BTEC HND in Business Module Booklet

Unit 6 Managing a Successful Business Project

Unit level 4

RQF Unit code D/508/0491

Unit type Core

Guided learning hours 60

Module Leader Jonathan Sandling

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Table of Contents
BTEC HND in Business Module Booklet 1
1.1 Introduction 3
1.2 Learning Outcome 3
1.3 Essential Content 3
1.4 Scheme of Work 7
1.5 Teaching Ethos 14
1.6 Methods of Delivery 14
1.7 Plagiarism 14

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1.1 Introduction

This unit is assessed by a Pearson-set assignment. The project brief will be set by the centre, based on a
theme provided by Pearson (this will change annually). The theme and chosen project within the theme
will enable students to explore and examine a relevant and current topical aspect of business in the
context of the business environment. The aim of this unit is to offer students an opportunity to
demonstrate the skills required for managing and implementing a project. They will undertake
independent research and investigation for carrying out and executing a business project which meets
appropriate business aims and objectives. On successful completion of this unit students will have the
confidence to engage in decision-making, problem-solving and research activities using project
management skills. They will have the fundamental knowledge and skills to enable them to investigate
and examine relevant business concepts within a work-related context, determine appropriate outcomes,
decisions or solutions and present evidence to various stakeholders in an acceptable and understandable
format.

1.2 Learning Outcome

By the end of this unit a student will be able to:

1. Establish project aims, objectives and timeframes based on the chosen theme.
2. Conduct small-scale research, information gathering and data collection to generate knowledge to
support the project.
3. Present the project and communicate appropriate recommendations based on meaningful
conclusions drawn from the evidence findings and/or analysis.
4. Reflect on the value gained from conducting the project and its usefulness to support sustainable
organisational performance.

1.3 Essential Content

LO1: Establish project aims, objectives and timeframes based on the chosen theme
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Project management:
What is project management and what does it involve?
The key stages of project management.
The advantages of using project management and why it is important.

Initiation of the project and project planning phase:

Scoping a project defining objectives, scope, purpose and deliverables to be produced.
Steps and documentation required in the initiation phase.
Developing the project plan, including planning for timescales and time management, cost, quality, change,
risk and issues.
The work breakdown structure.
Use of Bar and Gantt Charts for effective planning.

LO2: Conduct small-scale research, information gathering and data collection to generate
knowledge to support the project

Project execution phase:

Selecting appropriate methods of information gathering, data collection and material resourcing.
The distinct phases which support a coherent and logical argument.
Use of secondary research to inform a primary empirical study.
Qualitative and quantitative research methods.

Field work:
Selecting a sample of the consumer market, businesses or individuals (those who meet certain
characteristics relevant to the research theme) is used to gather data (qualitative or quantitative).
Sampling approaches and techniques, including probability and nonprobability sampling.

Ethics, reliability and validity:

All research should be conducted ethically how is this achieved and reported?
Research should also be reliable (similar results achieved from a similar sample) and valid (the research
should measure what it aimed to measure).
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Analysing information and data:
Using data collection tools such as interviews and questionnaires.
Using analytical techniques such as trend analysis, coding or typologies.

LO3: Present the project and communicate appropriate recommendations based on meaningful
conclusions drawn from the evidence findings and/or analysis

Communicating outcomes:
Consider the method (e.g. written, verbal) and the medium (e.g. report, online, presentation).
Both method and medium will be influenced by the project research and its intended audience.

Convincing arguments:
All findings/outcomes should be convincing and presented logically where the assumption is that the
audience has little or no knowledge of the project process.
Developing evaluative conclusions.

Critical and objective analysis and evaluation:

Secondary and primary data should be critiqued and considered with an objective mindset.
Objectivity results in more robust evaluations where an analysis justifies a judgement.

LO4: Reflect on the value gained from conducting the project and its usefulness to support
sustainable organisational performance

Reflection for learning and practice:

The difference between reflecting on performance and evaluating a project the former considers the
research process, information gathering and data collection, the latter the quality of the research argument
and use of evidence.

The cycle of reflection:

To include reflection in action and reflection on action.
How to use reflection to inform future behaviour, particularly directed towards sustainable performance.
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Reflective writing:
Avoiding generalisation and focusing on personal development and the research journey in a critical and
objective way.

Generalisation:
Many studies result in generalised findings. Research which has its basis in a specific field such as Human
Resource Management (HRM) and in a specific context should avoid generalised conclusions.
Outcomes should be specific and actionable.

Recommended Resources

Books:
COSTLEY, C., ELLIOT, G. and GIBBS, P. (2010) Doing Work Based Research: Approaches to Enquiry for
Insider-researchers. London: SAGE.
FLICK, U. (2011) Introducing Research Methodology: A Beginners Guide to Doing a Research Project.
London: SAGE.
GRAY, D. (2009) Doing Research in the Real World. 2nd Ed. London: SAGE.
SAUNDERS, M., LEWIS, P. and THORNHILL, A. (2012) Research Methods for Business Students. 6th Ed.
Harlow: Pearson.

Journals:
International Journal of Quantitative and Qualitative Research. Qualitative Research Journal.

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1.4 Scheme of Work

Session Lecture Outcome Session Activities:

1 LO1
Topic: The stages of project
management.
The learner should be able to;
Introduction to the unit and the Pearson set
assignment.
Definition of project management.
The key stages of project management.
The advantages of project management.

Sample activities:
Brainstorm the concept of project management.
Identify the advantages and the importance of
implementing project management.
Group activity review case study examples and
discuss project management in practice.
Group activity to research and highlight
requirements within each stage of the project
management process.
Discuss topic and project presented by the tutor.
2 LO1 Introduction to the first assignment.
Topic: The scope of the What is meant by scoping the project?
project Develop a project plan and identify key elements
required.
Logbook completion and how to complete with
reflective practice.

Student project planning session:

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 Work individually to scope the topic and define the
objectives and purpose of the project.
Work individually to identify which factors affect the
implementation of the project e.g. the time required
and cost.
Decide on the key milestones of the project.
Produce Scope Statement with facilitated support.
Discuss the use of a logbook and complete first week
of logbook.
3 LO1 & 2 What is needed before setting up the project?
Topic: The initiation and Preparing the business case and different
planning phase components to the business case.

Sample activities:
Brainstorm and discuss elements of the initiation
and planning stages.
Research activity the components of the business
case.
Discussion activity what type of information is
required and how should it be collated?
4 LO1 Recap the business case.
Topic: Project workshop Guidance for the independent study sessions.
(part 1)
Sample activities:
Brief tutor-led overview of assessment
requirements.
Open question and answer activity to address
general questions and concerns.
Review of academic requirements and submission
format.
Individual student queries and questions.

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5 LO1
Topic: Project workshop
(part 2)
6 LO1
Topic: Project workshop
(part 3)
7 LO1
Topic: Work breakdown
structures and Gantt charts
for effective planning
(part 1)
8 LO1
Topic: Work breakdown
structures and Gantt charts
for effective planning
(part 2)
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Recap of topics that may require more explanation.
Independent study research and devise a business
case for the project.
Independent workshop for students to research,
develop and create the business case for the project.
Workshop can either be a facilitated session or an
independent self-study session.
Individual appointments with the tutor to review
Scope Statement and the business case.
Review of logbook completion.
The work breakdown structure what it is and how
it is used for project management planning.
What is a Gantt chart and what is the value of using a
Gantt chart?
Demonstrations of how to create a work breakdown
structure template and Gantt chart using Microsoft
Word/Excel etc.
Sample activities:
Research and present different examples of project
work breakdown structures and Gantt charts.
Discussion activity the importance of work
breakdown structures and Gantt charts for project
planning.
Demonstrations of how to create a work breakdown
structure template and Gantt chart using Microsoft
Word/Excel etc.
Sample activities:

9 LO2
Topic: Gathering and
collating data and material
Complete a Gantt chart and work breakdown
structure for the project.
Sources of primary and secondary research.
Defining quantitative and qualitative research
methods.
The value of empirical study.

Sample activities:
Define primary and secondary sources of
information, providing examples of different sources.
Group activity each group to focus on different
methods of gathering data and material. Feedback the
advantages and disadvantages.
Discussion activity define the terms quantitative
and qualitative, and its application to research and
appropriate methods to be used.
10 LO1 & 2 Different techniques used for conducting research
Topic: Conducting primary e.g. interviews and questionnaires.
research Ethical considerations.
How to produce a questionnaire.

Sample activities:
Review different examples of questionnaires and
interview techniques.
Discussion activity the advantages and
disadvantages of techniques e.g. remote, recorded,
face-to-face etc.
Discussion activity sampling techniques and
definitions of sampling, using examples.
Group activity what needs to be included in an
ethics form?

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 11 LO2 One-to-one appointments with students to discuss
Topic: Research techniques their identified methods and techniques for
and methods conducting research.

Scheduled appointments to be made.

12 LO2 These can be drop-in sessions for student support as
Topic: Field work/conducting they conduct their research.
small-scale research (part 1)
13 LO2 These can be drop-in sessions for student support as
Topic: Field work/conducting they conduct their research.
small-scale research (part 2)
14 LO2 These can be drop-in sessions for student support as
Topic: Field work/conducting they conduct their research.
small-scale research (part 3)
15 LO2 Introduction to analytical techniques for data and
Topic: Analysing information information analysis.
and data Explore use of graphs, bar charts, pie charts etc. for
presenting data and findings.
Demonstrate how to use Microsoft Excel and create
illustrations.

Sample activities:
Students use data and information from their
research to create graphs, bar charts etc. using
Microsoft Excel.
16 LO3 & 4 How to present effective findings.
Topic: Project Presenting convincing arguments and developing
communication and evaluative conclusions.
recommendations
Sample activities:

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 Review different forms of communication and
choose the most effective for a specific audience and
intended outcomes.
Evaluate the validity of using data and graphics
produced for the project, highlight potential problems
and identify improvements.
Develop key elements (expressing opinion,
acknowledging others views, providing supporting
arguments, showing contrast, reformulating and
summarising). Students to apply these skills to an
article to develop a convincing argument.
17 LO3 & 4 Project workshop to monitor and review
Topic: Project workshop
Sample activities:
Brief tutor-led overview of assessment
requirements.
Open question and answer activity to address
general questions and concerns.
Individual student queries and questions.
Recap of topics that may require more explanation.
Independent preparation for submission and
presentation of the project.
18 LO3 Scheduled assignment submissions and
Topic: Project presentations presentations (if required).
and submission Allocate presentation slots (if applicable).
19 LO4 Reflection of performance and evaluation of the
Topic: Reflection and project.
feedback session Models of reflective theory and the cycle of
reflection, including Schons model of reflective
practice and Kolbs learning cycle.

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 Reflective writing. The challenges of reflective
writing, the key features of reflective writing and
getting the language right.

Sample activities:
Brainstorm and discuss reflective feedback and the
validity of reflection.
Individual activity apply models of reflective
practice to students own experiences.
Group activity review examples of reflective
writing, comparing different levels of reflection.
20 Final completion and submission for project
LO4 evaluation and recommendations.
Topic: Project workshop Logbook submission.

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1.5 Teaching Ethos
The colleges approach towards teaching and learning is simple and effective. The main aim of UKCBC is to assist
learners in maximising their potential by ensuring that they are taught clearly and effectively. This will enable
students to engage in the learning environment and promote success in both their academic studies and
subsequent career.
The module tutor(s) will aim to combine lectures, workshops and tutorial activities. This environment will provide
opportunities for the student to understand the course material through case study and text and to apply it in a
practical way. The intent is to facilitate interactive class activities, and discussion about the significant role of
research in a global and local business environment.

1.6 Methods of Delivery

LECTURES:
These will be developed around the key concepts as mentioned in the indicative course content and will use a range
of live examples and cases from business practice to demonstrate the application of theoretical concepts. This
method is primarily used to identify and explain key aspects of the subject so that learners can utilise their private
study time more effectively.
SEMINARS:
These are in addition to the lectures. The seminars are designed to give learners the opportunity to test their
understanding of the material covered in the lectures and private study with the help of reference books. This
methodology usually carries a set of questions identified in advance. Seminars are interactive sessions led by the
learners. This method of study gives the learner an excellent opportunity to clarify any points of difficulty with the
tutor and simultaneously develop their oral communication skills.
CASE STUDIES:
An important learning methodology is the extensive use of case studies. They enable learners to apply the concepts
that they learn in their subjects. The learners have to study the case, analyse the facts presented and arrive at
conclusions and recommendations. This assists in the assessment of the learners ability to apply to the real world
the tools and techniques of analysis which they have learnt. The case study serves as a supplement to the theoretical
knowledge imparted through the course work.

1.7 Plagiarism
Any act of plagiarism will be seriously dealt with according to the colleges and awarding bodies regulations. In this
context the definition and scope of plagiarism are presented below:
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Plagiarism is presenting someones work as your own. It includes copying information directly from the web or
books without referencing the material; submitting joint coursework as an individual effort; copying another
students coursework; stealing coursework from another student and submitting it as your own work. Suspected
plagiarism will be investigated and if found to have occurred will be dealt with according to the college procedure.
(For further details please refer to the plagiarism policy and the student code of conduct.)

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