2. BACKGROUND TO SBM. Development of SBM within the CIPFA PAQWhy is
1. CIPFA FINAL TEST OF PROFESSIONAL COMPETENCE STRATEGIC BUSINESS MANAGEMENT
2. 2 BACKGROUND TO SBM Development of SBM within the CIPFA PAQ
Why is ‘strategy’ important?
Why is SBM at FTPC?
3. 3 SBM – WHAT MAKES THIS MODULE DIFFERENT? It requires:
Synthesis of prior learning
Appreciation of the public service environment
Awareness of current issues
Application of theory
Based on pre-seen material
Based on topical issues
Application of theory
Is postgraduate level
4. 4 SBM – SYLLABUS LEARNING OUTCOMES (1) Understand the objectives and nature of strategic management, and strategic decision making
Characteristics of strategy, understanding of theoretical models (planned, emergent, cultural), levels of strategy (corporate, business, operational), stakeholder perspective, competitor reaction.
Understand and apply the principles of strategic analysis and diagnosis
Environmental, market, stakeholder and organisational analysis (and capability). Selection and application of appropriate (strategic management) tools, e.g. PESTLE, SWOT, VCA, portfolio analysis, Five forces, Strategy Clock, resource audit. Cultural analysis, ethical stance and governance framework.
5. 5 SBM – SYLLABUS LEARNING OUTCOMES (2) Understand the rationale and apply techniques to generate, evaluate and select strategic options
Selecting, evaluating, appraising strategic options (suitability, acceptability, feasibility), e.g. competitive approach, creativity, innovation using tools such as, Ansoff Matrix, Bowman’s strategy clock, brainstorming, scenario planning, CBA.
Understand the process of managing strategic change and create plans addressing the organisational and environmental implications
Change management tactics, including organisational structures, behaviour and culture. Business planning, stakeholder, communication, knowledge and marketing management. Performance management, including motivation, resource allocation, HRM.
6. 6 SBM – RELEVANT PRIOR LEARNING GPP – market forces, policy framework, formulation and application
L&M – motivation, role of the manager, structures, culture and cultural analysis, communication, change management, ethics.
A&A – corporate governance and assurance, ethics, control.
ADM – decision making (identifying and setting objectives), CBA, resource allocation
F&PR – financial environment, resource allocation models.
7. 7 SBM – LEARNING MATERIALS OLM (Including Johnson and Scholes (2002)
Public Finance – MUST READ
Public Policy and Management
PQ Magazine, Accountancy Age, Pass magazine + sector specific journals
8. 8 SBM – THE ASSESSMENT 60% of marks based on compulsory question
Covers whole syllabus
Can take one page of notes to examination
40% of marks based on selection (2 from 3 questions)
Based on short scenario
Covers specific syllabus learning outcomes (application)
Pass mark = 50%
Last examination (JUNE 2007)
Highest script 88%
Lowest script 12%
9. 9 SBM – PRE-SEEN MATERIAL Usually two articles
One academic (high level and hard going – will need to read several times!!)
One practical (application based – look for implications)
Reading and understanding the themes
References (and use in examination)
Using other resources
The pre-seen material does not provide the answer, but provides a framework for understanding the theme of the (compulsory) questions
10. 10 SBM – WHAT THE EXAMINER IS LOOKING FOR Understanding
Do you understand the key issues
Can you identify implications, impact etc
Can you select and apply appropriate tools and techniques
Can you work through the implications of a strategy and/or strategic decision
Of thought and analysis
Balanced (depth v breadth), supported (evidence), relevance (to question), structured (readable)
11. 11 SBM – MYTHS AND MISCONCEPTIONS Theory, understanding and application – not all theory, must be balanced
The examination setting process – The questions are tested
The examination marking process (including pass rates) – Robust, marginal scripts marked FIVE times by 3 or 4 examiners
The examiners – are not stupid, so do not assume they are
Answer content (there is no model solution)- can be what you wish, but you must justify it and state the implications.
It is not a memory test – the examination tests understanding and application, not recall
12. 12 SBM – EXAMINATION - GOOD AND BAD PRACTICE Do not:
Write everything you know – answer the question asked
Assume the examiner is daft – and make up references
Waffle – get the point. Make it. Move on. PJI (point, justify, implication)
Continually check the question asked
Plan the answer before writing (balance, relevance, logic)
Use examples – and reference
Use page and question numbering
Try to avoid vague words and statements, e.g. ‘it has been said…’ ‘many organisations have…’ ‘maybe’ ‘it is obvious….’