Business Stratergy Module Hand Book

Module Hand Book Business Strategy
Business Strategy
Module Handbook
BTEC Level 5 HN Diploma in Business (QCF)
Module:
Business Strategy
Programme Name:
BTEC Level 5 HN Diploma in Business (QCF)
Unit code:
A/601/0796
Lecturer:
Shmina Mandal MBA, MCIM, FABE

londonacademy@hotmail.com.
Lecture Duration:
3 Hours (per session)
Assignment Deadline Date
19 June 2015
Unit aim: The aim of this unit is to give learners the knowledge and understanding of how
a business unit can strategically organise and plan for likely future outcomes in order to be
successful.
CONTENTS
Page
1. UNIT ABSTRACT_______________________________________________
2. LECTURE SCHEME______________________________________________ 4
3. ASSIGNMENT BRIEF____________________________________________ 7
4. LEARNING OUTCOMES__________________________________________
5. TASKS_______________________________________________________ 10
6. ASSESSMENT PLAN____________________________________________ 12
7. GRADING CRITERIA____________________________________________ 13
8. GENERAL GUIDANCE____________________________________________14
9. PREPERATION STAGES__________________________________________ 15
10. RECOMMENDED RESOURCES____________________________________ 19
11. NOTES_____________________________________________________ 20
12. STRUTURE AND FORMAT_______________________________________ 20
13. PLAGIARISM________________________________________________ 21
14. HARVARD REFERANCE SYSTEM__________________________________ 22
15. ASSIGNMENT CHEKLIST_______________________________________ 25
Unit 7: Business Strategy

Unit code: A/601/0796
QCF level: 4
Credit value: 15 credits
!
Aim
The aim of this unit is to give learners the knowledge and understanding of how a business
unit can strategically organise and plan for likely future outcomes in order to be successful.
!
Unit abstract
One of the aims of this unit is to build on learners existing knowledge of the basic tools of
business analysis such as PESTLE and draw it together so that the learners think
strategically.
Learners will be introduced to further analysis tools needed for the process of strategic
planning.
They will be able to explain the significance of stakeholder analysis and carry out an
environmental and organisational audit of a given organisation.
Learners will learn how to apply strategic positioning techniques to the analysis of a given
organisation and prepare a strategic plan based on previous analysis. They will also learn
how to evaluate possible alternative strategies (such as substantive growth, limited growth
or retrenchment) and then select an appropriate future strategy for a given organisation.
Finally, learners will compare the roles and responsibilities for strategy implementation and
evaluate resource requirements for the implementation of a new strategy for a given
organisation. Learners will then be able to propose targets and timescales for
implementation and monitoring of the strategy in a given organisation.
!
1
2
3
4
Learning outcomes
Understand the process of strategic planning
Be able to formulate a new strategy
Understand approaches to strategy evaluation and selection
Understand how to implement a chosen strategy.

LECTURE SCHEME
Sessions
LEARNING OUTCOME
EVIDENCE
What is Strategy?
( Kodak case study example )
What is the importance of Strategic Planning ( Can be known as
long term planning)
What Are The characteristics of Strategic Planning
Session 1
Gives direction to whole organisation, integrates activities,

Considers all stakeholders
Strategies on how to gain competitive advantage
Relates to the medium size Organisation, resources and its
environment.
What is the difference between Co-operate Strategy, Business
Strategy, functional or operational Strategy.
Explain strategic contexts and terminology missions, visions,
objectives, goals, core competencies
Review the issues involved in strategic planning
What are the strategic issues in each of the below specific to :

Medium size organisations
Session 2
Multinationals
Public sector
Not for profit sectors
The different levels of Strategy
Analysis, Choice, Implementation.
Understand the process of strategic planning
Presentation
slides
First the tools needed in the analysis stages

Organisational Audit
How to carry out an environmental audit PEST and SWOT
Session 3
Explain different planning techniques
Presentation
slides
Bostons, Product Life Cycle,
Recap earlier session

Question on PLC
Session 4
Pims Model
Use of the Porters Five Force Model in relation to audit
Explain Stakeholder analysis again and then

Explain the Strategic Choice and techniques in relation.
Session 4

Use Ansoffs matrix
Report with
use of
diagrams
How to make a strategic choice,

Feedback
Session 5
Competitor analysis and its importance

Porters Generic Strategies
Session 6
Session 7
Explain who are Stakeholders and the significance of stakeholder

analysis
Understand approaches to strategy evaluation and selection

Feedback
Session 8
Session 9
Analyse possible alternative strategies relating to substantive

growth, limited growth or retrenchment
Report with
use of
diagrams
How to select an appropriate future strategy for the given

organisation
Based on Feasibility, acceptability, suitability
Session 10
Understand the mechanisms for developing effective teamwork in

organizations
What are the roles needed for implementation.
Overview for all work seen to date and improvements all students
should have considered based on work handed in
Session 11
and feedback
Report with
use of
diagrams
Explain the third stage Implementation and it s importance

Compare the roles and responsibilities for strategy implementation
Session 12
What is the importance of the roles and how can it be managed

Importance of monitoring
Session 13
Discuss targets and timescales for achievement in a given

organisation to monitor a given strategy.
Any concerns
Session 14
Feedback
Report with
use of
diagrams

ASSIGNMENT BRIEF
Learner Name
Assessor Name
Internal Verifier
Shmina
Programme Title
Unit No & Title
Unit Code
Edexcel BTEC Level 5

HND BM (QCF)
Unit 7: Business Strategy
A/601/0796
Assignment Title
Business Strategy
IV Sign Date
Interim Feedback
Date
Hand-out Date
Submission
Deadline
23 February 2015
19 June 2015
Submission Feedback
Date
Resubmission Date
Internal Result
Learning Outcomes
Learning
Outcome 1
1.1
Understand
planning
the
process
EVIDENCE
of
strategic
Explain strategic contexts and terminology missions,

visions, objectives, goals, core competencies
1.2
Review the issues involved in strategic planning
1.3
Explain different planning techniques
Learning
Outcome 2
2.1

Produce an organisational audit for a given
organisation
2.2
Carry out an environmental audit for a given

organisation
2.3
Explain the significance of stakeholder analysis
Learning
Outcome 3
3.1
3.2
Presentation
slides
Understand approaches to strategy evaluation

and selection
Analyse possible alternative strategies relating to
substantive growth, limited growth or retrenchment
Select an appropriate future strategy for a given

organisation
Report with use

of diagrams
Report with use

of diagrams
Learning
Outcome 4
Understand the mechanisms for developing

effective teamwork in organisations
4.1
Compare the roles and responsibilities for strategy

implementation
4.2
Evaluate resource requirements to implement a new

strategy for a given organisation
4.3
Discuss targets and timescales for achievement in a

given organisation to monitor a given strategy
The assignment involves a Presentation, a Report and hand-outs.
Report with use

of diagrams
TASKS
Lo1 Understand the process of strategic planning
Explain strategic contexts and terminology missions, visions, objectives, goals, core
competencies (1.1)
Prepare a written presentation to senior management to explain the process of

Strategic Planning,
Explain the Strategic context and terminology to include:
Learning
Outcome 1
1)
2)
3)
4)
5)
Missions,
Visions,
Objectives,
Goals,
Core competencies
Power Point Presentation: 3 Slides + Handout Notes

Explain what is strategic planning and what are some of the issues involved in strategic
planning ( 1.2)
Power Point Presentation: 3 Slides+ Handout Notes

Define to senior management what are different strategic planning techniques and
include at least two different planning techniques. This could include (Bostons Matrix,
product Life Cycle, PIMS) ( 1.3)
Power Point Presentation: 4 Slides+ Handout Notes

FINAL Feedback SUBMISSION FOR TASK 1 is in WEEK 4
Lo2 You work in the strategic planning department and formulate
strategies for a medium organization.
You have been asked to :
Prepare a written report for the senior management for a medium organisation of your
choice and explain what is the strategy of this organisation, Your explanation could
include the stages of strategy explained- analysis, choice and implementation.
Learning
Outcome 2
Your report should include:

1) An Organisational audit for the organisation you have chosen, this must include a
SWOT analysis. ( 2.1)
2) An Environmental audit for the organisation you have chosen and this should
include a competitor analysis with the reference of the Porters Five force Model.(2.2)
3) A List of the key stakeholders for the chosen organisation with explanations why the
organisation needs to carry out a stakeholder analysis and what is its significance. (
2.3)
10
Please include diagrams where necessary
Word length: Approx. 800 words

Style: Report
Report must have a clear structure showing the introduction, main body and
conclusion

Task Lo3 Understand approaches to strategy evaluation and selection
Prepare another written report to senior management
Senior management have now asked you after considering your first report and the
information
That they want to achieve the strategies below
1) Market Entry Strategies- Growth by mergers , licensing
2) Limited growth- Market Penetration, Market Development, Product
Development
Learning
Outcome 3
3) Disinvestment Turn around strategies , Liquidation

4) Diversification
Explain how the Organisation could achieve any two of these strategies with the use of
suitable strategies and models.
After which explain which of the two strategies would you suggest is the most
appropriate for the selected organisation based on the Audit and research information
from your first report.
Word length: Approx. 1000 1200 words

Style: Report

Senior Management are keen to meet with you in regards to the roles and
responsibilities for the implementation of the strategy
Learning
Outcome 4
Prepare notes for the Keypoints to be discussed below:

1. Considering the strategies suggested for the chosen organisation who will
be responsible and what would be the roles needed for effective strategy
implementation.
2. Considering the strategies suggested for the chosen organisation what
11
resource requirements would be needed

3. Considering the strategies suggested for the chosen organisation what
target and timescales are required for them to be monitored and achieved
on time.
Word length: Approx. 500 words

Summary of Grades
In order to achieve a pass in a unit
In order to achieve a merit in a unit
In order to achieve a distinction in a unit
All learning outcomes and associated

assessment criteria have been met.
assessment criteria have been met.
All merit grade description are
achieved
assessment criteria have been met
All merit and all distinction grade
descriptions are achieved
Grading Criteria for Pass/Merit/Distinction- Business Strategy

Outcome
LO1:
Understand
the process of
strategic
planning

PASS
MERIT
DISTINCTION

1.1 Explain strategic
contexts and terminology
missions, visions, objectives,
goals, core competencies

1.2 Review the issues
involved in strategic
planning

1.1Explain strategic contexts
and terminology missions,
visions, objectives, goals, core
competencies but explained in
relation to a medium size
organisation.

1.1Explain strategic contexts and
terminology missions, visions,
objectives, goals, core
competencies but explained in
organisation and related to
strategic context.

1.2 review the issues involved in
strategic planning in relation to a
medium size organisation but
with relevant discussion on issues
provided on each stage of the
strategic planning process
Such as Analysis , Choice,
Implementation.

1.2 review the issues involved
in strategic planning in
organisation, with relevant
research carried out
Good use of examples
provided.
1.3 Uses critical analysis and
12

1.3 Briefly explain different
planning techniques.

Student to have prepared
adequate presentation
slides , with diagrams and
reader notes
1.3 Briefly explain different

planning techniques and in
addition how each can help a
medium size organisation.
good level of research for the

different planning techniques
Should be related to a medium
size organisation.

Student to have prepared
adequate presentation slides ,
with diagrams and reader
notes
13
Good use of presentation slides

well-presented information and
diagrams. Reader notes used
well.
LO2:
Be able to
formulate a
new strategy
2.1 Definition of
2.1 Definition of
2.1 Definition of
organisational audit And

how it is applied to a
medium size organisation

organisational audit And

how it is applied to a
medium size organisation,
In addition Ability to show a

2.2 Provides relevant
discussion on how to
carry out an
good understanding of key

issues in relation to an
audit for a medium size
organisation
organisational audit And how it

is applied to a medium size
organisation
With critical analysis and good
use of research
Demonstrate knowledge of
environmental audit for a


With some discussion on
the models used for the
audit.

2.3 Explain the
significance of stakeholder
analysis
List the stakeholder and
their interest in the
organisation.

discussion on how to carry
out and environmental audit
for a medium size
organisation in addition

With the use of a range of
appropriate models,
Swot , Pest and Porters Five
Forces have been defined
and used well.
Theories with some critical

and lateral thinking

explanation and critical
analysis on how best to carry
out and environmental audit
for a medium size organisation

With the use of a range of

appropriate models,
Swot , Pest and Porters Five
Forces used well and related
to competitor analysis.
Good use of relevant

examples and justification of
how audit applies to a

2.3 Explain the significance

2.3 Explain the significance of
Provided some research.
of stakeholder analysis
List the stakeholders and for
each their interest in the
organisation.
In addition provided
explanations on how each
stakeholder should be
managed
14
stakeholder analysis
List the stakeholder and their
interest in the organisation.
In addition provide stakeholder
mapping and the strategies
needed.
LO3:
Understand
approaches
to strategy
evaluation
and selection

3.1 Analyse and define
3.1 Analyse and define how
3.1 Analyse and define how to
how to achieve the

alternative strategies
relating to
substantive growth, limited
growth or retrenchment

3.2 Explain how to select an
appropriate future strategy
for a medium size
Organisation with some
to achieve the alternative

strategies relating to
growth or retrenchment, With
achieve the alternative strategies

relating to
growth or retrenchment, With
and an ability to show a

good understanding of
each strategy.
and an ability to show a good

understanding of each
strategy and how each can be
achieved with good use of
research and examples.

reference made to audit

carried out,
LO4:
Understand
how to
implement a
chosen
strategy.
4.1 Explain the roles and

responsibilities needed for
the strategy to be
Implemented successfully

4.2 Offers some discussion
on the resource
requirements to implement
the new
strategy for a given
organisation,

3.2 Select an appropriate
future strategy for a medium
size organisation and it should
be related to the Audit carried
out by the
Organisation.
3.2 Select an appropriate future

strategy for a medium size
organisation and it should be well
related to the Audit carried out
by the
Organisation.
In addition Good use of
In addition Good use of
relevant examples, use of

theory
relevant examples and

justification provided,
Demonstrate excellent
understanding of the theories
and relevant research
4.1 Explain and compare the

roles and responsibilities
needed for the strategic
Implementation
4.1 Explain and compare the roles

and responsibilities needed for
the strategic Implementation
With reference made to

how the strategy can be
implemented.
With reference made to how

the strategy can be
implemented.
Demonstrate understanding of
the key issues with relevant
research and use of examples,

4.2 Offers some discussion
and practical input on the
resource requirements to
implement the new
strategy for a given
organisation,
4.3 Explain targets and

4.3 Discuss targets and
timescales to monitor the timescales to monitor the
strategy with a practical
strategy.
input.
15

4.2 Offers Explanation and critical
input on the resource
requirements to implement the
new
strategy for a given organisation,

4.3 Explain targets and
timescales to monitor the
strategy with practical input
and allowing a back plan.
GENERAL GUIDANCE
Scheduling techniques
A diary is a simple but powerful tool for organising your time. If you do not manage your time effectively you
will find yourself rushing your work, reducing its quality. By planning out your day systematically, you will be
better able to see how much time is available for different activities. By having a realistic picture of how much
you can achieve, you will be better able to organise your time so that you do not overload yourself with work
from day to day.
Research and preparation are key to successful assignments.
There are a number of study skills, which are vital to develop if you want to become an effective independent
learner. This section will support you in collecting the information that you need to complete assignments, and
in making effective use of the research resources available to you through your centre and the internet.
Effective note-taking
In order to prepare to write assignments, you will need to be able to write useful and accurate notes. Note-taking
is not about creating word-for-word copies of a lecture or of a page in a book, but about summarising key points
quickly while including the main points and themes. When taking notes, it is worth investing in a notebook with
a margin. This allows you to record your notes in the main part of the page and to use the margin for cues. A
cue is a comment you can make on the notes you have made as a reminder to yourself, or as a stimulus for
further investigation. For example, you might add a question mark in the margin next to topics that you think
you should investigate further. Alternatively, you might write questions that you will later try to answer through
reflection or further study, or by asking your tutor. When you are taking notes, you should aim to reduce the
material that you are taking notes on. This means you have to take information and simplify it. You can achieve
this in a number of ways:
Abbreviate terms where possible.
Try to simplify the information by leaving out long examples or points that are not relevant to your
assignments.
Record keywords and references to the source of the information you are using, such as page numbers and
titles. This will let you go back and check facts later.
Mind-mapping
There are many forms of note taking and different approaches work for different people. Some especially
those with a tendency for visual learning find that Mind mapping is a helpful way to make notes in class or
from books. A mind map visually represents the main points in a topic. It can be particularly useful for
providing an overview of a topic and helping to draw out links between different key points.
16
Reviewing your notes

It is wise to review your notes within a short time of making them for two reasons:
It will help you to remember the contents. Repetition aids recollection.
You might find you have different ideas about some of the points that you made.
This might spur you to write down a question for your tutor or to look up a particular concept again so that you
can clarify something you have written. It is better to find a gap in your notes the next day rather than weeks
later or the day before an assignment deadline.
Library research
When you are studying for a higher-level qualification, you will need to use a library to independently research
topics. You will be expected to read around topics that are delivered in class the reading list at the end of this
Study Skills Guide will provide you with some useful sources of further reading. This will be particularly
important if you want to complete a degree or other higher-level qualification after your BTEC Higher National.
There are a number of resources that you can find in a library with which you should be familiar. Different
sources have different purposes, so you should take care to use materials that are pitched at the appropriate level
for your course. When investigating different sources of information, try to look at and compare a range of
different titles and authors. You might find that different writers explain topics in different ways. You might find
particular texts more accessible than others. This is quite normal and is nothing to worry about. If you find one
resource does not meet your needs, you should investigate others.
Books Might focus on a specific area of a topic or give an overview of a range of subjects. You should aim
to use the most recent books possible. Be aware that some titles will have more than one edition. You should try
to study from the newest version of a text, as this is likely to represent the most up-to-date theories and examples
available in your field.
Periodicals More commonly known as magazines and newspapers. These document current events locally
and nationally, and can often be a useful starting point for contextual information
Journals Sources of the latest academic research. These publications are often highly specialised, focusing
on a particular areas of interest. Some journals are of particular importance in each field and you should ask your
tutor where they would recommend you look for research.
Reports Documents that might be published by government agencies, charities, political think-tanks or
businesses. They are likely to contain a mixture of quantitative and qualitative evidence. When scrutinising
reports, you should do so with a clear awareness of their source, as some agencies will have a bias. For example,
think-tanks such as Policy Exchange have ties to particular political parties and may represent a specific point of
view.
17
Interpreting an assignment brief

In order to interpret an assignment, you need to identify a number of key points.
You need to:
find the command words in each question or task
determine what content is being assessed
establish the context of the assignment.
1) Command words
Each task in your assignment will contain a verb that indicates to you the level of the response that you are
expected to give. It is important that you interpret these verbs correctly so that you fully recognise the level of
demand in each task.
2) Content
It is important to establish which theories and concepts must be covered in your assignment. Your tutor might
provide you with a copy of the specification for the qualification.
3) Context
Your assignments will relate to a particular scenario. This might be something relevant to your workplace or it
might be a situation relating to a case study selected by your tutor. You should normally ensure that your
assignment relates closely to this context. This is because of the nature of the qualification you are studying for:
you are expected to demonstrate academic knowledge in a workplace setting.
There are some additional considerations that you must take account of. The word count on your assignment
should inform how much you write and help you to structure your response. A good way to do this is to start on
a blank page and divide your overall assignment into subheadings. These should usually relate to the main
themes or theories you need to cover. Once you have done this, allocate a number of words to each subheading,
remembering that you will need to include a brief introduction and a longer conclusion to sum up your
arguments overall.
Budgeting words in this way will help you to keep within your word count. It will also help you break the
assignment down into more manageable pieces that you can approach step by step over a period of days or
weeks.
Your assignment will have a submission deadline, set by your tutor. Finishing well before this is important. You
should ensure that you plan for enough time to read through your assignment and check you have covered all of
the required content. You might find what you originally thought was well written and eloquent actually lacks a
degree of coherence, so you might want to make some improvements to make your arguments more
sophisticated or to add a point that you had accidentally omitted.
Types of assessment
There are two different types of assessment that you are likely to experience during your higher National course.
1) Formative assessment refers to activities that are designed to give you feedback and allow your improve
your work. Your tutor might sit down with you and discuss your work and progress, helping you to prepare an
action plan to improve your work.
2) Summative assessment refers to the final, formal assessment of your work that assigns you a grade. This is
likely to happen at least once during each term or semester on your course. While you might get feedback from
your tutor on the strengths and weaknesses of your work it is not always the case that you will be able to make
further improvements to your work after these assessments.
Accessing higher grades

You will naturally be concerned with making the most of your studies and accessing the highest grades possible.
There are specific qualities that an assessor will be looking for in your assignments, such as an ability to critique
18
theories and ideas. You should make sure you are familiar with these requirements before you start writing your
assignments. There are a number of practical steps you can take to maximise your opportunities to achieve
higher grades.
Independent reading is vital
You will not be able to get the best grades by simply relying on the notes that you are given in class. You will be
given a reading list for different modules that you study. This is the minimum that is expected of you in terms of
independent study. You should aim to read and make notes on the relevant sections of each book on your
reading list as well as following up on references highlighted by tutors during lectures, seminars and tutorials.
Another way of finding further texts to study is to look at the references at the end of chapters in your course
texts. This will allow you to explore the material that informed the books you have read and explore the
concepts in them in greater depth. This can help you develop your understanding of key points.
Understand the demands of your assignment brief
One of the easiest ways to lose marks is to provide a response that does not fully answer the questions set. You
should take great care to read your assignment thoroughly and to clarify any points of uncertainty with your
tutor. You need to make sure that your answer is well focused on answering questions. Detailed recitals of
material from course textbooks might show that you have a superficial
understanding of a topic but will get you, at best, a passing grade or worse. You need to demonstrate your ability
to think critically and to apply theory to a range of different scenarios.
Demonstrate originality
To achieve the very highest grades, you should demonstrate some evidence of the ability to construct original
thoughts and ideas. This does not meant that you are constructing your own theories, but it might be that you
find a novel application of existing ideas or offer a unique criticism of established ideas. A good way to
approach this is often by using your own experiences and insights to inform your
work. Basing your assignments on workplace experience or primary research can provide a source of unique
insights. However, be careful to avoid long descriptions of scenarios in this case. You should ensure that your
insights are relevant to the questions that you are answering and that you are not simply going off on a tangent.
Make the most of class sessions
It might sound obvious, but regular attendance at lectures, tutorials and seminars will help you to perform better.
Your tutor will regularly offer advice on assignments and you should take note of this. You are also likely to
hear explanations of a range of theories and concepts that go beyond those in the material on your reading list.
This will give you clues as to what to look for in the library to read around the topics studied more effectively.
Be critical
This does not mean that you have to tear apart every concept that you write about, but it does mean that you
should not simply accept ideas at face value. Just because a concept has weaknesses does not invalidate it, but if
you fail to acknowledge and address these weaknesses, then it will make your arguments far less convincing and
constrain you to lower grades.
19
PREPARATION STAGE
Read all Core Material
Read all the Supplementary Articles
Consider the range of issues/problems/difficulties/threats that your organization is currently

facing
Ideally, discuss these with your Line Manager
Discuss the final selection with your personal Tutor
When you have the final agreement from your Personal Tutor, submit the proposal.

Reviewing your notes
It is wise to review your notes within a short time of making them for two reasons:
It will help you to remember the contents. Repetition aids recollection.
You might find you have different ideas about some of the points that you made.
This might spur you to write down a question for your tutor or to look up a particular concept again so
that you can clarify something you have written. It is better to find a gap in your notes the next day
rather than weeks later or the day before an assignment deadline.
Library research
When you are studying for a higher-level qualification, you will need to use a library to independently
research topics. You will be expected to read around topics that are delivered in class the reading list
at the end of this Study Skills Guide will provide you with some useful sources of further reading. This
will be particularly important if you want to complete a degree or other higher-level qualification after
your BTEC Higher National.
There are a number of resources that you can find in a library with which you should be familiar.
Different sources have different purposes, so you should take care to use materials that are pitched at the
appropriate level for your course. When investigating different sources of information, try to look at and
compare a range of different titles and authors. You might find that different writers explain topics in
different ways. You might find particular texts more accessible than others. This is quite normal and is
nothing to worry about. If you find one resource does not meet your needs, you should investigate
others.
Books Might focus on a specific area of a topic or give an overview of a range of subjects. You
should aim to use the most recent books possible. Be aware that some titles will have more than one
edition. You should try to study from the newest version of a text, as this is likely to represent the most
up-to-date theories and examples available in your field.
Periodicals More commonly known as magazines and newspapers. These document current events
locally and nationally, and can often be a useful starting point for contextual information
Journals Sources of the latest academic research. These publications are often highly specialised,
focusing on a particular areas of interest. Some journals are of particular importance in each field and
you should ask your tutor where they would recommend you look for research.
Reports Documents that might be published by government agencies, charities, political think-tanks
or businesses. They are likely to contain a mixture of quantitative and qualitative evidence. When
scrutinising reports, you should do so with a clear awareness of their source, as some agencies will have
a bias. For example, think-tanks such as Policy Exchange have ties to particular political parties and may
represent a specific point of view.
20
Interpreting an assignment brief

In order to interpret an assignment, you need to identify a number of key points.
You need to:
find the command words in each question or task
determine what content is being assessed
establish the context of the assignment.
1) Command words
Each task in your assignment will contain a verb that indicates to you the level of the response that you
are expected to give. It is important that you interpret these verbs correctly so that you fully recognise
the level of demand in each task.
2) Content
It is important to establish which theories and concepts must be covered in your assignment. Your tutor
might provide you with a copy of the specification for the qualification.
3) Context
Your assignments will relate to a particular scenario. This might be something relevant to your
workplace or it might be a situation relating to a case study selected by your tutor. You should normally
ensure that your assignment relates closely to this context. This is because of the nature of the
qualification you are studying for: you are expected to demonstrate academic knowledge in a workplace
setting.
There are some additional considerations that you must take account of. The word count on your
assignment should inform how much you write and help you to structure your response. A good way to
do this is to start on a blank page and divide your overall assignment into subheadings. These should
usually relate to the main themes or theories you need to cover. Once you have done this, allocate a
number of words to each subheading, remembering that you will need to include a brief introduction and
a longer conclusion to sum up your arguments overall.
Budgeting words in this way will help you to keep within your word count. It will also help you break
the assignment down into more manageable pieces that you can approach step by step over a period of
days or weeks.
Your assignment will have a submission deadline, set by your tutor. Finishing well before this is
important. You should ensure that you plan for enough time to read through your assignment and check
you have covered all of the required content. You might find what you originally thought was well
written and eloquent actually lacks a degree of coherence, so you might want to make some
improvements to make your arguments more sophisticated or to add a point that you had accidentally
omitted.
Types of assessment
There are two different types of assessment that you are likely to experience during your higher National
course.
1) Formative assessment refers to activities that are designed to give you feedback and allow your
improve your work. Your tutor might sit down with you and discuss your work and progress, helping
you to prepare an action plan to improve your work.
2) Summative assessment refers to the final, formal assessment of your work that assigns you a grade.
This is likely to happen at least once during each term or semester on your course. While you might get
feedback from your tutor on the strengths and weaknesses of your work it is not always the case that you
will be able to make further improvements to your work after these assessments.
21
Accessing higher grades

You will naturally be concerned with making the most of your studies and accessing the highest grades
possible. There are specific qualities that an assessor will be looking for in your assignments, such as an
ability to critique theories and ideas. You should make sure you are familiar with these requirements
before you start writing your assignments. There are a number of practical steps you can take to
maximise your opportunities to achieve higher grades.
Independent reading is vital
You will not be able to get the best grades by simply relying on the notes that you are given in class.
You will be given a reading list for different modules that you study. This is the minimum that is
expected of you in terms of independent study. You should aim to read and make notes on the relevant
sections of each book on your reading list as well as following up on references highlighted by tutors
during lectures, seminars and tutorials. Another way of finding further texts to study is to look at the
references at the end of chapters in your course texts. This will allow you to explore the material that
informed the books you have read and explore the concepts in them in greater depth. This can help you
develop your understanding of key points.
Understand the demands of your assignment brief
One of the easiest ways to lose marks is to provide a response that does not fully answer the questions
set. You should take great care to read your assignment thoroughly and to clarify any points of
uncertainty with your tutor. You need to make sure that your answer is well focused on answering
questions. Detailed recitals of material from course textbooks might show that you have a superficial
understanding of a topic but will get you, at best, a passing grade or worse. You need to demonstrate
your ability to think critically and to apply theory to a range of different scenarios.
Demonstrate originality
To achieve the very highest grades, you should demonstrate some evidence of the ability to construct
original thoughts and ideas. This does not meant that you are constructing your own theories, but it
might be that you find a novel application of existing ideas or offer a unique criticism of established
ideas. A good way to approach this is often by using your own experiences and insights to inform your
work. Basing your assignments on workplace experience or primary research can provide a source of
unique insights. However, be careful to avoid long descriptions of scenarios in this case. You should
ensure that your insights are relevant to the questions that you are answering and that you are not simply
going off on a tangent.
Make the most of class sessions
It might sound obvious, but regular attendance at lectures, tutorials and seminars will help you to
perform better. Your tutor will regularly offer advice on assignments and you should take note of this.
You are also likely to hear explanations of a range of theories and concepts that go beyond those in the
material on your reading list. This will give you clues as to what to look for in the library to read around
the topics studied more effectively.
Be critical
This does not mean that you have to tear apart every concept that you write about, but it does mean that
you should not simply accept ideas at face value. Just because a concept has weaknesses does not
invalidate it, but if you fail to acknowledge and address these weaknesses, then it will make your
arguments far less convincing and constrain you to lower grades

22
RECOMMENDED RESOURCES
BOOKS
JOURNALS
Brassington F and Pettitt S Principles of Marketing 3rd Edition (FT Prentice

Hall, 2003)
ISBN: 0273657917
Christopher M/Payne A and Ballantyne D Relationship Marketing: Creating
Stakeholder
Value (Butterworth Heinemann, 2002) ISBN: 0750648392
Fifield P Marketing Strategy 2nd Edition (Butterworth Heinemann, 1998)
ISBN: 0750629088
Gummerson E Total Relationship Marketing (Butterworth Heinemann, 2002)
ISBN: 0750654074
Kotler P and Andreasen A R Strategic Marketing for Non-Profit Organizations
3rd Edition
(Prentice Hall International UK, 1982) ISBN: 0132325470
McDonald M Marketing Plans: How to Prepare Them, How to Use Them 5th
Edition
(Butterworth Heinemann, 2002) ISBN: 0750641169
Harvard Business Review
Journal of Marketing
Journal of Marketing Management
Journal of Services Marketing
Marketing
Marketing Business
Marketing Review
Marketing Week
The Financial Times and other daily newspapers which contain a business section
and market reports
www.bized.ac.uk provides useful business case studies for educational purposes
www.cim.co.uk The Chartered Institute of Marketings site contains a useful
Knowledge Centre
WEBSITES
www.ft.com The Financial Times business sections

www.marketing.haynet.com Marketing magazine
www.studentshout.com a useful academic website
www.thetimes100.co.uk business educational resources

23

NOTES
Your evidence for assessment must be handed in with a signed learner declaration
You must hand in individual work for assessment for all tasks (including group work tasks) to the
examination office
You must following the assessment criteria above to ensure that you meet all of the criteria in order to
pass the module
Your assignment should be in report format
You must include in your assignment a cover page with your details and your course details using the
template provided
Submission deadline: Check and comply with the assessments schedule in your course handbook
Submission type: Check and comply with the assessments schedule in your course handbook
References: Ensure that all references are quoted at the end of any question/document submitted; you
must apply the Harvard System of Referencing in your work.
Ensure that font style should be Tahoma and font size should be 12 in all assignments
Ensure that (in paragraph) line spacing should be 1 or 1.15 and alignment should be justify
Ensure that all work has been proof-read and checked prior to submission
Ensure that the layout of your documents is in a professional format
PLAGIRISM/COLLUSION
Any act of plagiarism or collusion will be seriously dealt with according to the
regulations.
In this context the definition and scope of plagiarism are presented below:
Plagiarism is presenting somebody elses work as your own, It includes copying information directly
from the Web or books without referencing the material; submitting joint coursework as an individual
effort; copying another students coursework; stealing coursework from another student and submitting
it as your own work.
Collusion is working collaboratively with another learner to produce work that is submitted as the
individual learners work.
Suspected acts of plagiarism or collusion will be investigated and if found to have occurred will be
dealt with according to the college procedure.
24
REFERENCING USING THE HARVARD SYSTEM

It is not enough for you to state that you have read a number of texts in the preparation of your
assignment; it is important to show how and where you have used your sources within the assignment
itself.
Referencing allows you to do this and ensures that you avoid plagiarism.
The finest source of reference is the peer reviewed journal since it will be current and reliable as it has
been peer reviewed. The least reliable source is the website and these should be kept to a minimum
with no more than two or three appearing in a list of 30 references. Thus, if you use 150 books,
articles and journals you should only have about 5 web references!!!!
Tabloids, the Metro, the Evening Standard or Wikipedia are not acceptable references and you should
trace any of their material to the original source and quote this.
Equally you cannot quote a lecture unless you are citing the lecturers published book or journal.
Three points are important when referencing with the Harvard Referencing System
"
"
"
Acknowledge the work by other people that you have used in your assignment
Offer enough information to allow the reader to follow up your reference, and access it for
themselves
All references should appear as a (name, date) in the text and in full on the Reference list.
CURRENT REFERENCES (THIS CENTURY!)

References should be current 2010+ and preferably post 2012. If you are using an older model then
quote the original date followed by a recent journal article which mentions it to show that it is still
part of the contemporary debate. For example Kolbs learning cycle would be (Kolb, 1974; Simmonds
2009) and both would be listed separately on your reference list.
1. Referencing in the text itself with the Harvard Referencing System
You can demonstrate how you have used sources in your assignment through appropriate referencing
in the text itself. The Harvard system uses the authors surname and year of publication as the main
way to identify documents within the text. Here are some practical examples of referencing within the
text.
" For a single author:
E.g. It has been shown that (Jones, 2009)
E.g. Jones (2009) shows that.
" For something written by two people:
E.g. the main features of . have been identified as.. (Jones and Brown, 2010)
" For papers written by more than two authors:
E.g. Smith et al (2010) indicate that .
The full list of authors must appear in the reference section at the back
" For corporate authors, for instance a consultancy report:
E.g. Key issues for Anderson industries were.. (Anderson plc. 2008)
" For publications with no obvious author, such as ACAS
E.g. Key stages in the discipline process are. (ACAS, 2009)
25
Quotations
When you quote directly from a source you should place the quotation in inverted commas and the
page number should be given in the reference.
e.g. The employment relationship is central to personnel and development, whether in terms of the
direct employment of staff by an organisation, or the subcontracting of work to external bodies.
(Marchington and Wilkinson, 2010:7)
Direct quotations should be kept to a minimum as paraphrasing is preferred with the reference (name,
date) in brackets after it. A direct quote always requires a page number.
2. REFERENCING IN THE REFERENCE SECTION USING THE HARVARD SYSTEM
The Reference section follows the end of your assignment text (but comes before any appendices).
This is where you list the publications you have referred to in full and in alphabetical order. The
following information should be provided to allow anyone to follow up your reference and access it
accurately:
" Authors surname and initial(s)
" Year of publication
" Title of book (or article) either underlined or italicised (or italicised)
" Publisher of the book (or journal in which the article was found)
" Place of publication (e.g. London, New York, Paris)
EXAMPLES OF REFERENCES ON THE REFERENCE LIST
"
Reference to an article in a journal:

Riusala, K. and Suutari, V. (2008) Expatriation and careers: perspectives of expatriates and
spouses. Career Development International Vol.5. No. 2 pp. 81-90
NB where the journal has volume numbers and part numbers these should be clearly shown page
numbers of an article should be given wherever possible
"
Reference to a book
Bloisi, W. (2008) Management and Organisational Behaviour (2nd European Edn.) McGraw Hill,
London.
"
Reference to a booklet
Department for Education and Employment (2009). Delivering Skills for All: Second Report of
the Skills Task Force. HMSO, London.
"
Reference to the work of someone cited in a different source (such as a text-book).

McGregor, D. (1960), The Human side of Enterprise. cited in Bloisi, W. (2009)
Management and Organisational Behaviour (3rd European Edn.) McGraw Hill. & then give the page
number where you found it!
"
Reference to a particular chapter in an edited book:

OSullivan, N. (2009) The Future of Work in Matthewman, L., Rose, A. and Hetherington, A.
(eds.) (2009) Work Psychology . Ch. 16. pp. 348-367. OUP England
Reference to an item found on the internet.
Internet sources should be cited in the text as (Web 1), (Web 2) etc. with a fresh number for each
reference. The bibliography should then list them separately. If the same Web page is used on
different dates as a regular source of information then the date should also be included in the reference
e.g. (Web 1, 22/3/10) then (Web 1, 24/3/10) on subsequent occasions.
26
They need not be alphabetical order in your reference list.

This should include the fact that the item was accessed on-line & when
e.g. Web1, (1999) Pay and Conditions in Call Centres, available at
http://www.incomesdata.co.uk/callcent/htm Accessed 23 October 2008
Graphs, charts and tables
You should make reference to Graphs, charts and tables used in your text to strengthen your
arguments, clarify concepts or give proof. These should be numbered in sequential order with the data
source shown beneath them.
Table 1.1 Percentage of unemployed builders in Carmarthenshire and
2001
Pembrokeshire 1999-
Year
1999
2000
2001
Carmarthenshire
23 %
27%
19%
Pembrokeshire
14%
38%
8%
Source: Welsh Employment Statistics (2002)
*** Remember all graphs, charts and tables MUST be sited in the back!
METHODS OF WORKING:
Lectures must be attended. Weekly reading is essential!!!! You are likely to find Lecture work easier to
accomplish if you have a copy of the lecture notes with you.
Lectures are essential for developing the required skills for the module.
On this module you are treated as an ADULT Graduates independent and autonomous learner. As
such, to succeed in the module you will need to read around your subjects; both in the recommended texts
and in relevant journals, think things through, reflect in a critical way about your own transfer of
knowledge to practice as well as that of organisations you notice around you, solve problems, research
topics and integrate your learning in a coherent way.
It is recommended that you match your college time for this module with an equivalent independent
study period each week.
GUIDELINES FOR STUDENTS
This handbook is not a definitive statement of EDEXCEL regulations, but merely a guide specially
written for you in order to complete the four contemporary issues in marketing management
assignments
IF IN DOUBT, PLEASE REFER TO UNIVERSITY OF WOLVERHAMTONS
REFERERNCING GUIDELINES ONLY!!!
http://www.wlv.ac.uk/lib/PDF/harvard%202010.pdf
ASSIGNMENT CHECKLIST
Assessment Decisions
Cover Sheet
Plagiarism Report
27
Module Title & Code

Lecturers name
Student Name
Student Number
2 x Paper copy of report
2 x Memory stick or disc in envelope attached to the report (non-returnable)
It is important that you retain a copy of any documents that you hand in for assessment.
Any students having any difficulties with any area of the assessment must inform the
administrator immediately. A meeting will then be arranged with the lecturer to give further
support.
Assessment Plan LBBA: Business Strategy- A/601/0796

STRUCTURE AND FORMAT FOR REPORT WRITING
You are advised to use the following format
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.
Contents With page numbers.
Introduction The background, the issue and the aim of the investigation.
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.
References Identification of literature and other sources used and referred to in the text.
28
DATE
2302/15
2302/15
2302/15
2302/15
Unit & Title

Understand the
process of strategic
planning
Understand different
approaches to
management and
leadership
Understand ways of
using motivational
theories in
organisations
Understand the
mechanisms for
developing effective
teamwork in
organisations
Learning
Outcome
Hand In
Date
Week 4
LO1
Summative
Assessment
Assessor
Name
22/ 06/ 2015
Shmina
22/ 06/ 2015
Shmina
22/ 06/ 2015
Shmina
22/ 06/ 2015
Week 8
LO2
Week 11
LO3
Week 13
LO4

PLAGIRISM
Any act of plagiarism or collusion will be seriously dealt with according to the regulations.
In this context the definition and scope of plagiarism are presented below:
Plagiarism is presenting somebody elses work as your own, It includes copying information directly
from the Web or books without referencing the material; submitting joint coursework as an
individual effort; copying another students coursework; stealing coursework from another student
and submitting it as your own work.
Collusion is working collaboratively with another learner to produce work that is submitted as the
individual learners work.
Suspected acts of plagiarism or collusion will be investigated and if found to have occurred will be
dealt with according to the college procedure.
For Presentations students will need to prepare power point slides. This presentation slide has to be
merged into their main word document. To merge these files:
Click and open power point slide and copy all content
Click and open the word document and scroll to the end of document
Paste copied slide as Bitmap using paste special option
Insert 2 slides per page
29
REFERENCING USING THE HARVARD SYSTEM

It is not enough for you to state that you have read a number of texts in the preparation of your
assignment; it is important to show how and where you have used your sources within the assignment
itself.
Referencing allows you to do this and ensures that you avoid plagiarism.
The finest source of reference is the peer reviewed journal since it will be current and reliable as it has
been peer reviewed. The least reliable source is the website and these should be kept to a minimum
with no more than two or three appearing in a list of 30 references. Thus, if you use 150 books,
articles and journals you should only have about 5 web references!!!!
Tabloids, the Metro, the Evening Standard or Wikipedia are not acceptable references and you should
trace any of their material to the original source and quote this.
Equally you cannot quote a lecture unless you are citing the lecturers published book or journal.
Three points are important when referencing with the Harvard Referencing System
"
"
"
Acknowledge the work by other people that you have used in your assignment
Offer enough information to allow the reader to follow up your reference, and access it for
themselves
All references should appear as a (name, date) in the text and in full on the Reference list.
CURRENT REFERENCES (THIS CENTURY!)

References should be current 2010+ and preferably post 2012. If you are using an older model then
quote the original date followed by a recent journal article which mentions it to show that it is still
part of the contemporary debate. For example Kolbs learning cycle would be (Kolb, 1974; Simmonds
2009) and both would be listed separately on your reference list.
1. Referencing in the text itself with the Harvard Referencing System
You can demonstrate how you have used sources in your assignment through appropriate referencing
in the text itself. The Harvard system uses the authors surname and year of publication as the main
way to identify documents within the text. Here are some practical examples of referencing within the
text.
" For a single author:
E.g. It has been shown that (Jones, 2009)
E.g. Jones (2009) shows that.
" For something written by two people:
E.g. the main features of . have been identified as.. (Jones and Brown, 2010)
" For papers written by more than two authors:
E.g. Smith et al (2010) indicate that .
The full list of authors must appear in the reference section at the back
" For corporate authors, for instance a consultancy report:
E.g. Key issues for Anderson industries were.. (Anderson plc. 2008)
"
For publications with no obvious author, such as ACAS
30
E.g. Key stages in the discipline process are. (ACAS, 2009)
Quotations
When you quote directly from a source you should place the quotation in inverted commas and the
page number should be given in the reference.
e.g. The employment relationship is central to personnel and development, whether in terms of the
direct employment of staff by an organisation, or the subcontracting of work to external bodies.
(Marchington and Wilkinson, 2010:7)
Direct quotations should be kept to a minimum as paraphrasing is preferred with the reference (name,
date) in brackets after it. A direct quote always requires a page number.
2. REFERENCING IN THE REFERENCE SECTION USING THE HARVARD SYSTEM
The Reference section follows the end of your assignment text (but comes before any appendices).
This is where you list the publications you have referred to in full and in alphabetical order. The
following information should be provided to allow anyone to follow up your reference and access it
accurately:
" Authors surname and initial(s)
" Year of publication
" Title of book (or article) either underlined or italicised (or italicised)
" Publisher of the book (or journal in which the article was found)
" Place of publication (e.g. London, New York, Paris)
EXAMPLES OF REFERENCES ON THE REFERENCE LIST
"
Reference to an article in a journal:

Riusala, K. and Suutari, V. (2008) Expatriation and careers: perspectives of expatriates and
spouses. Career Development International Vol.5. No. 2 pp. 81-90
NB where the journal has volume numbers and part numbers these should be clearly shown page
numbers of an article should be given wherever possible
"
Reference to a book
Bloisi, W. (2008) Management and Organisational Behaviour (2nd European Edn.) McGraw Hill,
London.
"
Reference to a booklet
Department for Education and Employment (2009). Delivering Skills for All: Second Report of
the Skills Task Force. HMSO, London.
"
Reference to the work of someone cited in a different source (such as a text-book).

McGregor, D. (1960), The Human side of Enterprise. cited in Bloisi, W. (2009)
Management and Organisational Behaviour (3rd European Edn.) McGraw Hill. & then give the page
number where you found it!
"
Reference to a particular chapter in an edited book:

OSullivan, N. (2009) The Future of Work in Matthewman, L., Rose, A. and Hetherington, A.
(eds.) (2009) Work Psychology . Ch. 16. pp. 348-367. OUP England
Reference to an item found on the internet.
Internet sources should be cited in the text as (Web 1), (Web 2) etc. with a fresh number for each
reference. The bibliography should then list them separately. If the same Web page is used on
31
different dates as a regular source of information then the date should also be included in the reference
e.g. (Web 1, 22/3/10) then (Web 1, 24/3/10) on subsequent occasions.
They need not be alphabetical order in your reference list.
This should include the fact that the item was accessed on-line & when
e.g. Web1, (1999) Pay and Conditions in Call Centres, available at
http://www.incomesdata.co.uk/callcent/htm Accessed 23 October 2008
Graphs, charts and tables
You should make reference to Graphs, charts and tables used in your text to strengthen your
arguments, clarify concepts or give proof. These should be numbered in sequential order with the data
source shown beneath them.
Table 1.1 Percentage of unemployed builders in Carmarthenshire and
2001
Pembrokeshire 1999-
Year
1999
2000
2001
Carmarthenshire
23 %
27%
19%
Pembrokeshire
14%
38%
8%
Source: Welsh Employment Statistics (2002)
*** Remember all graphs, charts and tables MUST be sited in the back!
METHODS OF WORKING:
Lectures must be attended. Weekly reading is essential!!!! You are likely to find Lecture work easier to
accomplish if you have a copy of the lecture notes with you.
Lectures are essential for developing the required skills for the module.
On this module you are treated as an ADULT Graduates independent and autonomous learner. As
such, to succeed in the module you will need to read around your subjects; both in the recommended texts
and in relevant journals, think things through, reflect in a critical way about your own transfer of
knowledge to practice as well as that of organisations you notice around you, solve problems, research
topics and integrate your learning in a coherent way.
It is recommended that you match your college time for this module with an equivalent independent
study period each week.
GUIDELINES FOR STUDENTS
This handbook is not a definitive statement of EDEXCEL regulations, but merely a guide specially
written for you in order to complete the four contemporary issues in marketing management
assignments
32
ASSIGNMENT CHECKLIST
Assessment Decisions
Cover Sheet
Plagiarism Report
Module Title & Code
Lecturers name
Student Name
Student Number
2 x Paper copy of report
2 x Memory stick or disc in envelope attached to the report (non-returnable)
Assignments email to h.admin@lbbaglobal.com
The night before hand-in date latest by 23:30pm
It is important that you retain a copy of any documents that you hand in for
assessment.
Any students having any difficulties with any area of the assessment must inform the
administrator immediately. A meeting will then be arranged with the lecturer to give
further support.
33
DATE
Unit & Title
Learning
Outcome
Hand In
Date
Summative
Assessment
Assessor
Name
23/02/15
Understand the
process of strategic
planning
LO1
Week 4
16/ 06/ 2015
Shmina
23/02/15
Understand different
approaches to
management and
leadership
LO2
Week 7
16/ 06/ 2015
Shmina
23/02/15
Understand ways of
using motivational
theories in
organisations
LO3
Week 10
16/ 06/ 2015
Shmina
23/02/15
Understand the
mechanisms for
developing effective
teamwork in
organisations
LO4
Week 13
16/ 06/ 2015
Shmina
34

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Module Hand Book Business Strategy

BTEC Level 5 HN Diploma in Business (QCF)

Shmina Mandal MBA, MCIM, FABE

3 Hours (per session)

Assignment Deadline Date

Module Hand Book Business Strategy

Module Hand Book Business Strategy

Unit 7: Business Strategy

Module Hand Book Business Strategy

Gives direction to whole organisation, integrates activities,

What are the strategic issues in each of the below specific to :

Module Hand Book Business Strategy

First the tools needed in the analysis stages

Explain different planning techniques

Bostons, Product Life Cycle,

Recap earlier session

Explain Stakeholder analysis again and then

Be able to formulate a new strategy

How to make a strategic choice,

Competitor analysis and its importance

Explain who are Stakeholders and the significance of stakeholder

Understand approaches to strategy evaluation and selection

Module Hand Book Business Strategy

Analyse possible alternative strategies relating to substantive

How to select an appropriate future strategy for the given

Understand the mechanisms for developing effective teamwork in

Explain the third stage Implementation and it s importance

What is the importance of the roles and how can it be managed

Discuss targets and timescales for achievement in a given

Module Hand Book Business Strategy

Unit No & Title

Edexcel BTEC Level 5

Unit 7: Business Strategy

Module Hand Book Business Strategy

Explain strategic contexts and terminology missions,

Review the issues involved in strategic planning

Explain different planning techniques

Be able to formulate a new strategy

Carry out an environmental audit for a given

Explain the significance of stakeholder analysis

Understand approaches to strategy evaluation

Select an appropriate future strategy for a given

Report with use

Report with use

Module Hand Book Business Strategy

Understand the mechanisms for developing

Compare the roles and responsibilities for strategy

Evaluate resource requirements to implement a new

Discuss targets and timescales for achievement in a

The assignment involves a Presentation, a Report and hand-outs.

Report with use

Module Hand Book Business Strategy

Prepare a written presentation to senior management to explain the process of

Power Point Presentation: 3 Slides + Handout Notes

Power Point Presentation: 3 Slides+ Handout Notes

Power Point Presentation: 4 Slides+ Handout Notes

Your report should include:

Module Hand Book Business Strategy

Please include diagrams where necessary

Word length: Approx. 800 words

FINAL Feedback SUBMISSION FOR TASK 2 is in WEEK 7

3) Disinvestment Turn around strategies , Liquidation

Word length: Approx. 1000 1200 words

FINAL Feedback SUBMISSION FOR TASK 3 is in WEEK 10