3.3.3 - Decision-making techniques

Calculate time-series analysis using three-period or four-quarter moving averages.

Use a - moving averages to connect the rule to the data and decision in the question.

This matters because a - moving averages determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply a - moving averages to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: a - Moving averages is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Interpret scatter graphs and line of best fit, including extrapolation of past data.

Use b - scatter graphs and line of best fit to connect the rule to the data and decision in the question.

This matters because b - scatter graphs and line of best fit determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply b - scatter graphs and line of best fit to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: b - Scatter graphs and line of best fit is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Evaluate limitations of quantitative sales forecasting techniques.

Use c - sales forecasting limitations to connect the rule to the data and decision in the question.

This matters because c - sales forecasting limitations determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c - sales forecasting limitations to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: c - Sales forecasting limitations is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Calculate and interpret simple payback.

Use a - simple payback to connect the rule to the data and decision in the question.

This matters because a - simple payback determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply a - simple payback to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: a - Simple payback is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Calculate and interpret average accounting rate of return.

Use b - average rate of return to connect the rule to the data and decision in the question.

This matters because b - average rate of return determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply b - average rate of return to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: b - Average rate of return is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Calculate and interpret discounted cash flow using net present value only.

Use c - net present value to connect the rule to the data and decision in the question.

This matters because c - net present value determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c - net present value to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: c - Net present value is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Interpret figures generated by investment appraisal techniques.

Use d - investment appraisal interpretation to connect the rule to the data and decision in the question.

This matters because d - investment appraisal interpretation determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply d - investment appraisal interpretation to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: d - Investment appraisal interpretation is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Evaluate limitations of investment appraisal techniques.

Use e - investment appraisal limitations to connect the rule to the data and decision in the question.

This matters because e - investment appraisal limitations determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply e - investment appraisal limitations to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: e - Investment appraisal limitations is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Construct and interpret simple decision-tree diagrams.

Use a - decision tree construction to connect the rule to the data and decision in the question.

This matters because a - decision tree construction determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply a - decision tree construction to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: a - Decision tree construction is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Calculate and interpret figures generated by decision trees.

Use b - decision tree calculations to connect the rule to the data and decision in the question.

This matters because b - decision tree calculations determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply b - decision tree calculations to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: b - Decision tree calculations is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Evaluate limitations of using decision trees.

Use c - decision tree limitations to connect the rule to the data and decision in the question.

This matters because c - decision tree limitations determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c - decision tree limitations to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: c - Decision tree limitations is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Explain the nature and purpose of critical path analysis.

Use a - critical path purpose to connect the rule to the data and decision in the question.

This matters because a - critical path purpose determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply a - critical path purpose to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: a - Critical path purpose is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Complete and interpret simple networks to identify the critical path.

Use b - critical path networks to connect the rule to the data and decision in the question.

This matters because b - critical path networks determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply b - critical path networks to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: b - Critical path networks is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Calculate earliest start time, latest finish time and total float.

Use c - critical path calculations to connect the rule to the data and decision in the question.

This matters because c - critical path calculations determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c - critical path calculations to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: c - Critical path calculations is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Evaluate limitations of critical path analysis.

Use d - critical path limitations to connect the rule to the data and decision in the question.

This matters because d - critical path limitations determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply d - critical path limitations to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: d - Critical path limitations is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Explain the nature and purpose of contribution.

Use a - contribution purpose to connect the rule to the data and decision in the question.

This matters because a - contribution purpose determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply a - contribution purpose to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: a - Contribution purpose is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Calculate and interpret contribution.

Use b - contribution calculation to connect the rule to the data and decision in the question.

This matters because b - contribution calculation determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply b - contribution calculation to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: b - Contribution calculation is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use contribution as a decision-making technique.

Use c - contribution in decisions to connect the rule to the data and decision in the question.

This matters because c - contribution in decisions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply c - contribution in decisions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: c - Contribution in decisions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.