cima management case study results

1. CIMA case study exam basics

“At what stage do I sit these exams?”

In your CIMA journey, there are three case studies you’ll have to conquer (unless you have a relevant CIMA exemption). 

The first case study you’ll take is the Operational Case Study (OCS). We’ll go into more detail about what’s assessed in this case study shortly, but for now, you just need to know that you’ll take this once you’ve passed your P1, E1 and F1 exams (or online assessments if you’re on the FLP route). 

Once this is out of the way, you can then return to the familiar ground of objective tests (or online assessments), as you’ll take P2, E2 and F2. When you’ve passed these, you’ll have to take another case study exam – this time, the Management Case Study (MCS). Note, if you are a Master’s Gateway student, the MCS is known as the CIMA Gateway Exam.

The final case study in your CIMA journey will be the Strategic Case Study (SCS), and you’ll sit this once you’ve passed P3, E3 and F3.

Please note, if you’re a student studying via the FLP route you will complete online assessments instead of sitting your objective tests. To find out more about the CIMA FLP check out our guide . 

“But what exactly are case study exams?”

You’ll have probably gathered by now that case study exams are different to the other CIMA exams. But how so? Here are the key points:

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How to Pass CIMA Case Study Exams: Detailed Guide to Success

This CIMA case study article shows you how to write an answer that puts you ahead of 90% of candidates, offers expert preparation tips, and increases your chances of obtaining your qualification.

1. How to Pass CIMA Case Study Exams: An Introduction to Our CIMA Exam Experience

In the last five years, we’ve helped over 10,000 CIMA students from 94 countries prepare for and pass their CIMA exams. In that time, VIVA’s tutors have seen every kind of exam answer you can imagine.

As an official CIMA tuition provider, we've seen everything; the good, the bad, and the downright baffling! But more importantly, we’ve also seen what works, and what definitely does not work.

In this article, we’ve compiled all of the key DOs and DON’Ts our CIMA tutors have gleaned from their years marking VIVA students’ CIMA mock exam answers. We see the same kinds of mistakes made over and over again. And the great news for you is — these mistakes can be very quickly rectified to help you pass your CIMA exams the first time around.

The Starting Point: What to Be Aware of before Learning More about CIMA Exam Strategies

The first step is being aware of what to avoid in CIMA exams.

This sets the foundation for you to go on refining and perfecting your approach. As in any other walk of life, perhaps the most important thing is to avoid doing foolish things rather than seeking perfection.

In the words of the very wise Charlie Munger: “It is remarkable how much long-term advantage people like us have gotten by trying to be consistently not stupid, instead of trying to be very intelligent.”

All the advice below comes directly from our CIMA case study professional tutors, who mark thousands of student scripts throughout the year.

If you wish to get your VIVA mock exam answers corrected, check out our CIMA course pages , where you can obtain professional marking services as part of the Elite Course.

2. What to Expect on Exam Day

Before we get into the meat of the matter, let’s just review what exactly you can expect to be presented with on exam day. (Feel free to skip on to the next section if you are already well acquainted with the Case Study exam format):

• You will be faced with 1 of 3 CIMA exam variants during any specific exam window (that's a total of 6 variants per pre-seen document under the 2019 CIMA syllabus)
• Each variant is broken down into timed sections (maximum of 5, minimum of 3)
• Each section will include either emails, records of conversations, schedules of information or combinations of all 3
• These give new information that leads on from the pre-seen document information
• Within each section, there will be a task or tasks for the candidate to complete (e.g. write a report, write sections of a report, write an email)
• These tasks might be embedded in the body of the email or conversation
• The task or tasks might include several different elements that pull from different pillars and competencies
• Candidates are NOT expected to perform any detailed calculations
• Each section will move through time (you cannot go back to a previous section once you move on to a subsequent section)

Of course, the best way to familiarise yourself with the real-life experience of a CIMA case study exam is to practice as many different mock exams as possible.

VIVA's OCS, MCS and SCS courses come with up to 5 different professionally prepared CIMA mock exams based on the current pre-seen, which you can practice online under timed exam conditions.

You’ll also want to review past CIMA exam variants to familiarise yourself with the different question styles that can come up.

However, there’s no substitute for timed practice based on the current pre-seen material – and that’s what you’ll get with us.

Source: Pexels

3. Reading the Question: Establishing the Case Study Exam Tasks and Requirements

One common error that our tutors' report is that students do not answer all the requirements included in the task.

In some cases, of course, this is simply down to the student not knowing how to answer the particular requirement. However, we have seen many scenarios in which students have simply missed the requirement due to not having read the question carefully enough!

Consider the sample below taken from a case study exam:

Here we have examples of what is sometimes called “triggers”. These are the places in the question where the requirements are explicitly stated.

Triggers are sometimes in the form of questions, sometimes not. Look out for phrases like “I need you to”, “I would welcome your suggestions for”, “Please draft”, and “Can you please include in your report”.

These are the sections that you really need to pay close attention to because it is there that you will be presented with the requirements.

As you can see in the screenshot above, there is one “task”, i.e., the report that you must draft. But the task has two requirements.

One is a comparison of financial performance and the other deals with the introduction of the balanced scorecard.

However, notice that each requirement contains several sub-requirements.

In the case of the first requirement, notice the “and.” You have to both “compare” and “analyse the implications.” Too many students will simply read the “Compare” part and completely pass over the analysis of the implications:

Likewise, in the case of the second requirement. There’s even more going on here, so you must pay close attention as you read through these “triggers.”

Not only do you have to offer your “suggestions for the other three quadrants,” but you also have to “explain why we have chosen the measures for each quadrant” and “ how they will influence behaviours in the company.”

All of these elements must be addressed to gain full marks.

But too often, students only pay attention to the first one or two. It is not necessarily the case that the first thing asked is the most important or even carries the most weight in terms of marks!

So, it’s essential that you carefully read these trigger sections thoroughly, making a note of each requirement as you go.

Another crucial point: answer the questions that have been asked!

This might seem obvious, but you'd be surprised how many students fail to do this. There are two main reasons students fail to answer the question asked:

(i) because they answer a question they wish they had been asked instead;

(ii) They don't read the trigger verbs carefully enough and misinterpret what is being asked.

The first reason has to do with the fact that sometimes, students will carefully prepare for particular kinds of questions during their exam preparation or practice. They will feel much more confident about some particular question types than others and will have prepared very effectively for those question types.

So strong is their hope that this kind of question will come up on exam day that when they read a question that is superficially similar, they will "shoehorn" their prepared answer into that question.

The result is an answer that is either only partly relevant or, in the worst case, utterly irrelevant to the question being asked!

So remember: don't let your hopes/preferences/strengths influence the kind of answer that you give. Allow the question to dictate what kind of answer you write.

The second reason students fail to answer the question asked is that they misinterpret a key term or phrase or forget what they were asked after they start writing. Consider the example below: ‍

In this example, an incorrect interpretation of the question might be to think about identifying the "limitations" or "drawbacks" of TQM, instead of the "obstacles" that might be encountered when implementing TQM.

The second part of the requirement is about how to overcome those obstacles. An incorrect interpretation might be "what the benefits of TQM would be, after implementing."

You can see that these are "similar" kinds of questions, but strictly speaking, they are different. So be very careful when reading the requirements or trigger sections that you identify the key verbs and key terms so you are certain that you are answering what is being asked.

A final point: ensure that your answers are in alignment with the question asked.

This is essentially about ensuring that you do not go off task as you write your answer - that your answer tracks the requirement and corresponds to each part of the requirement.

Too often, students go off task, padding or filling out their answers with irrelevant information. While writing each new paragraph, the key is to briefly refer back to the question and quickly ask yourself: "Is this relevant and contributing to answering the question?".

This is a good "check" to ensure you align your answers with the question.

4. Good Structure and Planning Can Help You Pass Your CIMA Case Study Exam

We really can’t overemphasize the importance of proper structure for your answers when it comes to achieving the required CIMA pass rates.

There are three main reasons why structure and careful planning is essential for getting your CIMA certificate:

1. It helps to ensure you have enough points raised to obtain top marks

2. It helps to prevent the duplication of content

3. It makes life easier for the marker – more precisely, it makes it easier for the marker to see that you have indeed addressed each requirement adequately, where you have done so, and how much you have written for each requirement. Consider good structure as being key to a more positive examiner experience.

If you clearly signal where each task starts and ends with headings and sub-headings and give each relevant point a full, separate paragraph, you will be making the examiner’s life easier (a happy examiner is likely to be more generous with marks!).

The post-exam reports ALWAYS mention the importance of structure. An orderly answer indicates an orderly and clear thought process behind your answer and shows evidence of planning.

5. Our Top Tips for CIMA Case Study Exam Structure and Planning

Firstly, a common question from students is: how do I know how many paragraphs to write for each task?

Now sometimes, we get lucky and a task or requirement will say something like: "Identify five risks..." or "Give three benefits...". In such questions, it's obvious how many paragraphs there should be!

For five risks, we will write five paragraphs, one for each risk. For the three benefits, we will write three paragraphs, one for each benefit.

Unfortunately, CIMA isn't always so generous! We are not always given the specific number of points explicitly. And so the question then becomes: how do we decide on the number of paragraphs to write?

The key is to look at the percentage of marks allocated for that particular task. CIMA now includes a percentage allocation for each task.

A good rule of thumb here is that for every 10% allocated to a particular task, you add one paragraph. So if a task is worth, say, 33%, you will write approximately three paragraphs. If a task is worth 60%, you will write about six paragraphs.

Note that this is a "rule of thumb." This, of course, isn't supposed to be a perfect formula, but rather a guideline to get you started.

There may be cases where four paragraphs are sufficient for a 60% task, if the paragraphs are long and substantial enough in terms of content . Nevertheless, this is a useful general guideline.

We recommend that you plan and structure your answers before you begin writing. 

However, many people lose valuable time at the beginning of each section planning their answers elaborately on the separate whiteboard provided on exam day. Instead, we recommend planning your answer within the answer box itself, not on the whiteboard or outside of the answer box.

A great way to plan on the fly is to work up a structure and fill in the gaps as you proceed. This forces you to get writing immediately, and by the time your structure is "filled out" the answer pretty much writes itself as you just go back and flesh out each heading and sub-heading:

Requirement A (this would correspond to the first requirement, so use an appropriate title, e.g., “Financial Performance”)

- Paragraph 1 (relates to first major point): idea 1, idea 2, idea 3 (If you have time, it’s worth emphasising the title of this key point by underlining it or putting it in bold, for example)

- Paragraph 2 (relates to second major point): idea 1, idea 2, idea 3

- Paragraph 3 (relates to third major point) etc etc: idea 1, idea 2, idea 3

Requirement B (this would correspond to the second requirement, e.g., "Balanced Scorecard")

…repeat as per above

TASK 2…repeat as per above

Remember, get straight to the point.

Write a 1-2 line introduction at the beginning of your answer, restating briefly what you were asked and the order in which you will address each point in the body of your answer.

Too many students waste time in their opening remarks repeating information we already know or rehearsing irrelevant information.

(You will see in VIVA’s model answers how short the introductions are -> you want to give yourself as much time and space as possible to demonstrate your knowledge and understanding! No marks are given for pleasantries).

It's also a good idea to have a "time plan" for each section of the exam. Now some students worry when they hear this: "ANOTHER PLAN!? Isn't that just going to waste even more of my time!?" 

But there is no need to worry here because a time plan is really very simple - but also crucially important! You need to know roughly how much time you can spend on each task so you don't run out of time!

The first thing to do is, note the length of time allocated per section. In the case of the OCS and MCS, that will typically be 45 minutes per section (with 4 sections in total).

In the case of the SCS, it will typically be 60 minutes per section (with 3 sections in total). The next thing to note is that not all of that time will be or can be spent literally answering the question.

Because, of course, some of that time will be needed for reading the question! So it's a good idea to deduct a short amount of time from the total allocated to a section and consider this your "reading time."

A good target is around 5 or 6 minutes maximum for reading the question. The amount left over after you deduct the reading time is the amount that you can allocate to actually writing your answer.

Now, remember: writing your answer should include the planning process. So you don't need to allocate a separate portion of time to the "planning." Consider planning and writing part of the whole answering process.

So after you deduct the reading time, you now need to decide how to allocate the "answer time."

And this is a relatively simple process. Note the percentages allocated to each task/subtask. Then use that to calculate that percentage of the answer time.

So, for example, let's say you have a section of 45 minutes. You deduct 5 minutes for reading time, which leaves 40 minutes.

Let's say there are two tasks: the first one is worth 60%, and the second one is worth 40%.

60% of 40 minutes is 24 minutes. 40% of 40 minutes is 16 minutes.

And there you have it! You would have 24 minutes to write your answer for the first task, and 16 minutes to write your answer for the second task.

7. A Quick Word on CIMA Case Study Answer Length

I'm sure you've all heard the cliche, "it's about quality, not quantity"!

Of course, there's a kernel of truth to that. But let's be realistic: you're not going to pass your exam if you write 2 lines of text, even if they're the best lines ever written by a CIMA student!

So the cliche only gets us so far. The reality is that markers consistently report that longer answers do tend to score higher marks. And that shouldn't be surprising. 

Other things being equal, the longer an answer is, the more likely it will contain more points - or more detailed points.

When it comes to the OCS and MCS exams, you should be aiming for a minimum of 2 pages, but ideally, 3 pages in a typical 45-minute section would be best if you want to score well.

Each relevant point you make should get a separate paragraph and be supported by examples, reference to the pre-seen and perhaps the real-life industry if applicable, and relevant theories from the Enterprise, Performance and Financial pillars.

In the case of the SCS exam , you should aim for a minimum of 2.5 pages, but ideally, 3.5 pages + in a typical 60-minute section if you want to score well.

8. What about the Content of Your CIMA Exam Answers?

Of course, we can’t tell you exactly what to write – that depends on the questions asked on the day! But there are some fundamental rules of thumb and principles that you should bear in mind.

(i) Justify and Explain

One very simple but crucial point is the following: you have to justify all your arguments and should explain technical terms.

Now that might appear obvious. But you’d be surprised how frequently students fail to do these basic things. And our tutors believe they know why.

This is the error of assuming that the marker will already know what you are talking about. The thing is, they probably will! But that’s not the point.

The point of the exam is to demonstrate your understanding!

So even if you think your marker will probably know what you mean, you should act as if they might not. Show them that you understand, and leave no room for doubt.

A good tip here is to try to really adopt the role that you have been assigned - and correspondingly, speak to the character whom you are addressing in the scenario as if they really are that person!

That way, you are more likely to consider terms they may not fully understand and give more comprehensive explanations of your arguments and conclusions.

Consider the following passage, which is taken verbatim from a past student’s mock exam answer for the Strategic Case Study of May 2018:

“Mr. Winston, however, may not understand the online streaming industry, where consumers just want to watch movies and tv series without interruptions of advertisements in between. His presence may also de-motivate other employees looking to grow within the business. The cultures may be different and it will take him a long time to get used to the streaming business.”

The student left it at that and then moved on to the following requirement. You should be able to see clearly what is wrong here, even without knowing what question was asked.

Each of the three sentences above could (and should have) been explained. Take the first. The obvious question is: why may Mr. Winston not understand the streaming industry?

Consider then the second sentence. The obvious question here is, why might his presence de-motivate other employees?

There’s a hint when he mentions other employees have been willing to “grow within the business,” but the student still fails to make his argument explicit.

What he might be trying to say is that, given that existing employees have grown with the business and have been loyal to the company for a long time, they might feel some resentment towards an external person being given a high-ranking position – instead of hiring from within the company.

But this is not what the student wrote. And so, he lost potential marks by not spelling it out. In the case of the final sentence, there are two more key points left undeveloped: in what way exactly may the cultures be different? And why might it take Mr. Winston a long time to get used to the business?

It’s clear that these points seemed obvious to the student, but he ultimately lost marks because he did not demonstrate understanding.

What you’ll often find is that, once you begin to explain something that seems to “go without saying,” you actually think of interesting points that you hadn’t considered before or that you had forgotten. You want to give yourself as much opportunity to make as many points as possible in support of your answer.

(ii) Give Specific Examples in Terms of the Pre-seen Company

It is not enough to simply define a theory or principle or even to explain a theory or principle in the abstract.

You have to apply it as well. What does that mean?

Basically, you have to be able to say why or how a particular theory/principle/method is relevant to the specifics of the unseen and pre-seen information.

Ask yourself: How can this theory be applied to the current case? What are some concrete examples of the abstract concepts I am using here in terms of the current company?

To follow my own advice, let’s look at another example from another real student’s answer. In this case, the student is asked to give examples for each category in a cost of quality report (OCS May 2018). The student’s answer to this requirement is as follows:

“A) Examples of costs to be included in each category of the report are as below:

1. Wastage of materials when errors are found.

2. Duplication of workload when errors are found

3. Damage to morale when work has to be repeated

1. Loss of consumer confidence

2. Damage to reputation

3. Cost of replacing the product

1. Invest in better-trained staff to ensure fewer errors in production.

2. Invest in higher quality materials to ensure the material doesn't fail.

3. investment in automating processes to reduce human error

1. Inspection of raw materials on arrival

2. Inspection of completed goods before they leave the factory

Notice that this segment of the answer is quite well-structured. The student uses headings and sub-headings and orders the answer logically.

However, the problem is that the student doesn’t actually give specific examples for each category that are derived from the company in question (a luxury bag manufacturer in this case).

Instead, she gives generic examples that could come from almost any company that manufactures any product. In this case, the student would need to provide specific examples.

So instead of simply saying “wastage of materials when errors are found,” the student should give concrete examples of errors that could occur in the context of this company, a luxury bag manufacturer. What kinds of materials are likely to be wasted? What kinds of errors might be found?

These are the kinds of questions you should be asking yourself when applying a particular theory or model to the current case. The marker needs to see that you can actually use the theories and models you have learned during your objective studies in a real-world scenario and in a realistic way.

This shows you’re ready for the real world as a management accountant! Simply giving generic examples that could equally well apply to any number of companies or scenarios is not sufficient to score full marks.

(iii) Avoid List-style Answers

Another common error is that students will give their answers in the form of bullet points.

Unfortunately, this is not what markers are looking for. It might seem neat and tidy and concise to you, but to a marker, it will simply give the impression of superficial engagement. Lists also give the impression that you are rushing through the answer.

Try to write your answers in prose style. It should be conversational but professional. You are trying to engage with and guide the fictional person who has asked for your assistance. Throwing a list of bullet points without elaboration will not be acceptable!

Now that’s not to say that you can’t use bullet points to structure your answers. But this is different from simply having a list of one-liners alongside bullet points.

You may organize your sub-headings in a bullet-point style, but what follows should be in prose style, with full sentences, explanations, examples and justifications.

9. Managing Technical CIMA Questions That Appear in Exams

Many students mistakenly believe that when it comes to more technical questions involving financial statements and “the numbers,” a different approach is necessary.

Students feel they need to spend much of their time performing calculations and showing off their ability to use various formulae from their objective studies. 

However, this is not the case. In fact, you are not expected to perform lengthy calculations when it comes to technical components in the case study exam. Instead, the extent to which you will be expected to demonstrate your technical capacities corresponds to the following:

You will need to be able to:

- explain how the content of a schedule/table/financial statement has been prepared

- interpret the solution from a schedule/table/financial statement

- interpret the information within the schedule/table/financial statement

- explain the accounting treatment for a certain type of transaction and the impact on the financial statements

The occasional basic calculation can be made to illustrate a point or to support your interpretation, but that interpretation should be written in prose form.

Markers do not want to see long strings of calculations and formulae without any written explanation or justification. If you do include calculations, keep them short, and focus instead on demonstrating your understanding through written means.

When it comes to a general approach to technical components, we recommend that you follow the order of operations indicated in the diagram below:

We've already dealt with structure above.

In terms of content, it's a good idea to start with the general theoretical and technical concepts/principles that you are going to be using in the requirement. You don't need to spend too long on this phase - you're not expected to give a complete, exhaustive abstract explanation of a model or theory.

Rather, give a short but jargon-free summary of the model or theory that you are making use of. You want to spend as much time on the application phase as possible. This is where you will demonstrate your deep theoretical understanding. 

Remember, markers want to see you applying your knowledge as if you were really working in this company, in the specified role, and charged with the tasks outlined in the exam .

Simply stating abstract principles would not be acceptable in the real world. Nor is it acceptable in the CIMA case study exam.

Finally, and ideally, you want to move beyond the narrow application of the relevant theory to the specifics of the case.

Markers like to see students adopt a wider perspective of the business and spell out some of the broader implications of your solution to the task/requirement.

It's a good idea here to stretch out your time horizon and consider second and third-order consequences of a particular action - positive or negative.  

Markers also like to see students derive conclusions and recommendations in questions where students are asked to consider advantages and disadvantages/risks and benefits of particular courses of action. This shows deeper engagement with the case and wider business awareness.

10. How to Pass CIMA: Key Takeaways for Upcoming Case Study Exams

When it comes to case study success, there are three really key components:  

1. Solid theoretical knowledge relating to objective subjects

2. Intimate knowledge of the pre-seen and some familiarity with industry trends

3. Excellent exam answer technique

Too many CIMA students get hung up on revising their objective test theory in the wrong way, i.e., committing theory to memory from their CIMA objective test textbook material. The result is less flexibility in producing answers to new problems.

A much better approach is to review key theories by applying each one to the specifics of the current pre-seen document.

In this way, you kill two birds with one stone, i.e., solid theoretical knowledge and intimate knowledge of the pre-seen.

Then it's all about honing your exam technique. The reality is, our markers report over and over again that the typical student's main problem often isn't so much their lack of theoretical knowledge (although that is sometimes definitely the case), as they cannot order their thoughts, apply their knowledge, and master their timing.

 When it comes to timing, there's no substitute for practice (all of VIVA's mocks can be taken in our online CIMA exam simulator under timed conditions).

If you combine practice with careful attention to the points listed above, you will likely write an exam answer that puts you ahead of 90% of CIMA students.

11. Get Ahead with VIVA Financial Tuition

It doesn't matter what kind of business career you're after, CIMA qualifications can unlock a brighter future.

Whether you aim to be a Chief Financial Officer or business owner, our CIMA exam tips and advice can get you where you want to go faster, and for a fraction of the cost of traditional tuition providers. Start your journey today and discover our range of CIMA courses .

Check out our market-leading Study Packs for the current Case Study. The packs include hours of high-quality video tuition by some of the world's leading CIMA experts, alongside mock exams modelled closely on the official CIMA exams and a whole range of support materials. You might also want to read: Working through your CIMA Case Study Course .

Like to explore how VIVA can help you with your CIMA studies?

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7 Ways to Pass Your CIMA Case Study Exams

Follow these 7 simple steps to avoid the panic and clear the path ahead to enjoy cima case study exam success..

You’ve got your CIMA case study pre-seen… but don’t panic! Panic is contagious and can create tunnel vision. Just like your exam focus, a bigger picture vision is key when it comes to your case studies.

First of all, let’s look at the question a lot of students are asking –

“I’ve got my pre-seen – What next?”

Upon receiving their pre-seen, CIMA students can enter a state of frenzy. Recurring questions include:

• Where should I start?
• Who should I turn to?
• What products should I buy?
• Are there hints in the pre-seen?
• How many mocks should I do?

Follow these 7 simple steps to avoid the panic and clear the path ahead to enjoy case study exam success.

1. Follow a Focused Study Plan

Starting your study is often the hardest step to take. In our experience, following a plan increases productivity, cuts time-wasting, tracks progress and allows for personal planning around the study to maintain a healthy study-life balance.

Identifying that initial starting point can seem daunting; that’s why learnsignal has designed a downloadable study plan to reduce your workload. Our study plan is designed to steer you down the best possible track to achieve your goals and get you through the exam. Strive for progress, not perfection, and keep your head in the game.

Get Started with Free CIMA Study Plan

2. start early.

Before you even have your pre-seen, you should gain a thorough understanding of the concept of a case study exam and know what CIMA expects to see in a passing script. While the majority of students will only start their studies after receiving the pre-seen, this isn’t the optimal way to approach such an exam. The key is to start early!

We’ve created a kickstart package available anywhere, anytime, meaning you don’t need to wait for your pre-seen to start studying. Students looking for excuses not to start until the pre-seen release will certainly find them! Trust us, you will have more than enough to cover from this date.

Designed by case study expert Paul Russell, kickstart covers areas such as:

• Case study exam approach
• How to use the pre-seen
• Strategic analysis
• Syllabus transition guides
• Key do’s and don’ts
• Gateway transition guide

Even if you’re not in a position to complete Kickstart in advance of your pre-seen, we recommend using it as your starting point. Knowledge is worth very little without exam technique. Kickstart is all about honing technique…

3. Review the Gateway Transition Guide

We constantly hear about the very low pass rates associated with students entering the CIMA qualification via the Gateway route. As a reminder, Gateway students are those eligible for the accelerated entry route to the CIMA Professional Qualification and the globally recognised CGMA designation.

Gateway students are individuals who hold an MBA or Masters in Accounting or any other qualification that entitles them to certain exemptions within the framework. Eligible individuals are required to take the CIMA ‘Gateway’ Exam, otherwise known as the Management Level Case Study exam.

Gateway students are at a disadvantage over those who have worked their way up the exams and levels. Often, the Gateway exam will be the very first-time such students will sit a CIMA exam and, moreover, an exam in the CBE environment. As a result, they’re not familiar with the CIMA language and style of exam. We understand how tricky it can be to switch from one exam style to another. We’ve developed tailored resources explicitly aimed at Gateway students within our Management Case Study course to tackle this.

4. Pre-Seen Analysis

The pre-seen release marks the beginning of phase two of our case study course. Phase two resources are released on the same day as the pre-seen release. This phase is designed to give you a real feel for the company and industry detailed in the case study and act as a support to drive you towards success from week one right through to exam week.

This phase is split into two parts:

• Video content – Videos cover a number of areas, including strategic analysis, industry review, and financial interpretations relating to the pre-seen company.
• Webinars – Webinars provide an in-depth analysis of all areas of the pre-seen with weekly tasks to ensure that you’re prepared come exam time.

5. Case Study Webinar Series

Webinars can be a great way to learn new information quickly and get the opportunity to ask any questions that have come up during your study. Our six-part webinar series covers a wealth of information with the goal of covering everything you need to pass your case study exam. This includes:

• Strategic analysis and Industry Review
• Ratio Analysis
• Industry Examples
• Pre-learned Paragraphs
• Mock exam walkthroughs
• Correction Question Packs

Following each webinar, tasks or ‘homework’ are assigned to complete in advance of the next webinar to reinforce lessons learnt and keep your mind focused. Each webinar will also have a dedicated Q&A session, open to all participants. The beauty of webinars is that there’s no geographical barrier for students, as individuals can tune in anywhere in the world and ask questions to be answered live.

This is also an excellent opportunity for students to interact with each other. Sometimes all you may need is a little encouragement in the midst of chaos to keep going. Webinars can be the perfect channel for motivational content and support.

6. Mock Exams & Practice Packs

Knowledge is power, but knowledge without exam technique won’t get you far. It’s irrelevant how much you know going into the exam; if you’ve not mastered the technique of deciphering the information and determining which parts of your knowledge are relevant to the question, chances are you won’t pass.

Bear in mind this process is time-constrained, so cultivating your exam technique by doing mock exams and practice questions gives you the best possible chance of passing the first time.

Mock exams are a fundamental part of your study because:

• They provide an opportunity to practice proven revision strategies and figure out what study style works best for you
• They are an effective way to enhance your knowledge and improve your ability to recall relevant information under time constraints
• Practicing exam standard questions in a strict, allocated timeframe familiarises you with the feeling of pressure, affording you the time to identify stress-relieving techniques that suit you in the run-up to your exam.

Explore our resources: CIMA Mock Exams – Test your knowledge and identify areas for improvement with our CIMA mock exams.

7. Remember the Bigger Picture

You are mid-question, and there it is, momentary panic. What if I fail? What if I can’t remember anything on the day? What if I don’t understand the question? What if my friends pass and I fail? What if I’m not up to this? Pause, and breathe. The only question you should be concerned about is: Why am I doing this? Think back to why you made the decision to study CIMA in the first place.

Chances are you made this decision to enhance your career, make more money, improve the quality of your life etc. Practice focusing on this. Practice changing those tough mental questions from a negative to a positive – instead of asking yourself, “what if I fail?” ask yourself, “what if I pass?”

Visualise yourself opening your results and seeing that ‘Pass’. How good will you feel? If you want something enough, you can make it happen. Whether you believe you can or you can’t, chances are you’re probably right! Belief + Commitment = Pass.

Final Thoughts

Starting your case study exam at any level can feel intimidating, particularly for Gateway students. It’s an entirely different exam style from the Objective Test exam format. Unfortunately, there’s only one way to move up the levels within CIMA and ultimately achieve that sought-after designation – passing your case study exams. While the case study exams are complex, we’re here to guide you through them. You are well-positioned to tackle the case study exam head-on with everything in one place.

Everything You Need to Know About Accounting Standards

What is scaled scoring for cima ot exams, current ratio & quick ratio: use of liquidity ratios, cima exams: new resources to pass ot & case study, cima classroom vs. online learning: which is better for you.

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Strategic level case study Highest Achievers

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Strategic case study

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Register now for the digital-first pathway to completing CIMA’s CGMA Professional Qualification. 

Earn CGMA designation with guided learning.

Register with CIMA and start studying apprenticeships today

The Self-Tailored Learning and Assessment Route

The self-tailored study and assessment route to completing the Professional Qualification is made up of nine subjects that are organised into three pillars and three levels.

The three pillars are designed to cover finance and a range of other business areas:

• The Enterprise Pillar - Develop and implement strategies
• The Performance Pillar - Track activities and ensure that strategies are realistic and effective
• The Financial Pillar - Prepare and understand financial statements to keep an eye on performance and inform company decisions

As you progress through the qualification, the content of each of the three levels encourage progressive, constant development of knowledge across the three pillars, ensuring you have the skills business need the most, positioning you to take on leadership roles within your organisation

Self-Tailored Learning and Assessment route structure

Nine subjects organised into three pillars and three levels

Objective Tests

Nine 90 minute computer-based and on-demand exams

Case Studies

You can take three three-hour exams at each level during four windows per year. You will need to pass all three objective tests (or have an exemption) before sitting the case study exam

Completion time

Three to four years

The Structure

The operational level.

At the Operational level, the focus is on short term decision making. Once you’ve completed it, you’ll be able to work with others in your organisation and use appropriate data and technology to translate medium term decisions into short term actionable plans.

Once you’ve finished the Operational level, you’ll be awarded the CIMA Diploma in Management Accounting (CIMA Dip MA).

Managing finance in a digital world

In this first subject of the Professional Qualification, you’ll learn about the central role that finance plays in an organisation, and how and why technologies used impact the finance function. 

You’ll learn how to use and examine data collected and processed by machines to create and preserve value for organisations. 

And you’ll get to know how the finance function is structured and shaped, and how it interacts with other parts of the organisation to achieve the objectives of the whole organisation.

Syllabus at a glance:

A. Role of the finance function

B. Technology in a digital world

C. Data and information in a digital world

D. Shape and structure of the finance function

E. Finance interacting with the organisation

Assessment: Objective Test

• Format: Computer Based
• Availability: Online and on-demand from the comfort of your own home or office or at any of the 5,500 Pearson VUE centres around the world
• Length: 90 minutes
• Questions: 60 objective test questions
• Marking: Computer marked
• Results: Provisional results available immediately followed by confirmation no more than 48 hours later

Management Accounting

Here, you’ll learn why costing is done and what it is used for, including appropriate costing methods and techniques and where digital costing might be used.

Then you’ll cover how budgets are prepared and implemented across the organisation and the impact these have. You’ll also learn how techniques are applied to ensure sound short term decision making against a backdrop of risk and uncertainty by using appropriate risk management tools.

A. Cost Accounting for decision and control

B. Budgeting and budgetary control

C. Short term commercial decision making

D. Risk and uncertainty in the short term

Financial Reporting

In your first Finance subject, you’ll find out who the regulators are, what they do and why and how regulations are applied.

You’ll learn how to prepare basic financial statements using financial reporting standards and how to distinguish between types of taxes, calculate corporation taxes and issues affecting taxation.

Finally, you’ll learn which tools are used to ensure that the organisation has enough cash to ensure its continuing operations.

A. Regulatory environment of financial reporting

B. Financial statements

C. Principles of taxation

D. Managing cash and working capital

• Format: Computer based

Operational Level Case Study

The case study exam tests the knowledge, skills and techniques that you’ve learned throughout the Operational level in a role simulation. You’ll be asked to respond to authentic work-based activities, mimicking a job role linked to the Operational level e.g. an entry-level finance professional.

Assessment: Case Study Exam

• Availability: Four windows each year (Feb, May, Aug, Nov) at any of the 5,000 Pearson VUE centres around the world or online at your home or office
• Length: 3 hours
• Questions: Role-based business simulations
• Marking: Human marked
• Results: Available around 6 weeks after the completion of the exam window

The Management Level

At the Management level, you’ll focus on translating long term decisions into medium term plans. Once you’ve completed it, you’ll be able to use data and relevant technology to manage organisational and individual performance, allocate resources to implement decisions; monitor and report implementation of decisions; as well as prepare and interpret financial statements to highlight business performance.

Once you’ve finished the Management Level, you’ll be awarded the CIMA Advanced Diploma in Management Accounting (CIMA Adv Dip MA).

Managing performance

You’ll learn the fundamentals of business subject and how new business and operating subjects can be developed to improve the performance of organisations.

Discover how different styles of leadership can be used to improve the performance of individuals to achieve organisational goals and how to use performance management concepts and techniques to implement strategies effectively and efficiently.

You’ll be able understand use of project management concepts and techniques useful in implementing strategies.

Syllabus at a glance 

A. Business subjects and value creation

B. Managing people performance

C. Managing projects

Advanced Management Accounting

You’ll learn how to use cost management, quality and process management and value management to provide organisations with cost advantage.

You’ll understand the criteria, process and techniques that are used to decide which projects to undertake, how to manage the performance of organisational units to ensure that they achieve their objectives.

Discover how to analyse risks and uncertainties that organisations face in the medium term, especially capital investment decision making, and how to manage those risks in the implementation of such decisions.

Syllabus at a glance

A. Managing the costs of creating value

B. Capital investment decision making

C. Managing and controlling the performance of organisational units

D. Risk and control

Advanced Financial Reporting

You’ll learn about sources and types of funds and how much they cost, as well as the key financial reporting standards on which financial statements will be based and the application of those standards to prepare group accounts.

You’ll also learn about the International Integrated Reporting Framework and its components and how to conduct analyses of financial statements and their limitations.

A. Financing capital projects

B. Financial reporting standards

C. Group accounts

D. Integrated reporting

E. Analysing financial statements

Management Level Case Study

The case study exam tests the knowledge, skills and techniques that you’ve learned throughout the Management level in a role simulation. You’ll be asked to respond to authentic work-based activities, mimicking a job role linked to the Management level e.g. a finance manager.

The Strategic Level 

The Strategic level focuses on long term strategic decision making. Once you’ve completed it, you’ll be able to support organisational leaders to craft strategy; evaluate and manage risks that might prevent organisations from successfully implementing strategy; value organisations; and source financial resources required to implement of strategy.

Strategic Management

You’ll learn about the foundation of strategic management and get an understanding of the dynamics of the organisational ecosystem and how it affects the strategy of the organisation.

Next, you’ll learn all about strategic choice and how options are generated, linking them to the purpose, values and vision of the organisation and how the options are evaluated, chosen and integrated to form the strategy of the organisation.

You’ll cover how strategy is implemented, how implementation objectives are achieved and how change is managed.

And you’ll learn about the different technologies that underpin digital transformation and various elements of digital strategy.

A. The Strategy process

B. Analysing the organisational ecosystem

C. Generating strategic options

D. Making strategic choices

E. Strategic control

F. Digital strategy

Risk Management

How to identify, evaluate and manage enterprise risks.

Where strategic risks emanate from, how to evaluate them and understand how oversight of these risks is critical to the governance of the organisation.

How internal controls can be used effectively in the risk management process and how to identify, analyse, remedy and report strategic risks including cyber risks.

A. Enterprise risk

B. Strategic risk

C. Internal controls

D. Cyber risk

Financial Strategy

You’ll learn about the different strategic financial objectives and policy options that are open to organisations.

Next, you’ll cover the types of funds available to organisations to finance the implementation of their strategies, including where and how they access these funds at the right time, in the right quantities and at the right cost.

Then you’ll move onto the sources of financial risk, how to evaluate and manage financial risk appropriately, and techniques in business valuation to assess whether a company has created and preserved value within the organisation.

Finally, you’ll learn the valuation techniques to calculate the value of organisations and the conditions applicable for such calculations, especially intangibles in the digital world. You’ll learn how to report intangible value and their drivers in integrated reporting.

A. Financial policy decisions

B. Sources of long term funds

C. Financial risks

D. Business valuation

Strategic Level Case Study

The case study exam tests the knowledge, skills and techniques that you’ve learned throughout the Strategic level in a role simulation. You’ll be asked to respond to authentic work-based activities, mimicking a job role linked to the Strategic level e.g. a senior finance manager.

Assessment of Practical Experience Requirements (PER)

Once you complete the Strategic level, your last step before earning the CGMA designation and becoming a CIMA member is to demonstrate that you have a minimum of three years’ relevant work experience (this can be accumulated before, during and after your studies). Your experience is assessed through the Practical Experience Requirements (PER) application.

Award: 

The Chartered Global Management Accountant (CGMA) designation and membership of The Chartered Institute of Management Accountants (ACMA or FCMA).

What study methods can you use?

Your learning is supported with over 60 hours of on-demand video., tuition provider courses.

If you like to learn with others, appreciate the support of having a tutor on -hand and benefit from the structure of the formal study, look at signing up with a tuition provider. You’ll find online-only courses, classroom, and a mixture of both. Costs will vary between providers, so check with them directly for information on fees.

Distance learning

Want to study in your time, on your terms? Choose when and where you study with CIMAstudy.com — the only online learning resource reviewed and approved by CIMA, delivered in partnership with Kaplan. Costs vary depending on the level of the course you’re taking: check the breakdown of fees on CIMAstudy.com.

Online and distance learning with CIMAstudy.com

CIMAStudy.com is the only online learning resource reviewed and approved by CIMA, delivered in partnership with Kaplan. It’s ideal if you live somewhere with little or no tuition provision, or if you prefer to self-study at your own pace.

Can’t decide?

Whatever your learning style, the CGMA Study Hub is your go-to resource. With articles, webcasts, videos, and access to all CIMA- approved study products, you’ll find a study aid that works for you. There’s even a well-being section to help you through your studies, with resources on everything from exam nerves to getting motivated.

Which learning and assessment route should I take?

Shape your studies how you want, using a tuition provider or opting to self-study, or enrol on the CGMA Finance Leadership Programme for a fully guided study experience.

Am I eligible for exemptions? 

If you have a degree or a qualification, you might be exempt from certain Certificate in Business Accounting or CGMA Professional Qualification exams. That means you could qualify sooner than you think.

Start your registration

Before you choose your registration route, make sure you have the following to hand:

• Your contact details, including address, phone and email
• Your current employment details (if you are working)
• Details of your tuition provider (if you are studying)

Register for Self-Tailored Learning and Assessment Route

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Case study results delayed

Hi everyone, hope your studies are going well.

Has anyone else seen that CIMA have delayed the results of the case studies for August? I took the management case study last week (and am very confident I failed!) and results were due to come back on the 1st Oct, but now the website says the 15th Oct.

This sucks as it means that we've got just under a month until the Nov sitting and need to learn a whole new company. I learn with BPP and their november classes start 2 weeks before the August results come out - need to call them to find out what to do next!

If I can't somehow make Nov work, that means waiting to Feb 2021 to retake - on my previous study plan I was hoping to take the strategic case study in May 2021!

Am basically kicking myself that getting a couple of key things the wrong way around has messed me up so much! Any advice appreciated 🙂

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Case Study support 3 – developing a fuller answer

This is the third in a short series of three articles written for students who are preparing for case study exams. It is based on the authors’ experience in setting and marking CIMA's CGMA case studies. These articles will be valuable to candidates who are preparing for each of the three levels of the CGMA Professional Qualification.

Note: These articles take examples from the pre-seen materials and question tutorials for all three levels of the CGMA qualification to illustrate the points made so a familiarity with these would be helpful. With that in mind, it is recommended that candidates read these articles in conjunction with the other resources that are available to them, including materials that are level specific.

Study planner additional resources: Operational question tutorial material Management question tutorial material / Gateway question tutorial material Strategic question tutorial material For further resources and variants visit the study planner and view a relevant exam session.

How much do you need to write?

Length of answer is not necessarily an indicator of quality. In general, very short answers lack content and make too few relevant points to score well, although some candidates are excellent communicators who can answer tasks in clear and concise language and can score well without producing long answers. Equally, very long answers that ramble and fail to address the requirement tend to score badly because they lack relevant content.

During the exam, candidates should not be unduly concerned about the length of their answers. They should instead focus on ensuring that all parts of the task requirements are addressed.

Developing and retaining skills

Some skills can only be mastered through practice and then require practice to maintain them. For example, a candidate preparing for a driving test would never consider preparing by reading and re-reading a study text on driving and then getting behind the wheel of a car for the first time when actually sitting the test. It is very much the same with learning to pass case study exams.

The most effective way to prepare for a case study exam is to attempt past papers by typing out full answers (preferably under timed conditions) and then reviewing those answers with a view to reflecting on whether the answers seem good enough to pass. It is very tempting to revise by reading past cases and their suggested answers, but making a serious attempt to produce a full answer yourself is the only way to identify problems such as being unable to write very much or producing answers that do not relate to the task.

Writing a practice answer is time consuming, but it is the best way to prepare for the exam. By assessing your practice answer against the suggested answers and marking guide, you can identify areas for revision or additional practice. There is, of course, no reason to attempt a whole paper at a single sitting. It would be enough to attempt a single section at a time.

Suggested solutions

CIMA’s examiners write suggested answers that are expected to represent what a “good” candidate would be able to produce in response to the tasks in the time available. There is no suggestion that these answers are perfect or that alternative approaches would be deemed unacceptable. Examiners will generally use the most orthodox approach, but that need not prevent candidates from exploring alternatives.

The approach that would make most sense would be for candidates to attempt a section from a past paper and then compare their answers to the examiners’ suggested answer for that section. It is very unlikely that a candidate will produce an identical answer to the examiners’ and so the next step is to ask whether there are any lessons to be learned from a comparison. The most important thing is not to overreact or misinterpret differences in approach. For example, the question tutorial Operational Case Study includes the following requirement:

“I would be grateful if you would prepare a report explaining … the type of digital sources that are available and the data that we could obtain from both internal and external sources in order to produce a forecast of member numbers for each of the new gyms.”

This sub-task is worth 48% of a section to which 45 minutes has been allocated. In other words, the examiner expects candidates to spend a maximum of just under 22 minutes on this sub-task, with 12 marks being available. It is clearly unlikely that candidates would be able to explore every possible source of data in their answers.

The suggested answer provides a range of potential digital data sources that are clearly logical and certainly do answer the task requirements. The examiner has recommended the use of Census data to determine the number of potential members who might live within travelling distance of gyms. That is sensible, but suppose a candidate’s practice answer suggested data sources that indicated the number of people who work close to gyms instead? Clearly, such an answer could be justified by pointing out that gym users may stop at their gym on the way to or from work or at lunchtime. In that case, candidates should be confident that their answer is correct and should be worth some credit.

That does not mean that any answer would be rewarded. For example, it is perfectly possible that some candidates would have suggested using competitors’ membership lists to identify potential gym users, which is illogical because such data would not be made available.

Expanding on an answer

It is often easy to write a very short answer that covers a few key points. The real challenge is in developing those arguments to score as many marks as possible in the time available. Reading the task requirements closely can often help.

For example, the question tutorial Management Case Study includes the following: “The software will cost us D$500 million. How should we decide whether to fund that investment using debt or equity?”

The sub-task is worth 50% of a 45-minute section, so the examiner allowed roughly 22 minutes and roughly 12 marks.

The previous article in this series recommended that candidates set out plans for their answers. That helps to clarify thinking, but it also forces the candidate to consider ways in which the sub-task might be addressed. For a 12-mark answer, it might be possible to identify, say, four issues. A candidate who aims to write about four topics only has to score three marks for each in order to obtain full marks.

In this case, a starting point would be to view debt and equity as two potential topics for discussion. Each has generic advantages and disadvantages that could be discussed, although it would be much better to relate the arguments to the scenario.

Taking debt as a starting point:

• Grainger has large profits before tax, so the company would be able to benefit from the tax relief associated with debt.
• Grainger’s present financial position is heavily based on equity, with very little debt. It should be relatively easy to obtain debt finance.
• The asset that is being purchased is software that would not be ideal security for a loan, but it could be argued that Grainger has lots of PPE that could be pledged as security instead.

These points were identified by thinking “what would happen if Grainger borrowed D$500 million to purchase computer software?” Writing a few sentences relating to each of the above could potentially score a fair mark, before even starting to discuss equity.

Do take care to answer the whole task requirement. The examiner specifically asked for a discussion of debt v equity, so it would be preferable to add a further set of points that could be discussed with respect to equity.

Notice that the key is to relate the sub-task back to the scenario. The arguments would have been very different if Grainger had heavy borrowings, say, or was raising funds to buy a city-centre office block.

The ability to think about requirements and identify points for discussion is very much a skill that can be developed through practice. That is why it can be dangerous to read a past paper and look straight at the examiners’ suggested solution. Learning how to relate someone else’s answer to a task is not directly relevant to developing the ability to prepare an answer.

In an ideal world, it would be possible to seek feedback from attempts at tasks. Colleagues at work may be willing to review attempts and give an honest evaluation of the points. Exchanging answers with fellow candidates can also create opportunities for discussion.

The role of study materials

Reading and revising study materials is absolutely vital. Understanding the theory that frames and informs accounting decisions is the starting point. But candidates must then learn to adapt that understanding to inform arguments about the specific scenarios that are being examined in the case study. That is true at Operational Level and becomes increasingly important for Management and again for Strategic.

For example, the question tutorial Strategic Case Study includes the requirement: “Please recommend, with reasons, the approach that we should take to valuing Benton Farm Management.”

This is worth 35% of a 60-minute section, so the examiner allowed 21 minutes and 12 marks.

When attempting this requirement, you should take care to identify one or more factors that might be relevant to valuing Benton and then explain why that approach would be relevant. That might sound obvious, but candidates are often tempted to offer irrelevant arguments for the sake of padding out their answers. For example, Benton Farm Management is an unquoted company, so the candidates who write about checking its share price are wasting time. Also, the company is presently 100% owned by its founder, who has total control over dividend payments, so a dividend-based model would also be potentially irrelevant.

In this case, it might make most sense to focus on expected future earnings from the company, bearing in mind that those earnings will have to be considered both from Fizz’s point of view, in order to establish the most that Fizz should be prepared to pay, and from the founder’s point of view, in order to determine the least that she is likely to accept.

Having decided on this model (or any relevant alternative selected from the array of models covered in the study materials), the next step is to justify that selection.

The preceding answer could be planned out as follows:

• Earnings basis, allowing for the fact that Benton’s future earnings can be estimated.
• It might then be possible to identify a software company whose price earning ratio could be used to set a relevant multiple.
• This is a negotiation.
• Estimates should establish the most that Fizz should be prepared to pay.
• Fizz should aim to be credible, or the founder will not take the offer seriously.
• Any estimates obtained from the founder or any counter offers that she makes may be biased.
• Benton should be valued in terms of its value to Fizz, which may differ from its value on the open market.

There could be scope for stating assumptions, provided they do not amount to a rewriting of the requirement. For example, the case does not provide every possible fact about Benton that could be relevant. Candidates who offered the possibility that the company could own valuable tangible assets such as an office building could justify a valuation that took account of asset values.

Padding and brain dumps

This article started by discussing the need to develop answers that made sufficient relevant and correct points to stand a chance of passing. That should not be confused with the idea that long answers will always score well.

Many candidates lose credibility by finding a key word in the requirement and then writing everything that they know from the study materials on that word. For example, tasks about valuing businesses are sometimes answered with a detailed description of every valuation model that the candidate can think of, regardless of its relevance to the task. Markers refer to such answers as “brain dumps” because they seem to contain everything that the candidate knows about a topic, whether or not it answers the task.

At the other extreme, some candidates expand their answers by copying material from the pre-seen and unseen and making very little attempt to address the requirement. Active use of the materials provided in the case is welcomed because it can demonstrate understanding and commercial awareness, and it will earn marks where relevant, but padding answers through simply copying content will not earn credit.

Getting into the mindset of a finance professional

In a role simulation exam, it is critical that the candidate inhabits the role and the scenario in order to perform as well as possible. Applying technical knowledge and skills gained to the scenario together with the professional or “soft” skills that are critical for success in the workplace will enable candidates to demonstrate that they have achieved the core activities set out in the blueprint and can apply these in the context of the business, providing the best responses to the tasks.

These professional or soft skills are useful in any professional setting and include skills such as:

• Communication
• Awareness of the digital ecosystem
• Professional scepticism
• Provide leadership
• Professional judgement
• Ethics and professionalism
• Business awareness.

These skills are not tested directly (and marks are not specifically allocated to them), but they should be drawn upon when developing an answer plan. Applying these skills will support you in responding to a task and aid you in producing an answer that is relevant, provides the best solution for the simulated organisation and the issues it is facing and, consequently, achieves the highest marks available (that is, meeting the level 3 descriptors in the marking guides).

Questions need not necessarily – and likely will not – refer to a specific mindset skill in order to make it relevant. For example, a question might summarise a subordinate’s explanation for a disappointing performance. A good candidate might apply professional scepticism in evaluating the validity of the explanation. If the question asks for a recommended response then the candidate might consider the leadership issues associated with alternatives. In some circumstances a reprimand might be in order and in others it might be preferable to offer support and encouragement.

Mindset and soft skills can be developed through practice. Reflecting on personal experiences at work, reading the business news and even attempting past case study exams are all ways to develop an understanding of what might work in any given set of circumstances.

Stick to the point

CIMA’s CGMA case study requirements do not look like traditional exam papers.

While candidates must pay attention to how they are communicating and use the right kind of language for the person they are communicating with, care must be taken not to include non-mark earning material such as long introductory or concluding paragraphs, excessive formatting or extraneous greetings or chat. These do demonstrate immersion in the scenario but must be balanced against spending the time working on mark earning points.

To sum up …

CIMA’s CGMA case study exams require the ability to identify the issues in a business problem and to develop a response that meets the requirements that have been set in a credible manner. This returns to the theme of employability because a finance professional would be expected to respond to a superior’s request in a manner that was sufficiently detailed to provide an adequate explanation of what was required.

The best way to develop the skills required to make the most of questions is to write out full answers to questions. Draft answers should be reviewed with a view to reflecting on whether they have answered the question correctly and whether an answer could be improved.

We hope you have found these articles useful. Keep an eye on the study planner for more support. Good luck with your study and the exam.