Syllabus: SQA - Higher Course Spec Business Management
Module: Management of People
Lesson: Training and Development

Introduction

Training and development sits at the heart of effective people management in the SQA Higher Business Management course. Within the “Management of People” unit, learners explore how a skilled and motivated workforce contributes to organisational success. This section supports the syllabus aim of developing knowledge and understanding of human resource management, and aligns with real-world business expectations around lifelong learning, productivity, and adaptability.

Whether preparing students to analyse HR decisions or explore career pathways, this topic links strongly to both assessment content and the world of work.

Key Concepts

According to the SQA Higher Business Management course specification, students are expected to understand:

• Types of training:

  • Induction: helping new employees settle in.

  • On-the-job: delivered in the workplace by experienced staff.

  • Off-the-job: external courses or qualifications.

• Benefits to the organisation:

  • Increased staff competence and motivation

  • Improved productivity and quality of work

  • Reduced staff turnover and recruitment costs

• Benefits to the employee:

  • Skills development and confidence

  • Greater employability and career progression opportunities

• Costs and limitations:

  • Financial cost of training provision

  • Time away from the job (especially with off-the-job training)

  • Not all training guarantees improved performance

• Methods of development:

  • Coaching, mentoring, and continuous professional development

  • Use of personal development plans (PDPs)

Students should also be able to assess how training links with wider HR functions such as recruitment, appraisal, and motivation.

Real-World Relevance

In today’s competitive job market, continuous development isn’t optional — it’s essential. From Amazon’s internal upskilling programmes to NHS training pathways for junior staff, companies are investing heavily in people. For example:

• McDonald’s provides structured on-the-job training and clear progression routes, supporting both retention and performance.

• Tech start-ups often lean on agile, peer-led learning instead of traditional courses, showing how development can be integrated into daily work.

• Apprenticeships blend on- and off-the-job training, offering students a model of dual learning that’s both practical and qualification-driven.

These examples help students see how training isn’t just about ‘going on a course’ — it’s about growing the business and the person.

How It’s Assessed

Assessment in the SQA Higher Business Management course is split across the question paper and the assignment. When it comes to training and development:

• Question paper (80 marks, 2 hours 45 minutes):

  • Students may be asked to describe, explain, or evaluate different types of training.

  • Command words include: justify, discuss, compare, and analyse.

  • Scenario-based questions are common. Students apply knowledge to business case studies.

• Assignment (30 marks):

  • Candidates conduct their own research on a business issue, which could focus on training strategy, staff development challenges, or HR effectiveness.

Encourage students to use examples and evidence when responding, and to link their answers clearly to business impact.

Enterprise Skills Integration

Training and development offers a natural route into core enterprise skills. Teaching this topic can support:

• Decision-making: Evaluating which training method suits different roles or business situations.

• Problem-solving: Addressing skill gaps and underperformance through training solutions.

• Communication: Reflecting on how training needs are identified and conveyed through appraisals and PDPs.

• Adaptability: Exploring how lifelong learning supports personal and organisational change.

These aren’t abstract ideas — they help students build habits they’ll use throughout their careers.

Careers Links

This topic connects directly to Gatsby Benchmark 4 (Linking curriculum learning to careers) and Benchmark 5 (Encounters with employers and employees). Relevant pathways include:

• HR Officer / Learning and Development Coordinator

• Operations Manager / Team Leader roles

• Apprenticeships in business administration or HR

• Further study in Business, HRM or Management

Encourage students to reflect on their own learning styles and preferences when considering career routes. Shadowing, mentoring, and enterprise days can help students see these roles in action.

Teaching Notes

What works well:

• Use mini case studies (e.g. supermarkets vs consultancies) to show different training needs.

• Encourage students to role-play appraisals or PDP reviews.

• Get students to interview school staff about their own CPD experiences.

Common pitfalls:

• Students often confuse training (specific skill-building) with development (broader personal growth). Clarify this early.

• Many overlook cost implications — push learners to think commercially.

Extension activities:

• Analyse job adverts for training expectations.

• Compare apprenticeship schemes for different sectors.

• Create a mock training plan for a fictional business.