Introduction This unit gives students a comprehensive overview of the essential pitching and negotiation skills required to win new contracts on agreeable terms. These skills are essential for the managing and running of a small business or being part of a dynamic and innovative workforce. Good pitching skills for a new product or service will generate sales and networking opportunities, while negotiating with different people and in different business transactions will secure more favourable deals. This unit aims to provide students with the knowledge base and tools that will help them to develop these skills. 

Learning Outcomes

 By the end of this unit a student will be able to: 

1 Evaluate the context of a negotiation and identify the information required to prepare for a negotiation. 

2 Manage documentation relevant to tenders and contracts. 

3 Develop a pitch to achieve a sustainable competitive edge. 

4 Assess the outcome of a pitch and negotiation.

Introduction 

This unit is assessed by a Pearson-set assignment. Students will choose their own project based on a theme provided by Pearson (this will change annually). The project must be related to their specialist pathway of study (unless the student is studying the general business pathway). This will enable students to explore and examine a relevant and current topical aspect of business in the context of the business environment and their chosen specialist pathway. The aim of this unit is to offer students the opportunity to engage in sustained research in a specific field of study. The unit enables students to demonstrate the capacity and ability to identify a research theme, to develop research aims, objectives and outcomes, and to present the outcomes of such research in both written and verbal formats. The unit also encourages students to reflect on their engagement in the research process during which recommendations for future, personal development are key learning points. On successful completion of this unit students will have the confidence to engage in problem-solving and research activities which are part of the function of a manager. Students will have the fundamental knowledge and skills to enable them to investigate workplace issues and problems, determine appropriate solutions and present evidence to various stakeholders in an acceptable and understandable format

Learning Outcomes 

By the end of this unit a student will be able to: 

1 Examine appropriate research methodologies and approaches as part of the research process. 

2 Conduct and analyse research relevant to a business research project. 

3 Communicate the outcomes of a research project to identified stakeholders. 

4 Reflect on the application of research methodologies and concepts.

Introduction

The aim of this unit is to introduce students to a variety of methods organisations use to coordinate their international marketing efforts. Students will critically evaluate the various challenges that organisations face when doing so. This unit will give students the knowledge and ability to work with marketing teams internationally and to study marketing at a higher level. In today’s globalised economy it is essential that marketing efforts are able to transcend international borders. To do this, marketers must gain an appreciation of the various cultural, regulatory and political issues that exist in transferring marketing strategies into different countries and the impact it can have on both consumers and the organisation. 

Learning Outcomes 

By the end of this unit a student will be able to: 

1 Demonstrate an understanding of how marketing contributes to business strategies in an international context. 

2 Evaluate entry to a selection of international markets and define the key success factors. 

3 Investigate how elements of the marketing plan can be adapted or standardised across international markets. 

4 Demonstrate an understanding of how to organise and evaluate international marketing efforts (multinational, global, transnational, meta-national, etc.).

Introduction 

This unit gives students the opportunity to make links between the role and function of HR and emerging HR developments. This will enable students to show an awareness of HR as a key contributor to organisational success. On successful completion of this unit students will have a greater understanding and appreciation of the role played by HRM in adding value to activities which contribute to the success of an organisation. Students will understand typical aims and objectives of the HR function in a contemporary context, enabling them to make an effective contribution to the HR department of an organisation. 

Learning Outcomes 

By the end of this unit a student will be able to: 

1 Evaluate the importance of organisational design to the delivery of sustainable performance.

2 Analyse the requirement to develop motivated, knowledgeable and experienced individuals and teams. 

3 Apply contemporary knowledge and research to support emerging HR developments. 

4 Evaluate the relationship between organisational design and change management.

Learning Outcomes

By the end of this unit a student will be able to:

1 Differentiate between the role of a leader and the function of a manager.

2 Apply the role of a leader and the function of a manager in given contexts.

3 Demonstrate an appreciation of the role leaders and managers play in the operations function of an organisation.

4 Demonstrate an understanding of the relationship between leadership and management in a contemporary business environment.

Learning Outcomes

By the end of this unit a student will be able to:

1 Demonstrate an understanding of management accounting systems.

2 Apply a range of management accounting techniques.

3 Explain the use of planning tools used in management accounting.

4 Compare ways in which organisations could use management accounting to respond to financial problems.

Learning Outcomes

By the end of this unit a student will be able to:

1 Establish project aims, objectives and timeframes based on the chosen theme.

2 Conduct small-scale research, information gathering and data collection to generate knowledge to support the project.

3 Present the project and communicate appropriate recommendations based on meaningful conclusions drawn from the evidence findings and/or analysis.

4 Reflect on the value gained from conducting the project and its usefulness to support sustainable organisational performance.

Introduction 

The aim of this unit is to provide students with background knowledge and understanding of business, the functions of an organisation and the wider business environments in which organisations operate. Students will examine the different types of organisations (including for profit and not for profit), their size and scope (for instance, micro, SME, transnational and global) and how they operate. Students will explore the relationships that organisations have with their various stakeholders and how the wider external environments influence and shape business decision-making. The knowledge, understanding and skill sets gained in this unit will help students to choose their own preferred areas of specialism in future studies and in their professional career. 

Learning Outcomes 

By the end of this unit a student will be able to: 

1 Explain the different types, size and scope of organisations. 

2 Demonstrate the interrelationship of the various functions within an organisation and how they link to organisational structure. 

3 Use contemporary examples to demonstrate both the positive and negative influence/impact the macro environment has on business operations. 

4 Determine the internal strengths and weaknesses of specific businesses and explain their interrelationship with external macro factors.

Introduction 

This unit is designed to introduce students to the principles of marketing, enabling them to develop a basic marketing plan and to employ elements of the marketing mix to achieve results. While they will learn the underpinning theories and frameworks, they will also be able to relate these to real-world examples, including products/services that they encounter in their own daily lives. Organisations such as Apple, Google, VISA, Burberry, Zara, Cadbury, Nestle, Unilever, Coca-Cola, Unicef, BP and small local businesses all have at least one thing in common: they all use marketing to influence us to engage with their products and/or services. Whether it is becoming a loyal customer buying a product and service or donating to a charity, organisations use a range of marketing techniques and tools to inform and influence us. The knowledge, understanding and skill sets that students will gain on successfully completing this unit will enhance their career opportunities; whether setting up their own business or being employed by an organisation. 

Learning Outcomes 

By the end of this unit a student will be able to: 

1 Explain the role of marketing and how it interrelates with other functional units of an organisation. 

2 Compare ways in which organisations use elements of the marketing mix (7Ps) to achieve overall business objectives. 

3 Develop and evaluate a basic marketing plan.

Introduction 

The aim of this unit is to enable students to appreciate and apply principles of effective Human Resource Management (HRM). People are the lifeblood of any organisation and being able to attract, recruit and retain talented staff is at the core of all HRM activity. This unit will explore the tools and techniques used in HRM to maximise the employee contribution and how to use HR methods to gain competitive advantage. Students will explore the importance of training and development in building and extending the skills base of the organisation and ensuring it is relevant to the ever-changing business environment. Students will also consider the growing importance of becoming a flexible organisation with an equally flexible labour force, and become familiar with techniques of job design and with different reward systems. The unit investigates the importance of good employee relations and the ways in which employers engage with their staff and possibly with trade unions. Students will gain an understanding of the law governing HRM processes as well as the best practices which enable an employer to become an ‘employer of choice’ in their labour market. Pearson BTEC Levels 4 and 5 Higher Nationals in Business Specification – Issue 6 – July 2019 © Pearson Education Limited 2019 99 

Learning Outcomes 

By the end of this unit a student will be able to: 

1 Explain the purpose and scope of Human Resource Management in terms of resourcing an organisation with talent and skills appropriate to fulfil business objectives. 

2 Evaluate the effectiveness of the key elements of Human Resource Management in an organisation. 

3 Analyse internal and external factors that affect Human Resource Management decision-making, including employment legislation. 

4 Apply Human Resource Management practices in a work-related context.

The aim of this unit is to develop students’ awareness of the different kinds of strategy which could be used in an operational, tactical or strategic role for an organisation. This will be underpinned by a thorough knowledge and understanding of the theories, models and concepts which could significantly support an organisation’s strategic choice and direction. On successful completion of this unit students will have developed sufficient knowledge and understanding of strategy to make a positive, efficient and effective contribution to the development of business plans and operational direction. This could be in the role of a junior manager responsible for having a specific input into an organisation’s decision-making and planning. 

Learning Outcomes 

By the end of this unit a student will be able to: 

1. Analyse the impact and influence which the macro environment has on an organisation and its business strategies. 

2. Assess an organisation’s internal environment and capabilities. 

3. Evaluate and apply the outcomes of an analysis using Porter’s Five Forces model to a given market sector. 

4. Apply models, theories and concepts to assist with the understanding and interpretation of strategic directions available to an organisation.

Introduction 

The aim of this unit is to develop a student’s understanding of the influence culture, politics and power have on the behaviour of others in an organisational context. Students will be in a position to apply the principles of organisational behaviour to a variety of business situations. On successful completion of this unit students will have an understanding and awareness of key influences which affect the behaviour of individuals, teams and organisations as a whole. They will be able to use this knowledge to make an immediate and positive contribution in the workplace, whether that role is as part of a team or as a team leader. This will be achieved through a strong appreciation of working in a team, having a more profound perspective of what makes people and organisations do what they do, and how to adjust one’s own behaviour to reflect the circumstances and situation. 

Learning Outcomes 

By the end of this unit a student will be able to: 

1. Analyse the influence of culture, politics and power on the behaviour of others in an organisational context. 

2. Evaluate how to motivate individuals and teams to achieve a goal. 

3. Demonstrate an understanding of how to cooperate effectively with others. 

4. Apply concepts and philosophies of organisational behaviour to a given business situation.

Introduction 

The aim of this unit is to provide students with the opportunity to appreciate that developing knowledge and skills to achieve high performance is a cross-organisation activity. Students will recognise that their own professional development is just one route to improving the performance of those teams and organisations in which they work. They will also gain an awareness of the context in which learning takes place and how development needs are linked to learning interventions aimed at supporting an organisation’s strategy. On successful completion of this unit, students will have laid the foundations for their own continuing professional development which will support their future engagement in lifelong learning. They will also be able to contribute to the development of others and make a positive contribution to the sustainable growth of an organisation. Pearson BTEC Levels 4 and 5 Higher Nationals in Business Specification – Issue 5 – July 2019 © Pearson Education Limited 2019 298 

Learning Outcomes 

By the end of this unit a student will be able to: 

1. Analyse employee knowledge, skills and behaviours required by HR professionals. 

2. Analyse the factors to be considered when implementing and evaluating inclusive learning and development to drive sustainable business performance. 

3. Apply knowledge and understanding to the ways in which high-performance working (HPW) contributes to employee engagement and competitive advantage. 

4. Evaluate ways in which performance management, collaborative working and effective communication can support high-performance culture and commitment.