride, in his will to win† (325). As the 1970s blurred into the early 1980s, Sheehan’s obsession with Vann’s story grew. Month after month passed by as the writer tried to reconcile Vann’s dark secrets (a troubled childhood, a sexual appetite that doomed his army career) with the honorable soldier he had known in the Mekong Delta. And over it all lay the shadow of the war itself, the contradictions of which Sheehan continued to see encapsulated in Vann. Sheehan fell into a reclusive routine in which his waking hours were dominated by the book.In August 1986 Sheehan finally completed the manuscript for A Bright Shining Lie. Over the course of the next year, the author pared the book down to 360,000 words, still a massive work. In 1988—sixteen years after Sheehan began work on the Vann biography—A Bright Shining Lie was finally published. Paralyzed by our own Newtonian paradigm, we defeated ourselves by persistently viewing the Vietcong as being different from us in degree, when in fact they were different in kind. Underestimating them as being different only in degree, the U. S.military often contemptuously referred to them as â€Å"those raggedy-assed little bastards† (205). To Americans, the Vietcong simply had less technology to fight with; but the Vietcong knew they had a different kind of technology – the land, and they used it to great advantage against U. S. technology. In his A Bright Shining Lie, Sheehan relates a story that perfectly expresses how the Vietcong used nature in concert with their kind of technology. A Captain James Drummond is told by a prisoner that â€Å"the most important Vietcong training camp in the northern Delta is located in clumps of woods above a hamlet.When he gets there, Drummond finds . . . four thatched-hut classrooms furnished with blackboards under th e trees . . . † (88). The very idea that â€Å"blackboards under the trees† – a virtual oxymoron in American thinking -could be used to defeat the United States, is, once again, â€Å"unthinkable. † It represents what psychiatrist Charles J. Levy calls â€Å"inverted warfare,† which Gibson explains as â€Å"the sense in which American common sense on how the world operates was reversed or inverted in Vietnam†.A Bright Shining Lie confirms, that the core of the U. S. news operation in Vietnam during the crucial years from 1961 to 1963, came under the influence of a mid-level U. S. Army adviser, Lieutenant Colonel John Paul Vann, who was convinced that he had solved the riddle of how to galvanize what was essentially a fifteenth-century South Vietnamese army into a twentieth-century fighting force: Get rid of South Vietnamese President Ngo Dinh Diem, and have the United States take over the war, in toto.On January 2, 1963, the ARVN 7th Infantry Division, which was under the command of General Huynh Van Cao, carried out orders to destroy a Vietcong radio transmitter located in the hamlet of Tan Thoi in the Mekong Delta. Acting on intelligence that indicated that the transmitter was protected by a force of about one hundred Vietcong in nearby Ap Bac, Vann and his staff settled on a plan of attack that featured his usual precise calculations. ‘‘Vann saw an opportunity to use the ARVN’s advantages in mobility, firepower, and armor to destroy a Viet Cong unit,’’ noted Harry G.Summers, Jr. in the Historical Atlas of the Vietnam War. But instead of wreaking havoc on the guerrillas (whose hit-and-run tactics had frustrated the American advisors over the preceding months), the operation proved disastrous for Cao’s troops. Larger-than-expected Vietcong forces at Ap Bac and Tan Thoi were ready for the attack, having intercepted radio messages concerning the upcoming operation. When the raidâ⠂¬â„¢s first helicopters arrived, they were met with withering ground fire, and three of the H-21 helicopters and one Huey (UH-1) gunship were promptly downed.The first few minutes of the battle set the pattern for the rest of the clash. As the hours dragged by, ARVN forces committed a series of strategic blunders—some over the objections of Vann and his staff—that served to further deteriorate their position. Finally, Vann felt that Cao’s forces showed little appetite for battle, a factor that further contributed to the debacle. By the next morning the Vietcong guerrillas had slipped away, leaving behind eighty ARVN dead and another one hundred wounded. Significantly, three Americans had been killed as well.Later in the morning, Cao ordered a fraudulent air strike on the area, nearly killing Sheehan and two other Americans who were surveying the long-abandoned battlefield. In the battle’s aftermath, U. S. and South Vietnamese officials tried to call the clash at Ap Bac a victory, but Vann and his staff quickly disabused the press corps of any such notions. Enraged by the whole operation, Vann called the ARVN effort ‘‘a miserable damn performance,’’ and even though correspondents who used the quote did not reveal his identity, U. S. officials familiar with Vann knew whose voice it was.‘‘As a battle it did not amount to much, but Ap Bac would have profound consequences for the later prosecution of the war,’’ wrote Summers. ‘‘Prior to Ap Bac,’’ Sheehan pointed out, ‘‘the Kennedy administration had succeeded in preventing the American public from being more than vaguely conscious that the country was involved in a war in a place called Vietnam†¦. Ap Bac was putting Vietnam on the front pages and on the television evening news shows with a drama that no other event had yet achieved’’ (421). Vann retired from the army several mont hs later.When those who knew him learned of his departure, many assumed that he had selflessly sacrificed his military career so that he could comment on the war with greater freedom, and his reputation was further enhanced. His admirers were unaware that Vann’s myriad sexual indiscretions (including a valid statutory rape charge that he ultimately beat) had permanently scarred his record, effectively limiting his advancement anyway. In 1965 Vann returned to Vietnam as a civilian, serving as a provincial pacification representative for AID (the Agency for International Development).As American involvement in the war expanded, Vann’s authority increased, even though he continued to be an outspoken critic of some aspects of the war’s prosecution. ‘‘His leadership qualities and his dedication to the war had assisted his promotion, as had a realization by those in power in Saigon and Washington that his dissent over tactics or strategy was always meant t o further the war effort, not hinder it,’’ wrote Sheehan (436). In May 1971 Vann was promoted to an advisory position that gave him authority over all U. S. military forces in Vietnam’s Central Highlands and adjacent provinces along the central coastline.The unprecedented arrangement gave Vann more power than he could have ever wielded had he stayed in the army. By this point, some people who knew Vann felt that the years of involvement in the war had changed the man, and not for the better. They noted that Vann had adopted a much more lenient philosophy about appropriate methodologies for winning the bitter war. Those who recalled his harsh criticisms of bombing strategies earlier in the conflict for the toll that they exacted on civilians found that he had become an enthusiastic proponent of intensive bombing campaigns.Sheehan wrote about an exchange between Vann and Washington Post reporter Larry Stern that dramatically reflected Vann’s change of heart : ‘‘Anytime the wind is blowing from the north where the B-52 strikes are turning the terrain into a moonscape, you can tell from the battlefield stench that the strikes are effective,’’ (365) Vann reportedly told Stern. In March 1972, North Vietnamese forces launched the three-pronged Easter Offensive, a bold effort to overwhelm South Vietnam by attacks on three strategic regions.All three thrusts were ultimately turned back, however, as the NVA (North Vietnamese Army) was handed a major setback. Vann was widely credited with being a key figure in the defense of An Loc, a site seventy-five miles north of Saigon that had been one of the NVA’s primary targets in the offensive. In June of that year, however, Vann was killed in an air crash when his helicopter, flying low over an otherwise treeless valley at night, hit a small group of trees standing over a primitive Montagnard cemetery (Montagnards are aboriginal tribespeople who make their homes in so me of Vietnam’s more mountainous areas).EVALUATION OF THE THEME AND BOOK PRESENTATION As the months passed, and disastrous events such as the Ap Bac debacle and the Buddhist uprising erupted, Sheehan emerged as one of the war’s finest—and most controversial—correspondents. He did so despite struggling with an almost paralyzing certainty that death would claim him when he went out into the field. When he first arrived in Vietnam, Sheehan had been exhilarated by violent, dangerous excursions out in the countryside, but the events at Ap Bac changed his attitude in dramatic fashion.While surveying the scene of the battle, Sheehan and two others (reporter Nick Turner and Brigadier General Robert York) had nearly been blown apart by General Cao’s fraudulent attack against the abandoned Vietcong positions in the area. In June 1964 Sheehan left UPI for the New York Times. A year later he returned to Saigon, where he stayed until 1966, when he was transferr ed to Washington, D. C. That same year he wrote an article, ‘‘Not a Dove, but No Longer a Hawk,’’ that reflected his growing disillusionment with America’s involvement in Vietnam. In the late 1960s he served as the newspaper’s Pentagon and White House correspondent.By 1971 Sheehan had come full circle; he emerged as a critic of the war. In 1971 Ellsberg’s disenchantment with U. S. policies led him to give Sheehan a massive collection of confidential government memorandums and reports on the war that came to be known as the Pentagon Papers. To opponents of the war, the records in this archive—commissioned by Defense Secretary McNamara back in 1967, they included reports dating back to the 1940s—provided stark evidence that U. S. involvement in Southeast Asia had too often been characterized by deceit, misjudgments, and bureaucratic arrogance.Sheehan’s massive tome garnered many awards (Pulitzer Prize, National Book A ward for nonfiction, Columbia Journalism Award, Robert F. Kennedy Book Award, and others) and laudatory reviews in the months following its publication. Boosted by the recognition, the book became a best-seller. Reviewers were almost unanimous in their praise for Sheehan’s work (the harshest dissent with the critical consensus appeared in the National Review). New York Times Book Review critic Ronald Steel commented that if there is one book that captures the Vietnam War in the sheer Homeric scale of its passion and folly, this book is it.Indeed, reviewers recognized that the book worked in large measure because of its choice of subject matter. Critics felt that, in John Paul Vann, Sheehan had found a larger-than-life figure whose experiences in Vietnam offered valuable insights into the character and nature of American involvement in the conflict. Making more sense of what happened in the conflict than most books, this is a thoughtful, well-made work. References Sheehan, Nei l. (1988). A Bright Shining Lie: John Paul Vann and America in Vietnam. New York: Random House.

Economics Essay Example | Topics and Well Written Essays - 4000 words - 1

Economics - Essay Example The emergence of many studies on Chinas’ FDI shows the importance of FDIs to the Chinese economy. The importance of FDI for China’s economy has been demonstrated by empirical research (Kueh, 1992; Zhan, 1993). At the micro level, studies examine technology transfer by multinational enterprises (MNEs) and linkages between foreign subsidiaries and Chinese local firms (Li and Yeung, 1999). Previous studies within these dimensions were generally qualitative and support the view that the entry and operation of MNEs promote the development of Chinese indigenous firms. Research on Foreign Direct Investment (FDI) in the past has attracted much attention from the field of international finance and international marketing. FDI refers to a situation where, a firm invests directly in facilities to produce or market product in another country (Hill 2007:238, Sumulong et al., 2003, Buckley 2004, Shen et al., 2006). Once a corporation or firm undertakes a foreign direct investment, it becomes a Multinational Enterprise (MNE). Examples of foreign direct investment initiatives include: CEMEX a Mexican corporation operating in more than fifty countries; British petroleum, Texaco, ASDA, TESCO (Hill 2007). Hill (2007) contends that FDI takes on two main forms: Greenfield investment, mergers and acquisitions. Hill (2007) went further and argues that, in Greenfield investment, the firm in question establishes a new operation in a foreign country while the later involves acquiring or merging with an existing firm in the country. Acquisition however is usually hostile, because this is usually done against the wish of management (e.g. CEMEX’s acquisition of RMC of Britain and Southland in the United States (Hill 2007, Buckley 2004). In the years that follow after the Second World War, trade and investment have become increasingly intertwined. Within the first few decades after the war, most countries

Eygpt problems Essay Example | Topics and Well Written Essays - 750 words

Eygpt problems - Essay Example Giving the example of Lebanon, Shadid shows just how confused the state of affairs is, where people cannot decide on their own just what exactly they want from their country. Though Shadid concedes that Western powers are to be blamed for merely giving lip-service to the cause of the people while turning a blind eye towards the dictators as long as their interests are looked after by the despotic governments, however, he is quick to point out that the blame does not rest with them alone. The frustration caused has much to do with the failure of the states to satisfy their citizens in giving them a good life. All this, Shadid opines, has left the door open for people’s revolutions, as is evident from what happened in Tunisia and Lebanon and Egypt. This, he contends, marks the beginning of the end of the status quo that has existed in the Arab world. The article is a very well thought out piece of work. It is thought provoking indeed. While those in the West are quick to point o ut at the actions of the leaders of the Arab World and blame them for a lot of human rights abuses, for instance, what we do not realize sitting here is that in some way, our government has to carry the blame for letting these despots come to power and letting them stay in power as long as our interests are served. However, as Shadid pointed out, the state of affairs has been brought to this because of the way the states have been treating their citizens. For far too long the despots of the Arab World have treated their citizens as if they are less than human. Hiding behind the force of their police or armed forces, they sought to create fear in the hearts of their citizens, and they succeeded in doing so too. They ruled with an iron fist and accepted no dissension whatsoever. However, the rules of the game have changed. As is evident from what happened in Tunisia, and what happened in Egypt after this article was written, it is clear that the masses still have the power to bring ab out change in the system. Things have come to the point where even Libya’s Gaddafi is facing a similar demand from his people: he should resign from his tyrannical rule and let someone else rule the country for a change. With all that has been happening in the Arab world, it is clear to see that the politics of the twentieth century will not hold credence. With globalization and the technological advancement in methods of mass communication, it is now next to impossible to hold information from people. It is this free flow of information that has caused people to get together and speak for their rights. It is only a matter of time before this fire spreads throughout the Arab world. It is, therefore, needed that the rulers of the region talk heed of the warning signs and start implementing a more humane and more tolerant policy, both towards the citizens, in general, and their opposition, in particular. However, it can be contended that it might be too late, as now, when peopl e have seen how much the masses can attain by just banding together; they would not be willing to back down and remain obedient servants to their tyrannical rulers. The repression by

Style Change in the Management Case Study Example | Topics and Well Written Essays - 4000 words

Style Change in the Management - Case Study Example The case study of the Gate Gourmet affair had become the subject matter of study for several management experts and consultant groups to have a re-look into the different traditional processes of the whole management philosophy and arrive at new angles and ideas about the management of the corporate bodies. The changes in the style of management adopted by the company had evolved a detailed study of the management in all its perspectives and this paper attempts to bring about the important aspects of the study of the art and science of management with its old and new approaches after the Gate Gourmet affair. The act, manner or practice of managing comprises of the areas of policy and administration. The term management also encompasses the people that provide the direction and supervision necessary to control and monitor the implementation of the organizational objectives. Irrespective of the size of the organization the management becomes an important aspect of pursuing the business policies. Coordinating - and directing the various people connected with the organization through motivation, communication, leadership and channelising the efforts of all people to accomplish the organizational objectives Controlling - "is a four-step process of establishing performance standards based on the firm's objectives, measuring and reporting actual performance, comparing the two, and taking corrective or preventive action as necessary." (Bernard L. Erven 1994) 2.1 Development of New Management Thinking: While the traditional school of management philosophy identified the different functions that contribute to an effective management, there are some new thoughts have been evoked in the field of managements studies. According to Davenport and Prusak (2003) implementing the right idea at the right time can be the difference between success and failure for even established companies. After spending considerable time in research in the area of idea generation, the authors opine that companies that could implement new management ideas are bound to be more efficient in their operations, remain effective in their outlook towards business issues and they also adopt innovative techniques in their performance in different functional areas. This way these companies are able to outperform their competitors. Strategy is often considered a major part of the total management activity. Strategic thinking and Strategic Management are the most important activities undertaken by any business organization. Evans et al (2003) describe the term strategy to consist the following elements as put forth by Mintzberg: Plan: implies some activity which is

IKEA UK Marketing Analysis Essay Example | Topics and Well Written Essays - 2500 words

IKEA UK Marketing Analysis - Essay Example As the paper stresses the UK furniture and furnishing industry is substantial, thus makes a significant contribution to the UK economy, including the GDP and employment of UK citizens. There are approximately 8,116 companies in the UK furniture and furnishing industry, including retailers, wholesalers, repair, leasing and specialist designers. The furniture and furnishing industry in the UK is segmented into three major sub-sectors based on the different products and markets therein as well as the characteristics of the buyers, including domestic, office and contract sectors. Companies in the UK furniture and furnishing industry often serve more than one market. As the report declares the UK furniture and furnishing industry comprises many micro and small to medium businesses that specialize in furniture, furnishings, retail, repair and design. However, the industry is not well recognized at the political level and does not receive the government support it deserves despite its contribution to the UK economy. Nevertheless, this industry has experienced growth in imports while exports registered a slight fall in the year 2013. China, Germany and Italy are key players and drivers of the import growth while the Republic of Ireland, Germany and France are the main destinations for exports from this industry in the UK. IKEA, UK uses demographic bases including age, sex, family, job type, socioeconomic status and life cycle to segment its markets.

Jconstitutional law Essay Example | Topics and Well Written Essays - 2000 words

Jconstitutional law - Essay Example The concept judicial restraint is based on the Montesque’s idea of ‘division of powers’, which upholds separation of various organs of government for effective governance. For instance, when a judge rules on any case s/he should adhere to the rule of law and must not go beyond the strict interpretation of the law; which will, in result may usurp the power of legislature. Judicial activism is a practice, wherein judges’ personal or political views get more consideration than the existing law in judicial pronouncements. Judicial activism and judicial restraint are inevitable parts of the development of judicial processes in the United States. Thus, here, it becomes necessary for us to see the concrete practices of both judicial restraint and activism in the United States. The essay intends to analyze the development of law in the United States, by critically interrogating the notions of judicial restraint and judicial activism. II. Constitutional Powers of Ju diciary in the United States Framers of American constitution have adopted the idea of separation of powers wherein three wings of the government have equal powers whereas the British model follows the idea of parliamentary supremacy, in which parliament gets more power than other branches of the government; namely, judiciary and executive. Through checks and balances, the American model seeks to prevent all the branches of the government from wielding too much power. Constitutional provisions regarding judiciary have substantially influenced the judicial pronouncements in the country. Section 1 of the Article 3 of the United States’ constitution states that the â€Å"judicial Power of the United States, shall be vested in one supreme Court, and in such inferior Courts as the Congress may from time to time ordain and establish†. Further, Section 2 of the same article elaborates the duties of the courts in the United States. The section notes that the â€Å"judicial Po wer shall extend to all Cases, in Law and Equity, arising under this Constitution, the Laws of the United States, and Treaties made, or which shall be made, under their Authority.† Above provisions in the US constitution have permitted the Supreme Court to interpret laws and the core features of the constitution. The cases that are presented before the court could well be amenable to judicial activism at the level of Supreme Court wherein the judges could reinterpret the related laws, judgments, and constitutional provisions. In 1796, the Supreme Court annulled a Virginia law on the ground that it was against the spirit of a 1783 peace treaty with Britain. Again, in 1803 Marbury v. Madison case provided an opportunity to the Supreme Court to assert its powers (Hall, 2005). The Marbury v. Madison case was one of the landmark cases in the United States’ constitutional history, which empowered the United States’ Supreme Court with the power of judicial review. The j udicial review empowers the Supreme Court to cancel or void the pronounced acts of the federal and state governments, which are against the spirit of the constitution. And, thereby, actions of both legislature and executive are brought under the purview of the Supreme Court. Judicial review, a new weapon in the hand of judiciary in the early nineteenth century, raised many questions around application of judicial rights vis-a-vis the legislative powers. What stand should be taken about judicial review? Should judges try to restrain themselves?

Play Del Carmen Assignment Example | Topics and Well Written Essays - 500 words

Play Del Carmen - Assignment Example as diving and exploring the Cenotes reflects this style and classiness as an activity that requires high resource availability, shown in the activities occurring during the trip and the expensive hotels reserved for the group. Descriptive language such as brilliant and breathtaking by the narrator reflect this style common in this psychographic profile. It is not surprising that lifestyle and creativity in vacation selection played a part in the decision-making to explore the Cenotes, a vacation package well-suited for someone with enough self-esteem and confidence to explore. Those who fit the market profile of experiencers are those who are usually younger and rebellious, who maintain personality features that demand for thrill-seeking, are usually impulsive in decisions for consumption, and usually spend a great deal of their income on entertainment. This segment appreciates having cool stuff and enjoys taking risks. The photograph of this consumer on the posting website clearly shows a younger individual. There are many references to thrill-seeking activities which could have aided the decision to choose this particular type of vacation travel, with much appreciation for the diversity and risk factors that are part of the tours. That statements provided by the narrator such as â€Å"I was like a 4 year old at Christmas† and â€Å"he rocked!† shows the type of thinking of the experiencer profile. It would seem that largely for the thrill of adventure, this location was chosen as a destination. More evidence of a personality type that fits the experiencer is the impulse in decision-making that occurred during the trip. The group cancelled developed scheduled plans with an assigned diver guide in order to experience more enjoyable times with Cristobal, changing the entire scope of the day. The youths also fell asleep on more than once occasion, suggesting that the vacation was meant to be one that could be impulsive and free which all members of the group seemed

A Report on Hans Binker Essay Example for Free

A Report on Hans Binker Essay In Hans Brinker, or the Silver Skates, Mary Mapes Dodge tells the story of Hans Brinker, a fifteen year old boy, and Gretel, his sister. Hans finds himself responsible for his family after his fathers accident. Theres a pretty pair just coming upon the ice! The little ragpickers! Their skates must have been a present from the king direct. this is said of Hans and Gretel by Carl, a rich boy who sees the two go unto the ice with their wooden skates. Here we see how Hans and his family fares compared to the rest of the townspeople: they are one of the poorest families. Their father, Raff Brinker, became invalid after an accident. One day Hans and Gretel learn of a race in which silver skates are to be the prize. Meanwhile, Hans by chance sees Dr. Boekman, a famous old doctor, and convinces the doctor to treat his father. Hans and Gretel eventually obtain steel skates needed to join in the contest, and Gretel wins the silver skates. The doctor manages to treat Raff successfully, and Raff remembers where he hid some â€Å"treasure†, and all goes well in the end. One constant problem is the conflict between Han personal wants and his sense of responsibility and morality. For example, when he finds the purse that contained some money, he must decide whether to keep it or return it; when Hans wants to spend the money on steel skates, while knowing that his family could really use the money; and the dilemma on how he should react to those who humiliate him because of his poverty. The book contains a lot of textbook descriptions, which I think does not work in the its favor, as it is unlikely that a reader will pick a book with the intention of simultaneously reading a good story and â€Å"textbook† material on a countrys history and geography. With all the fiction encountered by modern people today—on television, books, movies—the story of Hans Brinker comes off as somewhat hackneyed, but of course this was probably not the case in the 1860s, when the author wrote the book. I would not say that I actual learned anything from the book. At best, it reminds the reader of the continued existence of the extremely poor even in these modern times. And of course the the book reminds us of the importance of the usual â€Å"goodness of the heart† of of â€Å"advantages† in life that are only superficial and ultimately meaningless.

India And Other Popular Tourist Destination Tourism Essay

India And Other Popular Tourist Destination Tourism Essay In India and tourism countries throughout the world, the main aim traditionally had been towards making the destination appealing to the mass audience. Mass tourism markets had remained fundamental towards the growth of Indias tourism industry, diversity in tourism experiences and increased competition between varied destinations has fuelled towards the need of targeting special interest visitors. Tourists will increasingly seek products that will fulfill their particular tourist needs. Accordingly, many visitors are attracted towards the country mainly for customized special experiences, like education, business or sports experiences. The special interests visitors are referred as niche markets by their tourism departments and agencies. Typically, niche market is considered as a small, yet profitable, group of customers. The bottom-up approach, and the needs of niche market are primarily identified and experiences meeting their specific needs are developed. This approach enables India to capitalize on the tourism competitive advantages that the country has in tourism marketplace, allows to attract high yielding tourists, and promotes the growth and diversification in the countrys tourism industry. Special interest tourism has recently become a high growth area within travel industry. Although, the number of special tourism remained a small percentage of the total international visitors, the high growth rate and confluent character of special interest tourism sector has attracted varied commercial attention. Despite of the fact that there is increased commercialization and international scope of research on special interest tourism, many countries have systematically invigilated the global and business organization of the special interest tourism industry. Competition for peoples time is increasing day by day, recreation and leisure time activities away from home (like tourism) must be completed needs to be completed for the limited time of other home based recreational and leisure time activities. Longer working hours and increasing work pressures are promoting increasing focus on the value of recreational and leisure time. Thirty percent of working Indians dont have a working holiday. The result of this is that the short-term break holidays have become a norm in the country. Table of contents Executive Summary 1 Introduction 3 Special Interest Tourism 3 Rationale 4 Range of Products and Services 5 Management of Trips 9 Conclusion 11 References 12 Introduction In India and tourism countries throughout the world, the main aim traditionally had been towards making the destination appealing to the mass audience. Mass tourism markets had remained fundamental towards the growth of Indias tourism industry, diversity in tourism experiences and increased competition between varied destinations has fuelled towards the need of targeting special interest visitors. Tourists will increasingly seek products that will fulfill their particular tourist needs. Accordingly, many visitors are attracted towards the country mainly for customized special experiences, like education, business or sports experiences. The special interests visitors are referred as niche markets by their tourism departments and agencies. Typically, niche market is considered as a small, yet profitable, group of customers. The bottom-up approach, and the needs of niche market are primarily identified and experiences meeting their specific needs are developed. This approach enables India to capitalize on the tourism competitive advantages that the country has in tourism marketplace, allows to attract high yielding tourists, and promotes the growth and diversification in the countrys tourism industry. Special Interest Tourism Within the tourism industry, special interest tourism is considered to be the fastest growing area worldwide. It comprises mainly of diverse groups of tourism activities that stands distinct from the different traditional tourism products, suggesting how tourists are beginning to demand stimulating and varied holiday experiences. The special interest tourism today has become a niche market for any countrys tourism industry. Typically, niche market is considered as a small, yet profitable, group of customers. The bottom-up approach, and the needs of niche market are primarily identified and experiences meeting their specific needs are developed. This approach enables India to capitalize on the tourism competitive advantages that the country has in tourism marketplace, allows to attract high yielding tourists, and promotes the growth and diversification in the countrys tourism industry. Special interest tourism has recently become a high growth area within travel industry. Although, the number of special tourism remained a small percentage of the total international visitors, the high growth rate and confluent character of special interest tourism sector has attracted varied commercial attention. Despite of the fact that there is increased commercialization and international scope of research on special interest tourism, many countries have systematically invigilated the global and business organization of the special interest tourism industry. Rationale From the strategic perspective, the best niche markets that are best to focus are: The characteristics and qualities in the city are aligned to the needs of targeted niche market The targeted city should have a competitive advantage over the other cities and globally pertaining to the quality and quantity of expertise and services and hard infrastructure like equipments and facilities that can be provided; The target should represent an emerging market; The barriers to growth in the target should be limited and manageable; The strategic perspective should reflect the strategic direction of the target as a whole The analysis of the country revealed 7 niche markets meeting the above criteria. Sports Tourism Business Tourism Study Tourism Event Tourism Heath tourism Youth culture tourism Marine tourism The anticipated outcomes in development of these niche markets include: Enhanced awareness of elements of Indian lifestyle; Investment promotion in tourism products and infrastructure Building the profile and capability of Indian industries to assist in the booming economy Creation of multi-dimensional image if the country as the place of visit, working and doing business. Competition for peoples time is increasing day by day, recreation and leisure time activities away from home (like tourism) must be completed needs to be completed for the limited time of other home based recreational and leisure time activities. Longer working hours and increasing work pressures are promoting increasing focus on the value of recreational and leisure time. Thirty percent of working Indians dont have a working holiday. The result of this is that the short-term break holidays have become a norm in the country. Also, at the same time, India has a growing movement towards leisure and home-related recreation, particularly in home renovation and improvements. The activities have often resulted in investment in oneself. Range of Products and Services The development of the targeted tourism products to attract niche markets to India represents an excellent opportunity to move ahead of leisure and recreation along with investing in one self by visiting various places in India. This investment could be: Towards learning something new and to gain knowledge and education Towards enriching physical, psychological and spiritual health Towards building better businesses, networks and social relationships Towards enhancing the social status Towards improving the sense of identity The investments should be integrated into strategic planning of the developments of all the niche markets. The range of products for the special interest tourism products and services could be: Sports Tourism: The convergence of tourists endeavors with sporting pursuits has provoked an increasing interest, understanding and recognition of the market. There has been an emergence of niche market referred to as sport tourism. The three principal types of sport tourism include: Active Sport Tourism: People actively participating in the sporting experience as a tourist. Event Sport Tourists: Tourists who attend the event as a spectator, and Nostalgic Sport Tourist: Tourists who visit the country to pay homage to sports. (E.g. hall of fame). The niche market of sport tourism needs to concentrate on active sport tourism. Given that India does not have advantage in nostalgic sport tourist market, event sport tourist needs to be incorporated in overall development of niche event tourism. The events like commonwealth games in India are another attraction towards sports tourisms. Also, there are traditional sports events in the country like events in the festivals and various cricketing events that could attract tourism in the country. Few cities in the country also provide for adventure tourism with excellent climate and landscape. The experience seek by adventure tourists involve significant amount of risks. Some of the products of adventure tourism include: Hot-air ballooning Wave Surfing, wind surfing and kite surfing Snorkeling along with scuba diving Performance diving along with four-wheel driving Deep sea fishing Rock climbing River rafting Mountain bike riding Horse riding, and Bungee jumping Business Tourism: India has become emerging market in the convention and international business. India is among the top 10 countries holding meetings, conferencing including business travels, incentive and meeting event. Historically the global business tourism in India focused on the domestic markets. But as the Indian economy is growing at a very fast rate more than many other developing countries in the world, it has become a market of business tourism hub. With enormous amount of multinational companies gaining market share in India, the business tourism in India has increased manifold in past few years. The development of the countrys global tourism and the opening of Indian convention and exhibition centers are representing a high opportunity towards adding another dimension to the countrys image. The developments in business tourism have significant impact on the countrys economic base. Foreign companies like Microsoft, IBM, HP and many more hold their business meetings in India and these meeting become the part of their business trips and tourism. Study Tourism: India is the country of IITs and IIMs and many more renowned universities providing significant courses and degrees. Study tourism has also seen rise in the country in the past few years. The country offers ideal environment for studying with quality education providers, natural assets and attractions, hospitable community, safe environment and warm climate along with world-class infrastructure and support services. Study tourism means travelling for undertaking some university course, or a recreational course. The country boosts various technology and management colleges that are world renowned like Indian Institute of technology and Indian institute of management. With the advent of foreign universities in the country the amount of study tourists are increasing in the country. Event Tourism: In the past one decade the profile of event tourism has escalated in the country. In India particular attention is give towards optimization of economic benefits of these events for the different communities. There are three types of events happening in the country. First are the Mega events, second the hall mark events and thirdly the community-based events. Different festive events within the country add to the event tourism within the country. Community events have continued to play an important role in countrys event calendars for the local residents. The development of mega events in the country and its strategies does not fit in the infrastructural profile of the country at the time the strategy is written. Few cities in the country also provide for adventure tourism with excellent climate and landscape. The experience seek by adventure tourists involve significant amount of risks. Health tourism: Travelling for health is the fastest growing sector in the tourism industry. This market include travel to: An environment or place or climate where tourists can make the most out of health benefits. The place where tourists can revitalize their mind and body The place where tourists can relax and unwind The place where the tourists can utilize their health infrastructure and various services available for some specific medical reason. As the list has indicated that the visitors need not to be necessarily ill for being health and wellness tourists. Most people travelling for health reasons also seek self-improvements and Youth culture tourism: Youth cultures are highly prevalent in the Indian states. Various festivals in the country include the youth events including other cultural events. from its fun to the annual pilgrimage of the countrys youth, India has a strong association with every culture. Within the overall Indian market, the country is full of youth population studying in different schools, colleges and universities. The youth culture tourism market represents numerous opportunities for India as the major place of celebrating popular events. In India particular attention is give towards optimization of economic benefits of these events for the different communities. There are three types of events happening in the country. First are the Mega events, second the hall mark events and thirdly the community-based events. Different festive events within the country add to the event tourism within the country. Community events have continued to play an important role in countrys event calendars for the local residents. Marine Tourism: Indian has various coastal areas like Mumbai, Goa, Chennai, which are added attractions toward marine tourism. The Indian council has been active in promotion of India as a marine tourist destination. The infrastructural requirements in the country are improving for attracting Super Yacht owners and builders in the costal areas. The niche market of sport tourism needs to concentrate on active sport tourism. Given that India does not have advantage in nostalgic sport tourist market, event sport tourist needs to be incorporated in overall development of niche event tourism. The events like commonwealth games in India are another attraction towards sports tourisms. Also, there are traditional sports events in the country like events in the festivals and various cricketing events that could attract tourism in the country. Management of Trips Within the tourism industry, special interest tourism is considered to be the fastest growing area worldwide. It comprises mainly of diverse groups of tourism activities that stands distinct from the different traditional tourism products, suggesting how tourists are beginning to demand stimulating and varied holiday experiences. The special interest tourism today has become a niche market for any countrys tourism industry. Tourists will increasingly seek products that will fulfill their particular tourist needs. Accordingly, many visitors are attracted towards the country mainly for customized special experiences, like education, business or sports experiences. The special interests visitors are referred as niche markets by their tourism departments and agencies. The convergence of tourists endeavors with sporting pursuits has provoked an increasing interest, understanding and recognition of the market. There has been an emergence of niche market referred to as sport tourism. Different tour Packages for the tourists Trip To Andaman Islands: Trip to Darjeeling and Gangtok Trip to Sunder bans Trip to Ladakh Trip to Kashmir Trip to Rajasthan Trip to Kerela Trip to Assam including Sikkim, Manipur and Mizoram Management of Trips: The management has to make some policies for the management of the trips including the following: All payments should be taken in advance Hotel for accommodation should have check-out time as 7:00 am as this will save another day rent for the company. Rates should be changed in case of any changes in transport and hotel and increase in government taxes. Limitations should be made on free baggage allowed during the trip Company should reserve the right of rescheduling the trip, sequence of activities including sightseeing. Company should provide holiday insurance to its customers at minimal extra costs. Company should make appropriate policy towards the trip cancellation fee along with the number of days for each penalty of cancellation. Conclusion The development of the targeted tourism products to attract niche markets to India represents an excellent opportunity to move ahead of leisure and recreation along with investing in one self by visiting various places in India. The mixture of different products and service will attract more special interest tourism into the country.

William Carlos Williams Poetry Analysis

William Carlos Williams Poetry Analysis William Carlos Williams was a grasping poet of the 20th century. Most of Williams work is centered on his personal life and the things that happened in it. Williams was born on September 17, 1883. He wrote his poetry from his late teens until his death on March 4, 1963 at the age of 79. Williams has a substantial number of both prose and poetry writings. He believed that: prose has to do with the fact of an emotion and poetry has to do with the dynamization of emotion into a separate form (volume 1, 219). What Williams is saying here is that in prose you are allowed to show emotion and in poetry that emotion must be hidden behind different forms. This Is Just To Say (1934) is one of the noted poems by William Carlos Williams. Written as it is a note left on an ice box, Williams poem seems to the reader like a bit of found poetry. Metrically, the poem exhibits no regularity of stress or of syllable count. The CliffsNotes analysis states:Building on sibilance and concluding on `so cold,` the poem implies that sweet, fruity taste contrasts the coldness of a human relationship that forbids sharing or forgiveness for a minor breach of etiquette. The words Forgive me, written as a command, stress on the sense of regret conveyed by the speaker. This hopeless need for forgiveness is an obvious confession of forbidden action, followed by Williams visual imagery of the plums suggests that this poem could be concerned with the uselessness or self-entrapment of sexual desire. Another, straightforward, understanding is that the writer of the note on the refrigerator tries to replace the experience of eating the plums with a clear, brief description:They were delicious / So sweet and so cold. Forgiveness in the poem hinges on the success of the description. This model serves well for the poets task, i.e. forsakes actual experience than mere words. The poem will triumph if the reader redeems the poets transgression. In another view, the poem was written from Williams to his wife. He ate her plums from the ice box and wanted to leave a small apology in the form of poetry on a napkin. She did answer to his poem with one of her own Little boy When reading Poem the first question, that the reader asks is, what exactly is Williams trying to tell us. The image is actual, the text of the poem is brief. The poem surfs as an extended metaphor. The cat is cautiously climbing over the jamcloset, placing each foot accurately. The readers first task is to define the meaning of jamcloset, which is naturally defined. But, this word is not defined in Websters or any other dictionaries. This implies that Williams intended for this work to invoke an image. Jam packed could be something that is chock-full with things to the point that nothing more can be added. Perhaps, with this word, Williams wants to show the reader an image of a closet jammed with stuff, with a cat carefully transferring to the top. Contrary, the word jam could denote a fruit spread used on toasted bread, in which case, the word jamcloset implies a pantry and there is the suggestion that the cat is after a tasty jam. In both cases, the emphasis of the poem is on the cats endpoint. The reader sees the cat stepping so gracefully, at first on one foot and then on the other. The short lines and smooth flow of words signify the watchful and agile movements of the cat. Just in the last stanza, the reader realizes that the cat has moved so cautiously, just to get into the pit of an empty flowerpot. This changes the image of the precise and careful cat into something funny. The first guess of the reader is that the cat is moving precisely for a specific goal. This is something that the reader would judge as a valuable intention from a human perspective. This, however, is not the case, as the cat ends up squeezed into the flower pot, which Williams, clearly shows, was the animals` aim after all. As this implies, the imagery says more about the reader, than it does for the cat. The humans are goal-oriented. The thoughtful, intended movement of the cat, that Williams describes, logically leaves a feeling in the reader that the cat has a certain goal, whether it is capturing a mouse or something else, but as it turns out, the cat has another thing in mind. What Williams is telling the readers is that, the world follows its own rules. The cat is captivated by and wants to sit in the flower pot, which does not make sense from a human point of view, but there is and that is the reality. There may be no goals, purpose or meaning from a human point of view, in the world, but it will be still meaningful. Children comprehend this, and a child would possibly laugh on the flower-potted cat and realize that, the world looks different depending on the perspectives. Grown-ups are likely to lose their joy in seeing the unforeseen and exploring the unknown by disregarding viewpoints that are new and different. As this shows, Williams use of imagery proposes meaning at multiple levels with concise and brief poetry. In Poem, the poet shows an image that implies more, than it states implicitly. The cat, so prudently placing first one foot and then the other delicately into the pit of the flowerpot, not only carries the inquisitive nature of the animal, but also the fact that the cat shows a part of the world, that adult humans often evade. By amazing the reader, with the cats destination, Williams delicately implies that adults are too foreseeable. We, like children and cats, should try to see the world with different eyes, and perhaps try twisting into the new perspectives that could seem unknown at first. Maybe, we should not smile at the apparent insanity of the cat until we have sat in a flowerpot on top of a jamcloset and seen things from cats perspective. Source list Litz, A. Walton, MacGowan (Eds.). The Collected Poems of William Carlos Williams: Volume II 1939-1962. New York: New Directions Books, 1986. Modern American poetry. On This is Just to Say. 04.25.2011 Modern American poetry. On Poem. 04.25.2011 This Is Just To Say, This Is Just To Say. 04.25.2011

Cival War :: essays research papers

Abraham Lincoln and the Beginnings of Reconstruction Since the beginning of the nineteenth century, the rapidly growing white population and the equally increasing slave population had been heightening the conflict between slave-free Northern states and the slave-holding cotton belt South. Hopelessly divided over the issue of slavery, thirty-one million American citizens were in 1860 called upon to elect the sixteenth President of the United States of America. When the anti-slavery Republican Abraham Lincoln was elected on November 6, 1860, no fellow American could have even imagined what great burden would lay upon the highest office in the years to come.[1] Lincoln’s election was the ultimate trigger for eleven Southern states to withdraw from the Union and begin a desperate civil war that lasted for four years. Once it became clear the South could not win the war, the president was confronted with the question of Reconstruction, that is, to restore Federal authority and establish loyal free state governments in the occupied areas of the rebellious South. In the early phase of the war, Lincoln had favored a simple and rapid restoration of all areas conquered by Union armies. However, when Lincoln failed to restore the states’ old allegiances, he shifted his plan towards a much more radical proposal. By 1864, after the bloody campaigns of Gettysburg and Vicksburg have sacrificed the lives of tens of thousands men, Lincoln resolved that he would only allow slave states to reenter the Union if they supported both the abolishment of slavery and the establishment of black suffrage. In the months following Lincoln’s election, the country fell to pieces, beginning with South Carolina in December, 1860. Within four months, the states of Mississippi, Florida, Alabama, Georgia, Louisiana, Texas, Arkansas, North Carolina, Virginia and Tennessee had all seceded and formed the new Confederated State of America.[2] Was the secession of these states legal? Even more, was their secession constitutional? While the secessionists thought themselves to be fully within their constitutional rights, Lincoln persistently believed that â€Å"the

Is It Wrong To Prevent People From Expressing Wrong Ideas? :: essays research papers

Is it wrong to prevent people from expressing â€Å"wrong† ideas?   Ã‚  Ã‚  Ã‚  Ã‚  It is not wrong to prevent people from expressing their â€Å"wrong† ideas because everyone is entitled to their own opinions. Freedom of speech is something that we all are able to exercise freely in the United States. The right to one’s own thoughts and their disposition is a fundamental human right. If they choose to share them, they also have the right to control the way in which they may be shared. In this way, intellectual property rights and free expression are inextricably linked. Perhaps the most essential right is that of communication. Without the freedom to communicate, other rights deteriorate. The right to communicate however is also exercised by providing a forum for those who have been denied a means to speak out on important issues. When told about the acts that occurred in Travers Hall, I was very upset that people would have the decency to deface school property and inflict some kind of hurt towards people. Although some people just look at this incident as nothing, it was clearly something. This is still an issue that needs to be addressed to the college students. The person(s) responsible for this act used it as a way to express themselves against the other ethnic backgrounds that live on campus. Since the first day of school, we have been constantly reminded of the topic of â€Å"Diversity†. When asked what the word â€Å"diversity† means, one can come up with many definitions. Some that come to mind are means different ethnicity, race, nationality or culture. It can also be illustrated as people with different thoughts and ideas, social status or economic/education levels or different religious backgrounds. Now with this in mind, why would people deface property with racial slurs and artwork? These people are absent-minded of the fact that there are many ethnic groups on campus. Everyone should be treated as equals, despite race, religion, sex, etc. Ignorance should not be tolerated. One way to try to prevent this from happening again would be to inform people of what has happened and the penalties that come with this offense. This should not and will not be tolerated. The people who were affected by all of this are afraid. These people should not have to fear for their lives when living here. Is It Wrong To Prevent People From Expressing Wrong Ideas? :: essays research papers Is it wrong to prevent people from expressing â€Å"wrong† ideas?   Ã‚  Ã‚  Ã‚  Ã‚  It is not wrong to prevent people from expressing their â€Å"wrong† ideas because everyone is entitled to their own opinions. Freedom of speech is something that we all are able to exercise freely in the United States. The right to one’s own thoughts and their disposition is a fundamental human right. If they choose to share them, they also have the right to control the way in which they may be shared. In this way, intellectual property rights and free expression are inextricably linked. Perhaps the most essential right is that of communication. Without the freedom to communicate, other rights deteriorate. The right to communicate however is also exercised by providing a forum for those who have been denied a means to speak out on important issues. When told about the acts that occurred in Travers Hall, I was very upset that people would have the decency to deface school property and inflict some kind of hurt towards people. Although some people just look at this incident as nothing, it was clearly something. This is still an issue that needs to be addressed to the college students. The person(s) responsible for this act used it as a way to express themselves against the other ethnic backgrounds that live on campus. Since the first day of school, we have been constantly reminded of the topic of â€Å"Diversity†. When asked what the word â€Å"diversity† means, one can come up with many definitions. Some that come to mind are means different ethnicity, race, nationality or culture. It can also be illustrated as people with different thoughts and ideas, social status or economic/education levels or different religious backgrounds. Now with this in mind, why would people deface property with racial slurs and artwork? These people are absent-minded of the fact that there are many ethnic groups on campus. Everyone should be treated as equals, despite race, religion, sex, etc. Ignorance should not be tolerated. One way to try to prevent this from happening again would be to inform people of what has happened and the penalties that come with this offense. This should not and will not be tolerated. The people who were affected by all of this are afraid. These people should not have to fear for their lives when living here.

Manage group living Essay

Introduction (What you are going to cover in this document) I am going to cover group living for adults. There are various groups living for adults and each have a positive and negative impact. Group living can be beneficial for adults who are unsafe to live on their own and for individuals who are lonely. I will focus on residential care for group living. When individuals reach the stage where either they or their families have to decide it will be of their best interests to be moved into residential care, there are many factors that influence this. Age Mental capacity to make decisions Safety factors/risks Financial Living in a group can pose problems as individuals are brought together, individuals may not always get on with one another due to their views, morals, background and general preferences. The difficulties is pleasing everyone and ensuring they all live amicably together. The benefits in group living is having companionship/friendship and plenty of activities that they can attend with individuals they know and live with, still enabling them to have their own space and privacy if they so wish. Various group living: Residential care Elderly care complexes Hostels Supported living Residential enables 24 hour care Elderly complexes ensures they have a warden and activities if they so wish to join in, care provisions if they so wish Hostels are temporary living Supported living offers more choice and freedom, activities, meal provisions and warden input, where if needed they can have homecare provisions. Whichever an individual or their families choose they all have to promote a happy/safe environment for individuals, ensuring they meet standards set out for residential or group living provisions. Every group living environment/care home has to meet standards set out by the government, these are monitored by CQC, GSCC and local authorities to ensure standards are met. Within group living the environment has to be safe, clean and ensure individuals wellbeing, while Promoting their independence and uphold their rights to human necessities. It is important that standards identify the requirements associated with leading and managing group living provision; it includes developing the physical environment, daily living activities and group activities in such a way that they support the achievement of positive outcomes for individuals. By respecting each individual and their individuality, making a setting that enables individuals choice, freedom and to be able to express themselves. Comfort and warmth, meal choices and variation, respecting cultures and backgrounds and focusing on their wellbeing, health and happiness. Fitness for purpose: The regulatory powers provided by the CSA are designed to ensure that care home managers, staff and premises are ‘fit for their purpose’. In applying the standards, regulators will look for evidence that a home whether providing a long-term placement, short-term rehabilitation, nursing care or specialist service is successful in achieving its stated aims and objectives. Comprehensiveness: Life in a care home/group living is made up of a range of services and Facilities which may be of greater or lesser importance to different individuals. In applying the standards, regulators ensure the service package offered by the care home contributes to the overall personal and health care needs and preferences of individuals and how the home works with others services / professionals to ensure the individual’s inclusion in the community. Meeting assessed needs: In applying the right standards, inspectors will look for Evidence that the care home meets needs of individuals and that Individuals’ changing needs continue to be met. The assessment and service user plan carried out in the care home should be based on the care management. Individual care plans that meets and specifies their needs. Good residential care poses a variety of challenges, and requires high levels of expertise and creative ability from managers, staff and external supports. They need to be committed to enabling residents to take as much responsibility as possible for the planning and management of their own care. Managers should adopt a planned approach to meeting the needs and promoting the potential of individual residents, within a regime and culture for the unit, and groups within it, which provides the right balance of security, stimulation and scope for independence. ( Et al CQC website residential care) Quality services: The Government’s modernising agenda, including the new regulatory framework, aims to ensure greater assurance of quality services rather than having to live with second best. In applying the standards, regulators will seek evidence of a commitment to continuous improvement, quality services, support, accommodation and facilities which assure a good quality of life for individuals It is important individual have rights to their own choices that include risks. The risks they take need to be evaluated to ensure the decision does not outweigh the risk to individual or others. The difficulty within group living is what may be safe for one individual may not be for another, for instance one individual may be safe to come and go as they please whereas another may need supervision to go outdoors. This can pose a problem if fully independent individual leaves access door open or invite an unsafe party to go outdoors with them. There are risks associated with everyday living but ensuring everyone’s safety can be a challenge. Ensuring equipment, living quarters, and environment is kept safe and secure while promoting independence and choice. If a risk cannot be eliminated I would look at ways to reduce the risk, this way the individual is still in control but has measures in place to ensure their safety and the safety of  others. Addressing risks with individuals and fully informing them why something is classed as a risk enables them to make an informed decision as to if they want to continue to take the risk, dependant on the severity. Working with individual and listening to how they deem or see something works, but if they are adamant and the risk out weights the benefits then measure have to be put in place. The physical environment can promote wellbeing by having a nice homely atmosphere, allowing each individual to contribute to this. The lighting, warmth, setting, fixtures and fittings as well as what activities everyone enjoys and encouraging all parties to participate. By having a safe but nice environment it promotes wellbeing, by allowing and including individual to say what they like and dislike promotes inclusion. Encouraging them to participate in various activities gives stimulation and helps build friendships within group living. It is also important that the staff have good training and engage with individuals, that they remain friendly and impartial. Choice is one of the main factors whether this be meals, settings, activities getting the right balance and promoting their independence and involvement. All this contribute to their wellbeing and happiness. If the environment was a cold, damp, dark, with no opportunities for activities, there was no freedom of choice and made individual have set meals, toileting times and took their rights and independence away, I cannot imagine any individual would be happy and their wellbeing would decline. Maintaining and the upkeep of furnishings and decorations are important, the cost of this can be substantial, with the right budgeting and setting aside of finances will help maintain this, that way the upkeep can be maintained and the finances will be readily available. Part of this reflects in the amount it will cost for individuals to live there. Another way is to hold charity/fundraising days. I believe you can have cut backs but still maintain quality assurance without delivering low quality surroundings. Part of this is looking after the environment, if the environment is of good  quality to begin with individuals are more likely to maintain this and respect it as their home. Not allowing items that need repairing to get to the stage where they are in repairable or unsafe. Ensuring electrical items and gas servicing is maintained, this is a legal requirement within group living environments. Ensuring the environment is kept clean, safe and hygienic maintains it’s daily living requirements and reduces the risk of cross contamination. There has to be adequate space for each individual and the correct amount of staff ratio. When making decisions regarding the environment it is important that the individuals who live there are included, they may want some of their own belongings, like a chair of dressing table. All of these things are important to them as without been given the choice they will feel as though it is not their home. Each individual will have different taste, likes and dislikes, although this may prove difficult to please each one, if each one has some input they will feel included and are more likely to come together as a group to decide on what everyone wants. This should include decisions down to cost, what furniture, fitments; decorations they feel are the most important and make their environment safe, the safety aspect needs to be looked at the same as comfort. Chairs that support individuals and offer the right height, wash ability etc. Beds, dining room furniture, decor, plants, pictures, easy access between chairs. Ensuring the environment offers stimulation and relaxation. Daily activities are an important part of group living and these also need to be agreed upon. Trips, bingo, sing-along’s, flower arranging, exercise classes, outdoor activities, gardening, vegetable plots and planting. By offering choice and ensuring daily activity times are adhered to,  implementing an activities co-ordinator and ensuring staff encourage participation and inclusion of individuals and staff. It is nice for individuals when family members attend and this should be encouraged when possible. The best times for activities tend to be afternoons and early evening times. By offering activities throughout the day enables all individuals to include themselves at some point or another. Legislation states that individuals must have choice and ensure the activities are appropriate for age, genders, and cultures. The outcomes from these have to be achievable, ensuring individuals do not feel belittled or restrained. Individuals must have the opportunity to exercise their choice in relation to: leisure and social activities and cultural interests; food, meals and mealtimes; routines of daily living; personal and social relationships; Religious observance. The outcome must find the lifestyle experienced in the home matches their expectations and preferences, and satisfies their social, cultural, religious and recreational interests and needs. interests are to be recorded in care plans and that they were given opportunities for stimulation through leisure and recreational activities in and outside the home which suit their needs, preferences and capacities; particular consideration should be given to people with dementia and other cognitive impairments, those with visual, hearing or dual sensory impairments, those with physical disabilities or learning disabilities. When supporting others in the implementation of daily activities it is important they treat individuals with dignity and respect. That they encourage inclusion and allow individuals to do as much as possible for themselves. They also need to respect individuals who do not want to be included in group activities and mealtimes. Some individuals may prefer to  eat in privacy, by respecting their rights, choices and preferences. Some individuals may need more support than other, for instance if playing bingo they may not be able to mark the numbers off or see the card properly. Supporting these individuals is important for their wellbeing and to enable them to participate. Ensuring staffing levels are adequate so that workers are able to encourage and assist active participation without causing undue stress to staff members or residents. Each individual has the freedom of choice, this should be respected. An individual may not want to join in a certain activity but no others, for instance exercise or stimulation classes, All of these need to be specified in the care plan for each individual. By getting feedback and involving everyone in the decision process I can implement activities for everyone. Certain activities may need to involve numerous risk assessments to reduce risks but still allowing the individual to safely participate. Systems put in place will ensure all questions relating to each individual are clear and precise and cover all aspects of their needs, preferences and choices. No assumptions should be made and neither should anyone be forced to participate in anything they do not want to. Reviewing daily activities is important as individuals may become bored and activities become stagnant, less stimulating over time and frequency. When individuals participate a log should be made of how they participated and what level of participation was involved, these go into the care plans and activity log sheets. A quiz for instance may be easier for some but hard for others, by ensuring all levels are catered for by dividing classes or varying quiz questions for different groups. Reviews are made weekly when activities are organised for the week ahead, circumstances may arise that require a daily review. If new individuals become home members or the dynamics change. Positive group livings are established by ensuring individuals are supported to remain independent, given choices. By ensuring staff remain happy and supported in supporting individuals. Listening to individual’s preferences, choices and needs and maintaining a calm, warm and welcoming environment.  The decoration, cleanliness and staff all play a huge part in ensuring a positive atmosphere/establishment. Group living can promote positive outcomes for individuals due to the fact they are with other likeminded individuals, socialising each day, stimulating and building new relationships. They can be monitored more closely compared to living alone in the community. Friends and groups encourage each other and they have access to constant support. By living in an environment that is focuses on quality care whilst encouraging individuals to remain independent. Through group activities individuals are less likely to see a goal as a hurdle, it is more enjoyable as a group and tends to forget they are actually working towards a goal or find it easier as a group, having support encouragement from others. If an individual has mental health issues and tends to become depressed and withdrawn, we are able to work towards a positive outcome within a group living environment by supporting them to socialise, less likely to become withdrawn, there is more support available for them. If an individual tends to have frequent falls due to the fact they neglect to use a walking aid, through group living the risk could be reduced by the constant reminder/prompting to use a walking aid and monitoring of their wellbeing and current health conditions. Group living can have a positive impact on individuals if the right conditions and support is readily available. Each individual is encouraged and supported to maintain relationships by activities, group talks and staff members interacting with them. When individuals build relationships this is maintained by seating and setting but not to the point that it disinclines others or creates a divide. Creating divides creates problems, therefore this should be discouraged. Creating an open warm caring environment starts with the staff and generally flows towards residents, encouraging individuals to accept and understand other individuals they live with. Having days out, meetings and group talks and activities encourages individuals to build relationships and maintain them, by dealing with problems and issues as and when they arise, fairly and  openly. When conflicts arise they should be dealt with fairly and non-judgemental. Looking at each individual’s aspect of how they view and how they feel, by encouraging resolve and not allowing conflict to cause divides or non resolutions must be adapted. A conflict arose where 2 individuals who had previously been very close friends argued when it came to mealtimes; one was unable to sit by the window due to her dislike of watching people walk past whilst she ate her meal. The other loved sitting by the window, neither of them had explained to each other their reasons. By getting both of them together after speaking to each individual first we were able to come to a resolve and they were more understanding of each other’s needs and choices. By seeing this they both sat where they wanted and built further relationships with other residents. It is important to have working schedules and patterns in group living so that individuals have continuity of care. Assigning workers to groups of individuals and ensuring staffs are not over worked is also imperative to not only their wellbeing but the wellbeing of the residents. There are times when schedules will affect residents such as mealtimes, activity times and times when staffs need to attend team meetings. Fill care plans in and ensure the home is running smoothly. It is at these times that I need to ensure staffing levels are adequate and residents are still tended to. By having a good rota structure, staff that is reliable and choosing the best times that suit not only staff but also the residents. You cannot make individuals go to the toilet at the same time or have meals at set times. Baths and other necessities that individuals need, this would be institutional abuse, therefore maintaining good staff levels and been prepared for unforeseen circumstances are so importa nt, this will contribute to the smooth running of the home and environment. Changes to schedules are made when staff members who possibly do better at certain times of the working day to others. For instance one staff member whose shift patterns are late but they appear to be able to encourage individuals to participate in activities or certain activities. Then they  would be moved. By knowing my staffs strengths and weaknesses I am best able to place them in shifts that are organised around activities, days out or other requirements. Another instance is a certain individual may become accustomed to a certain staff member and prefer them to bath her/him. All of these things need to be taken into account when rota’s/schedules are being prepared. Meal times, activity times and such alike will need more staffing. Evening and bedtimes also require staffing levels to be adequate. If schedules/rota’s are looked at properly and ensuring there is sufficient levels for unforeseen circumstances/having a contingency plan in place helps and if good communication is made with staff then these can easily be resolved. Ensuring staff have a good development plan and supporting staff in training and knowledge is so important. This ensures staffs do not become stagnant in progression/ knowledge. In house training is beneficial so that staff can address current issues with current residents. However sending staff on training courses will also be just as beneficial, but training is a requirement that needs to be maintained. Staff have to be trained in the right areas: NVQs, Moving and handling, POVA, Medication, Health and safety, First Aid amongst others. By supporting staff in training and ensuring there is room for progression within the workforce staff retention and further progression will have a knock on effect for residents, ensuring the best care practises that are up to date. Whilst it is good for care staff to build a relationship with residents it is important they maintain professional boundaries. I support them in doing this by maintain professionalism at all times, I ensure I deal with any concerns appropriately and if needed involve family members of the individual. By explaining to individuals the reason we are supporting them and why relationships need to remain professional between workers and residents is for their best interests so that both staff and residents are able to make the best decisions without emotional attachments. Obviously there will always be a level of attachment but by maintaining a professional  one, individuals are less likely to ask staff for things or to help with needs that are not within their remit or put either party at risk of say abuse, neglect Etc. The last thing anyone wants is a worker or staff member to get attached to the level where either party feels obliged to do something and then keep secrets. This puts both parties at risk and does not give a good example to others. By setting our clear professional boundaries to staff and toward residents helps maintain clarity, I give examples of why it is important to maintain these and the risks should these not be maintained. Supervisions and appraisals all go towards this process and these are regularly maintained for the benefit of staff and business. Residential care is not a cheap option. Because it caters for those with complex disabilities, a high degree of dependency needs for intensive staff support and supervision, or for high levels of professional skill and expertise. It must be properly resourced to be safe and effective; this is not to say that residential care may not be the most economical way of providing proper support for some groups of people with extensive or complex needs. But care on the cheap will generally be bad care, and will often do more harm than good. Residential care requires adequate funding, and a clear framework of quality controls and quality assurance to ensure high standards of service and practice. I have a responsibility to see that the residential service is well-managed and staff at all levels properly equipped through training and development programmes for the task they have to do. A framework of external regulation, registration and independent inspection is essential, including the General Social Care Council, if the public is to have confidence in the standards of care, conduct and practice competence provided. Providing a positive group living environment starts with the management of the home and maintaining this environment, staff training and interaction. By ensuring and training staff to encourage choice, preferences and encourage the residents to remain as independent as possible, ensuring adequate monitoring of staff, supervisions and appraisals remind staff to adhere to care practises. A short summary of what you have written or the conclusions you have come to: I have come to the conclusion it is imperative for the individuals whom live in residential care to remain as independent as possible. That they are involved in the decision process of their care, daily activities and the home environment. The boxes will expand to fit as much as you want to type in them. When you have finished first go back and proof read what you have done, checking for spelling, punctuation and grammar errors. Then read it through with the criteria next to you and show, by putting the criteria number in the end column, where you have covered the criteria.

Management Specification

ATHE Level 5 Qualifications in Management ATHE Level 5 Certificate in Management (QCF) ATHE Level 5 Diploma in Management (QCF) ATHE Level 5 Extended Diploma in Management (QCF)  © ATHE Ltd 2012 Level 5 Management Specification March 2012 About ATHE An Ofqual regulated awarding organisation, providing QCF qualifications in management, health & social care management and travel & tourism management. We are known for our excellent customer service, efficient support and flexible qualifications that offer diverse progression routes. Our QualificationsOur management qualifications are the culmination of expert input from colleges, sector skills councils, industry professionals and our qualification development team. We have taken advantage of the flexibility of the QCF to develop a suite of awards, certificates and diplomas that offer progression from level 4 up to level 7. Key features of the qualifications include: ? core units that are common to different sectors offering the opport unity for learners to move between sectors or delay decisions as to which area to specialise in ? mall qualifications that can be used for professional development for those in employment or for learners who do not have the time to undertake a full time programme ? flexible methods of assessment allowing tutors to select the most appropriate methods for their learners. Support for Centres We are committed to supporting our centres and offer a range of training, support and consultancy services including: ? qualification guidance, suggested resources and sample assignments ? an ATHE centre support officer who guides you through the centre recognition process, learner registration and learner results submission ealth check visits to highlight any areas for development ? an allocated ATHE associate for advice on delivery, assessment and verification. 1  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Contents About ATHE †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 Our Qualifications †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Support for Centres †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 ATHE QCF Qualifications at Level 5 in this Specification †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 Accreditation Dates †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Entry Requirements †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 Introduction to ATHE’s Level 5 QCF Qualifications in Management †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 Certificate†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Diploma†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 Support and Recognition †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 National Occupational Standards †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Progression†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 Recognition of Prior Learning (RPL) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 Support for ATHE Qualifications †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Credit values and rules of combin ation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 Unit Specifications †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 12 Unit Format †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 5. 5 Managing Communication †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 13 5. 2 Business Organisations in a Global Context †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 16 5. 3 People Management †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 20 4. Finance for Managers †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 24 5. 4 Research project †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 28 6. 11 Managing Stakeholder Engagement †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 6. 4 Risk Management †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 35 6. 10 Leading Organisational Equality and Diversity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 39 4. 6 Corporate Social Responsibility †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 42 5. Manage Sustainability in an Organisation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 46 4. 2 Resource Management †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 49 4. 7 Administrative Services †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 53 4. Planning a Work Based Team Project †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 57 5. 6 Marketing Principles and Practice †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 61 4. 10 Planning a New Business Venture †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 65 4. 11 Customer Relationship Management †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 67 5. 7 Employability Skills †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 72 5. 9 Personal and Professional Development †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 79 5. 10 Business Law †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 83 2  © ATHE Ltd 2012 Level 5 Management Specification April 2012ATHE QCF Qualifications at Level 5 in this Specification This document provides key information on ATHE’s suite of Level 5 QCF qualifications in Management, including the rules of combination, the content of all the units and guidance on assessment and curriculum planning. It should be used in conjunction with the ATHE handbook â€Å"Delivering ATHE Qualifications†. Furthe r guidance on resources and assessment is provided separately. These qualifications have been accredited to the Qualifications and Credit Framework (QCF). Each qualification has a Qualification Accreditation Number (QAN).This number will appear on the learner’s final certification documentation. Each unit within a qualification also has a QCF code. The QAN numbers for these qualifications are as follows: ATHE Level 5 Extended Diploma in Management (QCF) 600/4375/1 ATHE Level 5 Diploma in Management (QCF) 600/4374/X ATHE Level 5 Certificate in Management (QCF) 600/4373/8 Accreditation Dates These qualifications are accredited from 1st February 2012 which is their operational start date in centres. Entry Requirements These qualifications are designed for learners from aged 19 and above. However, ATHE does not specify any entry requirements.Centres are required to ensure that learners who register for these qualifications have the necessary skills to undertake the learning and a ssessment. 3  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Introduction to ATHE’s Level 5 QCF Qualifications in Management Our new qualifications in Management at Level 5 have been developed to conform to the requirements of the QCF, to meet the requirements of the sector and to respond to the needs of our centres. These qualifications provide generic management skills for those planning to or working in a management role.The qualifications deliver the skills and knowledge that meet the needs of managers on a domestic and international platform. We provide a flexible route for learners who have already achieved management qualifications at a lower level and for learners who do not have management qualifications, but may have qualifications in other areas and/or prior experience the work place. Our suite of qualifications is designed to provide: ? maximum flexibility with different sized level 5 qualifications for those who only wish or have the time to initia lly take smaller qualifications and then build up qualifications over ti me ? pportunities for learners to develop knowledge and 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 ? opportunities for learners who wish to undertake a full time course of study leading to an Extended Diploma. Certificate Our Certificate allows learners to develop some of the key skills they need to work in a management role with a mandatory unit and a choice of options.Diploma Our Diplomas allows learners to develop the key skills they need to work in a management role with a number of mandatory units together with a choice of options. Support and Recognition These qualifications have been developed with the support of centres who are currently delivering qualifications at this level in Management or who plan to do so in the future. National Occupational Standards The ATHE Level 5 qualifications in Management provide much of the underpinning knowledge and understanding for the National Occupational Standards in Management and Leadership.Progression On successful completion of a Level 5 qualification in Management there are a number of progression opportunities. Learners may progress to: ? larger qualifications at the same level e. g. from a Certificate to the Diploma or Extended Diploma in Management or a related qualification, for example the Diploma in Management for Health and Social Care ? a degree programme in a higher education institution and claim exemptions for some of the units completed. 4  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Recognition of Prior Learning (RPL)The QCF is based on the principle of credit accumulation and transfer. Within this suite of qualifications, learners have the opportunity to build their achievements f rom a single unit into a full Diploma. There will be occasions where learners wish to claim recognition of prior learning which has not been formally assessed and accredited. Centres should contact ATHE to discuss the requirements for RPL. Support for ATHE Qualifications ATHE provides a wide range of support. This includes: ? materials on our website to support assessment and teaching and learning ? raining events to support the delivery of the qualifications and assessment ? the services of a team of experienced advisors and external verifiers ? support for business development. Credit values and rules of combination The QCF is a framework which awards credit for qualifications and units and aims to present qualifications in a way that is easy to understand and measure. There are three sizes of qualification in the QCF: ? Award, between 1 and 12 credits ? Certificate, between 13 and 36 credits ? Diploma, 37 credits and above.Each unit within a qualification has a credit value and a level. The credit value specifies the number of credits that will be awarded to a learner who has achieved the lea rning outcomes of a unit. The level is an indication of relative demand, complexity and depth of achievement and autonomy. Each credit represents 10 hours of learning time. The learning time is a notional measure which indicates the amount of time a learner at the level of the unit is expected to take, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria.Learning time includes activities such as directed study, assessment, tutorials, mentorin g and individual private study. The credit value of the unit will remain constant in all contexts regardless of the assessment method or the mode of delivery. Learners will only be awarded credits for the successful completion of whole units. Each unit also contains information on guided learning hours (GLH). GLH are intended to provide guidance for centres on the amount o f resource needed to deliver the programme and support learners i. e. he time required for face to face delivery, tutorials, workshops and associated assessments. Each qualification has agreed rules of combination which indicate the number of credits to be achieved, which units are mandatory and the choice of optional units. The rule of combination for each qualification is given below. 5  © ATHE Ltd 2012 Level 5 Management Specification April 2012 ATHE Level 5 Extended Diploma in Management The ATHE Level 5 Extended Diploma in Management is a 120 credit qualification. Learners must complete five mandatory units and three or four optional units. Unit TitleLevel Credit GLH Managing Communication 5 15 60 Business Organisations in a Global Context 5 15 60 People Management 5 15 60 Finance For Managers 4 15 60 Research Project 5 20 80 Mandatory units Optional units Learners must complete a further 3 or 4 units from the list below to achieve a minimum of 120 credits for the Diploma. Ma naging Stakeholder Engagement 6 10 40 Risk Management 6 10 40 Leading Organisational Equality and Diversity 6 10 40 Corporate Social Responsibility 4 15 60 Manage Sustainability in an Organisation 5 15 60 Resource Management 4 15 60 Administrative Services 15 60 Planning a Work Based Team Project 4 15 60 Marketing Principles and Practice 5 15 60 Planning a New Business Venture 4 15 60 Customer Relationship Management 4 15 60 Employability Skills 5 15 60 Business Ethics 5 15 60 Personal and Professional Development 5 15 60 Business Law 5 15 60 6  © ATHE Ltd 2012 Level 5 Management Specification April 2012 ATHE Level 5 Diploma in Management The ATHE Level 5 Diploma in Management is a 60 credit qualification. Learners must complete three mandatory units and one optional unit. Unit Title Level Credit GLH Managing Communication 5 15 60Business Organisations in a Global Context 5 15 60 People Management 5 15 60 Mandatory units Optional Units Learners must complete a further 1 unit from the list below to achieve a minimum of 60 credits for the Diploma. Corporate Social Responsibility 4 15 60 Resource Management 4 15 60 Administrative Services 4 15 60 Planning a Work Based Team Project 4 15 60 Finance For Managers 4 15 60 Planning a New Business Venture 4 15 60 Customer Relationship Management 4 15 60 Manage Sustainability in an Organisation 5 15 60 Marketing Principles and Practice 5 15 60 Employability Skills 5 15 60Business Ethics 5 15 60 Personal and Professional Development 5 15 60 Business Law 5 15 60 ATHE Level 5 Certificate in Management The ATHE Level 5 Certificate in Management is a 30 credit qualification. Learners must complete two of the three units listed below. Unit Title Managing Communication Business Organisations in a Global Context Level 5 5 Credit 15 15 GLH 60 60 People Management 5 15 60 7  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Guidance on Assessment For all ATHE qualifications assessment is completed through the submiss ion of internally assessed student work.To achieve a pass for a unit, a learner must have successfully achieved all the assessment criteria for that unit. There are no externally set written examinations attached to any unit. However, learners taking the Level 5 Extended Diploma in Management will be required to complete a research project. ATHE will provide a sample assignment for each unit which can be used as the assessment for the unit. We would encourage our centres to develop their own assessment strategies so you have the opportunity to put assignments in a context that is appropriate for your learners.Any assignments that you devise will need to be submitted to ATHE for approval before delivery of the programme. Centres can submit assignments for approval using the ‘Centre -Devised Assignment’ template documentation available on the ATHE website. An assignment can relate to a single unit. Alternatively you may incorporate more than one unit in an integrated assi gnment provided the content of the assignment is clearly mapped to show which assessment criteria from which units are being covered. Methods of AssessmentATHE encourages the use of a range of assessment strategies that will engage learners and give them an opportunity to both demonstrate their knowledge and understanding of a topic and to evaluate how they might apply that knowledge in a given context. We would recommend avoiding an over-reliance on essay writing and that more varied types of assessment are included. This might include assessment through: ? ? ? ? ? ? a research activity resulting in the compilation of a report an academic paper or article for publication the compilation of a case study critical review and evaluation of a chosen company’s policies, procedures and systems a set project completed for an employer (also known as an ‘employer-engagement’ activity) the production of a portfolio of evidence relating to a particular unit. This list is by no means exhaustive, but gives examples of some creative assessment methods that could be adopted. Putting an Assessment Strategy in Place You will need to demonstrate to your External Verifier that you have a clear assessment strategy supported by robust quality assurance in order to meet the ATHE requirements for registering learners for a qualification.In devising your assessment strategy, you will need to e nsure: ? ? ? devised assignments are clearly mapped to the unit learning outcomes and assessment criteria they have been designed to meet that the command verbs used in the assignment are appropriate for the level of the qualification, e. g. analyse, evaluate that the assignment gives the learner sufficient opportunity to meet the assessment criteria at the right level, through the work they are asked to complete. (The QCF level descriptors will be helpful to you in determining the level of content of the assessment) 8  © ATHE Ltd 2012Level 5 Management Specification April 2012 ? ? ? ? ? ? ? students are well-briefed on the requirements of the unit and what they have to do to meet them assessors are well trained and familiar with the content of the unit/s they are assessing there is an internal verification process in place to ensure consistency and standardisation of assessment across the qualification assessment decisions are clearly explained and justified through the provision of feedback to the learner that work submitted can be authenticated as the learner’s own work and that the re is clear guidance on the centre’s Malpractice Policy hat there is an assessment plan in place identifying dates for summative assessment of each unit and indicating when external verification will be needed sufficient time is included in the assessment planning to allow the learners time for any necessary remedial work that may be needed prior to certification. Quality Assurance of Centres Centres delivering ATHE QCF qualifications must be committed to ensuring the quality of the assessment of all the units they deliver, through effective standardisation of assessors and verification of assessor decisions.ATHE will rigorously monitor the application of quality assurance processes in centres. ATHE’s quality assurance processes will involve: ? centre approval for those centres who are not already recognised to deliver ATHE qualifications ? approval to offer ATHE QCF qualifications and units in Management at Level 5. Once a centre registers learners for a qualification, they will be allocated an Ext ernal Verifier who will visit at an early stage in the programme to ensure that an appropriate assessment plan is in place.Centres will be required to undertake training and standardisation activities as agreed with ATHE. Details of ATHE’s quality assurance processes are provided in the ATHE Guide: â€Å"Delivering ATHE Qualifications† which is available on our website. Malpractice Centres must have a robust Malpract ice Policy in place, with a clear procedure for implementation. Centres must ensure that any work submitted for verification can be authenticated as the learner’s own. Any instance of plagiarism detected by the External Verifier during sampling, will result in the entire cohort being rejected.Centres should refer to the ATHE Malpractice Policy on the ATHE website. 9  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Guidance for Teaching and Learning Within the support materials for some of the units you will find suggestions and ideas for teaching and learning activities which we hope will be helpful in getting centre practitioners started with schemes of work and session plans. You can adapt these ideas to suit your own context and the interests of your students. Learners learn best when they are actively involved in the learning process.We would encourage practitioners delivering our qualifications to use a range of teaching methods and classroom -based activit ies to help them get information across and keep learners engaged in the topics they are learning about. Learners should be encouraged to take responsibility for their learning and should be able to demonstrate a high degree of independence in applying the skills of research and evaluation. You can facilitate this by using engaging methods of delivery that involve active learning rather than relying on traditional methods of lecture delivery to impart knowledge.Your approach to delivery should give the learners sufficient structure and information on which to build without you doing the work for them. In achieving the right balance you will need to produce well-planned sessions that follow a logical sequence. Top Tips for Delivery ? Adopt a range of teaching and learning methods, including active learning. ? Plan sessions well to ensure a logical sequence of skills development. ? Include study skills aspects, e. g. how to construct a report or Harvard Referencing. Build time into yo ur Scheme of Work and Session Plans to integrate study skills teaching. Set structured additional reading and homework tasks to be discussed in class. ? Elicit feedback from your students. Get them to identify where the work they have done meets the assessment criteria. ? Contextualise your activities, e. g. use real case studies as a theme through the sessions. ? Take an integrated approach to teaching topics across units, where appropriate, rather than always taking a unit-by-unit approach. In this way, learners will be able to see the links between the content of the different units. There is further guidance on teaching and learning in the support materials. ResourcesATHE has provided a list of suggested resources for each unit. Please refer to the support materials for each unit on our website by logging into the ATHE portal with your given login details. Access and Recruitment ATHE’s policy with regard to access to its qualifications is that: ? they should be available to everyone who is capable of reaching the required standard ? they should be free from any barriers that restrict access and progression ? there should be equal opportunities for all wishing to access the qualifications. Centres are required to recruit learners to ATHE qualifications with integrity.This will include ensuring that all learners have appropriate information and advice about the qualifications. Centres should put in place appropriate systems to assess a learner’s suitability for a programme and make a professional judgement about their ability to successfully achieve the designated qualification. This assessment should take account of any support available to the learner within 10  © ATHE Ltd 2012 Level 5 Management Specification April 2012 the centre during the programme of study and any support that may be required to allow the learner to access the assessment for the units within the qualification.Access Arrangements and Special Considerations ATHE’s policy on access arrangements and special consideration aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the E quality Act 2010) without compromising the assessment of skills, knowledge and understanding. Further details are given in the Reasonable Adjustments and Special Considerations Policy, which can be found on our website. Restrictions on Learner Entry The ATHE Level 5 qualifications in Management are accredited on the QCF fo r learners aged 19 and above. 11  © ATHE Ltd 2012 Level 5 Management Specification April 2012Unit Specifications Unit Format Each unit in ATHE’s suite of level 5 qualifications is presented in a standard format. This format provides guidance on the requirements of the unit for learners, tutors, assessors and external verifiers. Each unit has the following sections: Unit Title The unit title reflects the content of the unit. The title of each unit completed will appear on a learnerà ¢â‚¬â„¢s statement of results. Unit Aims The unit aims section summarises the content of the unit. Unit Code Each unit is assigned a QCF unit code that appears with the unit title on the Register of Regulated Qualifications.QCF Level All units and qualifications in the QCF have a level assigned to them which represents the level of achievement. The level of each unit is informed by the QCF level descriptors. The QCF level descriptors are available on the ATHE website. Credit value The credit value is the number of credits that may be awarded to a learner for the successful achievement of the learning outcomes of a unit. Guided Learning Hours (GLH) Guided learning hours are an indicative guide to the amount of input that a tutor will provide to a learner, to enable them to complete the unit.This includes lectures, tutorials and workshops and time spent by staff assessing learners’ achievement when they are present. Learning Outcomes The learning outcomes set out what a learner is expected to know, understand or be able to do as the result of the learning process. Assessment Criteria The assessment criteria describe the requirements a learner is expected to meet in order to demonstrate that the learning outcome has been achieved. Command verbs reflect the level of the qualification e. g. at level 5 you would see words such as analyse and evaluate Unit Indicative ContentThe unit indicative content section provides details of the range of subject material for the programme of learning for the unit. 12  © ATHE Ltd 2012 Level 5 Management Specification April 2012 5. 5 Managing Communication Unit aims This unit aims to develop knowledge and understanding of how communication takes place within and between organisations, the potential pitfalls and the benefits of good practice. Unit level 5 Unit code D/503/7074 GLH 60 Credit value 15 Unit grading Pass structure Assessment Assignments in accordance with awarding organisation guidance. The guidance earners will carry out a review of communication within an organisation. Learning outcomes. Assessment criteria. The learner will: The learner can: 1. Understand how information and 1. 1 Analyse key information and knowledge knowledge is communicated within an requirements for a range of stakeholders organisation within different organisations 1. 2 Explain the systems used for communicating key information and knowledge to stakeholders 1. 3 Analyse potential barriers to effective workplace communication 2. Understand factors that impact on 2. 1 Evaluate how communication is influenced workplace communication y values and cultural factors 2. 2 Explain how technology can be used to benefit as well as hinder the communication process 2. 3 Explain how policies and procedures can impact on the communication processes 3. Be able to promote effective 3. 1 Evaluate the effectiveness of own interpersonal communication communication skills 3. 2 Apply theories of interpersonal communication to oneself 3. 3 Request feedback from others on own interpersonal communication skills 3. 4 Plan own personal development to improve own communication skills, based on feedback from others 4. Be able to review communication 4. 1 Carry out a communications audit ithin an organisation 4. 2 Apply theories of organisational communication 4. 3 Create a plan to improve workplace communications 4. 4 Identify measures to evaluate the success of the plan to improve workplace communications 13  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Indicative Content 1. Understand how information and knowledge is communicated within an organisation Key information and knowledge requirements ? Company performance e. g. financial data, sales figures, regional differences ? Staff information e. g. numbers, salaries, appraisal information, training and CPD needs ? Product knowledge e. . components, how they are produced ? how to carry out roles, professional knowledge, sources of ‘know-how’ ? Stakeholders e. g. shareholders, board members, directors, senior managers, operatives Communication systems ? Meetings, briefings (whole staff, departmental, individual) ? Presentations ? Email ? Newsletters ? Interviews, appraisals ? Literature e. g. manuals, booklets, notices ? Training sessions ? Letters Potential barriers ? Verbal communication – tone, clarity, active listening and focusing ? Clarity of written message – readability, language, tone ? Technology – poor connections, inappropriate use Interpersonal relationships – personal conflict ? Non-verbal communication – body language ? Equality and diversity, pre-judgements, assumptions 2. Understand factors that impact on workplace communication Values and cultural factors ? Language ? Customs ? ‘Saving face’ Use of technology Help ? To reinforce spoken message, to remind, to ensure written record ? To provide additional/visual information e. g. graphs, presentation softwa re/slides ? Speed and efficiency Hinder ? Inappropriate/overuse of email ? ‘Death by PowerPoint’ ? Overreliance e. g. instead of face to face, in event of technology failure 14  © ATHE Ltd 2012Level 5 Management Specification April 2012 Policies and procedures ? Legislation ? Charters ? Codes of practice 3. Be able to promote effective interpersonal communication Effectiveness of own communication skills ? Ability to contribute to meetings ? Use of body language ? Written communication skills ? Use of ICT Theories of interpersonal communication ? Attribution theory, expectancy value model, uncertainty reduction model, social network theory Feedback from others ? Written, oral ? Formal, informal Plan own person development ? SMART Targets ? Oral, written, electronic communication ? At meetings, presentations, etc. Formal and informal ? Feedback from colleagues and managers 4. Be able to review communication within an organisation Communications audit ? Communications s ystems and processes ? Policies and procedures Theories of organisational communication ? E. g. Attraction –selection-attrition framework, contingency theories, groupthink, social network theory Improve workplace communications ? Plan – carry out analysis and act on the results ? Consensus ? Survey ? Training ? Feedback Measures to evaluate ? Improved performance e. g. sales figures ? Increased staff retention e. g. staff turnover ? Increased motivation e. . productivity 15  © ATHE Ltd 2012 Level 5 Management Specification April 2012 5. 2 Business Organisations in a Global Context Unit aims This unit aims to develop learners understanding of the issues organisations face operating within a global context. This understanding will allow learners to review the issues currently impacting on businesses. Unit level Unit code GLH Credit value Unit grading structure Assessment guidance 5 D/503/7088 60 15 Pass Assignments in accordance with awarding organisation guidance. Lea rners will base some of their work around businesses in a chosen national context. Learning outcomes.Assessment criteria. The learner will: The learner can: 1. Understand the key differences between 1. 1 Analyse the key differences between global business operations organisations working in different sectors, industries and contexts 1. 2 Assess the responsibilities of organisations operating globally 1. 3 Evaluate strategies employed by organisations operating globally 2. Understand the impact of external factors 2. 1 Analyse how performance of national on organisations economy impacts on the activities of business organisations 2. 2 Explain the measures taken by governments to influence the activities of usiness organisations 3. Understand the impact of the global factors 3. 1 Explain the implications of global on business organisations integration on business organisations 3. 2 Assess the effect of international trade on domestic products and services 3. 3 Review the impact of the global economy on businesses 3. 4 Assess how ICT technologies have facilitated globalisation 4. Be able to review current issues impacting 4. 1 Carry out a review of the global on business activities environment in which businesses are currently operating 4. 2 Propose strategies to address issues affecting business activities 16  © ATHE Ltd 2012Level 5 Management Specification April 2012 Indicative Content 1. Understand the key differences between global business operations Key differences ? 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 Different sectors/industries e. g. ? 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 groupsGl obal context ? International ? National ? Local Organisational responsibilities ? To shareholders ? To employees ? To other stakeholders ? To customers ? To the environment ? Ethical issues Organisational strategies ? 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 2. Understand the impact of external factors on organisations UK economy ? Size – population, labour market, education/training levels ?Growth/wealth – gross national product (GNP), balance of payments, inflation rates, government borrowing, trade balance, public finances, taxation, national debt, availability of credit ? Business confidence – investing, cost of borrowing, consumer buying/confidence, government policies 17  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Government policies ? Monetary poli cies, interest rates, quantative 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 3. Understand the impact of the global factors on business organisations Global integration ? Trading blocs ? World Bank, IMF, Global/trading bloc policies and directives (e. g. other relevant organisations ? Market size ? Transnational corporations EU), G20, OPEC and International trade ? Opportunities e. g. emerging markets ? Growth ? Protectionism ? Trading blocs, partnerships and agreements and their regulation/restrictions (e. . EU) ? Trade duties and tariffs Impact ? Increased competition ? Outsourcing to other countries ? Increased customer choice ? Increased need for innovation 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 4. Be able to review current issues impacting on business activities A review ? Domestic market in chosen country ? Global market ? Domestic and global policies ? Other global factors government policies ? Trade blocs Strategies 18  © ATHE Ltd 2012 Level 5 Management Specification April 2012 ? ? ? ? ? ? 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 19  © ATHE Ltd 2012 Level 5 Management Specification April 2012 5. 3 People Management Unit aims In this unit learners develop the knowledge and understanding of what motivates individuals and teams and use this to review peop le management strategies used in organisations.Learners will gain an understanding of leadership theories, motivational theories, the impact of structure and culture as well as other tools that can be used to empower people in the workplace. Unit level 5 Unit code Y/503/7073 GLH 60 Credit value 15 Unit grading Pass structure Assessment Assignment according to awarding organisation guidance. guidance Learning outcomes. Assessment criteria. The learner will: The learner can: 1. Understand how structure and culture 1. 1 Explain how organisational structure impacts on impact on people in organisations on people in organisations 1. 2 Analyse how organisational culture impacts on n people in organisations 2. Understand approaches to managing 2. 1 Explain how personal differences impact on on the differences between individuals’ behaviours at work individuals that impact on their 2. 2 Analyse the management styles needed to performance at work deal with differences in behaviours 3. Understand the organisational factors 3. 1 Analyse the effect of leadership styles on that impact on people performance individuals and teams 3. 2 Explain the benefits of flexible working practices to individuals and organisations 3. 3 using motivational theories, assess how the orking environment impacts on people performance 3. 4 Assess how an organisation’s ethical practices impact on motivation levels 3. 5 Evaluate how organisations use their corporate social responsibility agenda to motivate employees 4. Understand methods for developing 4. 1 Explain how motivation theories can be applied human resources to developing people in organisations 4. 2 Explain the different uses of coaching and mentoring in organisations 4. 3 Analyse the benefits of training and development to individuals and organisations 5. Be able to review how people are 5. 1 Review people management strategies used in anaged within organisations an organisation 5. 2 Assess the impact on people of manageme nt strategies used in organisations 5. 2 Recommend strategies to promote high levels of performance 20  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Indicative Content 1. Understand how structure and culture impact on people in organisations Structure ? Hierarchical ? Flat/tall ? Matrix ? Inverted triangle ? Functional ? Product, market and geographical structures Culture ? ‘The way we do things’ ? Assumptions ? Behaviours ? Values ? Codes ? Stories, myths ? Ceremonies and rituals ? Working practicesImpacts ? Power/influence of individuals ? Power/influence of teams ? Leadership power/influence (span of control) ? Communication channels, ease of communication ? Motivation levels ? Creativity ? Confused reporting lines 2. Understand approaches to managing the differences between individuals that impact on their performance at work Differences in ? Knowledge, skills and experience ? Attitude ? Personality ? Attitude ? Perception ? Opinion ? Culture ? Reli gion and beliefs Management styles to suit different behaviours ? Theory x and theory Y ? Self-fulfilling prophecy ? The Hawthorne studies 3.Understand the organisational factors that impact on people performance 21  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Leadership styles and theories ? Trait theories ? Behavioural approach ? Contingency approach ? Autocratic/democratic/laissez faire ? Hersey and Blanchard Situational theory ? Charismatic leadership ? Tannenbaum and Schmidt Effect of leadership styles on ? Motivation ? Creativity ? Flexibility ? Credibility ? Trust and respect ? Productivity ? Commitment Benefits of flexible working practices .. to employees ? Levels of autonomy, empowerment, trust ? Productivity Quality of life .. to organisations ? Motivational ? Productivity ? Need for facilities and systems Motivational theories ? Hawthorne studies ? Maslow – hierarchy of needs ? Herzberg – hygiene factors and motivators ? Reiss Theory Ethic al practices ? Scrutiny of suppliers ? Distribution techniques ? Customer relationship management ? Selling practices ? Staff development Corporate Social Responsibility (CSR) Agenda ? Developing the workforce ? Supporting the community ? Providing work experience placements ? Mentoring and coaching ? Supporting career progression, providing opportunities ? Environmental policy Employment practices e. g. disability 22  © ATHE Ltd 2012 Level 5 Management Specification April 2012 4. Understand methods for developing human resources Developing people ? Empowerment, self-actualisation, theory x Uses of coaching and mentoring ? Talent pools ? Developing skill and confidence ? Poor performance, disciplinary issues ? Re-engaging in the workforce Benefits of training and development Individuals ? Self-actualisation, developing potential ? Increased motivation ? Developing talent ? Promotion/enhanced pay Organisations ? Increased productivity ? Workforce retention ? Enhanced profit ? Legal compliance . Be able to review how people are managed within organisations People management strategies ? Working environment ? Leadership style ? Structure ? Culture ? Staff development opportunities ? Flexible working practices ? Ethical practices ? CSR agenda Impacts on: ? Individuals/teams ? Performance ? Staff retention ? Employee satisfaction Strategies for promotion of performance ? Incentives, bonus schemes, incremental rises, improved job satisfaction ? For organisational improvement ? For organisational productivity ? For self-improvement 23  © ATHE Ltd 2012 Level 5 Management Specification April 2012 4. Finance for Managers Unit aims To introduce learners to practical accounting and financial techniqu es that are useful to managers in business organisations. Unit level 4 24  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Unit code M/503/7080 GLH 60 Credit value 15 Unit grading Pass structure Assessment Assignment according to awarding organisation guidan ce. guidance Learning outcomes. Assessment criteria. The learner will: The learner can: 1. Understand the requirements and 1. 1 Explain the purpose and requirement for techniques for financial recording keeping financial records and reporting 1. Analyse techniques for recording financial information in a business organisation 1. 3 Analyse the legal and organisational requirements for financial reporting 1. 4 Evaluate the usefulness of financial statements to stakeholders 2. Understand how working capital 2. 1 Analyse components of working capital can be effectively managed 2. 2 Explain how business organisations can effectively manage working capital 3. Understand management 3. 1 Explain the difference between management accounting techniques and financial accounting 3. 2 Explain the budgetary control process 3. 3 Calculate and interpret variances from budget 3. Evaluate the use of different costing methods for pricing purposes 4. Understand how to evaluate 4. 1 Demonstrate the main methods of project business projects appraisal. 4. 2 Evaluate methods of project appraisal 4. 3 Explain how finance might be obtained for a business project 25  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Indicative Content 1. Understand the requirements and techniques for financial recording and reporting Purpose and requirement for financial records ? Legal requirements ? Tax requirements ? Internal control requirements Financial recording ? Double entry bookkeeping (overview only) Day books and ledgers ? The trial balance ? Manual and computerised systems Requirements for financial reporting ? Financial reporting requirements for sole traders, partnerships, limited companies and public limited companies. ? The financial statements (overview – not required to prepare accounts) – statement of financial position, statement of income, cash flow statement, notes to accounts ? Users/stakeholders ? Usefulness of financial statements 2. Understand how wor king capital can be effectively managed Working capital components ? Bank and cash balances ? Debtors ? Creditors ? Stock Management of working capital Working capital ratios – calculation and evaluation ? Ways to manage working capital – payment and collection cycles, stock control, overdrafts etc. 3. Understand management accounting techniques Management and financial accounts ? Users ? Outputs – information required by managers ? Monthly/quarterly accounts ? Useful ratios Budgetary control ? Purpose and content of budgets ? Cash flow forecasts ? Budgetary control process ? Importance of budgets for management ? Zero based budgeting, incremental budgeting 26  © ATHE Ltd 2012 Level 5 Management Specification April 2012 ? Advantages and disadvantages of budgetsVariances ? Flexing the budget ? Calculating variances ? Explaining variances – financial and non-financial factors ? Reconciliation of budgeted to actual profit ? Advantages and disadvantages of variance analysis Costing and pricing ? Classifying costs – direct/indirect, fixed/variable ? Calculating unit cost ? Dealing with overheads – full absorption costing and overview of other costing methods ? Pricing – cost plus, marginal cost, price takers etc. ? Breakeven – calculation and explanation ? Marginal costing 4. Understand how to evaluate business projects Project appraisal methods ? Accounting rate of return ? Payback Net present value ? Internal rate of return Evaluation ? Strengths and weaknesses of each method ? Non-financial factors – organisational goals and vision, time factors etc. ? Organisational preference Obtaining project finance ? Sources of finance – internal and external ? Making a case for finance ? Providing assurances and project projections 27  © ATHE Ltd 2012 Level 5 Management Specification April 2012 5. 4 Research project Unit aims To formulate a research specification on a chosen topic, implement the rese arch project, evaluate and present the research findings. Unit level 5 Unit code K/601/0941 GLH 80 Credit value 0 Unit grading Pass structure Assessment Assignments in accordance with awarding organisation guidance. guidance Learning outcomes. Assessment criteria. The learner will: The learner can: 1 Understand how to formulate a 1. 1 Formulate and record possible research research specification project outline specifications 1. 2 Identify the factors that contribute to the process of research project selection 1. 3 Undertake a critical review of key references 1. 4 Produce a research project specification 1. 5 Provide an appropriate plan and procedures for the agreed research specification 2. Be able to implement the research . 1 Match resources efficiently to the research project within agreed procedures and question or hypothesis to specification 2. 2 Undertake the proposed research investigation in accordance with the agreed specification and procedures 2. 3 Record and collate r elevant data where appropriate 3. Be able to evaluate the research 3. 1 Use appropriate research evaluation outcomes techniques 3. 2 Interpret and analyse the results in terms of the original research specification 3. 3 Make recommendations and justify areas for further consideration 4. Be able to present the research 4. 1 Use an agreed format and appropriate utcomes media to present the outcomes of the research to an audience 28  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Indicative Content 1 Understand how to formulate a research specification Formulating the research specification ? Identifying the purposes of the research; having clarity about the outcomes that will be delivered at the end of the research ? Rationale for the choice of the research including skills and knowledge to be gained ? Criteria for choice of research ? Consideration of ethical issues ? Methodology for conducting the research e. g. sources of information, primary and secondary Data colle ction and analysis Creating the research project specification ? Clarify and confirm purposes and outcomes of research ? Statement of the research question ? Identifying what is to be included in the scope of the research and what is to be excluded Planning ? Deciding on specific tasks which need to be completed ? Sequence ? Duration, time and dates ? Key milestones ? Review dates ? Monitoring and review process Aspects for consideration ? Nature of the information e. g. qualitative and quantitative or both, validity and reliability ? Statistical analysis ? Accessing relevant information ? Control of variables Resources 2. Be able to implement the research project within agreed procedures and to specification Implementation ? According to plan (consideration given to modifying plan in the light of monitoring information) ? Adhering to the scope of the research ? Retaining focus on the intended purposes and outcomes of the research ? Monitoring the project including paying attention to resource and time allocation Data collection ? Application and implementation of the stated methods from the plan ? 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 29  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Data analysis ? Qualitative and quantitative ? Identifying trends ? Using software and statistical tables ? Comparison of variables ? Forecasting and extrapolation ? Graphical interpretation 3. Be able to evaluate the research outcomes Evaluation of outcomes ? Consider the research question and specification in the light of data analysed ? Review the successes and difficulties encountered in the project for example o delivering the purposes and outcomes of the project effectiveness of the planning o the methods used, the volume, validity and usefulness of the data ? Reaching conclusions Recommenda tions and future consideration ? Significance and implications of the conclusions reached ? Application of the findings ? Limitations of and improvements to the research ? Developing recommendations including possible areas for future research or the processes used for conducting the research 4. Be able to present the research outcomes Format and media ? Consideration of possible formats linked to the target audience ? Professional delivery of research ? Use of appropriate media 30