IQ IAM Level 4 Diploma in Business and Administration (QCF) - Industry · PDF file1. Introduction to the ... 483 Communicating in business ... The IQ IAM Level 4 Diploma in Business

IQ IAM Level 4

Diploma in Business and

Administration (QCF)

Qualification handbook February 2014 edition

Qualification regulation number: 601/2720/X

IQ IAM Level 4 Diploma in Business and Administration

Contents

1. Introduction to the Level 4 Diploma in Business and Administration .............................. 3

Qualification aim .................................................................................................................................. 3

Qualification structure ......................................................................................................................... 4

Assessment terminology ...................................................................................................................... 5

2. Information for candidates ............................................................................................ 6

Candidate entry requirements ............................................................................................................. 6

Language knowledge ............................................................................................................................ 6

Age restrictions and legal considerations ............................................................................................ 6

Progression ........................................................................................................................................... 6

Replacement documentation ............................................................................................................... 6

Appeals ................................................................................................................................................. 6

Independent candidates ...................................................................................................................... 6

Membership ......................................................................................................................................... 7

3. Information for centres ................................................................................................. 9

Centre Approval ................................................................................................................................... 9

Diversity and Equality ........................................................................................................................... 9

Resource requirements ........................................................................................................................ 9

Registration and certification ............................................................................................................... 9

Reasonable adjustments ...................................................................................................................... 9

Appeals ................................................................................................................................................. 9

4. Plagiarism ................................................................................................................... 10

Guide to Centres, Assessors, Examiners and Candidates ...................................................................10

5. Mandatory units ......................................................................................................... 11

481 Personal effectiveness in a business environment ................................................................... 12

482 Managing people and performance in a business environment .............................................. 16

483 Communicating in business ....................................................................................................... 22

484 Supporting business activities ................................................................................................... 25

485 Culture and ethics in a business environment .......................................................................... 31

486 Managing sustainability and risk ............................................................................................... 34

487 Managing business facilities ...................................................................................................... 37

488 Business administration systems .............................................................................................. 41


Page 3

1. Introduction to the Level 4 Diploma in Business and Administration

Qualification aim

The IQ IAM Level 4 Diploma in Business and Administration (QCF) is designed for those

candidates who aspire to, or already fulfil high-level managerial roles in organisations. It is

based on the IQ IAM’s definition of administrative management, namely that the administrative

management function supports organisations in planning, organising, directing, and controlling

their business activities across all functional areas. Thus, administrative management and

administrative managers have a key role in ensuring that businesses gain and maintain their

competitive advantage. The qualification explores how businesses design and operate internal

structures and systems that support these goals.

This qualification is based on the Business and Administration national occupational standards

and is recognised as a technical certificate in Business and Administration Higher

Apprenticeship framework.

Qualification accreditation information

Accreditation number: 601/2720/X


Page 4

Qualification structure

The IQ IAM Level 4 Diploma in Business and Administration (QCF) is made up of eight

mandatory units.

Mandatory units

Ofqual ref. Unit

no.

Unit title GLH Credit

Group A

T/503/6139 481 Personal effectiveness in a business environment 24 5

M/503/6141 482 Managing people and performance in a business environment 24 5

Group B

J/503/6145 483 Communicating in business 24 5

A/503/6143 484 Supporting business activities 24 5

Group C

K/503/6140 485 Culture and ethics in a business environment 24 5

F/503/6144 486 Managing sustainability and risk 24 5

Group D

T/503/6142 487 Managing business facilities 24 5

L/503/6146 488 Business administration systems 24 5

Rule of combination (RoC)

To achieve the IQ IAM Level 4 Diploma in Business and Administration (QCF) candidates must

achieve a minimum of 40 credits. Candidates must complete all eight mandatory units, worth a

total of 40 credits.

This qualification is not graded and successful learners achieve a pass.

Qualification assessment

Units 481-488 are assessed in groups; consequently, none of these units are assessed

individually.

Each of the four assessment groups is assessed by an assignment; the word count for these

assignments is 2000-2500 words.

Live assignments are downloaded, access to these will be provided once centre have been

approved to offer this qualification. For each assessment group, candidates have a choice of

assignments from which each candidate must select one assignment only. Assignments are

marked by the centre and moderated by IQ.


Page 5

Assessment terminology The table below includes the terminology used in all types of assessment at levels 2 to 5. It also includes

the Institute’s explanation of the meaning of these terms in the contexts of assessments.

Knowledge/understanding

These are foundation skills.

Assessment tasks in this category require candidates to

demonstrate their knowledge and understanding of the

required subject content. They assess basic learning.

define

describe

list

name

outline

state

Application

Candidates must show an ability to demonstrate the

understanding of the specified knowledge content in

practical business contexts.

Assessment tasks in this category require candidates, for

example, to:

• make a practical decision

• demonstrate the required knowledge, understanding,

and skills in organisational contexts.

apply

calculate

create (in an applied context)

demonstrate/ demonstrate how

design

estimate

investigate

plan

prepare

propose

use

Analysis

Candidates must be able to break down situations,

statements, theory, and numerical and non-numerical data

into components or essential features.

For higher level analysis candidates should incorporate

relevant concepts and theory into their arguments.

Assessment tasks in this category require candidates to:

• select data relevant to tasks

• organise data relevant to tasks

• break down data/texts to their elements

• respond to data/text that contains several elements

analyse / critically analyse

clarify

compare

differentiate between

examine

explain

identify why, how, reasons, characteristics

investigate

select

summarise

Evaluation

The most advanced cognitive skill is that of evaluation. At

this level, candidates make connections, present

judgements, and opinions and draw conclusions that are

supported by valid reasons and evidence.

Evaluation involves reflective thinking.

Assessment tasks in this category require candidates to

give detailed responses and while doing so:

• provide supported decisions or conclusions

• make a reasoned case

• make comparisons based on valid and relevant reasons

and evidence

• set up arguments based on valid reasons and evidence

advise

argue for and against

compare, contrast and reach a judgement

criticise

discuss

evaluate

identify the most important

interpret

investigate e.g. the effectiveness of

justify

reason for and against

recommend

solve

summarise

…to what extent?


2. Information for candidates

Candidate entry requirements There are no formal entry requirements for this qualification. However, it is recommend that

candidates should have a level 3 qualification or equivalent work experience in the business

administration area.

Language knowledge

A language knowledge equivalent to level 6 ILETS is recommended. It is the centre’s responsibility to

assess if candidates have the required level of English and if they wish, they could require formal

certification.

Age restrictions and legal considerations

The level of demand of this qualification is broadly equivalent to the first year of a university bachelor’s

degree. Therefore, given the complexity of some of the content it is suggested that candidates will not

have sufficient knowledge or experience below the age of 18.

Progression This qualification leads to studies in business and administrative management at level 5 and to higher

education.

Replacement documentation In some circumstances, centres will require replacement copies of documents previously issued i.e.

notifications of results, transcripts, certificates. For information on how to order replacements, please

contact [email protected]

Appeals Where learners feel that the assessment decision has not been fair, they should have the opportunity to

access the normal appeals/complaints procedure of the centre, in the first instance, and if this does not

resolve the situation then IQ’s enquiries and appeals procedures.

The IQ appeals policy can be found at: http://www.industryqualifications.org.uk/centre-portal/general-guidance/qualification-policies/appeals-policy

Independent candidates Some candidates choose to prepare for these examinations by studying as an independent student, with

no support from a tuition centre. Such a learning strategy is not recommended because there is

evidence to suggest that the quality of learning is greatly enhanced by tutor and peer group support at

this level.

If a candidate still wishes to undertake any of the IQ IAM qualifications as an independent student, they

will need to complete the appropriate registration forms, which can be requested from:

[email protected]

Important notice for independent candidates

It is important that all candidates are aware that IQ IAM accredited centres are not permitted to provide

tutorial or assessment support for independent candidates. If candidates are aware of any breach of

these rules, they should immediately notify [email protected]


Page 7

Membership

The IQ IAM is the only professional body in the United Kingdom specialising in the promotion of

Administrative Management.

Our membership includes directors, accountants and company secretaries, people concerned with

specialist functions, general managers and executives with operational and administrative

responsibilities in both the public and private sector.

There are two routes into professional membership of the IQ IAM, based on:

• taking IQ IAM professional qualifications

• previous experience and knowledge

Both routes have equal status and all members are encouraged to undertake Continuing Professional

Development (CPD).

Student membership

All Level 5 Diploma in Leadership and Management candidates registered with the IQ IAM receive

student membership of the Institute. This enables them to have access to the student membership area

of the IQ IAM website, which includes the course study and support materials.

Technician (TInstAM)

Associate membership is open to individuals who:

• hold a qualification at level 2 or 3

• have been employed for two years or more in any business where their duties involve the

management of business administration or professional administration

• have completed ten days’ CPD in the past two years

Technician members of the Institute are eligible to use the designatory letters TInstAM. Upon successful

completion of any IQ IAM level 2 or 3 qualification, candidates may apply to become a technician

member.

Associate (AInstAM)

Associate membership is open to individuals who:

• have been employed for four years or more in any business where their duties involve the

management of business administration

• hold a qualification at level 4 or 5

• have completed twenty days’ CPD in the past three years

Associate members of the Institute are eligible to use the designatory letters AInstAM. Upon successful

completion of any IQ IAM level 4 or 5 qualification, candidates may apply to become an associate

member.

Member (MInstAM)

Full membership is open to individuals who:

• have been employed for five years or more in any business where their duties involve the

management of business administration

• hold a qualification at level 6

• have completed thirty days’ CPD in the past three years

Full members of the Institute are eligible to use the designatory letters MInstAM. Upon successful

completion of any IQ IAM level 6 qualification, candidates may apply to become a full member.


Page 8

Fellow (FInstAM)

Fellowship of the IQ IAM is open to full members who:

• can demonstrate significant experience or contribution to the fields of business and administrative

management or professional administration, assessed according to IQ IAM Professional Standards

• hold a qualification at level 7 or above

Fellows of the Institute are eligible to use the designatory letters FInstAM. On occasion, the IQ IAM will

accept applications for direct entry to fellowship when the applicants experience and achievements

merit the status of IQ IAM fellow.

Companion (CInstAM)

Companion is the highest grade attainable and is by invitation only. Only those most senior and

experienced Fellows, who have made a significant contribution to the institute or have increased the

breadth of research and knowledge in business and administrative management, or professional

administration, are eligible for this level.

Designatory letters can only be used while an associate member, member, or fellow is a paid-up

member of the IQ IAM.


3. Information for centres

Centre Approval Centres must be approved by IQ in order to offer this qualification and must meet the required criteria

and satisfy IQ that their tutorial staff, learning resources, and quality systems comply with IQ quality

standards.

For further information or to find out more about how to apply to become an IQ IAM centre, please

contact [email protected]

Diversity and Equality

Centres must:

• have Diversity and Equality policies incorporating processes that adhere to current Diversity and

Equality legislation

• are adhering to their own published Diversity and Equality policies in practice

• comply with the policies and processes set out in IQ’s Diversity and Equality and Reasonable

Adjustments Policies

• IQ’s Diversity and Equality can be downloaded from:

http://www.industryqualifications.org.uk/centre-portal/general-guidance/company-policies/diversity-

equality-policy

Resource requirements

Centres must have appropriate accommodation and systems to support provision. This includes the IT

system which must enable the centre to transmit assessment and other personal data securely, this

includes including teaching rooms, libraries, teaching materials and IT systems.

Registration and certification

It is the responsibility of the centre to ensure that their candidates’ registrations are up-to-date.

Reasonable adjustments When developing qualifications and designing assessments, every effort is made to consider the needs

of all candidates, including those with disabilities or specific difficulties.

Despite careful design, it is possible that some candidates require reasonable adjustments to

assessment methods or arrangements in order to ensure that they can access the assessment.

Reasonable Adjustments Policy can be found at:

http://www.industryqualifications.org.uk/centre-portal/general-guidance/qualification-

policies/reasonable-adjustments-policy

Appeals

Centres must have Centres must have their own auditable appeals procedure that they must explain

to candidates during the induction to the courses.

The IQ appeals policy can be found at:

http://www.industryqualifications.org.uk/centre-portal/general-guidance/qualification-

policies/appeals-policy


4. Plagiarism

Guide to Centres, Assessors, Examiners and Candidates

What is plagiarism?

Candidates commit plagiarism when they copy, very closely imitate, paraphrase or cut and paste

someone else’s work, ideas, and/or language and present it as their own.

How could tutors and centres prevent plagiarism in assessments?

First of all tutors should assess if the groups and individuals they teach are likely to commit

plagiarism. They should also establish why this could happen, for example for linguistic, cultural

reasons or because of simple ignorance or misunderstanding of the concept.

Tutors and centres then should:

• explain what plagiarism is and why it is wrong to plagiarise

• explain the concept of intellectual property; the ownership of words, concepts, electronic

materials, etc.

• develop centre policies to prevent plagiarism

• explain the consequences of committing plagiarism

• explain the importance of referencing and teach the use of referencing systems

• set differentiated, individual assignments for each candidate

What are the consequences of plagiarism?

Tutors should explain to candidates that those who commit plagiarism achieve lower academic

results than those who do not.


Page 11

5. Mandatory units

Group A

Group B

Group C

Group D


Page 12

481 Personal effectiveness in a business environment

Credit: 5

GLH: 24

Unit aim

This unit aims to develop learners’ knowledge and understanding of personal effectiveness

in a business context. This includes an appreciation of the relationship between personal

effectiveness and effective people management; analysing the interpersonal skills of

effective managers; the link between effective time management and individuals’

performance and the use of tools and techniques to manage time. It covers conceptual and

practical approaches to motivation and explores the role of motivation theory in job design;

managers’ role in motivating teams and the principles, role and importance of Continuous

Professional Development (CPD) in developing individuals.

Learning outcomes

This unit has three learning outcomes.

The candidate will:

01 Understand the relationship between personal effectiveness and effective people

management

02 Understand the relationship between motivation and individual effectiveness

03 Understand how Continuous Professional Development (CPD) influences personal

effectiveness

Mandatory reading

IQ IAM Study guide (2012) Personal Effectiveness in a Business Environment

Further reading

Mullins, L. J. (2010) Management and Organisational Behaviour. 9th edition. Harlow, FT

Prentice Hall

Lucey, T. (2005) Management Information Systems. 9th edition. London, Thompson

For further learning resources, please consult the learning resources section in the Student

Members’ Login area of the IQ IAM website.


Page 13


Learning Outcome 01: Understand the relationship between personal effectiveness and

effective people management

Assessment criteria

The candidate can:

1.1 Analyse the role and nature of management

1.2 Analyse the personal and interpersonal skills needed by effective managers

1.3 Differentiate between management and leadership

1.4 Analyse the relationship between time management and the effective performance of

individuals

1.5 Identify solutions to problems caused by ineffective time management

Amplification of assessment criteria

1.1 Analyse the role and nature of management

1.1.1 Define the characteristics of “effectiveness”

1.2 Analyse the personal and interpersonal skills needed by effective managers

1.2.1 Distinguish between efficiency and effectiveness

1.3 Differentiate between management and leadership

1.3.1 Analyse the link between effective management and enhanced performance

1.4 Analyse the relationship between time management and the effective performance of

individuals

1.4.1 Explain the importance of good time management in organisations

1.4.2 Outline good habits in time management

1.5 Identify solutions to problems caused by ineffective time management

1.5.1 Identify tools to assist effective time management

1.5.2 Explain the importance of prioritising work in order to optimise the use of time


Page 14


Learning Outcome 02: Understand the relationship between motivation and individual

effectiveness

Assessment criteria

The candidate can:

2.1 Analyse the underlying concept of motivation

2.2 Assess the application of different motivation theories to the individual

2.3 Explore the role of motivation theory in assisting effective job design


2.1 Analyse the underlying concept of motivation

2.1.1 Describe how managers can develop effective teams

2.2 Assess the application of different motivation theories to the individual

2.2.1 Assess the potential consequences of poor motivation and morale

2.3 Explore the role of motivation theory in assisting effective job design

2.3.1 Assess the use of motivational tools to improve performance


Page 15


Learning Outcome 03: Understand how Continuous Professional Development (CPD)

influences personal effectiveness

Assessment criteria

The candidate can:

3.1 Assess the role of CPD in organisations

3.2 Analyse the influence of CPD on individuals

3.3 Assess the effectiveness of different forms of CPD


3.1 Assess the role of CPD in organisations

3.1.1 Outline the principles and objectives of CPD

3.1.2 Evaluate the extent to which CPD should be a top-down or a bottom-up process

3.2 Analyse the influence of CPD on individuals

3.2.1 Identify the benefits and drawbacks to individuals of undertaking CPD

3.2.2 Identify the benefits and drawbacks to organisations of undertaking CPD

3.3 Assess the effectiveness of different forms of CPD

3.3.1 Evaluate the process of delivering effective CPD

3.3.2 Assess the importance to an organisation of an effective CPD programme


Page 16

482 Managing people and performance in a business environment

Credit: 5

GLH: 24

Unit aim

This unit aims to develop learners’ knowledge and understanding of the management of

people and performance in a business context. This includes an appreciation of workplace

learning and development, distinguishing between education, training, development and

learning and a systematic approach to learning and development and its contribution to

business performance. It includes an exploration of the nature of individuals’ motivations

and the influences on their behaviour, including an analysis of the impact of intrinsic and

extrinsic rewards. It discusses models and theories relating to motivation and behaviour and

the concept of leadership and its influence on teams. It assesses different models of

leadership and their suitability in and impact on different contexts and discusses the factors

that contribute to the development of effective teams. This includes an exploration of the

nature of teams and their development stages and an appreciation of problem solving and

conflict management techniques in a team setting.

Learning outcomes

This unit has five learning outcomes.

The candidate will:

01 Understand workplace learning and development methods

02 Understand the nature of individuals’ influences on their behaviour at work

03 Understand the concept of leadership and its influence on team working

04 Understand the factors that contribute to successful team development and performance

05 Understand problem solving and conflict resolution when managing people

Mandatory reading

IQ IAM Study guide (2012) Managing People and Performance in a Business Environment

Further reading


Prentice Hall




Page 17


Learning Outcome 01: Understand workplace learning and development methods

Assessment criteria

The candidate can:

1.1 Identify the benefits of a systematic approach to the management of learning, training,

and development

1.2 Analyse the importance of learning and development for organisations

1.3 Analyse the nature of learning, development and learning behaviour

1.4 Characterise different methods of learning


1.1 Identify the benefits of a systematic approach to the management of learning, training,

and development

1.1.1 Distinguish between education, training, development, and learning

1.2 Analyse the importance of learning and development for organisations

1.2.1 Explain the way in which learning and development contributes to maintaining

competence and improving the adaptability of people in organisations

1.3 Analyse the nature of learning, development and learning behaviour

1.3.1 Outline the areas of learning behaviour - psychomotor, cognitive, and self

1.4 Characterise different methods of learning

1.4.1 Explain the benefits and application of different learning methods - action learning

experiential, role-play, etc.

1.4.2 Explain the basis for the selection of different learning methods


Page 18


Learning Outcome 02: Understand the nature of individuals’ influences on their behaviour

at work

Assessment criteria

The candidate can:

2.1 Explain the role of wants, needs, and expectations in driving an individual’s motivation

2.2 Analyse the impact of intrinsic and extrinsic rewards on motivation and satisfaction and

their relationship to morale

2.3 Explain the way in which abilities, aptitudes, personalities, and perceptions affect

individuals’ behaviour

2.4 Evaluate the link between motivation, morale and workplace performance


2.1 Explain the role of wants, needs, and expectations in driving an individual’s motivation

2.1.1 Distinguish between ability and aptitude

2.1.2 Assess the impact of individual differences in ability, aptitude, attitude, perception,

and personality on the work situation - performance, satisfaction, relationships,

conflict, co-operation, and their implications for managing diversity

2.2 Analyse the impact of intrinsic and extrinsic rewards on motivation and satisfaction and

their relationship to morale

2.2.1 Define the nature of motivation at work

2.2.2 Assess the importance of motivation and good morale to workplace performance

2.3 Explain the way in which abilities, aptitudes, personalities, and perceptions affect

individuals’ behaviour

2.3.1 Outline concepts, models, and theories of motivation (needs and process

expectations, equity and goals)

2.3.2 Assess the potential influence of stakeholders on the environment in which an

organisation operates

2.4 Evaluate the link between motivation, morale and workplace performance

2.4.1 Analyse the practical application of individual behaviour to job and work design


Page 19


Learning Outcome 03: Understand the concept of leadership and its influence on team

working

Assessment criteria

The candidate can:

3.1 Define leadership in terms of influence, people, and situations

3.2 Evaluate different models and theories of leadership

3.3 Analyse the impact of different leadership styles on leading and communicating within

teams

3.4 Analyse the benefits and drawbacks of different types of communication network


3.1 Define leadership in terms of influence, people, and situations

3.1.1 Assess the relationship of leadership to teams and management - differences,

leadership, e.g. appointed, emergent, management legitimate position

3.1.2 Evaluate the importance of leadership to teamwork

3.2 Evaluate different models and theories of leadership

3.2.1 Analyse the functions of management and the relationship of leadership to teams

and management

3.2.2 Assess the suitability of different models of leadership to different organisational

types and structures

3.3 Analyse the impact of different leadership styles on leading and communicating within

teams

3.3.1 Analyse the impact and appropriateness of leadership styles - authoritarian,

democratic, laissez faire - for communicating with and leading teams

3.3.2 Assess the characteristics of different types of communication network - chain,

circle, wheel, and “Y”

3.4 Analyse the benefits and drawbacks of different types of communication network

3.4.1 Analyse the consequences for individual and team performance of different types

of communication network


Page 20


Learning Outcome 04: Understand the factors that contribute to successful team

development and performance

Assessment criteria

The candidate can:

4.1 Analyse the nature and importance of teamwork for an organisation

4.2 Identify the stages of group development and the factors influencing effective team

performance

4.3 Describe the characteristics of team effectiveness

4.4 Evaluate the relationship between different group roles and effective team performance


4.1 Analyse the nature and importance of teamwork for an organisation

4.1.1 Explain the importance of groups and types of groups - formal, informal and the

differences between groups and teams

4.2 Identify the stages of group development and the factors influencing effective team

performance

4.2.1 Outline the different stages of team development, i.e. forming, storming, norming,

and performing

4.2.2 Assess the importance of the different stages of team development to

performance

4.3 Describe the characteristics of team effectiveness

4.3.1 Analyse the elements of group dynamics - behaviour, sentiments, activities, and

interactions

4.3.2 Characterise the features of team effectiveness, i.e. goals, identity, leadership,

cohesion, communication, etc.

4.4 Evaluate the relationship between different group roles and effective team performance

4.4.1 Awaiting amplification


Page 21


Learning Outcome 05: Understand problem-solving and conflict resolution when managing

people

Assessment criteria

The candidate can:

5.1 Explain the potential for conflict caused by different stakeholders’ objectives

5.2 Outline different approaches for dealing with conflict within teams and between

individuals

5.3 Evaluate problem-solving and interpersonal skills needed to manage people

5.4 Outline Mintzberg’s decisional roles


5.1 Explain the potential for conflict caused by different stakeholders’ objectives

5.1.1 Identify why stakeholders have different objectives

5.1.2 Explain the way in which different objectives can lead to conflict

5.1.3 Evaluate likely sources of conflict within an administrative department

5.2 Outline different approaches for dealing with conflict within teams and between

individuals

5.2.1 Explain the role of conciliation and arbitration

5.2.2 Explain when external conciliation or arbitration may be needed

5.3 Evaluate problem-solving and interpersonal skills needed to manage people

5.3.1 Assess the role and importance of cognitive (analysis and evaluation) skills

5.4 Outline Mintzberg’s decisional roles

5.4.1 Evaluate the extent to which Mintzberg’s roles might be effective in an

organisation


Page 22

483 Communicating in business

Credit: 5

GLH: 24

Unit aim

This unit aims to develop learners’ knowledge and understanding of business

communication. This includes the features and suitability of different communication

models for different organisations; the evaluation of the effectiveness of an organisation’s

communication structure and methods; the principles of effective communication and the

use of communication networks.

Learning outcomes

This unit has two learning outcomes.

The candidate will:

01 Understand the role of communication in organisations

02 Understand the principles of effective communication in organisations

Mandatory reading

IQ IAM Study guide (2012) Communicating in Business

Further reading


Prentice Hall

France, S. (2009) The Definitive Personal Assistant and Secretarial Handbook: A Best Practice

Guide For All Secretaries, PAs, Office Managers and Executive Assistants. Kogan Page Ltd




Page 23


Learning Outcome 01: Understand the role of communication in organisations

Assessment criteria

The candidate can:

1.1 Analyse the features of different models of business communications that support

administrative management

1.2 Evaluate the strengths and weaknesses of an organisation’s communications system

1.3 Recommend improvements to an organisation’s communications that are consistent

with its business objectives


1.1 Analyse the features of different models of business communications that support

administrative management

1.1.1 Identify models of communication used by administrative managers

1.1.2 Explain how different communication models are used to support administrative

management

1.2 Evaluate the strengths and weaknesses of an organisation’s communications system

1.2.1 Explain the importance of analysing the strengths and weaknesses of an

organisation’s communications

1.2.2 Explain the criteria by which an organisation’s strengths and weaknesses in its

communications are evaluated

1.3 Recommend improvements to an organisation’s communications that are consistent

with its business objectives

1.3.1 Explain the way in which recommended improvements address weaknesses in

communications

1.3.2 Explain how communication strengths can be embedded and weaknesses

minimised


Page 24


Learning Outcome 02: Understand the principles of effective communication in

organisations

Assessment criteria

The candidate can:

2.1 Evaluate the appropriateness and efficiency of different communication channels and

tools

2.2 Explain the basis for the selection of communication channels and tools

2.3 Explain the use of vertical, lateral, or networked communication channels and tools

2.4 Explain how the use of clear and correct language supports effective communication


2.1 Evaluate the appropriateness and efficiency of different communication channels and

tools

2.1.1 Analyse the communication needs of different audiences in various organisational

situations

2.2 Explain the basis for the selection of communication channels and tools

2.2.1 Evaluate the use of different communication tools in various organisational

situations

2.3 Explain the use of vertical, lateral, or networked communication channels and tools

2.3.1 Explain the way in which vertical, later, or networked communication channels

may be appropriate to different organisational situations

2.4 Explain how the use of clear and correct language supports effective communication

2.4.1 Explain the importance of correct English grammar, syntax, punctuation, and

spelling to unambiguous communication


Page 25

484 Supporting business activities

Credit: 5

GLH: 24

Unit aim

This unit aims to develop learners’ knowledge and understanding of business support

activities. This includes an appreciation of business support structures (filing and stock

control systems); the contribution of administration to Human Resources processes and to

the organisation - both strategically and functionally. It explores the factors to be taken into

account when planning an office layout and discusses modern office working practices. It

evaluates efficiency measures used in office contexts. It covers the requirements of

supporting meetings (including legal requirements) and discusses support for the key stages

of a project, including the importance of diary management - both to the success of a project

and applying tools and techniques across the organisation as a whole.

Learning outcomes

This unit has five learning outcomes.

The candidate will:

01 Understand the structure of administrative systems to support business

02 Understand support for the office environment

03 Understand how to support business meetings and events in an organisation

04 Understand how to support projects in an organisation

05 Understand effective diary management in an organisation

Mandatory reading

IQ IAM Study guide (2012) Supporting Business Activities

Further reading






Page 26


Learning Outcome 01: Understand the structure of administrative systems to support

business

Assessment criteria

The candidate can:

1.1 Describe the factors to be taken into account when setting up a filing system

1.2 Explain the stock control ordering and purchasing system in an organisation

1.3 Analyse the benefits of a computerised stock control system

1.4 Outline the nature of support offered by administrative management to human

resources processes


1.1 Describe the factors to be taken into account when setting up a filing system

1.1.1 Explain how files can be sorted

1.2 Explain the stock control ordering and purchasing system in an organisation

1.2.1 Describe how filing systems should be set up to enable effective and efficient

information storage and retrieval

1.2.2 Explain the influences on the type of filing system used (cost, space, staff ability,

confidentiality, security, data protection, speed of retrieval and availability)

1.3 Analyse the benefits of a computerised stock control system

1.3.1 Describe a departmental procedural sequence for stock control

1.4 Outline the nature of support offered by administrative management to human

resources processes

1.4.1 Explain the administrative management role in recruitment, interviews,

appointments, induction, appraisals, and personnel records

1.4.2 Describe the administrative manager’s contribution to supporting the organisation

strategically and functionally


Page 27


Learning Outcome 02: Understand support for the office environment

Assessment criteria

The candidate can:

2.1 Outline the factors to be taken into account when designing an office layout that

optimises the use of space

2.2 Analyse the benefits and drawbacks of modern office working practices

2.3 Evaluate measures of effectiveness and efficiency used in office environments


2.1 Outline the factors to be taken into account when designing an office layout that

optimises the use of space

2.1.1 Explain how best use is made of space so that work output is maximised

2.1.2 Explain how ergonomic and cybernetic aspects of health and safety requirements

are taken into account

2.2 Analyse the benefits and drawbacks of modern office working practices

2.2.1 Define an office and its function

2.2.2 Characterise the nature of open plan offices, job sharing, job rotation, job

enrichment, virtual assistants, flexitime, tele-working and hot-desking

2.2.3 Compare modern office working practices with those of a traditional office

2.3 Evaluate measures of effectiveness and efficiency used in office environments

2.3.1 Explain the characteristics of a range of measures for the effectiveness and

efficiency used in office environments


Page 28


Learning Outcome 03: Understand how to support business meetings and events in an

organisation

Assessment criteria

The candidate can:

3.1 Analyse the role of meetings in promoting effective internal and external organisational

communications

3.2 Analyse the role of events in organisational promotion and branding

3.3 Explain the administrative needs of different types of statutory meetings

3.4 Explain the nature of support needed to service a range of meetings


3.1 Analyse the role of meetings in promoting effective internal and external organisational

communications

3.1.1 Identify the communications needs of different stakeholders in an organisation

3.2 Analyse the role of events in organisational promotion and branding

3.2.1 Analyse the advantages and disadvantages of the use of events in organisational

promotion and branding

3.3 Explain the administrative needs of different types of statutory meetings

3.3.1 Describe the follow up actions likely to be needed after different types of meeting

3.4 Explain the nature of support needed to service a range of meetings

3.4.1 Explain the administrative manager’s role in supporting a range of meetings


Page 29


Learning Outcome 04: Understand how to support projects in an organisation

Assessment criteria

The candidate can:

4.1 Explain the stages of a project

4.2 Explain the importance of identifying needs, the analysis of options, implementation

planning, evaluation and follow up post-project

4.3 Analyse the likely reasons for project failure


4.1 Explain the stages of a project

4.1.1 Explain the principles of project management

4.2 Explain the importance of identifying needs, the analysis of options, implementation

planning, evaluation and follow up post-project

4.2.1 Describe the potential consequences of inadequate project planning

4.3 Analyse the likely reasons for project failure

4.3.1 Identify how the reasons for project failure might be addressed and managed


Page 30


Learning Outcome 05: Understand effective diary management in an organisation

Assessment criteria

The candidate can:

5.1 Describe the distribution and limits of responsibility in relation to diary management

5.2 Analyse the interface between project management and diary management and its

potential contribution to project success

5.3 Evaluate models and technologies used to promote effective diary management


5.1 Describe the distribution and limits of responsibility in relation to diary management

5.1.1 Explain how good diary management supports effective time management

5.1.2 Explain the role of organisational gatekeeper on behalf of senior staff

5.2 Analyse the interface between project management and diary management and its

potential contribution to project success

5.2.1 Explain how to manage several diaries simultaneously including the use of

electronic diaries

5.3 Evaluate models and technologies used to promote effective diary management

5.3.1 Explain the features of models and technologies used to promote effective diary

management, i.e. initial planning, Gantt charts, stage reviews, hard and soft

diaries, actions to be taken in the event of re-scheduling


Page 31

485 Culture and ethics in a business environment

Credit: 5

GLH: 24

Unit aim

This unit aims to develop learners’ knowledge and understanding of culture and ethics in a

business context. This includes exploring the characteristics and development of different

organisational structures and the influences on and impacts of organisational structure and

culture. It covers approaches to ethical practice and social responsibility, their importance

and impact, including the impact of organisations on the environment. It discusses the

features and use of ethical codes of practice and outlines the case for and against social

responsibility.

Learning outcomes


The candidate will:

01 Understand the impact of different organisational structures and cultures on individuals

and organisations

02 Understand the impact of ethical practice and social responsibility on individuals and

organisations

Mandatory reading

IQ IAM Study guide (2012) Culture and Ethics in a Business Environment

Further reading


Prentice Hall




Page 32


Learning Outcome 01: Understand the impact of different organisational structures and

cultures on individuals and organisations

Assessment criteria

The candidate can:

1.1 Analyse the nature, elements, and types of organisational structure

1.2 Analyse the nature, elements, and types of organisational culture

1.3 Outline different models and classificatory schemes relating to organisational culture and

structure

1.4 Analyse the development of organisational culture and the factors that affect it

1.5 Analyse the influence on individual and team behaviour of organisational structure and

culture


1.1 Analyse the nature, elements, and types of organisational structure

1.1.1 Analyse the application, strengths, and weaknesses of different types of

organisational structure

1.2 Analyse the nature, elements, and types of organisational culture

1.2.1 Assess the importance to an organisation of its culture

1.3 Outline different models and classificatory schemes relating to organisational culture and

structure

1.3.1 Analyse the impact of an organisation’s structure and culture

1.4 Analyse the development of organisational culture and the factors that affect it

1.4.1 Explain the way in which a range of factors affect the development of

organisational culture

1.5 Analyse the influence on individual and team behaviour of organisational structure and

culture

1.5.1 Assess the historical development of an organisation’s culture


Page 33


Learning Outcome 02: Understand the impact of ethical practice and social responsibility

on individuals and organisations

Assessment criteria

The candidate can:

2.1 Assess the importance of ethical behaviour to business interests

2.2 Analyse the purpose and benefits of an ethical business code

2.3 Assess the effectiveness of ethical codes in changing the behaviour of individuals and

organisations

2.4 Explain the relevance of ethics for individual roles and behaviour

2.5 Evaluate the impact of organisations on the environment


2.1 Assess the importance of ethical behaviour to business interests

2.1.1 Differentiate between individual and social responsibility, their scope, and effect in

relation to organisations

2.1.2 Distinguish between ethics and the use of ethical concerns to promote business

interests

2.2 Analyse the purpose and benefits of an ethical business code

2.2.1 Assess the scope of an ethical business code

2.2.2 Identify the nature of stakeholders’ ethical interests and concerns

2.2.3 Outline the arguments for and against organisations accepting social responsibility

2.3 Assess the effectiveness of ethical codes in changing the behaviour of individuals and

organisations

2.3.1 Assess the use of an ethical code as a motivational tool

2.4 Explain the relevance of ethics for individual roles and behaviour

2.4.1 Assess the scope of ethical concern and social responsibility in terms of individual

roles and behaviour, e.g. advertising, lobbying, bullying, etc.

2.5 Evaluate the impact of organisations on the environment

2.5.1 Assess the impact of organisations on the physical environment, transport,

pollution, raw materials, etc.


Page 34

486 Managing sustainability and risk

Credit: 5

GLH: 24

Unit aim


sustainability and of risk. This includes an appreciation of the environmental impact of

equipment, energy, and consumables used in a business and how this can be minimised; the

nature of sustainability and environmental issues in a business and an evaluation of

improvements in efficiency and working practices. It includes an exploration of the sourcing

of goods and services within a sustainability context and the implications for social

responsibility. It covers the identification, assessment, and management of risk in all its

forms - health, safety, environmental and business - and discussed risk mitigation strategies

including the nature and use of risk management processes, tools and governance.

Learning outcomes


The candidate will:

01 Understand sustainability and waste management in a business environment

02 Understand the assessment and management of risk in a business environment

Mandatory reading

IQ IAM Study guide (2012) Managing Sustainability and Risk

Further reading

Baxter K. (2010) Risk Management. Pearson Education Ltd




Page 35


Learning Outcome 01: Understand sustainability and waste management in a business

environment

Assessment criteria

The candidate can:

1.1 Assess the environmental impact of equipment, energy sources, and consumables used

in a business

1.2 Explain how a business can minimise its impact on the environment

1.3 Explain the maintenance of sustainability in a business


1.1 Assess the environmental impact of equipment, energy sources, and consumables used

in a business

1.1.1 Explain the definition and importance of environmental impact

1.1.2 Summarise the issues relating to energy management

1.1.3 Explain the role of effective equipment maintenance in the conservation of energy

1.1.4 Identify the health, safety, and environmental legislation relating to waste

management

1.1.5 Analyse the basis of a risk assessment in a business

1.2 Explain how a business can minimise its impact on the environment

1.2.1 Explain the social requirements for the recycling and disposal of waste (including

hazardous materials)

1.2.2 Explain the importance of the management of waste

1.2.3 Explain the organisational procedures for recycling materials and minimising waste

1.2.4 Analyse green and security issues in managing waste

1.3 Explain the maintenance of sustainability in a business

1.3.1 Analyse the sustainability and environmental issues in a business

1.3.2 Evaluate the benefits of continuous improvement in efficiency, working practices

and the use of technology

1.3.3 Evaluate the sourcing and selection of materials, equipment, and expertise that

offer best value for money and efficiency

1.3.4 Analyse the purpose and benefits of social responsibility in the selection of

suppliers


Page 36


Learning Outcome 02: Understand the assessment and management of risk in a business

environment

Assessment criteria

The candidate can:

2.1 Understand the assessment of risk in a business environment

2.2 Understand the management of risk in a business environment


2.1 Understand the assessment of risk in a business environment

2.1.1 Analyse the sources of risk in a business and their potential consequences

2.1.2 Explain techniques for identifying, assessing, and prioritising different types of risk

(e.g. business continuity, health, and safety)

2.1.3 Evaluate the judgements of risks as acceptable

2.2 Understand the management of risk in a business environment

2.2.1 Assess the basis of risk mitigation strategies

2.2.2 Explain how continuing risks are monitored

2.2.3 Describe how evolving risks are evaluated and minimised

2.2.4 Explain the application of risk management processes, tools and governance

2.2.5 Explain the importance of learning from mistakes in the assessment and treatment

of risk


Page 37

487 Managing business facilities

Credit: 5

GLH: 24

Unit aim


business facilities. This includes exploring the purpose, nature, and scope of facilities

management, and its contribution to the business; the responsibilities of a facilities

manager, the role and nature of Service Level Agreements (SLAs); the management of

business accommodation including developing a space strategy and ergonomic

considerations; the management of health, safety and the environment (including legal

requirements and their influences); efficient energy management practices and the

principles of risk assessment.

Learning outcomes


The candidate will:

01 Understand the role of facilities management in a business

02 Understand the management of organisational accommodation

03 Understand the influence of health, safety, and environmental legislation on facilities

management

Mandatory reading

IQ IAM Study guide (2012) Managing Business Facilities

Further reading

Atkin, B. and Brooks, A. (2009) Total Facilities Management. 3rd edition. Wiley-Blackwell

Wiggins, J. M. (2010) Facilities Management Handbook. Wiley-Blackwell




Page 38


Learning Outcome 01: Understand the role of facilities management in a business

Assessment criteria

The candidate can:

1.1 Explain the contribution of facilities management to an organisation

1.2 Evaluate the relationship between the operations function and facilities management

1.3 Analyse the role and responsibilities of facilities managers

1.4 Analyse how effective facilities management can contribute to improved organisational

performance


1.1 Explain the contribution of facilities management to an organisation

1.1.1 Describe the development of facilities management

1.1.2 Explain the characteristics of effective facilities management

1.1.3 Explain how effective facilities management can contribute to improved

organisational performance

1.2 Evaluate the relationship between the operations function and facilities management

1.2.1 Outline a typical facilities management portfolio

1.2.2 Explain the role of Service Level Agreements (SLAs) in the interface between

operations and facilities management

1.3 Analyse the role and responsibilities of facilities managers

1.3.1 Clarify the facilities manager’s responsibilities with regard to resourcing facilities

management teams and tasks

1.3.2 Explain how facilities managers can source and analyse information and data

1.4 Analyse how effective facilities management can contribute to improved organisational

performance

1.4.1 Explain the operation of the decision-making and change management processes

within an organisation

1.4.2 Assess the role of a facilities manager in delivering customer service

1.4.3 Evaluate the role of a facilities manager in planning, organising, communications,

and people management


Page 39


Learning Outcome 02: Understand the management of organisational accommodation

Assessment criteria

The candidate can:

2.1 Analyse the relationship between business needs and space planning

2.2 Explain the ergonomic considerations when planning improvements to the use of space

2.3 Explain the factors to be taken into account when planning and managing changes to

accommodation


2.1 Analyse the relationship between business needs and space planning

2.1.1 Analyse the principles of developing a space strategy

2.1.2 Identify the operational requirements to be delivered by a space strategy

2.2 Explain the ergonomic considerations when planning improvements to the use of space

2.2.1 Identify the requirements of customers regarding space allocation for a

comfortable, safe, and efficient working environment

2.2.2 Explain how to prepare clear briefs for office layouts


accommodation

2.3.1 Explain how to effect a smooth transition that is cost-effective and minimises

disruption to business

2.3.2 Explain the importance of planning and coordinating all elements of a workplace

move


Page 40


Learning Outcome 03: Understand the influence of health, safety and environmental

legislation on facilities management

Assessment criteria

The candidate can:

3.1 Explain the health, safety, sustainability, energy management, environmental issues, and

applicable legislation relevant to an organisation

3.2 Assess the environmental impact of equipment, energy, and consumables used by an

organisation

3.3 Identify how a business might minimise its impact of the environment


accommodation

3.5 Explain how to carry out a risk assessment


3.1 Explain the health, safety, sustainability, energy management, environmental issues, and

applicable legislation relevant to an organisation

3.1.1 Differentiate between hazards and risks

3.1.2 Identify the guidelines and codes of practice relating to health, safety,

sustainability, energy management, and environmental issues

3.2 Assess the environmental impact of equipment, energy, and consumables used by an

organisation

3.2.1 Describe how to keep up to date with the risks and issues that affect organisations

3.2.2 Define “environmental impact”

3.2.3 Summarise the issues relating to energy management

3.3 Identify how a business might minimise its impact of the environment

3.3.1 Explain the options for organisations for the disposal of consumables


accommodation

3.4.1 Describe the requirements of a recycling policy

3.5 Explain how to carry out a risk assessment

3.5.1 Explain the factors to be taken into account when carrying out a risk assessment


Page 41

488 Business administration systems

Credit: 5

GLH: 24

Unit aim

This unit aims to develop learners’ knowledge and understanding of the role and features of

administrative systems; including Information and Communication Technology (ICT); the

characteristics and contribution of systems thinking to business performance; the purpose

and importance of formal and informal policies and procedures and their contribution to

meeting customer needs.

Learning outcomes


The candidate will:

01 Understand administrative systems

02 Understand how systems thinking affects the administrative performance of

organisations

03 Understand the role and function of policies and procedures in meeting customer

requirements

Mandatory reading

IQ IAM Study guide (2012) Business Administration Systems

Further reading






Page 42


Learning Outcome 01: Understand administrative systems

Assessment criteria

The candidate can:

1.1 Describe the features of administrative systems employed in different types and sizes of

organisation

1.2 Explain how organisations manage information flows

1.3 Evaluate the role of information and communication technology (ICT) in supporting

administration


1.1 Describe the features of administrative systems employed in different types and sizes of

organisation

1.1.1 Analyse the way in which administrative systems are organised according to the

size and type of organisation

1.1.2 Explain the significance of the size and type of an organisation to its administrative

arrangements

1.2 Explain how organisations manage information flows

1.2.1 Assess the contribution of information flows within organisations

1.2.2 Analyse the strengths and weaknesses of different methods of managing

information flows

1.3 Evaluate the role of information and communication technology (ICT) in supporting

administration

1.3.1 Explain the use of ICT in an organisation’s administration

1.3.2 Evaluate the contribution of ICT in supporting administrative management


Page 43


Learning Outcome 02: Understand how systems thinking affects the administrative

performance of organisations

Assessment criteria

The candidate can:

2.1 Explain the contribution of systems thinking to efficient administrative performance

2.2 Clarify the role and purpose of administration in financial and non-financial systems

2.3 Identify the stages of systems development

2.4 Analyse the potential drawbacks to systems thinking in an organisational context

2.5 Evaluate the benefits of implementing systems change


2.1 Explain the contribution of systems thinking to efficient administrative performance

2.1.1 Identify the essence of systems thinking within the context of “the systems

approach” and administrative processes

2.1.2 Explain systems terms (e.g. boundary, feedback, de-coupling, interface, hierarchy)

2.2 Clarify the role and purpose of administration in financial and non-financial systems

2.2.1 Explain the role of administration in terms of efficiency (inputs) and effectiveness

(outputs)

2.3 Identify the stages of systems development

2.3.1 Explain the requirements of each stage of systems development

2.3.2 Analyse practical work situations in terms of systems development

2.4 Analyse the potential drawbacks to systems thinking in an organisational context

2.4.1 Analyse the impact of systems thinking on the staff affected

2.4.2 Explain the ways in which any adverse impact could be mitigated

2.5 Evaluate the benefits of implementing systems change

2.5.1 Prepare a consultation plan on systems change that covers all aspects planned

2.5.2 Identify whether the implementation of systems change is in the interests of all

stakeholders


Page 44


Learning Outcome 03: Understand the role and function of policies and procedures in

meeting customer requirements

Assessment criteria

The candidate can:

3.1 Differentiate between administrative policy and procedures

3.2 Analyse the purposes of formal and informal administrative policies and procedures

3.3 Identify methods for evaluating the effectiveness of procedures

3.4 Analyse the relationship between formulating policy and preparing procedures

3.5 Evaluate the extent to which the procedures meet customer requirements


3.1 Differentiate between administrative policy and procedures

3.1.1 Identify the criteria for administrative procedures

3.1.2 Identify methods for evaluating the effectiveness of procedures

3.2 Analyse the purposes of formal and informal administrative policies and procedures

3.2.1 Explain the application of formal and informal policies and procedures

3.2.2 Assess the requirements of procedures that meet specific customer needs

3.3 Identify methods for evaluating the effectiveness of procedures

3.3.1 Explain the application, strengths, and weaknesses of different methods of

evaluating the effectiveness of procedures

3.4 Analyse the relationship between formulating policy and preparing procedures

3.4.1 Explain how organisations formulate policies and procedures

3.4.2 Analyse the relationship between policies, procedures, and strategic objectives

3.5 Evaluate the extent to which the procedures meet customer requirements

3.5.1 Identify the implementation needs of proposed procedures

Documents

IQ IAM Level 4 Diploma in Business and Administration (QCF) - Industry · PDF file1. Introduction to the ... 483 Communicating in business ... The IQ IAM Level 4 Diploma in Business