BTEC Nationals in Business: assessment support

Contrasting businesses are to be selected individually by learners. The contrast is in the features: ownership and liability, or size, or sector or purpose. It is not necessary to have one for-profit and one not-for-profit business as required by the previous QCF qualification suite. We advise that learners do not choose their own centre as one of the businesses, largely because they are difficult to understand in terms of ownership and liability and learners often make mistakes about this feature.  A small sole trader might not allow learners the opportunity to do justice to the requirements of the assessment criteria - for example, complex relationships with stakeholders, organisation structure and functional areas might be limited with a sole trader.

The features, outlined in the unit content, should be considered in equal measure in each business. We don’t want comprehensive coverage of one business with sparse coverage in the contrasting business. Stakeholders of each business should be similarly given equal consideration and their influence should be relevant to each business. This also applies to organisation structure and aims and objectives. We want to see that the theory which you’ve taught is applied to the specific selected businesses. Generic organisation charts and generic coverage of what different departments do is not appropriate.  

Learning Aims C&D look at the external environment and the market in which a business operates. Learners could use one of the businesses used for Learning Aims A&B, or choose a different business altogether.  

The internal and external environment is usually done well and learners can readily use situational analysis techniques. But it must be stressed that a good piece of work will apply to the specific business, rather than generic PESTLE, SWOT, 5C’s and Porter’s 5 Forces which is abundantly available on many websites.

For C.D2 learners need to make a judgement on how well the chosen business is affected by the environment in which it operates, and show they understand and can use a variety of situational analysis techniques. In order to achieve this evaluation they should discuss the effects of the internal, external and competitive environments on the business and assess these effects for C.P4 and C.M3. They should also show they know how to use situational analysis techniques and apply to a business: PESTLE, SWOT, Porter's Five Forces and 5 C's. They should use at least two of these techniques for the award of C.P5 and more for the higher criteria.
 

Business markets tend to be less well done as these concepts are more difficult to understand and apply to an actual business. We expect clear explanations of market theory, how the market will influence the chosen business when making pricing and output decisions. Supply and demand curves are illustrative, but they should be clearly explained, and referenced.

For Learning Aim D, business markets are the focus: D.D3 requires an evaluation of how changes in the market have impacted on a business, and how this might affect the reaction of the business to future changes. To achieve this Distinction criterion, market structure, including supply and demand and how these affect pricing and output decisions should be explored for D.P6 and assessed for D.M4.

Every business is potentially ripe for investigation, not just the iconic Apple which learners often use to extol the products rather than really get to the bottom of how its success can be linked to innovation and enterprise. A more mundane business, like Aldi, offers more potential.

A set of slides produced by a group of learners is not appropriate evidence here as it is not possible to perceive individual contribution and understanding. Learners should always show their individual knowledge with their own detailed speaker notes - if they choose to do a group presentation.  

The AAB asks for a presentation, but if this will be difficult to manage if you have a large number of learners in the class, you do not have to stick with this instruction. The learners could produce powerpoint slides for their evidence, but slides are limiting so it's important they have notes view. Or you could ask the learners to write a report.  

As well as investigating ideas for an event, learners should consider actual big events they’ve had experience of; they must consider the factors which these events have in common to make them successful to meet B.P3.  Learning Aims B & C are both concerned with planning the event and this work should be done before the event is staged.

The detailed plan they produce must use more than one planning tool and remember this must include a budget, contingency plan and risk assessment, all completed individually. We want to see a valid analysis of key factors, including awareness of the importance of contingency planning for C.M3. Learners’ records and diaries/logs of the planning process are expected in their evidence. They should produce a survey for delegates to analyse. 

The staging of the event is covered in Learning Aim D and the review of the event is covered in Learning Aim E, and this work should be done after the event itself.

During the staging of the event, learners must show that they have played a part in managing aspects of the day. They should write about this and we expect a Record of Activity to support this, completed by the Assessor. After the event the success of the event should be reviewed, and the delegates’ feedback analysed and help them identify improvements.  

Two contrasting UK businesses operating in contrasting markets are required. The contrast could be in terms of sector, purpose or size and the markets will be developing or developed. Businesses like Coca Cola, Apple, Nike are not good choices for this unit.  Learners should use the same businesses for LAs A and B and choose one of them for AB.D1.

The chosen businesses should be two contrasting businesses which operate in different markets (developed, emerging or less developed). In order to fulfil the requirements of the assessment criteria, the contrasts could be – manufacturing/service, importing/exporting, existing multinational/small business starting to trade internationally.

Learners need to bring out the contrast in the ways they operate internationally. It would be better if the businesses were not in the same industry as this would give learners more scope to investigate the differences. The point is that learners have to explain the main features of globalisation and if the businesses are similar, then they won't have much scope to consider the features indicated in section B1. Of course, they should also use contrasting markets for A.P1, emerging, developing and developed as indicated in A1.

The specification states on the first page: Learners study how UK businesses develop strategies to trade globally. Learners will also consider the factors that influence the implementation of these strategies. So, this unit works best if learners choose contrasting businesses which originate in the UK. The reason for this is because in the unit specification, A3 covers support for business operating internationally and this has to be analysed for A.M1.

One of the businesses used for Learning Aim A and B can be used or a different business altogether. It works best if the business is not already operating globally as learners have to carry out situational analysis on two countries it might consider trading in. The same business can be used for cultural aspects and adapting processes and products for different markets for Learning Aim E.

For LAs C&D learners need to select a business which could consider operating in two different countries. Learners need to carry out situational analysis and to consider cultural differences.

So for LA C, the learners should be aiming for C.D2 where they are recommending one country for a business to operate in. To get to that point, they should consider two countries where a selected business could operate and think about the external factors which will influence them making this decision. The situational analysis should therefore be carried out on two countries, and equal consideration given to them which is then used to make the recommendation to meet C.D2 of one of the countries.

PESTLE is the situational analysis referred to in the unit content C1, so this is what learners should carry out on the two countries they have chosen for C.M3.

For LA D, the requirement is about cultural factors which generally will affect international businesses and learners don't have to apply this to a named business, but they can of course give examples. D.M4 is not a comparison but an analysis - so detailed examination of different aspects and the relationship between the different factors.
 

For Learning Aim B:

Learners must produce their own job description, person specification and advert. It is not acceptable to download these from a company website. It should be a job realistic for someone following a National in Business, so a managerial position may be aspirational, but it isn’t suitable. It works well if learners swap documents and apply for each other’s jobs: as well as preparing documents for the business recruiting someone, learners should also be the applicant, completing CV, covering letter and Application Form. All these documents are required as a minimum. Learners don’t have to design the Application Form, and this can be downloaded from a website.

Preparation for the interview should be researching suitable questions, what to wear, travelling, demeanour etc and the role plays should be as realistic as possible. Learners should note interview responses when in the interviewer role and make a decision on whether to recruit. As with any role play, it is strongly recommended to record the interviews (audio or visually) for a number of reasons. It means that the performance and asking/answering of analytical questions can be authenticated by the internal verifier and standards verifier. Importantly, it also means the learners can listen/see their performance which will help them review their performance for Learning Aim C.

If this isn’t possible, then a fully detailed and individual Record of Activity should support the achievement of criteria and peers can complete a Witness Statement.

For Learning Aim C:

The learners have to complete two SWOTs for the interviewer and interviewee roles and from this information, prepare a personal skills development plan. They should be thinking about future interviews and career development in this learning aim.