Performance Management (PM)

Performance
Management
(PM)
Syllabus and study guide

September 2022 to June 2023

Designed to help with planning study and to provide

detailed information on what could be assessed in
any examination session

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 Performance Management (PM)

Contents
1. Intellectual levels ............................... 3
2. Learning hours and education
recognition............................................. 3
3. The structure of ACCA qualification .. 4
4. Guide to ACCA examination structure
and delivery mode ................................. 5
5. Guide to ACCA examination
assessment ........................................... 7
6. Relational diagram linking
Performance Management (PM) with
other exams .......................................... 8
7. Approach to examining the syllabus .. 8
8. Introduction to the syllabus................ 9
9. Main capabilities .............................. 11
10. The syllabus .................................. 12
11. Detailed study guide ...................... 13
12. Summary of changes to
Performance Management (PM) ......... 19

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 Performance Management (PM)

1. Intellectual levels 2. Learning hours and

education recognition
The syllabus is designed to progressively
broaden and deepen the knowledge, skills
The ACCA qualification does not prescribe
and professional values demonstrated by
or recommend any particular number of
the student on their way through the
learning hours for examinations because
qualification.
study and learning patterns and styles vary
greatly between people and organisations.
The specific capabilities within the detailed
This also recognises the wide diversity of
syllabuses and study guides are assessed at
personal, professional and educational
one of three intellectual or cognitive levels:
circumstances in which ACCA students find
themselves.
Level 1: Knowledge and
comprehension
As a member of the International Federation
Level 2: Application and analysis
of Accountants, ACCA seeks to enhance the
Level 3: Synthesis and evaluation
education recognition of its qualification on
both national and international education
Very broadly, these intellectual levels relate
frameworks, and with educational authorities
to the three cognitive levels at which the
and partners globally. In doing so, ACCA
Applied Knowledge, the Applied Skills and
aims to ensure that its qualification is
the Strategic Professional exams are
recognised and valued by governments,
assessed.
regulatory authorities and employers across
all sectors. To this end, ACCA qualification
Each subject area in the detailed study
is currently recognised on the education
guide included in this document is given a 1,
frameworks in several countries. Please
2, or 3 superscript, denoting intellectual
refer to your national education framework
level, marked at the end of each relevant
regulator for further information.
learning outcome. This gives an indication of
the intellectual depth at which an area could
Each syllabus is organised into main subject
be assessed within the examination.
area headings which are further broken
However, while level 1 broadly equates with
down to provide greater detail on each area.
Applied Knowledge, level 2 equates to
Applied Skills and level 3 to Strategic
Professional, some lower level skills can
continue to be assessed as the student
progresses through each level. This reflects
that at each stage of study there will be a
requirement to broaden, as well as deepen
capabilities. It is also possible that
occasionally some higher level capabilities
may be assessed at lower levels.

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 Performance Management (PM)

3. The structure of ACCA qualification

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 Performance Management (PM)

4. Guide to ACCA Strategic Professional

Essentials:
examination structure and Strategic Business Leader is ACCA’s case
delivery mode study examination at Strategic Professional
and is examined as a closed book exam of
four hours, including reading, planning and
The pass mark for all ACCA Qualification reflection time which can be used flexibly
examinations is 50%. within the examination. There is no pre-seen
information and all exam related material,
The structure and delivery mode of including case information and exhibits are
examinations varies. available within the examination. Strategic
Business Leader is an exam based on one
Applied Knowledge main business scenario which involves
The Applied Knowledge examinations candidates completing several tasks within
contain 100% compulsory questions to which additional material may be introduced.
encourage candidates to study across the All questions are compulsory and each
breadth of each syllabus. These are examination will contain a total of 80
assessed by a two-hour computer based technical marks and 20 Professional Skills
examination. marks.

Applied Skills Strategic Business Reporting is a three-

The Corporate and Business Law exam is a hour 15 minutes exam. It contains two
two-hour computer-based objective test sections and all questions are compulsory.
examination for English and Global. This exam contains four professional marks.

For the format and structure of the Options:

Corporate and Business Law or Taxation The Strategic Professional Options are all
variant exams, refer to the ‘Approach to three hours and 15 minutes computer-based
examining the syllabus’ section of the exams. All contain two sections and all
relevant syllabus and study guide. questions are compulsory.

The other Applied Skills examinations From September 2022, AFM, APM and AAA
(PM, TX-UK, FR, AA, and FM) contain a mix will contain a total of 80 technical marks and
of objective and longer type questions with a 20 Professional Skills marks.
duration of three hours for 100 marks. These
are assessed by a three hour computer- From June 2023, ATX will similarly contain a
based exam. Prior to the start of each exam total of 80 technical marks and 20
there will be time allocated for students to be Professional Skills marks.
informed of the exam instructions.
The question types used at Strategic
The longer (constructed response) question Professional require students to effectively
types used in the Applied Skills exams mimic what they would do in the workplace.
(excluding Corporate and Business Law) These exams offer ACCA the opportunity to
require students to effectively mimic what focus on the application of knowledge to
they do in the workplace. Students will need scenarios, using a range of tools including
to use a range of digital skills and word processor, spreadsheets and
demonstrate their ability to use spread presentation slides - not only enabling
sheets and word processing tools in students to demonstrate their technical and
producing their answers, just as they would professional skills but also their use of the
use these tools in the workplace. These technology available to today’s accountants.
assessment methods allow ACCA to focus
on testing students’ technical and application
skills, rather than, for example, their ability to
perform simple calculations.

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 Performance Management (PM)

Time management
ACCA encourages students to take time to
read questions carefully and to plan answers
but once the exam time has started, there
are no additional restrictions as to when
candidates may start producing their
answer.

Time should be taken to ensure that all the

information and exam requirements are
properly read and understood.

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 Performance Management (PM)

2021 and any examinable legislation which

5. Guide to ACCA is passed outside of the Finance Act before
examination assessment 31 May 2021.

For additional guidance on the examinability

ACCA reserves the right to examine any of specific tax rules and the depth in which
learning outcome contained within the study they are likely to be examined, reference
guide. This includes knowledge, techniques, should be made to the relevant Finance Act
principles, theories, and concepts as article written by the examining team and
specified. For the financial accounting, audit published on the ACCA website.
and assurance, law and tax exams except
where indicated otherwise, ACCA will None of the current or impending devolved
publish examinable documents once a year taxes for Scotland, Wales, and Northern
to indicate exactly what regulations and Ireland is, or will be, examinable.
legislation could potentially be assessed
Additional clarification regarding the
within identified examination sessions. impact of the UK leaving the European
Union (EU)
For most examinations (not tax), regulations
issued or legislation passed on or before For exams in the period 1 June 2021 to 31
31 August annually, will be examinable from March 2022, it will be assumed that the EU
1 September of the following year to 31 acquisition rules continue to apply.
August of the year after that. Please refer to
the examinable documents for the exam
(where relevant) for further information.

Regulations issued or legislation passed in

accordance with the above dates may be
examinable even if the effective date is in
the future.

The term issued or passed relates to when

regulation or legislation has been formally
approved.

The term effective relates to when regulation

or legislation must be applied to an entity’s
transactions and business practices.

The study guide offers more detailed

guidance on the depth and level at which the
examinable documents will be examined.
The study guide should therefore be read in
conjunction with the examinable documents
list.

For UK tax exams, examinations falling

within the period 1 June to 31 March will
generally examine the Finance Act which
was passed in the previous year. Therefore,
exams falling in the period 1 June 2022 to
31 March 2023 will examine the Finance Act

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 Performance Management (PM)

6. Relational diagram linking Performance Management

(PM) with other exams

This diagram shows links between this exam and other exams preceding or following it.
Some exams are directly underpinned by other exams such as Advanced Performance
Management by Performance Management. This diagram indicates where students are
expected to have underpinning knowledge and where it would be useful to review previous
learning before undertaking study.

7. Approach to examining the syllabus

The syllabus is assessed by a three-hour computer-based examination. Prior to the start of

the exam candidates are given an extra 10 minutes to read the exam instructions.

All questions are compulsory. The exam will contain both computational and discursive
elements.

Some questions will adopt a scenario/case study approach.

Candidates are provided with a formulae sheet.

Section A of the exam comprises 15 objective test questions of 2 marks each.

Section B of the exam comprises of three case style questions. These each contain five
objective test questions of two marks each which are based around a common scenario.

Section C of the exam comprises two 20 mark constructed response questions. One of the
20-mark questions will come from the performance measurement and control area of the
syllabus and the other will come from the decision-making techniques and/or budgeting and
control areas of the syllabus. These questions may also include requirements related to the
management information systems and data analytics, and accounting for environmental and
sustainability areas of the syllabus. The section A questions and the questions in section B
can cover any areas of the syllabus.

Total 100 marks

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 Performance Management (PM)

8.Introduction to the syllabus

The aim of the syllabus is to develop knowledge and skills in the application of management
accounting techniques to quantitative and qualitative information for planning, decision-
making, performance evaluation, and control.

The syllabus for Performance Management (PM), builds on the knowledge gained in
Management Accounting (MA) and seeks to examine candidates’ understanding of how to
manage the performance of a business. It also prepares candidates for more specialist
capabilities which are covered in Advanced Performance Management (APM).

The syllabus begins by focusing on the information needs, technologies and systems required
by organisations to manage and measure performance in the modern, competitive
environment. It is vital for an accountant to understand how information systems and
developments in technology influence the management accounting techniques employed and
how vital information systems are in the mechanisms of managing and controlling an
organisation.

The syllabus then introduces more specialised costing and management accounting topics.
There is some knowledge assumed from Management Accounting (MA) – primarily overhead
treatments. The objective here is to ensure candidates have a broader background in
management accounting techniques.

The syllabus then considers decision-making. Candidates need to appreciate the problems
surrounding scarce resources, pricing and make-or-buy decisions, and how this relates to the
assessment of performance. Risk and uncertainty are a factor of real-life decisions and
candidates need to understand risk and be able to apply some basic methods to help resolve
the risks inherent in decision-making.

Budgeting is an important aspect of many accountants’ lives. The syllabus explores different
budgeting techniques, including quantitative techniques, and the problems inherent in them.
The behavioural aspects of budgeting are important for accountants to understand, and the
syllabus includes consideration of the way individuals react to a budget. The preparation of
fixed, flexible and incremental budgets is assumed knowledge from Management Accounting
(MA).

Standard costing and variances are then built on. All the variances examined in Management
Accounting (MA) are assumed knowledge in Performance Management (PM). Mix and yield
variances and planning and operational variances are explored here, and the link is made to
performance management. It is important for accountants to be able to interpret the numbers
that they calculate and discuss what they mean in the context of performance.

The syllabus concludes with performance measurement and control. This is a major area of
the syllabus. Accountants should appreciate the importance of both financial and non-financial
performance measures in management and should also appreciate the difficulties in
assessing performance in divisionalised businesses and the problems caused by failing to
consider external influences on performance. This section leads directly to Advanced
Performance Management (APM).

All of the subject areas covered in this syllabus could be examined in either a public sector or
private sector context.

Section F of the syllabus contains outcomes relating to the demonstration of appropriate digital
and employability skills in preparing for and taking the PM examination. This includes being

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 Performance Management (PM)

able to interact with different question item types, manage information presented in digital
format and being able to use the relevant functionality and technology to prepare and present
response options in a professional manner. These skills are specifically developed by
practicing and preparing for the PM examination, using the learning support content for
computer-based examinations available via the practice platform and the ACCA website and
will need to be demonstrated during the live examination.

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 Performance Management (PM)

9. Main capabilities

On successful completion of this exam, candidates should be able to:

A Identify and discuss the information, systems and developments in technology required
for organisations to manage and measure performance.

B Explain and apply cost and management accounting techniques.

C Select and appropriately apply decision-making techniques to facilitate business

decisions and promote efficient and effective use of scarce business resources,
appreciating the risks and uncertainty inherent in business and controlling those risks.

D Identify and apply appropriate budgeting techniques, including quantitative techniques,

and methods for planning and control and use standard costing systems to measure and
control business performance and to identify remedial action.

E Assess the performance of an organisation from both a financial and non-financial

viewpoint, appreciating the problems of controlling divisionalised businesses and the
importance of allowing for external aspects.

F Demonstrate required employability and technology skills.

This diagram illustrates the flows and links between the main capabilities of the syllabus and
should be used as an aid to planning teaching and learning in a structured way.

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 Performance Management (PM)

10. The syllabus 6. Planning and operational variances

A Information, technologies and 7. Performance analysis

systems for organisational
performance E Performance measurement and
control
1. Managing information
1. Performance analysis in private sector
2. Sources of information organisations

3. Information systems and data analytics 2. Divisional performance and transfer

pricing
B Specialist cost and management
accounting techniques 3. Performance analysis in not-for-profit
organisations and the public sector
1. Activity-based costing
4. External considerations and the impact
2. Target costing on performance

3. Life-cycle costing F Employability and technology skills

4. Throughput accounting 1. Use computer technology to efficiently

access and manipulate relevant
5. Environmental accounting information.

C Decision-making techniques 2. Work on relevant response options, using

available functions and technology, as
1. Relevant cost analysis would be required in the workplace.
2. Cost volume profit analysis (CVP)
3. Navigate windows and computer screens
3. Limiting factors to create and amend responses to exam
requirements, using the appropriate tools.
4. Pricing decisions
4. Present data and information effectively,
5. Make-or-buy and other short-term using the appropriate tools.
decisions

6. Dealing with risk and uncertainty in

decision-making

D Budgeting and control

1. Budgetary systems and types of budget

2. Quantitative techniques

3. Standard costing

4. Material mix and yield variances

5. Sales mix and quantity variances

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 Performance Management (PM)

and operational control and decision-

11. Detailed study guide making. [2]

b) Define and discuss the main

A Information, technologies and characteristics of transaction processing
systems for organisational systems; management information
performance systems; executive information systems;
enterprise resource planning systems
1. Managing information and customer relationship management
systems.[2]
a) Explain the role of information systems
in organisations.[2] c) Describe the characteristics (volume,
velocity, variety, veracity and value) of
b) Discuss the costs and benefits of big data.[2]
information systems.[2]
d) Explain the purpose of the big data
c) Explain the uses of the internet, intranet, pyramid (data, information, knowledge,
wireless technology and networks.[2] wisdom). [2]

d) Discuss the principal controls required e) Explain the uses and benefits of big
in generating and distributing internal data, data mining and data analytics,
information.[2] e.g. predictive analytics for planning,
costing, decision-making and
e) Discuss the controls and procedures performance management. [2]
which may be necessary to ensure the
security of highly confidential f) Discuss the challenges and risks of
information that is not for external implementing and using big data and
consumption.[2] data analytics in an organisation.[2]

2. Sources of information B Specialist cost and

management accounting
a) Identify the principal internal and
external sources of management
techniques
accounting information.[2]
1. Activity-based costing (ABC)
b) Demonstrate how these principal
sources of management information a) Identify appropriate cost drivers under
might be used for control purposes.[2] ABC. [1]

c) Identify and discuss the direct data b) Calculate costs per driver and per unit
capture and costs of management using ABC.[2]
accounting information.[2]
c) Compare ABC and traditional methods
d) Identify and discuss the indirect costs of of overhead absorption based on
producing information.[2] production units, labour hours or
machine hours.[2]
3. Information systems and data
analytics 2. Target costing

a) Identify the accounting information a) Derive a target cost in manufacturing

requirements and describe the different and service industries.[2]
types of information systems used for
strategic planning, management control b) Explain the difficulties of using target
costing in service industries.[2]

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 Performance Management (PM)

c) Suggest how a target cost gap might be b) Calculate and interpret the break-even
closed.[2] point and margin of safety.[2]

3. Life-cycle costing c) Calculate the contribution to sales ratio,

in single and multi-product situations,
a) Identify the costs involved at different and demonstrate an understanding of its
stages of the life-cycle.[2] use.[2]

b) Derive a life-cycle cost or profit in d) Calculate target profit or revenue in

manufacturing and service industries.[2] single and multi-product situations and
demonstrate an understanding of its
c) Identify the benefits of life-cycle use.[2]
costing.[2]
e) Interpret break-even charts and profit-
4. Throughput accounting volume charts and interpret the
information contained within each,
a) Discuss and apply the theory of including multi-product situations.[2]
constraints.[2]
f) Discuss the limitations of CVP analysis
b) Calculate and interpret a throughput for planning and decision-making.[2]
accounting ratio (TPAR).[2]
3. Limiting factors
c) Suggest how a TPAR could be
improved.[2] a) Identify limiting factors in a scarce
resource situation and select an
d) Apply throughput accounting to a multi- appropriate technique.[2]
product decision-making problem.[2]
b) Determine the optimal production plan
5. Environmental accounting where an organisation is restricted by a
single limiting factor, including within the
a) Discuss the issues organisations face in context of make-or-buy decisions.[2]
the management of environmental
costs.[1] c) Formulate and solve multiple scarce
resource problems using both linear
b) Describe the different methods an programming graphs and using
organisation may use to account for its simultaneous equations as appropriate.[2]
environmental costs.[1]
d) Explain and calculate shadow prices
C Decision-making techniques (dual prices) and discuss their
implications for decision-making and
1. Relevant cost analysis performance management. [2]

a) Explain the concept of relevant costing.[2] e) Calculate slack and explain the
implications of the existence of slack for
b) Identify and calculate relevant costs for decision-making and performance
specific decision situations from given management.[2]
data.[2] (Excluding simplex and sensitivity to
changes in objective functions)
c) Explain and apply the concept of
opportunity costs.[2] 4. Pricing decisions

2. Cost volume profit analysis (CVP) a) Explain the factors that influence the
pricing of a product or service.[2]
a) Explain the nature of CVP analysis.[2]

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 Performance Management (PM)

b) Calculate and explain the price elasticity 6. Dealing with risk and uncertainty in
of demand.[1] decision-making

c) Derive and manipulate a straight line a) Suggest research techniques to reduce

demand equation. Derive an equation for uncertainty e.g. focus groups, market
the total cost function (including volume- research.[2]
based discounts).[2]
b) Explain the use of simulation, expected
d) Calculate the optimum selling price and values and sensitivity.[1]
quantity for a product, equating marginal
cost and marginal revenue.[2] c) Apply expected values and sensitivity to
decision-making problems.[2]
e) Evaluate a decision to increase
production and sales levels, considering d) Apply the techniques of maximax,
incremental costs, incremental revenues maximin, and minimax regret to
and other factors.[2] decision-making problems including the
production of profit tables.[2]
f) Determine prices and output levels for
profit maximisation using the demand- e) Interpret a decision tree and use it to
based approach to pricing (both tabular solve a multi-stage decision problem.[2]
and algebraic methods).[2]
f) Calculate the value of perfect and
g) Explain different price strategies, imperfect information.[1]
including:[2]
i) All forms of cost-plus D Budgeting and control
ii) Skimming
iii) Penetration
iv) Complementary product 1. Budgetary systems and types of
v) Product-line budget
vi) Volume discounting
vii) Discrimination a) Explain how budgetary systems fit within
viii) Relevant cost the performance hierarchy.[2]

h) Calculate a price from a given strategy b) Select and explain appropriate

using cost-plus and relevant cost.[2] budgetary systems for an organisation,
including top-down, bottom-up, rolling,
5. Make-or-buy and other short-term zero-based, activity-based, incremental
decisions and feed-forward control.[2]

a) Explain the issues surrounding make-or- c) Describe the information used in budget
buy and outsourcing decisions.[2] systems and the sources of the
information needed.[2]
b) Calculate and compare “make” costs
with “buy-in” costs.[2] d) Indicate the usefulness and problems
with different budget types (including
c) Compare in-house costs and outsource fixed, flexible, zero-based, activity-
costs of completing tasks and consider based, incremental, rolling, top-down,
other issues surrounding this decision.[2] bottom-up, master, functional).[2]

d) Apply relevant costing principles in e) Prepare flexed budgets, rolling budgets

situations involving shut down, one-off and activity-based budgets.[2]
contracts and the further processing of
joint products.[2] f) Explain the beyond budgeting model,
including the benefits and problems that

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 Performance Management (PM)

may be faced if it is adopted in an 4. Material mix and yield variances

organisation.[2]
a) Calculate, identify the cause of, and
g) Discuss the issues surrounding setting explain material mix and yield
the difficulty level for a budget.[2] variances.[2]

h) Explain the benefits and difficulties of the b) Explain the wider issues involved in
participation of employees in the changing material mix e.g. cost, quality
negotiation of targets.[2] and performance measurement issues.[2]

i) Explain the difficulties of changing a c) Identify and explain the relationship of

budgetary system or type of budget the material usage variance with the
used.[2] material mix and yield variances.[2]

j) Explain how budget systems can deal d) Suggest and justify alternative methods
with uncertainty in the environment.[2] of controlling production processes.[2]

2. Quantitative techniques 5. Sales mix and quantity variances

a) Analyse fixed and variable cost a) Calculate, identify the cause of, and
elements from total cost data using explain sales mix and quantity
high/low method.[1] variances.[2]

b) Explain and apply analysis techniques b) Identify and explain the relationship of
including correlation, regression and the sales volume variances with the
time series.[2] sales mix and quantity variances.[2]

c) Estimate the learning rate and learning 6. Planning and operational variances
effect.[2]
a) Calculate a revised budget.[2]
d) Apply the learning curve model to a
budgetary problem, including b) Identify and explain those factors that
calculations on steady states [2] could and could not be allowed to revise
an original budget.[2]
e) Discuss the benefits and limitations of
correlation, regression and time series c) Calculate, identify the cause of and
techniques, and, also the reservations explain planning and operational
with the learning curve model.[2] variances for: [2]

3. Standard costing i) sales, including market size and

market share;
a) Explain the use of standard costs.[2] ii) materials;
iii) labour, including the effect of the
b) Outline the methods used to derive learning curve.
standard costs and discuss the different
types of cost possible.[2] d) Explain and discuss the manipulation
issues involved in revising budgets.[2]
c) Explain and illustrate the importance of
flexing budgets in performance 7. Performance analysis
management.[2]
a) Analyse and evaluate past performance
d) Explain and apply the principle of using the results of variance analysis.[2]
controllability in the performance
management system.[2]

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 Performance Management (PM)

b) Use variance analysis to assess how 2. Divisional performance and transfer

future performance of an organisation pricing
can be improved.[2]
a) Explain and illustrate the basis for setting
c) Identify the factors which influence a transfer price using variable cost, full
behaviour.[2] cost and the principles behind allowing
for intermediate markets.[2]
d) Discuss the effect that variances have
on staff motivation and action.[2] b) Explain how transfer prices can distort
the performance assessment of
e) Describe the dysfunctional nature of divisions and decisions made.[2]
some variances in the modern
environment of JIT and TQM.[2] c) Explain the meaning of, and calculate,
Return on Investment (ROI) and
f) Discuss the behavioural problems Residual Income (RI), and discuss their
resulting from using standard costs in shortcomings.[2]
rapidly changing environments.[2]
d) Compare divisional performance
E Performance measurement and recognise the problems of doing
and control so.[2]

1. Performance analysis in private 3. Performance analysis in not-for-profit

sector organisations organisations and the public sector

a) Describe, calculate and interpret a) Comment on the problems of having

financial performance indicators (FPIs) non-quantifiable objectives in
for profitability, liquidity and risk in both performance management.[2]
manufacturing and service
organisations. Suggest methods to b) Comment on the problems of having
improve these measures.[2] multiple objectives in not-for-profit
organisations and the public sector.[2]
b) Describe, calculate and interpret
non-financial performance indicators c) Explain how performance could be
(NFPIs) and suggest methods to measured in not-for-profit organisations
improve the performance indicated.[2] and the public sector.[2]

c) Analyse past performance and suggest d) Outline Value for Money (VFM) as a
ways for improving financial and non- public sector objective.[1]
financial performance.[2]
e) Describe, calculate and interpret
d) Explain the causes and problems non-financial performance indicators
created by short-termism and (NFPIs) and suggest methods to
financial manipulation of results and improve the performance indicated.[2]
suggest methods to encourage a
long-term view.[2] f) Discuss the difficulties of target setting
in qualitative areas.[2]
e) Explain and interpret the Balanced
Scorecard, and the Building Block g) Analyse past performance and suggest
model proposed by Fitzgerald and ways for improving financial and non-
Moon.[2] financial performance.[2]

f) Discuss the difficulties of target setting h) Explain the causes and problems
in qualitative areas.[2] created by short-termism and
financial manipulation of results and

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 Performance Management (PM)

suggest methods to encourage a

long-term view.[2]

4. External considerations and the

impact on performance

a) Explain the need to allow for

external considerations in
performance management,
including stakeholders, market
conditions and allowance for
competitors.[2]

b) Suggest ways in which external

considerations could be allowed for
in performance management.[2]

c) Interpret performance in the light of

external considerations.[2]

F Employability and technology

skills

1. Use computer technology to

efficiently access and manipulate
relevant information.

2. Work on relevant response options,

using available functions and
technology, as would be required in
the workplace.

3. Navigate windows and computer

screens to create and amend
responses to exam requirements,
using the appropriate tools.

4. Present data and information

effectively, using the appropriate
tools.

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 Performance Management (PM)

12. Summary of changes to Performance Management

(PM)

ACCA periodically reviews its qualification syllabuses so that they fully meet the needs of
stakeholders such as employers, candidates, regulatory and advisory bodies and learning
providers.

The main areas of change to the PM syllabus are summarised in the table below.

Section and subject area Syllabus content

C4 Pricing decisions C4d has been reworded to change
organisation to product.
E3 Performance analysis in not-for-profit E3b and c have been reworded to
organisations and the public sector specifically include not-for-profit
organisations and the public sector.

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