FCC84 FC7 D 01

BTEC Short Courses
Edexcel Level 7 BTEC Advanced

Professional Award, Certificate and
Diploma in
Management Studies
January 2007
Tutor support materials

Edexcel Level 7 BTEC Advanced Professional
Award, Certificate and Diploma in
Management Studies
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Authorised by Roger Beard

Prepared by Susan Hoxley
All the material in this publication is copyright

© Edexcel Limited 2007
Contents
Introduction 1
Structure of the support materials 1
Teaching, learning and assessment 2

Teaching/learning 2
Assessment 2
Units 3
Unit 1: Advanced Professional Development 5
Unit 2: Managing Change in Organisations 29
Unit 3: Management Research — Project and Presentation 41
Introduction
These support materials are intended to assist the tutor in planning, teaching and
assessing the Edexcel Level 7 BTEC Advanced Professional Award, Certificate and
Diploma in Management Studies.
Structure of the support materials
Support materials are provided for each unit. The support materials contain the
following sections.
Introduction to unit: This section gives the background to the unit, a summary of the
learning outcomes for the unit and its links with other units.
Suggested delivery/activity schedule: This section breaks each unit into a number of
topic areas that could form the basis of a learning plan. The number of areas will
depend on the subject. Topic areas encompass all the content, outcomes and
assessment criteria of the unit. The topic areas are a coherent and comprehensive
plan of delivery; however, there is no absolute sequence of delivery and tutors
should adopt the plan according to the needs of their learners. For example, tutors
may consider that some topics are better taught together or that some need to be
split further because of the amount of content.
Each topic identifies appropriate content and gives guidance on delivery. In addition,
a number of activities, assessments and additional resources are suggested.
Suggested learning activities: This section gives examples of learning activities.
These can be selected and used by the tutor to achieve coverage of all the learning
outcomes and assessment criteria for the unit. The activities are designed to either
enable or confirm learning. Tutors should be able to use or adapt these activities in a
classroom situation or in another appropriate environment to help learners’
understanding of the knowledge that is being delivered. Some activities require
background research by the learner prior to the activity. Opportunities for the
generation of evidence for key skills are given for each activity. Further notes for
tutors, and support materials to enable the completion of the learning activities, are
also included.
Suggested assessment activities: These supplement the learning activities and can be
used to meet a number of outcomes. The suggested assessment activities are for
guidance purposes only and are not intended to be prescriptive.
Tutor support materials – Edexcel Level 7 BTEC Advanced Professional Award, Certificate and Diploma 1
in Management Studies – Issue 1 – January 2007 © Edexcel Limited 2007
Teaching, learning and assessment
Teaching/learning
These support materials should be read in conjunction with the Essential information
for teachers section included within each unit of the Guidance and units booklet. It is
recommended that centres use a wide range of teaching and learning methods in
order to achieve all the learning outcomes in each unit. These methods include
lectures, seminars, workshops, project work and individual and group assessments.
The teaching/learning methods used should draw on material from industry wherever
possible. This will help learners develop the transferable skills required in a changing
and dynamic work environment.
Learners should be actively involved in their learning, and encouraged to draw on
material from any work placement they may be involved with which could be used in
class or in their assignments.
Owing to the practical nature of some units, learners should have the opportunity to
tackle ‘real-life’ examples such as case studies or projects set by industry, as well as
working in groups to develop problem-solving and interpersonal skills.
Visiting speakers from industry would add interest and bring extra relevance to the
subject. Opportunities could also be built into the teaching schedule for learners to
visit industry to compare and contrast working practices.
As part of the learning strategy, learners should receive clear briefings on the methods
of assessment and clear feedback about the outcomes of all their assessed work.
Sufficient time should be built into the teaching schedule to allow learners to
undertake the necessary research to achieve the learning outcomes and be
responsible for their own learning.
Assessment
Centres should design an assessment programme that develops skills and knowledge
in accordance with the unit assessment criteria. A range of methods and
opportunities should be included. For example:
• learner self-assessment
• peer assessment
• tutor assessment
• written assessments
• tutor observation of learner performance, eg oral presentations, role play
• production of visual materials.
The overall assessment strategy should be centred principally on the application of
essential skills, knowledge and understanding within realistic situations. Learning
activities should be based on appropriate and realistic situations and assessment
strategies should be a natural extension of this approach.
2 Tutor support materials – Edexcel Level 7 BTEC Advanced Professional Award, Certificate and Diploma
Units
Unit 1: Advanced Professional
Development
Learning hours: 30
NQF Level: 7
Description of unit
This unit is designed to enable learners to take responsibility for their learning and
development needs to meet personal, professional and organisational goals and
objectives. This will be achieved through analysing current skills and preparing and
implementing personal development plans. This unit highlights the importance of
seeking feedback from others to improve performance continuously reviewing
learning needs as these skills will equip the learner for future demanding
responsibilities and career progression.
In this context ‘professional’ refers to the high level of expertise, behaviour, and
management skills learners are expected to have, as they must continuously seek to
improve their performance and update skills and knowledge. At this level there is a
higher degree of achievement which reflects a much deeper critical reflection and
analysis of their development needs.
Evidence provided to achieve this unit will be continuous throughout the
qualification, thereby enabling learners to take ownership of their future
development needs. Learners will be able to demonstrate they have a regularly
updated and realistic personal development plan which fits with their preferred
learning style. This unit will also enable learners to evaluate the effectiveness and
impact of their learning on their chosen career path.
Summary of learning outcomes

To achieve this unit a learner must:
1 Explore methods to improve personal and professional skills to meet
organisational and own goals and objectives
2 Carry out a personal skills audit which identifies preferred learning style
3 Prepare and implement a personal development plan.
Links to other units

This unit can be linked with all other units of the qualification.
Overview of learning and assessment strategies
Teaching/learning strategies
This guidance should be read in conjunction with the Delivery and Assessment
sections included in the unit specification. It is recommended that centres use a
wide range of teaching and learning methods in order for learners to achieve all
the assessment criteria in the unit.
The integration of learning with learners’ practice and reflection on their own
strengths and weaknesses as managers forms an essential part of this unit. Its
delivery needs to be related to the learner’s own employment experience. Emphasis
should be placed on the role of reflecting management experience and learning
throughout the programme. The suggested personal development plan (which can
also be related to the suggested assessment activity) can assist with this. Such
records can form the basis of a personal development plan, designed by the learner.
Tutors should support the learner by providing examples.
Where learners do not have relevant employment experience, they can use diverse
opportunities to explore their personal development. Such activities may also support
the exploration of personal development by those in employment. Examples of these
are listed below:
• voluntary work — projects with local schools, community associations and
charities. Learners unable to develop such links could be given the opportunity to
undertake specific projects within the institution where they are studying (eg
with the Student Union). The increased use of such activities by employers as
community development, public relations and staff development activities should
also be explored
• work experience/job-shadowing — this can be arranged through industrial contacts,
friends or relatives, including interviews within the chosen organisation. Learners
unable to develop such links could be given the opportunity to undertake specific
projects within the centre where they are studying.
To be of value, the exploration of personal development should be systematic with
more than ad hoc and unstructured thoughts. Learners should plan their learning and
development and be encouraged to involve others in the process (ie seek feedback
from line managers and colleagues regarding performance and development needs).
They must recognise the importance of self-review by keeping a personal diary or
development record (using the suggested activities detailed above) to build up their
reflective record.
The use of visiting speakers from (or visits to) industry can further help by providing
real-life examples. Care needs to be taken to ensure that the importance of engaging
the whole organisation in personal development activities is emphasised.
As part of the learning strategy, learners should receive clear briefings on the
methods of assessment and clear feedback about the outcomes of all their assessed
work. Sufficient time should be built into the teaching schedule to allow learners to
undertake the necessary research to achieve the assessment criteria and to be
responsible for their own learning.
Suggested delivery/activity schedule
Topic Subject area Activity Resources

1 Skills audit. This topic would probably be Activity sheet 1 —
covered over two or three training SWOT analysis.
workshops and provides an
introduction to the unit.
Discussion on range of skills
required for effective management.
Small group activity on categorising
the skills as either personal or
professional.
Conduct self-analysis of own skills.
Examine the skills required to
manage effectively, and conduct a
personal SWOT analysis.
Explore how skills gap will be
addressed.
2 Personal Discussion on developing a strategy Activity sheet 2 —
development for personal development. Personal
planning. development plan.
Introduce the importance of record
keeping.
Identify personal development
targets using SMARTER objectives.
3 Learning styles. Give overview of learning styles and Activity sheet 3 —
the concept of the learning cycle. Learning styles
inventory.
Complete learning styles inventory.
Consider the nature and benefits of
experiential learning and reflective
practice.
4 Meetings. Discussion on how to run effective Handout on
meetings. Role play on chairing a meetings
meeting. procedures.
5 Presentation Examine how to prepare for and Activity sheet 4 —
skills. deliver effective presentations, Presentations.
including importance of personal
presentation.
Small group activity to prepare a
short presentation on the activity
sheet.
6 Time Group discussion on the importance Activity sheet 5 —
management. of managing time effectively. What is your time
type?
Explore skills and techniques
required for effective time Activity sheet 6 —
management. Time log analysis.
Small group activity on time
stealers — procrastination,
interruptions, bad habits.
Individual activity to complete daily
logs and timesheets.
7 Stress Discussion on impact of stress on Activity sheet 7 —
management. work and personal life. How much stress do
we need?
Small group discussion on triggers
for stress.
Lead discussion on methods to help
reduce stress.
Tutor guidance for learning activities
The emphasis on the learning activities for this unit is that they will provide the basis
for identifying skills gaps and the production of a development action plan. The
schedule and activities provide an overview of personal and professional skills; these
could be delivered effectively through training workshops or a residential session.
It is advisable that this unit is delivered first to enable learners to reflect on both
their own experiences and identify their own development needs as they progress
through the programme.
Suggested assessment activities
Assignment 1: Personal development plan
As personal development is an ongoing process, the assignment will not be completed

until the end of the learning programme.
Task 1
Produce an ongoing personal development plan and reflective record of management
experience which sets out your objectives, and the actions you plan to take to meet
these goals. You need to determine your short-/medium-/long-term goals and
objectives, and clearly identify target dates for monitoring and review.
Task 2
Evaluate how the main themes of the learning programme have impacted (or could in
the future) on your work role — you should include an analysis of your strengths and
weaknesses both at the start and end of the programme.
Assignment 2: Personal and professional skills
Task 1
What skills are required for effective management? Analyse, with supporting
examples from own experience, three personal skills and three professional skills a
manager needs to be effective in their role. Explain how these contribute to meeting
both organisational and personal goals and objectives.
Task 2
Conduct a personal skills audit and produce a detailed action plan which
demonstrates how you intend to address areas for further management and
leadership development. Explain the impact of learning styles on personal
development.
Activity sheet 1
Personal SWOT analysis
Strengths Weaknesses
List attributes you have which will help Identify areas that concern or disappoint
you achieve your goals you. In what way do they not meet your
expectations (or those of others)?
Opportunities Threats
What opportunities exist in your current What threats are there to your current
work role? How could you build on your position? How might your weaknesses be
strengths? How could you fully use the exposed? How can you fill any gaps in
knowledge and skills gained on your your knowledge and skills?
learning programme?
Activity sheet 2
Personal development plan
Name: Date:
Your plan should identify the learning need and how this will help the organisation achieve its goals. You need to consider all the resources
needed to help you achieve your objectives, and build in realistic timescales for both achievement and review.
Learning and How does this support the Learning actions to be taken including Date for
development need organisation’s goals? resources needed to achieve them achievement/review
Activity sheet 3
Learning styles inventory
Educationalists have long realised that we learn in different ways. One widely used
categorisation of different learning styles is that provided by Honey and Mumford.
They identify four different characters with quite different preferred learning styles
— the Activist, the Pragmatist, the Reflector and the Theorist.
Diagnostic tests exist to establish which learning style is most appropriate for you and
to help you develop an action plan to develop your learning skills. The following
exercise helps you establish whether you consider yourself a Pragmatist, Theorist,
Activist or Reflector. You should give yourself a score between one and 10 for how
well each of the descriptors (bullet points) describes you. If you give it one, it is a
very poor description of you. If you give it 10, it is a very good description of you.
Definitions Descriptors Scores

Pragmatist: • you are a practical person
• you like to solve problems
• you enjoy experimenting to improve techniques
• you frequently come up with the answer to a problem
• your only interest in theories is to see if they work in
practice
• you dislike situations where there is no clear,
practical outcome
• you work well to deadlines.
You learn well when:
• you are expected to make practical decisions
• using simulations and case studies
• learning from proven good practice, using the
examples and the expertise of others.
Pragmatist total =
Theorist: • you seek a logical explanation for everything
• you like to think through all the possible implications
• you are only comfortable once you can account for
what is happening
• some might regard you as a little detached
• you prefer not to deal with very emotional situations
• you prefer structured situations
• you prefer dealing with facts rather than feelings.
• you have to analyse the activity
• carrying out a lengthy and detailed task which
requires much thought
• discussing the views and experience of others.
Theorist total =
Activist: • you are an enthusiast who will try anything

• you enjoy a challenge
• you enjoy working with others
• you prefer to be the centre of attention
• long-term implementation is a weakness
• you are easily bored
• you don’t always put in enough thought before
starting
• you thrive on responsibility.
• thrown in at the deep end (ie under pressure)
• faced with role plays and outward-bound activities.
Activist total =
Reflector: • you are a thoughtful person who thinks hard before
acting
• you prefer to observe how things are done first
• you makes notes and ponder on them before acting
• most of your discussions are about work, not chit chat
• you find it difficult to make quick decisions
• you would prefer not to take a leading role
• you dislike having no time for reflection.
• listening to (and discussing) the views and experience
of others
• carrying out a lengthy and detailed task which
requires much thought.
Reflector total =
Definitions Descriptors
Activist: An Activist is an enthusiast who will try anything. They enjoy a
challenge and working with others, preferring to be the centre of
attention. Their weaknesses are longer-term implementation (because
they are easily bored) and perhaps not putting in enough thought
before they get started.
Activists learn well when:
• presented with challenging activities
• working with others
• given responsibility
• they are the centre of attention.
Activists will particularly benefit from training which involves role
plays and outward-bound activities.
Activists learn less when:
• in a passive situation
• listening to others (eg a lecture)
• they feel they are not being listened to
• undertaking repetitive tasks
• following the lead of others; carrying out a lengthy and detailed
task.
Watching an Activist open a present is like a piece of theatre. They
tear into the wrapping with such verve that they may even risk
damaging the fragile contents. They will read the gift tag only after
they have opened the present (if they can find it amongst the torn
wrapping).
Reflector: A Reflector is a thoughtful person. They prefer to observe how things
are done and to ponder on the notes they make. Most of their
discussions with others will relate to their current project rather than
social pleasantries. Their main weakness is in making quick decisions.
They are unlikely to do well if they are forced into a leading role
where quick decisions are essential and there is no time for
reflection.
Reflectors learn well when:
• listening to others (eg a lecture)
• attention is not focused on them
• undertaking repetitive tasks with time for reflection
• following the lead of others
• carrying out a lengthy and detailed task which requires much
thought.
Reflectors will particularly benefit from training which involves
plenty of opportunities for contemplation and discussion of the views
and experience of others.
Reflectors learn less well when:
• presented with challenging activities
• working with others
• given responsibility
• when they are the centre of attention.
A Reflector will be happy for others to open their presents first. They
will note what is happening and consider the implications before
opening their own presents. They are likely to keep a list of their
presents, noting who sent the gift before opening it. Once they have
(slowly) opened the present, they note what it is next to the name.
They savour all aspects of the experience.
Pragmatist: A Pragmatist is a practical person who likes to solve problems. They
enjoy experimenting to improve techniques. They frequently come up
with the answer to a problem. Their only interest in theories is to see
if they work in practice. They dislike situations where there is no
clear, practical outcome.
Pragmatists learn well when:
• they are expected to make practical decisions
• timescales are tight
• they must (quickly) find better ways to do things
• learning from proven good practice
• learning from examples and the expertise of others
• they are expected to plan the next step.
Pragmatists will particularly benefit from training which involves
simulations and case studies.
Pragmatists learn less well when:
• they are expected to come up with new ideas themselves
• the practical relevance of what they are doing is unclear
• they are expected to work out why a technique works (ie reflect
on it).
A Pragmatist is constantly searching for the most efficient way to
open a package. Whilst opening their presents they will enjoy
experimenting with different methods of unwrapping.
Theorist: A Theorist seeks a logical explanation for everything. When presented
with a new way of working they prefer to take time to think through
all the possible implications. They are comfortable only once they
have developed a theory that accounts for what is happening. Their
main weakness is that others regard them as rather detached and they
may not be good in dealing with very emotional situations. They
dislike unstructured situations and also dealing with subjective (rather
than objective) information.
Theorists learn well when:
• analysis of the activity is required
• there is a chance to ask questions
• the activity is methodical
• in lectures
• there is a systematic course of study linking many areas
• exploring complex issues and interrelationships
• attention is not focused on them
• undertaking repetitive tasks with time for reflection
• following the lead of others
• carrying out a lengthy and detailed task which requires much
thought.
Theorists will particularly benefit from training which involves plenty
of opportunities for contemplation and discussion of the views and
experience of others.
Theorists learn less well when:
• they are not stretched
• they are expected to show their emotions
• there is no structure
• there is no context
• there is no time for analysis
• the purpose of the activity is not clear.
A Theorist is aware of many different ways of unwrapping presents
and has a clear view of the best way of doing it. They will think
through any method they don’t fully understand and work out the
implications of using it. From this they will develop a clear idea of
how to start the unwrapping process.
Activity sheet 4
In your group discuss the following questions and be prepared to deliver a 15-minute
presentation on your findings — you do not have to answer them in any particular
order. Use a flipchart as support.
1 What factors about the audience should influence the content of a

presentation?
2 When should handouts be used at a presentation at a meeting?
3 What are the advantages and disadvantages of using flipcharts as audiovisual

aids?
4 What points should you consider when planning the details of the
presentation (eg venue, seating, etc)?
5 What are the main reasons for presentations failing?
Activity sheet 5
What is your time type?
How do you perceive time, and how is this reflected in your behaviour? Please answer
the following questions by circling Yes or No for each item.
1 When you enter a new situation do you immediately pick out Yes No
familiar elements and link them to your own past experiences?
2 Are you concerned with the background history of events and Yes No
their potential effect on the future?
3 Do you usually handle emergencies well? Yes No
4 Do you frequently have ‘hunches’ about the future? Yes No
5 Do you pride yourself on your rationality, your objectivity? Yes No
6 Do you get upset when you have to change a schedule? Yes No
7 Have you ever kept, or felt the urge to keep, a diary? Yes No
8 Do you hate to wait? Yes No
9 Do you often foresee things that others don’t? Yes No
10 Are you particularly successful at inspiring others with your ideas? Yes No
11 Can you ‘think on your feet’ — ie respond quickly to stimuli? Yes No
12 Do you enjoy planning things step by orderly step? Yes No
13 Do you avoid changes in your life that would sever ties with the Yes No
past?
14 Do you have trouble being punctual? Yes No
15 Are you curious, thriving on new experiences? Yes No
16 Do you look forward to tomorrow more than you enjoy living for Yes No
today?
17 Do you have a definite view of how things ought to be done that Yes No
you apply fairly and consistently?
18 Are you skilful at handling tools and materials? Yes No
19 When you have to make a decision, are you very conscious of how Yes No
your decision will tie in with previous ones that you have made?
20 Do you find it frustrating to have to stick to a schedule? Yes No
21 Do you often have deep emotional reactions to situations in which Yes No

you find yourself?
22 Do you tend to keep constantly busy even when there’s no Yes No
external pressure forcing you to do so?
23 When you have a negative first impression of someone, do you Yes No
usually retain it even after you’ve got to know them better?
24 Are you slow to make decisions, thinking things through Yes No
thoroughly before you act?
25 Do you usually know, without looking at a calendar or watch, what Yes No
day of the week and time of the day it is?
26 When confronted with a problem, do you immediately envision Yes No
the outcome you’d like to see — and then find the actual process
of getting there a bother?
27 Do you generally take events as they are rather than looking for Yes No
causes or between-the-lines meanings?
28 Do you develop deep but short-lived enthusiasm? Yes No
To determine your Time Type please total your Yes answers in the spaces that
follow. There are no right or wrong answers as such, and you will probably find that
like most people you are a mix of the four types — Sensing, Intuitive, Thinking and
Feeling — with, perhaps, a greater response to one or two of the types than to the
others.
Total number of Yes answers

Sensing
3, 8, 11, 15, 18, 22, 27
Intuitive
4, 9, 10, 16, 20, 26, 28
Thinking
2, 5, 6, 12, 17, 24, 25
Feeling
1, 7, 13, 14, 19, 21, 23
The maximum score for a preference is seven. Your scores which come closest to
seven probably represent your strongest preferences. There are descriptions of the
four preferences:
• Time is now.
• Short memories.
Sensing • Poor forecasters.
• Good decision makers.
• High energy.
• Time begins in the future.
• Envisage the future.
Intuitive
• Push actions towards it.
• Dreams of what might be.
• Time follows a straight line.
• Abstract thinkers.
Thinking
• Time is an objective.
• ‘What’ happened rather than ‘why’.
• Time is a circle.
• Take time personally.
Feeling • The future seems unreal.
• Similarities in past/present.
• ‘That reminds me of the time when …’
Activity sheet 6
Daily log analysis
Keep a time diary for one week — analysing this will help you see how you actually
spend your time. You may be very surprised! You can then identify what changes you
want to make, with the reason why.
Using the daily time log, produce a log of all activities carried out in the workplace
(eg Monday to Friday). Select a typical one week period, which avoids public
holidays, sickness periods or leave periods and record your daily activities. You will
need to be fairly disciplined about this and include every time you change activities,
even opening mail, making a cup of coffee or chatting with colleagues.
Prioritise each activity using a grading system A, B, C, D.
A = very important tasks — must-do tasks which you should either finish or make
progress on during the day. These contribute significantly to your work goals.
B = important but non-urgent — should do tasks but the time element is less
important. You may need to make progress but not necessarily complete them.
C = routine, non-essential tasks — would like to do tasks which have a minor effect
on the company’s performance and your job, and that can be delegated, put off or
handled at a low priority time.
D = non-scheduled tasks (firefighting, emergencies, interruptions, demands from
more senior personnel, etc).
Note the difference between urgency and importance.
You may wish to use codes to save time, eg M = meetings, P = phone calls,
I = Interruptions, etc.
Analyse your week of recordings and comment on your analysis (eg do you spend time
on planning and scheduling?; are you doing work which could be delegated?).
Daily time log
Complete one of these records for each day. Jot down the activity and decide on the
priority. Add any comments which will help you when it comes to analysing this
record. Include any work you do away from the office, such as travelling.
Day of the week: Mo Tu We Th Fr Sa Su Date:
Start End Duration Activity Priority Comments

A/B/C/D
Daily log analysis
At the end of the week you need to analyse the results. How did you spend your
working week? Add up the time taken by each of the A, B, C and D tasks. Then
calculate the percentage of time spent on each one.
A tasks B tasks C tasks D tasks
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Weekly total
% of working
week
Are you spending your time on the right things?
Analysis pointers
• Are you in control of your time?
• How much time do you spend on planned activities?
• Are you so busy getting low-priority work out of the way that you do not get time
for high-priority activities?
• How much time do you spend on tasks other people could do?
• Are there areas which you want to change? What sort of changes do you want to
make?
Activity sheet 7
How much stress do we need?
Stress is not necessarily a bad thing, and often it helps us get organised and
accomplish tasks. However, sometimes when we are overloaded with work, the stress
becomes too great and this is a very unpleasant experience. Equally we can have too
little stress and we become bored and listless.
What do you like doing that causes you stress?
What do you not like doing that is stressful?
What things make you bored, fed up and listless?
What do you like doing that is not stressful?
Identify your stress signals
Below are listed some examples of stress signals. Please continue the list with those
signals you experience more strongly.
Immediate stress signals Long-term stress signals
• Touchy/sulky. • Headaches/migraines.
• Heartburn/hiccups. • Restless nights.
• Tense, aching neck/shoulder muscles. • Depression.
• Smoking more. • Complete lack of interest in food.
• Eating less/more.
When you have added all you can to these lists, choose three signals which you
experience most often, and underline them so that you can remember they are your
personal warning signs.
Unit 2: Managing Change in
Organisations
Learning hours: 30
NQF Level: 7
Description of unit
Alvin Toffler’s famous comment ‘There is only one constant today and that is
change.’ was made some decades ago, but now change itself is accelerating at an
alarming rate. With such change comes uncertainty and insecurity. No longer can
organisations, even in the public sector, where ‘steady state’ was ever the
watchword, sit back. All are being increasingly challenged by change. As a result,
organisations can either progress or perish.
This unit will look at the reasons for change and alternative models for its
management. It will not look at change at a local operational level. Rather it will
focus on the need to implement processes and systems for ongoing, continuous
structural and cultural change in organisations, through such methods as
organisational development, business process re-engineering and the learning
organisation model. In effect, it will ask learners to look to developing organisational
models that challenge the bureaucracy of the past age.
Therefore, this unit will help learners come to realise that nowadays, the ongoing
management of change is the crucial role of any manager and requires a more open
and participative approach. This in turn, requires more than the traditional
hierarchical skills of the old bureaucratic or mechanistic models of organisations.
This unit is a core unit for the Certificate and Diploma only.

1 Explore the background to change affecting the current organisation
2 Develop systems for understanding and involving others in the process of
change
3 Plan to implement models for ensuring ongoing change.

This unit underpins every unit in this management programme as change is
fundamental to managing any organisation effectively. However it has particular
links with:
Unit 3: Management Research — Project and Presentation
Unit 4: Strategic Planning and Implementation.
This guidance should be read in conjunction with the Delivery and Assessment section
included in the unit specification.
The content of the unit is largely theoretical and although it should all be covered,
tutors will wish to tailor the programme in the light of their learners’ prior studies
and particular interests. Where a group of learners has experience of a range of
organisations then this can provide good opportunities for a valuable exchange of
experiences and perceptions. Conversely where all learners in a group have similar
backgrounds the parts of the content with particular relevance to the learners could
be selected for in depth treatment and discussion. In this latter case learners should
be introduced to a range of different organisations and practices.
The suggested programme has some tutor-led discussions of theory using the slides
together with activities designed to ensure that there is an active approach to learning.
Assessment strategies
The assessment criteria could fall into two separate assessment activities, one covering
the first outcome and possibly based on case study material and another covering the
second two outcomes and based on the learners’ employing organisations.
In developing an assessment strategy for outcomes 2 and 3 the emphasis should be on
the selection of a suitable subject organisation where learners can be involved in
exploring the background to change and developing systems, models and plans for
radical change This will require the learners to have access to a great deal of detail on
the organisation’s background and systems so for most learners their own employing
organisation would be the preferred choice. It is not necessary for the plans and
proposals developed by the learners to be implemented in the organisations.
If learners do not have a suitable employing organisation they could be linked with an
appropriate organisation which is willing to provide access to the required information
in return for receiving what could be a very interesting report from the learner.
At this level the learners should not need to have the criteria translated into detailed
tasks and it is important that they have the flexibility to make best use of any
opportunities they may have to use real workplace scenarios. The actual assignment
briefs therefore are likely to be fairly simple.
It may also be possible to base the work on an organisation for which there is
information on plans and systems in the public domain, such as an NHS Trust.

1 Introduction to Discussion using slides 1–4 of the Slides 1–4 of
unit. ‘Introduction to Change’ ‘Introduction to
presentation. Change’
presentation.
Small group activity — considering
how the organisational diversity Activity sheet 1.
factors apply to organisations
known to the learners.
2 Causes of Discussion using slides 5–9 of Slides 5–9 of
change. ‘Introduction to Change’ ‘Introduction to
presentation. Change’
presentation.
Step/Steeple analysis of
organisation with which learners Activity sheet 2.
are familiar.
3 Organisational Discussion using slides 10–14 of the Slides 10–14 of

responses to ‘Introduction to Change’ ‘Introduction to
drivers of presentation. Change’
change. presentation.
Learners read case study 16.3 ‘How
ABB empowered its managers and Book:
then reversed the process’ and Lynch R —
identify what changes were made Corporate Strategy
to improve the strategy/structure (Prentice Hall,
fit. 2003).
4 Megatrends Discussion using slide 1 of Slide 1 of
2010. ‘Bureaucratic Challenge’ ‘Bureaucratic
presentation. Challenge’
presentation.
Individual or small group activity on
implications of each ‘megatrend’ on Activity sheet 3.
specific organisation.
5 Phases in Discussion using slides 2–16 of the Slides 2–25 of

management ‘Bureaucratic Challenge’ ‘Bureaucratic
thinking presentation. Challenge’
organisational presentation.
Small group activity based on
styles.
learners examining descriptions of Job descriptions or
jobs and using this evidence to vacancy
determine how bureaucratic the advertisements
organisations are and whether there from a range of
is any sign of adhocracy and organisations.
whether organisations tend to the
Activity sheet 4.
mechanistic or the organic.
Discussion using slides 17–25 of
‘Bureaucratic Challenge’
presentation.
6 Phases in Small group or individual activity: Book:
management using Case Study 21.1 from Lynch R Lynch R —
thinking — Corporate Strategy, about BOC. Corporate Strategy
organisational Learners to identify whether any of (Prentice Hall,
styles. the styles or models apply to either 2003).
the ‘before’ or ‘after’ scenarios
described in the case study.
7 Phases in Discussion using slide 26 of the Slide 26 of
management ‘Bureaucratic Challenge’ ‘Bureaucratic
thinking presentation. Challenge’
organisational presentation.
Activity identifying different work
styles.
groups making up flexible Activity sheet 5.
workforce in learners’ own
organisations and listing advantages
when introducing change.
8 Change models. Learner activity — each learner Web or paper-based
takes a change model such as research facilities.
Learning Organisation, BPR,
Flip chart and pens.
Delayering and Right-sizing, Matrix
Org, Network Org, Adhocracy,
Virtual org, and researches a
definition and an example. Then
they produce a verbal and
diagrammatic presentation
supporting its use in a specific
situation.
The schedule and activities would be suitable for a traditional style of classroom-
based delivery to a group of learners from different backgrounds. The schedule and
the materials should be adapted to suit the particular circumstances of the delivery
situation. The material and activities could also be adapted to suit a distance
learning style of delivery.
The slides refer to three presentations which can be downloaded separately. As case
studies are important in consolidating an understanding of the theoretical content
the guidance has been written as a companion to the book by Richard Lynch:
Corporate Strategy (Prentice Hall, 2003). The book would also be useful for some
other units especially Unit 4: Strategic Planning and Implementation and includes an
accompanying CD with a discussion of organisational strategy and change in the
breakfast food market.
Equally the suggested activities could be used with other case study material. In most
cases the learning activity sheets could be used with either individuals or with small
groups, with or without follow up plenary sessions with the whole group. They could
form useful feedback to the tutor on the amount of learning that has taken place.
Activity sheet 1
Individually
Using the model on the ‘Organisational Diversity’ slide identify the factors that you
would use to describe an organisation with which you are familiar.
In pairs — work with someone who has selected a different organisation
Compare the descriptions you have both devised and use them to draw up a list of
important differences between the two organisations.
Activity sheet 2
This model forms a checklist of external factors that organisations need to monitor in
order to plan appropriate responses.
Pick an organisation and brainstorm the external changes that are likely to have a
significant impact on the organisation over the next five years. Examples have been
included in each section to assist with the activity but you may be able to identify
other changes.
Political Economic
• Government legislation. • Competitors.
• Government ideology. • Suppliers.
• International law. • Currency exchange rates.
• Universal rights. • Employment rates.
• Wars. • Wage rates.
• Local regulations. • Government economic policies.
• Taxation. • Other countries’ economic policies.
• Trade union activities. • Lending policies of financial
institutions.
• Changes from public to private
ownership.
Social-cultural Technological
• Demographic trends — customers and • Information technology/internet.
employees.
• New production processes.
• Lifestyle changes.
• Computerisation of processes.
• Skills availability.
• Changes in transport technology.
• Attitudes to work and employment.
• Attitudes to minority groups.
• Gender issues.
• Willingness and ability to move.
• Concern for the environment.
• Business ethics.
Activity sheet 3
John Naisbitt and Patricia Aburdene have been credited with some success in
predicting trends in their books Megatrends and Megatrends 2000. Listed below are
the predicted trends in their latest book.
Focus on an organisation with which you are familiar and for each ‘megatrend’
suggest how the organisation might change in response to the trend.
In the spaces below suggest some megatrends of your own and follow through with
possible organisational responses.
The rise of spirituality — 78 per cent

said they seek increased spirituality:
meditation/yoga soar.
The dawn of conscious capitalism —

capitalism with a social conscience is
succeeding.
Leading from the middle — charismatic

overpaid CEO is fading fast.
Spirituality in business — Ford, Intel

and others are sponsoring employee-
based religious networks.
The values driven consumer —

consumers are voting with their values:
hybrid cars, organic food. Brands that
embody values rule.
The wave of conscious solutions —
spirit in business such as ‘meditation’,
‘forgiveness training’ is booming.
Boom in socially responsible investing

— trend to social investing.
Activity sheet 4
Examine the slides on bureaucracy, adhocracy and the features of

mechanistic/organic organisations.
Taking the material supplied by your tutor on job vacancies in different organisations
identify clues to indicate signs of bureaucracy, adhocracy, mechanistic/organic
culture.
Organisation: Evidence
Bureaucracy
Adhocracy
Mechanistic
Organic
Bureaucracy
Adhocracy
Mechanistic
Organic
Bureaucracy
Adhocracy
Mechanistic
Organic
Activity sheet 5
Examine slide 26 of the Bureaucratic Challenge presentation with the Flexible

Patterns at Work — (Brighton and Curson).
Using an organisation or a part of an organisation with which you are familiar identify
the different work groups or organisations that fulfil its functions.
Core group — primary labour market
Secondary labour market
Short term contracts
Public subsidy trainees
Delayed recruitment
Job sharing
Part-time
Self-employment
Sub-contracting
Agency temporaries
Sub-contracting
Out-sourcing
Discuss the allocation of functions to the different groups and make

recommendations as to how the composition of the groups should be changed to
meet current challenges facing the organisation.
Additional resources
Books
Lynch R — Corporate Strategy (Prentice Hall, 2003) ISBN 0273658549
Aburdene P — Megatrends 2010 (Hampton Roads Publishing, 2005) ISBN 1571744568
Websites
www.megatrends2010.com A summary of Megatrends 2010 is available for
download in PDF format.
Unit 3: Management Research —
Project and Presentation
Learning hours: 30
NQF Level: 7
Description of unit
The purpose of this unit is to provide learners with an opportunity to integrate all their
learning from the whole programme. This unit together with Unit 10: Management
Research Methods, recognises the importance of effective project management in
today’s economy. The fact that there are two units on the subject emphasises the scale
of the work that is required to develop and implement a sound project. Learners can
take either unit without the other, but may find it necessary to start with Unit 10
before tackling this unit if they have no experience of research methodology.
As the rate of change escalates, it is important for organisations to not just hold their
place in the market but to plan to move ahead. This unit recognises the importance
for managers to have project management skills and expertise to enable this to
happen. In effect, this unit requires managers to plan the implementation of a new
product, service or process.
Learners need to take a full and active role in all aspects of the development of the
project and the selection of an appropriate management issue is crucial to success.
Learners cover a full range of management activities and roles including resource and
people management and the implementation of change. The result needs to be a
substantial report of a style appropriate for the consideration of senior management.

1 Identify the development of a new product, service or process in terms of
overall profitability
2 Calculate, agree and plan for the necessary resources required for the project
3 Plan and agree the implementation of the product, service or process and the
measures for monitoring and evaluating success.

This unit can be linked with other units as follows:
Unit 10: Management Research Methods
Unit 2: Managing Change in Organisations
Unit 4: Strategic Planning and Implementation
Unit 13: The Creative Manager.
This guidance should be read in conjunction with the Delivery and Assessment
sections included in the unit specifications for both this unit and, where included in
the programme, Unit 10: Management Research Methods.
Where both units are delivered it is important that the differences and links between
the two units are fully understood and exploited to produce an effective and
coordinated programme of learning. This unit does not require the use of primary
research other than the gathering of information in order to identify and estimate
costs; however, it does require that the business case is built upon ‘recent’ research
and supported by a review of current theoretical debate. If Unit 10 is also run it is
envisaged that the ‘recent’ research would be the results from Unit 10.
As stressed in the unit guidance, the choice of the project itself is crucial and it is
recommended that the learners are encouraged to start discussing possible projects
with their employers or other organisations from the beginning of their programme of
study. If any learner does not have a current employer it may be possible for them to
use another organisation for which they can acquire appropriate information. Some
education and training institutions are able to identify suitable projects based on
their own organisations, or alternatively to use other appropriate organisations such
as a charitable organisation. Although it is very satisfying for the learner if the
project is one that may be implemented this is not essential to the achievement of
the Assessment criteria.
It is assumed that the work on this project would be produced at the end of the
programme of study and that the listed content would have been included in
previous units.
Assessment strategy
As learners have to develop their own project proposal to meet the Assessment
outcomes and criteria, exemplar assignment briefs have not been supplied. Learners
must demonstrate achievement of all Assessment Criteria at an appropriate level for
a Level 7 programme; however, the content should be selectively drawn from the
content list to fit the nature of the project proposal.
This is based on a delivery format of an introductory session at the time of the

induction into the whole programme, an intensive project preparation workshop with
preparatory activities followed by individual meetings with a suitable project tutor.

1 Induction to Overview of what is required for Examples of
whole the project. projects.
programme.
Activity sheet 1.
2 Preparation for Learners to outline two or three Activity sheet 2.
project possible project proposals in
workshop. advance of attending the Project
Induction.
3 Project An intensive workshop possibly held Activity sheet 3.
workshop. over two days at the end of which
Activity sheet 4.
learners should have:
Activity sheet 5.
• decided on the new product,
service or process upon which
their project is to be based
• drawn up an overall plan for the
main phases of their work on
the project and set milestones
• considered how to use theory to
support their business case
• considered how their project
will be presented.
• met with their project tutor,
agreed on the date of their first
meeting and the agenda for the
meeting.
4 Individual During the meetings the tutors: Suitable meeting
meetings with place.
• encourage the learners to
project tutor.
develop a detailed project plan Documents to
against which progress can be record agreed
monitored actions at the end
of each meeting.
• help learners identify additional
skills or learning that may be
needed and help them to access
this
• help learners to see a way
forward if they become ‘stuck’
• help learners to redefine the
project if it becomes too large
to complete within the time
available or too limited to meet
the assessment criteria
• provide feedback on the overall
structure of the work and on
sample parts of the draft text.
Some of the activities for the workshop can be completed either individually or in
small groups. In some centres, resources and guidance for this sort of project work is
gathered into a booklet or onto an online resource to support the learners. This could
help the learners to use the time with their tutors for in-depth discussions on the
content of their projects.
Activity sheet 1
This could be given to learners at the beginning of their programme to support their
discussions with their employing organisations. It could be supplemented with the
Outcomes and Assessment criteria from the unit specification.
Activity sheet 2
This could be issued to learners three or four weeks before the project workshop, so
the work on introducing the project to learners begins. Some learners may have many
ideas for projects whilst others may have difficulty coming up with any ideas at all.
The latter could be advised to generate ideas by examining their own strengths and
interests, looking at past project ideas and keeping a notebook in which to jot down
any ideas that occur to them in the course of their work.
Activity sheet 3
This activity provides an opportunity for learners to compare their most promising
project proposal from Activity sheet 2 against both the assessment criteria and their
personal objectives. Each learner needs to complete the activity for their own
project; however, learners could work in pairs especially in checking the viability of
the time schedule.
Activity sheet 4
The selection and application of theories to the workplace situation is an area that
some learners find challenging. It is envisaged that this activity would be done in
small groups and the results shared and discussed with the larger group. Learners
could then go on to individually outline ‘theory’ topic areas for their own proposed
projects.
Activity sheet 5
This activity is to help learners to work out how to fit a business case and project
plan into the standard report format. There are many guides available on report
writing for a pure research project but this project requires a detailed project plan
so the learners may welcome the opportunity to consider suitable adaptations to the
report structure.
After the project workshop it is usual for learners to be supported individually
through a series of tutorial meetings with a suitable project tutor. This is often
supplemented by email contact.
Activity sheet 1
The purpose of the project
For use in discussing the project with the learner’s employing organisation.
As the rate of change escalates, it is important for organisations not just to hold their
place in the market but to plan to move ahead. This unit recognises the importance
of project management skills and expertise. In effect, this unit requires managers to
plan the implementation of a new product, service or process.
Benefits for the learner carrying out the project

• Learns to apply a range of management topics to a real complex and dynamic
business situation.
• Learns how to gather and critically analyse information and make rational
business decisions.
• Learns how to manage a complex piece of work.
• Learns how to write a coherent management report.
• Learns how to plan a project.
• Learns how to implement change.
• Learns about the challenges and dilemmas facing managers in an organisation.
• Evaluates their own development needs.
• Builds confidence to tackle similar work in the future.
Benefits for the learner’s organisation

• Fresh perspective on an issue.
• Some learners’ projects save or make large sums of money for their organisations.
• A detailed report of an investigation and a plan for action written by someone
with good knowledge of the organisation.
• The learner gains the skills listed above.
How the learner’s organisation can help

• Help with selecting a project with suitable scope, timing and range of
management issues.
• Give permission for the learner to gather sufficient information.
• Support and encourage the learner.
• Give feedback on the final project.
• Clarify any limitations on information that can be used in the project at an early
stage.
Activity sheet 2
Management research — project and presentation
On ________ a project workshop is to be held to help you with the all important
groundwork for your project.
As preparation for this event please start to develop two or three possible ideas for
your project and apply the following preliminary checklist.
Project proposal one

1 What is the new product, service or
process?
2 How can I access information to build a

business case and identify and cost
resources?
3 How does the project timescale fit in
with the course timescale?
4 How does this project fit in with my

personal objectives?
Project proposal two

process?
resources?
Project proposal three

process?
resources?
Activity sheet 3
Management research — project and presentation — checklist
You need to be sure that your project provides the scope to enable you to meet the
assessment criteria and that you can access the required information.
Learning outcomes Assessment criteria for pass How can I meet the criteria?
To achieve each learning For each criterion state what
outcome a learner must information you need and how
demonstrate the ability to: you can access it.
1 Review current • develop a business case for
research, a new product, service or
theoretical debate process built upon recent
and comparative research
learning to look to
• review current theoretical
justify the
debate that supports this
development of a
business case
new product,
service or process • incorporate into this
in terms of overall business case information
profitability. on market competition and
activity.
2 Calculate, agree • identify and cost all
and plan for the materials, equipment,
necessary labour and other resources
resources required required for developing the
for the project. product, service or process
• identify and cost the
training and development
of staff required
• identify sources of all
resources required.
3 Plan and agree the • plan and agree the
implementation of timescale for management
the product, and implementation of the
service or process project, service or process
and the measures
• plan and develop an
for monitoring and
appropriate marketing
evaluating
strategy for this
success.
implementation
• develop appropriate
measures to monitor and
evaluate progress.
Management research — project and presentation — checklist
You need to check that this is a realistic amount of work to do within the timescale,
and the best way to do this is to work back from the final deadline putting in dates
during which these phases can be completed.
Dates
• Final deadline _____________________
• Final editing and collating _____________________
• Writing up findings, analysis and plans _____________________
• Gathering organisational data _____________________
• Literature search and analysis _____________________
• Book meetings and order resources _____________________
• Develop any specific skills needed _____________________
• Plan research _____________________
• Develop overall project plan for self _____________________
• Can this be accommodated, bearing in mind your other work, domestic Yes/No
and social commitments?
• If ‘Yes’, is there an allowance for unexpected delays or minor Yes/No
emergencies?
If ‘No’ to either or both of the above:
• Can the amount of work be reduced to fit in to the timescale and still Yes/No
give scope to satisfy the assessment criteria?
One way or another you need to finish up with a ‘Yes’ answer.
Finally, you need to be sure you want to spend this amount of time and effort on this
project.
What is in this for me? Circle all the phrases that you could apply to the proposed
project.
• Fits in with my personal career objectives.
• Important area in the future.
• Need to know about this.
• Really curious about this.
• Passionate about this.
• Part of my job
You need to have circled at least two items to be sure you have sufficient
motivation.
Activity sheet 4
Bringing in the theory
This exercise is to clarify what is meant by ‘theory’ in the Assessment criteria for this
unit and to provide some practice in identifying how theory can be used to support a
business case.
A definition of theory
Gill and Johnson (1997) ‘a formulation regarding the cause and effect relationship
between two or more variables, which may or may not have been tested’.
The definition demonstrates that ‘theory’ has a specific meaning. It refers to a
situation where if A is introduced, B will be the consequence. Therefore if you were a
marketing manager for a supermarket, you may find studies supporting the theory
that the introduction of loyalty cards will lead customers to be less likely to shop
regularly at competitor supermarkets.
The value of this sort of theory for making management decisions is that in
understanding the explanations for the effects then the manager is able to predict
outcomes and therefore increase control over them.
Below are some examples of new products, services or processes. For each one
suggest what theories could be studied in order to support the business case.
The introduction of
succession planning into an
organisation that has
undergone several
re-structuring exercises.
The introduction of online
ordering of ‘meals on wheels’
and ‘dial a ride’ for the
elderly and infirm.
The introduction of ‘Investors

in People’ into an
organisation.
The introduction of a
magazine for customers in a
company selling heating oil to
domestic customers.
Use library or internet resources to find appropriate ‘theory’ that could be used to
support the above proposed changes.
You could try a ‘Google Scholar’ search: this will draw information from academic
sources only.
(Reference: Gill J and Johnson P — Research Methods for Managers (London, Paul
Chapman, 1997))
Activity sheet 5
Structuring the final report
The standard format of a report is given below.

Title page — the details of author, circulation, purpose of submission and date.
Acknowledgements — to those who assisted the author in the production of the
report.
Abstract — a summary of the whole report on one page.
Contents — with page numbers.
Introduction — the background, the issue and the aim of the investigation.
Method — how the information was gathered and analysed.
Major sections — as many as necessary, usually covering the concepts used, the
information collected and the evaluation.
Conclusions — overall findings of the investigation: the overall picture that has
emerged and the implications.
Recommendations — actions that should be taken, based on the conclusions.
Appendices — bulky material supporting, but not essential to, the text.
References — identification of literature and other sources used and referred to in
the text.
Bibliography — other literature related to the investigation but not referred to in
the text.
Below are some subject headings and items that you may wish to include in a report
for this unit.
Cost-benefit analysis
Business benefits
Costs
Mintel report from which you have

drawn data
Outline of proposal
Elimination of some options
Project plan for introduction of new

product, service or process
How the proposal is supported by

theory
‘Ensuring Success’ — your proposals

for monitoring and evaluating
progress
Report from research conducted

previously and from which you have
drawn data
Marketing strategy
For each item decide where it would fit into the report format.
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January 2007
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BTEC Short Courses

Edexcel Level 7 BTEC Advanced

Tutor support materials

Authorised by Roger Beard

All the material in this publication is copyright

Teaching, learning and assessment 2

Structure of the support materials

Summary of learning outcomes

Links to other units

Topic Subject area Activity Resources

Assignment 1: Personal development plan

As personal development is an ongoing process, the assignment will not be completed

Assignment 2: Personal and professional skills

Personal SWOT analysis

Personal development plan

Learning styles inventory

Definitions Descriptors Scores

Activist: • you are an enthusiast who will try anything

1 What factors about the audience should influence the content of a

2 When should handouts be used at a presentation at a meeting?

3 What are the advantages and disadvantages of using flipcharts as audiovisual

5 What are the main reasons for presentations failing?

What is your time type?

4 Do you frequently have ‘hunches’ about the future? Yes No

5 Do you pride yourself on your rationality, your objectivity? Yes No

6 Do you get upset when you have to change a schedule? Yes No

8 Do you hate to wait? Yes No

9 Do you often foresee things that others don’t? Yes No

11 Can you ‘think on your feet’ — ie respond quickly to stimuli? Yes No

12 Do you enjoy planning things step by orderly step? Yes No

15 Are you curious, thriving on new experiences? Yes No

21 Do you often have deep emotional reactions to situations in which Yes No

Total number of Yes answers

Daily log analysis

Day of the week: Mo Tu We Th Fr Sa Su Date:

Start End Duration Activity Priority Comments

A tasks B tasks C tasks D tasks

Are you spending your time on the right things?

How much stress do we need?

What do you like doing that causes you stress?

What do you not like doing that is stressful?

What things make you bored, fed up and listless?

What do you like doing that is not stressful?

Immediate stress signals Long-term stress signals

• Heartburn/hiccups. • Restless nights.

• Tense, aching neck/shoulder muscles. • Depression.

• Smoking more. • Complete lack of interest in food.

Summary of learning outcomes

Links to other units

Topic Subject area Activity Resources

3 Organisational Discussion using slides 10–14 of the Slides 10–14 of

5 Phases in Discussion using slides 2–16 of the Slides 2–25 of

In pairs — work with someone who has selected a different organisation

The rise of spirituality — 78 per cent

The dawn of conscious capitalism —

Leading from the middle — charismatic

Spirituality in business — Ford, Intel

The values driven consumer —

Boom in socially responsible investing

Examine the slides on bureaucracy, adhocracy and the features of

Examine slide 26 of the Bureaucratic Challenge presentation with the Flexible

Core group — primary labour market