Enterprise activity — City & Guilds Limited Other Vocational Qualification Employability & Work Skills Revision

    This subtopic focuses on engaging learners in a practical enterprise activity, such as a small fundraising event or product sale, to develop foundational e

    Topic Synopsis

    This subtopic focuses on engaging learners in a practical enterprise activity, such as a small fundraising event or product sale, to develop foundational employability skills. Learners will experience the full cycle of planning, executing, and reviewing a real or simulated enterprise project, building confidence and understanding of teamwork, communication, and basic financial literacy. The aim is to provide hands-on learning that mirrors workplace project management at an accessible level.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Enterprise activity

    CITY & GUILDS LIMITED
    vocational

    This element focuses on developing essential employability skills through the planning, execution, and evaluation of a simple enterprise activity. Learners are expected to identify a straightforward product or service, work collaboratively to produce and sell it, and then reflect on their performance. This practical undertaking mirrors real-world entrepreneurial and workplace tasks, reinforcing skills such as communication, teamwork, problem-solving, and basic financial literacy.

    42
    Learning Outcomes
    56
    Assessment Guidance
    58
    Key Skills
    37
    Key Terms
    63
    Assessment Criteria

    Assessment criteria

    City & Guilds Entry Level Introductory Award in Employability Skills (Entry 3)
    City & Guilds Entry Level Award in Employability Skills (Entry 3)
    City & Guilds Entry Level Certificate in Employability Skills (Entry 2)
    City & Guilds Entry Level Extended Award in Employability Skills (Entry 2)
    City & Guilds Entry Level Award in Skills for Working Life (Entry 3)
    City & Guilds Entry Level Certificate in Skills for Working Life (Entry 3)
    City & Guilds Entry Level Diploma in Skills for Working Life (Entry 3)
    City & Guilds Entry Level Diploma in Employability Skills (Entry 3)
    City & Guilds Entry Level Certificate in Employability Skills (Entry 3)
    City & Guilds Entry Level Extended Certificate in Employability Skills (Entry 3)
    City & Guilds Entry Level Extended Award in Employability Skills (Entry 3)
    City & Guilds Entry Level Diploma in Skills for Working Life (Entry 2)
    City & Guilds Level 1 Extended Certificate in Employability Skills
    City & Guilds Level 1 Certificate in Employability Skills
    City & Guilds Level 1 Extended Award in Employability Skills
    City & Guilds Level 1 Diploma in Employability Skills

    Topic Overview

    The City & Guilds Entry Level Diploma in Employability Skills (Entry 3) is designed to help you develop the essential skills needed to succeed in the workplace. This qualification covers key areas such as communication, teamwork, problem-solving, and self-management. By completing this diploma, you will build a solid foundation for further study, training, or employment, and gain the confidence to navigate the world of work effectively.

    This qualification is part of the Employability & Work Skills suite offered by City & Guilds, a leading UK awarding body. It is a vocationally-related qualification, meaning it focuses on practical, real-world skills rather than just theory. The diploma is structured around units that explore different aspects of employability, such as working with others, managing your own learning, and understanding workplace expectations. Each unit is assessed through practical tasks and written work, ensuring you can demonstrate your skills in a variety of contexts.

    Studying this diploma matters because employability skills are highly valued by employers across all industries. Whether you plan to go into an apprenticeship, further education, or directly into a job, the skills you learn here will help you stand out. You will learn how to communicate effectively, work as part of a team, solve problems independently, and take responsibility for your own development. These are transferable skills that will benefit you throughout your career.

    Key Concepts

    Core ideas you must understand for this topic

    • →Communication: Understanding how to listen, speak, and write clearly in a work context, including using appropriate language and non-verbal cues.
    • →Teamwork: Working collaboratively with others, respecting different roles, and contributing to group goals.
    • →Problem-solving: Identifying issues, thinking of solutions, and making decisions to overcome challenges.
    • →Self-management: Organising your time, setting goals, and taking responsibility for your own learning and behaviour.
    • →Workplace awareness: Knowing the expectations of employers, including health and safety, equality, and professional conduct.

    Learning Objectives

    What you need to know and understand

    • be able to plan to an enterprise activity, be able to carry out an enterprise activity, be able to review an enterprise activity
    • be able to plan to an enterprise activity, be able to carry out an enterprise activity, be able to review an enterprise activity
    • be able to plan to an enterprise activity, be able to carry out an enterprise activity, be able to review an enterprise activity
    • Plan a simple enterprise activity, identifying the resources and steps needed.
    • Participate in carrying out a planned enterprise activity, demonstrating effective teamwork.
    • Review the enterprise activity by identifying what went well and what could be improved.
    • Describe the purpose of setting simple goals for an enterprise activity.
    • Identify basic financial aspects, such as costs and potential income, of a small enterprise.
    • Work safely and responsibly during the enterprise activity.
    • be able to plan to an enterprise activity, be able to carry out an enterprise activity, be able to review an enterprise activity
    • be able to plan to an enterprise activity, be able to carry out an enterprise activity, be able to review an enterprise activity
    • be able to plan to an enterprise activity, be able to carry out an enterprise activity, be able to review an enterprise activity
    • Outline the steps required to plan a simple enterprise activity.
    • Identify resources needed to carry out an enterprise activity.
    • Carry out a planned enterprise activity with support.
    • Review the success of an enterprise activity against given criteria.
    • Describe how teamwork contributed to the enterprise activity.
    • Identify one improvement for future enterprise activities.
    • Identify a viable enterprise idea suitable for the group and context
    • Outline a simple business plan including aims, tasks, resources, and timeline
    • Assign roles and responsibilities clearly within the team
    • Produce a basic budget covering costs and potential income
    • Carry out the planned activity, demonstrating safe and effective practices
    • Collect feedback from peers, supervisors, or customers on the activity
    • Evaluate the enterprise activity against initial objectives, highlighting strengths and areas for improvement
    • Suggest one actionable improvement for future enterprise projects
    • be able to plan to an enterprise activity, be able to carry out an enterprise activity, be able to review an enterprise activity
    • be able to plan to an enterprise activity, be able to carry out an enterprise activity, be able to review an enterprise activity
    • Identify a feasible enterprise idea and its potential customers
    • Create a simple plan outlining tasks, resources, and costs
    • Work collaboratively to carry out the enterprise activity safely
    • Handle money and keep basic financial records during the activity
    • Review the enterprise activity using set criteria, suggesting improvements
    • Identify the key stages involved in planning an enterprise activity
    • Develop a simple budget and resource list for an enterprise project
    • Allocate team roles and responsibilities effectively
    • Carry out the enterprise activity following the agreed plan
    • Collect feedback and evidence during the activity to inform review
    • Evaluate the success of the activity against original objectives
    • be able to plan to an enterprise activity, be able to carry out an enterprise activity, be able to review an enterprise activity
    • be able to plan to an enterprise activity, be able to carry out an enterprise activity, be able to review an enterprise activity
    • be able to plan to an enterprise activity, be able to carry out an enterprise activity, be able to review an enterprise activity

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for producing a simple but clear plan that includes a description of the product or service, identification of target customers, and a basic list of required resources.
    • Evidence of teamwork and communication during the activity, such as notes on shared roles, decisions made, or observations of effective collaboration.
    • Demonstration of basic financial awareness, including a simple costing/pricing exercise and record of any money handled, even if simulated.
    • A reflective review that identifies at least one strength and one area for improvement, linked to personal performance and the overall outcome.
    • Award credit for demonstrating the ability to clearly define an enterprise idea, including the product or service, target customers, and required resources.
    • Credit should be given for presenting a basic plan with simple financial considerations (e.g., costings, pricing, and potential profit), presented in any appropriate format.
    • Assessors should look for evidence of active and collaborative participation during the enterprise activity, captured through witness testimonies, photographs, or logs.
    • Learners must show they can follow safe working practices and appropriate customer service behaviours throughout the activity.
    • For the review, credit should be awarded for a simple evaluation that identifies at least one strength and one area for improvement, with reference to the original plan.
    • Award credit for demonstrating the ability to choose a simple product or service idea that is feasible within the given context and resources.
    • Award credit for identifying at least two required resources (e.g., materials, helpers) and describing how they will be used during the activity.
    • Award credit for following the plan during the enterprise activity, with evidence of carrying out assigned tasks safely and cooperatively.
    • Award credit for producing a basic record of sales or transactions, such as a tally sheet or simple receipt list.
    • Award credit for providing a reflective statement or visual evidence that identifies one thing that went well and one improvement for next time.
    • Award credit for a clear, simple plan outlining tasks, resources, and who is responsible.
    • Evidence of active participation, such as observation records, photos, or witness statements.
    • Award credit for a structured review that identifies at least one strength and one area for improvement.
    • Credit for demonstrating basic numeracy skills (e.g., calculating costs or change) within the activity.
    • Accurate identification of any health and safety considerations relevant to the activity.
    • Award credit for producing a clear plan that identifies the enterprise activity, required resources, and step-by-step actions.
    • Evidence must show the learner actively carried out the planned activity, with minimal prompting, and documented the process (e.g., photos, notes).
    • Expect a simple review that identifies at least one success and one area for improvement, linked to the planning and execution stages.
    • Award credit for a clear plan that identifies the purpose of the enterprise activity, required resources, and a timeline.
    • Expect evidence of effective teamwork and communication during the implementation of the activity, such as minutes from meetings or peer feedback forms.
    • Credit should be given for a reflective review that evaluates successes, challenges, and personal learning, linked directly to the original plan.
    • Creates a clear plan for the enterprise activity.
    • Carries out the activity effectively, following the plan.
    • Reviews the activity, identifying strengths and areas for improvement.
    • Award credit for evidence of a simple plan, e.g., a list of tasks or a timeline.
    • Evidence of carrying out the activity, such as photographic evidence or a witness statement.
    • A completed review sheet identifying at least one thing that went well and one thing to improve.
    • Demonstration of basic budgeting, e.g., recording income and expenditure (if applicable).
    • Recognition of health and safety considerations during the activity.
    • Clear communication with peers during the activity.
    • Award credit for a written or pictorial plan that addresses key planning elements (aims, tasks, roles, resources)
    • Evidence of active participation in the enterprise activity through observation records, photos, or witness testimony
    • Recognition of a basic financial record showing income and expenditure
    • Quality of reflection: ability to identify what worked well and what didn’t, supported by specific examples
    • Inclusion of feedback from an external source (e.g., customer, supervisor) in the review
    • Plan the enterprise activity with clear steps and resources.
    • Carry out the activity safely and effectively.
    • Review the activity, identifying what went well and what could be improved.
    • Award credit for demonstrating a clear plan that includes the enterprise idea, required resources, simple costings, and roles of team members.
    • Award credit for evidence of active participation in carrying out the enterprise activity, such as photographic evidence, witness statements, or customer feedback.
    • Award credit for a reflective review that identifies what went well, what could be improved, and how the activity developed personal employability skills.
    • Award credit for a plan that clearly states what will be done, by whom, and with what resources
    • Credit for evidence of effective teamwork and communication during the enterprise (e.g., photos, witness statements)
    • Credit for accurate, simple financial recording (e.g., income and expenditure totals)
    • Credit for a reflective review that identifies at least one success and one area for development
    • Award credit for a written plan that clearly states the aim, target audience, and tasks with a timeline.
    • Evidence of financial planning, such as a budget detailing income and expenditure.
    • Demonstration of active contribution during the execution phase (e.g. photos, witness statements).
    • A review that analyses outcomes, compares with objectives, and suggests improvements for future activities.
    • Award credit for demonstrating clear planning, including a simple business idea, identification of required resources, and a basic timeline.
    • Evidence of active participation in carrying out the enterprise activity, such as contributing to tasks, communicating with team members, and adapting to challenges.
    • A thorough review that reflects on both the process and outcome, identifying what went well and what could be improved, with at least one personal skill referenced.
    • Produce a clear plan with goals, resources, and timeline.
    • Carry out the activity, adapting to challenges.
    • Review the activity, identifying successes and areas for improvement.
    • Work effectively as part of a team if applicable.
    • Award credit for a clear, written plan that identifies the activity's aim, specific targets, required resources, and allocated team roles.
    • Evidence of active participation must be provided, such as daily logs, witness statements, or visual records showing individual contribution throughout the enterprise activity.
    • The review must critically evaluate the outcomes against the original plan, highlighting successes, challenges, and proposing concrete improvements for future projects.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Keep the enterprise idea extremely simple—such as making and selling greeting cards or organising a bake sale—to ensure all three stages (plan, do, review) are manageable and well-documented.
    • 💡Use a portfolio of evidence that includes photographs, meeting notes, simple financial logs, and witness statements to robustly cover each learning objective.
    • 💡When reviewing, use structured questions like ‘What went well?’ and ‘What would I do differently next time?’ to guide a meaningful reflection while staying at an appropriate level.
    • 💡Keep all planning documents, flyers, and financial records as evidence, even if they are simple handwritten notes or drawings.
    • 💡Use witness statements from supervisors, customers, or peers to confirm your involvement and the skills you demonstrated.
    • 💡In your review, be honest about challenges, describe what you would do differently next time, and link your reflections directly to your initial plan.
    • 💡Practice your communication and selling skills before the actual activity to build confidence and ensure you can explain your product clearly.
    • 💡Use photographs, witness statements, or short video clips to capture evidence of you carrying out the activity, as written work alone may not fully demonstrate your practical skills.
    • 💡Keep your planning documents simple and clear—bullet points and labelled diagrams work well at this level.
    • 💡During the review stage, be honest about what was challenging; assessors value realistic self-assessment more than an overly positive but unsupported review.
    • 💡Make sure your evidence shows all three stages (plan, do, review) equally; a strong final product is less valuable if the planning or evaluation evidence is missing.
    • 💡Ensure your plan is detailed but achievable – break the activity into small, manageable steps.
    • 💡During the activity, assign roles clearly and keep evidence of your involvement (e.g., logs, photos).
    • 💡When reviewing, compare outcomes against your original plan and set targets for future improvements.
    • 💡Practice basic budgeting and record-keeping to strengthen your financial awareness.
    • 💡Highlight teamwork and communication skills in your reflection, as these are key assessment criteria.
    • 💡Encourage learners to use a checklist to ensure all planning elements (activity, resources, steps) are covered before starting.
    • 💡Remind them to collect evidence throughout — photos, witness statements, or simple logs can strengthen assessment.
    • 💡When reviewing, use a structured format like 'What worked well? What would I change?' to ensure critical reflection.
    • 💡Use a template or checklist to ensure all three stages (plan, carry out, review) are clearly evidenced and labeled.
    • 💡In the review, always compare actual outcomes to the original plan and include personal reflections on skills developed for future activities.
    • 💡Keep a portfolio of evidence with dated, organized paperwork and photographs to satisfy assessor requirements for authenticity and progression.
    • 💡Keep a simple log of actions during the activity.
    • 💡Use the review to suggest realistic improvements.
    • 💡Keep all evidence, including rough notes and photographs, as they can support your planning and review documents.
    • 💡In the review, always refer back to your original plan to show how you met or deviated from it.
    • 💡Use the plan as a checklist while carrying out the activity to stay on track.
    • 💡If working in a group, clearly state your own contribution in the evidence.
    • 💡Ask your tutor for a witness statement during the activity to confirm your participation.
    • 💡Use a structured template for the business plan to ensure all required sections are completed
    • 💡Keep a project log or diary throughout the activity to capture reflections in real time
    • 💡Include visual evidence (photos, screenshots, samples) to support your portfolio
    • 💡When reflecting, use a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) to structure your evaluation
    • 💡Ensure you obtain and record feedback from at least one other person to evidence consultation
    • 💡Use a simple checklist to track your plan.
    • 💡Take photos or notes during the activity for your review.
    • 💡Reflect on both successes and challenges.
    • 💡For portfolio assessments, ensure all stages are documented: planning notes, photographs, customer feedback, and a written review.
    • 💡When reviewing, use structured questions to guide reflection, such as 'What did I learn about working in a team?' or 'How would I improve next time?'
    • 💡Clearly map each piece of evidence to the assessment criteria, explicitly stating how it demonstrates planning, carrying out, or reviewing the enterprise activity.
    • 💡Use a logbook or portfolio to collect evidence at every stage: planning documents, photos of the activity, and your review notes
    • 💡Keep your financial records simple but neat—ruled columns for date, item, money in, money out are ideal
    • 💡In your review, link your comments directly to your original goals; say what went well and what you would change next time
    • 💡Use a standard planning template to ensure you cover all aspects: aims, tasks, resources, roles, risks.
    • 💡Keep a diary or log during the activity to capture real-time reflections and evidence for the review.
    • 💡When evaluating, use specific examples and data (e.g. sales figures, feedback) to support your judgements.
    • 💡Refer back to your initial objectives throughout the review to demonstrate a structured evaluation approach.
    • 💡When planning, use simple tools like a checklist or mind map to show your thought process and justify your choices.
    • 💡Keep a daily log or take photos during the enterprise activity to provide concrete evidence of your involvement.
    • 💡In the review, link your evaluation to the original plan and explicitly mention how you would improve next time.
    • 💡Keep a diary or log of your activities.
    • 💡Be honest in your review – identify both strengths and weaknesses.
    • 💡Use feedback from others to improve your plan.
    • 💡Use a planning template to ensure all key elements (aims, timescales, risk assessment, budget) are systematically covered.
    • 💡Collect evidence as you carry out the activity, including annotated photos, checklists, and peer feedback, rather than trying to recreate it later.
    • 💡When reviewing, link your reflections directly to the planning criteria to demonstrate a coherent cycle of plan-do-review.
    • 💡Use real-life examples from your own experiences, such as school projects or part-time jobs, to demonstrate your skills in assessments. This shows you can apply what you've learned.
    • 💡Read each question carefully and make sure you answer all parts. For example, if a task asks you to 'describe and explain', do both – don't just describe.
    • 💡In teamwork tasks, actively listen to others and show respect for their ideas. Assessors look for positive contributions, not just talking the most.

    Common Mistakes

    Common errors to avoid in your coursework

    • Selecting overly ambitious or impractical enterprise ideas that are difficult to execute within the available time and resources.
    • Neglecting to keep simple records of decisions, finances, or reflections, leading to insufficient evidence for the review stage.
    • Confusing the enterprise activity with a general group task; failing to focus on the aspects of planning, production, and selling.
    • Writing a review that is purely descriptive rather than evaluative, missing the opportunity to demonstrate self-assessment and learning.
    • Learners often confuse the terms 'income' and 'profit', failing to account for all costs when calculating financial outcomes.
    • Many learners provide overly general reviews (e.g., 'it went well') without specific examples or actionable improvements.
    • It is common for learners to neglect simple record-keeping, such as tracking sales or expenses, which weakens the evidence for the carry-out phase.
    • Some learners select enterprise ideas that are unachievable within the resources and time available, leading to incomplete projects.
    • Confusing enterprise activity with just making a craft—failing to include the selling or trading element that demonstrates basic commercial awareness.
    • Not keeping any written or photographic records of the activity, making it difficult to provide sufficient evidence for assessment.
    • Choosing an overly complex idea that is difficult to complete within the time and budget, leading to incomplete evidence for both planning and carrying out stages.
    • Focusing only on personal likes rather than considering what potential customers might want, resulting in poor sales and limited reflective learning.
    • Failing to create a realistic plan, leading to disorganization during the activity.
    • Not considering the full costs or resources needed, resulting in shortfalls.
    • Lack of clear communication within the team, causing duplicated efforts or gaps.
    • Providing only positive feedback in reviews without identifying genuine areas for improvement.
    • Overlooking health and safety aspects until problems arise.
    • Learners often create vague plans missing specific resources or timings, making the activity difficult to follow.
    • Failing to keep evidence during the activity, resulting in insufficient proof of participation.
    • Submitting a review that only describes what happened without evaluating what went well or what could be better.
    • Students often confuse planning with carrying out, submitting implementation evidence in the planning stage.
    • Overlooking the importance of documenting the review process; many simply describe what happened rather than evaluating it with specific criteria.
    • Underestimating the need to manage a budget, leading to incomplete financial records or unrealistic costings.
    • Planning too vaguely without specific steps.
    • Neglecting to reflect on what went wrong.
    • Confusing planning with carrying out; for example, stating what they will do during the activity instead of listing preparatory steps.
    • Forgetting to record financial elements, such as costs or takings, leading to incomplete evidence for the review.
    • Providing overly general reflections like 'it was good' without specific examples or justification.
    • Not seeking help when needed, leading to the activity not being completed as planned.
    • Failing to set clear, measurable objectives, leading to vague outcomes
    • Not documenting the planning process adequately, resulting in insufficient evidence
    • Ignoring financial aspects such as tracking costs or setting prices realistically
    • Superficial review that merely states ‘it went well’ without critical analysis
    • Uneven contribution among team members not addressed during the activity
    • Not breaking the plan into manageable steps.
    • Failing to consider costs or resources needed.
    • Giving a vague review without specific examples.
    • Failing to keep records or evidence during the enterprise activity, leading to insufficient portfolio material.
    • Confusing profit with total income, often overestimating success without accounting for costs.
    • Providing a superficial review that only describes what happened without evaluating performance or learning.
    • Not linking the enterprise activity to wider employability skills, missing the opportunity to demonstrate transferable skill development.
    • Confusing a personal hobby with an enterprise idea without assessing customer demand
    • Omitting key costs from the initial plan, leading to unrealistic profit expectations
    • Not keeping any written or digital record of sales and expenses
    • Providing a review that only describes what happened without any evaluation or forward planning
    • Treating the enterprise activity solely as a fundraising event without considering learning outcomes.
    • Neglecting to keep financial records, making it difficult to assess profitability.
    • Writing a review that is purely descriptive without critical analysis or reflection.
    • Not involving all team members equally, leading to uneven workload and reduced collaboration evidence.
    • Learners often confuse a vague idea with a viable enterprise plan, failing to consider practical constraints like cost or time.
    • During the activity, individuals may not record evidence of their participation, leaving gaps in their portfolio.
    • Reviews are frequently too superficial, merely stating 'it was good' without specific examples or reflection on learning.
    • Planning without considering budget or resources.
    • Failing to reflect on what went wrong.
    • Not documenting the process for review.
    • Failing to define measurable success criteria at the planning stage, leading to a vague assessment of the activity's effectiveness.
    • Assuming that simply participating is enough; assessors require evidence of specific contributions, not just presence.
    • Providing a superficial review that only describes what happened without analyzing why or how it could be done better.
    • Misconception: Employability skills are just common sense and don't need to be studied. Correction: While some skills may seem intuitive, this qualification teaches you how to apply them effectively in a work setting, which requires practice and understanding of workplace norms.
    • Misconception: Teamwork means always agreeing with others. Correction: Good teamwork involves respecting different opinions, negotiating, and compromising when necessary, not just going along with the majority.
    • Misconception: Problem-solving is only about finding the right answer quickly. Correction: Effective problem-solving involves a process: identifying the problem, considering options, evaluating outcomes, and reflecting on what worked.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic literacy and numeracy skills at Entry 2 level or equivalent.
    • •Some experience of working with others, such as in group activities at school or in a community setting.

    Key Terminology

    Essential terms to know

    • be able to plan to an enterprise activity, be able to carry out an enterprise activity, be able to review an enterprise activity
    • be able to plan to an enterprise activity, be able to carry out an enterprise activity, be able to review an enterprise activity
    • be able to plan to an enterprise activity, be able to carry out an enterprise activity, be able to review an enterprise activity
    • Planning and preparation
    • Teamwork and collaboration
    • Practical implementation
    • Review and reflection
    • Basic financial awareness
    • Health and safety
    • be able to plan to an enterprise activity, be able to carry out an enterprise activity, be able to review an enterprise activity
    • be able to plan to an enterprise activity, be able to carry out an enterprise activity, be able to review an enterprise activity
    • be able to plan to an enterprise activity, be able to carry out an enterprise activity, be able to review an enterprise activity
    • Enterprise planning
    • Activity execution
    • Performance review
    • Teamwork and cooperation
    • Basic budgeting
    • Business planning and organization
    • Team collaboration and role allocation
    • Budgeting and resource management
    • Marketing and customer interaction
    • Reflective practice and self-assessment
    • be able to plan to an enterprise activity, be able to carry out an enterprise activity, be able to review an enterprise activity
    • be able to plan to an enterprise activity, be able to carry out an enterprise activity, be able to review an enterprise activity
    • Enterprise planning
    • Teamwork and communication
    • Financial awareness
    • Customer interaction
    • Self-evaluation and review
    • Business planning and budgeting
    • Teamwork and collaboration
    • Risk and problem-solving
    • Marketing and customer engagement
    • Reflective evaluation
    • be able to plan to an enterprise activity, be able to carry out an enterprise activity, be able to review an enterprise activity
    • be able to plan to an enterprise activity, be able to carry out an enterprise activity, be able to review an enterprise activity
    • be able to plan to an enterprise activity, be able to carry out an enterprise activity, be able to review an enterprise activity

    Ready to learn?

    AI-powered learning tailored to this unit

    Related Topics in CITY & GUILDS LIMITED vocational Employability & Work Skills

    Alcohol awareness

    View Topic

    Alcohol awareness

    View Topic

    Alcohol awareness

    View Topic

    Alcohol awareness

    View Topic