For more course tutorials visit
www.tutorialrank.com
Explain how budget formats channel thought. Explain how formats can direct thought to and highlight general policy matters, budget balancing issues, and improvement of the quality of government management.
For more course tutorials visit
www.tutorialrank.com
Explain how budget formats channel thought. Explain how formats can direct thought to and highlight general policy matters, budget balancing issues, and improvement of the quality
Review of professional competency frameworks of insurance in selected countriesMohsen Gharakhani
Review of professional competency frameworks of insurance in selected countries
presented by Dr. Gharahkhani in The 26th National Conference on Insurance and Development (NCOID) with the main theme of “Increasing Insurance Penetration Rate: Challenges and Strategies” will be held on December 3 and 4, 2019 in two sets of sessions namely academic sessions and general insurance industry sessions, according to PRIAO, IRC.
For more course tutorials visit
www.tutorialrank.com
Explain how budget formats channel thought. Explain how formats can direct thought to and highlight general policy matters, budget balancing issues, and improvement of the quality of government management.
For more course tutorials visit
www.tutorialrank.com
Explain how budget formats channel thought. Explain how formats can direct thought to and highlight general policy matters, budget balancing issues, and improvement of the quality
Review of professional competency frameworks of insurance in selected countriesMohsen Gharakhani
Review of professional competency frameworks of insurance in selected countries
presented by Dr. Gharahkhani in The 26th National Conference on Insurance and Development (NCOID) with the main theme of “Increasing Insurance Penetration Rate: Challenges and Strategies” will be held on December 3 and 4, 2019 in two sets of sessions namely academic sessions and general insurance industry sessions, according to PRIAO, IRC.
We are a premier academic writing agency with industry partners in UK, Australia and Middle East and over 15 years of experience. We are looking to establish long-term relationships with industry partners and would love to discuss this opportunity further with you.
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Assignment Brief
BUSI7280
4
To:
BUSI7280 Students
From:
Prof. Michael Hess and Dr. Venus Kanani Moghadam
Reflective Essay 2
Length: 1,500 words
Submission: via Turnitin on the Wattle link
Grade vale: 20% of total
Details of task: Students are asked to write a short reflective essay at the conclusion of Module 2. This essay should explore the key concepts covered in week 7-12 of the course and should consider the skills you have developed throughout the module that are relevant to managing in a global context.
It is anticipated that the weekly learning insights completed for these weeks will provide useful material for this essay. However, as this is a take home rather than in-class assignment it is expected that you will make use of evidence available in the literature to support your discussions. Students should reflect on the skills, resources, capabilities, thinking and learning styles and consider how they will prepare themselves for working in a management role, and potentially in a global context.
This assignment should be a summary and analysis of your learning from the module and from the assignment, and your plan about how you will develop your personal competencies and capabilities.
Purpose of the task: The Reflective Essay gives students an opportunity to take stock of what they have learned from the module, in particular, to understand their own strengths and weaknesses. It helps students to focus on their own understanding and the skills required for the role of international manager.
Learning outcomes - this assignment addresses the following course learning outcomes:
LO1. Distinguish between the concepts and skills needed for international and local management.
LO2. Establish the roles and functions of management within organisations.
LO3. Recognize the challenges of the globalization dynamic and how it impacts on the task of management
LO6. Reflect on the emerging evidence about changing nature of management in an international context.
Essay Content
Your essay must cover the following areas:
Summary and explanation of the key concepts in Module 2 – use of evidence and authority to support understanding of the role of management in an international context.
Self- Awareness – understanding of the capabilities required of an international manager and gaps between thee and your own capacities.
Reflection on and explanation of factors changing the nature of global business and how these impact on the role and skills of the international manager.
Marking Criteria
The following criteria will be used to assess your essay:
Summary and explanation of the key concepts in Module 2
Evidence and authority to support understanding of the role of management in an international context.
Self- Awareness – understanding of the capabilities required of an international manager and gaps between thee and your own capacities.
Reflection on and explanation of factors changing the nature of global business and how these impact on ...
Learning PlanOverviewThe Learning Plan is part of the academ.docxsmile790243
Learning Plan
Overview
The Learning Plan is part of the academic programme of work you are required to complete for Co-operative Education.
It is designed to ensure that you have goals and objectives planned for what you want to achieve from your Co-operative Education Placement and to provide you with a solid foundation for the rest of the academic programme.
Please note that throughout your Learning Plan you must:
apply concepts, models, frameworks, theories and/or technical competencies from your major, and other areas of study
use authoritative sources
provide in-text references in APA (6th ed.)
include a Reference List with the full reference (APA 6th ed.)
Throughout Co-operative Education you will be focusing on how you are achieving the BBus Learning Goals set out below:
Learning Goal 1:Be self-directed, reflective learners
Learning Goal 2: Be knowledgeable in their major field(s) of study
Learning Goal 3:Be critical enquirers and creative problem solvers
Learning Goal 4: Be able to make business decisions that take into account social, ethical, environmental and global dimensions
Learning Goal 5:Be able to work effectively with others
Learning Goal 6:Be effective communicators
Learning Goal 7: Be connected to business
The Learning Plan is the first stage of the assessment programme that culminates in an Oral Brief and Final Report. In the Co-operative Education assessments you will critically reflect on, analyse and evaluate your development throughout the Co-operative Education Placement and work on a topic which will form the basis of your Co-operative Education Final Report.
Instructions for completing this document
You are required to address all of the points in each of the sections. You may either answer each point individually or you may choose to respond to all points in the one discussion using paragraphs with appropriate headings and sub-headings.
Note: Do not delete any of the information or instructions from the template
Co-operative Education Learning Plan Checklist
Completed each section.
APA referencing and in-text citations.
Job description attached.
Research topic is focused towards the use of authoritative secondary resources.
Theories, concepts, frameworks introduced throughout.
Two personal goals included.
Personality test completed.
Personal SWOT completed.
Spellchecked and proof read document.
------------------------------------------------------------------------------------------------------------------------------------
A.Your Co-operative Education Role: being knowledgeable in your major field(s) of study by demonstrating the application of knowledge from your major(s) to your Co-operative Education Placement
The aim of Section A is as follows:
To introduce the reader to your placement organisation as well as the specific role you will have
To examine how the role and tasks you will be doing might draw on theory ...
BUS475v10Project PlanBUS475 v10Page 2 of 2Wk 4 – App.docxfelicidaddinwoodie
BUS/475v10
Project Plan
BUS/475 v10
Page 2 of 2
Wk 4 – Apply: Project Plan
Project Title: Project Objectives:
· List project objective
· List project objective
· List project objective
Operational Step
Responsible Person
Timeline
ExampleProject Title: Desert Taco Opportunity
Description: Based on initial feedback from customer surveys, online discussion/social media groups, and SWOT analyses, you’ve determined that there is an opportunity to increase your organization’s customer base through the introduction of desert tacos in your food truck menu.Project Objectives:
· Identify the top 3 potential customer groups for this opportunity and describe their characteristics and preferences
Operational Step
Responsible Person
Timeline
Review the organization’s customer database to determine potential customer groups
Leo (Market Research Manager)
9/30 (1 week)
Identify the top 3 groups to target based upon volume, brand loyalty, and location
Betty (Director of Marketing)
10/7 (2 weeks)
Survey customers regarding food preferences and potential menu items
Tom (Customer Service Representative)
10/21 (4 weeks)
Share customer feedback with inventory and operational teams
Betty/Tom
10/28 (5 weeks)
Determine the top 5 locations and times to complete a pilot study with your test market.
Operational Step
Responsible Person
Timeline
Review sales data to determine peak sales opportunities by location
Jim (Director of Sales)
9/30 (1 week)
Identify the top 5 locations in which to conduct the desert taco pilot
Jim
10/7 (2 weeks)
Create marketing collateral and social media communications to promote the desert taco pilot
Oliver (Media Relations Manager)
10/21 (4 weeks)
Provide expected volume and product information for the inventory team
Jim
10/7 (2 weeks)
Estimate the required inventory and supply chain needs necessary to support the desert taco pilot
Operational Step
Responsible Person
Timeline
Based on expected customer volume, locations, and times, determine the product inventory required to support the pilot.
Louise (Controller)
10/14 (3 weeks)
Source supply companies and obtain product pricing quotes and delivery timelines.
Louise
10/21 (4 weeks)
Determine shipment and storage needs to support the pilot.
Louise and Ben (Operations Manager)
10/21 (4 weeks)
Purchase product for the pilot and arrange transportation to support the desert taco pilot at the various locations.
Louise
10/28 (5 weeks)
Copyright 2019 by University of Phoenix. All rights reserved.
Copyright 2019 by University of Phoenix. All rights reserved.
BIZ101 Assessment 1 Brief 2019 Page 1 of 6
ASSESSMENT 1 BRIEF
Subject Code and Title BIZ101 Business Communications
Assessment Evidence-based Response
Individual/Group Individual Task
Length 800 words (+/- 10%)
Learning Outcomes
This assessment addresses the following subject learning outcomes:
a)
Demonstrate information literacy and critical analysis
appropriate to the level of study.
b) Understand.
We are a premier academic writing agency with industry partners in UK, Australia and Middle East and over 15 years of experience. We are looking to establish long-term relationships with industry partners and would love to discuss this opportunity further with you.
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www.onlineassignmenthelp.com.au
www.freeassignmenthelp.com
www.btechndassignment.cheapassignmenthelp.co.uk
www.cheapassignmenthelp.com
cheapassignmenthelp.co.uk - Top Assignment Help | Buy Online Assignment Writing Help Services UK|Assignment Help UK
Assignment Brief
BUSI7280
4
To:
BUSI7280 Students
From:
Prof. Michael Hess and Dr. Venus Kanani Moghadam
Reflective Essay 2
Length: 1,500 words
Submission: via Turnitin on the Wattle link
Grade vale: 20% of total
Details of task: Students are asked to write a short reflective essay at the conclusion of Module 2. This essay should explore the key concepts covered in week 7-12 of the course and should consider the skills you have developed throughout the module that are relevant to managing in a global context.
It is anticipated that the weekly learning insights completed for these weeks will provide useful material for this essay. However, as this is a take home rather than in-class assignment it is expected that you will make use of evidence available in the literature to support your discussions. Students should reflect on the skills, resources, capabilities, thinking and learning styles and consider how they will prepare themselves for working in a management role, and potentially in a global context.
This assignment should be a summary and analysis of your learning from the module and from the assignment, and your plan about how you will develop your personal competencies and capabilities.
Purpose of the task: The Reflective Essay gives students an opportunity to take stock of what they have learned from the module, in particular, to understand their own strengths and weaknesses. It helps students to focus on their own understanding and the skills required for the role of international manager.
Learning outcomes - this assignment addresses the following course learning outcomes:
LO1. Distinguish between the concepts and skills needed for international and local management.
LO2. Establish the roles and functions of management within organisations.
LO3. Recognize the challenges of the globalization dynamic and how it impacts on the task of management
LO6. Reflect on the emerging evidence about changing nature of management in an international context.
Essay Content
Your essay must cover the following areas:
Summary and explanation of the key concepts in Module 2 – use of evidence and authority to support understanding of the role of management in an international context.
Self- Awareness – understanding of the capabilities required of an international manager and gaps between thee and your own capacities.
Reflection on and explanation of factors changing the nature of global business and how these impact on the role and skills of the international manager.
Marking Criteria
The following criteria will be used to assess your essay:
Summary and explanation of the key concepts in Module 2
Evidence and authority to support understanding of the role of management in an international context.
Self- Awareness – understanding of the capabilities required of an international manager and gaps between thee and your own capacities.
Reflection on and explanation of factors changing the nature of global business and how these impact on ...
Learning PlanOverviewThe Learning Plan is part of the academ.docxsmile790243
Learning Plan
Overview
The Learning Plan is part of the academic programme of work you are required to complete for Co-operative Education.
It is designed to ensure that you have goals and objectives planned for what you want to achieve from your Co-operative Education Placement and to provide you with a solid foundation for the rest of the academic programme.
Please note that throughout your Learning Plan you must:
apply concepts, models, frameworks, theories and/or technical competencies from your major, and other areas of study
use authoritative sources
provide in-text references in APA (6th ed.)
include a Reference List with the full reference (APA 6th ed.)
Throughout Co-operative Education you will be focusing on how you are achieving the BBus Learning Goals set out below:
Learning Goal 1:Be self-directed, reflective learners
Learning Goal 2: Be knowledgeable in their major field(s) of study
Learning Goal 3:Be critical enquirers and creative problem solvers
Learning Goal 4: Be able to make business decisions that take into account social, ethical, environmental and global dimensions
Learning Goal 5:Be able to work effectively with others
Learning Goal 6:Be effective communicators
Learning Goal 7: Be connected to business
The Learning Plan is the first stage of the assessment programme that culminates in an Oral Brief and Final Report. In the Co-operative Education assessments you will critically reflect on, analyse and evaluate your development throughout the Co-operative Education Placement and work on a topic which will form the basis of your Co-operative Education Final Report.
Instructions for completing this document
You are required to address all of the points in each of the sections. You may either answer each point individually or you may choose to respond to all points in the one discussion using paragraphs with appropriate headings and sub-headings.
Note: Do not delete any of the information or instructions from the template
Co-operative Education Learning Plan Checklist
Completed each section.
APA referencing and in-text citations.
Job description attached.
Research topic is focused towards the use of authoritative secondary resources.
Theories, concepts, frameworks introduced throughout.
Two personal goals included.
Personality test completed.
Personal SWOT completed.
Spellchecked and proof read document.
------------------------------------------------------------------------------------------------------------------------------------
A.Your Co-operative Education Role: being knowledgeable in your major field(s) of study by demonstrating the application of knowledge from your major(s) to your Co-operative Education Placement
The aim of Section A is as follows:
To introduce the reader to your placement organisation as well as the specific role you will have
To examine how the role and tasks you will be doing might draw on theory ...
BUS475v10Project PlanBUS475 v10Page 2 of 2Wk 4 – App.docxfelicidaddinwoodie
BUS/475v10
Project Plan
BUS/475 v10
Page 2 of 2
Wk 4 – Apply: Project Plan
Project Title: Project Objectives:
· List project objective
· List project objective
· List project objective
Operational Step
Responsible Person
Timeline
ExampleProject Title: Desert Taco Opportunity
Description: Based on initial feedback from customer surveys, online discussion/social media groups, and SWOT analyses, you’ve determined that there is an opportunity to increase your organization’s customer base through the introduction of desert tacos in your food truck menu.Project Objectives:
· Identify the top 3 potential customer groups for this opportunity and describe their characteristics and preferences
Operational Step
Responsible Person
Timeline
Review the organization’s customer database to determine potential customer groups
Leo (Market Research Manager)
9/30 (1 week)
Identify the top 3 groups to target based upon volume, brand loyalty, and location
Betty (Director of Marketing)
10/7 (2 weeks)
Survey customers regarding food preferences and potential menu items
Tom (Customer Service Representative)
10/21 (4 weeks)
Share customer feedback with inventory and operational teams
Betty/Tom
10/28 (5 weeks)
Determine the top 5 locations and times to complete a pilot study with your test market.
Operational Step
Responsible Person
Timeline
Review sales data to determine peak sales opportunities by location
Jim (Director of Sales)
9/30 (1 week)
Identify the top 5 locations in which to conduct the desert taco pilot
Jim
10/7 (2 weeks)
Create marketing collateral and social media communications to promote the desert taco pilot
Oliver (Media Relations Manager)
10/21 (4 weeks)
Provide expected volume and product information for the inventory team
Jim
10/7 (2 weeks)
Estimate the required inventory and supply chain needs necessary to support the desert taco pilot
Operational Step
Responsible Person
Timeline
Based on expected customer volume, locations, and times, determine the product inventory required to support the pilot.
Louise (Controller)
10/14 (3 weeks)
Source supply companies and obtain product pricing quotes and delivery timelines.
Louise
10/21 (4 weeks)
Determine shipment and storage needs to support the pilot.
Louise and Ben (Operations Manager)
10/21 (4 weeks)
Purchase product for the pilot and arrange transportation to support the desert taco pilot at the various locations.
Louise
10/28 (5 weeks)
Copyright 2019 by University of Phoenix. All rights reserved.
Copyright 2019 by University of Phoenix. All rights reserved.
BIZ101 Assessment 1 Brief 2019 Page 1 of 6
ASSESSMENT 1 BRIEF
Subject Code and Title BIZ101 Business Communications
Assessment Evidence-based Response
Individual/Group Individual Task
Length 800 words (+/- 10%)
Learning Outcomes
This assessment addresses the following subject learning outcomes:
a)
Demonstrate information literacy and critical analysis
appropriate to the level of study.
b) Understand.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
1. Level 2 – Sample scheme of work
(7352)
BUSINESS, ADMINISTRATION AND FINANCE
Unit 7: Success at work
2. Business, Administration and Finance
Level 2 Unit 7: Success at work
Sample scheme of work
This is an example of a possible scheme of work. You can use it as it is, adjust it or extract content to create a scheme of work
to suit your delivery needs. It can also be adjusted by adding theory workshops to support learners who have/need additional
learning time.
This unit is assessed through a centre set and marked assignment, which will be externally moderated.
Total GLH 60
Delivery model This scheme of work is divided into topics and each topic is assigned an approximate number of hours. The
topics can then be split according to the duration of sessions and the period of delivery.
A list of resources is provided at the end of this document.
Aim To help learners achieve their personal financial and career goals. Learners will:
• understand the financial benefits of employment and the requirements to secure and retain employment
• be able to research information on personal financial requirements
• be able to prepare for and take part in an interview for a job
• be able to plan to achieve own career goals.
Notes The assessment for this unit can be included as part of another unit assessment. This unit could be co-taught
with Unit 1: Business enterprise.
Under FS (functional skills):
* indicates opportunities for assessment in English of speaking and listening and/or written communication
+ indicates opportunities for use of mathematics in analysing, interpreting and presenting information
indicates opportunities for assessment in ICT.
Sample Scheme of Work: Business, Administration and Finance, Level 2 Unit 7
Page 1 of 4
3. Topic Activities, assignments, assessments LO and PLTS FS GLH
AC
1 Understanding the Provide an overview of the learning objectives and the tasks to be carried out for this unit. LO1a, b * 15
financial benefits of
Introduce the topic ‘Me and my future’. Ask learners to think about their personality and the types +
employment and the
of job to which they may be suited. Ask them to undertake a personal SWOT analysis.
requirements to
secure and retain Working individually, but with some interaction with peers, ask learners to participate in
employment personality tests on the internet (eg see www.cooltests.com) to discover their personality traits
and possible careers. They can do 360-degree self-appraisals and skills audits.
All learners should then make a short PowerPoint presentation about themselves.
Follow with a class discussion to identify the personal attributes (eg patience, being outgoing,
being a team member), attitudes (eg punctuality, attendance, ability to follow instructions) and
knowledge (eg qualifications, experience) required to secure and retain employment (AC1a).
Introduce the concept, purpose and sources of money
The meaning and features of money, the common components of remuneration packages and
taxation (AC1a). See the Principal Learning specification for further details.
Discuss cultural attitudes to money.
For assessment, ask learners to produce:
• a guidance booklet explaining the features of income and taxation on a chosen area of
employment
• a short briefing document explaining the skills, personal attributes and knowledge required
to secure and retain employment.
Allow learners one hour of controlled assessment time to write up the task for LO1.
Sample Scheme of Work: Business, Administration and Finance, Level 2 Unit 7
Page 2 of 4
4. Topic Activities, assignments, assessments LO and PLTS FS GLH
AC
2 Researching Introduce learners to the key aspects of personal financial planning, such as sources of financial LO2a, b IE2 * 15
information on advice, the costs, benefits and risks associated with financial services, the main types of
+
personal financial financial services and exchange rates for overseas travel. See page 100 of the Principal
requirements Learning specification for more details.
Arrange guest speakers to talk to the class about different personal finance options.
Working in groups, ask learners to compare different products and services. Show learners how
to use a magazine-style ‘best buy’ approach to compare products.
For assessment, ask learners to research the main types of financial services required for their
future careers (AC2a). They must produce an appropriate mix of financial services (AC2b).
Allow learners one hour of controlled assessment time to write up the task for LO2.
3 Preparing for and Introduce learners to sources of information and advice about occupations. LO3a–c EP4 * 15
taking part in an
Working in groups, ask learners to compare three different sources of information in relation to
interview for a job
their own chosen occupations.
Introduce the purpose and content of a CV. Working individually, learners perform a personal
skills audit and produce a CV.
Outline the important aspects of preparing for and taking part in an interview.
Working in groups, ask learners to research a job vacancy and provide an interview checklist.
Learners will then role play interview scenarios.
For assessment, learners will need to apply for a job. They must complete a job application form,
prepare for and take part in an interview and analyse their own performance (AC3a–c).
Allow learners 1.5 hours of controlled assessment time to write up the task for LO3.
Sample Scheme of Work: Business, Administration and Finance, Level 2 Unit 7
Page 3 of 4
5. Topic Activities, assignments, assessments LO and PLTS FS GLH
AC
4 Planning to Explain to learners how they can develop their skills, attitudes and behaviours. LO4a, b * 15
achieve own career
Ask learners to carry out a personal risk and reward assessment, to draw up a plan of their +
goals
progression to further study/career, to draw up a career development plan and to write up a
personal budget (LO4a, b).
Provide learners with a personal career development plan template and a budget template. For
each learner, arrange an interview with a Connexions adviser and one-to-one discussions of
personal goals and career options.
For assessment, ask learners to create a career development plan and a personal financial plan.
Allow 1.5 hours of controlled assessment time to write up the task for LO4.
RESOURCES
Websites
Careers A–Z: www.careersa-z.co.uk (general careers resource that includes information on writing CVs)
Careers Advice: www.careersadvice.direct.gov.uk (general careers advice but includes sections on finding the right job)
Connexions Direct: www.connexions-direct.com (includes sections on careers, money, work and further study)
Cooltests: www.cooltests.com (includes personality tests)
Directgov: www.direct.gov.uk/en/MoneyTaxAndBenefits/ManagingDebt/PlanYourWayOutOfDebt/DG_10023176 (includes
tips on personal budgeting and provides templates)
*doughuk: www.doughuk.com (a personal finance website aimed at young people aged 14–24, it includes case studies,
information and checklists)
Inside Careers: www.insidecareers.co.uk (specifically for information on graduate careers)
Jobcentre Plus: www.jobcentreplus.gov.uk (includes advice on searching for jobs)
Monster: http://career-advice.monster.co.uk/Career-Development/careers.aspx (career development and job search website
that includes articles and resources)
Personal Finance Education Group: www.pfeg.org (includes resources for schools)
Sample Scheme of Work: Business, Administration and Finance, Level 2 Unit 7
Page 4 of 4