Coursework Assignment Brief

| November 12, 2015

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.
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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.
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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)
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