| Unit 2 How Businesses and Organisations Work |
For: ATHE Level 3 Diploma in Business ATHE Level 3 90-credit Diploma in Business
ATHE Level 3 Diploma in Business and Management ATHE Level 3 Extended Diploma in Business and Management
Before progressing onto university to study International Business, you have managed to secure a 4-month management internship with a prestigious company in Oxford, England. Verto is a relatively small UK-based electric vehicle manufacturer focussed on making small, affordable electric cars and commercial vehicles. It has run the internship scheme for several years, offering just 10 places a year.
If you complete the internship successfully, it will increase your chances of joining Verto’s graduate recruitment programme.
Your responses to the tasks should be based on real businesses that you are familiar with. The businesses need to be Small Medium Enterprises (SMEs), although some sole traders may not be able to provide sufficient information required for the tasks.
The Head of Human Resources at Verto, Kareem Akram, is keen that interns understand the way in which businesses and organisations operate internally before they join the company’s different teams. He has produced an Induction Booklet you have to complete. The headings in the booklet will require you to do some reading and research about different aspects of how businesses and organisations work internally.
Please use the separate Unit 2 Induction Booklet to submit your responses. In the Induction Booklet, you should demonstrate you can:
Extension activities:
To achieve a Merit, you should complete the Merit tasks in the induction booklet to provide evidence you can:
To achieve a Distinction, you must produce a discussion paper in which you:
a) Compare and contrast the resource requirements for a named sole trader and a named limited company.
LO1 AC 1.1, 1.2, 1M1
LO2 AC 2.1, 2M1
LO3 AC 3.1
LO4 AC 4.1, 4.2
LO3 and LO4 AC 4D1
LO5 AC 5.1, 5.2
The assignments submitted by learners must achieve the learning outcomes and meet the standards specified by the assessment criteria for the unit. To achieve a merit or distinction grade, the learners must demonstrate that they have achieved all the criteria set for these grades. Where work for the pass standard is marginal, assessors can take into account any extension work completed by the learners. The suggested evidence listed below is how learners can demonstrate that they have met the required standards. The command verbs contained within the AC are highlighted in bold in the suggested evidence boxes.
| Task
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LOs and AC | Suggested evidence PASS | Suggested additional evidence MERIT | Suggested additional evidence DISTINCTION |
| 1
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LO1 AC 1.1, 1.2, 1M1 | AC 1.1 Learners must outline the difference between types of objectives. Therefore, the answers may be quite brief, but must show understanding of the differences between strategic, tactical and operational objectives. The learners should provide an example of each type of objective.
AC 1.2 This requires an explanation of the different factors that lead to different objectives being chosen, so more detail is required to explain each factor. The learners should demonstrate understanding of how different factors will influence the choice of objectives between profit and non-profit organisations.
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1M1 In order to assess, the learners must consider a range of factors that lead to organisations changing objectives and make a judgement as to which of these is the most important.
Examples of the reasons for organisations changing objectives can include those listed in the indicative content. |
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| LO2 AC 2.1, 2M1 | AC 2.1 Learners must provide a detailed explanation of the importance of customer service. The explanation must show | 2M1 The evaluation must consider a range of factors that contribute to good |
| understanding of the range of elements of customer service, included in the indicative content.
The explanation must show understanding that there are costs as well as benefits from providing customer service
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customer service when operating online.
The evaluation should come to a judgement as to which factors are the most important.
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| LO3 AC 3.1 | AC 3.1 The analysis must include advantages and disadvantages of a range of organisational structures and different legal identities.
The learners should use real business examples to support their understanding and make reference to a substantial amount of the indicative content.
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4D1 This AC is synoptic across LO3 and LO4.
The learners must show understanding of the resource requirements of both a named sole trader and a named limited company.
The learners must compare and contrast how the type and quantity of resources differ for the two businesses.
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| LO4 AC 4.1, 4.2
LO3 and LO4 4D1
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AC 4.1 The analysis must demonstrate understanding of the role, nature and benefits of human resources to a named organisation. Learner responses should include examples from the named organisation.
AC 4.2 a) The explanation must show understanding of the full range of physical resources required by a business. A substantial amount of the indicative content should be included in the learner response, which should include examples from the |
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| named organisation
AC 4.2b) The explanation of technological and digital resources should include a substantial amount of the indicative content and include examples from the named organisation.
AC 4.2c) The explanation should show understanding of the full range of finance sources available and specifically relate to a named organisation that operates globally.
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| LO5 AC .5.1, 5.2
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AC 5.1 The explanations should cover the main headings of each statement, as indicated in the indicative content.
AC 5.2 The explanation must include both the purpose of a budget and the elements of a budget. |
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