The following is an overview of the new Qualification and structure to show where SBL fits.

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1 These slides were presented at GLPC 2017 for the new Strategic Business Leader examination. The slides will look at the new exam and the approach to teaching and learning. We will set the scene and profile the curriculum before exploring the assessment structure, professional skills and the detail of the content of each section of our new syllabus. The following is an overview of the new Qualification and structure to show where SBL fits. 1

2 This diagram shows the ACCA Qualification and the progressive broadening and deepening of technical and professional knowledge and skills. And what students learn through the Applied Knowledge and Skills exams all feed forward into the Strategic professional exams, particularly Strategic Business Leader. At the highest level Strategic Professional, the most exciting changes are the introduction of Strategic Business Leader: an innovative case study which integrates the technical, ethical and professional skills required by professional accountants. This is the focus of our session. 2

3 You can read the aim for yourselves, with the key features highlighted in bold. The aim clearly lays out what the new exam sets out to achieve, namely to assess leadership skills through a substantial integrated examination. 3

4 This diagram sets out the innovative assessment framework of this new exam; the main capabilities and the technical content of the syllabus: The main technical areas are Leadership, governance, strategy, Risk, Technology and data analytics, Organisational control, finance and innovation and change management. These are all vital for the professional accountants of the future. But the Strategic Business Leader case study will also assess candidates on their professional skills: The ones that employers have told us are most in demand in the accountancy sector are communication, commercial acumen, analysis, scepticism (particularly important for auditors) and evaluation. In the integrated case study, candidates will be marked on both their technical ability and their professional skills. These will be discussed in more detail by my colleagues. In essence the Strategic Business Leader provides for a combination and separation of theory and synthesis ie the range of theories taught and embedded act as a tool box for problem solving rather than each individual theory/tool or model 4

5 tested in isolation. More on this later. 4

6 Leadership Apply excellent leadership and ethical skills to set the tone from the top and promote a positive culture within the organisation, adopting a whole organisation perspective in managing performance and value creation. 5

7 Governance Evaluate the effectiveness of the governance and agency system of an organisation and recognise the responsibility of the board or other agents towards their stakeholders, including the organisation s social responsibilities and the reporting implications. 6

8 Strategy Evaluate the strategic position of the organisation against the external environment and the availability of internal resources, to identify feasible strategic options 7

9 Risk Analyse the risk profile of the organisation and of any strategic options identified, within a culture of responsible risk management. 8

10 Technology and Data Analytics Select and apply appropriate information technologies and data analytics, to analyse factors affecting the organisation s value chain to identify strategic opportunities and implement strategic options within a framework of robust IT security controls. 9

11 Organisational Control and Audit Evaluate management reporting and internal control and audit systems to ensure compliance and the achievement of organisation s objectives and the safeguarding of organisational assets 10

12 Finance in Planning and Decision-making Apply high level financial techniques from Skills exams in the planning, implementation and evaluation of strategic options and actions 11

13 Innovation, Performance Excellence and Change Management Enable success through innovative thinking, applying best in class strategies and disruptive technologies in the management of change; initiating, leading and organising projects, while effectively managing talent and other business resources. 12

14 These will be explored in more depth later. In essence they seek to Apply a range of Professional Skills in addressing requirements within the Strategic Leader examination and in preparation for, or to support, current work experience. 13

15 This section of the presentation is about the professional skills covered in Strategic Business Leader and how to demonstrate them. It will cover the following: A quick overview of the syllabus, focusing on Section I Professional Skills General principles in demonstrating professionalism in answering questions or carrying out tasks in Strategic Business Leader. A detailed breakdown of the professional skills within Section I A Task in Specimen exam 1 and the demonstration of one of the Professional skills, Communication, in the published Specimen answer 14

16 Let s remind ourselves of the main syllabus content and in particular the five professional skills in the red boxes. The Strategic Business Leader case study will not only assess technical skills and knowledge but also professional skills. The ones that employers have told us are most in demand in the accountancy sector are communication, commercial acumen, analysis, scepticism (particularly important for auditors) and evaluation. In SBL, candidates will be marked on both their technical ability and their professional skills. 15

17 We ll start by looking at the main features of professionalism and how to demonstrate it. Making an impression and showing professionalism is an attitude of mind and an approach that should be adopted in the planning and completing of any task set in the Strategic Business Leader examination. Being mindful of the general principles of professionalism can help a candidate adopt a way of answering that can earn the professional marks available. However any specific task will be looking for particular aspects of professionalism, as included within the syllabus and defined in the question requirements. Candidates should always remember that they are carrying out a professional task that has a particular purpose for a defined user or stakeholder, so the way they prepare answers is important. 16

18 In a moment we shall discuss the main areas covered by each of the professional skills highlighted in the syllabus for SBL. First though we will cover general skills that will be important throughout the exam and may influence the professional skills marks that candidates obtain under each header. Looking at the first bullet; a wide number of weaker points could potentially earn all the technical marks available in a part-requirement, but making the most important points and giving more emphasis to these is a way of showing professionalism. (In the current exam marking rubric, candidates can earn all their technical marks while at the same time missing the most important or crucial points. Professional marking allows this skill to be additionally recognised and the abler candidates to be more fairly rewarded). Drawing evidence from a number of sources to make points rather than just making the obvious points directly obtained from one source of information given in the case is another way to demonstrate professionalism. (This is slightly different to making the most relevant or important points. This is about making points which show a greater or deeper understanding of the issues, through making links between information from different sources, which the less able candidate would not normally have picked up) Professionals do not include superfluous information or erroneous or unsupported points, which under the current exam marking structure would not affect performance, apart from wasting exam time, as there is no negative marking. (While there will be no negative marking in the new examination, under the new exam format, a candidate who consistently makes valid points is rewarded additionally for demonstrating their wider credibility). Professionally competent candidates do not needlessly repeat information or points they have already made. They may reinforce a previous point, but this is usually made as a development of a point rather than repetition. Avoiding repetition can help candidates gain professional marks. Addressing the requirements as asked is an indication of professionalism. This is certainly not evident when candidates either make significantly more points than would be required, for the marks available (showing poor time management), or who deliberately choose to discuss more issues than asked for in the hope that the marker will select their best answers. This practice is unprofessional and shows poor judgement. (This is about showing professionalism as 17

19 expected in the work place and commercial awareness, personal effectiveness and integrity.). 17

20 Candidates can demonstrate professionalism through presenting the answer in the way that would be expected of the person being asked to carry it out in the workplace and having a clear stakeholder focus to the style of answer given. (This means clearly adopting the style of media and a tone of communication as specified in the requirement, including headings, tables and figures, if relevant, and presenting figures or quantitative analysis succinctly and logically.). Candidates should construct their answers logically, building arguments progressively rather than using a random or scattergun approach to answering the question. (This is about telling a coherent and compelling story, not only to gain communication skills marks, but can also be used as a way of earning other professional skills marks as identified.). Applying broader knowledge from previous exams and from wider reading, appropriately, to strengthen arguments and make points more convincing is a good way to demonstrate professionalism. (This requires candidates to recall the main relevant content from the Fundamentals Applied Skills level of the qualification and read more widely.). Demonstrating professionalism in Strategic Business Leader is not about linguistic eloquence or having an extensive vocabulary, or even about good grammatical style. English, for many of our candidates, is not their first language, so what we are looking for, more specifically, is the ability to express points clearly, factually and concisely, in a business like manner. 18

21 The next five slides reproduce Section I of the syllabus, which provides detail of the ways in which candidates can demonstrate that they have the appropriate professional skills under each of the five headers. They also sum up what ACCA will be looking for candidates to show. For communication it is very much the same as is required at Professional level now. A number of the general points that we ve already discussed are clearly particularly relevant to communication presenting answers in a professional manner, making points logically and progressively, avoiding repetition, generally being clear, factual and concise. ACCA is also looking for candidates to express themselves persuasively and to show credibility in what they say and how they say it. To do this candidates will need to understand what will motivate and interest the audience that they are preparing material for. This means that they must have a good understanding of what their audience will regard as important, what concerns they need to address and the level of understanding the audience has both of technical issues and the current situation. A word on formats. Candidates will be expected to produce material in a variety of formats and will need to know good practice for each. ACCA will be producing updated guidance. However candidates must be clear that much more is involved in good communication than putting the right header on a memo. We ll discuss communication further shortly when we look at an extract from one of the specimen exams. 19

22 For commercial acumen the stress is on showing awareness of the wider business environment. Wider reading has been emphasised as important for a number of exams and it will be more important for Strategic Business Leader. Judgement is very important here, ACCA will be looking for candidates to make recommendations that are founded on sound reasoning and understanding of the most important implications of the business s external environment and internal organisation. Commercial acumen must always also be linked in with the context of the scenario. In Specimen 2, for example, Question 3(a) asked candidates to apply commercial acumen in determining the contribution that a successful Chief Executive would make, but this had to be done in the context of the person specification described in the question. 20

23 At present at Professional level analysis skills are important in identifying what data in scenarios is significant and why. For Strategic Business Leader, candidates will be given different sources of information and will be judged on whether they use appropriate frameworks to assess the insights from the information they re given. As now on various exams, candidates will be expected to use metrics to analyse quantitative and qualitative data. They will not only need to use a range of metrics, but also be able to identify which are the most important metrics and which data is most significant for the purposes of their analysis. In Question 2 of Specimen exam 2, candidates needed to balance their time carefully so that they were able to discuss a number of metrics, and spend sufficient time comparing the organisation with competitors as well as analysing its own performance. Their analysis particularly needed to highlight value for money as this had been an important issue in the customer survey that had been carried out. Just as they are required to in current exams, candidates will have to reflect and comment on what the analysis tells them. They should do this bearing in mind the purposes of the analysis, examples are listed in the syllabus establishing the reasons for problems, confirming or undermining opinions and, in particular, using analysis as a basis for 21

24 recommending action. 21

25 Scepticism is to do with questioning probe and challenge, the verbs mentioned in the summary, are strong verbs, so candidates must not accept what they re told at face value. They will have to ask whether the reasons for issues or problems that they are presented with represent the whole picture or if they require further data. Candidates need to be able to identify weaknesses in areas such as control systems and recommend improvements. They need to be able to recognise whether data and opinions they are given are supported by sufficient evidence and question the assumptions made. This could involves probing the assumptions made in a financial forecast, such as in Specimen Exam 1 Question 2(b), or the basis of the comments made by an important individual, for example the Chief Executive in Specimen Exam 2, Question 2(b). Candidates will also have to apply several tests professional, ethical, organisational and public interest to determine whether the information they have is adequate or the decisions that have been made are sound. It will not be enough to say that something is questionable or a weakness an essential component of scepticism is to provide 22

26 evidence that will support the challenge being made. 22

27 Evaluation means firstly being able to make a balanced assessment of the value or importance of the data provided. If candidates are to score full professional marks for evaluation, the evaluation must be carried out in the context required. Specimen 2 demonstrates this well in that data must be evaluated in the context of the rail operator being a public sector company. Another important aspect of context is who the important stakeholders are. In Specimen 2 customers are particularly important and in Question 5(a) evaluation marks are given specifically related to customer relationship management. As with analysis, evaluation is not being carried out for its own sake and candidates must also be able to draw from their evaluation ideas about the financial implications and other consequences of the situation or proposals that are being considered. They should be able to use the evaluation as a basis for forecasting outcomes, and then use this assessment to support decision-making. 23

28 This is the title page of the first specimen exam of the two which are now available on the microsite. Both specimen examinations are accompanied by comprehensive solutions. We will now look at a particular task requirement from this Specimen examination Q1(c) wider 24

29 We shall focus here on the professional skills from Question 1c) in Specimen 1. The above task relates to when the consultant to DCS Company had to prepare slides for the board of directors, highlighting the benefits and key opportunities presented by big data analytics. Note that there are two professional marks to be gained by producing slides and notes which demonstrate good communication skills. This means, not only does the marker look for the candidate to highlight key benefits and identify opportunities, they are also looking at how the candidate does this. 25

30 To help us here, we ll look again at the communications section of Section I of the syllabus The candidate needs to be be aware of these when framing their answers. Remember that communication is about providing clear, concise and objective information to those that need it, but at the same time being persuasive and compelling in the way that you communicate and use the information. It is also important to express points not only in a way that the audience can clearly understand, but explaining the benefits of complex issues like data analytics in a way that can motivate and interest the user being the board of directors in this case. 26

31 To help further we can look at the marking grid for the professional mark component of this question which shows what the marker would be looking for to award the marks available and how they would discriminate between good and poor answers as far as professional skills are concerned. For each professional requirement there will be a set of specific criteria that markers will use to form an opinion of what a good professional answer would contain. To answer this very well and gain both marks, the candidate needs to have appropriately, selected and prioritised the key points about benefits to the customer (and the business) within a logically flowing bullet list which are supported by notes which relate closely to the points selected. Note that prioritisation and making points in a logical order were among the general skills discussed earlier. Poorer answers would either include too many or too few bullet points in the slides, some of which are either incorrect or so minor as not to be significant, or which do not clearly link to customer or business benefits. Another weakness in professionalism would be to omit the most important benefits or opportunities, meaning that the slides and their content would not be as compelling or persuasive. 27

32 Let us now look at the Specimen answer and identify where these criteria would be met. 27

33 This shows the first slide showing the benefits of big data analytics. This slide identifies the most important of these in about five key bullet points, which are succinct and clear so that there is not too much to read on the slide to distract from the presenter and what they will be saying. The notes themselves highlight key benefits such as for training clients to use this data effectively. The last part of the notes demonstrates strong persuasive language such as gaining insight into customer purchasing patterns to help focus their marketing initiatives. 28

34 Now let s look at the second slide that was asked for in the Task requirement. In this slide the further points are made and restricted to five bullets. Again the bullet points are succinct and show clear benefits/opportunities. These relate to development of strategy and also provide a better basis for decision-making. The notes accompanying this slide are shown in the next slide. 29

35 In these notes the professional skills have been identified and relate to the good use of language to emphasise benefits such as transparency and accurate and timely information, drawing on qualitative aspects of useful information. The use of the terms at a fraction of the costs and large amounts of data help create a persuasive selling argument, comparing this technology with alternatives. The final part of the notes continues the persuasive language, highlighting the key benefits of targeting specific customer needs to unlock more customer value. You can see that the whole tone and style of these notes are appropriate to use with the board of directors of directors of DCS Company and should impress them mainly from seeing that the technology is not only more cost effective than alternatives, but allows DCS customers to drive real value from their own customers, which is a great selling point as far as DCS is concerned. 30

36 All the above tips for showing professionalism in completing tasks set in the Strategic Business Leader examination are helpful in developing good practice. So applying these behaviours will help with time management and with gaining more technical and professional marks. Note as in the answer to Q1c) in Specimen 1 above, the markers will also be using a set of specific criteria to form an opinion of what a good professional answer would contain in relation to the specific professional skills requirement. While most tutors (and markers) are used to teaching towards and awarding technical marks, they are probably most concerned about how to support and reward students in demonstrating their professionalism. 31

37 32

38 This section of the presentation is to provide some guidance to lecturers on the approach to teaching Strategic Business Leader. There are 4 key aspects to consider: 1. Recognising the importance of teaching the Technical knowledge and the professional skills in a integrated way 2. How to approach Professionalism 3. Understanding the role(s) played in the examination, the variety of contexts and the potential formats presented 4. How to prepare students for success 33

39 Technical No intention of covering how to teach Technical knowledge here. The syllabus is clear and must be covered thoroughly, as any syllabus area can be covered in any exam. It is important to stress that the syllabus is about the role of a STRATEGIC LEADER. We will expect strategic thinking and understanding. Professional The technical knowledge covered above needs to be approached and presented within the context of a PROFESSIONAL leader, demonstrating clear professional skills to support this technical knowledge Knowing the syllabus is not enough. That knowledge must be framed, presented and demonstrated using a range of professional skills/ competences. These will be integrated together within each question 34

40 Knowledge demonstration is currently awarded some marks It could be in Strategic Business Leader, if it is appropriate in the context of what is being asked as a professional. For example, students may be asked to communicate something effectively which may require the explanation of a concept. However, in other cases, depending on what is being asked and by who and for what purpose, then this may not be required and would show poor professional skills to do so. Students need to understand and discriminate. PROFESSIONALISM About understanding the role being played and the skill required for each question asked Therefore technical skills need to be taught in the context of how to answer a question on any particular syllabus area with professionalism, by understanding clearly what the professional competences are. A sound answer must be technically correct and show sound professional skills. 35

41 It will be very important for candidates to clearly understanding the key requirements of the 5 professional skills in the syllabus. These were covered in the previous section of this presentation. Students need to practice these as much as possible before the exam. Attempt to look at practice questions from a range of professional skills i.e how could they be tested professionally Integration whilst learning the technical knowledge must be done 36

42 Specimen 2 a quick overview of the variety of ways in which professional skills can be examined 37

43 Key areas for students to focus on to enable them to be more professional in their answers: Clear / correct/ concise/ convincing/ credible all important in all professional skills 38

44 Role The candidates will always play a role so it is important to get them used to this in the classroom. Old style essay answers no longer appropriate they must take on the role and practice answering questions like this As part of the role students must understand why the task is being asked this will likely drive the professionalism skill tested Also by who? Again, really important as it will likely drive the professionalism skill tested Context Strategic level senior management/ directors/ strategic decisions being made/ advice at a strategic level so must be framed within this contextual level of the organisation 39

45 Formats A wide range which students must be familiar with real life! Similarly students will have to answer in a wide range of styles again make sure they are familiar with as many as possible Again this will play an important part in assessing the students professional skills. Briefly highlight specimen 2 range of formats and range of roles played. 40

46 Relevance this is a key professional skill make sure students understand that they must only write what is relevant. They must not write everything they know on a topic only what the recipient of their answer NEEDS to know. This is critical in demonstrating judgement and communication skills. It is also likely that the exhibits will overlap and link students must ensure that they do not become over-focused on only one exhibit per answer. Again, this will be part of assessing their ability to analyse and evaluate They must avoid repetition key to good communication As stated above answer what is asked not what they wish had been asked this shows commercial acumen and sound communication Markers will look for progression and prioritisation in answers. Only the most relevant and important points should be presented. Senior managers/ Boards don t have time to waste on non relevant data. 41

47 PRACTICE!!! Professionally presented answers in a variety of formats at a strategic level When looking at technical questions think about how they could be examined from a range of potential professional skills Role play answers must be in character Using multiple exhibits to find information to answer one question professionally and comprehensively This exam will be time pressured and require good time management like real life! They must practice this in terms of both reading lots of information, digesting and understanding this, then writing concise, relevant, professional answers. 42

48 Imagine if you could help your students in the exam hall when they are actually sitting the SBL exam, what would you say to them if you were looking over their shoulder? 43

49 The structure of this part of the presentation is to cover the main skills that students must take into the exam hall in order to succeed on the day. Obviously, it should be taken as read that the student will have acquired the necessary syllabus knowledge and practised sufficiently to master the professional skills tested in the Strategic Business Leader exam. The focus is on some of the more generic exam hall skills that need to be grasped if they are to do well in this long exam. We shall cover four of these in turn. We will be using Specimen Exam 2 throughout this presentation, which you will be able to refer to later when you decide how best to convey these important messages to your students 44

50 Firstly, let us sort out the critical issue of time management Strategic Business Leader is the longest exam that students are likely to ever face. However the 4 hours, or more accurately the 240 minutes, available will fly by. Time is the limiting factor, so the student must take charge of the clock. Should they lose control of time they will lose control of the exam itself, and this could prove to be disastrous. They need to allocate all of the time carefully to all activities and tasks to be completed during the 240 minutes, if they are going to effectively manage their time. The four stages that must be completed in the following order are: Reading the tasks to be completed, more about that later Read the supporting scenario information very carefully, as all answers will need to use this. Plan a suitable structure for their answer, again more shortly Then finally each task should be answered in turn 45

51 Now let us look at the marking scheme for Specimen Paper 2 The first thing to note is that straight away 40 minutes will be taken up reading and planning. This should not be rushed as it is critical to success in the exam, however for the first few times it is practiced I suspect it will take a great deal longer. The remaining 200 minutes are to be used to target all 100 marks on the paper. This allows 2 minutes to produce one mark s worth of answer. Therefore the time should be strictly apportioned to the marks allocated by individual task. For example Task 1 a) is worth 10 marks so 20 minutes are available to produce a suitable answer. Disciplined time management is essential for success, and the more the students practice this key skill the better they will perform on the day, and the more marks they can score in the exam. 46

52 It is a common myth that students run out of time at the end of the exam. The fact is that unless time is managed throughout the exam it starts to run out from the very start. However there are professional marks allocated to each sub task, and the 2 for Task 1 a) are worth 4 minutes of time. This time should be used to demonstrated the professional skills specifically associated with the task. Students should always aim for to score all 100 marks as it provides them with the best margin of safety, as the pass mark is

53 Now let us move on to the second stage of the exam process, which is to analyse and thoroughly understand all of the requirements. The Strategic Business Leader syllabus comprises a great deal of the content of current P1 and P3 syllabuses, and much more, so there is a great deal for the students to learn before sitting the exam. This will be the raw material that students must use to demonstrate that they have the required knowledge to pass this exam. However as this is a Professional level exam students should not expect to be hand held on how to answer each task. They will not be told to use specific theories, models, methods or even approaches to follow. Students are expected to draw from their newly acquired Strategic Business Leader syllabus knowledge, and their earlier studies from the Knowledge and Skills exams. This will be selectively and carefully applied to produce a suitable answer worthy of the mark. However, application of knowledge is just one aspect part of the exam; to produce a good answer it is necessary to understand what each task specifically entails. Let us now look at Task 2 a) from Specimen Exam 2. 48

54 Before we get to the Task itself Role of assistant auditor to Alex Reed, Strategic Business Leader is a role play exam Roles will vary between tasks Prepare a report Specific answer format is required Many different formats may appear in the exam, so must be practiced Possible professional marks. The target audience for your report; the board of the company. The tone and content must be suited to strategic decision makers and pitched at an appropriate level. Possible professional marks Avoid unnecessary jargon Diverse board members would be unfamiliar with Not too simplistic or in any way condescending. Now to the requirement, 49

55 The question verb here is evaluate which has several definitions depending on the context of the question, Here it could mean: judge or determine the significance, worth or quality of the passenger survey results. Candidates should realise that there are around 10 regular question verbs that could be used in the exam The inclusion of the word and indicates to you that there are two separate sub-tasks to complete. The second sub-task is to review the performance of the company over a defined time period, it would be easy for a candidate to forget this if they do not take great care when reading the question. Total technical marks allocated are 12 As there two sub-requirements it would be sensible to allocate each 6 marks An condidate might choose to skew the mark allocation slightly in favour of one subrequirement over the other, Under exam pressure it is advisable to keep your approach to mark allocation simple and consistent. An additional two professional marks for demonstrating analysis skills. These extra marks are not awarded for additional content, But for how the candidate approaches the question and present their answer. Competently investigating, enquiring and considering the information provided in the passenger survey to produce an answer that demonstrates the analytical skills expected from a professional accountant will earn both marks. 50

56 Proper Planning Prevents Poor Performance - students should avoid the temptation to start answering the question as soon as they can. Without a credible structure, students are quite likely to deviate from the point and start to waffle. There is enough time to construct an answer worth all of the marks, but not if the students goes off on a tangent. The plan offers a disciplined structure to follow that accurately reflects the stated requirements. The actual requirements, or associated professional marks, may suggest a format to be adopted. If this is the case, then the plan should adopt this format as there are easy marks to be earned. The method each candidate should adopt in planning is the one which suits them best, and may involve making notes or an answer plan on the answer booklet beforehand. Whatever is the most logical approach for a particular student is the one that they should adopt and practice. Planning allows students to organise their thoughts into a coherent approach that addresses the specific requirements set. So, let us return to Task 2 a) from Specimen Exam 2 51

57 The Task 2 a) was for a report, so this should be the basic format used - with an introduction, then the findings followed by conclusions and recommendations if required. So the principal headings should be added, with the necessary subheadings also included. Under each sub-heading a range of bullet points could be added identifying the main issues to be covered. These will be drawn from the analysis undertaken, using suitable supporting information from the scenario and its exhibits, and after the application of relevant syllabus knowledge. 52

58 In the Strategic Business Leader exam there are two aspects students need to bear in mind when constructing their answer the technical content that used to develop the points made. However students should avoid any temptation to make any irrelevant points, repeat parts the question or pad out their answer in any way. the professional skills that need to be demonstrated, which may not involve writing more but using a particular style or tone. The exam is not an exercise in volume, but it assesses the quality of the answer produced. In fact the ability to write concise but accurate and complete answers is a skill that should be practiced, as it will save time on the day of the exam and result in far better quality answers and a higher mark. However this does not mean answers should be short and superficial, instead students should attempt to write as much as they can but using as few words as possible. Obviously if a prescribed format, such as a report or is required, then this should be used as a layout. Students should practice all possible formats in the run up to the exam Sentences should be short and to the point, with between two and four sentences in a paragraph to develop each point you wish to make in sufficient depth. This will be enough content to demonstrate and apply relevant syllabus knowledge, using the information contained within the scenario, and should secure you around 2 marks per point. Always leave space between the paragraphs as it makes the answer easier to read, and mark. And students should want to keep the marker happy!! Additionally, if some supporting numerical analysis is required, such as that in Task 2 a), then this should be in the form of a separate appendix and its content referred to in the body of the answer, expanded appropriately. 53

59 Obviously, it is essential that a course of study is undertaken to ensure that the students have all the knowledge necessary to answer any question posed in the Strategic Business Leader exam. Once they are confident of this, it is time to practice exam standard questions, mastering the techniques that have been covered in this brief presentation: time management; effective reading; clear planning; concise business writing; and Professional skills The Strategic Business Leader exam is not going to be an easy challenge for any student, but with time and effort and the mastery of good examination technique, they should be confident that it can be passed well. 54

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