Programme

A programme needs task responsibility time and resources for implementation. In exams these four points are useful elements.

Without a clear objective activities may become scattered. In exams state that a programme starts with the objective.

Evaluation gives learning and improves future planning. In exams connect final evaluation with learning.

Several activities of a campaign together make a programme. In exams identify a social campaign as a programme.

Responsibility centres fix accountability. In exams connect accountability with programme control.

A programme is a coordinated set of activities for achieving an objective. Its timetable specifies when each activity is to begin, end, or be performed; therefore, A is correct. A budget estimates and controls costs, whereas a timetable does not eliminate costs. Exam tip: In planning questions, choose timetable or schedule when the question asks ‘when’.

Logical sequence of activities is necessary in a programme. In exams words like first then finally indicate sequence.

Not informing a related department breaks alignment. In exams communication gap means lack of coordination.

Preparing a detailed programme may need time and resources. In exams write heavy preparation as a limitation of programme.

Interim milestones divide a programme into smaller, measurable stages. They help managers check whether work is proceeding according to schedule and take corrective action promptly if a delay occurs. A final deadline indicates only when the entire programme must be completed; it does not monitor progress in between. Exam tip: associate milestones with progress monitoring and timely control.

A rule is a definite statement to be followed and programme is a combination of activities. In exams remember command versus activity.

Coordination is necessary when many teams work together. In exams multi-department work indicates programme.

The direct answer is Option A: lack of a performance standard. Activities describe what will be done, but a programme also needs a way to judge whether those activities have produced the desired result. A performance standard is a measurable expectation or indicator, such as number of units produced, percentage of customers satisfied, completion time or defect rate. Step by step, the programme lists activities, defines the expected result, measures the actual result and compares the two. Without a standard, success cannot be judged objectively. Option A is correct. Option B, excess of objectives, does not describe the stated problem. Option C, greater clarity of a rule, is unrelated to measuring results. Option D, complete procedure, is the opposite of the deficiency described and still does not necessarily provide a success measure. Exam cue: no measurement method means no performance standard or indicator.

Always coming on time is related to routine discipline or rule. In exams do not treat regular standing behaviour as a programme.

Activities in a programme are connected so resources are needed on time. In exams link delay with interdependence.

Many stages of a village awareness campaign are a programme. In exams an ordered awareness plan is programme.

The direct answer is A, practicality and acceptance increase. People who will perform, support or be affected by a programme often know practical difficulties that a planner may miss. Consultation can reveal whether the time, resources, procedures and workload are realistic. It also gives concerned people a voice, so they are more likely to understand, support and accept the programme. Option A is correct. Option B is wrong: consultation does not automatically turn a programme into a legal or compulsory rule. Option C is wrong: the objective remains necessary and should become clearer through discussion. Option D is wrong: consultation does not stop activities; it helps organise them better. The exam cue is: participation improves practicality and acceptance.

Vague responsibility makes it difficult to fix accountability. In exams write one clear responsible person for a task.

A programme is a broad plan that can include many supporting plans. In exams understand programme as a composite plan.

A programme gives an objective an implementable form. In exams programme is the bridge from objective to execution.

The direct answer is Option A: work continuity. A backup person is someone prepared to perform an activity if the primary person is absent, unavailable, or unable to continue. This arrangement reduces the risk that one person’s absence will stop the programme. It supports continuity, timely completion, and better risk management. Option A is correct because the work can continue without a long interruption. Option B is wrong because a backup person does not make the objective unclear; clear objectives are a separate planning matter. Option C is wrong because appointing a backup does not necessarily create an unavoidable cost increase. Option D is wrong because backup arrangements do not end rules. Memory cue: backup means business can continue when the first person is unavailable.

A successful programme must convert an objective into specific and coordinated action. For this, it should state the activities to be performed, the time available, the resources required, and the person or group responsible for each task. These details make the plan practical, measurable, and easier to supervise. Merely writing an objective does not explain how the objective will be achieved.

Option A is correct because clear objectives, activities, time, resources, and responsibility give the programme operational strength. A deadline helps measure progress, resources make the activities possible, and assigned responsibility prevents confusion. If there is no deadline or nobody is responsible, even a good idea may remain incomplete. Thus, the first option presents the conditions that make successful execution more likely. The supplied answer is consistent with sound planning principles.

Documentation preserves learning. In exams connect experience recording with improvement in future planning.

Activities in a programme are often connected with one another. In exams link dependent activities with sequence and coordination.

When many coordinated activities aim at one objective it is a programme. In exams campaign plus review date indicates programme.