Unit 8: Recruitment, Selection and Employment - Scheme of Work (Version 1 Sept 14)

BTEC First Business TeachingBTEC and Assessment First Business Pack

UnitUnit 8: 8: Recruitment, Recruitment, Selection Selection and and Employment Employment Scheme of work

Guided learning hours (GLH): 30 Number of lessons: 30 Duration of lessons: 1 hour Learners should spend lesson time and non-supervised time working on assignments. Lesson Unit content Activities Links to other units Learning aim A: Know about job roles and functional areas in business 1 Topic A.1 Organisational structures and functional  Teacher/tutor input: how businesses organise Topic A.1 has links with: areas: themselves and the reasons why they organise  Unit 1: Enterprise in  different organisational structures, e.g. hierarchical, themselves in this way. the Business World flat, matrix, functional, divisional  Teacher/tutor input: definition of key terms  Unit 6: Introducing ‘recruitment’, ‘selection’ and ‘training’. Retail Business  Class discussion: the benefits and drawbacks of each type of organisational structure.  Individual activity: learners to research organisation structures.  Class discussion: which method is best when organising a business? 2-3 Topic A.1 Organisational structures and functional  Teacher/tutor input: on what is meant by a Topic A.1 has links with: areas: functional area, and different functional areas and  Unit 1: Enterprise in  functional areas, e.g. sales, production, purchasing, job roles which exist in businesses. the Business World administration, customer service, distribution,  Individual activity: Learners to investigate roles and  Unit 5: Sales and finance, human resources, ICT, marketing, research responsibilities of functional areas. Personal Selling and development (R&D)  Small group work: learners should discuss why a  Unit 6: Introducing  purposes of functional areas in supporting business business would choose to have different functional Retail Business aims and objectives areas.  links between functional areas, including  Presentation: Small groups to present their top relationships and interactions with other functional three reasons why a business has different areas functional areas back to the class.

1 © Pearson Education Ltd 2014. BTEC First Business TeachingBTEC and Assessment First Business Pack

UnitUnit 8: 8: Recruitment, Recruitment, Selection Selection and and Employment Employment

Lesson Unit content Activities Links to other units 4-5 Topic A.2 Job roles and responsibilities  Teacher/tutor input: how to compare the key job Topic A.2 has links with:  directors, e.g. looking after interests of shareholders, roles and responsibilities in different businesses.  Unit 1: Enterprise in deciding policy or strategy  Teacher/tutor input: what is meant by a the Business World  senior managers, e.g. motivating staff, target setting, comparison; learners to work on a basic example. recruitment and dismissal, allocating work,  Individual or pair activity: communicating, planning and decision making, Compare similar job roles and responsibilities in problem solving different businesses.  supervisors or team leaders, e.g. managing staff or  Class discussion: learners should discuss the small teams, motivating, allocating tasks comparisons and peer-assess learners’ work.  operational and support staff/assistants, e.g. day-to- day general work and administration duties  impact on roles of different organisational structures 6–8 Learning aim A: Know about job roles and functional  Assignment: learners to work on Assignment. Learning aim A has links areas in business  Teacher/tutor input: at the start of each lesson, with: outline what you want learners to achieve and  Unit 1: Enterprise in identify this, using the assignment as your focus. the Business World  Unit 5: Sales and Personal Selling  Unit 6: Introducing Retail Business Learning aim B: Produce documentation for specific job roles 9-10 Topic B.1 Recruitment  Teacher/tutor input: why businesses need to recruit  reasons why a vacancy arises in a business, e.g. new staff. employee leaving, high staff turnover, extra work  Class discussion (guided by teacher/tutor): why (such as growth of the business), sickness, different businesses recruit. job roles required, maternity and paternity cover  Group work: learners to investigate recruitment  ways of recruiting staff, e.g. job centres, consultants, options for different types of jobs: unskilled (e.g. retail recruitment agencies, from within the business itself, work, sorting offices, etc.), skilled (e.g. engineering, advertising computer programming, etc.) and management (e.g. finance directors, business managers, etc.). Each group to report findings back to class.

Lesson Unit content Activities Links to other units  types of recruitment, including;  Teacher/tutor input: costs and legal considerations o internal or external for recruitment. o identifying issues with internal and external  Individual activity: if time allows, learners to recruitment research which of the methods of recruitment they have identified are the most expensive, cheapest,  cost and legal considerations of recruitment, e.g. etc. equal opportunities 11 Topic B.2 Developing a job description and person  Teacher/tutor input: the importance of writing a job specification description, its purpose and what is involved in the  methods, including: writing of the document. o developed by relevant department staff, e.g. staff  Individual or pair activity: create a description of what the job entails and the Create a job description. qualities required  Class discussion: learners should discuss the job o developed by current job holder description for a given role, which can then lead into peer assessment. o interviewing current job holder to find out what is involved and qualities required of the new recruit Topic B.3 Contents of a job description  contents may include: o title, location, description of organisation’s business o purpose of job, main tasks, essential and desirable requirements, lines of reporting o pay and benefits, promotion prospects o start date o basis, e.g. full-/part-time, secondment, maternity cover, fixed-term contract 12 Topic B.2 Developing a job description and person  Teacher/tutor input: the importance of writing a specification person specification, its purpose and what is  methods, including: involved in the writing of the document. o developed by relevant department staff, e.g. staff  Individual or pair activity: Create a person create a description of what the job entails and the specification.

Lesson Unit content Activities Links to other units qualities required  Class discussion: learners should discuss the o developed by current job holder person specification for a given role which can then lead into peer assessment. o interviewing current job holder to find out what is involved and qualities required of the new recruit Topic B.4 Contents of a person specification  contents may include: o attainments, e.g. qualifications, membership of professional bodies o competency profiles, e.g. what the candidate should be able to do o special aptitudes or skills, e.g. numeracy, problem solving o essential and desirable attributes, e.g. previous relevant experience and product knowledge, relevant interests o disposition, e.g. leadership qualities o circumstances, e.g. mobile or not 13 Topic B.5 Applying for jobs  Teacher/tutor input: the importance of writing a CV  requirements may include: and covering letter, their purposes and what is involved in the writing of these documents. o application forms  Individual or pair activity: o curriculum vitae (CV) Research content of a curriculum vitae and find o letters of application examples of good and bad covering letters. o other requirements, e.g. copies of qualification certificates, Criminal Records Bureau (CRB) check o pre-application tests, e.g. online psychometric tests, physical fitness test, sight test, health checks ● next steps after applying for a job, e.g. shortlisting, invitation to interview or assessment centre,

Lesson Unit content Activities Links to other units feedback 14-15 Topic B.5 Applying for jobs  Teacher/tutor input: the importance of writing an Topic B.5 has links with:  requirements may include: application form, its purpose and what is involved in  Unit 4: Principles of the writing of the document. o application forms Customer Service  Individual activity: Research the sections o curriculum vitae (CV) commonly found in application forms. o letters of application  Individual work: learners to complete an application o other requirements, e.g. copies of qualification form from a business on the internet. certificates, Criminal Records Bureau (CRB) check o pre-application tests, e.g. online psychometric tests, physical fitness test, sight test, health checks  next steps after applying for a job, e.g. shortlisting, invitation to interview or assessment centre, feedback 16–20 Learning aim B: Produce documentation for specific  Assignment: learners to work on Assignment. Learning aim B has links job roles  Teacher/tutor input: at the start of each lesson, with: outline what you want learners to achieve and  Unit 4: Principles of identify this using the assignment as your focus. Customer Service Learning aim C: Demonstrate interview skills and plan career development 21–22 Topic C.1 Job interviews  Teacher/tutor input: how learners should prepare  before the interview: for, and take part in, the interview. o preparation and research into the business and the  Individual activity: Activity to prepare learners for job role the interview. o preparation of questions to ask, question anticipation  Pair activity: Take part in interviews for a selected job and provide peer feedback. o preparing for interviews, e.g. appropriate dress, good personal hygiene, location, travel arrangements, arrive in plenty of time ● behaviour during the interview, e.g. displaying confidence, appropriate body language (such as

Lesson Unit content Activities Links to other units maintaining eye contact), tone and clarity of voice, active listening, showing interest 23 Topic C.2 Personal audit  Teacher/tutor input: introduction to skills audits –  a personal audit may include an assessment of own: why it is important for learners to audit their skills and to identify strengths and areas for improvement. o knowledge  Individual work: learners to individually complete a skills, e.g. technical, practical, communication, o skills audit for themselves, identifying areas of numeracy strength and areas of improvement. o interests  matching knowledge and skills: o to job opportunities o for use in career planning 24-25 Topic C.3 Career development  Teacher/tutor input: introduction to the idea of a  information and advice, including: career development plan. o sources of information and advice, e.g. careers  Individual activity: Research a number of potential advice services, advertisements, word-of-mouth, careers. careers fairs, friends and family, teachers,  Individual work: learners to decide on one of the previous employers, network connections three careers. o employment and government agencies  Individual work: learners to identify how their skills,  developing a career plan: knowledge and qualities will allow them to be successful in their chosen career. o choosing between an academic or vocational pathway, e.g. full-time further or higher education, work-based learning (including NVQs and apprenticeships) o full- or part-time employment o training needs, development plans, personal targets, professional and career-specific qualifications, e.g. accountancy, teaching, food hygiene 26–30 Learning aim C: Demonstrate interview skills and  Assignment: learners to work on Assignment. plan career development  Teacher/tutor input: at the start of each lesson,

Lesson Unit content Activities Links to other units outline what you want learners to achieve and identify this using the assignment as your focus.