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1.1 Analyse the key components of operational management including: • Inputs • Transformation Process • Outputs

Learning outcome (LO 1)

The learner will:

1 Understand operational management approaches and models

Assessment criteria

The learner can:

1.1 Analyse the key components of operational management including:

• Inputs

• Transformation Process

• Outputs

1.2 Describe the components of a viable operational plan

1.3 Explain the importance of contingency planning

1.4 Describe the policies, processes and procedures that affect operational planning

1.5 Evaluate how an operational plan supports business strategy/strategic objectives

1.6 Explain how sales and marketing plans contribute to the development of operational plans

Depth

1.1 The purpose of operational management, and the associated practices to convert materials and effort into goods and services (eg setting KPIs, developing plans, monitoring performance and achievement of objectives etc).

The range of management models and  theories (eg Adair Action-Centred, Theory X-Y, Systems Theory,  Linking Pin Model, McKinsey’s 7-S Taylor’s Scientific Management etc).

1.2 The different components that are included in an operational plan (eg objectives, Key Performance Indicators (KPIs), quality standards etc). What makes an operational plan viable.

1.3 The situations that can adversely impact operations.

The potential impact(s) when situations are poorly managed.

The role of contingency planning in business continuity, disaster recovery and risk management.

1.4 The organisational policies that affect operational planning (eg Health and Safety, family policies such as maternity/paternity leave etc).

The organisational processes that affect operational planning (eg order fulfilment, new product development, customer service etc).

The organisational procedures that affect operational planning (eg code of conduct, sick leave, complaints etc).

1.5 The differences between a strategic plan, a tactical plan and an operational plan.

The links between operational planning and organisational strategy.

1.6 The content of sales and marketing plans.

The components of sales/marketing plans that contribute to operational plans (eg campaign timings, forecasts etc).

Assessment guidance

To achieve LO 1 the learner is required to analyse the key components of operational management itemised in AC 1.1 to determine their essential features and to draw conclusions.

The learner is then required to describe the principal features of a viable operational plan and

to provide an account of the practices associated with contingency management to explain why contingency planning is important.

The next part  of the Learning Outcome requires the  learner to describe the  principal features of one  policy and  one  process and  one procedure that  affect operational planning, and  then to evaluate and  draw conclusions on how an operational business plan  supports business strategy and/or strategic objectives.

For the final part  of this Learning Outcome, the learner is required to give details of the practices associated with sales  and  marketing to explain  how sales  and  marketing plans contribute to the  development of operational plans.

Learning outcome (LO 2)

The learner will:

2 Understand business development tools and approaches to continuous improvement

Assessment criteria

The learner can:

2.1 Evaluate a range of business development tools and where  they can be  best applied

2.2 Analyse approaches to continuous improvement and their relationship to other systems

Depth

2.1 What is meant by business development in a broad sense (eg business growth and improvement, not just sales).

The range of business development tools available to assist with operational planning (eg

SWOT analysis, PESTLE, STEEPLE etc).

2.2 The range of techniques and approaches for continuous improvement (eg Root Cause Analysis (RCA), Total Quality Management (TQM), Continuous Improvement Process (CIP), Lean, Kaizan, Six-sigma).

How these approaches align with organisational systems, processes and plans.

Assessment guidance

For LO 2 the learner is required to evaluate three business development tools to provide a conclusion and/or recommendations as to their usefulness and application in different contexts.

The learner is then required to analyse two approaches to continuous improvement to determine their essential features and draw conclusions as to their relationship with other systems.

Learning outcome (LO 3)

The learner will:

3 Know how to initiate and manage change

Assessment criteria

The learner can:

3.1 Describe the process of initiating change, highlighting the key considerations that must be taken into account

3.2 Analyse and compare tools and techniques for planning change

3.3 Assess potential barriers to change, identifying how they can be overcome

3.4 Explain appropriate systems for monitoring and assessing the progress of a change

Depth

3.1 Change management models and processes (eg Kotter, The Change Curve, Prosci’s

Adkar, Beckhard and Harris, Nudge etc).

The stages involved in initiating organisational change (eg appointing a change leader/team/champions, analysing the gaps between ‘as is’ and ‘to be’ states etc). The aspects that need to be considered at each stage.

3.2 The different tools and techniques that can be used to plan change (eg Impact Analysis, Burke-Litwin, McKinsey 7S, Leavitt’s Diamond, SIPOC Diagrams).

How the different approaches compare, and how to apply them effectively.

3.3 The ways to identify barriers to change (eg observations, discussions, questionnaires etc).

The types of barriers that occur (eg emotional, previous experiences, physical etc).

Ways to overcome barriers (eg sharing information and resources, using internal/external influencers and levers etc).

3.4 The organisational systems in place, that help to monitor progress during implementation of change (eg reporting structures, documentation, reporting software etc).

How to assess progress towards achievement of defined change objectives.

Assessment guidance

The first part of LO 3 requires the learner to describe the principal features of two key considerations to be taken into account when initiating change.

The learner is then required to analyse two tools and two techniques for planning change in order to compare their essential features and draw conclusions.

The next part of this Learning Outcome requires the learner to assess two potential barriers to change and reach a judgement as to how these barriers might be overcome.

For the final part of this Learning Outcome, the learner is required to explain how an appropriate system can be used for monitoring and assessing the progress of change.

Learning outcome (LO 4)

The learner will:

4 Understand the purpose of management reporting

Assessment criteria

The learner can:

4.1 Evaluate the features of a viable management report

4.2 Explain when and how to use management report

Depth

4.1 The key features of a viable management report (eg in writing, systematically presents facts, self-explanatory etc).

The role that each of the key features of a management report fulfils (eg a tool for internal communication, communicates to different audiences etc).

4.2 The different types of management reports.

When management reports are written, and their frequency.

How the reports are used in the business, by different departments/teams/individuals.

Assessment guidance

To achieve LO 4 the learner is required to evaluate each feature of a viable management report layout to provide a conclusion and/or recommendations as to the usefulness and contribution of each feature in relation to the whole.

The learner is then required to explain when and how to use two different types of management report.

Learning outcome (LO 5)

The learner will:

5 Understand effective technology use and data security in organisations

Assessment criteria

The learner can:

5.1 Evaluate the use of technology in operational planning and management

5.2 Explain the importance of data management and security in an organisation

Depth

5.1 The types of technology used for operational planning and management.

How technology innovation can change data management and improve quality, efficiency and productivity.

5.2  Current data protection legislation (eg The Data Protection Act, 1998) and the purpose of the legislation.

How to protect sensitive data relating to operational plans.

The implications for organisational processes relating to data collection (eg informing individuals, handling and storage).

The consequences of not adhering to data protection legislation.

Assessment guidance

LO 5 requires the learner to evaluate an example of how technology is used in operational planning and management and to provide a conclusion as to its merits and usefulness in a particularly context.

The learner is then required to provide an account of the practices and characteristics of data management and data security to explain why both are important to an organisation.

Assessment requirements

Successful completion of this unit requires the learner to demonstrate that he or she has knowledge of operational management, change management and business development.

The unit will be internally assessed through a Centre set and marked portfolio of evidence which is subject to internal and external verification.

To pass this unit the evidence that the learner presents for assessment must demonstrate that they have met the required standard specified in the learning outcomes, assessment criteria and the requirements of the  Assessment Strategy. The unit will be assessed as pass/refer.

Learners are responsible for collecting evidence that addresses the assessment criteria.  The same piece of evidence can be used to prove their knowledge across different assessment criteria and/or across different units. It is not necessary for learners to have each assessment criterion assessed with a separate piece of evidence.

It is highly recommended that this evidence be collated on an ongoing basis in a referenced portfolio that can be presented for internal and external verification once all assessment criteria have been addressed.


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