Unit 8: Recruitment, Selection and Employment - Scheme of ...



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 areas: |Teacher/tutor input: how businesses organise themselves and the reasons why |Topic A.1 has links with: |

| |different organisational structures, e.g. hierarchical, flat, matrix, |they organise themselves in this way. |Unit 1: Enterprise in the Business |

| |functional, divisional |Teacher/tutor input: definition of key terms ‘recruitment’, ‘selection’ and |World |

| | |‘training’. |Unit 6: Introducing 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 areas: |Teacher/tutor input: on what is meant by a functional area, and different |Topic A.1 has links with: |

| |functional areas, e.g. sales, production, purchasing, administration, customer|functional areas and job roles which exist in businesses. |Unit 1: Enterprise in the Business |

| |service, distribution, finance, human resources, ICT, marketing, research and |Individual activity: Learners to investigate roles and responsibilities of |World |

| |development (R&D) |functional areas. |Unit 5: Sales and Personal Selling |

| |purposes of functional areas in supporting business aims and objectives |Small group work: learners should discuss why a business would choose to have |Unit 6: Introducing Retail Business|

| |links between functional areas, including relationships and interactions with |different functional areas. | |

| |other functional areas |Presentation: Small groups to present their top three reasons why a business | |

| | |has different functional areas back to the class. | |

|4-5 |Topic A.2 Job roles and responsibilities |Teacher/tutor input: how to compare the key job roles and responsibilities in |Topic A.2 has links with: |

| |directors, e.g. looking after interests of shareholders, deciding policy or |different businesses. |Unit 1: Enterprise in the Business |

| |strategy |Teacher/tutor input: what is meant by a comparison; learners to work on a |World |

| |senior managers, e.g. motivating staff, target setting, recruitment and |basic example. | |

| |dismissal, allocating work, communicating, planning and decision making, |Individual or pair activity: | |

| |problem solving |Compare similar job roles and responsibilities in different businesses. | |

| |supervisors or team leaders, e.g. managing staff or small teams, motivating, |Class discussion: learners should discuss the comparisons and peer-assess | |

| |allocating tasks |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 areas in business |Assignment: learners to work on Assignment. |Learning aim A has links with: |

| | |Teacher/tutor input: at the start of each lesson, outline what you want |Unit 1: Enterprise in the Business |

| | |learners to achieve and identify this, using the assignment as your focus. |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 new staff. | |

| |reasons why a vacancy arises in a business, e.g. employee leaving, high staff |Class discussion (guided by teacher/tutor): why businesses recruit. | |

| |turnover, extra work (such as growth of the business), sickness, different job|Group work: learners to investigate recruitment options for different types of| |

| |roles required, maternity and paternity cover |jobs: unskilled (e.g. retail work, sorting offices, etc.), skilled (e.g. | |

| |ways of recruiting staff, e.g. job centres, consultants, recruitment agencies,|engineering, computer programming, etc.) and management (e.g. finance | |

| |from within the business itself, advertising |directors, business managers, etc.). Each group to report findings back to | |

| | |class. | |

| | |Teacher/tutor input: costs and legal considerations for recruitment. | |

| |types of recruitment, including; |Individual activity: if time allows, learners to research which of the methods| |

| |internal or external |of recruitment they have identified are the most expensive, cheapest, etc. | |

| |identifying issues with internal and external recruitment | | |

| |cost and legal considerations of recruitment, e.g. equal opportunities | | |

|11 |Topic B.2 Developing a job description and person specification |Teacher/tutor input: the importance of writing a job description, its purpose | |

| |methods, including: |and what is involved in the writing of the document. | |

| |developed by relevant department staff, e.g. staff create a description of |Individual or pair activity: | |

| |what the job entails and the qualities required |Create a job description. | |

| |developed by current job holder |Class discussion: learners should discuss the job description for a given | |

| |interviewing current job holder to find out what is involved and qualities |role, which can then lead into peer assessment. | |

| |required of the new recruit | | |

| |Topic B.3 Contents of a job description | | |

| |contents may include: | | |

| |title, location, description of organisation’s business | | |

| |purpose of job, main tasks, essential and desirable requirements, lines of | | |

| |reporting | | |

| |pay and benefits, promotion prospects | | |

| |start date | | |

| |basis, e.g. full-/part-time, secondment, maternity cover, fixed-term contract | | |

|12 |Topic B.2 Developing a job description and person specification |Teacher/tutor input: the importance of writing a person specification, its | |

| |methods, including: |purpose and what is involved in the writing of the document. | |

| |developed by relevant department staff, e.g. staff create a description of |Individual or pair activity: Create a person specification. | |

| |what the job entails and the qualities required |Class discussion: learners should discuss the person specification for a given| |

| |developed by current job holder |role which can then lead into peer assessment. | |

| |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: | | |

| |attainments, e.g. qualifications, membership of professional bodies | | |

| |competency profiles, e.g. what the candidate should be able to do | | |

| |special aptitudes or skills, e.g. numeracy, problem solving | | |

| |essential and desirable attributes, e.g. previous relevant experience and | | |

| |product knowledge, relevant interests | | |

| |disposition, e.g. leadership qualities | | |

| |circumstances, e.g. mobile or not | | |

|13 |Topic B.5 Applying for jobs |Teacher/tutor input: the importance of writing a CV and covering letter, their| |

| |requirements may include: |purposes and what is involved in the writing of these documents. | |

| |application forms |Individual or pair activity: | |

| |curriculum vitae (CV) |Research content of a curriculum vitae and find examples of good and bad | |

| |letters of application |covering letters. | |

| |other requirements, e.g. copies of qualification certificates, Criminal | | |

| |Records Bureau (CRB) check | | |

| |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 | | |

|14-15 |Topic B.5 Applying for jobs |Teacher/tutor input: the importance of writing an application form, its |Topic B.5 has links with: |

| |requirements may include: |purpose and what is involved in the writing of the document. |Unit 4: Principles of Customer |

| |application forms |Individual activity: Research the sections commonly found in application |Service |

| |curriculum vitae (CV) |forms. | |

| |letters of application |Individual work: learners to complete an application form from a business on | |

| |other requirements, e.g. copies of qualification certificates, Criminal |the internet. | |

| |Records Bureau (CRB) check | | |

| |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 job roles |Assignment: learners to work on Assignment. |Learning aim B has links with: |

| | |Teacher/tutor input: at the start of each lesson, outline what you want |Unit 4: Principles of Customer |

| | |learners to achieve and identify this using the assignment as your focus. |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 for, and take part in, the | |

| |before the interview: |interview. | |

| |preparation and research into the business and the job role |Individual activity: Activity to prepare learners for the interview. | |

| |preparation of questions to ask, question anticipation |Pair activity: Take part in interviews for a selected job and provide peer | |

| |preparing for interviews, e.g. appropriate dress, good personal hygiene, |feedback. | |

| |location, travel arrangements, arrive in plenty of time | | |

| |behaviour during the interview, e.g. displaying confidence, appropriate body | | |

| |language (such as 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 – why it is important for | |

| |a personal audit may include an assessment of own: |learners to audit their skills and to identify strengths and areas for | |

| |knowledge |improvement. | |

| |skills, e.g. technical, practical, communication, numeracy |Individual work: learners to individually complete a skills audit for | |

| |interests |themselves, identifying areas of strength and areas of improvement. | |

| |matching knowledge and skills: | | |

| |to job opportunities | | |

| |for use in career planning | | |

|24-25 |Topic C.3 Career development |Teacher/tutor input: introduction to the idea of a career development plan. | |

| |information and advice, including: |Individual activity: Research a number of potential careers. | |

| |sources of information and advice, e.g. careers advice services, |Individual work: learners to decide on one of the three careers. | |

| |advertisements, word-of-mouth, careers fairs, friends and family, teachers, |Individual work: learners to identify how their skills, knowledge and | |

| |previous employers, network connections |qualities will allow them to be successful in their chosen career. | |

| |employment and government agencies | | |

| |developing a career plan: | | |

| |choosing between an academic or vocational pathway, e.g. full-time further or | | |

| |higher education, work-based learning (including NVQs and apprenticeships) | | |

| |full- or part-time employment | | |

| |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 plan career development |Assignment: learners to work on Assignment. | |

| | |Teacher/tutor input: at the start of each lesson, outline what you want | |

| | |learners to achieve and identify this using the assignment as your focus. | |

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BTEC Level 3 National Children's Play, Learning and Development

Teaching and Assessment Pack

Unit X [TITLE]

Unit 8: Recruitment, Selection and Employment

BTEC First Business

BTEC First Business

Teaching and Assessment Pack

Unit 8: Recruitment, Selection and Employment

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