Business Stratergy Module Hand Book

Module Hand Book Business Strategy

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Business Strategy

Module Handbook

BTEC Level 5 HN Diploma in Business (QCF)

Module: Business Strategy

Programme Name: BTEC Level 5 HN Diploma in Business (QCF)

Unit code: A/601/0796

Lecturer: Shmina Mandal MBA, MCIM, FABE

[email protected].

Lecture Duration: 3 Hours (per session)

Assignment Deadline Date

19 June 2015

Unit aim: The aim of this unit is to give learners the knowledge and understanding of how a business unit can strategically organise and plan for likely future outcomes in order to be successful.


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CONTENTS Page

1. UNIT ABSTRACT_______________________________________________ 3

2. LECTURE SCHEME______________________________________________ 4

3. ASSIGNMENT BRIEF____________________________________________ 7

4. LEARNING OUTCOMES__________________________________________ 8

5. TASKS_______________________________________________________ 10

6. ASSESSMENT PLAN____________________________________________ 12

7. GRADING CRITERIA____________________________________________ 13

8. GENERAL GUIDANCE____________________________________________ 14

9. PREPERATION STAGES__________________________________________ 15

10. RECOMMENDED RESOURCES____________________________________ 19

11. NOTES_____________________________________________________ 20

12. STRUTURE AND FORMAT_______________________________________ 20

13. PLAGIARISM________________________________________________ 21

14. HARVARD REFERANCE SYSTEM__________________________________ 22

15. ASSIGNMENT CHEKLIST_______________________________________ 25


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Unit 7: Business Strategy

Unit code: A/601/0796 QCF level: 4 Credit value: 15 credits ! Aim The aim of this unit is to give learners the knowledge and understanding of how a business unit can strategically organise and plan for likely future outcomes in order to be successful. ! Unit abstract One of the aims of this unit is to build on learners’ existing knowledge of the basic tools of business analysis such as PESTLE and draw it together so that the learners think strategically. Learners will be introduced to further analysis tools needed for the process of strategic planning.

They will be able to explain the significance of stakeholder analysis and carry out an environmental and organisational audit of a given organisation.

Learners will learn how to apply strategic positioning techniques to the analysis of a given organisation and prepare a strategic plan based on previous analysis. They will also learn how to evaluate possible alternative strategies (such as substantive growth, limited growth or retrenchment) and then select an appropriate future strategy for a given organisation.

Finally, learners will compare the roles and responsibilities for strategy implementation and evaluate resource requirements for the implementation of a new strategy for a given organisation. Learners will then be able to propose targets and timescales for implementation and monitoring of the strategy in a given organisation. ! Learning outcomes 1 Understand the process of strategic planning 2 Be able to formulate a new strategy 3 Understand approaches to strategy evaluation and selection 4 Understand how to implement a chosen strategy.


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LECTURE SCHEME

Sessions LEARNING OUTCOME EVIDENCE

Session 1

What is Strategy?

( Kodak case study example )

What is the importance of Strategic Planning ( Can be known as long term planning)

What Are The characteristics of Strategic Planning

Gives direction to whole organisation, integrates activities,

Considers all stakeholders

Strategies on how to gain competitive advantage

Relates to the medium size Organisation, resources and its environment.

What is the difference between Co-operate Strategy, Business Strategy, functional or operational Strategy.

Session 2

Explain strategic contexts and terminology – missions, visions, objectives, goals, core competencies

Review the issues involved in strategic planning

What are the strategic issues in each of the below specific to :

Medium size organisations

Multinationals

Public sector

Not for profit sectors

The different levels of Strategy

Analysis, Choice, Implementation.

Understand the process of strategic planning

Presentation slides


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Session 3

First the tools needed in the analysis stages

Organisational Audit

How to carry out an environmental audit PEST and SWOT

Explain different planning techniques

Boston’s, Product Life Cycle,

Presentation slides

Session 4

Recap earlier session

Question on PLC

Pims Model

Use of the Porters Five Force Model in relation to audit

Session 4

Explain Stakeholder analysis again and then

Explain the Strategic Choice and techniques in relation.

Be able to formulate a new strategy Use Ansoff’s matrix

How to make a strategic choice,

Session 5

Feedback

Competitor analysis and its importance

Porters Generic Strategies

Session 6

Explain who are Stakeholders and the significance of stakeholder analysis

Report with

use of diagrams

Session 7 Understand approaches to strategy evaluation and selection


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Session 8

Feedback

Analyse possible alternative strategies relating to substantive growth, limited growth or retrenchment

Session 9

How to select an appropriate future strategy for the given organisation

Based on Feasibility, acceptability, suitability

Session 10

Understand the mechanisms for developing effective teamwork in organizations

What are the roles needed for implementation.

Session 11

Overview for all work seen to date and improvements all students should have considered based on work handed in

and feedback

Explain the third stage Implementation and it s importance

Report with use of

diagrams

Report with use of

diagrams

Session 12

Compare the roles and responsibilities for strategy implementation

What is the importance of the roles and how can it be managed

Importance of monitoring

Session 13 Discuss targets and timescales for achievement in a given organisation to monitor a given strategy.

Report with use of

diagrams

Any concerns

Session 14 Feedback


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ASSIGNMENT BRIEF

Learner Name Assessor Name Internal Verifier

Shmina

Programme Title Unit No & Title Unit Code

Edexcel BTEC Level 5 HND BM (QCF)

Unit 7: Business Strategy A/601/0796

Assignment Title

Business Strategy

IV Sign Date Hand-out Date Submission

Deadline Resubmission Date

23 February 2015 19 June 2015

Interim Feedback Date

Submission Feedback Date

Internal Result


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Learning Outcomes EVIDENCE

Learning Outcome 1


1.1 Explain strategic contexts and terminology – missions, visions, objectives, goals, core competencies

1.2 Review the issues involved in strategic planning

1.3 Explain different planning techniques

Presentation slides

Learning Outcome 2

Be able to formulate a new strategy

2.1 Produce an organisational audit for a given organisation

2.2 Carry out an environmental audit for a given organisation

2.3 Explain the significance of stakeholder analysis

Report with use of diagrams

Learning Outcome 3

Understand approaches to strategy evaluation and selection

3.1 Analyse possible alternative strategies relating to substantive growth, limited growth or retrenchment

3.2

Select an appropriate future strategy for a given organisation



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Learning Outcome 4

Understand the mechanisms for developing effective teamwork in organisations

4.1 Compare the roles and responsibilities for strategy implementation


4.2 Evaluate resource requirements to implement a new strategy for a given organisation

4.3 Discuss targets and timescales for achievement in a given organisation to monitor a given strategy

The assignment involves a Presentation, a Report and hand-outs.


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TASKS

Learning Outcome 1

Lo1 Understand the process of strategic planning Explain strategic contexts and terminology – missions, visions, objectives, goals, core competencies (1.1)

Prepare a written presentation to senior management to explain the process of Strategic Planning, Explain the Strategic context and terminology to include:

1) Missions, 2) Visions, 3) Objectives, 4) Goals, 5) Core competencies

Power Point Presentation: 3 Slides + Handout Notes

Explain what is strategic planning and what are some of the issues involved in strategic planning ( 1.2)

Power Point Presentation: 3 Slides+ Handout Notes

Define to senior management what are different strategic planning techniques and include at least two different planning techniques. This could include (Boston’s Matrix, product Life Cycle, PIMS) ( 1.3)

Power Point Presentation: 4 Slides+ Handout Notes

FINAL Feedback SUBMISSION FOR TASK 1 is in WEEK 4

Learning Outcome 2

Lo2 You work in the strategic planning department and formulate strategies for a medium organization.

You have been asked to :

Prepare a written report for the senior management for a medium organisation of your

choice and explain what is the strategy of this organisation, Your explanation could include the stages of strategy explained- analysis, choice and implementation.

Your report should include:

1) An Organisational audit for the organisation you have chosen, this must include a SWOT analysis. ( 2.1)

2) An Environmental audit for the organisation you have chosen and this should include a competitor analysis with the reference of the Porters Five force Model.(2.2)

3) A List of the key stakeholders for the chosen organisation with explanations why the organisation needs to carry out a stakeholder analysis and what is its significance. ( 2.3)


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Please include diagrams where necessary

Word length: Approx. 800 words

Style: Report

Report must have a clear structure showing the introduction, main body and conclusion


Learning Outcome 3

Task Lo3 Understand approaches to strategy evaluation and selection

Prepare another written report to senior management

Senior management have now asked you after considering your first report and the information

That they want to achieve the strategies below

1) Market Entry Strategies- Growth by mergers , licensing

2) Limited growth- Market Penetration, Market Development, Product Development

3) Disinvestment – Turn around strategies , Liquidation

4) Diversification

Explain how the Organisation could achieve any two of these strategies with the use of suitable strategies and models.

After which explain which of the two strategies would you suggest is the most appropriate for the selected organisation based on the Audit and research information from your first report.

Word length: Approx. 1000 – 1200 words Style: Report


Learning Outcome 4

Senior Management are keen to meet with you in regards to the roles and responsibilities for the implementation of the strategy

Prepare notes for the Keypoints to be discussed below:

1. Considering the strategies suggested for the chosen organisation who will be responsible and what would be the roles needed for effective strategy implementation.

2. Considering the strategies suggested for the chosen organisation what


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resource requirements would be needed

3. Considering the strategies suggested for the chosen organisation what target and timescales are required for them to be monitored and achieved on time.

Word length: Approx. 500 words


Summary of Grades

In order to achieve a pass in a unit • All learning outcomes and associated assessment criteria have been met.

In order to achieve a merit in a unit • All learning outcomes and associated assessment criteria have been met.

• All merit grade description are achieved

In order to achieve a distinction in a unit • All learning outcomes and associated assessment criteria have been met

• All merit and all distinction grade descriptions are achieved

Grading Criteria for Pass/Merit/Distinction-‐ Business Strategy

Outcome PASS MERIT DISTINCTION

LO1:


1.1 Explain strategic contexts and terminology – missions, visions, objectives, goals, core competencies 1.2 Review the issues involved in strategic planning

1.1Explain strategic contexts and terminology – missions, visions, objectives, goals, core competencies but explained in relation to a medium size organisation.

1.2 review the issues involved in strategic planning in relation to a medium size organisation, with relevant research carried out Good use of examples provided.

1.1Explain strategic contexts and terminology – missions, visions, objectives, goals, core competencies but explained in relation to a medium size organisation and related to strategic context. 1.2 review the issues involved in strategic planning in relation to a medium size organisation but with relevant discussion on issues provided on each stage of the strategic planning process Such as Analysis , Choice, Implementation.

1.3 Uses critical analysis and


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1.3 Briefly explain different

planning techniques.

Student to have prepared

adequate presentation slides , with diagrams and

reader notes

1.3 Briefly explain different planning techniques and in

addition how each can help a medium size organisation.

Student to have prepared adequate presentation slides ,

with diagrams and reader notes

good level of research for the different planning techniques

Should be related to a medium size organisation.

Good use of presentation slides

well-‐presented information and diagrams. Reader notes used

well.


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LO2:

Be able to

formulate a new strategy

2.1 Definition of organisational audit And how it is applied to a medium size organisation

2.2 Provides relevant discussion on how to

carry out an environmental audit for a medium size organisation

With some discussion on the models used for the

audit.

2.3 Explain the significance of stakeholder analysis List the stakeholder and their interest in the organisation.

2.1 Definition of organisational audit And how it is applied to a medium size organisation, In addition Ability to show a good understanding of key

issues in relation to an audit for a medium size organisation

2.2 Provides relevant discussion on how to carry

out and environmental audit for a medium size organisation in addition

With the use of a range of appropriate models,

Swot , Pest and Porters Five

Forces have been defined and used well.

Provided some research.

2.3 Explain the significance of stakeholder analysis List the stakeholders and for each their interest in the organisation. In addition provided explanations on how each stakeholder should be managed

2.1 Definition of organisational audit And how it is applied to a medium size organisation With critical analysis and good use of research Demonstrate knowledge of Theories with some critical

and lateral thinking

2.2 Provides relevant

explanation and critical analysis on how best to carry out and environmental audit for a medium size organisation With the use of a range of appropriate models,

Swot , Pest and Porters Five Forces used well and related

to competitor analysis.

Good use of relevant examples and justification of how audit applies to a

medium size organisation

2.3 Explain the significance of stakeholder analysis List the stakeholder and their interest in the organisation. In addition provide stakeholder mapping and the strategies needed.


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LO3:

Understand approaches to strategy evaluation and selection

3.1 Analyse and define how to achieve the alternative strategies relating to substantive growth, limited growth or retrenchment 3.2 Explain how to select an appropriate future strategy for a medium size Organisation with some

reference made to audit carried out,

3.1 Analyse and define how to achieve the alternative strategies relating to substantive growth, limited growth or retrenchment, With and an ability to show a

good understanding of each strategy.

3.2 Select an appropriate future strategy for a medium size organisation and it should be related to the Audit carried out by the Organisation.

In addition Good use of

relevant examples, use of theory

3.1 Analyse and define how to achieve the alternative strategies relating to substantive growth, limited growth or retrenchment, With and an ability to show a good understanding of each strategy and how each can be achieved with good use of research and examples.

3.2 Select an appropriate future strategy for a medium size organisation and it should be well related to the Audit carried out by the Organisation.

In addition Good use of relevant examples and justification provided,

Demonstrate excellent

understanding of the theories and relevant research

LO4:

Understand how to implement a chosen strategy.

.

4.1 Explain the roles and responsibilities needed for the strategy to be Implemented successfully 4.2 Offers some discussion on the resource requirements to implement the new strategy for a given organisation, 4.3 Discuss targets and timescales to monitor the strategy.

4.1 Explain and compare the roles and responsibilities needed for the strategic Implementation With reference made to how the strategy can be implemented.

4.2 Offers some discussion and practical input on the resource requirements to implement the new strategy for a given organisation,

4.3 Explain targets and timescales to monitor the strategy with a practical input.

4.1 Explain and compare the roles and responsibilities needed for the strategic Implementation With reference made to how the strategy can be implemented.

Demonstrate understanding of

the key issues with relevant research and use of examples,

4.2 Offers Explanation and critical input on the resource requirements to implement the new strategy for a given organisation,

4.3 Explain targets and timescales to monitor the strategy with practical input and allowing a back plan.


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GENERAL GUIDANCE

Scheduling techniques A diary is a simple but powerful tool for organising your time. If you do not manage your time effectively you will find yourself rushing your work, reducing its quality. By planning out your day systematically, you will be better able to see how much time is available for different activities. By having a realistic picture of how much you can achieve, you will be better able to organise your time so that you do not overload yourself with work from day to day. Research and preparation are key to successful assignments. There are a number of study skills, which are vital to develop if you want to become an effective independent learner. This section will support you in collecting the information that you need to complete assignments, and in making effective use of the research resources available to you through your centre and the internet. Effective note-taking In order to prepare to write assignments, you will need to be able to write useful and accurate notes. Note-taking is not about creating word-for-word copies of a lecture or of a page in a book, but about summarising key points quickly while including the main points and themes. When taking notes, it is worth investing in a notebook with a margin. This allows you to record your notes in the main part of the page and to use the margin for ‘cues’. A cue is a comment you can make on the notes you have made as a reminder to yourself, or as a stimulus for further investigation. For example, you might add a question mark in the margin next to topics that you think you should investigate further. Alternatively, you might write questions that you will later try to answer through reflection or further study, or by asking your tutor. When you are taking notes, you should aim to reduce the material that you are taking notes on. This means you have to take information and simplify it. You can achieve this in a number of ways: ● Abbreviate terms where possible. ● Try to simplify the information by leaving out long examples or points that are not relevant to your assignments. ● Record keywords and references to the source of the information you are using, such as page numbers and titles. This will let you go back and check facts later. Mind-mapping There are many forms of note taking and different approaches work for different people. Some – especially those with a tendency for visual learning – find that Mind mapping is a helpful way to make notes in class or from books. A mind map visually represents the main points in a topic. It can be particularly useful for providing an overview of a topic and helping to draw out links between different key points.


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Reviewing your notes It is wise to review your notes within a short time of making them for two reasons: ● It will help you to remember the contents. Repetition aids recollection. ● You might find you have different ideas about some of the points that you made. This might spur you to write down a question for your tutor or to look up a particular concept again so that you can clarify something you have written. It is better to find a gap in your notes the next day rather than weeks later or the day before an assignment deadline. Library research When you are studying for a higher-level qualification, you will need to use a library to independently research topics. You will be expected to ‘read around’ topics that are delivered in class –the reading list at the end of this Study Skills Guide will provide you with some useful sources of further reading. This will be particularly important if you want to complete a degree or other higher-level qualification after your BTEC Higher National. There are a number of resources that you can find in a library with which you should be familiar. Different sources have different purposes, so you should take care to use materials that are pitched at the appropriate level for your course. When investigating different sources of information, try to look at and compare a range of different titles and authors. You might find that different writers explain topics in different ways. You might find particular texts more accessible than others. This is quite normal and is nothing to worry about. If you find one resource does not meet your needs, you should investigate others. ● Books – Might focus on a specific area of a topic or give an overview of a range of subjects. You should aim to use the most recent books possible. Be aware that some titles will have more than one edition. You should try to study from the newest version of a text, as this is likely to represent the most up-to-date theories and examples available in your field. ● Periodicals – More commonly known as magazines and newspapers. These document current events locally and nationally, and can often be a useful starting point for contextual information ● Journals – Sources of the latest academic research. These publications are often highly specialised, focusing on a particular areas of interest. Some journals are of particular importance in each field and you should ask your tutor where they would recommend you look for research. ● Reports – Documents that might be published by government agencies, charities, political think-tanks or businesses. They are likely to contain a mixture of quantitative and qualitative evidence. When scrutinising reports, you should do so with a clear awareness of their source, as some agencies will have a bias. For example, think-tanks such as Policy Exchange have ties to particular political parties and may represent a specific point of view.


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Interpreting an assignment brief In order to interpret an assignment, you need to identify a number of key points. You need to: ● find the command words in each question or task ● determine what content is being assessed ● establish the context of the assignment. 1) Command words Each task in your assignment will contain a verb that indicates to you the level of the response that you are expected to give. It is important that you interpret these verbs correctly so that you fully recognise the level of demand in each task. 2) Content It is important to establish which theories and concepts must be covered in your assignment. Your tutor might provide you with a copy of the specification for the qualification. 3) Context Your assignments will relate to a particular scenario. This might be something relevant to your workplace or it might be a situation relating to a case study selected by your tutor. You should normally ensure that your assignment relates closely to this context. This is because of the nature of the qualification you are studying for: you are expected to demonstrate academic knowledge in a workplace setting. There are some additional considerations that you must take account of. The word count on your assignment should inform how much you write and help you to structure your response. A good way to do this is to start on a blank page and divide your overall assignment into subheadings. These should usually relate to the main themes or theories you need to cover. Once you have done this, allocate a number of words to each subheading, remembering that you will need to include a brief introduction and a longer conclusion to sum up your arguments overall. Budgeting words in this way will help you to keep within your word count. It will also help you break the assignment down into more manageable pieces that you can approach step by step over a period of days or weeks. Your assignment will have a submission deadline, set by your tutor. Finishing well before this is important. You should ensure that you plan for enough time to read through your assignment and check you have covered all of the required content. You might find what you originally thought was well written and eloquent actually lacks a degree of coherence, so you might want to make some improvements to make your arguments more sophisticated or to add a point that you had accidentally omitted. Types of assessment There are two different types of assessment that you are likely to experience during your higher National course. 1) Formative assessment refers to activities that are designed to give you feedback and allow your improve your work. Your tutor might sit down with you and discuss your work and progress, helping you to prepare an action plan to improve your work. 2) Summative assessment refers to the final, formal assessment of your work that assigns you a grade. This is likely to happen at least once during each term or semester on your course. While you might get feedback from your tutor on the strengths and weaknesses of your work it is not always the case that you will be able to make further improvements to your work after these assessments. Accessing higher grades You will naturally be concerned with making the most of your studies and accessing the highest grades possible. There are specific qualities that an assessor will be looking for in your assignments, such as an ability to critique


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theories and ideas. You should make sure you are familiar with these requirements before you start writing your assignments. There are a number of practical steps you can take to maximise your opportunities to achieve higher grades. Independent reading is vital You will not be able to get the best grades by simply relying on the notes that you are given in class. You will be given a reading list for different modules that you study. This is the minimum that is expected of you in terms of independent study. You should aim to read and make notes on the relevant sections of each book on your reading list as well as following up on references highlighted by tutors during lectures, seminars and tutorials. Another way of finding further texts to study is to look at the references at the end of chapters in your course texts. This will allow you to explore the material that informed the books you have read and explore the concepts in them in greater depth. This can help you develop your understanding of key points. Understand the demands of your assignment brief One of the easiest ways to lose marks is to provide a response that does not fully answer the questions set. You should take great care to read your assignment thoroughly and to clarify any points of uncertainty with your tutor. You need to make sure that your answer is well focused on answering questions. Detailed recitals of material from course textbooks might show that you have a superficial understanding of a topic but will get you, at best, a passing grade or worse. You need to demonstrate your ability to think critically and to apply theory to a range of different scenarios. Demonstrate originality To achieve the very highest grades, you should demonstrate some evidence of the ability to construct original thoughts and ideas. This does not meant that you are constructing your own theories, but it might be that you find a novel application of existing ideas or offer a unique criticism of established ideas. A good way to approach this is often by using your own experiences and insights to inform your work. Basing your assignments on workplace experience or primary research can provide a source of unique insights. However, be careful to avoid long descriptions of scenarios in this case. You should ensure that your insights are relevant to the questions that you are answering and that you are not simply going off on a tangent. Make the most of class sessions It might sound obvious, but regular attendance at lectures, tutorials and seminars will help you to perform better. Your tutor will regularly offer advice on assignments and you should take note of this. You are also likely to hear explanations of a range of theories and concepts that go beyond those in the material on your reading list. This will give you clues as to what to look for in the library to read around the topics studied more effectively. Be critical This does not mean that you have to tear apart every concept that you write about, but it does mean that you should not simply accept ideas at face value. Just because a concept has weaknesses does not invalidate it, but if you fail to acknowledge and address these weaknesses, then it will make your arguments far less convincing and constrain you to lower grades.


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PREPARATION STAGE

• Read all Core Material

• Read all the Supplementary Articles

• Consider the range of issues/problems/difficulties/threats that your organization is currently facing

• Ideally, discuss these with your Line Manager

• Discuss the final selection with your personal Tutor

• When you have the final agreement from your Personal Tutor, submit the proposal.

Reviewing your notes It is wise to review your notes within a short time of making them for two reasons: ● It will help you to remember the contents. Repetition aids recollection. ● You might find you have different ideas about some of the points that you made. This might spur you to write down a question for your tutor or to look up a particular concept again so that you can clarify something you have written. It is better to find a gap in your notes the next day rather than weeks later or the day before an assignment deadline. Library research When you are studying for a higher-level qualification, you will need to use a library to independently research topics. You will be expected to ‘read around’ topics that are delivered in class –the reading list at the end of this Study Skills Guide will provide you with some useful sources of further reading. This will be particularly important if you want to complete a degree or other higher-level qualification after your BTEC Higher National. There are a number of resources that you can find in a library with which you should be familiar. Different sources have different purposes, so you should take care to use materials that are pitched at the appropriate level for your course. When investigating different sources of information, try to look at and compare a range of different titles and authors. You might find that different writers explain topics in different ways. You might find particular texts more accessible than others. This is quite normal and is nothing to worry about. If you find one resource does not meet your needs, you should investigate others. ● Books – Might focus on a specific area of a topic or give an overview of a range of subjects. You should aim to use the most recent books possible. Be aware that some titles will have more than one edition. You should try to study from the newest version of a text, as this is likely to represent the most up-to-date theories and examples available in your field. ● Periodicals – More commonly known as magazines and newspapers. These document current events locally and nationally, and can often be a useful starting point for contextual information ● Journals – Sources of the latest academic research. These publications are often highly specialised, focusing on a particular areas of interest. Some journals are of particular importance in each field and you should ask your tutor where they would recommend you look for research. ● Reports – Documents that might be published by government agencies, charities, political think-tanks or businesses. They are likely to contain a mixture of quantitative and qualitative evidence. When scrutinising reports, you should do so with a clear awareness of their source, as some agencies will have a bias. For example, think-tanks such as Policy Exchange have ties to particular political parties and may represent a specific point of view.


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Interpreting an assignment brief In order to interpret an assignment, you need to identify a number of key points. You need to: ● find the command words in each question or task ● determine what content is being assessed ● establish the context of the assignment. 1) Command words Each task in your assignment will contain a verb that indicates to you the level of the response that you are expected to give. It is important that you interpret these verbs correctly so that you fully recognise the level of demand in each task. 2) Content It is important to establish which theories and concepts must be covered in your assignment. Your tutor might provide you with a copy of the specification for the qualification. 3) Context Your assignments will relate to a particular scenario. This might be something relevant to your workplace or it might be a situation relating to a case study selected by your tutor. You should normally ensure that your assignment relates closely to this context. This is because of the nature of the qualification you are studying for: you are expected to demonstrate academic knowledge in a workplace setting. There are some additional considerations that you must take account of. The word count on your assignment should inform how much you write and help you to structure your response. A good way to do this is to start on a blank page and divide your overall assignment into subheadings. These should usually relate to the main themes or theories you need to cover. Once you have done this, allocate a number of words to each subheading, remembering that you will need to include a brief introduction and a longer conclusion to sum up your arguments overall. Budgeting words in this way will help you to keep within your word count. It will also help you break the assignment down into more manageable pieces that you can approach step by step over a period of days or weeks. Your assignment will have a submission deadline, set by your tutor. Finishing well before this is important. You should ensure that you plan for enough time to read through your assignment and check you have covered all of the required content. You might find what you originally thought was well written and eloquent actually lacks a degree of coherence, so you might want to make some improvements to make your arguments more sophisticated or to add a point that you had accidentally omitted. Types of assessment There are two different types of assessment that you are likely to experience during your higher National course. 1) Formative assessment refers to activities that are designed to give you feedback and allow your improve your work. Your tutor might sit down with you and discuss your work and progress, helping you to prepare an action plan to improve your work. 2) Summative assessment refers to the final, formal assessment of your work that assigns you a grade. This is likely to happen at least once during each term or semester on your course. While you might get feedback from your tutor on the strengths and weaknesses of your work it is not always the case that you will be able to make further improvements to your work after these assessments.


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Accessing higher grades You will naturally be concerned with making the most of your studies and accessing the highest grades possible. There are specific qualities that an assessor will be looking for in your assignments, such as an ability to critique theories and ideas. You should make sure you are familiar with these requirements before you start writing your assignments. There are a number of practical steps you can take to maximise your opportunities to achieve higher grades. Independent reading is vital You will not be able to get the best grades by simply relying on the notes that you are given in class. You will be given a reading list for different modules that you study. This is the minimum that is expected of you in terms of independent study. You should aim to read and make notes on the relevant sections of each book on your reading list as well as following up on references highlighted by tutors during lectures, seminars and tutorials. Another way of finding further texts to study is to look at the references at the end of chapters in your course texts. This will allow you to explore the material that informed the books you have read and explore the concepts in them in greater depth. This can help you develop your understanding of key points. Understand the demands of your assignment brief One of the easiest ways to lose marks is to provide a response that does not fully answer the questions set. You should take great care to read your assignment thoroughly and to clarify any points of uncertainty with your tutor. You need to make sure that your answer is well focused on answering questions. Detailed recitals of material from course textbooks might show that you have a superficial understanding of a topic but will get you, at best, a passing grade or worse. You need to demonstrate your ability to think critically and to apply theory to a range of different scenarios. Demonstrate originality To achieve the very highest grades, you should demonstrate some evidence of the ability to construct original thoughts and ideas. This does not meant that you are constructing your own theories, but it might be that you find a novel application of existing ideas or offer a unique criticism of established ideas. A good way to approach this is often by using your own experiences and insights to inform your work. Basing your assignments on workplace experience or primary research can provide a source of unique insights. However, be careful to avoid long descriptions of scenarios in this case. You should ensure that your insights are relevant to the questions that you are answering and that you are not simply going off on a tangent. Make the most of class sessions It might sound obvious, but regular attendance at lectures, tutorials and seminars will help you to perform better. Your tutor will regularly offer advice on assignments and you should take note of this. You are also likely to hear explanations of a range of theories and concepts that go beyond those in the material on your reading list. This will give you clues as to what to look for in the library to read around the topics studied more effectively. Be critical This does not mean that you have to tear apart every concept that you write about, but it does mean that you should not simply accept ideas at face value. Just because a concept has weaknesses does not invalidate it, but if you fail to acknowledge and address these weaknesses, then it will make your arguments far less convincing and constrain you to lower grades


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RECOMMENDED RESOURCES

BOOKS

Brassington F and Pettitt S — Principles of Marketing 3rd Edition (FT Prentice Hall, 2003) ISBN: 0273657917 Christopher M/Payne A and Ballantyne D — Relationship Marketing: Creating Stakeholder Value (Butterworth Heinemann, 2002) ISBN: 0750648392 Fifield P — Marketing Strategy 2nd Edition (Butterworth Heinemann, 1998) ISBN: 0750629088 Gummerson E — Total Relationship Marketing (Butterworth Heinemann, 2002) ISBN: 0750654074 Kotler P and Andreasen A R — Strategic Marketing for Non-Profit Organizations 3rd Edition (Prentice Hall International UK, 1982) ISBN: 0132325470 McDonald M — Marketing Plans: How to Prepare Them, How to Use Them 5th Edition (Butterworth Heinemann, 2002) ISBN: 0750641169

JOURNALS

Harvard Business Review Journal of Marketing Journal of Marketing Management Journal of Services Marketing Marketing Marketing Business Marketing Review Marketing Week The Financial Times and other daily newspapers which contain a business section and market reports

WEBSITES

www.bized.ac.uk provides useful business case studies for educational purposes

www.cim.co.uk The Chartered Institute of Marketing’s site contains a useful Knowledge Centre

www.ft.com The Financial Times business sections

www.marketing.haynet.com Marketing magazine

www.studentshout.com a useful academic website

www.thetimes100.co.uk business educational resources


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NOTES

• Your evidence for assessment must be handed in with a signed learner declaration • You must hand in individual work for assessment for all tasks (including group work tasks) to the examination office • You must following the assessment criteria above to ensure that you meet all of the criteria in order to pass the module • Your assignment should be in report format • You must include in your assignment a cover page with your details and your course details using the template provided • Submission deadline: Check and comply with the assessments schedule in your course handbook • Submission type: Check and comply with the assessments schedule in your course handbook • References: Ensure that all references are quoted at the end of any question/document submitted; you must apply the Harvard System of Referencing in your work. • Ensure that font style should be Tahoma and font size should be 12 in all assignments • Ensure that (in paragraph) line spacing should be 1 or 1.15 and alignment should be justify •Ensure that all work has been proof-read and checked prior to submission • Ensure that the layout of your documents is in a professional format

PLAGIRISM/COLLUSION

Any act of plagiarism or collusion will be seriously dealt with according to the regulations.

In this context the definition and scope of plagiarism are presented below:

Plagiarism is presenting somebody else’s work as your own, It includes copying information directly from the Web or books without referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing coursework from another student and submitting it as your own work.

Collusion is working collaboratively with another learner to produce work that is submitted as the individual learners work.

Suspected acts of plagiarism or collusion will be investigated and if found to have occurred will be dealt with according to the college procedure.


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REFERENCING USING THE HARVARD SYSTEM It is not enough for you to state that you have read a number of texts in the preparation of your assignment; it is important to show how and where you have used your sources within the assignment itself. Referencing allows you to do this and ensures that you avoid plagiarism. The finest source of reference is the peer reviewed journal since it will be current and reliable as it has been peer reviewed. The least reliable source is the website and these should be kept to a minimum with no more than two or three appearing in a list of 30 references. Thus, if you use 150 books, articles and journals you should only have about 5 web references!!!! Tabloids, the Metro, the Evening Standard or Wikipedia are not acceptable references and you should trace any of their material to the original source and quote this. Equally you cannot quote a lecture unless you are citing the lecturer’s published book or journal. Three points are important when referencing with the Harvard Referencing System " Acknowledge the work by other people that you have used in your assignment " Offer enough information to allow the reader to follow up your reference, and access it for

themselves " All references should appear as a (name, date) in the text and in full on the Reference list.

CURRENT REFERENCES (THIS CENTURY!) References should be current 2010+ and preferably post 2012. If you are using an older model then quote the original date followed by a recent journal article which mentions it to show that it is still part of the contemporary debate. For example Kolb’s learning cycle would be (Kolb, 1974; Simmonds 2009) and both would be listed separately on your reference list. 1. Referencing in the text itself with the Harvard Referencing System You can demonstrate how you have used sources in your assignment through appropriate referencing in the text itself. The Harvard system uses the authors surname and year of publication as the main way to identify documents within the text. Here are some practical examples of referencing within the text. " For a single author:

E.g. It has been shown that……… (Jones, 2009) E.g. Jones (2009) shows that……. " For something written by two people:

E.g. the main features of …. have been identified as….. (Jones and Brown, 2010) " For papers written by more than two authors:

E.g. Smith et al (2010) indicate that ……. The full list of authors must appear in the reference section at the back " For corporate authors, for instance a consultancy report:

E.g. Key issues for Anderson industries were….. (Anderson plc. 2008) " For publications with no obvious author, such as ACAS

E.g. Key stages in the discipline process are……. (ACAS, 2009)


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Quotations When you quote directly from a source you should place the quotation in inverted commas and the page number should be given in the reference. e.g. “The employment relationship is central to personnel and development, whether in terms of the direct employment of staff by an organisation, or the subcontracting of work to external bodies”. (Marchington and Wilkinson, 2010:7) Direct quotations should be kept to a minimum as paraphrasing is preferred with the reference (name, date) in brackets after it. A direct quote always requires a page number. 2. REFERENCING IN THE REFERENCE SECTION USING THE HARVARD SYSTEM The Reference section follows the end of your assignment text (but comes before any appendices). This is where you list the publications you have referred to in full and in alphabetical order. The following information should be provided to allow anyone to follow up your reference and access it accurately: " Author’s surname and initial(s) " Year of publication " Title of book (or article) either underlined or italicised (or italicised) " Publisher of the book (or journal in which the article was found) " Place of publication (e.g. London, New York, Paris)

EXAMPLES OF REFERENCES ON THE REFERENCE LIST " Reference to an article in a journal:

Riusala, K. and Suutari, V. (2008) Expatriation and careers: perspectives of expatriates and spouses. Career Development International Vol.5. No. 2 pp. 81-90 NB– where the journal has volume numbers and part numbers these should be clearly shown – page numbers of an article should be given wherever possible " Reference to a book

Bloisi, W. (2008) Management and Organisational Behaviour (2nd European Edn.) McGraw Hill, London. " Reference to a booklet

Department for Education and Employment (2009). Delivering Skills for All: Second Report of the Skills Task Force. HMSO, London. " Reference to the work of someone cited in a different source (such as a text-book).

McGregor, D. (1960), The Human side of Enterprise. cited in Bloisi, W. (2009) Management and Organisational Behaviour (3rd European Edn.) McGraw Hill. & then give the page number where you found it! " Reference to a particular chapter in an edited book:

OSullivan, N. (2009) The Future of Work in Matthewman, L., Rose, A. and Hetherington, A. (eds.) (2009) Work Psychology . Ch. 16. pp. 348-367. OUP England Reference to an item found on the internet. Internet sources should be cited in the text as (Web 1), (Web 2) etc. with a fresh number for each reference. The bibliography should then list them separately. If the same Web page is used on different dates as a regular source of information then the date should also be included in the reference e.g. (Web 1, 22/3/10) then (Web 1, 24/3/10) on subsequent occasions.


27

They need not be alphabetical order in your reference list. This should include the fact that the item was accessed on-line & when e.g. Web1, (1999) ‘Pay and Conditions in Call Centres’, available at http://www.incomesdata.co.uk/callcent/htm Accessed 23 October 2008 Graphs, charts and tables You should make reference to Graphs, charts and tables used in your text to strengthen your arguments, clarify concepts or give proof. These should be numbered in sequential order with the data source shown beneath them. Table 1.1 Percentage of unemployed builders in Carmarthenshire and Pembrokeshire 1999-2001

Year 1999 2000 2001 Carmarthenshire 23 % 27% 19% Pembrokeshire 14% 38% 8%

Source: Welsh Employment Statistics (2002) *** Remember all graphs, charts and tables MUST be sited in the back!

METHODS OF WORKING: Lectures must be attended. Weekly reading is essential!!!! You are likely to find Lecture work easier to accomplish if you have a copy of the lecture notes with you. Lectures are essential for developing the required skills for the module. On this module you are treated as an ADULT Graduates independent and autonomous learner. As such, to succeed in the module you will need to read around your subjects; both in the recommended texts and in relevant journals, think things through, reflect in a critical way about your own transfer of knowledge to practice as well as that of organisations you notice around you, solve problems, research topics and integrate your learning in a coherent way. It is recommended that you match your college time for this module with an equivalent independent study period each week.

GUIDELINES FOR STUDENTS This handbook is not a definitive statement of EDEXCEL regulations, but merely a guide specially written for you in order to complete the four contemporary issues in marketing management assignments

IF IN DOUBT, PLEASE REFER TO UNIVERSITY OF WOLVERHAMTON’S REFERERNCING GUIDELINES ONLY!!! http://www.wlv.ac.uk/lib/PDF/harvard%202010.pdf ASSIGNMENT CHECKLIST Assessment Decisions Cover Sheet Plagiarism Report


28

Module Title & Code Lecturer’s name Student Name Student Number 2 x Paper copy of report 2 x Memory stick or disc in envelope attached to the report (non-returnable) It is important that you retain a copy of any documents that you hand in for assessment. Any students having any difficulties with any area of the assessment must inform the administrator immediately. A meeting will then be arranged with the lecturer to give further support.

Assessment Plan LBBA: Business Strategy- A/601/0796

STRUCTURE AND FORMAT FOR REPORT WRITING

• You are advised to use the following format

• Title page — The details of author, circulation, purpose of submission and date.

• Acknowledgements — To those who assisted the author in the production of the report.

• Contents — With page numbers.

• Introduction — The background, the issue and the aim of the investigation.

• Major sections — As many as necessary, usually covering the concepts used, the information collected and the evaluation.

• Conclusions — Overall findings of the investigation: the overall picture that has emerged and the implications.

• Recommendations — Actions that should be taken, based on the conclusions.

• References — Identification of literature and other sources used and referred to in the text.


29

Assessment Plan LBBA: Business Strategy- A/601/0796

PLAGIRISM Any act of plagiarism or collusion will be seriously dealt with according to the regulations.

In this context the definition and scope of plagiarism are presented below:

Plagiarism is presenting somebody else’s work as your own, It includes copying information directly from the Web or books without referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing coursework from another student

and submitting it as your own work.

Collusion is working collaboratively with another learner to produce work that is submitted as the individual learners work.

Suspected acts of plagiarism or collusion will be investigated and if found to have occurred will be dealt with according to the college procedure.

For Presentations students will need to prepare power point slides. This presentation slide has to be

merged into their main word document. To merge these files:

• Click and open power point slide and copy all content • Click and open the word document and scroll to the end of document • Paste copied slide as Bitmap using paste special option

• Insert 2 slides per page

DATE Unit & Title Learning Outcome

Hand In Date

Summative Assessment

Assessor Name

2302/15 Understand the process of strategic planning LO1 Week 4

22/ 06/ 2015 Shmina

2302/15 Understand different approaches to management and leadership LO2 Week 8

22/ 06/ 2015 Shmina

2302/15 Understand ways of using motivational theories in organisations LO3 Week 11

22/ 06/ 2015 Shmina

2302/15

Understand the mechanisms for developing effective teamwork in organisations LO4 Week 13

22/ 06/ 2015


30

REFERENCING USING THE HARVARD SYSTEM It is not enough for you to state that you have read a number of texts in the preparation of your assignment; it is important to show how and where you have used your sources within the assignment itself. Referencing allows you to do this and ensures that you avoid plagiarism. The finest source of reference is the peer reviewed journal since it will be current and reliable as it has been peer reviewed. The least reliable source is the website and these should be kept to a minimum with no more than two or three appearing in a list of 30 references. Thus, if you use 150 books, articles and journals you should only have about 5 web references!!!! Tabloids, the Metro, the Evening Standard or Wikipedia are not acceptable references and you should trace any of their material to the original source and quote this. Equally you cannot quote a lecture unless you are citing the lecturer’s published book or journal. Three points are important when referencing with the Harvard Referencing System " Acknowledge the work by other people that you have used in your assignment " Offer enough information to allow the reader to follow up your reference, and access it for

themselves " All references should appear as a (name, date) in the text and in full on the Reference list.

CURRENT REFERENCES (THIS CENTURY!) References should be current 2010+ and preferably post 2012. If you are using an older model then quote the original date followed by a recent journal article which mentions it to show that it is still part of the contemporary debate. For example Kolb’s learning cycle would be (Kolb, 1974; Simmonds 2009) and both would be listed separately on your reference list. 1. Referencing in the text itself with the Harvard Referencing System You can demonstrate how you have used sources in your assignment through appropriate referencing in the text itself. The Harvard system uses the authors surname and year of publication as the main way to identify documents within the text. Here are some practical examples of referencing within the text. " For a single author:

E.g. It has been shown that……… (Jones, 2009) E.g. Jones (2009) shows that……. " For something written by two people:

E.g. the main features of …. have been identified as….. (Jones and Brown, 2010) " For papers written by more than two authors:

E.g. Smith et al (2010) indicate that ……. The full list of authors must appear in the reference section at the back " For corporate authors, for instance a consultancy report:

E.g. Key issues for Anderson industries were….. (Anderson plc. 2008) " For publications with no obvious author, such as ACAS


31

E.g. Key stages in the discipline process are……. (ACAS, 2009) Quotations When you quote directly from a source you should place the quotation in inverted commas and the page number should be given in the reference. e.g. “The employment relationship is central to personnel and development, whether in terms of the direct employment of staff by an organisation, or the subcontracting of work to external bodies”. (Marchington and Wilkinson, 2010:7) Direct quotations should be kept to a minimum as paraphrasing is preferred with the reference (name, date) in brackets after it. A direct quote always requires a page number. 2. REFERENCING IN THE REFERENCE SECTION USING THE HARVARD SYSTEM The Reference section follows the end of your assignment text (but comes before any appendices). This is where you list the publications you have referred to in full and in alphabetical order. The following information should be provided to allow anyone to follow up your reference and access it accurately: " Author’s surname and initial(s) " Year of publication " Title of book (or article) either underlined or italicised (or italicised) " Publisher of the book (or journal in which the article was found) " Place of publication (e.g. London, New York, Paris)

EXAMPLES OF REFERENCES ON THE REFERENCE LIST " Reference to an article in a journal:

Riusala, K. and Suutari, V. (2008) Expatriation and careers: perspectives of expatriates and spouses. Career Development International Vol.5. No. 2 pp. 81-90 NB– where the journal has volume numbers and part numbers these should be clearly shown – page numbers of an article should be given wherever possible " Reference to a book

Bloisi, W. (2008) Management and Organisational Behaviour (2nd European Edn.) McGraw Hill, London. " Reference to a booklet

Department for Education and Employment (2009). Delivering Skills for All: Second Report of the Skills Task Force. HMSO, London. " Reference to the work of someone cited in a different source (such as a text-book).

McGregor, D. (1960), The Human side of Enterprise. cited in Bloisi, W. (2009) Management and Organisational Behaviour (3rd European Edn.) McGraw Hill. & then give the page number where you found it! " Reference to a particular chapter in an edited book:

OSullivan, N. (2009) The Future of Work in Matthewman, L., Rose, A. and Hetherington, A. (eds.) (2009) Work Psychology . Ch. 16. pp. 348-367. OUP England Reference to an item found on the internet. Internet sources should be cited in the text as (Web 1), (Web 2) etc. with a fresh number for each reference. The bibliography should then list them separately. If the same Web page is used on


32

different dates as a regular source of information then the date should also be included in the reference e.g. (Web 1, 22/3/10) then (Web 1, 24/3/10) on subsequent occasions. They need not be alphabetical order in your reference list. This should include the fact that the item was accessed on-line & when e.g. Web1, (1999) ‘Pay and Conditions in Call Centres’, available at http://www.incomesdata.co.uk/callcent/htm Accessed 23 October 2008 Graphs, charts and tables You should make reference to Graphs, charts and tables used in your text to strengthen your arguments, clarify concepts or give proof. These should be numbered in sequential order with the data source shown beneath them. Table 1.1 Percentage of unemployed builders in Carmarthenshire and Pembrokeshire 1999-2001

Year 1999 2000 2001 Carmarthenshire 23 % 27% 19% Pembrokeshire 14% 38% 8%

Source: Welsh Employment Statistics (2002) *** Remember all graphs, charts and tables MUST be sited in the back! IF IN DOUBT, PLEASE REFER TO UNIVERSITY OF WOLVERHAMTON’S REFERERNCING GUIDELINES ONLY!!! http://www.wlv.ac.uk/lib/PDF/harvard%202010.pdf

METHODS OF WORKING: Lectures must be attended. Weekly reading is essential!!!! You are likely to find Lecture work easier to accomplish if you have a copy of the lecture notes with you. Lectures are essential for developing the required skills for the module. On this module you are treated as an ADULT Graduates independent and autonomous learner. As such, to succeed in the module you will need to read around your subjects; both in the recommended texts and in relevant journals, think things through, reflect in a critical way about your own transfer of knowledge to practice as well as that of organisations you notice around you, solve problems, research topics and integrate your learning in a coherent way. It is recommended that you match your college time for this module with an equivalent independent study period each week.

GUIDELINES FOR STUDENTS This handbook is not a definitive statement of EDEXCEL regulations, but merely a guide specially written for you in order to complete the four contemporary issues in marketing management assignments

IF IN DOUBT, PLEASE REFER TO UNIVERSITY OF WOLVERHAMTON’S REFERERNCING GUIDELINES ONLY!!! http://www.wlv.ac.uk/lib/PDF/harvard%202010.pdf


33

ASSIGNMENT CHECKLIST Assessment Decisions Cover Sheet Plagiarism Report Module Title & Code Lecturer’s name Student Name Student Number 2 x Paper copy of report 2 x Memory stick or disc in envelope attached to the report (non-returnable) Assignments email to [email protected]

The night before hand-in date latest by 23:30pm It is important that you retain a copy of any documents that you hand in for assessment. Any students having any difficulties with any area of the assessment must inform the administrator immediately. A meeting will then be arranged with the lecturer to give further support.


34

Assessment Plan LBBA: Business Strategy-‐ A/601/0796

DATE Unit & Title Learning Outcome

Hand In Date

Summative Assessment

Assessor Name

23/02/15 Understand the process of strategic planning

LO1 Week 4 16/ 06/ 2015 Shmina

23/02/15 Understand different approaches to management and leadership

LO2 Week 7 16/ 06/ 2015 Shmina

23/02/15 Understand ways of using motivational theories in organisations

LO3 Week 10 16/ 06/ 2015 Shmina

23/02/15 Understand the mechanisms for developing effective teamwork in organisations

LO4 Week 13

16/ 06/ 2015 Shmina