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Never have to take

a re-sit again

A guide to examination

success.

“You may never know what results come out of your action, but if you do

nothing there will be no result.”

Mahatma Ghandi

ABMA Education 2015 ©

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Contents

Welcome Message .................................................................................................. 3

PART 1 – Assessment, Questions and Verbs .......................................................... 4

Assessment ............................................................................................................................ 4

Questions ............................................................................................................................... 4

Hint 1 ...................................................................................................................................... 5

Hint 2 ...................................................................................................................................... 5

Command Verbs ................................................................................................................. 6

PART 2 – How to Structure Your Answer .................................................................. 7

The Importance of Structure .............................................................................................. 7

Topic ...................................................................................................................................... 7

Topic Paragraphs ................................................................................................................. 7

PART 3 – Effectively Answer Questions ................................................................... 9

Linking Words and Phrases ................................................................................................. 9

Hint 3 .................................................................................................................................... 11

Hint 4 .................................................................................................................................... 11

How to be More Analytical .............................................................................................. 12

Hint 5 .................................................................................................................................... 17

Hint 6 .................................................................................................................................... 17

How to Respond to Different Command Verbs ............................................................ 18

Hint 7 .................................................................................................................................... 26

Hint 8 .................................................................................................................................... 33

Hint 9 .................................................................................................................................... 33

PART 4 – Examination Techniques ........................................................................ 34

Timetable of Activities ....................................................................................................... 34

Examination Day ................................................................................................................ 36

Final Message......................................................................................................... 37

Appendix A ............................................................................................................ 38


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Welcome Message

Hello and welcome to this guide to examination success.

The fact that you are reading this guide suggests you are determined to pass

your ABMA Education examinations first time and NEVER HAVE TO TAKE A RE-

SIT AGAIN.

If this is correct then it is safe to say that, as long as you have been a good

student, listened to your lecturers, studied hard and revised for your

examinations, this guide will provide you with the additional information you

need to help you correctly answer examination questions.

The guide has been devised by ABMA Education’s Senior Qualification

Manager, Gordon Leach and contains four parts. The first part will provide

some background information to the assessment, how questions are

designed and the key command verbs which are used to test your depth of

knowledge. The second part looks at how your answers need to be

structured. The third, and largest part, provides you with some techniques to

help you answer each question and carry out an analysis more effectively.

The fourth and final part will present some examination techniques which will

help you to prepare for, and deal with, the challenges of the examination

day itself.

To support you even further there will be a number of exercises you can use

to practice some of the techniques which are in this guide. Hints and tips will

also appear regularly throughout the guide.

The examinations you will soon be sitting are the end of a learning journey

which has required a lot of time, effort and energy on your part; and the

support of your lecturers, friends and family. It is now up to you to prepare

yourself to achieve the best result you possibly can.

On behalf of ABMA Education I would like to wish you every success with your

examinations and hope your academic achievements enable you to enjoy a

challenging yet rewarding professional career.

Together, YOU will succeed!

Alan Hodson

Senior Executive


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PART 1 – Assessment, Questions and Verbs

The first part of this guide will focus on developing your understanding of why

assessments are important, how questions are structured and definitions for the

common command verbs used by ABMA in examinations.

Assessment

It is important for you to know why you have to sit examinations so that you

understand and appreciate why you must succeed.

The main purpose of an assessment is to test how much knowledge and

understanding you have gained whilst studying the syllabus for a qualification. At

ABMA Education we choose to use examinations as the form of assessment for each

unit which forms part of a qualification.

For each unit of study you can achieve a pass, merit or distinction grade dependent

on how well you perform in each examination. Your overall grade is then calculated

based on the number of pass, merit or distinctions you have gained for all the units

which form a qualification. It is important, therefore, that you perform well in all your

unit examinations if you wish to achieve a high grade for your qualification.

Another purpose of assessment is to test whether you have engaged in study and

research outside of the classroom. It is only through this extra learning that you will

achieve high grades.

There is, however, one purpose of assessment which you may not have thought

about. This relates to the impression you give to a prospective employer when

applying for a job. If you have made a big commitment to your studies and

achieved high grades in your exams and final qualification, this will suggest to an

employer that you are hardworking, committed to achieving your goals, and can

focus on what is important.

So, as you can see, passing examinations is vitally important to your future success

both during your studies and to get your ideal job. Now let’s take a look at how

questions are designed so you are in a better position to answer them correctly.

Questions

As you will be aware, each examination paper consists of a series of questions. Each

question is designed to test the depth of your knowledge and understanding of

different elements of the syllabus. On QCF units, these are known as learning

outcomes and assessment criteria; on the Professional units, these are Learning

Outcomes and Unit Criteria.

To test the depth of your knowledge and understanding, a question has three main

components: the command verb, the broad topic area and the specific aspect of

that topic area. The command verb is used to test the depth of your knowledge with

the other two components used to test your breadth of knowledge. Let’s look at an

example:


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Exercise 1

Look at the following question. Which

element is the command verb; which is

the broad topic area and which is the

specific aspect of the question?

Describe how motivation is used to

improve individual performance in the

workplace.

You will find the example answer in

Appendix A of this guide.

Compare the advantages and disadvantages of democratic leadership

The command verb here is ‘compare’; the broad topic area is ‘leadership’ with the

specific aspect being ‘democratic leadership’.

Questions will sometimes clarify what is required by the use of the words ‘why’ or

‘how’. These words are used to test whether you can tell the difference between the

cause of something (why) or what makes something happen (how). Too many

examination candidates get these mixed up and therefore do not answer the

question which has been set. Take a look at the following examples.

Explain why a motivated workforce performs effectively.

This question is referring to the motivational reasons which make workers perform

better. In this case, this could be a desire to achieve goals or to meets sales targets.

Explain how a motivated workforce performs effectively.

This question is referring to ways in which motivation makes the workforce perform

more effectively. In this case the answer could be that motivation makes workers

want to work harder, perhaps doing overtime, or to make fewer mistakes and so

avoid being disciplined.

As you can see, these are two very similar questions but two very different answers.

Hint 1

Before answering any

examination question

make sure you know what

the command verb is and

what it means, what the

broad topic area is and

what the specific aspect of

the question is.

Hint 2

Make sure you understand

exactly what the question

is asking you and do not

get ‘why’ confused with

‘how’.


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Command Verbs

In education, a verb is accepted as being an action word, indicating that you must

do something. It is vitally important that you know what each verb which appears in

an examination question means. If you do not, you are unlikely to answer the

question correctly which will mean you do not achieve any marks for that question.

The following table has definitions for the most common command verbs used by

ABMA Education in its exams. Part 3 of this guide will explore how to answer

questions which use these verbs.

Verb Definition

Analyse Separate information into components and identify

characteristics.

Assess Demonstrate the ability to form an opinion based on an

analysis.

Compare and

contrast Identify similarities and differences.

Describe Give an account, including all the relevant

characteristics, qualities and events.

Differentiate Recognise or determine what makes something

different.

Discuss Give an account that addresses a range of ideas and

arguments.

Distinguish Notice and present differences between models/

theories/concepts/contexts/solutions.

Evaluate Make a judgement taking into account different factors

and using available knowledge/ experience/evidence.

Explain To give account of the purposes or reasons.

Identify Recognise, list, name or otherwise characterise.

Illustrate Make clear by using examples or provide diagrams.

Justify Present a reasoned case for actions or decisions made.

Outline Set out the main points/characteristics.

Recommend To put forward a solution or an idea.

State Reproduce known facts or information in a logical

format.

Suggest Give possible alternatives, produce an idea, put

forward, e.g. an idea or plan, for consideration.

Table 1: The definitions of command verbs.


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PART 2 – How to Structure Your Answer

The second part of this guide will focus on explaining to you how best to structure

your answers so that you know what is expected from you when you write your

responses to the questions.

The Importance of Structure

In your examination, you are assessed on how you answer the question so you

should present your thoughts in a logical and easy to understand structure which will

help the examiner to determine the extent to which you have answered the question. All answers have to be structured in a way to clearly demonstrate your

knowledge, ideas and understanding of a subject.

The examiner cannot give a pass grade to answers which offer little or no structure

or where it cannot be determined whether you have the required depth of

understanding. The examiner must be able to understand the points you are making

and the best way to ensure this is to provide topic sentences, fully developed

paragraphs and well-structured essay responses.

Topic

The ‘topic’ is given to you in the question. For example, in the question:

Illustrate how quality management impacts on business development. Use examples

to support your answer.

Here, ‘quality management’ is the topic. Consequently you are expected to make

this the core of your essay but in relation to business development. Sentences should

be constructed with this in mind, introducing, in relation to the question above, the

impact that quality management has on business development. Your answer should

develop an argument around the topic. It is important that you do not focus on just

one element of the topic but address the differing elements.

Topic Paragraphs

Topic paragraphs will typically feature in the middle of your response.

Following the introduction, the subsequent sentences and paragraphs need to

develop the argument which you are making.

The examiner will look closely at how you have supported your argument and

whether or not you have met the depth required by the command verb to

determine your understanding of the subject. In the example used to construct the

topic sentence above, the command verb is ‘illustrate’. Please note that command

verbs differ from question to question with different ones being used. Consequently,

in this instance, the examiner will look at how well you illustrate the impact of quality

management on business development.


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Important note:

At the levels which our

examinations are set, one

paragraph which tries to satisfy

the command verb will not be

sufficient. It is essential that you

recognise what is being asked of

you in the command verb in order

to pass the examination.

It is recommended that when supporting your arguments, examples, where

appropriate, are used. Examples can include, but are not limited to, theories,

models, case studies, etc.

Introductory Paragraphs

Your essay should typically open with an

introductory paragraph informing the

examiner what you are going to present in the

essay.

Concluding Paragraphs

Your essay should typically close with a

concluding paragraph. In this paragraph you

should restate your argument and the findings

reached. It is important you do not introduce

new information into a conclusion.

To summarise, having a structure to your answers will help you to present a logical

argument which is easy to read and helps an examiner to determine your

understanding of a subject and the depth of knowledge you have. A typical

structure for an essay would be;

Introduction

Topic paragraphs

(The number of paragraphs will depend on the command verb in the question)

Conclusion


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PART 3 – Effectively Answer Questions

An important thing to know is that it is not just about how much knowledge you have

about a subject which determines whether you pass or fail; it is how you use that

knowledge. If you do not answer the question which is being asked, you will not

pass. If you do not demonstrate you can make good use of your knowledge, you will

not pass.

Part 1 of this guide helped you to understand how to determine what a question is

really asking and Part 2 explained how you should structure your answers. Part 3 will

now show you how to answer questions effectively to help you achieve at least a

pass.

Linking Words and Phrases

Understanding the exact requirements of an examination question is just one way to

help ensure success. It is also important for you to develop answers which will help

you to achieve high marks.

Far too often questions are answered in a way which suggests a candidate does not

know how different aspects of an answer are related. This suggests the candidate

does not have the depth of knowledge required to achieve a pass. Look at the

following example:

Question:

Illustrate how intrinsic and extrinsic motivation influences employee

performance.

Example Answer 1:

Intrinsic motivation relates to the internal desire to achieve something.

Extrinsic motivation relates to carrying out activities for a reward.

Employee performance relates to the outputs achieved by a worker in

relation to goals and targets.

A motivated employee works hard to achieve targets.

Example Answer 2:

There are two types of motivation. The first is intrinsic motivation which relates

to a person’s internal desire to achieve something such as a sense of pride.

Conversely, extrinsic motivation occurs when someone is looking for a reward

such as a pay rise, commission or promotion. As a result, both types of

motivators encourage employees to work hard. Consequently, this can help

to improve the output of employees to achieve targets and goals.

As can be seen, the first answer does demonstrate some understanding but

presenting the points as a list does not relate to the command verb – illustrate.

Whereas the second answer suggests that there is deeper understanding of the

subject. This is achieved by constructing a paragraph which contains what are


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known as linking words. In Answer 2 these are shown in bold italics. You can see that

examples are also used in the answer to indicate deeper knowledge. This is also a

good idea if you want to show you know a little more about a subject.

Table 2 (below) provides a list of linking words and phrases which you should learn

and use in your answers. One other way in which you can learn how linking words

are used is to look for them in the paragraphs which are in your text books, in

research papers, journals, etc.

After you have looked at Table 2, complete Exercise 2.

Table 2: Linking words and phrases.

When you want to Use these links

Show more on the same subject or to

extend an argument

In addition

Also

Likewise

Furthermore

Secondly

Similarly

It can also be seen that

Show a contrast/the opposite between

points, facts

In contrast

However

Yet

But

On the other hand

It can also be argued/demonstrated

Conversely

Illustrate an argument or issue For example

That is to say

For instance

Shows that

Highlights that

Makes the point that

Show cause and effect

As a result of

Because of this

Therefore

Consequently

Show a time relationship

Previously

Frequently

Occasionally

Next

Subsequently

Move to the next step in your argument

Then

Secondly

In addition

Ultimately

Finally

Show a view on something

Fortunately

Unfortunately

Surprisingly

Strangely

Oddly

Conclude a topic or section

Therefore

As a result

Thus

In conclusion

Consequently


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Exercise 2

Read the following question and answer then write your own answer using

appropriate linking words and examples. A suggested answer is in Appendix A.

Question:

Compare the strengths of management functions with the strengths of leadership

roles.

Example Answer:

Management functions are controlling, planning, directing and organising. The

strengths of these are that tasks should be completed on time, people will know

what they are doing and resources will be in the right place.

Leadership roles include being supportive, being a coach, being an inspiration and

having a vision. The strengths of these are that members of the team look up to

leaders as an example, leaders find new ways of doing things and leaders are able

to share knowledge through coaching.

Managers and leaders need to use their strengths and weaknesses to be effective.

Hint 3

Use linking words in your

answers to show you know

how different parts of your

answer are related.

Hint 4

Use examples wherever

possible to show a deeper

understanding of the topic.


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Important note:

The following three techniques are

here to help you with your

analysis. You would not put these

in your answer but are techniques

to use to prepare to answer the

question. You must write your

answer in the usual way but using

linking words.

How to be More Analytical

Every learner who is studying at Level 4 or above must be able to demonstrate they

can at least analyse information. At Levels 5, 6 and 7 learners must go beyond this

by demonstrating they can evaluate. As you now know, to be able to evaluate

means you have to make a judgement based on different factors. This can,

however, only be achieved if analysis has taken place. Therefore, being able to

demonstrate you can analyse is extremely important to passing examinations.

As you have seen, the use of linking words will show that you can relate different

parts of a subject to each other. However, you must, before making the links, be

able to separate the different parts of a theory, topic, etc. which is the basis for

being analytical.

Here are three simple techniques you can use when answering questions which

require you to show the relationship(s) between two, or more, factors.


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Technique 1: Comparison Alley

This is a very simple technique for identifying similarities and differences. These

similarities and differences could be, for example, the characteristics of two different

theories, the strengths and weaknesses of a model, or to recognise what makes

something different.

Here, we will use the technique to answer this question:

Identify the factors that differentiate intrinsic motivation from extrinsic

motivation also showing the similarities between the two.

Step 1 is to draw two parallel lines diagonally from the bottom left corner of a blank

piece of paper to the top right corner, as follows:

Step 2 is to write the first topic, theory, etc. in the top left corner then the second

topic, theory, etc. in the bottom right hand corner, as follows:

Topic A – Intrinsic Motivation

Topic B – Extrinsic Motivation


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Step 3 is to write above the top line the unique aspects of Topic A – in this instance

intrinsic motivation; and then write below the bottom line the unique aspects of

Topic B – in this instance extrinsic motivation. Finally write between the lines those

aspects which are similar to both topics. For example:

In an examination situation, you would now be ready to begin forming your answer.

You would use the information that you have compiled, start to write your answer

and structure this information in an appropriate way to support your argument, using

the explanation of answer structure outlined in Part 2.

Now complete these exercises:

Exercise 3

Use the comparison alley technique to analyse the similarities between two topics

you are currently studying or have recently studied.

Exercise 4

Use the comparison alley technique to analyse the differences between two topics

you are currently studying or have recently studied.

Exercise 5

This technique can also be used in more detail depending on how much depth you

want to provide in your answer so use the comparison alley technique to analyse

the similarities and differences between two topics you are currently studying or

have recently studied.

As you will be using a topic which is specific to you, you will need to show your

completed analysis to your lecturer for feedback.

Topic A – Intrinsic Motivation

Topic B – Extrinsic Motivation

Internal, pride, sense of

achievement, willing to

engage, autonomy

External, pay, promotion,

avoid punishment, achieve

praise.

Improve performance,

achieve goals, control

behaviour


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Technique 2: Pie Chart

This is a very similar technique to the comparison alley such that you will be able to

separate out the different characteristics of a topic, theory, etc. This technique

differs in that it uses a three segment pie chart where the top left segment is the first

topic, theory, etc.; the top right is the second topic, theory, etc. and the bottom

segment is where you show similarities.

Here, we will use the technique to answer this question:

Compare and contrast management functions and leadership roles, showing

similarities between them.

Step 1 is to draw a pie chart on a blank piece of paper as follows:

Step 2 is to write in the topic, theory, etc. and the characteristics being analysed, as

follows:

Management

Functions

Controlling

Planning

Directing

Organising

Leadership Roles

Being supportive

Coaching

Being an inspiration

Having vision

Similarities

Achieve goals

Deal with people

Motivate people


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This technique can also be used to help you to compare the ‘for’ and ‘against’

aspects of an argument wherein the bottom segment is used to write the

conclusion. It can also be used to help reach an evaluative statement where the

top segments show the analysis and the bottom segment the judgement, suggestion

or recommendation.

Technique 3: Five Whys

The Five Whys is a simple problem-solving technique that helps you to get to the root

of a problem quickly.

This technique is an easy and often-effective tool for uncovering the real cause of a

problem and for carrying out an analysis. Because it is so elementary it can be

adapted quickly and applied to any problem or analysis.

How this technique can be used is best demonstrated through an example:

Whilst driving home from college your car stops.

Now ask, FIVE times, “why?” until you have reached the point where you

have clearly identified the real reason that the car stops.

1) Why did the car stop?

Because I didn’t put any fuel in.

2) Why didn’t you put any fuel in it?

Because I had no money with me.

3) Why didn’t you have any money?

Because I didn’t go to the bank.

4) Why didn’t you go to the bank?

Because I was running late to get to college this morning.

5) Why were you running late to get to college?

Because I woke up late.

So, in this example the real reason why the car ran out of fuel was because

you got up late for college.

Exercise 6

Apply the Five Whys technique on the following question. Remember you must

develop your answer through the Five Whys and not just go straight for the most

obvious answer.

Question:

Illustrate why employees who are positively motivated are a strength to an

organisation.


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The first ‘why’ has been asked and answered for you.

1) Why are motivated employees a strength of an organisation?

Because they work hard.

Now continue on your own and compare your analysis with the suggested answer in

Appendix A.

Exercise 7

Now use the answers to your Five Why technique to write a short paragraph which

uses linking words to make the paragraph make sense.

Compare your paragraph to the suggested answer in Appendix A.

Hint 5

Use one or more of the analysis

techniques BEFORE writing the

answer to a question. This will help

you to be more analytical.

Hint 6

Having completed your diagrams using

one (or more) of the above techniques,

write your answer converting your

diagram(s) into paragraphs as the

diagram(s) alone will not show how YOU

see the connections.


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Important note: these are

examples only and are not to be

used to answer similar questions

which may appear in future

examinations as this would be

classed as plagiarism.

How to Respond to Different Command Verbs

As mentioned earlier in this guide, there are

a range of command verbs which are used

in questions to test the depth of your

knowledge about a topic. You have also

been introduced to linking words and

phrases which you must use to show you

understand the connections between

different aspects of topics, etc. In the final

section of Part 3 you will be shown examples

of how to respond to different command

verbs starting from the more straightforward

verbs to those which require a more detailed

answer.

Lower Level Command Verbs

These test your basic understanding of a topic. The most common lower level

command verbs used in ABMA Education examinations are shown below.

Identify – this is usually used when there is a scenario or case study.

State – simply make statements which express your basic understanding.

Outline – goes beyond an identification or statement but not an explanation

or description.

Explain and describe – these verbs are testing you further but are still deemed

to be low level.

Important note:

Some examination questions are divided into two or three sub-questions that begin

by asking for a simple answer using a lower level command verb. This is often used

as an introduction into the main body of the question.

Remember, you will not pass an examination if all you rely on is your ability to answer

low level questions.

Here are some examples of questions and answer for the low level command verbs.

Remember, these are short examples of the approach required and the type of

construction necessary to produce a worthwhile and valuable answer. Under

examination conditions, you should aim to be more expansive in your answers.


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Question 1

Identify four functions of managers. (4 marks)

Example Answer:

Four functions of managers are to control, plan,

organise and direct.

Question 2

State four roles of leaders. (4 marks)

Example Answer:

Four roles of leaders are being supportive, coaching,

being an inspiration and having vision.

Question 3

Outline two functions of a manager. (4 marks)

Example Answer:

One function of a manager is to control resources such

as staff, equipment and a budget.

Another function of a manager is to organise

workloads, activities and equipment.

Question 4

Describe how a manager organises workloads.

(4 marks)

Example Answer:

A manager will look at how much work has to be done

that day and compare it with the people in the team.

The manager will then consider the skills of the team

making sure the right person is chosen to do a task.

Notice the

answer is a

sentence. This is

good practice

but lists are also

acceptable.

Notice how these

answers go

beyond identifying

a function (e.g.

control). The

answers give

examples of what

this means. If all

you gave as an

answer was the

function then you

would only get, in

this example, 1

mark. To go further

and give a brief

outline would

qualify for marks

up to the

maximum of 4.

Stopping here

with your

answer would

only get you 2

marks.

Notice how

these answers

focus on the

question and

go beyond an

outline by

giving either a

description or

explanation. You must give

more detail to

get 4 marks.

In both

questions the

requirement is

to give four

aspects. You

must give the

amount

required or you

will lose marks.

Giving more will

not gain you

more marks.


20

Question 5

Explain why being inspirational is a good characteristic

for a leader. (4 marks)

Example Answer:

Having inspiration will be good because team

members will be motivated to follow the leader. This

will encourage team members to be more productive

and resourceful.

Higher Level Command Verbs

These test your deeper understanding of a topic. These command verbs can be split

into analytical and evaluative.

When presented with the command verb analyse you must initially focus on the

specific topic area of the question before separating your knowledge of the topic

into components and identifying characteristics which are similar and those that are

different.

There are, however, a number of other ways in which you can demonstrate your

analytical ability. This could be, for example, through comparing and contrasting

different components or characteristics of a topic or theory. Another option would

be to differentiate between, for example, the strengths and weaknesses of a

particular concept or model.

You may also demonstrate you can analyse by distinguishing between different

features of, for example, a specific problem or situation. One other commonly used

analytical command verb is illustrate. This requires you to specifically use examples

or diagrams in your answer which are then supported by written words. This

demonstrates you understand what the examples and/or diagrams mean.

In the two paragraphs above you will see analytical command verbs in italics. These

are;

Analyse

Compare and contrast

Differentiate

Distinguish

Illustrate

Examples of questions and answers for each of these analytical command verbs are

shown on the next few pages.

Stopping here

with your

answer would

only get you 2

marks. You must give

more detail to

get 4 marks.


21

Important note:

To pass an examination

you must be able to pass

some high level questions.

You must be able to

analyse.

Question 6

Analyse the key functions of a manager of a large

production operation. (10 marks)

Example Answer:

A manager has a number of functions. These are to

control, plan, organise and direct different resources.

A manager must control resources such as staff,

equipment and a budget. This will require a manager

to use a number of different skills which will include

people management skills, understanding how

different pieces of equipment work and knowing how

to set and operate within a budget.

Similarly, a manager must also plan when different

activities will take place which is important in a

production operation as this requires a number of

different processes. For example, the manager needs

to plan when raw material arrives so that the correct

number of people and equipment is ready. This is

known as organising.

Furthermore, once the planning has been completed

then all resources including equipment and staff need

to be organised. This will require a manager to know

which member of the team is trained to use the

different items of equipment and where equipment

and staff need to be deployed.

Finally, once planning and organising has been

completed, a manager must then direct the team by

delegating or empowering the team and individuals to

complete different tasks and activities.

Overall, as a result of controlling, planning and being

organised, production should not be interrupted,

efficiency should be good and the team should be

effective.

You will notice

the start of this

answer is very

similar to those

for Questions 1

and 3. This is a

good way to

begin your

answer.

Notice the use

of linking words

to demonstrate

you understand

the

relationships

between the

different

aspects of the

topic. These

linking words

are in italics.

This example

reinforces your

depth of

understanding.

This final sentence shows how you

recognise the importance of the

functions working together.

What this shows

is that you are

making

connections

between the

different

functions and

therefore giving

an analysis.

This answer

then describes

three of the

functions which

is very similar to

the answer to

Question 4.


22

Question 7

Compare and contrast the strengths and weaknesses

of an autocratic leader. (10 marks)

Example Answer:

An autocratic leader is someone who uses their

authority to get things done. These leaders often take

decisions without consulting the team. This is sometimes

a strength because decisions can be made more

quickly. For example when important deadlines are

approaching. Unfortunately, this will mean that the

ideas of the team are not taken into account which

could be better than the idea of the leader.

Secondly, when a team or an individual is faced with

completing a new task they may not have the

knowledge or confidence to make their own decisions.

In this example autocratic leadership is a strength, as

the team will be supported. There is likely to be,

however, a delay in achieving the task which could

cause other problems.

In addition, autocratic leadership is a strength when

there are new team members who need to be

controlled more. In this instance, therefore, the leader

is acting more like a mentor because the leader would

have to provide a lot of support. Being a mentor

suggests the leader is, in this example, operating more

like a manager because it is usually managers who

mentor whilst leaders coach. Consequently this could

be a de-motivator for people who are highly skilled

and do not need such close supervision. These

individuals could begin to feel they are not trusted

which could result in a lack of co-operation with the

leader.

In conclusion, it is important that an autocratic leader

knows the effects this approach has on people as

there are positives and negatives to this leadership

style.

You will notice

the start of this

provides a

definition of

autocratic

leadership. This

answer then

explains a

strength

supported by

an example

but then shows

a weakness.

This is how you

should show

you understand

both aspects of

a topic. Do not

just list aspects,

in this case, the

strengths and

weaknesses.

You must make

sure you are

making

connections

between the

different

aspects.

This example

reinforces your

depth of

understanding.

Notice the use

of linking words

to demonstrate

you understand

the

relationships

between the

different

aspects of the

topic. These

are in italics.

This final sentence shows how you

recognise the importance of the

different effects this leadership

style has on people.


23

Question 8

Differentiate between the concepts of transactional

leadership and transformational leadership. (10 marks)

Example Answer:

The differences between transactional and

transformational leadership are very distinct. A

transactional leader is someone who performs more

like a manager and is concerned with the

management functions of planning, controlling,

organising and directing. For example when planning

work rotas. In addition, this type of leader is focused on

the present to make sure that the business operation

functions effectively and efficiently. This type of leader

does not take risks.

The lack of risk taking by a transactional leader could

hinder organisational growth. This is because people

who do not take risks are less likely to experiment or try

alternative approaches to problem solving.

In contrast, a transformational leader focuses on the

future and is more of a risk taker. This type of leader will

be very motivational and have clear visions for the

future. This type of leader sees reward for good

performance as a vital part of helping the team and

the business to succeed. For example a bonus could

be given based on the profits made by the business.

What this means is that, in contrast to transactional

leadership, new ideas will be tested and alternative

approaches implemented. As long as all tasks are

completed, trying out new ideas is seen by

transformational leaders as part of their role. It is the

lack of fear of experimentation and having a vision

which are the biggest differences between the two

types of leaders.

Consequently, even though there are differences there

are also similarities. Both types of leaders must still lead

their team effectively and achieve the tasks which

they have been set.

This example

reinforces your

depth of

understanding.

Notice the use

of linking words

to demonstrate

you understand

the

relationships

between the

different

aspects of the

topic. These

are in italics.

What you will

see here is how

the specific

characteristics

of one type of

leadership are

stated followed

by the specific

characteristics

of the other.

This is

differentiating.

This concluding

statement

shows how you

recognise that

there are

similarities

between the

two types of

leadership.

This example

reinforces your

depth of

understanding.


24

Question 9

Distinguish between the problems senior managers of

large businesses have when communicating with their

staff. (10 marks)

Example Answer:

Communication can be through speaking with people,

using body language or through the written word. The

way in which people communicate with each other in

a business is often through emails, the telephone or

through video calls.

Some of the problems faced by a manager do not

depend on whether the business is large or small. These

are problems which could affect any business. If the

business’ Internet stopped working then emails could

not be sent. In addition, sometimes it is not appropriate

to communicate using the telephone when a face to

face conversation would be better. For example, if a

manager was disciplining a member of staff.

Senior managers of large businesses, however, also

have to think about if they need to communicate

directly with junior staff or whether other lines of

communication should be used. This would mean

passing messages to middle managers who would

then pass these onto junior staff.

As a result of passing messages through different

people it is possible the message will be

miscommunicated or not passed on at all. Middle

managers may choose not to pass the message on if

the news is not good. Sometimes, for example, senior

managers do not want to get involved in any conflict

so they use middle managers to communicate.

Consequently, this could mean the junior staff do not

respect senior managers. This, in turn, could lead to

further communication problems where junior staff

begin to mistrust senior managers and may not fully

follow instructions.

This example

reinforces your

depth of

understanding.

Notice the use

of linking words

to demonstrate

you understand

the

relationships

between the

different

aspects of the

topic. These

are in italics.

This paragraph

shows you can

focus on the

specific topic

of the question

– large

businesses.

This example

reinforces your

depth of

understanding.

This paragraph

shows you

understand

there are similar

problems not

matter how big

a business is.

This concluding paragraph shows

you can interpret the potential

problems and a possible

consequence.


25

Question 10

Illustrate how democratic leadership can improve the

performance of a team. (10 marks)

Example Answer:

Democratic leadership can improve the performance

for a team in many ways.

Firstly, this type of leadership encourages two way

communication. For example, during team meetings a

leader would invite the team to ask questions or to

suggest ideas. These ideas could help to change the

way in which a process is carried out which could

improve efficiency.

Another feature of a democratic leader is the ability to

bring out the best performance from a team. For

example, this is done through knowing how to motivate

individuals and how to use their skills and knowledge in

the most effective way. This will help the team to be

more efficient and possibly exceed targets.

A third feature is the trust these types of leaders have in

their team. This means they can delegate tasks to

people in the team or to the whole team. Leaders in

some car manufacturers such as Toyota, simply give

the team the tasks which need doing. For example, the

leader might say that 10 cars have to be built during a

shift. The leader would make sure the team have the

correct equipment, etc., but would then leave the

team alone. The team can, however, contact the

leader for support and help if necessary.

The examples used within this analysis can, therefore,

support the view that there are numerous ways in

which a leader can improve the performance of a

team. For leaders to be effective they should use more

than one improvement technique.

This example

illustrates you

understand

what you

mean.

Finally this

example further

demonstrates

you can

illustrate the

points.

This example

continues to

illustrate the

points.

Notice the use

of linking words

to demonstrate

you understand

the

relationships

between the

different

aspects of the

topic. These

are in italics.

This concluding statement

indicates you recognise that if

there are numerous ways to

improve performance then these

should be considered rather than

rely on just one technique.


26

Important note:

Before you make a judgement

you must conduct some form of

analysis. You must present at least

two sides of an argument, position

or topic to be able to make the

judgement. Simply going from

descriptions and/or explanations is

not sufficient.

The highest level of command verbs which

are used in ABMA Education exams are those

which require you to make an informed

judgement. An informed judgement means

that you must develop your answer to the

point where you can make a judgement and

your answer should show why you have

reached that judgement.

When presented with the command verb evaluate you will need to look at both

sides of the analysis which, as stated above, must be present in your answer before

you reach a judgement.

You must initially focus on the specific topic area of the question before conducting

an analysis of the topic. Your analysis will provide the basis for you to make a

judgement using your findings from the analysis. A judgement is usually in favour of

one side of the argument or the other. It is, however, possible to reach a judgement

which views both sides of an argument as having equal merit. Providing the analysis

which informs this type of judgement is accurate and appropriate, making a

judgement which cannot determine the best way/method, etc. is acceptable.

There are, however, a number of other ways in which you can demonstrate your

evaluative ability. This could be, for example, through suggesting which way of

doing something is the best way or whether an alternative approach would be

better. Another option would be to discuss, for example, whether the strengths or

weaknesses of a particular concept or model are more dominant. You may also

demonstrate you can evaluate by justifying a solution or an approach to dealing

with a specific problem or situation. You could also be asked to recommend the

most suitable way to resolve a problem or to do something differently.

No matter what command verb is given, any evaluative statement MUST be

supported by an analysis. It is not possible to gain marks for an answer which simply

describes the components of an argument and then concludes with a judgement.

In the absence of any analysis marks will not be awarded.

Hint 7

Think about how a judge in a courtroom

reaches a verdict. The judge hears

arguments from the prosecution council

and the defence council and then

makes a judgement. This is what you

need to do in your answer: put both sides

of the argument and make a judgement

as to which is best.


27

Important note:

To achieve the highest marks in

any examination you must be

able to evaluate. This can,

however, often be just a short

extension of your analysis.

In the paragraphs above you will see

evaluative command verbs in italics. These

are;

Evaluate

Suggest

Discuss

Justify

Recommend

Examples of questions and answers for

each of these evaluative command verbs

are shown on the next few pages.


28

Question 11

Evaluate the key functions of a manager of a large

production operation. (12 marks)

Example Answer:

A manager has a number of functions. These are to

control, plan, organise and direct different resources.

A manager must control resources such as staff,

equipment and a budget. Similarly, a manager must

also plan when different activities will take place which

is important in a production operation as this requires a

number of different processes. For example, the

manager needs to plan when raw material arrives so

that the correct number of people and equipment is

ready. This is known as organising.

As a result of controlling, planning and being organised

production should not be interrupted.

However, for a manager to function well there are

other issues to consider. A manager must consider

whether there are enough resources available to be

able to control effectively. In addition, the staff may

not have sufficient skills or training to do certain tasks.

Furthermore, plans could be disrupted by unforeseen

events which would mean the manager must

reorganise activities and resources. For example, if raw

materials do not arrive on time then the manager

would have to reschedule tasks.

In conclusion, even if the manager does plan, control

and organise activities there is no guarantee of

success. However, without carrying out these three

functions nothing will get done at all. Consequently, a

manager must try and use these functions as they are

important to achieving tasks and goals even though,

sometimes, things do not happen as planned.

Notice the

similarity

between this

Question and

Question 6.

Again, notice

the similarities

with the answer

to Question 6.

This shows that

to answer an

evaluative

question you

must first build

an analysis.

A second

analysis must

be present to

help inform the

evaluative

judgement

which you must

make.

Once the analysis of at least two aspects of the topic

have been presented you must conclude your

evaluation. This is where you make your informed

judgement.

Do not introduce any new information here. The

conclusion is used simply to draw your thoughts

together.

In this example, notice the linking words (italics) and

that a judgement is clearly made which links back to

the previous comments.


29

Question 12

Suggest whether autocratic leadership is the most

appropriate one to use in a busy organisation and

justify your answer. (12 marks)

Example Answer:

An autocratic leader is someone who uses their

authority to get things done. These leaders often take

decisions without consulting the team. This is a strength

because decisions can be made more quickly. For

example when important deadlines are approaching.

Unfortunately this will mean that the ideas of the team

are not taken into account which could be better than

the idea of the leader. Secondly, autocratic leadership

is a strength when there are new team members who

need to be controlled more. In this instance, therefore,

the leader is acting more like a manager.

Subsequently, however, this could be a de-motivator

for people who are highly skilled and do not need such

close supervision.

It is important, therefore, that an autocratic leader

knows the effects this approach has on people as

there are positives and negatives to this leadership

style.

On the other hand, there are other leadership styles

which could be used. For example democratic

leadership. The strengths of democratic leadership are

that the leader still makes the decision but involves the

team to get ideas. This would be useful, for example,

when there is a task which must be completed but the

leader is not is not that familiar with how to complete it.

Consequently this could lead to creativity and better

productivity.

It could also be argued that this leadership style does

require a lot of trust in the team which could be

viewed as a weakness. In addition, another possible

weakness could be that it takes a lot of time to reach a

decision which could cause problems meeting

deadlines.

Therefore it suggests that there is no appropriate

leadership style as situations vary which could mean

that being autocratic is best or being democratic is

best. The choice of leadership style would depend on

what needs to be done, by when and the people in

the team. If the leader has trust in the team then use

democratic if time permits. If there is not enough time

to consult the team, or there is no trust, then use

autocratic.

You will notice

this is the same

as the answer

to Question 7.

To be able to

answer this

question you

must first

compare and

contrast the

strengths and

weakness of

democratic

leadership.

To reach a

justified

suggestion you

must then

differentiate or

distinguish

between

alternatives. In

this example,

democratic

leadership is

used to show

the difference

in leadership

styles that can

be used in a

busy

organisation.

This will enable

you to reach

an informed

judgement.

Starting with

the word

‘suggestion’

brings the

conclusion

back to the

command verb

of the question.

You will notice

this answer

does not just

say one style is

more

appropriate

than the other.

This is perfectly

acceptable as

long as it is

justified by the

analysis.

In this question

the use of the

word ‘justify‘ is

evident to

support the

suggestion. This

means you

must provide

reasons,

evidence or

examples to

support the

evaluation.


30

Question 13

Discuss whether transactional leadership or

transformational leadership is the most appropriate

type of leadership to use in a modern business.

(10 marks)

Example Answer:

A modern business is usually very busy with leaders

having to make sure the day to day operations are

effective and efficient. Leaders must, however, also

focus on growing the business in the face of increasing

competition. They can do this by being a transactional

leader or a transformational leader.

The differences between transactional and

transformational leadership are very distinct. A

transactional leader is someone who performs more

like a manager and is concerned with the

management functions of planning, controlling,

organising and directing. For example when planning

work rotas. In addition, this type of leader is focused on

the present to make sure that the business operation

functions effectively and efficiently. This type of leader

does not take risks.

In contrast, a transformational leader focuses on the

future and is more of a risk taker. This type of leader will

be very motivational and have clear visions for the

future. This type of leader sees reward for good

performance as a vital part of helping the team and

the business to succeed. For example, a bonus could

be given based on the profits made by the business.

Even though there are differences there are also

similarities. Both types of leaders must still lead their

team effectively and achieve the tasks which they

have been set. This is important to a modern business if

it is to be successful.

As a result of the analysis of the two types of

leadership, it can be concluded that a modern

business leader must be both transactional and

transformational. This is because the day to day

running of a business is important for the business to

survive in a competitive environment. But leaders must

also think about the future and how they will transform

the way things are done to help the business grow.

Notice the

similarity

between this

Question and

Question 8

This example

reinforces your

depth of

understanding.

Again, notice

the similarities

with the answer

to Question 8.

This shows that

to answer an

evaluative

question you

must first build

an analysis.

This opening

paragraph puts

your answer in

the context of

the question –

leadership in a

modern

business.

This concluding

paragraph is

where you

make your

evaluative

judgement.

Notice how the

two sides of the

argument are

brought

together to

inform the

judgement.


31

Question 14

Justify why senior managers of large businesses have

problems communicating with their staff. (10 marks)

Example Answer:

Communication can be through speaking with people,

using body language or through the written word. The

way in which people communicate with each other in

a business is often through emails, the telephone or

through video calls.

Some of the problems faced by a manager do not

depend on whether the business is large or small. These

are problems which could affect any business. If the

business’ Internet stopped working then emails could

not be sent. In addition, sometimes it is not appropriate

to communicate using the telephone when a face to

face conversation would be better. For example, if a

manager was disciplining a member of staff.

Senior managers of large businesses, however, also

have to think about if they need to communicate

directly with junior staff or whether the lines of

communication should be used. This would mean

passing messages to middle managers who would

then pass these onto junior staff.

As a result of passing messages through different

people it is possible the message will be

miscommunicated or not passed on at all. Middle

managers may chose not to pass the message on if

the news is not good. Sometimes, for example, senior

managers do not want to get involved in any conflict

so they use middle managers to communicate.

Consequently, this means the junior staff do not

respect senior managers.

As a result of the analysis, it can be seen that there are

a number of problems which senior managers face

when communicating with staff. These problems exist

because of technological problems or because of the

attitude of the senior manager. Both of these problems

are why senior managers have problems

communicating with staff which could lead to further

problems such as a lack of respect.

Notice the use

of linking words

to demonstrate

you understand

the

relationships

between the

different

aspects of the

topic. These

are in italics.

This example

reinforces your

depth of

understanding.

This paragraph

shows you can

focus on the

specific topic

of the question

– large

businesses.

This example

reinforces your

depth of

understanding.

This paragraph

shows you

understand

there are similar

problems not

matter how big

a business is.

Notice the

similarity

between this

Question and

Question 9

This concluding

paragraph

simply draws

together the

findings of your

analysis with

the evaluative

judgment

showing why

the problems

exists and what

further issues

this could lead

too.


32

Question 15

Recommend whether democratic leadership or

autocratic leadership is the best way to improve the

performance of a team. (10 marks)

Example Answer:

Both democratic leadership and autocratic leadership

can improve the performance of a team.

Democratic leadership encourages two way

communication. For example, during team meetings a

leader would invite the team to ask questions or to

suggest ideas. These ideas could help to change the

way in which a process is carried out which could

improve efficiency.

Another feature of a democratic leader is the ability to

bring out the best performance from a team. For

example, this is done through knowing how to motivate

individuals and how to use their skills and knowledge in

the most effective way. This will help the team to be

more efficient and possibly exceed targets. In this

situation democratic leadership is the best one to use.

There is, however, the risk that the leader, in this

situation, misjudges the skills and knowledge of

individuals which could mean the task is not

completed.

In contrast, autocratic leadership is the opposite of

democratic leadership. These leaders want to be in

total control and to make all the decisions themselves.

This can, however, be good for a business especially

when there are tight deadlines to be met which means

there is no time to consult with the team. In addition,

some people like to be just told what to do and do not

want to be responsible for decisions. In this situation

autocratic would be the best. This style can, however,

be very demoralising as it could make some of the

team feel undervalued.

As a result of the analysis the best leadership style to

adopt most of the time is democratic leadership as this

is likely to motivate the team more than autocratic

leadership. It will also show that a leader respects

individual contributions to decisions. The best choice of

leadership style to use, however, would also depend

on the situation at the time which means that

autocratic leadership would be the best style to use on

some occasions.

This example

illustrates you

understand

what you

mean.

This

demonstrates

you can look at

both sides of

the argument.

Notice the use

of linking words

to demonstrate

you understand

the

relationships

between the

different

aspects of the

topic. These

are in italics.

In this

concluding

paragraph the

key findings

from the

analysis are

summarised

which supports

the judgement

that has been

made.


33

Please note that the above example answers are summaries of what would be

required from you within your examination. You will be expected to submit a more

substantial answer to achieve the maximum marks possible.

Summary

From the final section of Part 3 there are two important hints which you should

remember.

Notice the

similarity

between this

Question and

Question 10

Hint 8

Always focus on the command

verb of the question and answer it

in full to achieve the highest marks.

Hint 9

When answering questions which

have high level command verbs

you must build your answer to

show how you have used your

basic understanding to

demonstrate you have a good

depth of knowledge.


34

PART 4 – Examination Techniques

The final part of this guide will focus on helping you to prepare for your examinations

and offer some advice on how to cope on the day of an examination itself. This will

be done through a timetable of activities which starts 10 days before the exam itself.

Timetable of Activities

Day 1

Prepare detailed revision notes from your main course notes. These should

summarise the key points for each of the topics you have studied.

Make sure you know where and when your examination takes place.

Make sure you have read this guide and have completed the exercises.

Day 2

Start reading your revision guides. Once you have read them and are happy that

you know the main themes of a topic, create smaller revision cards which focus on

the main headlines for each topic.

Keep revisiting these as the day of the examination gets closer.

Practice answering some possible questions perhaps with your friends.

Day 3

Having practiced answering questions, make a list of the topics where you feel you

need to do more revision.

Revise these topics further.

Day 4

Consider reducing your revision notes further – particularly in those topics where you

feel strong.

Revisit this guide to remind you of what you need to do and focus on Part 1.

Day 5

Bringing together your subject knowledge begin to use the three different analytical

techniques to build up your depth of knowledge.


35

Day 6

Have a well-earned day off.

Make plans before today to take part in those activities which make you happy and

make you laugh. Perhaps make a list of things you would like to do or friends you

would like to meet with.

It is important to have a rest.

Day 7

By now, and after having had a rest day, you should begin to feel confident about

passing your examination. But do not take things too easy.

Continue bringing together your subject knowledge; begin to use the three different

analytical techniques shown in this guide to build up your depth of knowledge.

Day 8

Continue practicing answering questions with your family or friends.

Continue reading through your revision notes.

Day 9

Continue reading through your revision notes.

Day 10

By now you should be very familiar with the subject of your examinations and have

practiced answering questions using this guide. Ideally, today should be about

relaxing and enjoying time with family and friends. Plan to do something which will

help to take your mind off the examination.

Avoid taking advice from well-meaning family and friends about what not to do in

an examination. Focus on the positive. Avoid talking with other people who are

taking the examination about the examination itself. Rumours may be spreading

about what is in the examination. Ignore them. The parcel containing the

examination papers is not opened until just before the examination starts so even

your lecturers do not know what the questions are.

Have a good night’s sleep.


36

Examination Day

Even if you do not feel like eating, you must eat. It is important to keep your energy

levels high and your brain in good working order.

Plan to get to the examination venue in plenty of time, say 30 minutes before. Avoid

rushing. This will only distract you and cause unnecessary stress and anxiety.

Make sure you have a spare pen before going into the exam room.

If you have to show your student ID card or examination entry slip, make sure you

have it with you.

Try and go to the bathroom before going into the examination room. This will avoid

any disruption later.

Inform the invigilator of any special needs you may have.

During the examination, ensure you do the following:

Make sure you know when the examination starts and when it finishes.

Do not start until told to do so.

Read the examination instructions carefully and complete the information

required on the cover paper including your ABMA Education student number,

your centre name and your signature.

Read all the questions carefully.

Make sure you know how much time you should be allocating to each

question. This can be done by looking at the marks available for each

question. The more marks; the more time needed.

Give yourself time to re-read each question once you have finished

answering them.

Plan how you will answer each question. Use the analytical techniques shown

in this guide.

Make notes in rough on the paper provided but cross this through once you

have answered the question.

Take a small break after you have answered each question, but no more than

two minutes. Use this time to clear from your thoughts the question you have

just answered and prepare for the next question.

Finally, to give yourself the best chance possible of passing the examination, answer

all the questions. Remember: as soon as you do not answer a question you are

automatically losing marks.


37

Final Message

Now you have reached the end of this guide you should be feeling more positive

about the ABMA Education examinations which you are due to take. We trust this

guide has given you some techniques on how to improve your answer, as well as

some ideas about how to prepare yourself for the examination itself.

There is, however, one key point to make before wishing you every success.

Ultimately, whether your pass or fail depends on how you have been as a student

and how well you have revised and prepared for the examinations. Only you will

honestly know how much effort and time you have put into your studies.

I will leave you with this thought:

W. B. Yeats, a famous Irish poet, once wrote,

‘Education is not the filling of a pail, but the lighting of a fire.’

Make sure your fire is bright and your fire is strong because if it is then you are on your

way to a lifetime of success.

We wish you every success in your examinations.


38

Appendix A

Answers to Exercises

Exercise 1

The command verb is ‘describe’.

The main topic is ‘individual performance in the workplace’.

The specific aspect is ‘motivation’.

Exercise 2

Question:

Compare the strengths of management functions with the strengths of leadership

roles.

Example answer:

Managers and leaders need to use their strengths and weaknesses to be effective.

Managers can do this through being good at controlling, planning, directing and

organising. If a manager is good at planning this could mean that all tasks are

achieved on time and in the correct order. For example, if a manager was planning

for a new project he or she would have to know which tasks come first, what

resources are required for a task and what the deadlines for competing each task

are. Because of this the project would have a better chance of success.

Leaders, on the other hand, can be effective through being inspirational, having a

vision and being supportive. This is a strength because it helps teams to know what

needs to be achieved in the long term. In addition, leaders who are supportive can

provide advice and guidance. For example, if a member of the team was not sure

how to carry out a task the leader could show them how to do it.

However, there are some strengths of leaders and managers which are similar even

if the name of the role or function is different. When managers are planning tasks

they need to know how they can support the team by making sure all the resources

are in place at the right time. This will help teams to achieve targets. Similarly,

leaders need to be able to control teams but they do this by being an inspiration

because where a leader is good teams will follow.

Exercises 3 to 5

Gain feedback from your lecturer.

Exercise 6

Example answer:

1) Why are motivated employees a strength of an organisation?


39

Because they work hard.

2) Why do they work hard?

Because they want to achieve the targets they have been set.

3) Why do they want to achieve their targets?

Because these targets contribute to the team’s targets and they don’t want

to let the team down.

4) Why don’t they want to let their team down?

Because all members of the team have a great working relationship.

5) Why do the team have a great working relationship?

Because management support the team to do the job and reward them

well.

Please note that this is only one of many routes the questions could have taken.

What is important is that you remain focused on what the question is asking and use

two or more strand of questions to help you understand different reasons or causes.

Exercise 7

Taking the response from the Five Why technique (above), an example of turning

that into a paragraph is as follows.

Motivated employees are a strength to an organisation because they work

hard to achieve their targets. As a result, this will mean the team’s targets are

met which, consequently, will result in a great working relationship.

Furthermore, this great working relationship is supported by management who

reward them well. This suggests that if a team is supported and rewarded for

their hard work, they are motivated and will be a strength to an organisation.

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