Develop and Implement a Business Plan

Unit description

This unit describes the performance outcomes, skills and knowledge required to run a business operation and covers the steps required to develop and implement a business plan.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Prerequisite Requirements

Evidence of completion of the following prerequisite requirements must be provided by the student on or before the completion of this unit.  Failure to supply evidence of completion may result in an assessment of Not Yet Competent (NYC).

Unit Code and Title                                                                Evidence Supplied                                                                  Date Supplied

                                                                                                                                                                                     /            /20       

Assessment instructions for this unit of competency

To demonstrate competency in this unit you must undertake ALL tasks in this Assessment Pack and complete them satisfactorily.  If you do not answer some questions or perform some tasks, and therefore you are deemed to be Not Yet Satisfactory, your trainer/assessor may ask you supplementary questions to determine your competence or ask you to resubmit incorrect answers.

In addition to completing all tasks satisfactorily, you will also be required to demonstrate satisfactorily communication skills during some practical activities.  Once you have demonstrated consistency in performance, you will be awarded this unit.

If there is not enough space provide within this Assessment Pack students can submit the assessment using a separate piece of paper or computer but must use the following criteria for submission:

  • Students name and ID on each page including unit title and code.
  • Word processed using the computer – (see trainer if unable to provide typed assessment)
  • Single spaced lines – size 11 font
  • Questions and numbers or tasks to be written with a space between the written answers or response.
  • Students to attach the Academia Internationals Assignment Cover Sheet with each assessment submitted.

 

As part of the assessment process all students must abide by any relevant assessment policies as provided during induction. Student to ensure all assessment work is their own and that they have read and signed the ‘Students Coversheet’.

 

 

 

 

 

Required materials and resources for assessment (where applicable)

Assessment should related to an identified work role within the relevant sector and be assessed within a realistic simulated or actual workplace environment.  Resources essential for assessment may include but not limited to:

  • The learner’s guide
  • Assessment pack
  • Policies and procedures associated with the workplace
  • Legislative information
  • Stationary requirements, pen, paper, computer and printer
  • If necessary workplace equipment specific to the industry and qualification, such as:
  • Computers and associated programs
  • Accounting software
  • Nursing equipment
  • Calculator

Location of and completion timeframes for assessment

The location of the assessment will depend upon the industry sector, the qualification and the unit of competency.

The completion of the written assessment will be undertaken either in the classroom or outside the classroom and submitted to the trainer as per instructions and timeframes for the unit of competency and course schedule.  Assessment are usually submitted one week after the completion of the unit of competency

Assessments for observation and demonstration of essential skills will be conducted within a realistic simulated environment unless workplace specific.  Where workplace specific assessors will conduct a minimum of two visits to the host employer.  Timeframes for workplace practical will be as per placement agreement and industry program.  The facilitator will provide information at the start of each unit relating to assessment location and submission dates.

Reasonable adjustment in assessment

Where students have highlighted Language, Literacy and Numeracy issues reasonable adjustment to the assessment can be made.  Should you receive a ‘Not Yet Competent’ or ‘Resubmit’ result for the assessment you will be given the opportunity to re-submit your assessment work with any amendments requested by your trainer.

The adjustment may include actions such as:

  • Student demonstrating knowledge through verbal discussion to identify correct answers
  • Student demonstrating knowledge through applied skills
  • Allowing additional time relating to disability
  • Through consultation amending assessment timeframes
  • Assistance in the form of the training location to allow easier access
  • Accessing relevant equipment or aids to assist the student
  • adjustments to the assessment methods to cater for any special needs (without effecting the integrity of the outcome)

If a student requests or is identified as requiring reasonable adjustment to the training and assessment process a detailed training and assessment plan including timetables, notes regarding the required adjustments, and any related communications regarding the adjustments must be maintained in the students file.

The RTO Manager must review and authorise any request for ‘reasonable adjustment’ to ensure that any adjustments and resulting outcomes are not affecting the integrity of the training and assessment process.

 

Part A Instructions

Written answers – BSBMGT617A Written answers

Please read all the information given to you before you start any assessment task.  If you do not understand some or all of the questions, please ask your trainer / assessor for assistance.

Attempt to answer ALL questions in your own words on the assessment paper provided.  The questions are designed to assess your understanding of the unit as well as your underpinning knowledge.  If you require additional space for your answers or prefer using a computer to submit your work please ensure that you follow the assessment instructions for this Unit.

Part B Instructions

Case Study – BSBMGT617A Case Study

Please read all the information given to you before you start any assessment task.  If you do not understand some or all of the questions, please ask your trainer / assessor for assistance

Your responses to the case study will enable you to demonstrate your knowledge and problem solving abilities within the requirements of the unit of competency

You will be assessed on your ability to:

  • answer All parts of the case study and provide examples where asked
  • draw on knowledge you have gained throughout the training session
  • draw on different reference materials to support your responses
  • communicate and express your ideas

 

Attempt to answer ALL questions or tasks in your own words on the assessment paper provided.  The questions or tasks are designed to assess your understanding of the unit as well as your underpinning knowledge.  .  If you require additional space for your answers or prefer using a computer to submit your work please ensure that you follow the assessment instructions for this Unit

Part C Instructions

Observation Skills – BSBMGT617A Direct Observation

In order to be assessed as Satisfactory (S) you need to provide evidence which demonstrates that you can perform the required competencies and tasks, to the required standard.

Competency depends on consistently demonstrating the skills, attitude and knowledge that enable you to complete workplace tasks, confidently and in a variety of situations.  The Observation Skills Checklist is a list of skills students must be able to demonstrate while completing required assessments, classroom based activities and as necessary actual workplace demonstration.

  • Your facilitator/assessor will observe you during classroom based activities, group or individual discussions and as necessary workplace demonstration and sign off the relevant areas as ‘Satisfactory’ or ‘Not Yet Satisfactory’.

Please note that the Observation Skills Checklist will be completed by the trainer assessor

 

Part A

Written answers– BSBMGT617A  Written answers

BEFORE YOU PREPARE THE BUSINESS PLAN, YOU MUST ANSWER THE FOLLOWING QUESTIONS and complete the following reading:  Business plan

  1. You are to write and also define the following:
  2. Vision statement definition:

 

 

 

  1. YOUR Business vision statement:

 

 

  1. c) Mission Statement definition

 

 

  1. YOUR business Mission statement

 

 

  1. Business Value Statement Definition

 

 

 

  1. YOUR Business objectives.

 

 

  1. SMART objectives Definition

 

 

  1. Example of a SMART objective for your business

 

 

  1. Define key stakeholders in / for your business: at least 2 for internal and 2 for external.

 

 

 

  1. Define what performance measures are:

 

 

 

  1. Identify resources that you will require in your business:

 

 

  1. Identify at least four resources for each of the following:
Physical  

 

 

 

 

 

 

 

Human  

 

 

 

 

 

 

 

Financial  

 

 

 

 

 

 

 

 

  1. You wish to employ some new staff. You have also decided that you would like to employ a school leaver to train in your business. This person may be under the age of 18. As a business employer, you are required by law, to undertake very specific procedures when employing persons under the age of 18. Research and save the correct forms for this. You have also decided to offer to place a signboard out in front of your business. Research and save the correct forms for this
  • Staff training ,to carry out the relevant occupational safety education ,training .
  • It is prohibited to arrange for work that is harmful to health.
  • Conduct regular health checks.

What to do during employment of workers under 18 years of age

During their employment, children and young people benefit from largely the same employment rights as those that apply to adults, although there are the following various additional duties and requirements that apply specifically to children and young people:

Training and supervision Employers should ensure that children and young people are properly trained and supervised, and that those responsible for their supervision have themselves received suitable training. Indeed, it is likely that a young person’s role will involve training, as the Education and Skills Act 2008 requires young people to receive some form of education or training until their 18th birthday.
Ongoing safeguarding All of the pre-employment steps described above, including risk assessments and safeguarding, should be kept under review and updated as required.
Working time  Children on work experience and young people may not work for more than eight hours per day, or 40 hours per week. Furthermore, subject to specific exceptions, young people cannot work between 10pm and 6am
Minimum wage Children are not entitled to the minimum wage, but young people (16- to 17-year-olds) are entitled to at least £3.79 per hour (at current rates).
Time off work for study or training  A young person is entitled to paid time off work to undertake study or training leading to a qualification.
Termination of employment Individuals engaged under a common law contract of apprenticeship benefit from significantly greater protection, relative to “ordinary” employees and those who are apprentices under a statutory scheme, in relation to the termination of their employment.

 

 

  1. Do a market and competitor analysis.

 

Competitor analysis:

Direct competitor :

Is mainly engaged in the operation of clothing websites and clothing monopoly website .

 

       
 

 

     
       
       
       
       
       
       

 

Save this part of the workbook to file: 1234_yourname_BSBMTG617B_Ass 1

Include all the attachments, zip and upload to Moodle

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Part B Instructions

Case Study – BSBMGT617A Case Study

  • .

Once you complete this analysis, prepare a new business plan for your small business .

Read the attached business summary and plan, then consider following questions

  1. Based on the information of the business plan, how will you communicate with staff, volunteers and board members?
  2. Prepare an action plan and checklist.

 

Action Resources Time allocated Responsible person Deadline
Identify, prioritise and list the steps needed to achieve your goals in order of priority List the resources required to achieve each action Clearly define how long each step should take to complete Allocate each step to a specific person Set a deadline by which each step must be completed
         

 

  1. How will you attract the right kind of personnel to Your business?
  2. Create a skills matrix for all staff and yourself
  3. How will You monitor performance of you and staff?
  4. How will she be able to gauge these performance measures?
  5. How will You identify issues and difficulties in the performance of the business plan?
  6. How will You maintain continuous improvement of the shelter?
  7. Prepare a SWOT
  8. How will manage your finances> Include your financial forecasts
  9. Now Prepare your own business plan

 

Save this part of the workbook to file: 1234_yourname_BSBMTG617B_Ass 2

Include all the attachments, zip and upload to Moodle

 

All resources are available on Moodle. Look for the file :

BSBMTG617 _assessment resources.

Templates

 

Reading

 

Appendices

 

Websites

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Part C Observation

Observation – BSBMGT617A – Direct Observation    

Name:                                                                                       Date:

 

Units of Competency:    Develop and Implement a Business Plan          BSBMGT617A
Assessment environment:   □ Classroom     □ Workplace

 

 

 

Can the student demonstrate / do the following?
Student can review and evaluate pre-existing strategic , business and operational plan , if available C  □

NYC  □

Initial:

Date:

Through research student can analyse and interpret business vision, mission, values and objectives C  □

NYC  □

Initial:

Date:

Consult with key stakeholders and other relating to transfer of information C  □

NYC  □

Initial:

Date:

Student can review market requirements for the product or service, profile customer needs and research pricing options C  □

NYC  □

Initial:

Date:

Can develop performance objectives and measures  through consultation with key stakeholders C  □

NYC  □

Initial:

Date:

Identify financial, human and physical resource requirements for the business C  □

NYC  □

Initial:

Date:

Consider any permits or licences that may be required for new activity or legislative requirements within the sector C  □

NYC  □

Initial:

Date:

Write business plan covering all specific topic and sections C  □

NYC  □

Initial:

Date:

Communicate business plan to all relevant parties and ensure understanding of performance requirements and timeframes C  □

NYC  □

Initial:

Date:

Ensure skilled labour is available to implement plan through identification of specific roles and responsibilities C  □

NYC  □

Initial:

Date:

Test performance measurement systems and refine, if necessary C  □

NYC  □

Initial:

Date:

Ensure timely reports on all key aspects of the business are available, user-friendly and balanced in terms of financial and non-financial performance C  □

NYC  □

Initial:

Date:

Report system failures, product failures and variances to the business plan as they occur C  □

NYC  □

Initial:

Date:

Analyse performance reports against planned objectives C  □

NYC  □

Initial:

Date:

Review performance indicators and refine if necessary C  □

NYC  □

Initial:

Date:

Ensure groups and individuals contributing to under-performance are coached , and provide training where appropriate C  □

NYC  □

Initial:

Date:

Review system processes and work methods regularly as part of continuous improvement C  □

NYC  □

Initial:

Date:

analytical and research skills to review the market, to research competitors and to review pricing structures C  □

NYC  □

Initial:

Date:

coaching and communication skills to remediate any under-performance in the work group or individuals C  □

NYC  □

Initial:

Date:

planning and organising skills to sequence activities and to develop a logical structure. C  □

NYC  □

Initial:

Date:

performance measurement approaches and benchmarking C  □

NYC  □

Initial:

Date:

options for developing business plans. C  □

NYC  □

Initial:

Date:

§  analysis of the strengths and weaknesses of a range of business plans

§  implementation of a business plan including evaluation of performance against documented indicators in key results areas

knowledge of performance measurement approaches and benchmarking.

C  □

NYC  □

Initial:

Date:

 

Comments:                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 

Facilitator:                                                                                 Signature:                                                                _________________

Participant:                                                                               Signature:                                                                _________________