Revision technique 1 Building lines of analysis into revision

Revision technique 1 Building lines of analysis into revision

When revising there is a temptation to just learn the content. Obviously this is important as without knowledge and understanding (AO1) you can’t even start to answer the examination questions. However, in order to ensure exam success it is also important to practise the skills. Here is one revision technique that involves building analysis (AO3) and a sprinkling of evaluation (AO4) into your active revision. Obviously you also need to add application (AO2) to this, therefore you can consider the types of businesses or industries that may appear in the examinations. For example, necessity or luxury, local or national, start-up or established, niche or mass etc.

Let’s take a topic like training. You start by ensuring you know the definition and the content. For example, can you define:

  • Training
  • On-the-job
  • Off-the-job
  • Induction

Can you link training to the benefits and costs to a business and motivational theorists?

Now consider why a business trains its workforce. In other words, what is the business’ motive or objective? This will often be given to you in the question. Possible motives could include:

  • Improve workforce performance
  • Lower unit costs
  • Gain a competitive advantage
  • Improve customer service

We now have the cause training.

And the effect improve workforce performance.

To practise analysis we can now think about how we will travel from our cause to our effect. This requires a logical and fully developed chain of reasoning.

  • A business invests in training.
  • This means that employees will feel empowered.
  • Therefore, their self-esteem needs are being met.
  • Meaning that, based on Maslow’s higher order needs, they will be more motivated.
  • Leading to employees showing a greater level of commitment in the workplace.
  • Which will improve workforce performance because labour productivity will increase.

So we started on training and ended on a specific example of workforce performance i.e. labour productivity. Also look at the number of business terms built into the line of argument.

Now you give it a go. Start on training and end on lower unit costs.

  • A business invests in training.
  • Which will lead to the average cost per unit falling.

When revising repeat this exercise with a variety of end points. It takes practise. So why not try again with the other 2 end points suggested earlier.

Now you can start to consider evaluative points (or counterbalance). Obviously, in the examination these need to be in context but you can have an idea of the sorts of comments you might make.

Why not consider:

  • How likely is it that employees will leave the business taking their skills elsewhere?
    • This might depend upon the degree of local competition or how specialist the training is
  • How will the employees respond to the training?
    • This might depend upon the current levels of skills, whether lower order needs are being met or the willingness of employees to respond to change
  • How cost effective will the training be?
    • This might depend upon the training method used or the cost of training versus the benefits

Choose another topic e.g. quality control and practise this revision technique.

Do you have all the necessary resources to support your revision?

AQA GCE Business

http://www.time2resources.co.uk/year-1

http://www.time2resources.co.uk/year-2

Edexcel GCE Business

http://www.time2resources.co.uk/year-148

http://www.time2resources.co.uk/year-249

Also available in individual packs on ebay.

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