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 ©

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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 ABMA Education 2015 ©

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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 ABMA Education 2015 ©

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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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’.

Exercise 1

Look at the following question. Which Hint 1

element is the command verb; which is Before answering any
the broad topic area and which is the examination question
specific aspect of the question? make sure you know what
the command verb is and
Describe how motivation is used to what it means, what the
improve individual performance in the broad topic area is and
workplace. what the specific aspect of
the question is.
You will find the example answer in
Appendix A of this guide.

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 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

Separate information into components and identify

Analyse
characteristics.
Demonstrate the ability to form an opinion based on an
Assess
analysis.
Compare and
Identify similarities and differences.
contrast
Give an account, including all the relevant
Describe
characteristics, qualities and events.
Recognise or determine what makes something
Differentiate
different.
Give an account that addresses a range of ideas and
Discuss
arguments.
Notice and present differences between models/
Distinguish
theories/concepts/contexts/solutions.
Make a judgement taking into account different factors
Evaluate
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.

Reproduce known facts or information in a logical

State
format.
Give possible alternatives, produce an idea, put
Suggest
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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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
Important note:
Your essay should typically open with an
introductory paragraph informing the At the levels which our
examiner what you are going to present in the examinations are set, one
essay. paragraph which tries to satisfy
the command verb will not be
Concluding Paragraphs sufficient. It is essential that you
recognise what is being asked of
Your essay should typically close with a you in the command verb in order
concluding paragraph. In this paragraph you to pass the examination.
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.

When you want to Use these links

Show more on the same subject or to In addition

extend an argument Also
Likewise
Furthermore
Secondly
Similarly
It can also be seen that
Show a contrast/the opposite between In contrast
points, facts 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
Table 2: Linking words and phrases.

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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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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.

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.

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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:

Topic A – Intrinsic Motivation

Internal, pride, sense of

achievement, willing to
engage, autonomy

Improve performance,
achieve goals, control
behaviour
External, pay, promotion,
avoid punishment, achieve
praise.

Topic B – Extrinsic Motivation

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.

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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 Leadership Roles

Functions
Being supportive
Controlling Coaching
Planning Being an inspiration
Directing Having vision
Organising

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.

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.

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 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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How to Respond to Different Command Verbs

As mentioned earlier in this guide, there are

a range of command verbs which are used
Important note: these are
in questions to test the depth of your
examples only and are not to be
knowledge about a topic. You have also
used to answer similar questions
been introduced to linking words and
which may appear in future
phrases which you must use to show you
examinations as this would be
understand the connections between
classed as plagiarism.
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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Notice the Question 1

answer is a
sentence. This is Identify four functions of managers. (4 marks)
good practice
but lists are also Example Answer:
acceptable.
Four functions of managers are to control, plan,
organise and direct.

In both Question 2
questions the
requirement is State four roles of leaders. (4 marks)
Notice how these
to give four
answers go
aspects. You Example Answer:
beyond identifying
must give the
a function (e.g.
amount Four roles of leaders are being supportive, coaching,
control). The
required or you being an inspiration and having vision.
answers give
will lose marks.
examples of what
Giving more will Question 3 this means. If all
not gain you
you gave as an
more marks. Outline two functions of a manager. (4 marks) answer was the
function then you
Example Answer: would only get, in
this example, 1
One function of a manager is to control resources such mark. To go further
as staff, equipment and a budget. and give a brief
outline would
Another function of a manager is to organise qualify for marks
workloads, activities and equipment. up to the
maximum of 4.
Question 4

Describe how a manager organises workloads.

Stopping here (4 marks)
Notice how
with your these answers
answer would Example Answer:
focus on the
only get you 2 question and
marks. A manager will look at how much work has to be done
go beyond an
that day and compare it with the people in the team.
outline by
The manager will then consider the skills of the team giving either a
making sure the right person is chosen to do a task. description or
You must give
more detail to explanation.
get 4 marks.

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Question 5

Explain why being inspirational is a good characteristic

for a leader. (4 marks)
Stopping here
with your Example Answer:
answer would
only get you 2 Having inspiration will be good because team You must give
marks. more detail to
members will be motivated to follow the leader. This
will encourage team members to be more productive get 4 marks.
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.

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You will notice Question 6

the start of this
Analyse the key functions of a manager of a large Notice the use
answer is very
production operation. (10 marks) of linking words
similar to those
to demonstrate
for Questions 1
Example Answer: you understand
and 3. This is a
A manager has a number of functions. These are to the
good way to
relationships
begin your control, plan, organise and direct different resources.
between the
answer.
different
A manager must control resources such as staff,
This answer aspects of the
equipment and a budget. This will require a manager
then describes topic. These
to use a number of different skills which will include
three of the linking words
people management skills, understanding how
are in italics.
functions which different pieces of equipment work and knowing how
is very similar to to set and operate within a budget.
the answer to
Question 4. Similarly, a manager must also plan when different
activities will take place which is important in a
What this shows production operation as this requires a number of
is that you are different processes. For example, the manager needs
making to plan when raw material arrives so that the correct This example
connections number of people and equipment is ready. This is reinforces your
between the known as organising. depth of
different understanding.
functions and Furthermore, once the planning has been completed
therefore giving then all resources including equipment and staff need
an analysis. 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.

This final sentence shows how you

recognise the importance of the
functions working together. Important note:

To pass an examination
you must be able to pass
some high level questions.
You must be able to
analyse.

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Question 7
You will notice
the start of this
Compare and contrast the strengths and weaknesses
provides a This example
definition of
of an autocratic leader. (10 marks)
reinforces your
autocratic depth of
leadership. This Example Answer:
understanding.
answer then
explains a An autocratic leader is someone who uses their
strength authority to get things done. These leaders often take
supported by decisions without consulting the team. This is sometimes
an example a strength because decisions can be made more
but then shows quickly. For example when important deadlines are
a weakness. approaching. Unfortunately, this will mean that the Notice the use
This is how you ideas of the team are not taken into account which of linking words
should show could be better than the idea of the leader. to demonstrate
you understand you understand
both aspects of Secondly, when a team or an individual is faced with the
a topic. Do not completing a new task they may not have the relationships
just list aspects, knowledge or confidence to make their own decisions. between the
in this case, the In this example autocratic leadership is a strength, as different
strengths and the team will be supported. There is likely to be, aspects of the
weaknesses. however, a delay in achieving the task which could topic. These
cause other problems. are in italics.
You must make
sure you are
In addition, autocratic leadership is a strength when
making
there are new team members who need to be
connections
controlled more. In this instance, therefore, the leader
between the
is acting more like a mentor because the leader would
different
have to provide a lot of support. Being a mentor
aspects.
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.

This final sentence shows how you

recognise the importance of the
different effects this leadership
style has on people.

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Question 8

Differentiate between the concepts of transactional This example

leadership and transformational leadership. (10 marks) reinforces your
depth of
Example Answer: understanding.
What you will
see here is how
the specific The differences between transactional and
characteristics transformational leadership are very distinct. A
of one type of transactional leader is someone who performs more
leadership are like a manager and is concerned with the
stated followed management functions of planning, controlling,
by the specific organising and directing. For example when planning
characteristics work rotas. In addition, this type of leader is focused on Notice the use
of the other. the present to make sure that the business operation of linking words
functions effectively and efficiently. This type of leader to demonstrate
This is does not take risks. you understand
differentiating. the
The lack of risk taking by a transactional leader could relationships
hinder organisational growth. This is because people between the
who do not take risks are less likely to experiment or try different
alternative approaches to problem solving. aspects of the
topic. These
In contrast, a transformational leader focuses on the are in italics.
This concluding future and is more of a risk taker. This type of leader will
statement be very motivational and have clear visions for the
shows how you future. This type of leader sees reward for good
recognise that performance as a vital part of helping the team and
there are the business to succeed. For example a bonus could
be given based on the profits made by the business. This example
similarities
reinforces your
between the
What this means is that, in contrast to transactional depth of
two types of
leadership, new ideas will be tested and alternative understanding.
leadership.
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.

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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
Notice the use way in which people communicate with each other in
of linking words a business is often through emails, the telephone or This example
to demonstrate through video calls. reinforces your
you understand
depth of
the
Some of the problems faced by a manager do not understanding.
relationships
depend on whether the business is large or small. These
between the
are problems which could affect any business. If the
different
business’ Internet stopped working then emails could
aspects of the
not be sent. In addition, sometimes it is not appropriate
topic. These
to communicate using the telephone when a face to
are in italics.
face conversation would be better. For example, if a
manager was disciplining a member of staff.
This paragraph
This paragraph Senior managers of large businesses, however, also shows you
shows you can have to think about if they need to communicate understand
focus on the directly with junior staff or whether other lines of there are similar
specific topic communication should be used. This would mean problems not
of the question passing messages to middle managers who would matter how big
– large a business is.
then pass these onto junior staff.
businesses.
As a result of passing messages through different
people it is possible the message will be
miscommunicated or not passed on at all. Middle This example
managers may choose not to pass the message on if reinforces your
the news is not good. Sometimes, for example, senior depth of
managers do not want to get involved in any conflict understanding.
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 concluding paragraph shows

you can interpret the potential
problems and a possible
consequence.

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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. This example
illustrates you
Notice the use Firstly, this type of leadership encourages two way understand
of linking words communication. For example, during team meetings a what you
to demonstrate leader would invite the team to ask questions or to mean.
you understand suggest ideas. These ideas could help to change the
the way in which a process is carried out which could
relationships improve efficiency.
between the
different Another feature of a democratic leader is the ability to
aspects of the bring out the best performance from a team. For
topic. These example, this is done through knowing how to motivate
are in italics.
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.
This example
continues to A third feature is the trust these types of leaders have in
illustrate the their team. This means they can delegate tasks to
points. people in the team or to the whole team. Leaders in Finally this
some car manufacturers such as Toyota, simply give example further
the team the tasks which need doing. For example, the demonstrates
leader might say that 10 cars have to be built during a you can
shift. The leader would make sure the team have the illustrate the
correct equipment, etc., but would then leave the points.
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 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.

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The highest level of command verbs which Important note:

are used in ABMA Education exams are those
which require you to make an informed Before you make a judgement
judgement. An informed judgement means you must conduct some form of
that you must develop your answer to the analysis. You must present at least
point where you can make a judgement and two sides of an argument, position
your answer should show why you have or topic to be able to make the
reached that judgement. judgement. Simply going from
descriptions and/or explanations is
not sufficient.
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.

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.

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In the paragraphs above you will see

evaluative command verbs in italics. These
are; Important note:
 Evaluate To achieve the highest marks in
 Suggest any examination you must be
 Discuss able to evaluate. This can,
 Justify however, often be just a short
 Recommend extension of your analysis.
Examples of questions and answers for
each of these evaluative command verbs
are shown on the next few pages.

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Notice the Question 11

similarity
between this Evaluate the key functions of a manager of a large
Question and production operation. (12 marks)
Question 6.
Example Answer:

A manager has a number of functions. These are to

Again, notice control, plan, organise and direct different resources.
the similarities A manager must control resources such as staff,
with the answer equipment and a budget. Similarly, a manager must
to Question 6. also plan when different activities will take place which
This shows that is important in a production operation as this requires a
to answer an number of different processes. For example, the
evaluative manager needs to plan when raw material arrives so
question you that the correct number of people and equipment is
A second
must first build ready. This is known as organising.
analysis must
an analysis. be present to
As a result of controlling, planning and being organised help inform the
production should not be interrupted. evaluative
judgement
However, for a manager to function well there are which you must
other issues to consider. A manager must consider make.
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.

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.

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Question 12
You will notice In this question
this is the same Suggest whether autocratic leadership is the most the use of the
as the answer appropriate one to use in a busy organisation and word ‘justify‘ is
to Question 7. justify your answer. (12 marks) evident to
To be able to support the
answer this Example Answer: suggestion. This
question you means you
must first An autocratic leader is someone who uses their must provide
compare and authority to get things done. These leaders often take reasons,
contrast the decisions without consulting the team. This is a strength evidence or
strengths and because decisions can be made more quickly. For examples to
weakness of example when important deadlines are approaching. support the
democratic Unfortunately this will mean that the ideas of the team evaluation.
are not taken into account which could be better than
leadership.
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 To reach a
there are positives and negatives to this leadership justified
style. suggestion you
Starting with must then
On the other hand, there are other leadership styles
the word differentiate or
which could be used. For example democratic
‘suggestion’ distinguish
leadership. The strengths of democratic leadership are
brings the between
that the leader still makes the decision but involves the
conclusion alternatives. In
team to get ideas. This would be useful, for example,
back to the this example,
when there is a task which must be completed but the
command verb democratic
leader is not is not that familiar with how to complete it.
of the question. leadership is
Consequently this could lead to creativity and better
You will notice used to show
productivity.
this answer the difference
does not just It could also be argued that this leadership style does in leadership
say one style is require a lot of trust in the team which could be styles that can
more viewed as a weakness. In addition, another possible be used in a
appropriate weakness could be that it takes a lot of time to reach a busy
than the other. decision which could cause problems meeting organisation.
This is perfectly deadlines. This will enable
acceptable as you to reach
long as it is Therefore it suggests that there is no appropriate an informed
justified by the leadership style as situations vary which could mean judgement.
analysis. 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.

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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:
This opening
paragraph puts Notice the
A modern business is usually very busy with leaders
your answer in similarity
having to make sure the day to day operations are
the context of between this
effective and efficient. Leaders must, however, also Question and
the question –
focus on growing the business in the face of increasing Question 8
leadership in a
competition. They can do this by being a transactional
modern
business.
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
Again, notice management functions of planning, controlling,
the similarities organising and directing. For example when planning
with the answer work rotas. In addition, this type of leader is focused on
to Question 8. the present to make sure that the business operation
This shows that functions effectively and efficiently. This type of leader
to answer an does not take risks.
evaluative
question you In contrast, a transformational leader focuses on the
must first build future and is more of a risk taker. This type of leader will
an analysis. 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. This example
reinforces your
depth of
Even though there are differences there are also
understanding.
This concluding similarities. Both types of leaders must still lead their
paragraph is team effectively and achieve the tasks which they
where you have been set. This is important to a modern business if
make your it is to be successful.
evaluative
judgement. As a result of the analysis of the two types of
Notice how the leadership, it can be concluded that a modern
two sides of the business leader must be both transactional and
argument are transformational. This is because the day to day
brought running of a business is important for the business to
together to survive in a competitive environment. But leaders must
inform the also think about the future and how they will transform
judgement. the way things are done to help the business grow.

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Question 14

Justify why senior managers of large businesses have

problems communicating with their staff. (10 marks)
Notice the
similarity Example Answer:
between this
Question and
Communication can be through speaking with people,
Question 9
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 This example

depend on whether the business is large or small. These reinforces your
are problems which could affect any business. If the depth of
understanding.
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.

This paragraph Senior managers of large businesses, however, also

shows you can have to think about if they need to communicate
focus on the directly with junior staff or whether the lines of
specific topic communication should be used. This would mean This paragraph
of the question passing messages to middle managers who would shows you
– large then pass these onto junior staff. understand
businesses.
there are similar
As a result of passing messages through different problems not
people it is possible the message will be matter how big
miscommunicated or not passed on at all. Middle a business is.
This concluding managers may chose not to pass the message on if
paragraph
the news is not good. Sometimes, for example, senior
simply draws
managers do not want to get involved in any conflict
together the
so they use middle managers to communicate.
findings of your
Consequently, this means the junior staff do not
analysis with
respect senior managers.
the evaluative This example
judgment reinforces your
As a result of the analysis, it can be seen that there are depth of
showing why
a number of problems which senior managers face understanding.
the problems
when communicating with staff. These problems exist
exists and what
because of technological problems or because of the
further issues
this could lead
attitude of the senior manager. Both of these problems
too.
are why senior managers have problems
communicating with staff which could lead to further
problems such as a lack of respect.

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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. This example
illustrates you
Democratic leadership encourages two way understand
communication. For example, during team meetings a what you
leader would invite the team to ask questions or to mean.
suggest ideas. These ideas could help to change the
way in which a process is carried out which could
improve efficiency.

Notice the use Another feature of a democratic leader is the ability to

of linking words bring out the best performance from a team. For
to demonstrate example, this is done through knowing how to motivate
you understand individuals and how to use their skills and knowledge in
the the most effective way. This will help the team to be
relationships more efficient and possibly exceed targets. In this
between the situation democratic leadership is the best one to use.
different There is, however, the risk that the leader, in this
aspects of the situation, misjudges the skills and knowledge of
topic. These individuals which could mean the task is not
are in italics. 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 This
when there are tight deadlines to be met which means demonstrates
there is no time to consult with the team. In addition, you can look at
some people like to be just told what to do and do not both sides of
want to be responsible for decisions. In this situation the argument.
autocratic would be the best. This style can, however,
In this
concluding
be very demoralising as it could make some of the
paragraph the
team feel undervalued.
key findings
from the As a result of the analysis the best leadership style to
analysis are adopt most of the time is democratic leadership as this
summarised is likely to motivate the team more than autocratic
which supports leadership. It will also show that a leader respects
the judgement individual contributions to decisions. The best choice of
that has been leadership style to use, however, would also depend
made. on the situation at the time which means that
autocratic leadership would be the best style to use on
some occasions.

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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.

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.

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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.

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 ABMA Education 2015 ©

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.

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 ABMA Education 2015 ©

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.

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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.

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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?

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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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our strength, your future.

ABMA Education | Venture House | 42 London Road | Staines-upon-Thames | Middlesex | TW18 4HF | UK

Tel: +44 (0) 20 8733 7000 | Web: www.abma.uk.com| Email: info@abma.uk.com

| Email: info@abma.uk.com
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