備考的人最喜歡有大神來指點迷津啦~下面就是高頓網(wǎng)校小編獻上的關(guān)于如何復(fù)習(xí)ACCA P5 Advanced Performance Management 的策略討論。
　　Candidates are coming to this exam unprepared, thinking it is just ‘F5-plus’, and this isn’t the case, says the examiner. He also needs candidates to take the hint about what and how marks are awarded.
　　The balance of the P5 paper is much more about ‘*uation’, and this means more than just ‘calculate’.
　　Any application will be in the context of the scenario but be warned: knowledge will usually only score about 30% of the marks.
　　So the examiner wants candidates to understand how to ‘*uate’. That means if you are asked to *uate a performance report he is not asking for an *uation of a company! And if the requirement says use a set of data then you really do need to use it if you want to get the marks.
　　The examiner will ask you in some questions to justify your answer. He wants to know why you think this and supply the evidence. You do, of course, have to have a sensible set of reasons for giving this advice.
　　The examiner’s other key advice is to take a logical approach in the exam. He also wants students to avoid playing ‘buzzword bingo’ – throwing around jargon words you don’t appear to understand. What he is looking for is practical answers to the questions set.
　　Using supporting evidence is where lots of marks are. And, finally, be critical. “Just because it’s new doesn’t mean it’s right,” he stressed. So, ‘no’ will be the right answer in some questions!
　　Why, he wondered, can’t candidates round their numbers? Lots of marks are going begging because of this. If the figure is 14.6 don’t round it down to 14.
　　Areas done well are EVA, quality systems (especially JIT) and models from section E. The areas done poorly include confused terms (value/cash flow/profit aren’t the same thing). Students also struggle to learn the jargon/theory, such as fixed and variable cost. Many papers show they don’t understand this area both in terms of description and the numerical calculations. Not only are these easy marks in the paper, they are basic, assumed knowledge. Another one is product life cycle and life cycle costing.
　　There will be a general tidying-up of the syllabus, and students can expect big data and integrated reporting to be introduced.
　　The assessor took this session as the examiner is indisposed (we understand he has a very bad back, let’s hope he’s feeling better soon). The origins of this paper were heavily influenced by the Johnson, Scholes and Whittington model of strategic analysis, strategic choice and strategic implementation.
　　Today, however, there is more focus on the implementation side in terms of resources (IT), processes and project management.
　　There is also a conscious consideration of the role of the accountant and the tools and information they use to analyse strategic and operating decisions.
　　People, then, are a key part of the whole process and the examiner told the assessor that change will continue!
　　The P3 pass rate remains stable around the 47–51% mark. The ‘pattern’ of candidates’ answers has also remained relatively stable.
　　Time management remains a problem in P3, but it was felt this has to be solved by the candidate and not the examiner. The problems seem to arise when candidates leave the compulsory question to last. That’s when time management really becomes a problem. There are some excellent scripts on this paper, but the poorer ones generally contain too much theory and not enough application. There is also too little accurate analysis of presented data. And the weaker papers betray that certain learning outcomes have not been studied at all.
　　Crafting a pass script
　　The examiner believes it is relatively simple to put together an exam script that will result in a good pass. Most scripts are about 12 pages long, which equates to about 15 minutes per page. If there are five cogent points per page you have your pass. Students also need to ensure their handwriting is legible. If that means writing more slowly then so be it. It is quality not quantity that will get you a pass – so don’t just spill ink on the page. The more you panic the more you need to slow down.
　　The examiner, via the assessor, wanted you to be aware of recent syllabus changes. Recent additions include IT controls (E1), business change (D1) and integrated reporting (A6).
　　The upcoming revisions, for September 2015 to August 2016, are big data (C1) and transformational role of the accountant (G1).