Coursework Assignment Brief

Coursework Assignment Brief Module Title: Logistics and Operations Management Assessment criteria Explanatory comments on the Maximum marks for assessment criteria each section Knowledge and Clear demonstration of rigorous research 55% Research (content, from recognised authoritative sources. relevance, and Audience focus. Meeting the deliverables. originality) Writing and Rigorous use of the Harvard Methodology for 10 % Presentation (format, citation and referencing; page numbering; Page 1 of 4 references or correct display of direct quotations. bibliography, and style) Argument and Constructive critical analysis, introduction, 35% Analysis (Critical conclusion. Demonstration of a clear analysis, evaluation, understanding of the issues. Use of and application) academic models. Full articulation of ideas developed. Offering well-argued solutions and/or alternatives if and where appropriate. Assignment Task As the Operations Manager of an organisation (select from the list below), you are tasked with analysing the company’s operations methods by providing a report to the Board of Directors which includes the following: ? Key elements of the company’s operations that requires improvement. ? ? ? Detailed analysis of reasons why improving the organisation’s operations is important. ? ? ? The broad approaches to managing improvement, and recommend one technique to the board, including explanation of the appropriateness of the recommended technique as well as the risks involved in implementing this. ? You are required to select ONE of the companies below as the basis for your analysis: ? Google ? ? ? Halliburton ? ? ? Tesco ? ? ? Starbucks ? ? ? NHS ? ? ? Total marks for assignment: 100 For the above, start by using the 3 basic function of an organisation to analyse the organisation operations methods. Key elements of the company’s operations that require improvement. For the key elements please list at least 5 elements, with your reasons and explanations. Detailed analysis of reasons why improving the organisation’s operations is important. With regards to the reasons, please analyse all five reasons that was mentioned in your tutorial class. The broad approaches to managing improvement, and recommend one technique to the board, including explanation of the appropriateness of the recommended technique as well as the risks involved in implementing this. As for the last please identify all techniques given in your tutorial class and recommend one that best suites your organisation. Page 2 of 4 Marking Criteria for Assessment at Level 5 Marks 0-25 (Fail) 26-39 (Fail) 40-49 (3rd) 50-59 (2.2) 60-69 (2.1) 70-85 (1st) 86-100 (1st) Assessment categories Major gaps in Gaps in knowledge Threshold level. Broad knowledge Very good knowledge Very good, detailed Exceptional knowledge Knowledge & knowledge and and only superficial Some knowledge and understanding and understanding of knowledge and and understanding of Understanding of understanding of understanding of and understanding of material, of well- material, of well- understanding of material, main Subject material at this the well-established of material, of well- established established principles material, main concepts/theories at level. principles of area(s) established principles of area(s) of area(s) of study, concepts/theories at this level. Awareness Significant of study. principles of area(s) of study, and of the and of the way in this level. Awareness of the limitation of their inaccuracies. Some inaccuracies. of study, and of the way in which those which those principles of the limitation of knowledge, and how way in which those principles have have been their knowledge, and this influences any principles have been developed. developed. how this influences analyses and been developed. any analyses and interpretations based interpretations based on that knowledge on that knowledge. Cognitive/ Unsubstantiated Views/ findings Threshold level. Issues identified Good level of analysis Excellent analysis and Exceptional analysis Intellectual Skills generalizations, largely irrelevant, Awareness of main and critically and synthesis. An synthesis. A range of and synthesis are made without use illogical or issues. Structure of analysed within awareness of perceptive points consistent features. (e.g. analysis and of any credible contradictory. argument effective, given areas. An different stances and made within given Perceptive, logically synthesis; logic and evidence. Lack of Generalisations/ but with some gaps awareness of ability to use area for this level of connected points made argument; analytical logic, leading to statements made or weaknesses. different stances evidence convincingly study. Arguments throughout the work reflection; unsupportable with scant Some evidence and ability to use to support argument. logically developed, within an eloquent, organisation and conclusions or evidence. provided to support evidence to support Ability to apply supported by a range balanced argument. communication of missing Conclusions lack findings, but not argument. Ability to concepts/ principles of relevant evidence. Evidence selected ideas and evidence) conclusions. relevance and/or always consistent. apply concepts and effectively beyond Explicit judiciously and Lack of analysis validity. Some relevant principles outside context of study. acknowledgement of thoroughly analysed. and relevance. conclusions. context of study Valid conclusions. other stances. Persuasive context. Generally Strong conclusions. conclusions. sound conclusions. No evidence of Evidence of little Threshold level. Knowledge and Knowledge of the Critical engagement Exceptionally wide Use of reading. Views reading appropriate Evidence of analysis of a range field of literature used with a range of range of relevant Research- are unsupported for this level and/or reading relevant of literature beyond consistently to reading. Knowledge literature evaluated and informed and non- indiscriminate use sources, with some core text(s). support findings. of research-informed used critically to inform Literature authoritative. of sources. appropriate linking Literature used Research-informed literature embedded argument, balance (including Academic Academic to given text(s). accurately and literature integrated in the work. discussion and/or referencing, conventions conventions used Academic analytically. into the work. Very Consistently accurate inform problem-solving. appropriate academic largely ignored. weakly. conventions Academic skills good use of academic use of academic Consistently accurate conventions and evident and largely generally sound. conventions. conventions. and assured use of academic honesty) consistent, with academic conventions. minor weaknesses. Page 3 of 4 LEVEL 5 cont… Little or no Limited evidence of Research skills: Research skills: Research skills: Research skills: Research skills: evidence of the skills in the range Some evidence of Can undertake Can successfully Can successfully Evidence of exceptional Graduate Skills required skills in identified for ability to collect and research-like tasks, complete research- complete research- success in undertaking for Life and any of the areas assessment at this interpret drawing on a range like tasks, drawing on like tasks, drawing on a range of research-like Employment identified for level. Significant appropriate data/ of sources, with a range of sources, a range of sources, tasks with high degree (e.g. research- assessment at weaknesses information and limited external with limited external with a significant of autonomy for the this level. evident, which undertake research guidance. guidance. degree of autonomy. level. Can related skills; suggest that the tasks with limited Can communicate Can communicate Can communicate communicate highly written, graphical candidate is not yet external guidance. effectively and well, confidently and very effectively and effectively, with and oral on course to gain Can communicate confidently in a consistently in a confidently in a range professionalism, in a communication skills necessary for in a range of range of formats, range of formats, of formats, including range of formats, skills; graduate-level formats, including including orally, including orally, orally, appropriate to including orally, group working; employment. orally, appropriate appropriate to the appropriate to the the discipline(s). appropriate to the problem-solving; to the discipline(s), discipline(s). discipline(s). Can work very discipline(s). practical and but with some Can work Can work very effectively and Can work professional skills) weaknesses. effectively with effectively and confidently with exceptionally well Can work with others as a confidently with others as a member with others as a key others as a member of a group, others as a member of a group, showing member of a group, member of a group, meeting obligations of a group, meeting leadership skills showing leadership meeting most to others, modifying obligations to others, where appropriate, skills where obligations to responses modifying responses and meet all appropriate, others, modifying appropriately. appropriately. obligations to others. negotiating and responses Can identify key Can identify key Can identify key meeting all obligations appropriately. areas of problems areas of problems areas of problems to others. Can identify key and choose and choose, with confidently and Can identify key areas areas of problems appropriate autonomy, choose, with of problems and generally methods for their appropriate methods autonomy and confidently and choose appropriate resolution in a for their resolution in notable effectiveness, choose, with autonomy methods for their considered a considered manner. appropriate methods and exceptional resolution. manner. Able to take initiative for their resolution in effectiveness, Able to recognise Able to evaluate in evaluating own a considered manner. appropriate methods own strengths own strengths strengths and Able to show insight for their resolution in a and weaknesses and weaknesses weaknesses in and autonomy in considered manner. in relation to in relation to relation to evaluating own Able to show insight professional and professional and professional and strengths and and autonomy in practical skills, but practical skills, and practical skills weaknesses re evaluating own with limited insight to develop own identified by others professional and strengths and in some areas. evaluation criteria. and develop and practical skills, weaknesses, showing . effectively apply own showing excellent outstanding judgement. evaluation criteria. judgement. Marks for Level 5 0-25 (Fail) 26-39 (Fail) 40-49 (3rd) 50-59 (2.2) 60-69 (2.1) 70-85 (1st) 86-100 (1st) Page 4 of 4