NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Business Management
Management of People and
Finance
Advice and Guidance for
Practitioners
[NATIONAL 5]
This advice and guidance has been produced to support the profession with the delivery of
courses which are either new or which have aspects of significant change within the new
national qualifications (NQ) framework.
The advice and guidance provides suggestions on approaches to learning and teaching.
Practitioners are encouraged to draw on the materials for their own part of their continuing
professional development in introducing new national qualifications in ways that match the
needs of learners.
Practitioners should also refer to the course and unit specifications and support notes which
have been issued by the Scottish Qualifications Authority.
http://www.sqa.org.uk/sqa/34714.html
Acknowledgement
© Crown copyright 2012. You may re-use this information (excluding logos) free of charge in
any format or medium, under the terms of the Open Government Licence. To view this licence,
visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail:
psi@nationalarchives.gsi.gov.uk.
Where we have identified any third party copyright information you will need to obtain
permission from the copyright holders concerned.
Any enquiries regarding this document/publication should be sent to us at
enquiries@educationscotland.gov.uk.
This document is also available from our website at www.educationscotland.gov.uk.
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MANAGEMENT OF PEOPLE AND FINANCE (NATIONAL 5, BUSINESS MANAGEMENT)
© Crown copyright 2012
Contents
Introduction
Guidance on Learning and Teaching Approaches
4
4–11
Appendix 1: Kwik Fit Insurance
12
Appendix 2: Motivating business behaviour
14
MANAGEMENT OF PEOPLE AND FINANCE (NATIONAL 5, BUSINESS MANAGEMENT)
© Crown copyright 2012
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MANAGEMENT OF PEOPLE AND FINANCE
Introduction
Guidance on potential learning and teaching approaches
A range of suggested potential learning and teaching approaches accompany
this guidance to support the delivery of the Management of People and
Finance unit in National 5 Business Management.
The potential learning and teaching approaches focus on existing materials
available from the Education Scotland website and other web -based sources.
The suggested learning and teaching approaches are intended to support
learners in adding value to the core knowledge delivered within the subject
area, and to help learners develop skills of communication, investigation,
presentation, analysis and research. The suggested learning and teaching
approaches focus on learners working together, seeking opinions from others
and forming and offering their own opinions based on their research, analysis
and discussion of information given to them.
The suggested learning and teaching approaches for the Management of
People and Finance unit are contained in a PowerPoint presentation with
supplementary documents and information provided where appropriate.
Hyperlinks provide key information within the exemplification presentation
and learners would benefit from access to the internet while undertaking the
learner activities.
The exemplification of learning and teaching approaches seeks to support
learning and to provide a platform for further thought, discussion,
investigation and evaluation of core and supplementary knowledge. Many of
the suggested learning and teaching approaches employ active learning
strategies in their approach.
A guide to the exemplification presentation is provided below. This
highlights the detail of each suggested approach, the knowledge required to
support the activity and the skills that may be developed. Although some of
the approaches suggest group or partner work specifically, this is at the
discretion of the practitioner and learners and, in the main, activities have
been created to be flexible in nature and to accommodate a range of working
methods. In addition, a suggestion is made as to the media learners may use
4
MANAGEMENT OF PEOPLE AND FINANCE (NATIONAL 5, BUSINESS MANAGEMENT)
© Crown copyright 2012
MANAGEMENT OF PEOPLE AND FINANCE
to present findings or produce evidence of research from activities. This too
is open to interpretation dependant on the resources available and the choices
made by practitioners and learners.
Slide
no.
Topic
Detail and supporting knowledge
Skills
development
Management of people
5
6
Strung Out
Guitars
Finding people
(1)
7
Finding people
(2)
8
Finding people
(3): what
happens next?
9
Keeping it
legal (1)
Gives brief background to Strung Out Guitars
case study video.
Sets the context of Strung Out Guitars having to
recruit new staff and asks learners to first
research definitions of the process of attracting
workers to the business and then to idea share
as many methods of raising awareness of job
opportunities as possible. This can be a paired
or group activity with oral feedback.
Encourages learners to apply their knowledge of
recruitment methods to Strung Out Guitars and
discuss why some methods may be more
appropriate for this business than others.
Suggested that this could be approached in
groups or pairs with learners. A suggested
approach may be to think, pair, share. The slide
gives prompts for areas of discussion with
learners.
Introduces learners to the process of recruitment
and selection.. This could be done as a wholeclass exercise, in pairs or individually. Learners
could produce their own flowchart of the
process, with definitions of each stage, using
ICT media.
Introduces learners to the legal considerations
within the recruitment and selection process,
and suggests learners can research relevant
legislation using the links provided. Learners
are asked to select two employment laws that
they think may have had relevance to Strung
Out Guitars during the recruitment of their staff.
At this stage, detailed knowledge of this
legislation is not essential.
MANAGEMENT OF PEOPLE AND FINANCE (NATIONAL 5, BUSINESS MANAGEMENT)
© Crown copyright 2012
Listening
Literacy
Working with
others
Communication
Communication
Working with
others
Using ICT
effectively
Evaluation of
information
Research
Working with
others
Using ICT
effectively
Evaluation of
information
Problem solving
Presentation of
information
Evaluation of
information
Thinking
5
MANAGEMENT OF PEOPLE AND FINANCE
10
Keeping it
legal (2)
11,
12,
13
and
14
Finding people
(4)
6
This activity is suggested as a partner exercise
but could also be carried out in small groups.
Learners are asked to explain why they chose
the employment laws they did and what impact
they think they may have had on the recruitment
process at Strung Out Guitars. The second part
of this activity asks learners to now research the
laws they have selected using a range of
resources. The final part of the activity asks
learners to produce a short report advising
Strung Out Guitars on how to observe this
legislation during their recruitment and
selection process. The report could be created
using ICT, as a written exercise, podcast, video
or live presentation to the group. A local
business focus could also be used in this
approach as an alternative to Strung Out
Guitars.
This activity requires the larger group to divide
into small groups, each researching one step in
the recruitment and selection process studied by
learners in slide 8. Groups are asked to research
more detailed information on their chosen step
using a range of resources and to tailor their
information to the post of an administrative
assistant for Strung Out Guitars. The outcome
from this activity could be generated using ICT
and will work best in electronic written format ,
as this will allow groups to collate their
information at the end of the activity. Slide 13
gives guidance notes for one group to undertake
this activity, with additional research points for
each remaining group given on slide 14. Each
group could research a different step in the
process so that the collated information forms a
detailed recruitment pack relevant to the
proposed post in Strung Out Guitars. A
hyperlink to further information on job analysis
is given for guidance.
MANAGEMENT OF PEOPLE AND FINANCE (NATIONAL 5, BUSINESS MANAGEMENT)
© Crown copyright 2012
Working with
others
Communication
Using ICT
effectively
Problem solving
Evaluation of
information
Presentation of
information
Working with
others
Communication
Using ICT
effectively
Evaluation of
information
Thinking
Literacy
MANAGEMENT OF PEOPLE AND FINANCE
13
Advice from
the experts
Brief information and hyperlink to the ACAS
web resource, where further information on the
recruitment and selection processes is given.
15
Finding people
(5)
16
To train or not
to train?
17
YES option
18
NO option
19
Costs and
benefits of
training (1)
Group discussion on the research activity in
previous slides highlighting the strengths and
weaknesses of the information from each group.
The groups are asked to collate all their
information into one pack and to format it
professionally, adding relevant business
information on Strung Out Guitars. This can be
achieved using appropriate ICT to present work
professionally and imaginatively.
Provides reflective questions for discussion or
debate on the issue of training employees.
Learners could be given some time to reflect
and decide on their response of Yes or No prior
to discussion beginning. The Yes and No
buttons on this slide link to additional slides
with supporting information that could be used
at the conclusion of the class discussion/debate
or during it to provide additional thoughts and
responses.
Provides additional information and reflective
questions on training and what the possible
costs and benefits may be to a business,
including the issue of competitive edge. This
information could supplement the group
discussion from slide 16.
Provides additional information for discussion
on how work standards and attitudes may be
affected by lack of training. This information
could supplement the discussion from slide 16.
Learners could be asked to research the main
methods of training using a range of resources
and to suggest what type of training might be
appropriate for the new employee at Strung Out
Guitars. They could use an appropriate form of
ICT to present this information.
MANAGEMENT OF PEOPLE AND FINANCE (NATIONAL 5, BUSINESS MANAGEMENT)
© Crown copyright 2012
Using ICT
effectively
Evaluation of
information
Working with
others
Communication
Using ICT
effectively
Presentation of
information
Creativity
Communication
Thinking
Communication
Communication
Using ICT
effectively
Presentation of
information
Problem solving
7
MANAGEMENT OF PEOPLE AND FINANCE
20
Costs and
benefits of
training (2)
21
How do other
businesses
train staff?
22
Keeping your
people happy
(1)
23
Keeping your
people happy
(2)
24
Keeping your
people happy
(3)
8
Learners are asked to study the case study video
again – and/or read the transcript – and to work
with partners to discuss the benefits that the
researched types of training would bring to the
business and to the new employee. They are
also asked to consider the costs of training to
the business and to summarise their information
using an appropriate form of ICT.
Mini research project
Learners could select a well-known business or
a local business to research. Learners could
investigate the organisation’s approach to
training, for example is it ongoing, are there
innovative approaches to training, new
techniques used that are specific to the
organisation? Learners could elect to work
individually or in small groups for this activity
and could present their research in written form,
through a presentation or using podcast
technology.
This slide signposts learners to additional
information on KwikFit’s award-winning
approach to staff welfare. Learners are asked to
read the information given in Appendix 1 and
prepare one key statement to demonstrate how
staff motivation can benefit the organisation as
a whole. This could be done orally or using ICT
to create a display of key statements or a group
mind map.
Provides links to additional information on
benefits and ways of motivating and retaining
staff. Learners are asked to select the two most
appropriate ways for Strung Out Guitars or a
local business and to illustrate the costs and
benefits of these approaches to the chosen
business. They could use an appropriate form of
ICT to present their findings or this activity
could form a whole-class discussion.
Signposts learners to an additional activity on
methods of motivating employees. In the
activity worksheet, learners are asked to make
relevant choices and to research and summarise
key information to present to others in the
MANAGEMENT OF PEOPLE AND FINANCE (NATIONAL 5, BUSINESS MANAGEMENT)
© Crown copyright 2012
Working with
others
Communication
Using ICT
effectively
Working with
others
Communication
Using ICT
effectively
Evaluation of
information
Presentation of
information
Using ICT
effectively
Thinking
Reading
Evaluation of
information
Communication
Using ICT
effectively
Evaluation of
information
Problem solving
Presentation of
information
Working with
others
Communication
Using ICT
effectively
MANAGEMENT OF PEOPLE AND FINANCE
group. The activity has notional time limits for
each part and could be undertaken by learners
working individually or in pairs. This resource
and the timings of the activity could be adapted
by practitioners to suit the learner group and the
time available.
Presentation of
information
Summarising
information
Management of finance
26
Take a minute
(or two)
27
Sources of
finance (1)
28
Costs and
benefits
29
Sources of
finance (2)
30
Cash flow
31
Budgeting and
planning
ahead
Learners could be asked to reflect on a key
question of how to find the funding required to
start a business for a short time and prepare an
answer to discuss with the group.
Invites learners to research the range of sources
of finance that may be available when starting or
investing in a business and signposts learners to
the web resources of Business Gateway and
bytestart.co.uk in order to research possible
sources of finance and their costs and benefits to
an organisation.
Encourages learners to think in more detail about
the possible costs and benefits that each source of
finance could have for a business. They have a
time limit to create their list and then exchange
information with a partner to review each other’s
findings. They are then asked to discuss their
lists and compare results.
Learners are asked to recommend two sources of
finance to Strung Out Guitars or a local business
of their choice, and to use an appropriate form of
ICT to record a short report to the business
outlining the suitable sources and their associated
costs and benefits.
Encourages learners to reflect on the reasons why
businesses need to record their financial
transactions, highlighting the need to plan ahead
as a key reason for this. Learners could be asked
to select the reason they feel is most important
and justify this to the group.
Introduces the idea of a cash budget to learners as
a tool for budgeting and planning ahead. Invites
learners to create a simple cash budget using a
context of their choice. Sample cash budget
sheets are provided for a fictitious business
called In Tune Guitars.
MANAGEMENT OF PEOPLE AND FINANCE (NATIONAL 5, BUSINESS MANAGEMENT)
© Crown copyright 2012
Thinking
Communication
Using ICT
effectively
Evaluating
information
Problem solving
Literacy
Thinking
Problem-solving
Using ICT
effectively
Literacy
Thinking
Problem-solving
Numeracy
Working with
others
9
MANAGEMENT OF PEOPLE AND FINANCE
32
Cash budget
33
Breaking even
(1)
34
Breaking even
(2): BEP
35
Breaking even
(3)
36
In-Tune
Guitars BEP
exemplar
37
BEP: try it!
10
Provides a layout of a cash budget for
explanation by the practitioner to learners. This
could then be completed by learners in a
spreadsheet file or by constructing a manual
version on paper. Learners could choose to work
with a partner or individually for this activity, or
it could be done as a class group.
Asks learners to research the meaning of break
even and to devise a simple example to illustrate
their understanding of this. This could be shared
with the group for discussion.
Explains the break-even point (BEP) to learners
in the context of Strung Out Guitars and
explains how it may be calculated in very basic
terms. A hyperlink provides a signpost to more
detailed information on the BEP for learners to
access.
Further information relating to Strung Out
Guitars on why calculating the BEP is important
for the business. Asks the reflective question of
what may be the consequences of not calculating
or being aware of BEP? Learners can discuss
this with the practitioner and the class group.
Provides an example of BEP calculation using a
business context. Calculates the BEP for In
Tune Guitars to demonstrate how this
calculation is made to learners. Learners are
asked to interpret the information given and
apply it to the business scenario.
Directs learners to the The Times 100 Business
Case Studies web resource where further
information is available on BEP. Learners can
try the two simple BEP exercises in this
resource This could be done as a group exercise
and the results calculated and discussed with the
class group and practitioner.
MANAGEMENT OF PEOPLE AND FINANCE (NATIONAL 5, BUSINESS MANAGEMENT)
© Crown copyright 2012
Working with
others
Using ICT
effectively
Literacy
Numeracy
Communication
Using resources
effectively
Numeracy
Evaluation of
information
Communication
Evaluation of
information
Numeracy
Numeracy
Problem solving
Communication
Thinking
Evaluation of
information
MANAGEMENT OF PEOPLE AND FINANCE
38
A break-even
chart
explained
39
Calculating
profit (1)
40
Calculating
profit (2)
41
Calculating
profit (3)
Encourages learners to produce a break-even
chart and to discuss the elements of the chart.
This could be done as a whole-group exercise or
in smaller groups. Provides reflective questions
to encourage learners’ analysis of a break-even
chart.
Introduces the use of a Profit and Loss Statement
to learners and provides a hyperlink to an
additional explanation of this financial reporting
tool. Learners could be asked to research what
elements may be included in a Profit and Loss
Statement using the hyperlink and other
resources as appropriate.
Invites learners to draw up a simple Profit and
Loss Statement and to research the layout of this
statement and what calculations will be
necessary. Learners could describe each of the
terms used in the Profit and Loss Statement to
demonstrate their understanding of this topic to
the group. Learners could also work in pairs or
groups to create a list of possible costs/items
that may appear under each heading in a Profit
and Loss Statement.
Learners are encouraged to complete the sample
Profit and Loss Statement given for a business.
Learners could work individually or in small
groups or pairs to complete this activity, and the
results could then be discussed as a group.
Groups may achieve different results from this
activity and this is designed to promote further
discussion on why certain costs/items would or
would not be entered in specific sections of the
Profit and Loss Statement, eg wages under cost
of sales instead of overheads.
MANAGEMENT OF PEOPLE AND FINANCE (NATIONAL 5, BUSINESS MANAGEMENT)
© Crown copyright 2012
Literacy
Numeracy
Problem
solving
Communication
Numeracy
Literacy
Evaluation of
information
Using ICT
effectively
Numeracy
Thinking
Literacy
Working with
others
Literacy
Using ICT
effectively
Working with
others
Problem
solving
11
MANAGEMENT OF PEOPLE AND FINANCE
Appendix 1: KwikFit Insurance
One of Top 100 Companies to Work For
We have been ranked by The Sunday Times as one of the UK’s 100 Best
Companies to Work For, for the second year running. The annual report is a
list based on research into employee satisfaction and motivation. We also
won a special award – one of only 7 companies in the top 100 to do so – for
‘Best for Work and Family’.
This award is presented to the organisation demonstrating the best balance
between work and life for employees with dependants. The judges described
us as ‘a shining example’ and said ‘Kwik-Fit Insurance has made that
important step away from regarding an employee ’s family responsibilities as
a problem to solve, towards ensuring that working life fits around the
personal commitments that staff have.’
Kwik-Fit insurers are doing their best to fit out their workplace in a manner
that will keep staff happy.
Last year the company asked its staff how to make their offices in
Uddingston, Lanarkshire, work better. Now they have a chill -out room
equipped with a pool table, games machines, satellite tele vision, board games
and books, and a team of volunteers are creating a garden (with half a day off
a week to complete the job).
2010
Employee Benefit Awards
Winner of Most Effective Benefits Strategy
National Business Awards
Finalist in Employer of the Year
Finalist in Work and Wellbeing award
http://www.kwik-fitinsurance.com/awards.html
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MANAGEMENT OF PEOPLE AND FINANCE (NATIONAL 5, BUSINESS MANAGEMENT)
© Crown copyright 2012
MANAGEMENT OF PEOPLE AND FINANCE
Employee Benefits: A Tailored Approach September 2011
An employee benefits scheme is a key ingredient in securing performance and
motivation and demonstrating that the workforce is valued. It’s no longer a
question of whether businesses need to offer benefits, but rather how they
should leverage them to deliver the best possible value for the people and th e
business.
Many organisations already appreciate the link between benefits and
employee engagement, with one in four employers surveyed by Edenred
rating rewards and benefits as a key driver in engaging workers in their
business.
Elizabeth McVeigh, Senior HR Coordinator at Kwik Fit Insurance, explains
the impact of employee benefits at her company.
‘As a contact centre based in central Scotland we face stiff competition for
talent so we need to stay ahead of the game. Employee benefits are one of the
best ways for us to do this and ensure we’re attracting, retaining and
engaging the best people,’ she says. ‘It’s important that the benefits we make
available are wanted, valued and understood by the workforce.’
Pay & Benefits Magazine, September 2011
http://www.payandbenefitsmagazine.co.uk/pab/article/employee -benefits-atailored-approach-12321161
MANAGEMENT OF PEOPLE AND FINANCE (NATIONAL 5, BUSINESS MANAGEMENT)
© Crown copyright 2012
13
MANAGEMENT OF PEOPLE AND FINANCE
Appendix 2: Motivating business behaviour
Possible approach to teaching and learning activity
Look at the list below. It shows possible methods of motivating and keeping
staff engaged with their employer.
This is a four-part timed activity. The four steps are shown in the boxes
below.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Recognition/attention
One-on-one coaching
Appraisals
Family-friendly policies
Training
Career path
Job titles
Good work environment
Praise
Leadership roles
Team spirit
Social gatherings
Casual dress day
Time off
Additional responsibility
Stress management
Staff welfare/advice
Bonuses
Commission-related pay
Employee awards
Part 1
8 minutes
Choose four of the methods listed here and
explain what they mean in one or two
sentences. Use other resources to help you
find descriptions and explanations of these
terms if necessary.
Choose a suitable method of presenting this
information.
Part 2
8 minutes
For each of your four chosen methods, give
one positive and one negative example of
how this could affect an organisation.
Choose a different method of presenting this
information to the one you used in Part 1.
Part 3
4 minutes
From your chosen four methods select the
two you think would be most effective.
Explain your reasons for choosing these two
methods in one sentence each.
Choose a different method of presenting this
information to the one you used in Part 2.
You now have a total presentation time of 6 minutes to show your group
the three sets of information you have researched and summarised.
Be clear, be interesting, be brief.
14
MANAGEMENT OF PEOPLE AND FINANCE (NATIONAL 5, BUSINESS MANAGEMENT)
© Crown copyright 2012