1.3.4 - Managing people

Compare treating staff as an asset with treating staff as a cost.

Use a - staff as asset or cost to connect the rule to the data and decision in the question.

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

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

Boundary: a - Staff as asset or cost is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Evaluate multi-skilling, part-time and temporary work, zero-hour contracts, flexible hours, home working and outsourcing.

Use b - flexible workforce to connect the rule to the data and decision in the question.

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

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

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

Distinguish dismissal from redundancy.

Use c - dismissal and redundancy to connect the rule to the data and decision in the question.

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

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

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

Compare individual approaches with collective bargaining.

Use d - employer and employee relationships to connect the rule to the data and decision in the question.

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

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

Boundary: d - Employer and employee relationships is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Explain recruitment and selection, including internal and external recruitment.

Use a - recruitment and selection to connect the rule to the data and decision in the question.

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

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

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

Analyse the costs of recruitment, selection and training.

Use b - recruitment and training costs to connect the rule to the data and decision in the question.

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

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

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

Compare induction, on-the-job and off-the-job training.

Use c - types of training to connect the rule to the data and decision in the question.

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

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

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

Analyse hierarchy, chain of command, span of control, centralisation and decentralisation.

Use a - organisational structure to connect the rule to the data and decision in the question.

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

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

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

Compare tall, flat and matrix structures.

Use b - types of structure to connect the rule to the data and decision in the question.

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

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

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

Assess the impact of organisational structures on business efficiency and employee motivation.

Use c - structure, efficiency and motivation to connect the rule to the data and decision in the question.

This matters because c - structure, efficiency and motivation determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

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

Boundary: c - Structure, efficiency and motivation is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Explain the importance of employee motivation to a business.

Use a - importance of motivation to connect the rule to the data and decision in the question.

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

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

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

Apply Taylor, Mayo, Maslow and Herzberg motivation theories.

Use b - motivation theories to connect the rule to the data and decision in the question.

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

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

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

Evaluate piecework, commission, bonus, profit share and performance-related pay.

Use c - financial motivation methods to connect the rule to the data and decision in the question.

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

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

Boundary: c - Financial motivation methods is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Evaluate delegation, consultation, empowerment, team working, flexible working, job enrichment, job rotation and job enlargement.

Use d - non-financial motivation methods to connect the rule to the data and decision in the question.

This matters because d - non-financial motivation methods determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply d - non-financial motivation methods to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: d - Non-financial motivation methods is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Distinguish management from leadership.

Use a - management and leadership to connect the rule to the data and decision in the question.

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

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

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

Compare autocratic, paternalistic, democratic and laissez-faire leadership styles.

Use b - leadership styles to connect the rule to the data and decision in the question.

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

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

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

Analyse the difficulty of moving from entrepreneur to leader.

Use c - entrepreneur to leader to connect the rule to the data and decision in the question.

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

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

Boundary: c - Entrepreneur to leader is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.