CERTIFICATE/DIPLOMA IN BUSINESS - OCR

1 PEOPLE IN ORGANISATIONSA/502/5255 LEVEL 2 UNIT 4 GUIDED LEARNING HOURS: 30 UNIT CREDIT VALUE: 5 OCR LEVEL 2 CAMBRIDGE TECHNICALCERTIFICATE/ diploma IN ORGANISATIONSA/502/5255 LEVEL 2 UNIT 4 AIM OF THE UNITThis unit will develop learners career management skills (career development planning, application and interviewing techniques) whilst at the same time using the knowledge gained to place skills into context of organisational people resources requirements (job roles, functions and structures). It will also include an insight into some of the documentation used to support the organisation and the individual in some of the processes outlined above.

2 This will help the learner to understand how their employability skills translate into organisational resourcing requirements, as well as enabling them to consider their own in Organisations Level 2 Unit 41 Know about job roles and their functions in organisations2 Be able to produce documentation for specific job roles 3 Be able to prepare for employment and plan career developmentP1 Describe the main job roles and functions in an organisation P2 Identify different organisational structures used within BUSINESS organisationsP3 Produce a basic job description and person specification for a specific jobP4 Complete an application and interview for a specific jobP5 Match current knowledge and skills to possible job opportunities using appropriate sources of information and

3 AdviceP6 Produce a personal career development planM1 Analyse how current knowledge and skills fit within a particular job or professional career of interestM2 Justify the decisions made in the career development planD1 Evaluate the prospects of this job or career opportunityD2 Evaluate alternative career opportunities ASSESSMENT AND GRADING CRITERIAL earning Outcome (LO) Pass Merit Distinction The assessment criteria are To achieve a merit the To achieve a distinction the pass requirements for evidence must show that, the evidence must show this unit. in addition to the pass that, in addition to the pass criteria, the learner is able to: and merit criteria, the The learner will: The learner can: learner is able to.

4 CONTENTThe unit content describes what has to be taught to ensure that learners are able to access the highest which follows an details what must be taught as part of that area of which follows an is illustrative, it should be noted that where is used, learners must know and be able to apply relevant examples to their work though these do not need to be the same ones specified in the unit Outcome 1 Know about job roles and their functions in organisations Different types of organisational structures to include: job roles, span of control, tall, flat, centralised and decentralised structures How the type of product/service can influence the type of structure Core functions in an organisational structure: finance, marketing, human resources, production or service, administration Main job roles and level of authority and responsibility.

5 Directors, managers, supervisors, workers Overview of progression possibilities within different structuresLearning Outcome 2 Be able to produce documentation for specific job roles How organisations undertake job analysis ( observation of a role, skills and personality characteristics required ) Why this is important to the organisation and the employee/learner Contents of job description ( tasks, reporting structure, location, salary) Contents of person specification ( qualifications, experience, interpersonal skills ) Tools and methods for applying for a job to include CV and application form Practical interview techniques How organisations screen applications and interviewees Learning Outcome 3 Be able to prepare for employment and plan career development The different types of skills: professional and technical skills, employability skills, career management skills Overview of organisations who can provide information in the area of Information Advice and Guidance to include; Careers Service, Sector Skills Councils, Professional Trade Bodies, Apprenticeship Bodies and Careers Fairs etc Resources for job search, including.

6 Recruitment agencies, online recruitment, trade magazines, networks, friends and family The practicalities and logistics of work ( office or on site, part-time, full-time, contract, and terms and conditions of employment) Differences between a job and a professional career and how training and professional development can increase prospects How to rank options Overview of the relevance of Labour Market Information The reasoning behind and the structure of a career development plan where we are now, where do we want to be and how do we get there? To include the purpose of a career development plan, a structured tool to record career objectives and development Relevance of the time span of the plan ( 1-2 years, 2-5 years , short term or long term) Relevance of SMART objectives Personality types: and how this may relate to job roles.

7 Personal values ( ethics, status, social values, equality) and how this may relate to career choice Overview of the process of decision making skills: including goals, review options, considering risk, selection of option, acting upon the selection How skills development enhances career progression and why updating the career plan is relevantIt is important to maintain focus on the current law and practice in this area. The list given above is neither prescriptive nor exhaustive. Where legislation has been revised learners will consider the most up to date version as that will reflect current industry in Organisations Level 2 Unit 4 DELIVERY GUIDANCEL earning Outcome 1In small groups learners could be asked to research different organisational structures, and then asked to present their findings, along with a brief guide to the rest of the group.

8 The guide should contain information on: job roles, the span of control, how decisions are made and communicated in the structure, how the structure relates to the product or service provided, As well as the advantages and disadvantages of that type of structure. Learners could be asked to provide a number of real examples in their presentation. Learners could be asked to identify the sorts of tasks that a BUSINESS would need to carry out on a regular basis. They could then decide which tasks would be carried out by each function, justifying their choices. Using an organisation chart of a large BUSINESS , learners could compare the main job roles, and levels of authority at differing levels of the BUSINESS .

9 Learning Outcome 2An overview of an organisations process should be explained to the learners, perhaps using a training DVD or inviting a representative from a HR function to speak to the group. Learners could undertake a job analysis of an employee by gathering information that includes; how this role fits into the structure of the wider organisation, the specific tasks of the job, responsibilities and span of control, skill and qualification requirements, personality characteristics and remuneration. They could then discuss who in an organisation might be best suited to completing a job analysis, how the information is used and why it is important that it is done accurately.

10 Learners could collect examples of job descriptions and person specifications used in an organisation. These could then be used as a template for learners to create a basic job description and person specification for a specific job. Learners could be provided with a range of job advertisements that ask for either a CV or an application form and identify when it is suitable to use each format what does the organisation specify for the applicant to use, why do they require the applicant to use that format, and what could the consequences be if the instructions are not followed. Learners could then obtain a number of person specifications and application forms for a range of vacancies.