Business & Educational in London South. BUSINESS TOOL KIT for NEW DIPLOMA WORK EXPERIENCE

Transcription

1 Business & Educational in London South BUSINESS TOOL KIT for NEW DIPLOMA WORK EXPERIENCE

2 BUSINESS TOOL KIT for NEW DIPLOMA WORK EXPERIENCE Written for Business Education London South (BELS) By Gloria Sayer, Consultant and Charlotte Davies, Educational Consultant and Trustee of BELS. Funded by: Learning Skills Council, London South BELS 2007 All rights reserved. However, reproductions may be made for educational purposes without permission and excerpts may be produced for the purpose of research or private study. Designed and produced by d4b

3 Contents CONTENTS C Preface 3 Section 1 4 What are These New Diplomas? Section 2 8 What is Good Practice in Work Experience and Employability? Section 3 16 What are the Benefits for Employers? Section 4 18 Suggestions for Diploma Work Experience Tasks Appendix 1 26 The Topics to be Studied for Each of the 3 Levels of the First Five Diplomas Appendix 2 30 Business Tools to Support Problem Solving Tasks Appendix 3 64 Professional Development for Work Experience Supervisors Appendix 4 68 Additional Local and National Support for New Diplomas and Work Experience Appendix 5 72 Extract from The Management of Health and Safety at Work Regulations 1999 Bibliography 74 1

4 PREFACE P 2

5 Preface PREFACE This toolkit, developed for Business Education London South (BELS), is designed to help company work experience supervisors, tutors and learners to work together to identify and develop quality work experience placements for learners studying for the new Diplomas and other qualifications that include work experience. The Diploma is a new qualification that requires all learners to have ten days work experience during their course. It is estimated that nationally thousands of learners will begin this new qualification in September Within the toolkit there is information about the Diplomas for the learners and for supervisors of work experience, both in school, college and in the work place. The kit also provides ideas for problem solving tasks that the learners could undertake whilst on work experience. There is also a range of business tools and recording documentation for joint discussions and planning. Employers and awarding bodies have worked with schools, colleges and universities to form Diploma Development Partnerships (DDPs) and develop high quality content for the new qualification. The Diplomas will be available at levels 1, 2 and 3 in 14 sector areas when the qualification is completely rolled out across the country. The DDPs see work experience as a way of learners developing generic skills whilst acquiring more understanding of the sector they are studying. However they are realistic in their expectations that every learner may not have all their work experience in the specific sector of their Diploma and value any opportunity for learners to build up their experience in the workplace. The Qualifications and Curriculum Agency (QCA) is a non-departmental body sponsored by the Department for Education and Skills (DfES). It maintains and develops the national curriculum and associated assessments, tests and examinations. It also accredits and monitors qualifications in colleges and the workplace. In its recent document describing the structure, assessment and grading of the Diploma as part of the reform programme, it details the requirements for work experience. Work experience will: Support the development and recognition of work-related learning Build on the near-universal provision of pre-16 work experience Develop general employability skills in other settings Enhance the overall learning experience Allow flexibility around how evidence of attainment is achieved. Each learner at each level of the Diploma must do at least ten days of work experience to support their programme of study; for older learners, in some cases, part-time work could provide some, or all, of the required experience, with appropriate structured recording of skills development. Work experience will not be formally assessed. Source: The specialised Diploma QCA Autumn2006 Ref QCA/06/2986 P 3

6 S1 SECTION 1 4

7 What are these New Diplomas? SECTION 1 The Diploma is a new qualification that will bring an innovative approach to learning. It will enable learners to gain knowledge, understanding and hands-on experience of sectors that they are interested in while putting new skills into practice. Diplomas at levels 1, 2 and 3 will be available for learners across the age range. Advice given to schools and colleges wishing to offer the new Diplomas outlines the general profile of learners taking each level; Education and Skills Gateway Guidance It is intended that the vocational pathway provided by these new Diplomas will be offered as well as the existing GCSE and GCE A/AS Level qualifications. Because of their unique design Diplomas are equally suitable for the most able pupils preparing for a demanding university course, for young people who find the existing education system doesn t suit them and for those who want to go straight to work after school. Learners will be able to select which level Diploma will suit them best. S1 Comparability in terms of length of study 2008 onwards 1985 onwards Level One Diplomas Four to five GCSEs at grades D - G Level Two Diplomas Five to six GCSEs at grades A - C Level Three Diplomas Three GCE A-levels * Prior 1985 equivalents identified at employer requests Prior 1985* Four to five CSEs Five GCE O-level Three GCE A-levels Level 3 Diplomas will be accepted by colleges and universities. A subset award comparable to two A Levels will also be available. The new Diploma will consist of three areas of learning: principal, additional/specialist and generic. Principal learning will develop the knowledge, understanding, skills and attitudes relevant to a sector or sectors using realistic contexts and materials as much as possible. Additional/specialist learning will allow learners to specialise further or to select units, which will complement their programme. Generic learning will provide the learner with the essential skills in preparation for successful employment, training and further study, including Mathematics, English and ICT. 5

8 SECTION 1 S1 The following Diplomas will be available in London: Due to commence in September 2008 Due to commence in September 2009 Construction & the Built Environment Engineering Society, Health & Development Creative & Media Information Technology Business, Administration & Finance Environmental & Land-Based Studies Hair & Beauty Studies Hospitality Manufacturing & Product Design Barking & Dagenham Barnet Bexley Brent Bromley Camden Croydon Ealing Enfield Greenwich Hackney Hammersmith & Fulham Haringey Harrow Havering Hillingdon Hounslow Islington Kensington & Chelsea Kingston upon Thames Lambeth Lambeth & Southwark (joint) Lewisham Merton Newham Redbridge Richmond upon Thames Southwark Sutton Tower Hamlets Waltham Forest Wandsworth Westminster 6

9 SECTION 1 These will be followed by: September 2010: Public Services Retail Sport and Leisure Travel and Tourism; September 2011: Science Humanities Languages. Whilst this toolkit focuses mainly on the new Diploma, it could also be used with other learners. These include those involved in other qualifications such as Applied GCSEs and GCE A Levels in applied subjects and NVQs where work experience forms a valuable part of their programme of learning. Companies providing extended work placements for learners could also use the toolkit to help identify work-based tasks where the progress of the learner could be monitored and acknowledged. S1 Enfield Barnet Harrow Haringey Waltham Forest Redbridge Havering Hillingdon Ealing Brent Camden Islington 3 4 Hackney Tower Hamlets Newham Barking & Dagenham 1 2 Southwark Greenwich Hounslow Richmond upon Thames Wandsworth Lambeth Lewisham Bexley Merton Kingston upon Thames Bromley 1 Hammersmith & Fulham 2 Kensington & Chelsea 3 City of Westminster 4 City of London Sutton Croydon Inner London Boroughs Outer London Boroughs South London Boroughs 7

10 S2 SECTION 2 8

11 What is Good Practice in Work Experience and Employability? SECTION 2 If learners are to have the opportunity, whilst on work experience, to develop and apply their principal and generic learning they will need to be provided with meaningful tasks and problems to explore. The more relevant a task is to the units of the Diploma, the more beneficial the work experience will be to the learner. The more useful the task is to the company the more beneficial supporting work experience will be. Diploma learners may be able to make an impact on your business by: Taking on projects and tasks that you never find the time to start; Coming up with new ideas and solutions; Providing the opportunity for the company to be involved in skills development of sector s future employees; Providing access and information to school and college resources; Providing work experience supervisors and mentors with professional development opportunities; Giving a positive message to employees that the company invests in the future. In order to identify and plan these tasks employers will require background information about the learner and about the Diploma course being studied. Joint planning is required in order to reach decisions about the type of problems or tasks a learner might undertake and how the work experience will be structured and managed at all stages. This planning should ideally involve the school/college tutor, the learner and the work experience supervisor. This section includes four recording documents that will help both work experience supervisors and learners through the steps necessary to plan and participate in quality work experience based around meaningful problem solving tasks. a) Induction Record for Work Experience Supervisors b) Problem Solving Framework for Planning a Work Experience Task c) Learner s Task Self Management Evidence Record d) Work Experience Supervisor s Review of Learner s Progress a) Induction Record for Work Experience Supervisors Companies will need to make provision for preliminary meetings and an induction programme. All learners will need to have a good induction into the company: This must be supported by any Health and Safety training required by the company (See Appendix 5 for Health and Safety at Work Regulation 1999 and Appendix 4 for additional information and publications on this topic). This record gives details of the key elements of a good induction programme. b) Problem Solving Framework for Planning a Work Experience Task There are a number of possible ways of identifying problem solving tasks: Following the induction or tour of the company the learner might identify an area of interest to investigate; You may already have some ideas of problems and tasks that the learner might undertake whilst at your company; You might decide to wait until the learner has spent a day or two with the company and then identify a task together. S2 9

12 SECTION 2 S2 10 This framework will help record: The key stages of the problem solving process. The Diploma Units to which the task contributes. The details of the task to be completed. This framework is primarily intended for use by the supervisors or school/college tutors but may be useful to key employees or mentors to record observations of the learner s progress in demonstrating their skills. c) Learner s Task Self Management Evidence Record This record is designed for the learner to use to develop self-management skills and monitor their own progress. It will take the learner step by step through each phase of the task, helping them to think through what they need to do in terms of acquiring information, speaking and interviewing people, recording and presenting their findings and setting deadlines to complete the work. Learners will also need to work their way through the whole problem solving process including reviewing the skills, knowledge and understanding they have developed. Regular meetings to check performance and progress against this document would be beneficial both for the learner and the supervisor. This will be particularly valuable in providing evidence of the learner s success when giving feedback at the end of the work experience. These meetings will also ensure that if there are any difficulties they are tackled at an early stage. Work experience supervisors need to decide on an individual basis how regularly they meet the learner. Older and more confident learners may benefit from longer periods of time where they are responsible for their own motivation and work. Younger, less experienced learners will probably need more regular contact with their supervisors. d) Work Experience Supervisor s Review of Learners Progress Diploma work experience is not formally assessed but learners will need to be given feedback by the company and assess their own achievements. To assist learners to fulfil this aim, employers should conduct a meeting with the learner at the end of a work placement to review the experience. Comments should also be sought from key employees with whom the learner has worked. Any feedback given to the learner should also be provided to the school as it may make a valuable contribution to future assessment of the learner s progress and achievements.

13 SECTION 2 a) Induction Record for Work Experience Supervisors S2 Diploma work experience Date Use the boxes below to provide details of any information received or given: documentation, names of key employees. Background information received from school or college about Diploma, learner and requirements Preliminary meeting or interview with learner Background company information given to learner Health and Safety induction given Tour of company given to learner including introduction to key employees Working conditions information given to learner: hours, dress code, refreshments Confirmation of details of first point of call for learner if additional advice or help needed 11

14 SECTION 2 S2 b) Problem Solving Framework for Planning a Work Experience Task Diploma work experience Diploma Unit Details of the tasks to be carried out by the learner Problem solving process Identify the problem or need Research into the problem and possible solutions Suggest the best solutions Analyse the outcomes and solutions Evaluate the outcomes and solutions Review skills, knowledge and understanding Set new targets 12

15 SECTION 2 c) Learner s Task Self Management Evidence Record S2 Work experience for the Diploma What information do I need? (Summary of evidence of Independent enquiry) With whom do I need to work and speak? (Summary of evidence of Team work) How and when will I present my solutions? (Summary of evidence of Creative thinking and time management) How well did I tackle this task? (Summary of evidence of Effective participation) What skills have I demonstrated? (Summary of evidence of Reflective thinking) Problem solving process Identify the problem or need Planning a way of working Coming up with some solutions Presenting solutions and recommendations Evaluating the solutions and recommendations Reviewing skills, knowledge and understanding 13

16 SECTION 2 S2 d) Work Experience Supervisor s Review of Learner s Progress Work Experience for Diploma To be completed by the Work Experience Supervisor Responses to the questions should be sought from the learner, the work experience supervisor and any other key employees who have worked with the learner. Were the tasks set relevant to the Diploma? How successful was the learner is completing any problem solving tasks? Did the learner demonstrate generic learning: maths, English and IT? Did the learner demonstrate increased learning about the sector? Did the learner demonstrate personal, learning and thinking skills? Should any changes be made to the company s work experience? Has feedback been given to the learner and school/college tutor? 14

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18 S3 SECTION 3 16

19 What are the Benefits for Employers? SECTION 3 Employers offering work placements not only offer invaluable experience to the learner but can also add value to the opportunities and experiences of staff involved in mentoring or supervising learners on work experience. By planning and managing smart, better focused work placements supervisors are furthering their own professional development. The organisational benefits of staff undertaking this kind of management training, drawing upon their supervision of learners include: S3 Improved staff performance and motivation; Improvements in the quality of service to customers; and The opportunity to improve customer retention levels. Employees equally benefit from working towards and can achieve nationally recognised management qualifications by developing: A clearer understanding of their responsibility within their organisation; The opportunity to develop new skills; The recognition of existing skills; A first step towards further management training. It is intended to offer companies involved in Diploma work experience the opportunity for work place supervisors to gain a nationally recognised Level Two qualification accredited by ASDAN. Please see Appendix 3: Professional development for work experience supervisors. 17

20 S4 SECTION 4 18

21 Suggestions for Diploma Work Experience Tasks SECTION 4 Many Diploma learners will be able to have their work experience in companies and organisations that relate directly to their Diploma sector. However, this may not be possible in all cases. Some of the following suggestions, made by local employers, offer tasks for sector specific work experience. But examples are also included to show that with planning most companies can provide interesting tasks for learners, even if their business is not in the sector of the Diploma. Diploma in Construction and the Built Environment A Social Housing Repairs and Maintenance Provider In the construction industry large and small companies will offer different kinds of work experience. A small company will provide an overview of the whole business, as well as the skills of the particular trade in which the learner has an interest. In a large construction company the learner could have the opportunity to work with people in various trades, The Task: How do you know when a job has been done properly? Purpose: Learners will develop knowledge and understanding of the need for building maintenance and the importance of good design and workmanship. They will develop the skills to identify common building defects and apply safe working practices when undertaking basic building maintenance operations. At the higher Diploma levels this will include the contribution of maintenance and support services to enhancing the lifespan of buildings and structures, including the social and economic benefits. Level 1 Topic 6, Level 2 Topic 7, Level 3 Topic 6 Level 1: The learner would be part of the team that snags a newly repaired property. The snagging procedure checks the work for high quality completion and lists anything that has been overlooked or not completed. This task could be easily adapted to suit the requirements of the different Diploma levels e.g. Level 1 learners could identify the different materials and methods used to solve the property s problems e.g. dampness, leaks. Level 2 and 3: The learners could investigate and report on the impact of the built environment on homeowners and the value of maintaining their homes. This task could also be developed for the Diploma in Society, Health and Development. S4 19

22 SECTION 4 S4 A Garden Centre Many companies could provide a task using the built environment as a focus for Construction and the Built Environment Diploma learners. Examples of topics covered by the Diploma include design, materials, modern methods of construction, physical and environmental influences and communities. Looking at the workplace and the effect of the built environment on both employees and customers could provide a valuable learning opportunity. A garden centre has greenhouses where some of their employees work, both summer and winter. The Task: What is it like to work in a greenhouse all year round? Purpose: Learners will gain an understanding of the effect that the built environment has on people, and to the economic prosperity of individuals and sustainable communities. Level 1 Topic 5, Level 2 and 3 Topic 6 Level 1: Interview staff who work in the greenhouses and find out their views about working there. What do they like about it? What do they dislike? Put together a photographic record of the greenhouse, listing positives and negatives about working in this type of building. Level 2 and 3: Research the working environment of the greenhouse, considering materials, design factors and environmental issues. Make recommendations including costs for any changes or developments that could be made to the greenhouses that could benefit customers, employees and the business in general. 20

23 SECTION 4 Diploma in Creative and Media A Local Theatre A local commercial theatre is planning to offer 10 days work experience to a group of 10 or 12 Level 2 Diploma learners. There are constraints on how much time the theatre can offer to the learners as they bring in and put on new shows regularly, working to very tight deadlines. The learners will work in a team, taking on the roles of the different departments in the theatre: Front of House, Finance, Marketing, Backstage, etc. The Task: What will our theatre programme be for the coming year and will it appeal to our community? Purpose: The task will require the learners to consider the Creative and Media Diploma s four themes: Creativity in Context, Thinking and Working Creatively, Principles, Processes and Practice, Creative Business and Enterprise. This will involve the learners in: Researching past programmes Considering the requests, needs and constraints of different departments Understanding recruitment, contracts and union requirements Gaining a knowledge of what makes a successful production and how to promote it This task, while aimed at Level 2 could be adapted for Level 1 and 3. Level 1: Look at a production that the theatre has put on for young people. Find out why this show appeals to young people. Present the findings in a way that provides some evidence of what you have discovered: some ways of presenting might include an oral presentation, taped interviews, a written report, and a photographic diary. Level 3: Carry out research into the needs and interests of the local community. What sort of productions do they want to see and what alternative performance spaces could be used? Design a site specific production to be performed in one particular space, e.g. a church, a park, a shopping centre, making use of its particular architectural/geographic features. The venue chosen should tie into the research about the needs/desires of the local community. e.g. if people wanted to see a piece of theatre, but felt the theatre itself was too intimidating then the production might be staged at the local shopping centre as a way of solving this problem. Write and submit a funding bid for the production. S4 They will, as individuals, have the opportunity to work shadow and question a representative from their allocated departments. They will then work as a team to put together their final recommendations for the year s programme which they will present to the theatre s managing director and general manager. 21

24 SECTION 4 S4 Diploma in Engineering A Garage Garages, large and small, that maintain and service vehicles require high quality procedures to ensure the roadworthiness and safety of their customers vehicles. The Task: How does the company maintain and service vehicles? Purpose: Learners will have the opportunity to learn how equipment and systems are maintained so that they operate correctly to a specification. They will, at Level 2 and 3, have the opportunity to experience the basic principles of servicing and diagnostics. Level 1 Topic 4, Level 2 Topic 7, Level 3 Topic 5 Level 1: Basic Maintenance Checks The learner will carry out some basic maintenance checks on a vehicle, using sources of information such as manuals, handbooks and charts. The checks could include: checking oil fluid levels, the condition and serviceability of the tyres, the operation of the vehicle s lights. Level 2: Basic Servicing The learner will carry out some basic servicing on the vehicles, using sources of information such as manual, handbooks and charts. The servicing could include: inspection of condition of brake linings and replacement if necessary, replacement of basic components, and meeting of annual vehicle roadworthiness legislation. At Level 2 the task would also involve making recommendations to the customer about the vehicles. Level 3: Diagnostic The learner will carry out a vehicle diagnosis and make recommendations of appropriate actions. This could include: research specific systems and report information and findings, using findings to diagnose live faults, make recommendations on required actions and carry out appropriate actions where constraints allow. 22

25 SECTION 4 Diploma in Information Technology Most companies, across all sectors, could provide IT Diploma learners with valuable problem solving tasks whilst on work experience. Some companies are already able to identify real problems that they want to solve to improve their business. Here are some examples: A Local Leisure Trust A local leisure trust provides quality leisure and cultural experiences to its community. The trust has identified a number of IT problem solving tasks that could provide real benefits to the trust whilst supporting IT Diploma learners. The Task: Why don t we get better take-up from activities advertised on our website? Purpose: The learners will gain an understanding and experience of how different organisations use technology to fulfil their business objectives. Level 2 Topic 1, Level 3 Topic 2 The learners could research and analyse the trust s website; who visits the website, how often and for what purpose? They could make recommendations about improvements that could be made to increase the take-up of some activities, which are not as popular as others. A Recruitment Agency A recruitment agency regularly looks at the success of its job advertising, the expenditure for the different types of advertising and the business results. The Task: What do we spend on advertising, where do we spend it and are we getting value for money from these different sources of advertising? Purpose: To learn and investigate ways in which modern technology can help organisations and individuals to achieve their objectives and how they can use technology in an innovative way. Level 1 Topic 1, Level 2 Topic 4, Level 3 Topic 2 Level 1: Investigate and record how the recruitment agency uses online advertising for its job recruitment. Can you identify any reasons why they should improve this system? Level 2: Research the different ways in which the recruitment agency advertises its jobs and promotes its business: online job advertising, online general advertising, printed adverts and sponsorship. Consider costs and recorded success rates of the different methods. Make recommendations on how advertising expenditure is best spent and any developments to the existing technological methods that would improve service delivery. Level 3: Investigate the procedures, roles and responsibilities developed by the company to keep its website up to date. Make recommendations about how those procedures might be changed or developed to reduce time spent and motivation of staff taking on repetitive tasks. S4 23

26 SECTION 4 S4 Diploma in Society, Health and Development Many organisations involved in the society and health sectors have found difficulties in identifying problem solving tasks for learners because of the constraints of confidentiality and contact with patients. However here are some examples of how Society, Health and Development Diploma learners can have relevant tasks, whilst on work experience and avoid the constraints of the sector. A Healthcare Trust Hospital The Task: What does the data collected by the hospital tell us about the health and well being of local young people? Purpose: This task provides learners with the opportunity to explore the ways in which health, well-being and lifestyle can affect quality of life. The focus could be on community groups of any age or gender. Level 2 Topic 4, Level 3 Topic 1 Level 2: The learners could look at data collected by the hospital on specific health and lifestyle themes and topics e.g. impacts on health of young people, drug abuse. Learners could prepare a summary of the different health issues that young people face and show what support is available through their work experience in hospital. Level 3: The hospital has a number of databases that Level 3 learners could analyse and compare under a given topic. They could synthesise information and present a summary report on their findings. Children, Young People s and Social Care Organisations The Task: How do the various departments and teams organise themselves, communicate with each other? Purpose: Learners will develop understanding of different methods of communicating and sharing information with a range of individuals and why it is important to use different methods of communication. Level 1 Topic 4, Level 2 Topic 2, Level 3 Topic 5 Level 1: The learner could observe and interview staff in order to understand the different roles and responsibilities and create a flowchart showing the different teams in the organisation and how they are interrelated. They will focus particularly on what the different teams do, how they communicate and work together. Level 2: The learner could research the ways in which information is shared within teams and with other partner organisations. They could identify and report on any barriers and difficulties in information sharing. Level 3: The learner could use their time in the work place to develop and practise their own communication skills, identifying examples of good practice and barriers across a range of relevant communication methods, spoken to groups and individuals, written, information gathering and reporting. A final report/presentation would recommend best practice and an evaluation of their own skills. 24

27 SECTION 4 An Animal Centre The animal centre already has many young people coming to them on work experience. The suggestion given here shows how ideas generated by one group of learners can be passed on and expanded on by another group, possibly working at a different and higher level Diploma. The Task: How can we find more really good homes for our animals? Purpose: Society, Health and Development Diploma learners will have the opportunity to consider the benefits to health and lifestyle to a family or individual and the responsibilities of taking care of an animal. Level 1 Topic 6 Creative and Media Diploma learners will develop their understanding of responding effectively to a target market and how to appreciate their particular needs, how to work within a strict budget and to tight deadlines, balancing creativity with constraints. Level 2 and 3 Theme 4 Level 1: Society, Health and Development The learners would learn about the ways in which the centre currently re-homes animals and present some new ideas about how they might attract more people to offer a home. The learners would need to consider how the centre matches an animal to a new home, the living environment the animals might need, the lifestyle of the home, the benefits to the new owners, what support the animal s new home might need and the finance needed to give the animal a good life. Level 2 and 3: Creative and Media The ideas provided by the Level 1 Society, Health and Development learners could be given to Level 2/3 Creative and Media learners. Their task would be to evaluate the ideas and then to design and develop a marketing campaign to increase the awareness of the public in the need to rehome animals. Having analysed the Level 1 learners ideas the Creative and Media learners would identify and produce designs for the best methods of campaigning on the given subject. This could include the website or other forms of marketing literature in which they use design, creative writing and photography. The learners would be required to cost their ideas and work to a budget for this task. S4 25

28 A1 APPENDIX 1 26

29 The Topics to be Studied for Each of the 3 Levels of the First Five Diplomas APPENDIX 1 A1 Level One General Structure Level 1 Construction and the Built Environment Set in the context of: Design the built environment Create the built environment Value and use the built environment Topic 1: Design the built environment: design influences Topic 2: Design the built environment: applying design principles Topic 3: Create the built environment: using tools Topic 4: Create the built environment: methods and materials Topic 5: Value and use the built environment Topic 6: Maintenance of the built environment Topic 7: Modern methods of construction Creative and Media Diploma themes include: Creativity in context Thinking and working creatively Principles, processes and practice The learner is encouraged to follow a broad range of disciplines. At Level 1 the disciplines are grouped for delivery and assessment purposes into five modules: Visual arts and craft containing 2D and 3D art, craft and photoimaging Performing arts and music drama, music and dance Design graphic, product, fashion Moving image film, television, animation Digital and interactive media interactive media, computer games, radio, photoimaging. Engineering Diploma themes include: The engineered world Discovering engineering technology Engineering the future The engineered world Topic 1: Introducing the world of engineering Discovering engineering technology Topic 2: Practical engineering and communication skills Topic 3: Using computer aided engineering Topic 4: Routine maintenance operations Topic 5: Introduction to engineering materials Topic 6: Introduction to electronics Engineering the future Topic 7: Engineering the Future Society, Health and Development Set in the broad context of: Children and young people s services Social care Community justice Health Topic 1: A background to the sectors Topic 2: Introduction to principles and values Topic 3: Introduction to partnership working Topic 4: Communication Topic 5: Working safely to protect individuals Topic 6: Health, wellbeing and lifestyle of individuals Topic 7: Addressing the needs of individuals Topic 8: Human growth and development IT Diploma themes include: Business People Technology Cross-cutting Business: The digital world People: Working with people Technology: Working with technology Cross-cutting: Multimedia (optional) 27

30 APPENDIX 1 A1 Level Two General Structure Level 2 Construction and the Built Environment Set in the context of: Design the built environment Create the built environment Value and use the built environment Topic 1: Design the built environment: the design process Topic 2: Design the built environment: materials and structures Topic 3: Design the built environment: applying design principles Topic 4: Create the built environment: structures Topic 5: Create the built environment: using tools Topic 6: Value and use the built environment: communities Topic 7: Value and use the built environment: facilities management Creative and Media Diploma themes include: Creativity in context Thinking and working creatively Principles, processes and practice The learner is encouraged to follow a broad range of disciplines. At level 2 learners have more choice about which disciplines they study. They complete 6 modules each comprising 2 integrated disciplines (similar to those listed in the level 1 modules) Learners produce process portfolios. The structure of these might be: Exploring creative and media products Planning for production Production Engineering Diploma themes include: The engineered world Discovering engineering technology Engineering the future The engineered world Topic 1: The engineered world Discovering engineering technology Topic 2: Engineering design Topic 3: Engineering applications of computers Topic 4: Producing engineering solutions Topic 5: Construct electronic and electrical systems Topic 6: Manufacturing engineering Topic 7: Maintenance Engineering the future Topic 8: Innovation, enterprise and technological advance Society, Health and Development Set in the broad context of: Children and young people s services Social care Community justice Health Topic 1: Principles, values and personal development Topic 2: Communication and partnership working Topic 3: Safeguarding and protecting individuals Topic 4: Growth, development and lifestyles Topic 5: Addressing needs Topic 6: Anti-social and offending behaviour Topic 7: Supporting children and young people Topic 8: Patient-centred health Topic 9: The social model of disability IT Diploma themes include: Business People Technology Cross-cutting Business: The potential of technology Introducing organisations People: Effective communication Professional development Managing projects Technology: Technology systems Cross-cutting: Multimedia 28

31 APPENDIX 1 A1 Level Three General Structure Level 3 Construction and the Built Environment Set in the context of: Design the built environment Create the built environment Value and use the built environment Topic 1: Design the built environment: design factors Topic 2: Design the built environment: stages in the design and planning processes Topic 3: Design the built environment: physical and environmental influences Topic 4: Create the built environment: health, safety and environmental influences Topic 5: Create the built environment: management processes Topic 6: Value and use the built environment: adding value to the wider community Topic 7: Value and use the built environment: protecting and maintaining Creative and Media Diploma themes include: Creativity in context Thinking and working creatively Principles, processes and practice The learner is encouraged to follow a broad range of disciplines. At level 3 learners study 8 disciplines and complete 4 process portfolios. At least one process portfolio must be based on a team production and all must have a theme e.g. The environment Community Space Identity Production Engineering Diploma themes include: The engineered world Discovering engineering technology Engineering the future Analytical methods for engineering (level 3 only) The engineered world Topic 1: Engineering businesses and the environment Discovering engineering technology Topic 2: Applications of computer aided designing Topic 3: Selection and application of engineering materials Topic 4: Instrumentation and control engineering Topic 5: Maintaining engineering systems and products Topic 6: Production and manufacturing Engineering the future Topic 7: Innovative design and enterprise Analytical methods for engineering Topic 8: Mathematical techniques and applications for engineers Topic 9: Scientific principles and applications for engineers Society, Health and Development Set in the broad context of: Children and young people s services Social care Community justice Health Topic 1: The sectors in context Topic 2: Principles and values in practice Topic 3: Partnership working Topic 4: Communication and information sharing Topic 5: Personal and professional development in the work environment Topic 6: Safeguarding and protecting individuals and society IT Diploma themes include: Business People Technology Cross-cutting Business: The potential of technology Understanding organisations People: Professional development Making projects successful Technology: Creating technology solutions Managing technology systems Cross-cutting: Multimedia and digital projects 29

32 A2 APPENDIX 2 30

33 Business Tools to Support Problem Solving Tasks APPENDIX 2 This toolbox is in no way intended to replace a text book, it is merely a quick reference kit to help identify tools that will be useful to students and their supervisors in analysing and evaluating the performance of a business. Proposed Business Tools: Objectives: How to identify the organisation s overriding objectives Marketing: The 4P s of Marketing The Ansoff Matrix Summary of Pricing Methods Product Life Cycle Product Portfolio The Boston Matrix Elasticity of Demand Simple Questionnaire Design and Analysis Production: Stock Control Model Just In Time Stock Control Gantt Charts Network Analysis Total Quality Management Summary of Key Concepts Simple Statistical Quality Controls Finance: Cash Flow Forecast Break Even Analysis Profit and Loss Account Balance Sheet Investment Appraisal Personnel: Job Advert Letter of Application Curriculum Vitae Appraisal Form Maslow s Hierarchy of Needs Herzberg s Two Factor Theory of motivation Communication Appropriate to Business, i.e. standard letter and Business Reports External Factors: SWOT Analysis PEST Analysis Constraints: How to identify issues that are preventing the business achieving its objectives and identifying strategies to overcome constraints. A2 31

34 APPENDIX 2 A2 Objectives: How to Identify the Organisation s Overriding Objectives A commercial company aims to: a. Survive b. Maximise profit c. Maximise sales A Charity or public service operator aims to: a. Survive b. Maximise the quality of the service delivery c. Maximise the quantity of the service delivery In reality many businesses aim to: a. Survive b. Satisfice, i.e. do enough to ensure that the owner has a satisfactory life style To identify the objective(s) of the business that you are working with do the following: a. Ask the staff b. Observe whether the organisation is working towards getting the most sales/service delivery out as promptly as possible or whether quality of delivery is crucial c. Ask whether the organisation ever turns away work and why d. Read any feedback from customers or do a survey of your own. 32

35 APPENDIX 2 Marketing: A2 The 4 P s of Marketing The 4 P s of Marketing are: Price, Product, Place and Promotion. Use the grid below to research how the organisation that you are researching uses the 4 P s. Price Product Place Promotion 33

36 APPENDIX 2 A2 The Ansoff Matrix The Ansoff Matrix is a tool for analysing how an organisation is developing its products. Existing Markets Existing Products Market Penetration (low risk = low potential returns) New Products Product development (medium risk = medium returns) New Markets Market Development (medium risk = medium returns) Diversification (high risk = high returns) Note: When an organisation moves out of its core product and core market it increases risk. If a business moves out of both its core market and core products then it is high risk. 34

37 APPENDIX 2 Summary of Pricing Methods Market Price: The price set by demand and supply in the market place, e.g. if a street trader is selling oranges 6 for 1 and lots of people rush to buy them then the trader may decide to increase the price to say 6 oranges for If few people want to buy the oranges then the trader may drop the price to 6 oranges for If sales are steady throughout the day the trader may keep the price at 6 oranges for 1. Thus the trader (the supplier) responds to the demand from consumers for the product by adjusting the price. Cost Plus Pricing: Cost plus pricing is calculated as follows: Direct costs of producing the product is say 20 The company always adds on a 50% extra margin on to the direct costs. The price is therefore: 20 + (50% x 20) = 30 Marginal Cost Pricing: Marginal cost pricing is calculated as follows: Direct cost of producing the product is say 20. The company sets a price which is comparable to competitors of say 40. Therefore the company expects that the sale of each product will produce a contribution to overhead costs and profit of: Selling price 40 Less: Direct Cost ( 20) Contribution 20 The Company then gives the sales people the right to vary their prices as long as they are making a positive contribution. For example, a long term customer might be rewarded with a special one off of 30 one month; or a special deal might be struck to attract a new customer. Profit Margin: Some businesses require that all their product lines make a set percentage profit. For example, a business wants a profit margin (PM) of 10% on goods that cost 15. The following calculation must be made: Price of Product = Direct cost x 100/(100 - PM%) 15 x 100/(100-10) = A2 35

38 APPENDIX 2 A2 Product Life Cycle Sales Launch Growth Maturity Decline Stages in the Product Life Cycle Notes: Launch; this is when the product is first launched on the market, sales are low as the public awareness of the product is raised by promotion and advertising. Growth; is the time when sales of the product grow rapidly as people want to have the new product. Maturity; is the time when the product experiences steady high sales. Decline; is when sales of the product fall, which could happen due to a range of factors, such as: a change in fashions; everyone now has one of the products and few people want another; a competitor has brought out a better product. Decline can be halted by developing product extension strategies, such as: updating the product; repackaging the product; developing new ways of using the product. 36

39 APPENDIX 2 Product Portfolio A2 Sales Cashflow A B C D Life cycles of products A, B, C and D Time The Product Notes: The product portfolio is the range of products that a business currently has in the market place. If a business staggers its product launches then it can have a range of products at different stages in their life cycles. The advantages of this is that products at different stages have different cash flows, e.g. the launch and the growth stage require investment, the mature phase and the decline have net inflows of cash to the business, which can be invested into new products. 37

40 APPENDIX 2 A2 The Boston Matrix Market Growth High Star Problem Child or Question Mark Cash cow Dog Low High Market Share Low Notes: Cash cow products are those with a high market share of a market that has little growth, e.g. KitKat dominates the chocolate snack market, the market is not growing very quickly, but the brand produces a steady return for Nestle. Star products are those products that have a high market share of a rapidly growing market, e.g. Games consoles such as, Playstation and Nintendo. Dog products are those that have basically failed, they have little market share in a low growth market. Many businesses eventually stop producing these products. Problem child products are those products in a high growth market that have a low market share. The problem is that the product should be doing well as the market is rapidly growing, but for some reason consumers do not want to buy the product as much as its competitors. 38

41 APPENDIX 2 Elasticity of Demand Elasticity of demand is a measure of how much demand will change as a result of a change in price. Train Fares Commuter fares are said to be inelastic. That is if there is a rise in price there is hardly any fall in demand. Commuters often have very little choice they must travel by train to work there may be no other realistic alternatives. Fares for pensioners are said to be elastic. If fares for pensioners increase then there is likely to be a large drop in demand for travel by train by pensioners. Pensioners can choose to travel by coach, or not to travel, or to go by car. Calculation of Elasticity of Demand Elasticity of Demand = % change in price / % change in demand e.g. If commuter fares increased by 10% and demand for train travel fell by 2% then elasticity of demand is as follows: Elasticity of Demand = 10% / 2% = 5 (any value over 1 is classified as inelastic) e.g. If fares for pensioners were increased by 10% and demand for travel by pensioners fell by 30% then elasticity of demand is as follows: Elasticity of Demand = 10% / 30% = (any value under 1 is classified as elastic) The Usefulness of Elasticity of Demand Managers use elasticity of demand when they are considering a change in price. So in the example the train managers will know that if they raise commuters train fares demand will not fall away substantially, so it will not cause a fall in revenue from sales. Pensioners on the other hand will stop travelling by train in such numbers that it will result in a fall in revenue. A2 39

42 APPENDIX 2 A2 Simple Questionnaire Design and Analysis The Basic Ten Point Plan: 1) Try to ask no more than 5 to 10 questions. 2) Check that your questions are: clear, not biased; focused on producing useful information. 3) Check that the answers to your questions will provide data which is easy to collate and apply simple statistics to. 4) Plan to make sure that your answers are given in a format that gives most opportunity to show off your skills at data collection, e.g. one or two yes/no answers; a few asking for responses on a range of 1 to 5; a few using grouped data and a last one or two asking for comments. 5) Plan to ask a realistic sample size of people, e.g. 50 to ) Use a sampling method that is manageable and fits in with coursework deadlines. If you know that it would have been better to use another sampling method, but it would take too long mention that in your notes. 7) Plan to ask people who are relevant to the questionnaire, not just students in your class who may well never buy the product. 8) Distribute the questionnaires in a manner that will maximise replies, e.g. do not post the questionnaires because no one will reply. Where possible meet with people and get them to complete the questionnaires whilst you are there. 9) Do not hide in a cupboard and fill in all the questionnaires yourself. 10) Collate together your findings and discuss them with the business staff before you draw any firm conclusions. Remember to always thank all the people that help you with your questionnaires. 40