Institute of Administrative Management Level 4 Diploma in Administrative Management Examination paper December 2009

Unit 1: Date: Time: People in organisations 07 December 2009 09:30 12:30

Time Allowed: 3 hours Section A: Is compulsory and all 8 questions must be attempted. (40% of total marks) Section B: Two questions must be attempted (60% of total marks)

Allocation of marks as shown on the paper.

Questions follow. Please do not turn the paper over until told to do so by the invigilator Questions follow.

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Section A: Compulsory
1. List five sources of workplace diversity. (5 marks)

2. Describe the main characteristics of a task culture as proposed by Handy (1993). (5 marks) 3. Identify intrinsic aspects of an individuals job role that may cause stress. (5 marks)

4. Family-friendly policies can contribute to an improved work-life balance. Identify and briefly explain five family friendly policies an organisation may develop. (5 marks) 5. Identify five reasons why people may accept the implementation of organisational change. (5 marks) 6. Describe briefly five issues that should be clarified in an organisations grievance procedure to ensure the process is conducted effectively. (5 marks) 7. Outline five factors which impact on group cohesiveness. (5 marks)

8. Explain the difference between intrinsic and extrinsic motivators and provide two examples of each. (5 marks)

Section B: Two questions must be attempted

1. Perceptual errors and distortions can impact significantly on interpersonal relationships. Describe the main sources of perceptual errors, explain how these impact on interpersonal relationships and suggest how such errors may be avoided. (30 marks) 2. Your organisation is intending to introduce Continuous Personal Development (CPD) for all staff. You have been tasked with preparing a briefing paper to the Senior Management Team explaining the principles, objectives and benefits of CPD. Detail the content of your paper. (30 marks) 3. Human Resource Planning (HRP) results in the production of action plans in a wide range of areas of people management. a. Define HRP (5 marks) b. Identify five areas for which action plans may be developed and detail the issues to be considered in each area. Illustrate you answer with work based examples. (25 marks) 4. The concept of the flexible firm has gained increasing importance in the C21st. a. Explain the concept of the flexible firm. b. Evaluate the business case for an organisation adopting flexibility. (10 marks) (20 marks)

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Institute of Administrative Management Level 4 Diploma in Administrative Management Marking guide December 2010
Unit 1: Date: Time: People in organisations 07 December 2009 09:30 12:30

Time Allowed: 3 hours Section A: Is compulsory and all 8 questions must be attempted. (40% of total marks) Section B: Two questions must be attempted (60% of total marks)

Allocation of marks as shown on the paper.

Questions follow. Please do not turn the paper over until told to do so by the invigilator Questions follow.

2009 iam

Section A: Compulsory
1. List five sources of workplace diversity. Marking guide (LO 1) Any five from gender; race; disability; religion; sexuality; work style; skills; knowledge; personality; values and attitudes. (5 marks)

(1 mark each max 5 marks)

2. Describe the main characteristics of a task culture as proposed by Handy (1993). (5 marks) Marking guide (LO 2) Should include characteristic feature such as: job or project orientated; in terms of structure may be described as a net e.g. a matrix structure; seeking to bring together the right resources and people; utilising the unifying power of the group; influence is widely spread and based on expert power. (1 mark for each, marks may be awarded for other valid features) 3. Identify intrinsic aspects of an individuals job role that may cause stress. (5 marks) Marking guide (LO 3) May define stress as occurring when people are working beyond their capacities or are exposed to situations and pressures with which they are unable to cope (1 mark) Causes of stress intrinsic to a job would include: work overload; work underload; physical working conditions; time pressures; work tasks; ergonomics; poor job design. (1 mark for each, up to 5 if no definition offered, other valid intrinsic stressors may be awarded marks)

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4. Family-friendly policies can contribute to an improved work-life balance. Identify and briefly explain five family friendly policies an organisation may develop. (5 marks) Marking guide (LO 3) Family-friendly policies may be developed for: parental leave; paternity leave; adoption leave; term-time working; flexitime working; job share; part-time working; crches or help with childcare; special leave for caring for dependent relatives; career breaks. (1 mark for each with an explanation to a maximum of 5, if no explanation 0.5 marks to be awarded) 5. Identify five reasons why people may accept the implementation of organisational change. (5 marks) Marking guide (LO 4) Reasons to embrace change include: providing people with a new challenge; enlivening work and reducing stress; people respect, agree with or are allied to the proposer; people expect some personal advantage/promotion/gain; people agree with the idea; people appreciate the way in which the change has been communicated; may improve personal/professional prospects; people feel ownership of the changes; people feel part of the changes. (1 mark for each, alternative valid reasons may be awarded marks) 6. Describe briefly five issues that should be clarified in an organisations grievance procedure to ensure the process is conducted effectively. (5 marks) Marking guide (LO 4) Should identify issues such as: to whom the individual should complain; how the complaint should be made (verbal/written); who will hear the complaint; rights to be accompanied; who has authority to make decisions to settle the grievance; how an appeal should be made; the time scale for dealing with a grievance. (1 mark for each to a maximum of 5 marks)

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7. Outline five factors which impact on group cohesiveness. (5 marks) Marking guide (LO 5) Any five from: attractiveness of the group; opportunity to interact with other members; sharing of common goals; difficulty of entering the group; group consensus in relation to hierarchy; equity of rewards; success of the group; stable membership; external threat to the group; small size. (1 mark for each up to 5 marks) 8. Explain the difference between intrinsic and extrinsic motivators and provide two examples of each. (5 marks) Marking guide (LO 5) The difference should be explained in terms of intrinsic motivators as those factors that cause motivated behaviour which are located within the individual and extrinsic motivators as those factors that cause motivation that are located outside the person (1 mark) Intrinsic motivators include opportunities to use ones ability, a sense of challenge and achievement, positive recognition, receiving appreciation, being treated in a considerate manner (1 mark each example max 2 marks) Extrinsic motivators include salary, fringe benefits, security, promotion, contract terms and conditions, the work environment (1 mark each example max 2 marks)

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Section B: Two questions must be attempted

1. Perceptual errors and distortions can impact significantly on interpersonal relationships. Describe the main sources of perceptual errors, explain how these impact on interpersonal relationships and suggest how such errors may be avoided. (30 marks) Marking guide (LO 1) May outline that perception explains the manner in which information from the environment is selected, organised and interpreted. Perception gives rise to individual responses to particular situations. (2 marks) Identify the sources of perceptual errors and impact as: Stereotyping Ascribing positive or negative characteristics on the basis of the characteristics of the group to which it is perceived the person belongs. Infers all people in a particular perceived category share the same traits and characteristics. May lead to prejudice and discrimination in respect of age, gender, disability, race etc. (Up to 5 marks) Halo effect Perception is formulated on the basis of a single favourable or unfavourable (rusty halo) trait or impression. Shuts out other relevant characteristics of the person. Perceptual blindness to subsequent stimuli at variance to the original perception. Only notice those characteristics which support the original judgement. A single trait such as good time-keeping becomes the main emphasis in judging overall competence rather than quantity or quality of work. (Up to 5 marks) Perceptual defence A tendency to avoid or screen out stimuli that are perceptually disturbing or threatening. Select information which is supportive of their point of view and ignore contrary information. Select information favourable to a decision and ignore les favourable information. (Up to 5 marks) Projection Attributing or projecting ones own feelings motives or characteristics to other people. Favourably judging people who have characteristics in common with the perceiver. Exaggerating undesirable traits in others which they fail to recognise in themselves. (Up to 5 marks) Perceptual errors may be avoided by Taking more time and avoiding snap judgements about others. Collecting and consciously using more information about others Developing self-awareness and understanding how our personal biases and preferences affect our perceptions and judgements of others Checking our attributions the assumptions we make about the causes of behaviour, particularly the links we make between aspects of personality and appearance and behaviour (Up to 8 marks)

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2. Your organisation is intending to introduce Continuous Personal Development (CPD) for all staff. You have been tasked with preparing a briefing paper to the Senior Management Team explaining the principles, objectives and benefits of CPD. Detail the content of your paper. (30 marks) Marking guide (LO 3) Should introduce CPD as a process which entails systematic improvement in and extension of professional knowledge and skills, and the development of personal attributes necessary to perform effectively throughout ones career. (3marks) Principles of CPD, it should be continuous as professionals should always seek to improve; be owned and managed by the individual learner; be driven by the individual learners development needs; have clear learning objectives linked to individual and organisational needs; be seen as en essential part of professional life (2 marks each to a maximum of 8 marks) Objectives of CPD: to integrate learning with work in a way meaningful for the individual; to stimulate individuals to learn at work; to contribute to the development of a learning organisation; to contribute to succession planning and planned career progression; to ensure employees have up to date know and skills. (2 marks each to a maximum of 8 marks) Benefits of CPD: individuals become better learners; individuals profit more from learning opportunities; individuals become more reflective practitioners; individual career advancement; provides a template for self development; a more flexible and competent workforce; a vehicle for change. (1mark each to a maximum of 8 marks) Remaining 3 marks allocated for presenting as a briefing paper

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3. Human Resource Planning (HRP) results in the production of action plans in a wide range of areas of people management. a. Define HRP (5 marks)

b. Identify five areas for which action plans may be developed and detail the issues to be considered in each area. Illustrate you answer with work based examples. (25 marks) Marking guide (LO 4) a) May define HRP as the strategic process for the acquisition, utilisation, improvement and retention of an organisations human resources. (5 mark) b) Action plans may be developed in the following areas: working patterns e.g. balance of full-time and part-time staff, overtime, shortterm contracts, annualised hours, job sharing, remote working; organisation structure and development e.g. workforce size and structure, degree of centralisation, use of subcontracting; recruitment and selection e.g. skills and experience required, main sources of applicants, methods to attract suitable candidates, recruitment freezes; workforce diversity e.g. monitoring of current and prospective employees, equal opportunities/diversity policies, awareness training; pay and reward e.g. mix of financial and non-financial rewards, use of contingent pay, market position; performance management e.g. type of performance appraisal system, links to reward, attendance management; retention e.g. family friendly policies, terms and conditions, employee development; training and development e.g. induction, training programmes, development reviews, education; employment relations e.g. union recognition, communication, grievance and discipline policies; release e.g. natural wastage, redundancy programmes, outplacement support. (2 marks for each suitable area identified, 2 marks for each area discussed/extended and 1 mark each for area support by relevant organisational examples.

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4. The concept of the flexible firm has gained increasing importance in the C21st. a. Explain the concept of the flexible firm. (10 marks) b. b)Evaluate the business case for an organisation adopting flexibility. (15 marks) Marking guide (LO 5) May explain the concept of the flexible firm as one which is able to respond quickly and flexibly to new demands. Flexibility may be functional in order to permit the rapid redeployment of employees among different activities and tasks (involving multi-skilling) and/or numerical in order to restructure so as to adjust the number of employees to match the level of demand for labour (involving contractual and temporary workers) (10 marks) The business case may be evaluated by detailing the advantages and disadvantages of flexibility. Advantages: control of costs; increased /improved performance and productivity improved quality (functional); reduced rates of overtime and other unit labour costs (e.g. pensions, ni contributions); outsourcing distancing; reduction in total headcount thus lower fixed costs and pay bill; numerical; where employers believe can hire and fire relatively easily they will be inclined to employ more workers creating a more active labour market which may have a positive on traditionally disadvantaged groups e.g. disabled, women returnees, ethnic groups; reduced absenteeism; optimum use of workforce; less risk of idle time, time itself more manageable, improved deployment of labour, harmonised terms; core workforces feel valued leading to improved employee relations; functionally flexible employees lifelong training and development is possible, job demarcation broken down, job enrichment and satisfaction accrues; organisation becomes more adaptable and able to respond to external events and pressures and to be more competitive; (1 mark for each to a maximum of 10 marks) Disadvantages complex pay and conditions arrangements, different types of contracts; logistics of organising a complex workforce; unreliability of workers (low morale, low commitment poor attendance timekeeping etc; over-reliance on non core workers impacting on quality, service delivery, long term impact on reputation, profitability; disinclination of workers to work payback hours in annualised hours or flexitime schemes; opposition from trade unions or individuals unwilling to adopt flexible roles requires an adaptable work culture; training and development costs; rewards and incentives to encourage functional flexibility will increase costs type of flexibility inappropriate for organisational culture, structure and systems; cost of introducing new systems. (1 mark for each to a maximum of 10 marks)

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Institute of Administrative Management Level 4 Diploma in Administrative Management Examination paper December 2009
Unit 2: Date: Time: Administrative systems and processes 08 December 2009 09:30 12:30

Time Allowed: 3 hours Section A: Is compulsory and all 8 questions must be attempted. (40% of total marks) Section B: Two questions must be attempted (60% of total marks)

Allocation of marks as shown on the paper.

Questions follow. Please do not turn the paper over until told to do so by the invigilator Questions follow.

2009 iam

1. Outline how value judgements may affect the process of communication between two individuals. (5 marks) 2. Outline briefly the benefits of objectives to an organisation. (5 marks)

3. What are the benefits of, and give an example of, a holding company. (5 marks) 4. Outline the components of Handys shamrock organisation. 5. Describe the characteristics of an effective worker. (5 marks) 6. Define and provide an example of an interface within a system. (5 marks) 7. What is, and give an example of, management by exception? (5 marks) 8. Outline the key components of an effective policy. (5 marks) (5 marks)

Section B: (Two questions must be attempted)

1. a. Evaluate the benefits and potential drawbacks to an organisation in having a complaints handling system. (15 marks)

b. Outline the steps involved in introducing a complaints handling system into an organisation. (15 marks) 2. Compare and contrast quality assurance and quality improvement. (30 marks) 3. Discuss the benefits to an organisation in using PESTEL to analyse the external environment. (30 marks) 4. Critically evaluate the use of mission statements by organisations. (30 marks)

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Institute of Administrative Management Level 4 Diploma in Administrative Management Marking guide December 2009
Unit 2: Date: Time: Administrative systems and processes 08th December 2009 09:30 12:30

Time Allowed: 3 hours Section A, is compulsory and all 8 questions must be attempted. (40% OF TOTAL MARKS) Two questions from Section B must be attempted (60% OF TOTAL MARKS)

Allocation of marks as shown on the paper.

Questions follow. Please do not turn the paper over until told to do so by the invigilator

Level 4 Diploma in Administrative Management unit 2 - examination paper

Section A: (Compulsory)
1. Outline how value judgements may affect the process of communication between two individuals. (5 marks) Marking guide (LO 1.2.4) Value judgements are, according to the IAM Study Guide usually based on a combination of your values and those you believe others hold. Trying to determine what others value can be very difficult and (if you get it wrong) a dangerous activity. One mark for each valid point made, which may include: the level of perceived trust; understanding motive; misunderstanding motivation required to achieve something; perception of intelligence perception of political issues (hidden agendas); conflicting allegiances (family, workgroups, friends); Difficult to know others values; Getting others values wrong can be dangerous. 2. Briefly outline the benefits of objectives to an organisation. (5 marks) Marking guide (LO 1.2.3) One mark for each valid and different benefit included within the answer, the following of which are examples: provide common purpose; improve morale; better group working; provide the basis for planning; provides a basis against which outcomes may be compared; leads to setting out specific goals, desired results and outcomes. 3. What are the benefits of, and give an example of, a holding company. (5 marks) Marking guide (LO 1.3.2) A holding company is one which only exists to hold (usually majority shareholdings), or own other companies. to provide the basis of control, riskminimisation, co-ordination between subsidiary companies, and for tax efficiency. 1 mark for each of these or any other valid points, up to four points. 1 mark for providing a correct example, actual or theoretical (i.e. diagram).

(Max 5 marks)

Level 4 Diploma in Administrative Management unit 2 - examination paper

4. Outline the components of Handys shamrock organisation. (5 marks) Marking guide (LO 1.4.1) There are three components to the shamrock organisation: Permanent and highly skilled core; contractual fringe; flexible labour force 1 mark for identifying one, 3 marks for two and 5 marks for identifying all three correctly. 5. Describe the characteristics of an effective worker. (5 marks)

Marking guide (LO 2.1) There are many valid characteristics of an effective worker, and one point to be awarded for each specifically different point noted within the answer. Suggested characteristics may include: Good communicator; Works to a high level of accuracy/quality; Calm; Reliable; Self-starter; Aware of overall aims of the organisation; Flexible attitude. 6. Define and provide an example of an interface within a system. (5 marks) Marking guide (LO 2.3.4) A set of interconnections at the boundary between systems and subsystems; e.g. use of the telephone and meetings. One, two or three marks for providing an adequate/good/excellent definition of an interface. One or two marks for providing an adequate or good example respectively. 7. What is, and give an example of, management by exception? (5 marks) Marking guide (LO 2.5.2) Involvement of the manager only if performance falls outside the stated range of effective performance. Examples may include late dispatch of invoices or failure to achieve customer response targets One, two or three marks for providing an adequate/good/excellent definition of MBO. One or two marks for providing an adequate or good example respectively.

Level 4 Diploma in Administrative Management unit 2 - examination paper

8. Outline the key components of an effective policy. (5 marks) Marking guide (LO 3.3) One mark for each valid and different component noted within the answer. These may include: well-thought out and supported by effective procedures; communicated, clear, and understood; monitored, reviewed and revised if required Markers should note that the question asks for components of an effective policy. Candidates simply stating the components of a policy should score no more than 3 marks.

Level 4 Diploma in Administrative Management unit 2 - examination paper

Section B: (Two questions must be attempted)

1. a. Evaluate the benefits and potential drawbacks to an organisation in having a complaints handling system. (15 marks)

b. Outline the steps involved in introducing a complaints handling system into an organisation. (15 marks) Marking guide (LO 4.2.2) a) One mark for each of the following (or any other which the marker considers reasonable) incorporated within the answer: seeks to minimise complaints by setting targets to reduce complaints it allows for complaints to be logged; there is a formal procedure for dealing with complaints speeds up resolution of complaints. consistency of approach in dealing with complaints it provides feedback to the organisation of problems it assists in the collection of information in a standardised format it assists in putting controls in place to monitor corrective actions (6 marks max) One mark for each of the following (or any other which the marker considers reasonable) potential drawbacks in introducing such a system Up to six marks: cost of implementation; existing informal methods may be effective may increase time taken in resolving complaints communication of the system may encourage spurious complaints; diversion of resources away from getting it right in the first place. formality of system may reduce the ability to resolve through negotiation. (6 marks max) Three final marks available for quality of evaluation and balance of conclusion reached. (3 marks max) b. No fewer than six key stages should be clearly identified based on the control cycle at fig 1.1 of section 2.2.5 in the IAM Study Guide. Alternatively identifying specific areas as follows: initial planning (responsibility, committee); identify/define complaints to be handled by the procedure; establish performance indicators or standards (kpis for time to resolve issues etc); investigation of complaints and resolution process on-going evaluation, training and communication feedback to appropriate departments monitoring of subsequent complaints One mark for each area identified (6 marks max) One further mark for providing further depth or example for each of the areas co (6 marks max) Remaining three marks at the markers discretion for clarity of approach (3 marks max)

Level 4 Diploma in Administrative Management unit 2 - examination paper

2. Compare and contrast quality assurance and quality improvement. (30 marks) Marking guide (LO 4.2.3) Candidates should be able to clearly identify the differences in approach and philosophies underlying each area. Marks should be awarded as follows: Providing a definition of each 3 marks max each QA often set by an external standards body QI internally devised and operated (6 marks max) Detailing a QA approach: one mark for each of up to six valid and different headings, the following of which are suggestions: identification of an acceptable standard; working to achieve standards; necessary documentation to show how it is operated and maintained; who is responsible for quality; may be a separate function to QI within organisation but must be compatible allows for external assessment (i.e. ISO9000); One further mark available for additional depth or example. (12 marks max) Detailing the QI approach: one mark for each of up to six valid and different headings, the following of which are suggestions: continuous improvement of standard; working to improve specification encouraged; evidence of improvement; inspection and quality built in at all stages up to completion or provision; a philosophy understood by everyone within organisation- Quality Culture; internal assessment (i.e. balanced scorecard); mention of kaizen. One further mark available for additional depth or example (12 marks max)

Level 4 Diploma in Administrative Management unit 2 - examination paper

3. Discuss the benefits to an organisation in using PESTEL to analyse the external environment. (30 marks) Marking guide (LO 1.1) Candidates should be familiar with the use of PESTEL, and be able to discuss its use in organisations. 1 mark for identifying each component of PESTEL Political, Economic, Socio-cultural, Technological, Environmental, Legal 6 marks max Max 2 marks to be awarded for briefly outlining or defining the external environment Big picture in which business operates. 2 marks should be awarded for each of up to eight identified benefits of PESTEL within the body of the answer. The following are suggestions: position audit; identifies structure and drivers affecting the industry, sector, market e.g. globalisation; highlighting SWOT components for the organisation; assists in planning; assists in the process of change; enables resources to be utilised effectively and efficiently; demonstrates to stakeholders a pro-active approach; maintaining a competitive edge. 16 marks max One further mark is available for providing examples or additional depth for each of the eight areas, or for up to eight additional valid benefits. 8 points max

Level 4 Diploma in Administrative Management unit 2 - examination paper

4. Critically evaluate the use of Mission Statements by organisations. (30 marks) Marking guide (LO 1.2.6) Definition of Mission Statement 3 marks A way of stating the organisations objectives in broad terms to convey and achieve a shared sense of purpose Providing a good example 2 marks 5 marks max Up to seven identified benefits/weaknesses should be awarded 2 marks each, with a further mark for examples or further depth. These could include, but not restricted to: sets out a sense of purpose; assists in providing a focus for re-engineering the organisation; provides benchmarks against which critical outcomes can be assessed; helps develop a sense of value or ethical behaviour; assists in focussing on the customer; motivates employees. And for weaknesses: cynics see as merely public relations tactic; may adhere too rigidly to the mission statement; may provide too much of a focus, and detract from commercial needs. 21 marks max Valid arguments against the use of mission statements may be awarded 2 marks each The final 4 marks are available at the markers discretion for quality of evaluation or conclusion reached 4 marks max

Level 4 Diploma in Administrative Management unit 2 - examination paper

Institute of Administrative Management Level 4 Diploma in Administrative Management Examination paper December 2009
Unit 3: Date: Time: Professional administration 09 December 2009 09:30 12:30

Time Allowed: 3 hours Section A: Is compulsory and all 8 questions must be attempted. (40% of total marks) Section B: Two questions must be attempted (60% of total marks)

Allocation of marks as shown on the paper.

Questions follow. Please do not turn the paper over until told to do so by the invigilator

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Section A: Compulsory
1. Give a brief definition of benchmarking. (5 marks) 2. Describe briefly Code of Practice. (5 marks)

3. Explain briefly the value of well designed forms to an organisation. (5 marks) 4. List three methods used in work measurement and give a brief description of one of these methods. (5 marks) 5. Explain briefly what a service level agreement (SLA) is. 6. Define and explain briefly the Kaizen principle. (5 marks) (5 marks)

7. List the five codes, identified by Hartley and Bruckham, which are used in communication. (5 marks) 8. Give five examples of the on-line transaction processing facilities the UK Government are planning to develop. (5 marks)

Section B: Two questions must be attempted

1. As the Administrative Manager you are required to submit a paper to your organisations Board explaining flexible working and why it is becoming important to the efficiency of the organisation. (30 marks) 2. Explain how the administrative function has benefited from the use of computers. (30 marks) 3. At the next team briefing, department managers in your organisation have to introduce their teams to Total Quality Management (TQM). Write a draft presentation to your team introducing them to the philosophy behind TQM, preparing them for the introduction of TQM, and explaining how TQM will affect their working relationships with colleagues in other departments. (30 marks) 4. Discuss the impact of E-Commerce on how organisations buy and sell products and services. (30 marks)

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Institute of Administrative Management Level 4 Diploma in Administrative Management Marking guide December 2009
Unit 3: Date: Time: Professional administration 09 December 2009 09:30 12:30

Time Allowed: 3 hours Section A: Is compulsory and all 8 questions must be attempted. (40% of total marks) Section B: Two questions must be attempted (60% of total marks)

Allocation of marks as shown on the paper.

Questions follow. Please do not turn the paper over until told to do so by the invigilator

2009 iam

Section A: Compulsory
1. Give a brief definition of benchmarking. (5 marks) Marking guide (LO 1.4.2) Benchmarking is the act of defining the best systems, processes, procedures and practices. The measurement of business performance against the best of the best through a continuous effort of constantly reviewing processes, practices and methods. This can serve as an enabler for maintaining high levels of performance and competitiveness (5marks) Other definitions are permissible 2. Describe briefly Code of Practice. Marking guide (LO 1.4.3) The answer may contain the following: A Code of Practice is written to guide the user as to best practice in that situation. Codes of practice cover every aspect of working life from the working ethically, to the disposal of waste through to the best practice in managing the people who work in the organisation. (5 marks) Other definitions are permissible. 3. Explain briefly the value of well designed forms to an organisation. (5 marks) Marking guide (LO 2.2.2) The answer may contain the following: well designed forms will contain quality information; forms provide another means of maintaining effectiveness and efficiency; forms contain information and information which is vital to organisations they could not function without it; forms are vital in record-keeping; the better designed the form, the better the quality of information obtained; the good design of forms is therefore very important because the function of a form is to collect accurate information from the person completing it. (5 marks) Other definitions permissible

(5 marks)

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4. List three methods used in work measurement and give a brief description of one of these methods. (5 marks) Marking guide (LO 2.2.3) The answer may contain the following: simple timing; activity sampling; variable factor programming.

(1mark each - maximum 3) Simple timing This involves observing a number of average clerks doing repetitive work and setting a standard time for the task to be completed. Activity sampling: This method takes elements of a job, which are defined according to various physical and mental factors. The job is analysed and divided into its basic motions. Each individual motion is given a time value, which is obtained from a table. These are then totalled and a standard time for that job is given. Variable Factor Programming (VFP): This is a technique for improving workflow and eliminating spare time. The investigation begins by measuring each task the employee performs and setting target times for each task. This gives the total hours needed by the employee and also how many employees are needed. Work can then be organised so that there are no bottlenecks, the work flows more effectively and wasted time is eliminated. (2 marks for one of the methods described) Other definitions are permissible 5. Explain briefly what a service level agreement (SLA) is. Marking guide (LO 3.3) The answer may contain the following: A service level agreement (SLA) is an agreement or contract with a supplier that defines the service they must provide and the level of service to be delivered, and which also sets out the responsibilities and priorities. An SLA can be used in any supplier contract where a business ability to meet its customers requirements are dependent on the supplier. (5 marks) Other definitions permissible (5 marks)

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6. Define and explain briefly the Kaizen principle. (5 marks) Marking guide (LO 3.4) The answer may include the following: The Kaizen principle has been defined as a never ending journey of quality improvement by gradually improving standardised activities and processes which aims to eliminate all waste. (2 marks) All departments are involved and all department heads and the individuals in those departments must discover who their customers and suppliers are in order to ensure the Kaizen principle of continuous improvements in every area of production and customer service. (3 marks) 7. List the five codes, identified by Hartley and Bruckham, which are used in communication. (5 marks) Marking guide (LO 4.1) The answer may include the following: verbal; prosodic; paralinguistic; kinesics; standing. No other definitions permissible 8. Give five examples of the on-line transaction processing facilities the UK Government are planning to develop. (5 marks) Marking guide (LO4.4.2) These include: collecting national and local taxes; paying pension; paying welfare benefits; licensing vehicles; maintaining patient records; corporate systems which support government bodies themselves; these include human resources and financial management systems. (1 mark for each service given - Up to a maximum of 5 marks) No other definitions permissible

(5 marks)

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Section B: Two questions must be attempted

1. As the Administrative Manager you are required to submit a paper to your organisations Board explaining flexible working and why it is becoming important to the efficiency of the organisation. (30 marks) Marking guide (LO 1.2) The answer may include the following: Organisations are introducing flexible working patterns because: customers are demanding earlier and later opening hours; production is more cost-effective if it is continuous; employees are seeking a better work/family life balance; employers are seeking ways of reducing costs.

(4 marks)

There are many different forms of flexible working that cover the way our working hours are organised during the day, week, month or year. Flexible working can describe the place we work, such as home working or the kind of contract we are on such as a temporary contract. (2 marks for an explanation/definition of Flexible Working following the example above) Flexible working means a change from the normal 9-5 day. (1 mark other relative definitions permissible) There are many variations such as: part-time working reduced hours for example an employee starts work later and leaves early so that they can pick up their children from school; flexi-time employees have to work set core hours but outside those core hours they can arrive early or late and leave early or late; staggered hours employees in the same workplace have different start, finish and break times planned to ensure cover over longer opening hours; compressed working hours- employees work their total contracted hours over fewer working days, e.g. a five-day working week compressed into four days; job sharing two employees share the work normally done by one employee; shift working normally found in industries which must run on a 24 hour cycle e.g. hospitals, continuous manufacture, emergency services, newspaper production; annual hours the hours an employee works over a whole year is split into set shifts and reserve shifts which are worked as the demand dictates; working from home (tele-working) employees work from home in a defined office. the cost of setting up the home office is normally paid for by the organisation; term-time working employees are on a permanent contract and takes paid or unpaid leave during school holidays. (1 mark for each)

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Flexible working can benefit the organisation as follows: cost reduction less space; e.g. smaller premises required if employees working from home; more flexibility allowing the organisation to meet the needs of its customers; retention of valued employees as they meet the work/life balance needs of the individuals.; motivated staff; good public relations reputation for being a caring organisation; efficiencies and effectiveness is increased; bottom line profits increased. (2 marks for each other definitions are permissible)

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2. Explain how the Administrative function has benefited from the use of computers. (30 marks) Marking guide (LO 2.3) The answer may include the following: The Administrative function benefits from the use of computers in the following ways: they perform rapid and accurate calculations; they rid staff of boring and repetitive jobs; they retain large amounts of data. (1 mark for each item) Internally It has affected how we communicate with one another within the organisation. For example using the intranet has speeded up communication internally and it also means that the information is at hand when it is wanted. The intranet has made it possible for Policies and Procedures to be accessible to all staff when required. Organisational news can be send around to every department via the intranet thereby reducing the possibility of employees not receiving memos or not reading the Notice Boards. We can also Network several computers to one Server increasing efficiency and effectiveness and we can rapidly pass on data to colleagues as they need it. (8 marks other definitions permissible) Word Processing and Desk Top Publishing has made life so much easier when producing documents, i.e. letters, reports, flyers, brochures etc. (4 marks other definition permissible) Presentations have been enhanced with the use of Power Point. The presenter has a tool which makes the presentations so much more interesting to the audience and can help them make their points more easily. (4 marks other definitions permissible) Externally Emails have transformed communication with the outside world. We use the Internet to send brochures, Statements, Invoices, make payments by BACS and reply to customers enquiries. (3 marks other definitions permissible) The organisation can have its own website and the administration function may be involved in ensuring that it is kept up to date. (2 marks other definitions permissible) Video Conferencing and Teleconferencing has made communication between organisations and countries much easier and reduces the work load of arranging meetings, venues and travel for the participants and of course a reduction in costs no need for people to travel to a meeting. (4 marks other definitions permissible) The Internet has also brought with it E-commerce which again involves administration. (2 marks other definitions permissible)

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3. At the next team briefing, department managers in your organisation have to introduce their teams to Total Quality Management (TQM). Write a draft presentation to your team introducing them to the philosophy behind TQM, preparing them for the introduction of TQM, and explaining how TQM will affect their working relationships with colleagues in other departments. (30 marks) Marking guide (LO 3.4) Answer may include the following: Candidates may give an enhanced answer (i.e. not just straight from the Study Guide but evidence of researching other areas). (Up to 5 marks can be allocated for evidence of this) Total Quality Management is an all-embracing management philosophy and should not be viewed as an add-on activity. It cannot be seen as an additional task for the manger. Rather, it must form an integral part of the managers role and indeed part of all others in the organisation. For this to be the case total quality must form part of the fabric of the organisation. Total quality is not what we do. It is what we are Extract - Managing Quality Bell et all page 6 A second quote which may be given is: TQM is the scrutiny we applied to everything we do from the way we design our prodctus to the way we support our customers through after-sales service, from the way we manger our people to the way we manager our finance, from the way we develop our organisational strategies to the way we handle information that describes the management philosophy which has become known as Total Quality Management Extract - Managing Quality Bell et all Study Guide Unit 3 page 22 (5 Marks for either of the two quotes above - other definitions permissible) Appleby (1994) describes the TQM system as being based on the theory that, as quality improves, so costs fall through reduced failure rates and less waste. (Extract form the Study Guide page 23) (2 marks other definitions are permissible) TQM is organisation wide and affects every system, procedure and person. It is not Quality Assurance but a philosophy of getting things right first time and considers that the internal and external customers need to be provided with continuing quality service (2 marks other definitions permissible) To succeed TQM has to have full commitment from top management; without that commitment it will not succeed. Its introduction into the organisation has to be carefully planned and every single employee must be trained in the concept, the systems and the procedures of TQM. (4 marks other definitions permissible)

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For the team one of the most important aspects of TQM is the internal customer who are our customers and how can we improve our service to them? (4 marks other definitions permissible) For the Administrative function this has far reaching implication as every department in the organisation is a customer. It will be necessary for the Administrative manager to talk to the other managers and set standards of service. This will then be passed on to the Administrative team and any weaknesses in systems, procedures or knowledge can be dealt with to ensure quality service to the internal customer. (4 marks other definitions permissible) TQM is for life. It fails where there is no top-level commitment and it becomes another management toy. It can also fail where the training has not been cascaded down through the entire organisation, thereby allowing for weak spots of employees who do not understand; and therefore do not take on the commitment of working in a quality way, every time and all the time. (4 marks other definitions permissible)

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4. Discuss the impact of E-Commerce on how organisations buy and sell products and services. (30 marks) Marking guide (LO 4.4.1) The above question must be answered within the context of the organisation. The answer may include the following: Changes in buying habits brought on by the emergence of e-commerce have seen organisations place this new phenomenon in both the threats and opportunities in their SWOT analysis. (4 marks other definitions are permissible) E-commerce is part of everyday life and more and more people are buying-online, more so since sites have arranged secure payment facilities. (2 marks other definitions are permissible) People can now browse on-line with thousands of site available for viewing. (2 marks other definitions are permissible) E-commerce has seen supermarkets going on-line with customers ordering via the Net and their groceries delivered straight to their doors. (2 marks other definitions are permissible) This has led to organisations re-thinking how they sell their goods and also how they purchase the goods they sell. The ramifications have been immense, with the necessity of setting up a web site and maintaining it to ensure that it is current and attracts customers. (2 marks other definitions are permissible) Employees who took orders via telephone, fax or the post have had to be retrained to deal with on-line orders and despatch departments have had to be extended to cope with home deliveries (2 marks other definitions are permissible) Organisations have had to think through their selling strategies, i.e. Do they keep on their High Street retail shops? or Do they go in for huge warehouses or a mixture of both? (2 marks other definitions are permissible) What does this mean to current staffing? If they close the retail shops, this will mean redundancies and/or-re-training. (2 marks other definitions are permissible) It they are in manufacturing, how do they get their goods to the customers cutting out the retailer? (2 marks other definitions are permissible) E-commerce has seen the emergence of the small businesses run from home. They purchase their goods Just-in-time which eliminates the need for holding stock or having to pay huge overheads for warehousing. (4 marks other definitions are permissible)

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A plus for the Seller is that they get to know their customers and can build up a Data Base of their likes and dislikes and can run special offers to them by email. (2 marks other definitions are permissible) Another interesting aspect is the social side of shopping. Will people revolt and in the not too distant future and start shopping on the High Street again because they miss the personal, face-to-face interaction with other human beings. Another strategic problem for the organisation to consider in its future plans. (4 marks other definitions are permissible)

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Institute of Administrative Management Level 4 Diploma in Administrative Management Examination paper December 2009
Unit 4: Date: Time: Information for decision making 10 December 2009 09:30 12:30

Time Allowed: 3 hours Section A: Is compulsory and all 8 questions must be attempted. (40% of total marks) Section B: Two questions must be attempted (60% of total marks)

Allocation of marks as shown on the paper.

Questions follow. Please do not turn the paper over until told to do so by the invigilator

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Section A: Compulsory
1. Describe the requirements of an information system at the strategic level of an organisation. (5 marks) State three internal pressures facing an organisations decision makers. (5 marks) Explain the circumstances when a pie chart is more beneficial in data representation than a bar chart. (5 Marks) From the following data define and calculate the value of the median. 500, 450, 550, 600, 475, 540, 560 (5 marks)

2. 3.

4.

5. 6.

Describe briefly the main features of a balance sheet. (5 marks) Calculate net profit from the following information: Sales Opening Stock Purchases Depreciation 138,000 4,100 83,000 3,750 Salaries Other expenses Closing Stock Admin Costs 31,000 5,900 2,950 1,750 (5 Marks) (5 marks)

7. 8.

Describe briefly the basis of cost apportionment.

Explain why, in order to provide management with the opportunity to manage effectively, some budgets need to afford greater flexibility. (5 marks)

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Section B: Two questions must be attempted

1. Describe the role of the decision maker in ensuring the quality of the decision making process. (30 Marks) Examine why knowledge of data presentation techniques is an essential skill that managers need to develop. (30 Marks) a. From the following information prepare: i. a profit and loss account ii. a balance sheet. 468,000 67,000 37,000 57,500 1,000 3,200 (12 Marks) (12 Marks) Sales Share capital Long term loan Closing Stock Cash at bank Bank overdraft Purchases Overheads Fixed assets Debtors Creditors Opening Stock 239,500 83,500 192,400 123,800 108,500 43,500 (6 Marks) 4. The cost budget prepared for 3,000 units of Product X is as follows: Materials (Variable) Labour (Variable) Overheads (Semi Variable) Total Costs 156,000 66,600 254,000 516,500

2.

3.

b. Define and calculate the working capital.

Of the costs shown within the budget overheads are 30% variable. The actual costs of producing 3,500 units of Product X last month were as follows: 175,000 87,500 254,000 516,500

Materials Labour Overheads Total Costs (i) (ii)

Prepare a flexible budget for the actual production of 3,500 units. (6 marks) Calculate the variances between the flexed budget for 3,500 units and the actual costs for 3,500 units. (24 marks)

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Institute of Administrative Management Level 4 Diploma in Administrative Management Marking guide December 2009
Unit 4: Date: Time: Information for decision making 10 December 2009 09:30 12:30

Time Allowed: 3 hours Section A: Is compulsory and all 8 questions must be attempted. (40% of total marks) Section B: Two questions must be attempted (60% of total marks)

Allocation of marks as shown on the paper.

Questions follow. Please do not turn the paper over until told to do so by the invigilator

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Section A: Compulsory
Describe the requirements of an information system at the strategic level of an organisation. (5 marks) Marking guide (LO 1 Learning Syllabus 1.1.3, 1.1.4) The requirements at strategic level are for highly summarised information, regarding company activities to date. (1 mark) For example: trends; forecasts; awareness of competitor activity; economic climate; social trends; technological developments; legislative developments. (1 mark each for identifying any 4 of the above) 2. State three internal pressures facing an organisations decision makers. (5 marks) Marking guide (LO 2 Learning Syllabus 1.2,1.2.1) Three typical internal pressures are: improving efficiency; (1 mark) increasing effectiveness; (2 marks) creating and strengthening competitive advantage. (2 marks) Explain the circumstances when a pie chart is more beneficial in data representation than a bar chart. (5 Marks) 1.

3.

Marking guide (LO 3 Learning Syllabus 2.1.3, 2.1.4) Bar charts are very versatile in representing data. They are used for comparing the sizes of figures, the height of each bar representing the size of the corresponding figure. There are four different types of bar charts: simple bar chart this is used for representing the totals only; multiple bar chart this is used for representing the components only; component bar chart this is used for representing the totals and their components; % component bar chart this is used for representing the relative size of the components. (2 marks) A pie chart is constructed as a circle, resembling a pie, with the slices of pie used to represent the proportions of the component parts. Pie charts are clear and easy to understand as they provide a clear picture of the significant components making up the total when actual data is not essential, only proportion. A pie chart allows for comparisons as a pie chart can be completed on a yearly basis to compare the same data as it reoccurs annually. Pie charts represent the relative frequency of observations by the sectors of a circle. (3 marks)

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4.

From the following data define and calculate the value of the median. 500, 450, 550, 600, 475, 540, 560 (5 marks)

Marking guide(LO 3 Learning Syllabus 2.3, 2.3.1) The median is the actual central value and is usually considered as the most representative value. The median is the middle value of an array. (2 marks) Array of the data is 450,475,500,540,550,560,600 Median is 540 (3 marks) 5. (5 marks) Marking guide (LO 4 Learning Syllabus 3.2, 3.2.1, 3.2.2) A balance sheet is a financial snapshot of the company at a given point in time. It derives its name from the fact that it always balances. This is because all it shows is what money has been made available to the company and how that money has been invested in the company. (1 mark) In its traditional format the balance sheet shows ASSETS Fixed Current LIABILITIES Permanent Long Term Current (1 mark) The assets show what the company owns. Fixed assets are those assets that the company keeps and uses. Current assets are cash and things that can be turned into cash within the year. (1 mark) The liabilities are what the company owes. Liabilities are classified as permanent, long-term and current. Permanent liabilities are the funds from shareholders. The long-term liabilities are long-term loans. Current liabilities are the short-term debts of the company. (2 marks) 6. Calculate net profit from the following information: Sales Opening Stock Purchases Depreciation 138,000 4,100 83,000 3,750 Salaries Other expenses Closing Stock Admin Costs 31,000 5,900 2,950 1,750 (5 Marks) (1 mark) (1 mark) (1 mark) (2 marks)
iam Level 4 Diploma in Administrative Management unit 4 marking guide

Describe the main features of a balance sheet.

Marking guide (LO 4 Learning Syllabus 3.4, 3.4.2) Cost of sales = (4,100 +83,000) - 2,950 = 84,150 Gross profit = 138,000 - 84,150 = 53,850

Expenses = 31,000 + 5,900 + 3,750 + 1,750 =42,400 Net Profit = 53,850 - 42,400 = 11,450

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7.

(5 marks) Marking guide (LO 4 Learning Syllabus 4.2, 4.2.1) The process of sharing common costs between cost centres is called cost apportionment. (1 mark) The basis of cost apportionment will vary from company to company but a typical basis might be: floor area for costs such as rates, rent, heat and lighting; number of employees for costs such as canteen, personnel and administration; number of machine hours required in a product. (4 marks) 8. Explain why in order to provide management with the opportunity to manage effectively some budgets need to afford greater flexibility. (5 marks)

Describe the basis of cost apportionment.

Marking guide (LO 4 Learning Syllabus 4.3, 4.3.2) To provide management with the opportunity to manage effectively some budgets need to afford greater flexibility. Fixed budgets remain unchanged despite the level of activity attained and have no analysis of cost. By not distinguishing between fixed and variable cost these types of budget are not particularly useful when assessing performance and exercising cost control. (2 marks) Flexible budgets are designed so that permitted cost levels can be adjusted to suit the level of activity actually attained. A flexible budget is more useful for control purposes. With flexible budgets Actual Costs For Actual Activity Are compared with Budgeted costs for actual Activity

This is achieved by flexing or adjusting the budget to correspond to actual activity. (3 marks)

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Section B: (Two questions must be attempted)

1. Describe the role of the decision maker in ensuring the quality of the decision making process. (30 Marks)

Marking guide (LO 2 Learning Syllabus 1.2, 1.2.1) The quality of a decision is dependent on a decision maker who: explores the full range of objectives to be fulfilled; makes explicit any compromises necessary between competing objectives; evaluates costs and risks of negative consequences in addition to positive consequences; seeks out new information from various sources to assist in evaluation of alternatives; assimilates and takes account of information and expert opinion; examines the positive and negative consequences of all alternatives including those regarded as unacceptable, before making a final decision; prepares detailed implementation plans and discusses these with those to be affected by the decision; identifies any training; develops contingency plans to cope with any problems which might arise; reviews the effectiveness of past decisions in order to learn. (3 marks for each point in list or any other valid point)

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2.

Examine why knowledge of data presentation techniques is an essential skill that managers need to develop. (30 Marks)

Marking guide (LO 3 Learning Syllabus 2.1, 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.1.5, 2.2.2) The ability to derive, present and interpret data is an important and essential skill for a manager. Raw data correctly obtained, analysed and presented in an appropriate way will contribute vital information to assist in the decision making process. Such a contribution will help both to provide an improved service and may enhance an organisations competitive advantage. Every manager should spend time assessing the current situation in the context of their own area of responsibility, reviewing performance, changing circumstances etc. Diagrams are a quick and easy way to examine data for patterns and trends, and enable people to assimilate information more quickly. Equally managers present information to other managers or to employees. Skills in developing an appropriate presentation are obviously essential. (12 marks 2 marks for each point) Candidates should provide examples and discuss uses of the various data presentation techniques: tables; graphs; bar charts; simple, multiple, component and % component; pie charts; pictograms; histograms. (18 marks 1 mark for each example and 2 marks each for use identified)

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3. a. From the following information prepare: i. a profit and loss account ii. a balance sheet. 468,000 67,000 37,000 57,500 1,000 3,200 (12 Marks) (12 Marks) Sales Share capital Long term loan Closing Stock Cash at bank Bank overdraft Purchases Overheads Fixed assets Debtors Creditors Opening Stock 239,500 83,500 192,400 123,800 108,500 43,500 (6 Marks) Marking guide (LO 4 Learning Syllabus 3.2, 3.3, 3.4, 3.4.1, 3.4.2) a. (i) Profit and Loss Account for the year ending DD/MM/YY Sales 468,000 225,500 Cost of sales Gross profit 242,500 Overheads 83,500 Profit for year 159,000 (3 Marks for title, 3 marks each for correct Cost of Sales, Gross Profit and Net Profit) (ii) Balance Sheet @ DD/MM/YY Fixed Assets Current assets Stock Debtors Cash at bank Current liabilities Creditors Bank overdraft 57,500 123,800 1,000 108,500 3,200 192,400

b. Define and calculate the working capital.

182,300

111,700

70,600 263,000

Financed by Share Capital Profit for Year Long term loan

67,000 159,000 37,000 263,000

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(2 Marks for title, 1 Mark for correct layout, 3 Marks each for correct Current assets, Current liabilities, and Financed by total) b. Working capital is the money available for conducting the day to day operations of a business. (1 mark) Working Capital = Current Assets Current Liabilities Working capital = 182,300 - 111,700 = 70,600 (3 marks)

(2 marks)

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4. The cost budget prepared for 3,000 units of Product X is as follows: Materials (Variable) Labour (Variable) Overheads (Semi Variable) Total Costs 156,000 66,600 254,000 516,500

Of the costs shown within the budget overheads are 30% variable. The actual costs of producing 3,500 units of Product X last month were as follows: 175,000 87,500 254,000 516,500

Materials Labour Overheads Total Costs (i) (ii)

Prepare a flexible budget for the actual production of 3,500 units. (6 marks) Calculate the variances between the flexed budget for 3,500 units and the actual costs for 3,500 units. (24 marks)

Marking guide (LO 4 Learning Syllabus 4.3, 4.3.2, 4.4) (i) Flexed Budget for 3,500 units 3,500 units Materials 182,000 Labour 77,700 Overheads 266,700 Total 526,400

(6 marks 2 for correct materials, labour and overheads calculations) (ii) Calculating the variances Flexed Budget For 3,500 units 182,000 77,700 266,700 526,400 Actual costs for 3,500 units 175,000 87,500 254,000 516,500 Variance 7,000 (F) 9,800 (A) 12,700 (F) 9,900 (F)

Materials Labour Overheads Total costs

(24 marks 4 marks for each variance correctly calculated and additional 2 marks for each variance correctly labelled (F) or (A)

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Institute of Administrative Management Level 4 Diploma in Administrative Management Examination paper December 2009
Unit 5: Date: Time: Case study 1 11 December 2009 09:30 12:30

Time Allowed: 3 hours Candidates must answer all four questions

Allocation of marks as shown on the paper.

Questions follow. Please do not turn the paper over until told to do so by the invigilator

2009 iam

1. Discuss the impact of the organisational culture manifest within the Administration and Business Department on the performance of Millies staff. (25 marks)

2. Explain how an understanding of motivation could help Millie to change the attitudes and approach to work of her staff. (25 marks)

3. Advise Millie on how to obtain the support of her staff for the introduction of performance appraisal. (25 marks)

4. Describe the actions that Millie could take to improve communication with her staff and within the Business and Administration Department. (25 marks)

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Institute of Administrative Management Level 4 Diploma in Administrative Management Marking guide December 2009
Unit 5: Date: Time: Case study 1 11 December 2009 09:30 12:30

Time Allowed: 3 hours Candidates must answer all four questions

Allocation of marks as shown on the paper.

Questions follow. Please do not turn the paper over until told to do so by the invigilator

2009 iam

1. Discuss the impact of the organisational culture manifest within the Administration and Business Department on the performance of Millies staff. (25 marks) Answer Learning outcome LO1 Apply analytical skill in recognising and specifying objectives and critically appraising information given, so as to arrive at a practical and reasonable evaluation of the problem. LO4 Demonstrate an understanding of the subject areas covered in the syllabus and in particular the interrelationships of those subject areas.

Learning syllabus Unit 1: People in organisations Organisational behaviour and culture Organisational culture Clearly, organisational culture and its departmental manifestation are of importance to the management and performance of the company. The case study provides examples of a working culture within the department and the historical circumstances that have contributed to it. The answer should describe the nature and purpose of organisational culture goal alignment, integration, consensus, motivation etc and identify its impact on the performance/output of staff. Examples should be citied of attitude, behaviour and working practice as evidenced from case study material. This provides scope for exploring practical action by the manager and the type of culture more suited to a successful department. Sufficient information is provided by the case study as to the type of culture that presently exists. Good answers will establish this within a typology e.g. person culture, and explore more suitable alternatives e.g. task culture, that the department manager might seek to encourage, citing examples from real organisations.

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2. Explain how an understanding of motivation could help Millie to change the attitudes and approach to work of her staff. (25 marks) Answer Learning outcome LO2 Employ creativity, together with the ability to apply knowledge and experience, to develop a number of workable solutions, which need to meet economic, social and technical demands. LO3 Use judgement to select the best solution in the circumstances and support this choice by local argument using the appropriate facts and figures. Learning syllabus Unit 1: People in organisations Managing people and leadership Motivation and reward The case study provides examples of attitudes and behaviour that point to levels of motivation among staff. Work design, past management style and the type of payment system could be pointed to as contributory factors. The answer should explain the nature of motivation and how theories/models can contribute to its understanding. Characteristics of motivation - needs, effort, goals etc as they can affect individuals should be related to case study circumstances. Examples of attitudes and behaviour should be cited from the case study and explored in terms of their relevance for understanding the motivation of staff. The question also offers scope for exploring individual differences, management, leadership, discipline, grievance and conditions when looking for contributory factors. Good answers will establish discussion within a framework of motivation concepts, theory and models, drawing on content, process and goal oriented approaches to explore their application to understanding staff attitudes and behaviour.

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3. Advise Millie on how to obtain the support of her staff for the introduction of performance appraisal. (25 marks) Answer Learning outcome LO3 Use judgement to select the best solution in the circumstances and support this choice by local argument using the appropriate facts and figures. LO4 Demonstrate an understanding of the subject areas covered in the syllabus and in particular the interrelationships of those subject areas. Learning syllabus Unit 1: People in organisations Managing people and leadership Performance management and development The question centres on implementation but offers scope for indicating how the role and purpose of performance management - objectives, knowledge and competence etc. can be conducted through performance appraisal. The benefits of performance appraisal should be identified - individual strengths and weaknesses, progress, feedback, information and communication etc. and factors contributing to its success - understanding, training, trust, constructive dialogue, openness and appeal system. The present experience of staff is linked to their former managers attitude towards appraisal despite there being a company system in place. Attention should be paid to explaining the purpose of and rationale for appraisal and its link (as appropriate) to development review, ensuring there is support from higher management and training is in place, relating the system to levels of objectives (SMART format) and checking that monitoring, review and appeals are in place. This can be presented to staff collectively in conjunction with HR and individually on follow-up to allay any fears, about the purpose of the system, its benefits training and how it will work. Good answers will stress the importance of having staff and management commitment and ensuring the system is carried through. Reference to departmental culture, the need for change and examples from real organisations and personal experience are also appropriate.

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4. Describe the actions that Millie could take to improve communication with her staff and within the Business and Administration Department. (25 marks) Answer Learning outcome LO1 Apply analytical skill in recognising and specifying objectives and critically appraising information given, so as to arrive at a practical and reasonable evaluation of the problem. LO5 Communicate ideas in the most effective manner using diagrams and charts, as well as the written word.

Learning syllabus Unit 3: Professional administration Business communication Communication models, media and barriers The answer encourages discussion about practical actions drawing on the purpose of communication, its role in business operations - information, decision making etc., elements involved in its analysis e.g. methods, skills and organisation, and barriers to its effectiveness e.g. bias, status, emotion, lack of trust, language and information overload. The process of communication (possibly using a model) could be used to highlight issues involved in successful communication and related to case study circumstances. Examples of methods, skills and organisation should be provided and the importance of selecting the right medium for particular circumstances explored. Reference should be made to ensuring the right types and directions of communications channels are in place and are recognised by and have the confidence of staff. The case study draws attention to communication difficulties within the context of a departmental meeting and subsequent challenges facing the manager. The good answer will identify practical actions involving elements of communication related to the case study scenario and show awareness of the consequences for departmental performance.

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Institute of Administrative Management Level 4 Diploma in Administrative Management December 2009 Case study 1 Scenario

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Learning-4-Success educational
Millie Horton has been in post for one week as Sales Manager of the Administration and Business product ranges for the educational publisher and distributor Learning4Success. She has spent this time familiarising herself with the main course support materials that are distributed to learners by CD Rom, paper copy and online, through educational establishments, high street retailers and the companys website. Reporting directly to Millie is a Sales Executive for each of her two product areas who in turn each manage two sales advisors (see Appendix 1). Learning4Susuccess has enjoyed consistent though relatively modest year on year growth in its business since it was established as a private limited company five years ago by Peter Wilton sole owner and chairman. From an initial sales turnover of 840k, company accounts now report turnover to have increased by 9.5% to reach 920K in what is an increasingly competitive industry. This has been in no small part due to Peters teaching background in further and higher education, enthusiasm for innovative ways of providing learning support and academic contacts in education for writing and purchasing the products. However, whilst conveying these interests in learning technologies and business approaches to Dawn Progress, his Managing Director, Peter has taken a hands off approach letting his managers get on with running the business. The company employs 24 full and part time staff operating from combined office and warehousing facilities within a former factory complex on the outskirts of a city. Renting these premises through a local business development agency has been advantageous not only financially, but geographically in terms of its convenience for access and distribution. As sole owner, Peters style of management has been to minimise policies and procedures for administrative systems beyond a legal compliance, and give verbal instructions on the way he wants the business to run, and the types of customers it serves. Coming from a promotions background for educational development in the public sector, Millie is well aware of the need for well documented administrative systems and for staff to follow their policies and procedures. However, in her short time with the business she has been surprised to find that the relatively few and formalised policies and procedures are frequently disregarded by her sales staff and seen as a constraint on their employment practices and commercial freedom. Also, the staff appears to get by with just about meeting the relatively un-ambitious sales targets Millie has inherited from her predecessor Lenny Feather. In addition, Millie has been landed with a number of customer complaints about the attitude and service of her sales staff that Lenny had filed in his desk draw. Millie was also concerned to find that two of her important product lines in administration and business were barely viable in terms of sales over the past two years and the overall figures had relied on improved sales for two original publications following the issue of a second edition. Unfortunately, much of this had been hidden from Millie when she applied for the job and had been shown around the sales office by Dawn Progress. Apparently, the preparation of exciting new product developments in Business Administration, Entrepreneurial Business and International Office Management by flexible learning had been outsourced to college lecturers. To date though Millie had

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been unable to uncover any evidence of progress and existing products appeared to be all that was offered of substance. Millie was determined to make an impact at her first department meeting and it was against this background that she had carefully planned the agenda and arranged for Mabel Fellow her, office administrator, to e-mail it to her staff and take minutes of the meeting. Millie arranged for the meeting to take place in a conference room at a time when all her staff were in the building. Unfortunately, not all staff were of a like mind so the start of the meeting had to be delayed as two didnt appear until fifteen minutes after the meeting was due to start. Millie opened the meeting by welcoming her staff and began to outline her vision for the department. Unfortunately the response of staff didnt match Millies enthusiasm. Sales executives Frank Jackson and Paula Khan glared across at each other when the issue of new products was raised. It appeared to Millie that neither could agree on who should take responsibility for each of the new products, when and if they finally emerged, arguing that they cut across their respective portfolios. They also felt that it would add to the work they already had and unduly enhance the status of who got to sell the products. Clearly, to Millie there appeared to be both conflict and tension between them. Meantime the other client sales staff at the meeting stayed fairly quiet and had relatively little to contribute. Lou Delgardo and Veronica Able complained about having to hand over incomplete tasks and not being given enough responsibility by their executives for following orders through. Jane Taylor on the other hand felt that the office layout, equipment and catering facilities could be improved on. Simon Clark added that the individual basis on which sales commission in addition to their basic salary was paid tended to drive staff apart rather than encouraging them to work together. As the meeting progressed it increasingly departed from the agenda and Millie grew more and more concerned at the challenge facing her to gain the confidence of her department and develop their area of the business. When turning to the issue of annual development reviews, Millie was told in no uncertain terms by those present that Lenny didnt bother with them. Apparently he had no time for performance appraisals despite there being a basic procedure in place of which the staff were aware. Simon Chan added that they all remained to be convinced of its benefits. What did come across to Mille from those present was that Lenny had pretty much left them to get on with it themselves as long as they more or less achieved their targets. It was also clear that they had a high regard of themselves as sales staff and that the company revolved around them. After drawing the meeting to a close, thanking the staff and explaining she would later see them individually to get to know them, Millie returned to her office concerned at the way the meeting had progressed and thinking the next time things should be done differently. Clearly, there were barriers to communication, her underperforming department wasnt functioning as a team, tensions were apparent and the high opinion they had of themselves didnt match their output or commitment. The question now was what to do about it. Millie felt that what she had said in the meeting about working together and the opportunities before them had not been enthusiastically

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received or taken on board by those present. In short Millie felt she hadnt got her message across. The staff in their attitudes and ways of working appeared worlds apart from what Millie felt was what she should reasonably expect. As a first step Millie picked up the phone to request a meeting with Dawn. The new products needed to come on stream but how was their development progressing? Also how would Dawn react to Millies feelings about the meeting and the ideas that were forming in her mind?

NOTES In dealing with this case you are requested to:a. Make clear any assumptions you feel necessary b. Make clear any local circumstances if appropriate to your case The organisation, its characters and their circumstances that form the basis for this case study are fictitious. Any resemblance to real organisations, living persons or actual circumstances is purely coincidental.

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Appendix 1

Chairman Peter Wilton Managing Director Dawn Progress (Management Functions) Accounts Administration IT Marketing Procurement Publishing Stores Despatch Sales Manager Administration and Business Millie Horton Sales Executive Frank Jackson Sales Advisors Lou Jane Delgardo Taylor Sales Executive Paula Khan Sales Advisors Veronica Simon Able Chan Sales Manager (IT and Finance)

Office Administrator Mabel Fellow

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