# Business Studies Grade 12 Business Studies 2021 Guideline > Grade 12 Business Studies exam guideline from the Business Studies 2021 (English), 37 pages. Read online or get the free PDF download. - Page: https://www.hlayiso.com/library/business-studies-gr-12-exam-guidelines-2021-eng/47fc1105-eb7e-48f1-ac6d-2dc63fea8013 - Updated: 2026-09-27 - Subject: Business Studies - Grade: Grade 12 - Document type: Exam guideline - Year: 2021 - Exam period: Business Studies - Curriculum: CAPS - Pages: 37 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 12](https://www.hlayiso.com/library/grade-12) › [Business Studies](https://www.hlayiso.com/library/grade-12/business-studies) › [Business Studies Grade 12 Business Studies 2021 Guideline](https://www.hlayiso.com/library/business-studies-gr-12-exam-guidelines-2021-eng/47fc1105-eb7e-48f1-ac6d-2dc63fea8013) ## About this document Business Studies · Grade 12 · Business Studies · 2021. Exam guideline, 37 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 Downloaded from hlayiso.com DESIGN BUSINESS STUDIES EXAMINATION GUIDELINES GRADE 12 2021 These guidelines consist of 36 pages and 1 annexure. Copyright reserved Please turn over ### Page 2 Downloaded from hlayiso.com Business Studies 2 DBE/2021 Examination Guidelines TABLE OF CONTENTS Page 1. INTRODUCTION 3 2. ASSESSMENT IN GRADE 12 4 2.1 Grade 12: Summary/format/outline of the formal end-of-the-year examination question paper 4 2.2 Distribution of cognitive levels and Bloom's Taxonomy 5 2.3 Revised Annual Teaching Plan 5 3. PART A: BUSINESS STUDIES: PAPER 1 3.1 Classification of main topics 6 3.2 Elaboration of content 7 4. PART B: BUSINESS STUDIES: PAPER 2 4.1 Classification of main topics 18 4.2 Elaboration of content 19 5. GUIDELINES FOR ANSWERING BUSINESS STUDIES QUESTION PAPERS 37 6. CONCLUSION 39 7. ANNEXURE 1: REVISED SUMMARY OF THE GRADE 12 ANNUAL TEACHING PLAN (ATP) Copyright reserved Please turn over ### Page 3 Downloaded from hlayiso.com Business Studies 3 DBE/2021 Examination Guidelines 1. INTRODUCTION The Curriculum and Assessment Policy Statement (CAPS) for Business Studies outlines the nature and purpose of the subject Business Studies. This guides the philosophy underpinning the teaching and assessment of the subject in Grade 12. The purpose of these Examination Guidelines is to:  Outline the format/structure of the Grade 12 question papers for Business Studies.  Provide clarity on the depth and scope of the content to be assessed in the Grade 12 National Senior Certificate (NSC) Examination in Business Studies.  Assist teachers to adequately prepare learners for the examinations.  Serve as a guideline for the setting of various types of questions/formulation of questions when assessing the four main topics of Business Studies as stipulated in the Curriculum Assessment Policy Statements/CAPS. This document deals with the quarterly, half yearly, trial/preparatory and the final Grade 12 external examinations. It does not deal in any depth with School-Based Assessment (SBA), non- examinations/time constraint examinations. These Exam Guidelines should be read in conjunction with:  The National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement (CAPS): Business Studies  The National Protocol of Assessment (NPA): An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R–12)  The National Policy Pertaining to the Programme and Promotion requirements of the National Curriculum Statement (NPPPP), Grades R–12 Teachers must note that these are only guidelines and changes in the business environment should be taken into consideration when topics are taught. New/Recent or amended legislation, new developments or changing economic condition which affect the business environment should inform the teaching of Business Studies. NOTE: 1. It must be emphasised that teachers should not only focus on content, but also link it to the cognitive levels (low, middle and high order thinking) in their teaching and assessment. Teachers are encouraged to consider the following five aspects when teaching and assessing all topics and sub-topics:  What? (nature, purpose and knowledge) [low order]  How? (skills, knowledge and values) [low and middle order]  Why? [middle and higher cognitive levels are stimulated when forming an opinion]  Is it working/successful/good/bad? (evaluation/critical analysis/impact [high order] is addressed)  Recommendations for improvement, where applicable. 2. The above aspects will guide teachers to set/design formal assessment activities that will address all cognitive levels. Learners are equipped to respond to questions/tasks that require different levels of cognitive thinking and difficulty. 3. ALL assessment tasks (informal and formal) should contain questions/instructions that cover all cognitive levels that range from simple to complex, e.g. list/outline/identify/discuss/ analyse/critically evaluate/evaluate/suggest/recommend/advise. Copyright reserved Please turn over ### Page 4 Downloaded from hlayiso.com Business Studies 4 DBE/2021 Examination Guidelines 2. ASSESSMENT IN GRADE 12 2.1 GRADE 12: SUMMARY/FORMAT/OUTLINE OF THE FORMAL END-OF-THE-YEAR EXAMINATION QUESTION PAPERS 1 AND 2. TIME SECTION TYPE OF QUESTIONS MARKS COGNITIVE LEVEL(S) (minutes) A Compulsory Covers BOTH TOPICS Multiple choice: (5 x 2) (10) Choose the correct word: (5 x 2) (10) Mostly Level 1 Matching items: (5 x 2) (10) (Remembering/Recall) 30 20 and Different types of short and objective Level 2 questions using various assessment (Understanding) styles and covering the entire curriculum for each main topic, e.g. multiple-choice, match columns and choose the correct word. B Choose any TWO questions in this section. (40 marks x 2 questions) THREE questions, TWO covering each main topic and the third question will cover both main topics (a miscellaneous question). These questions should cover the entire Levels 1 to 6 curriculum for EACH main topic. (Remembering/Recall, Applicable action verbs in this section 80 70 Understanding, Applying, are, e.g. identify, outline quote, motivate, Analysing, Evaluating, explain, discuss, distinguish, Creating) differentiate, compare, evaluate, critically evaluate, justify, suggest, recommend and advise. Case studies (scenarios) or source- based questions should be included. Answers should be in point form, full sentences or paragraph style as per requirement of each question. C Answer any ONE question in this section. (40 marks x 1 question) TWO questions, EACH covering the TWO main topics. Mostly Levels 3 to 6 40 30 (Applying, Analysing, Longer, essay type questions of lower, Evaluating and Creating) middle and higher cognitive and difficulty levels to assess insight and interpretation of theoretical knowledge in addition to content. TOTAL 150 120 Copyright reserved Please turn over ### Page 5 Downloaded from hlayiso.com Business Studies 5 DBE/2021 Examination Guidelines 2.2 THE DISTRIBUTION OF COGNITIVE LEVELS AND BLOOM'S TAXONOMY: Cognitive level Percentage Level 1 Knowledge/Remembering Low order: Define, name, list, identify, give, etc. Level 2 Comprehension/Understanding Choose, explain, classify, give etc. 30% Level 3 Application/Applying Middle order: knowledge Analyse, apply, describe, discuss, calculate, etc. Level 4 Analysis Analyse, compare, differentiate, distinguish, etc. 50% Level 5 Synthesis/Evaluating Higher order: Analyse, compare, evaluate, etc. Level 6 Evaluation/Creating Recommend, suggest, advise, etc. 20% TOTAL 100 2.3 ANNUAL TEACHING PLAN To facilitate the setting of a credible and well-balanced mid-year examination paper with correct weightings per main topic, the Grade 12 Annual Teaching Plan has been revised. Some topics have been moved from term 2 to term 3 and vice versa. The revised Summary of Annual Teaching Plan for Grade 12 is attached as ANNEXURE 1 Copyright reserved Please turn over ### Page 6 Downloaded from hlayiso.com Business Studies 6 DBE/2021 Examination Guidelines PART A: 3. BUSINESS STUDIES: PAPER 1 3.1 CLASSIFICATION OF SUBTOPICS ACCORDING TO MAIN TOPICS 1. BUSINESS ENVIRONMENTS TERM 2. BUSINESS OPERATIONS TERM 1.1. Macro environment: 2.1 Human resources 1 Impact of recent function 1 legislation on business 1.2 Macro environment: 1 2.2 Quality of performance 2 Business strategies 1.3 Business sectors and 2 their environments Copyright reserved Please turn over ### Page 7 Business Studies Downloaded from hlayiso.com 7 DBE/2021 Examination Guidelines 3.2 ELABORATION OF THE CONTENT FOR GRADE 12 (CAPS) MAIN TOPIC CORE CONTENT THAT MUST BE COVERED BY ELABORATION OF CORE CONTENT TERM TOPIC GRADE 12 BUSINESS STUDIES TEACHERS 1. 1.1 1.1 1.1 BUSINESS MACRO The impact of recent legislation, developed in response Learners should be able to: 1 ENVIRON- ENVIRONMENT: to demands for redress and equity, on small and large  Outline /Describe/ Explain/Discuss the purpose of all MENTS Impact of recent business operations as well as the role of the government EIGHT Acts. legislation on in the implementation of these Acts:  Discuss/Explain/Evaluate the impact business (positives/advantages and/or negatives/  Skills Development Act, 1998 (Act 97 of 1998) (e.g. disadvantages) of the Acts on businesses. skills levies and their implications for small and large  Outline/Explain/Discuss actions regarded as non- businesses) compliance by the various Acts  The National Skills Development Strategy and the  Outline/Explain/Discuss penalties/consequences of Human Resource Development Strategy (i.e. Sector non-compliance to the various Acts. Education and Training Authorities)  Suggest/Recommend ways in which businesses can  Labour Relations Act, 1995 (Act 66 of 1995) comply with the Acts.  Employment Equity Act, 1998 (Act 55 of 1998)  Outline/ Explain/Discuss the role/functions of SETAs  Basic Conditions of Employment Act, 1997 in supporting the Skills Development Act (SDA),1998 (Act 75 of 1997) (Act 97 of 1998).  Compensation for Occupational Injuries and Diseases  Explain how SETA’s are funded. Amendment Act, 1997 (Act 61 of 1997)  Define/Elaborate on the meaning of learnerships.  Black Economic Empowerment  Explain the National Skills Development Strategy and  Broad-Based Black Economic Empowerment Act the Human Resource Development Strategy (i.e., 2003, (Act 53 of 2003), (amended in 2013) Sector Education and Training Authorities)  Human rights as defined in the Constitution (issues of ALSO focus on the following regarding the Broad- Based equality, respect and dignity including other Black Economic Empowerment Act, 2003 (Act 53 of economic, social and cultural rights) 2003) (BBBEE):  Inclusivity (diversity in the business such as poverty,  Distinguish/Differentiate between Black Economic inequality, race, gender language, age, disability and Empowerment (BEE) and the BBBEE Act. other factors)  Explain/Discuss the implications of the following  Environmental issues (protection of the environment revised FIVE pillars of BBBEE on businesses. and human health by the business) o Management control  National Credit Act, 2005 (Act 34 of 2005) (NCA) o Ownership  Consumer Protection Act, 2008 (Act 68 of o Enterprise and supplier development (ESD) 28 April 2008) (CPA) o Skills development Focus on the FIVE aspects: what, why, how, is it working o Socio-economic development/Social & recommendations in teaching ALL legislation stated responsibility above.  Name/Identify BBBEE pillars from scenarios/case studies Copyright reserved Please turn over ### Page 8 Business Studies Downloaded from hlayiso.com 8 DBE/2021 Examination Guidelines  Recommend/Suggest ways in which businesses could apply the revised FIVE pillars of BBBEE in the workplace. NOTE: Human rights/inclusivity/diversity issues are covered in Business Roles. They must NOT be assessed as part of Business Environments. ALSO focus on the following regarding the BCEA, LRA, NCA & CPA:  Outline/Explain/Describe/Discuss the provisions of the BCEA  Outline/Explain/Describe/Discuss the rights of employers and employees in terms of the LRA  Outline/Explain/Describe/Discuss the rights of consumers in terms of the NCA & CPA Knowledge of this topic should enable learners to: Answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use:  Recent business news from the media (newspapers, radio, television and magazines) to understand the impact of recent legislation and governmental policies on business.  Acts that impact on business, i.e. the Companies Act, 2008 (Act 71 of 2008), the Income Tax Act, 1962 (Act 58 of 1962) (amended) and the National Credit Act, 2005 (Act 34 of 2005).  Case studies, company/business reports, real business situations.  BBBEE Act (as amended) and the EEA Amendment Bill. Make notes using different resources and textbooks.. Copyright reserved Please turn over ### Page 9 Business Studies Downloaded from hlayiso.com 9 DBE/2021 Examination Guidelines 1. 1.2 1.2 1.2 1 BUSINESS MACRO Devise/Formulate strategies of how a business can Learners should be able to: ENVIRON- ENVIRONMENT: respond to the challenges of the macro business  Outline/Explain/Describe/Discuss the strategic MENTS BUSINESS environment, critically evaluate such strategies and make management process STRATEGIES recommendations as required.  Apply the strategic management process to solve Advanced problem-solving skills (REVISION) and skills to business-related problems. be used in strategy formulation, e.g. use any creative- INDUSTRIAL ANALYSIS TOOLS thinking technique to devise business strategies,  Compile a SWOT analysis of a particular business generate business ideas, resolve conflict and solve any from a given scenario. business-related problems.  Name and identify Porter's Five forces model from Use the following industry-related tools: SWOT analysis, given statements/scenarios. Porter's Five Forces and PESTLE – exclude a Balanced  Explain/Advise businesses on how they could apply Scorecard. Porter's Five Forces model to analyse their position in the market. Develop strategies in response to challenges in  Name and apply PESTLE analysis factors business environments from given scenarios/statements.  Application of SWOT analysis of the business  Explain how PESTLE factors pose challenges to environments (including PESTLE and Porter's Five businesses. Forces)  Recommend ways in which businesses can deal with  Formulation of strategies the challenges that are posed by PESTLE factors.  Implementing strategies  Explain/describe/discuss the following types of  Evaluation of strategies business strategies: Types of business strategies, e.g.: o Integration strategies  Integration strategies: o Intensive strategies o Forward vertical integration o Diversification strategies o Backward vertical integration o Defensive strategies o Horizontal integration  Outline/Explain/Discuss the advantages of intensive  Intensive strategies: and diversification strategies. o Market penetration  Outline/Explain/Recommend/Advise businesses on o Market development the steps in strategy evaluation: o Product development o Examine the underlying bases of the business  Diversification strategies: strategy. o Concentric diversification o Look forward and backwards into the o Horizontal diversification implementation process. o Conglomerate diversification o Compare expected performance (measure  Defensive strategies: business performance). o Retrenchment o Take corrective action where necessary. o Divestiture o Set specific dates for control and follow up. o Liquidation o Decide on the desired outcome. Copyright reserved Please turn over ### Page 10 Business Studies Downloaded from hlayiso.com 10 DBE/2021 Examination Guidelines Other strategies Knowledge of this topic should enable learners to: The company repositions itself by replacing one or more Answer in short paragraphs/longer and essay type individuals, revising a business mission, establishing or questions. revising objectives, devising new policies, issuing stock to Types of questions: raise capital, adding additional salespersons and Questions based on case studies/scenarios should allocating resources differently, or developing new include direct/indirect short and essay questions, performance incentives. covering all three cognitive levels. Strategic evaluation Additional resources: Evaluate these strategies and make recommendations Teachers and learners must use: for their improvement. Recent business news from the media (newspapers, Three activities/steps of strategy evaluation: radio, television and magazines) to understand the  Examine the underlying bases of business strategy. current economic climate and background in which a  Compare expected performance (measure business business is operating to enable them to devise performance). competitive and creative strategies.  Take corrective action where necessary. Make notes using different resources and textbooks 1. 1.3 1.3 1.3 2 BUSINESS BUSINESS Select a business from each sector and describe the Learners should be able to: ENVIRON- SECTORS AND three environments related to these sectors and the  Name THREE types of business sectors: primary, MENTS THEIR ENVIRON- extent to which a business can control these secondary and tertiary. MENTS environments.  Identify/Name a business sector from given scenarios/statements. Describe the three business environments related to the  Identify business challenges from given three economic sectors and give an explanation of the scenarios/case studies and classify them according to extent to which a business can control these the THREE business environments. environments.  State the extent to which a business (operating in any of the three sectors) can control the three business environments from given scenarios and case studies. Knowledge of this topic should enable learners to: Answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/ scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Copyright reserved Please turn over ### Page 11 Business Studies Downloaded from hlayiso.com 11 DBE/2021 Examination Guidelines Additional resources: Teachers and learners must use: Recent business news from the media (newspapers, radio, television and magazines) to understand how business environments are affected in the business sectors. Make notes using different resources and textbooks 2. 2.1 2.1 2.1 BUSINESS HUMAN RECAP (Examinable): Learners should be able to respond to: OPERA- RESOURCES The relevant legislations and the following activities of the Human resource activities: TIONS FUNCTION Human Resources function: RECRUITMENT  Recruitment  Explain/Elaborate on the meaning of recruitment.  Selection  Outline/Discuss/Explain the recruitment procedure.  Employee contracts  Explain the meaning of job analysis.  Induction  Differentiate/Distinguish between job description and  Placement job specification as components of a job analysis.  Salary administration  Identify job description and job specification from  Employee benefits given statements/scenarios.  Skills development  Identify methods of recruitment  Analysis of human resource activities, e.g. recruitment (internal/external recruitment) from given and selection, induction, salaries and other benefits scenarios/statements.  Procedures related to recruitment, selection and  Explain/Discuss/Analyse the impact interviewing (positives/advantages and/or negatives/disadvantages) of the above stated Discuss: methods of recruitment.  Labour Relations Act, 1995 (Act 66 of 1995), Basic  Identify/Give examples of sources of internal/external Conditions of Employment Act, 1997 (Act 75 of 1997), recruitment from given scenarios/statements. Employment Equity Act 1998, (Act 55 of 1998), SELECTION Compensation for Occupational Injuries and Diseases  Outline/Discuss/Explain the selection procedure. Act, 1993 (Act 130 of 1993) RECAP (Examinable)  Explain the meaning of screening as part of the  Legalities of employment contracts selection procedure.  Procedures of screening and placement  Discuss/Explain the purpose of an interview.  Interviewing, selection and induction  Outline/Explain/Discuss the role of the interviewer  Salary determination (piecemeal and time related) before and during the interview. including personal tax, link to basic conditions of  Outline/Explain/Discuss the role of the interviewee employment. during the interview.  Employee benefits: pension, medical, etc.  Define/Elaborate on the meaning of an employment RECAP (Examinable) contract. Copyright reserved Please turn over ### Page 12 Business Studies Downloaded from hlayiso.com 12 DBE/2021 Examination Guidelines Skills Development Act, 1998 (Act 97 of 1998) and link  Name/Outline/State the details/aspects/ with the purpose of SETAs, learnerships, skills contents of an employment contract. programmes, qualifications, National Qualifications  Outline/Explain/Discuss the legal requirements Framework, SAQA, etc. legalities of the employment contract.  Analyse an employment contract from given scenarios and make recommendations for improvement.  Name/Outline/Explain/Discuss the reasons for the termination of an employment contract. INDUCTION  Define/Elaborate on the meaning of induction.  Outline/Explain/Discuss the purpose of induction.  State/Outline aspects that must be included in the induction programme.  Evaluate an induction programme from given scenarios and make recommendations for improvement.  Discuss/Explain the advantages/benefits of induction for businesses.  Identify the benefit of induction from given scenarios PLACEMENT  Elaborate on the meaning of placement.  Outline/Explain/Discuss the placement procedure.  Explain/Discuss/the importance of training/skills development in HR. SALARY DETERMINATION  Explain/Differentiate/Distinguish between piece meal and time-related salary determination methods.  Explain the link between salary determination and the Basic Conditions of Employment Act. Copyright reserved Please turn over ### Page 13 Business Studies Downloaded from hlayiso.com 13 DBE/2021 Examination Guidelines FRINGE BENEFITS/PERKS  Name/State/Give examples of employee benefits, e.g.: o Pension o Medical aid o Provident fund o Allowances  Discuss/Evaluate the impact (positives/ advantages and/or negatives/disadvantages) of fringe benefits on businesses. Compulsory benefits  Explain UIF as a benefit required by law. LEGISLATION Discuss the implications of the LRA/BCEA/EEA/SDA on the human resources function. Knowledge of this topic should enable learners to: Answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use: Recent business news from the media (newspapers, radio, television and magazines) to understand the implication of the LRA, BCEA, EEA and SDA on the human resource function. Read the new EEA Amendment Bill and its implication on the human resource function. Make notes using different resources and textbooks Copyright reserved Please turn over ### Page 14 Business Studies Downloaded from hlayiso.com 14 DBE/2021 Examination Guidelines 2. 2.2 2.2 2.2 2 BUSINESS QUALITY OF Discuss how the quality of performance within the Learners should be able to: OPERA- PERFORMANCE business functions can influence the success or failure of TIONS a business. QUALITY  Define the concept of quality (definition) – RECAP  Define the following concepts: (Examinable) content from Grade 10. o Quality  The relation between quality and the various business o Quality control functions. RECAP (Examinable) content from Grade o Quality assurance 10, e.g. how quality of performance can contribute to o Quality management success or failure of each business function. o Quality performance  The impact of quality on different business structures, o Quality management systems e.g. sole traders versus large businesses.  Explain/Differentiate/Distinguish between quality control and quality assurance. Discuss the elements of total quality management (TQM):  Explain/Differentiate/Distinguish between quality  Continuous skills development management and quality performance.  Total client satisfaction  Explain/Discuss the advantages/benefits of a good  Continuous improvements to processes and systems, quality management system. etc.  Explain/Discuss how quality of performance can contribute to the success and/or failure of each business function.  Outline the quality indicators for each business function. TOTAL QUALITY MANAGEMENT (TQM) 2  Elaborate on the meaning of TQM.  Define/Identify the following TQM elements from given scenarios/statements: o Continuous skills development/Education and training o Total client/customer satisfaction o Continuous improvement of processes and system o Adequate financing and capacity o Monitoring and evaluation of quality processes  Explain/Discuss/Analyse/Evaluate the impact of the above stated TQM elements on large businesses  Explain how businesses can apply the PDCA model/steps to improve the quality of products. Copyright reserved Please turn over ### Page 15 Business Studies Downloaded from hlayiso.com 15 DBE/2021 Examination Guidelines  Explain the role/importance of quality circles as part of continuous improvement to processes and systems.  Explain/Discuss the impact of TQM if poorly implemented by businesses.  Explain/Recommend/Suggest ways in which TQM can reduce the cost of quality. Knowledge of this topic should enable learners to: Answer in short paragraphs/longer and essay type questions. Types of questions: Questions based on case studies/scenarios should include direct/indirect short and essay questions, covering all three cognitive levels. Additional resources: Teachers and learners must use: Recent business news from the media (newspapers, radio, television and magazines) to understand the importance of the relation between quality performance and various business functions. Make notes using different resources and textbooks. NOTE: The 'Term'-column indicates the term in which a topic is to be covered as per the CAPS document. The main topics are numbered for each paper from 1 to 2, e.g. Business Environments and Business Operations to simplify the layout of the document. Copyright reserved Please turn over ### Page 16 Downloaded from hlayiso.com Business Studies 16 DBE/2021 Examination Guidelines PART B: 4. BUSINESS STUDIES PAPER 2 4.1 CLASSIFICATION OF SUBTOPICS ACCORDING TO MAIN TOPICS 1. BUSINESS VENTURES TERM 2. BUSINESS ROLES TERM 1.1 Management and 2 2.1 Ethics and professionalism 1 leadership 1.2 Investment: 2 2.2 Creative thinking and 1 Securities/Opportunities Problem-solving 1.3 Investment: 2 2.3 Social Responsibility and 3 Insurance Corporate Citizenship Corporate Social Responsibility (CSR) Corporate Social Investment (CSI) 1.4 Forms of ownership with 3 2.4 Human rights, inclusivity and 3 the focus on how they can environmental issues contribute to the success/failure of a business. 1.5 Presentation and data 3 2.5 Team performance 2 response assessment Conflict management Copyright reserved Please turn over Text truncated here. 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