OTHM LEVEL 4 DIPLOMA IN BUSINESS MANAGEMENT | SPECIFICATION

OTHM LEVEL 4 DIPLOMA IN

BUSINESS MANAGEMENT

Qualification Number: 610/0763/8

Specification | June 2024

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TABLE OF CONTENTS
QUALIFICATION OBJECTIVES 2
QUALITY, STANDARDS AND RECOGNITIONS 2
REGULATORY INFORMATION 2
EQUIVALENCES 3
QUALIFICATION STRUCTURE 3
DEFINITIONS 3
ENTRY REQUIREMENTS 4
PROGRESSION 4
DELIVERY OF OTHM QUALIFICATIONS 4
ASSESSMENT AND VERIFICATION 4
RECOGNITION OF PRIOR LEARNING AND ACHIEVEMENT 6
EQUALITY AND DIVERSITY 7
UNIT SPECIFICATIONS 8
ACADEMIC WRITING AND RESEARCH SKILLS 9
BUSINESS OPERATIONS 12
COMMUNICATION IN BUSINESS 16
FINANCE AND ACCOUNTING 19
LEADING AND MANAGING TEAMS 22
OPERATING IN A GLOBAL CONTEXT 25
IMPORTANT NOTE 28

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QUALIFICATION OBJECTIVES

The objective of the OTHM Level 4 Diploma in Business Management qualification is to

provide learners with an excellent foundation for building a career in a range of
organisations. It is designed to ensure each learner is ‘business ready’: a confident,
independent thinker with a detailed knowledge of business and management and equipped
with the skills to adapt rapidly to change.

The qualification will provide learners with the underpinning knowledge, understanding and
skills associated with business activities, policies, procedures and processes required to
work effectively in a business environment. The units combine both theoretical and practical
knowledge in the areas of academic and research skills, business and global operations,
finance and accounting, business communication, leadership and team working.

Successful completion of this qualification will support learners progressing to university, and
to provide learners with the requisite skills and knowledge to enter the world of work in their
chosen sector.

QUALITY, STANDARDS AND RECOGNITIONS

OTHM Qualifications are approved and regulated by Ofqual (Office of Qualifications and
Examinations Regulation). Visit the Register of Regulated Qualifications.

OTHM has progression arrangements with several UK universities that acknowledges the
ability of learners after studying Level 3-7 qualifications to be considered for advanced entry
into corresponding degree year/top up and Master’s/top-up programmes.

REGULATORY INFORMATION

Qualification Title OTHM Level 4 Diploma in Business Management

Ofqual Reference Number 610/0763/8
Regulation Start Date 01/04/2022
Operational Start Date 01/04/2022
Duration 1 year
Total Credit Value 120 Credits
Total Qualification Time (TQT) 1200 Hours
Guided Learning Hours (GLH) 600 Hours
Sector Subject Area (SSA) 15.3 Business Management
Overall Grading Type Pass / Fail
Assessment Methods Coursework
Language of Assessment English

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EQUIVALENCES

OTHM qualifications at Level 4 represent practical knowledge, skills, capabilities and

competences that are assessed in academic terms as being equivalent to Higher National
Certificates (HNC) and Year 1 of a three-year UK Bachelor's degree programme.

QUALIFICATION STRUCTURE

The OTHM Level 4 Diploma in Business Management consists of 6 mandatory units for a
combined total of 120 credits, 1200 hours Total Qualification Time (TQT) and 600 Guided
Learning Hours (GLH) for the completed qualification.

All units are mandatory.

Unit Ref. No. Unit Title Level Credit GLH TQT

H/650/1099 Academic Writing and Research Skills 4 20 100 200
L/650/1145 Business Operations 4 20 100 200
M/650/1146 Communication in Business 4 20 100 200
R/650/1147 Finance and Accounting 4 20 100 200
T/650/1148 Leading and Managing Teams 4 20 100 200
Y/650/1149 Operating in a Global Context 4 20 100 200

Any learner that successfully completes the OTHM Level 4 Diploma in Business
Management qualification may, within 3 years, progress and complete the required Level 5
mandatory units to gain the full OTHM Level 5 Extended Diploma in Business Management
qualification.
A new registration for the learner must be made by the centre.

DEFINITIONS

Total Qualification Time (TQT) is the number of notional hours which represents an
estimate of the total amount of time that could reasonably be expected to be required in
order for a learner to achieve and demonstrate the achievement of the level of attainment
necessary for the award of a qualification.

Total Qualification Time is comprised of the following two elements –

a) the number of hours which an awarding organisation has assigned to a qualification
for Guided Learning, and
b) an estimate of the number of hours a Learner will reasonably be likely to spend in
preparation, study or any other form of participation in education or training, including
assessment, which takes place as directed by – but, unlike Guided Learning, not
under the Immediate Guidance or Supervision of – a lecturer, supervisor, tutor or
other appropriate provider of education or training.
(Ofqual 15/5775 September 2015)

Guided Learning Hours (GLH) are defined as the hours that a teacher, lecturer or other
member of staff is available to provide immediate teaching support or supervision to a
learner working towards a qualification.

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Credit value is defined as being the number of credits that may be awarded to a learner for
the successful achievement of the learning outcomes of a unit. One credit is equal to 10
hours of TQT.

ENTRY REQUIREMENTS

These qualifications are designed for learners who are typically aged 18 and above.
The entry profile for learners is likely to include at least one of the following:
● Relevant Level 3 Diploma or equivalent qualification

● GCE Advanced level in 2 subjects or equivalent qualification

● Mature learners (over 21) with relevant management experience (learners must
check with the delivery centre regarding this experience prior to registering for the
programme)

English requirements: If a learner is not from a majority English-speaking country, they

must provide evidence of English language competency. For more information visit the
English
Language Expectations page on the OTHM website.

PROGRESSION
Successful completion of the OTHM Level 4 Diploma in Business Management provides
learners the opportunity for a wide range of academic progressions, including OTHM Level 5
Extended Diploma in Business Management.

As this qualification is approved and regulated by Ofqual (Office of the Qualifications and
Examinations Regulation), learners are also eligible to gain direct entry into Year 2 of a
three-year UK Bachelor’s degree programme. For more information visit University
Progressions page.

DELIVERY OF OTHM QUALIFICATIONS

OTHM do not specify the mode of delivery for its qualifications, therefore OTHM centres are
free to deliver this qualification using any mode of delivery that meets the needs of their
learners. However, OTHM centres should consider the learners’ complete learning
experience when designing the delivery of programmes.

OTHM Centres must ensure that the chosen mode of delivery does not unlawfully or unfairly
discriminate, whether directly or indirectly, and that equality of opportunity is promoted.
Where it is reasonable and practicable to do so, it will take steps to address identified
inequalities or barriers that may arise.

Guided Learning Hours (GLH) which are listed in each unit gives centres the number of
hours of teacher-supervised or direct study time likely to be required to teach that unit.

ASSESSMENT AND VERIFICATION

All units within this qualification are assessed and internally quality assured by the centre
and

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externally verified by OTHM. The qualifications are criterion referenced, based on the
achievement of all the specified learning outcomes.

To achieve a ‘pass’ for a unit, learners must provide evidence to demonstrate that they have
fulfilled all the learning outcomes and meet the standards specified by all assessment
criteria. Judgement that the learners have successfully fulfilled the assessment criteria is
made by the assessor.

Specific assessment guidance and relevant marking criteria for each unit are made available
in the Assignment Brief document.

The assessor should provide an audit trail showing how the judgement of the learners’
overall achievement has been arrived at.

RECOGNITION OF PRIOR LEARNING AND ACHIEVEMENT

Recognition of Prior Learning (RPL) is a method of assessment that considers whether
learners can demonstrate that they can meet the assessment requirements for a unit
through knowledge, understanding or skills they already possess and do not need to develop
through a course of learning.

RPL policies and procedures have been developed over time, which has led to the use of a
number of terms to describe the process. Among the most common are:

● Accreditation of Prior Learning (APL)

● Accreditation of Prior Experiential Learning (APEL)

● Accreditation of Prior Achievement (APA)

● Accreditation of Prior Learning and Achievement (APLA)

All evidence must be evaluated with reference to the stipulated learning outcomes and
assessment criteria against the respective unit(s). The assessor must be satisfied that the
evidence produced by the learner meets the assessment standard established by the
learning outcome and its related assessment criteria at that particular level.

Most often RPL will be used for units. It is not acceptable to claim for an entire qualification
through RPL. Where evidence is assessed to be only sufficient to cover one or more
learning outcomes, or to partly meet the need of a learning outcome, then additional
assessment methods should be used to generate sufficient evidence to be able to award the
learning outcome(s) for the whole unit. This may include a combination of units where
applicable.

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EQUALITY AND DIVERSITY

OTHM provides equality and diversity training to staff and consultants. This makes clear that
staff and consultants must comply with the requirements of the Equality Act 2010, and all
other related equality and diversity legislation, in relation to our qualifications.

We develop and revise our qualifications to avoid, where possible, any feature that might
disadvantage learners because of their age, disability, gender, pregnancy or maternity, race,
religion or belief, and sexual orientation.

If a specific qualification requires a feature that might disadvantage a particular group (e.g. a
legal requirement regarding health and safety in the workplace), we will clarify this explicitly
in the qualification specification.

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UNIT SPECIFICATIONS

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ACADEMIC WRITING AND RESEARCH SKILLS

Unit Reference Number H/650/1099

Unit Title Academic Writing and Research Skills
Unit Level 4
Number of Credits 20
Total Qualification Time (TQT) 200 hours
Guided Learning Hours (GLH) 100 hours
Mandatory / Optional Mandatory
Sector Subject Area (SSA) 15.3 Business Management
Unit Grading Type Pass / Fail

Unit Aims
Engaging in academic research and writing will help students to interpret and evaluate sources of information and evidence before becoming
involved engaging in the production of evidence based, logical, arguments. The aim of this unit is, therefore, to support the exploration of key
topics which form part of the academic research and writing process so that learners will be able to achieve greater success and recognition in
their studies.

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcome – Assessment Criterion – Indicative Content
The learner will: The learner can:
1. Understand the concept and 1.1 Explain what is meant by the term ‘academic
● Seeking the truth
purpose of academic research research and writing.’
and writing. 1.2 Explain different academic writing ● Adding to knowledge
conventions.
1.3 Discuss different types of academic research. ● Academic language

● Paragraphs and argument flows

● Paraphrasing
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● Writing to word counts

● Descriptive research

● Associational research

● Intervention research

● Validity and reliability of research

2. Understand how to conduct 2.1 Compare different sources of information and
● Journals
academic research. evidence.
2.2 Explain the research process. ● Textbooks
2.3 Differentiate between primary and secondary
research. ● Conferences

● Government data

● Research as a linear process

● Primary research – seeking new information

● Secondary research – reviewing existing

information
3. Be able to demonstrate critical 3.1 Explain what is meant by the term ‘critical
● A systematic approach to evaluating
thinking skills. thinking.’
3.2 Explain different critical thinking skills. arguments.
3.3 Explain why critical thinking is important in ● Critical reading
academic research.
3.4 Explain how to apply techniques to evaluate ● Analysis and interpretation
an argument.
● Being open-minded

● Self-regulation

● Objective v subjective

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● Promoting creative

● Improving language and presentation skills

● Thinking ‘outside the box’

● Argument coherence

● Evidence testing

● Validity testing
4. Understand how to construct a 4.1 Explain the key components of a reliable and
● Evidence
reliable and valid academic valid academic argument.
argument. 4.2 Differentiate between inductive and deductive ● Premise (nature of academic argument)
reasoning.
4.3 Suggest an argument structure for a given ● Conclusion
topic.
● Inductive uses generalisation

● Deductive uses known evidence and

information
● Logical argument structures

Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.

Learning Outcomes to be met Assessment Criteria to be covered Assessment type Word count (approx. length)
All 1 to 3 All ACs under LO 1 to 3 Coursework 2250 words
LO4 AC4.1, 4.2, 4.3 Presentation 10-minute presentation (750
words equivalent)

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Indicative Reading List

Bailey, S. (2017) Academic Writing: A Handbook for International Learners 5th edition, Routledge, London

Cotrell, S. (2019) The Study Skills Handbook 5th edition, MacMillan, London

Additional Resources
Journal of Academic Research

Journal of Academic Writing

An Intermediate Guide to Writing in English for University Study

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BUSINESS OPERATIONS

Unit Reference Number L/650/1145

Unit Title Business Operations
Unit Level 4
Number of Credits 20
Total Qualification Time (TQT) 200 hours
Guided Learning Hours (GLH) 100 hours
Mandatory / Optional Mandatory
Sector Subject Area (SSA) 15.3 Business Management
Unit Grading Type Pass / Fail

Unit Aims
Even though businesses are different in many ways, they do have some common features and are influenced by similar factors. This unit’s aim
is to provide learners with the underpinning knowledge to contextualise and examine the fundamental factors which influence how a business
operates within the context of its internal and external environment.

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcome – Assessment Criterion – Indicative Content
The learner will: The learner can:
1. Understand different types of 1.1 Explain the different types of business
● Business Sectors:
businesses. sectors.
1.2 Compare different types of businesses. o Primary sector
1.3 Compare different legal structures of o Secondary sector
businesses. o Tertiary sector
1.4 Illustrate how the type and structure of a o Quaternary sector
business relates to its market and objectives.
● Types of Business
o Profit
o Not for profit
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o Non-government (NGOs)
o Micro businesses
o SMEs,
o National and multinational businesses
● Legal Structures:
o Sole trader
o Partnership
o Limited and PLC
● Business type and structure: market,
objectives, goals, strategy
2. Understand the relationships 2.1 Explain the purpose of different functions of a
● Different functions
between business functions. business.
2.2 Explain the relationship between the different o Sales and marketing
functions of a business. o Human resource management
2.3 Compare different organisational structures. o Production
2.4 Suggest how functional relationships impact o Warehouse and distribution
on how an organisation is structured. o Finance
● Relationships between business functions

● Different Structures
o Hierarchic structure
o Bureaucratic structure
o Matrix structure
o Flat structure
o Organisation structure chart
● Lines of authority and accountability
3. Be able to measure a 3.1 Explain what is meant by the term ‘internal
● Internal environment: internal factors, functions,
business’s internal environment. environment of a business.’
3.2 Explain why it is important to measure a stakeholders, organisational culture
business’s internal environment. ● Importance:
3.3 Apply a technique to quantify a business’s
o Establishing a business’s capabilities

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internal environment. o Supporting strategic intent

3.4 Assess a business’s internal environment. o Planning for the future
● SWOT/TOWS
o Strengths: for example, market share,
reserves, innovation, brand
o Weaknesses: for example labour turnover,
lack of workforce skills, motivation
o Opportunities: for example technology,
overseas markets, product development
o Threats: rising costs, competitive rivalry,
new entrants, pressure groups, social
trends, government policies
● Capacity assessment grid

● McKinsey’s 7S framework
4. Be able to measure a 4.1 Explain what is meant by the term ‘external
● External factors, drivers and stakeholders
business’s external environment of a business.’
environment. 4.2 Explain why it is important to measure a ● Local, national and international cultures
business’s external environment.
4.3 Apply a technique to quantify a business’s ● Establishing market position
external environment.
4.4 Assess a business’s external environment. ● Recognising opportunities

● Preparing for change

● PESTLE:
o Political (changes in government and
government policies, taxation, political
stability, industry regulations, global trade
agreements and restrictions);
o Economic (government economic priorities
and policies, economic growth, economic
decline, exchange rates, inflation, interest
rates, consumer spending, labour costs);

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o Social (culture, lifestyle, career and life

expectations, consumer trends, fashions);
o Technological (new technologies, use of
technology, impact of technology on
industry, individual businesses and the
individual and organisation);
o Legal (Changes in legislation and
regulation e.g. health and safety,
employment legislation, equality legislation,
consumer legislation, data protection);
o Environmental (corporate social
responsibility, consumer opinion, ethical
trading, fair trade, organic, sustainability,
responsibilities, legal requirements e.g.
water use, waste and carbon emissions).
● Porter’s Five Forces framework/ Ansoff matrix
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.

Learning Outcomes to be met Assessment Criteria to be covered Assessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework 3000 words

Indicative Reading List

Capon C. (2009) Understanding the Business Environment 3rd Edition, Financial Times

Sloman, J. and Hinde, K. (2007). Economics for Business; 4th edition, Harlow: Pearson Education

Wetherly, P. and Otter, D. (2008). The Business Environment, Oxford: Oxford University Press

Nallathambi, J. I. (2021) Business Environment, JPS Scientific Publications, India

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Needle, D. and Burns, J. (2019) Business in Context: An Introduction to Business and its Environment 7th edition, Cengage, London

Additional Resources
Business Strategy and the Environment Journal

International Journal of Business Environment

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COMMUNICATION IN BUSINESS

Unit Reference Number M/650/1146

Unit Title Communication in Business
Unit Level 4
Number of Credits 20
Total Qualification Time (TQT) 200 hours
Guided Learning Hours (GLH) 100 hours
Mandatory / Optional Mandatory
Sector Subject Area (SSA) 15.3 Business Management
Unit Grading Type Pass / Fail

Unit Aims
The effectiveness of a business’s approach to communication can often be critical to the achievement of strategic and operational objectives.
The ways in which a business connects with its internal and external stakeholders, and overcomes different barriers to communication, will
determine its short and long-term success. The aim of this unit is, therefore, to provide learners with the fundamental knowledge and skills to
engage in meaningful and appropriate communication irrespective of the context in which the communication is located.

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcome – Assessment Criterion – Indicative Content
The learner will: The learner can:
1. Understand the concept and 1.1 Explain what is meant by the term ‘business
● Concept of communications
purpose of communication in a communication.’
business context. 1.2 Compare different stages of a communication ● Communication as a process Upward,
model.
downward, lateral, and vertical communication
1.3 Discuss why effective communication is
important to a business. ● Models of communications;
o Berlo's Model of Communication,
o Shannon and Weaver Model of
Communication,
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o Schramm's Model of Communication.

● Linear, interactional, and transactional
communication models
● Driving change

● Effective stakeholder engagement

● Positive branding

● Successful marketing campaigns

2. Be able to effectively 2.1 Explain different elements of communication.
● Elements:
communicate in a business 2.2 Demonstrate effective verbal and non-verbal
context. communication. o Source and receiver
2.3 Demonstrate effective written communication. o Medium
o Coding
o Feedback
● Communication.
o Pitch and tone of voice
o Body language
o Listening skills
o Emotional intelligence
o Digital
o Written
o Face to face
3. Understand how a business 3.1 Explain what is meant by the term ‘internal
● Internal communication: information sharing,
communicates internally. communication.’
3.2 Compare ways in which a business receiving and giving feedback, conflict resolution
communicates internally. ● Tools: emails, briefings, meetings, intranet
3.3 Conduct an internal stakeholder analysis.
3.4 Discuss internal barriers to effective ● Inter and cross function communication
communication in a business.
● Internal stakeholder analysis. process of
identifying these people before the project

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begins; grouping them according to their levels of

participation, interest, and influence in the
project; and determining how best to involve and
communicate each of these stakeholder groups
throughout.
● Barriers: cultural, language, technology barriers,
interpersonal
4. Understand how a business 4.1 Explain what is meant by the term ‘external
● External communication: placing/receiving
communicates externally. communication.’
4.2 Compare ways in which a business orders, seeking external advice
communicates externally. ● Marketing
4.3 Conduct an external stakeholder analysis.
4.4 Discuss external barriers to effective ● Public relations
communication in a business.
● Newsletters

● Press releases

● Barriers: terminology, language, technology,

physical/geographic barriers

Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.

Learning Outcomes to be met Assessment Criteria to be covered Assessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework/Portfolio of evidences 3000 words

Indicative Reading List

Jovin, E. (2019) Writing for Business, Nicholas Brealy Publishing, London

Newman, A. (2017) Business Communication; in person, in print, online, Nelson Education Ltd, Boston

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Prince, E.S. (2017) Practical Business Communication, Red Globe Press, London

Additional Resources
Journal of Business Communication

Effective Business Communication Journal

Management Help

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FINANCE AND ACCOUNTING

Unit Reference Number R/650/1147

Unit Title Finance and Accounting
Unit Level 4
Number of Credits 20
Total Qualification Time (TQT) 20 hours
Guided Learning Hours (GLH) 100 hours
Mandatory / Optional Mandatory
Sector Subject Area (SSA) 15.3 Business Management
Unit Grading Type Pass / Fail

Unit Aims
Having an effective finance and accounting function will not only help secure the financial strength of a business but will also support managers
to develop and implement a business strategy. The aim of this unit is, therefore, to develop, in learners, the theoretical and applied knowledge
to prepare, interpret and adjust financial statements alongside the preparation of budgets.

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcome – Assessment Criterion – Indicative Content
The learner will: The learner can:
1. Understand the context and 1.1 Explain the purpose of finance and
● Different branches of accounting
purpose of finance and accounting.
accounting. 1.2 Explain the regulatory and legal influences on ● Recording financial transactions
a business’s finance and accounting function.
1.3 Explain how the finance and accounting ● Presenting financial information
function supports a business’s decision
making. ● Regulatory and legal influences: national
regulations, international regulations and
conventions
● Producing balance sheets
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● Producing income statements

● Producing P and L statements

2. Be able to prepare financial 2.1 Differentiate between different financial

● Different Financial Statements:
statements for different types of statements.
businesses. 2.2 Prepare financial statements for a sole trader. ● Balance sheets
2.3 Prepare financial statements for a
partnership. ● Income statements
2.4 Apply techniques to make adjustments to
financial statements. ● Cashflow statements

● Statement of shareholder equity

● P and L statement

● Techniques:
o Accruals and prepayments
o Interest adjustments
o Depreciation
o Debt allowances
3. Be able to interpret financial 3.1 Calculate financial ratios from a set of
● Ratios:
statements. business accounts.
3.2 Compare organisational performance using o Profitability ratios
historical financial data. o Liquidity ratios
o Solvency ratios
o Valuation ratios
o Financial audits
● Historical: audited accounts
4. Be able to prepare a budget. 4.1 Differentiate between different types of
● Budgets:
budgets.
4.2 Prepare different types of budgets. o Operating budget
o Cash budget
o Fixed budget

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o Master budget
o Incremental budgeting
o Activity-based budgeting
o Budgeting based on value proposition
o Zero-based budgeting

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Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.

Learning Outcomes to be met Assessment Criteria to be covered Assessment type Word count (approx. length)
All 1 to 4 All ACs under LO 1 to 4 Coursework including 3000 words
spreadsheets

Indicative Reading List

Fields, E. (2018) Essentials of Finance and Accounting for Non-financial Managers 3rd edition, Amacom, New York

McLaney, E. and Atrill, P. (2020) Accounting and Finance: An Introduction 10th edition, Pearson, Henlow

Additional Resources
Journal of Finance and Accounting

Management Help

Association of Accounting Technicians

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LEADING AND MANAGING TEAMS

Unit Reference Number T/650/1148

Unit Title Leading and Managing Teams
Unit Level 4
Number of Credits 20
Total Qualification Time (TQT) 200 hours
Guided Learning Hours (GLH) 100 hours
Mandatory / Optional Mandatory
Sector Subject Area (SSA) 15.3 Business Management
Unit Grading Type Pass / Fail

Unit Aims
Having hard management and soft leadership skills is often stated by employers as being key to the success of a business but few people have
sufficient quantities of both to make a significant impact on business operations and strategy. The aim of this unit, therefore, is to support a
learner’s understanding of leadership as a role and management as a function so that they are able to develop the knowledge, skills and traits
to make a meaningful contribution to a business’s success.

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcome – Assessment Criterion – Indicative Content
The learner will: The learner can:
1. Understand leadership and 1.1 Differentiate between leadership and
● Soft leadership (inspiration, motivation)
management theories. management.
1.2 Explain key leadership theories. ● Hard management (policymaking, planning)
1.3 Explain key management theories.
● Difference between leader and manager

● Leadership Theories

● Trait theory
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● Behaviour theories,

● Autocratic style, Democratic style, Laissez-faire

style
● Situational theory

● Contingency theory

● Transactional vs transformational Leadership

management schools/approaches
● Scientific management

● Bureaucratic management

● Human relations

● Systems management

● Situational theories
2. Understand how teams are 2.1 Explain what is meant by the term ‘team
● Aligned goals
developed. development.’
2.2 Explain what is meant by the term ‘high ● Mutual trust and respect
performance team.’
2.3 Compare different team development ● Collaboration
models.
● Effective communication

● Tukman’s model of team stages: forming, storming,

norming, performing.
● Adair’s task, team, individual framework

● McGregor’s X/Y theory: authoritarian (Theory X)

and participative (Theory Y)

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3. Understand how to improve 3.1 Explain techniques used to improve

● SMART: Specific, Measurable, Achievable,
individual and team individual and team performance.
3.2 Explain the importance to an individual of Realistic, and Timely goals
performance.
improving own performance. ● Training and development
3.3 Explain the importance to a business of
effective individual and team performance. ● Appraisals
3.4 Discuss the role of motivation theories in
improving individual and team performance. ● Coaching and mentoring

● Develop own skills

● Enhanced promotion opportunities

● Increased productivity

● Increased quality

● Maslow’s hierarchy of needs: physiological, safety,

social, esteem and self-actualisation
● Herzberg’s 2 factor theory: Motivating factors;
causes employees to work harder. Hygiene factors:
absence of hygiene factors will cause employees to
work less hard.
● Vroom’s expectancy theory: employee's motivation
is an outcome of how much an individual wants a
reward (Valence), the assessment that the
likelihood that the effort will lead to expected
performance (Expectancy) and the belief that the
performance will lead to reward (Instrumentality).
4. Be able to determine your own 4.1 Apply techniques to determine own capacity
● Personal SWOT
capacity to be an effective to be an effective leader and manager.
leader and manager. 4.2 Assess own ability to improve knowledge ● Leadership/management assessments
and skills to be an effective leader and
manager. ● MBTI

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● Emotional intelligence assessment

● Reflective journals

● Reflective statements

Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.

Learning Outcomes to be met Assessment Criteria to be covered Assessment type Word count (approx. length)
All LO1, LO3 All ACs under LO1 and LO3 Coursework 3000 words
LO2 AC 2.1, 2.2, 2.3 Presentation 10-minute presentation
equivalent to 750 words
LO4 AC 4.1, 4.2 Reflective log 500 words

Indicative Reading List

Adair, J. (2018) Develop Your Leadership Skills: Fast, Effective Ways to Become a Leader People Want to Follow, Kogan Page, London

Kelly, P. and Cole, G. (2020) Management: Theory and Practice 9th edition. Cengage, Boston

Additional Resources
Journal of Leadership & Organisational Studies

Journal of Management

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OPERATING IN A GLOBAL CONTEXT

Unit Reference Number Y/650/1149

Unit Title Operating in a Global Context
Unit Level 4
Number of Credits 20
Total Qualification Time (TQT) 200 hours
Guided Learning Hours (GLH) 100 hours
Mandatory / Optional Mandatory
Sector Subject Area (SSA) 15.3 Business Management
Unit Grading Type Pass / Fail

Unit Aims
From a business perspective, the world is becoming a smaller place. Businesses need to be open to new ideas, new opportunities and a new
way of operating. This means businesses need to expand and transform in what is a fast paced and dynamic environment. The aim of this unit
is to encourage the exploration of key globalisation theories, concepts and models which will enable learners to gain an appreciation of the
complexities of globalisation as well as the benefits globalisation presents to a business.

Learning Outcomes, Assessment Criteria and Indicative Content

Learning Outcome – Assessment Criterion – Indicative Content
The learner will: The learner can:
1. Understand the context of 1.1 Explain how globalisation has evolved.
● First, second and third waves
globalisation. 1.2 Compare different types of globalisation.
1.3 Discuss the positive and negative effects of ● Globalisation 4.0/ Globalisation 5.0
globalisation.
● Types:
o Political globalisation
o Social globalisation
o Economic globalisation
o Technological globalisation
 OTHM LEVEL 4 DIPLOMA IN BUSINESS MANAGEMENT | SPECIFICATION

● Jobs and skills creation

● Cross-cultural integration

● Social and economic mobility

● Rich dominate poor

● National businesses cease trading

● Ideological conflicts
2. Understand the factors which 2.1 Explain what is meant by the term ‘global
● Economic interdependence
drive globalisation. economy.’
2.2 Explain what is meant by the term ‘global ● Aggregate economic outputs
business environment.’
2.3 Discuss key global issues which drive ● Global PESTEL
globalisation.
● Economic alliances

● Political alliances

● National, regional and international dimensions

● Factors and drivers of Globalisation (Push /Pull

factors, Demand /Supply-side factors) drivers.
● Economies of scale

● Protectionism

● Role of WTO

● Regional integration

● Decline in investment barriers

3. Understand how and why a 3.1 Discuss why a business would want to enter
● Reasons for going global
business would want to operate global markets.

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in global markets. 3.2 Compare ways in which a business can enter

● Organisation specific- resources/efficiency
a global market.
3.3 Recommend a preferred mode of entry to a Market seeking
business. ● Accessing a new customer base

● Diversification

● Access to resources

● Gain a competitive advantage

● Exporting

● Licensing/contracting

● Joint ventures

● Direct investment
4. Understand how operating in a 4.1 Explain how operating in a global market
● McKinsey’s 7-S model:
global market impacts a impacts a business’s structure and culture.
business. 4.2 Explain how operating in a global market ● Horfstede’s Cultural Dimensions:
impacts a business’s strategic and
operational decision making. ● Sustainability
4.3 Suggest ways in which a business could
respond to the impact of globalisation. ● International approach to leadership and
management
● Impact on strategy capability

● Allocation of resources

● Environmental impact

● Risk management

● Impact of global factors on operational strategies

such as marketing, HRM and leadership

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practices in different countries.

Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.

Learning Outcomes to be met Assessment Criteria to be covered Assessment type Word count (approx. length)
LO1 AC1.1-1.3 Poster 750 words
LO2 AC2.1, 2.2, 2.3 Essay 750 words
LO3 and LO4 AC3.1, 3.2, 3.3, 4.1, 4.2, 4.3 Coursework 1500 words

Indicative Reading List

Daniels, J.D. et al (2018) International Business Global Edition, Pearson, Harlow

Ritzer, G. (2019) Globalization: The Essentials 2nd edition, Wiley-Blackwell, New Jersey

Additional Resources
International Journal of Globalisation and Small Business

Journal of Globalization and Growth

Management Help

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IMPORTANT NOTE
Whilst we make every effort to keep the information contained in programme specification up
to date, some changes to procedures, regulations, fees matter, timetables, etc may occur
during the course of your studies. You should, therefore, recognise that this booklet serves
only as a useful guide to your learning experience.

For updated information please visit our website [Link].

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