Copyright © EduQual Ltd. 2016 EduQual Diploma in Business and Marketing Management (SCQF Level 8) (COMBINED) ASSIGNMENT EIGHT: Operations ManagementPage 1 of 7 BMM (Combined)Assignment 8: Operations Management (SCQF), Copyright © EduQual Ltd. 2016 April 2016 Contents Assessment Guidelines 2 Context 2 Confidentiality 2 Assessment Criteria and Mark Sheets 2 Tutor Guidance 2 Word Count 2 Referencing and Professionalism 3 Plagiarism and Collusion 3 (Combined) Assignment 8: Operations Management 4 Task 1 4 Task 2 4 Task 3 4 Assignment Word Count 4 (Combined) Assignment 8: Criteria and Mark Scheme 5 Assessment Criteria for all Assessments 7Page 2 of 7 Back to Contents BMM (Combined)Assignment 8: Operations Management (SCQF), Copyright © EduQual Ltd. 2016 April 2016 Assessment Guidelines Learners of EduQual qualifications must complete the tasks given in the assignment brief approved by EduQual. Learners are able to request assistance from tutors about completing the tasks, mark schemes and grade descriptors. Learners are expected to adhere to policies and guidelines set out by the centre, which includes word/page/slide count and plagiarism/collusion. Context Learners are required to refer to the guidance notes and assignment brief in order to present an answer that would fall within the required context. Confidentiality Learners must seek permission and advice when using organisational/business information that would be considered sensitive or confidential within their assignments. If the organisation’s consent is given, and anonymity is a given requirement of the organisation, then the learner must respect this. Assessment Criteria and Mark Sheets The assignment brief will include the mark scheme along with grade descriptors for learners to refer to if needed. The guidance notes before the assignment questions should be used for reference in order to ensure that learners are equipped with the information and formats required. Learners are requested to obtain necessary advice on assignment context, format and other supporting information to clarify and help understand the requirements. The assessment criteria and the mark sheets will help learners identify how and where themarks have been allocated and allow them to structure their answers accordingly. Please note that learners must achieve a minimum of 40% of the marks allocated for each task and that the average mark awarded to all tasks of an assignment must be a minimum of 40% of the overall marks awarded. Tutor Guidance Learners are allowed one piece of feedback for draft answers they present. Any subject-related questions relating to the module can also be directed to the tutor. Word Count It is mandatory that learners adhere to the specified word count given in the assignment brief within a margin of -/+10%. For certain tasks, the assignment brief may specify the page count depending on the task requirement and, although a word count may not always be applicable for these, the page count must be adhered to at all times. All tables, charts, diagrams, referencing (in-text) will be considered a part of the assignment word count.Page 3 of 7 Back to Contents BMM (Combined)Assignment 8: Operations Management (SCQF), Copyright © EduQual Ltd. 2016 April 2016 If the task requires learners to make a presentation, the word count will only be applicable to the notes provided. The assignment questions may also specify the number of slides, in which case the learners are also required to adhere to this. Any supporting documents used to reinforce a learner’s answer need to be attached at the end of the report as appendices. Such supplementary material will equip the examiner with the required background knowledge on the information provided within the report. However, these will not be considered for grading nor as part of the word/page count. All assignments submitted with clear disregard for the stipulated page/word counts may be discounted, and the learners may have to resubmit his/her work for assessment pending revision/review of their work. Referencing and Professionalism To ensure that they follow a professional stance at all times, learnersmust:  Use the Harvard system of referencing for all citations and references (including in-text)  Use professional, formal English in presenting their work  Refrain from writing in a first-person perspective (i.e. ‘I’, ‘We’, ‘Me’, etc. should not be used within the answer). Learners should bear in mind that marks are awarded for professional format and presentation, and that considerable marks can be awarded for validity and quality of referencing. Therefore, referencing and professionalism will be assessed in every task. Plagiarism and Collusion Plagiarism and collusion will be considered an academic offence and will be dealt with as a serious issue. Plagiarism can be defined as: the presentation of the work of another author without appropriate referencing and/or attribution (leading to the false assumption that the learner is the originator of the text). Collusion can be defined as a circumstance in which: two or more learners present work with distinct similarities in concept and ideas. Learners must have access to valid plagiarism software (i.e. Turnitin) to assess ‘similarity index’ between their work and work that has been published elsewhere. This Turnitin report must be submitted along with their final assignment scripts for reference purposes.1 Excessive referencing (i.e. where unneeded/irrelevant) will also be considered an academic offence, which will lead to learners being penalised in marks awarded for structure and format of their work or, in serious cases, leading to the work of learners being discounted as unfit for assessment. Such matters will be decided by academic panel along with EduQual. 1 Note that centres must provide their learners with access to Turnitin software or else submit learners’ work for analysis via Turnitin upon receiving learner assignment scripts. In either case, the Turnitin report must be included with the submission of any learner work for assessment.Page 4 of 7 Back to Contents BMM (Combined)Assignment 8: Operations Management (SCQF), Copyright © EduQual Ltd. 2016 April 2016 (Combined) Assignment 8: Operations Management The three tasks shown below constitute 90% of the overall mark (30% for each task). 10% of the overall marks for the assignment must be given to ‘Structure and Format’. Assume the role of the Operations Manager for a company of your choice and prepare a report, for your Chairman and CEO, on Operations Management effectiveness by addressing the following requirements: Task 1 Explain and evaluate how operations management activities contribute to your organisation’s business strategy and customer demands. Within your response you should:  Analyse the operations functions of two selected organisations other than your own company  Explain the significance of the five performance objectives that underpin effective operations management. Operations Management: LO 1 (pcs 1.1, 1.2. 1.3) Task 2 Explain and evaluate:  How a range of quality management activities contribute to your organisation’s performance  The quality of systems and operations in two other, selected organisations and identify possible improvements. Operations Management: LO 2 (pcs 2.1, 2.2) Task 3 Explain and evaluate the contribution of information systems to procurement and supply chain efficiency in chosen organisations. Within your response, you should cover the advantages of eprocurement and IT systems for supply chain efficiency using a minimum of two other organisations for examples, as appropriate. Operations Management: LO 3 (pcs 3.1, 3.2, 3.3) Assignment Word Count 3000 maximum across all tasks.Page 5 of 7 Back to Contents BMM (Combined)Assignment 8: Operations Management (SCQF), Copyright © EduQual Ltd. 2016 April 2016 (Combined) Assignment 8: Criteria and Mark Scheme Assessment Criteria Marks allocate d Comments Mark Given Task 1: Operations Management LO 1 1.1: Explain the strategic importance of operations management to organisations. 1.2: Analyse the operations function of selected organisations. 1.3: Evaluate the significance of the five performance objectives that underpin operations management 30 Operational efficiency and strategic operations: Time, resources, external analysis (e.g. PESTLE); links and differences between operations management and strategic planning; the 3 Es: Economy, Efficiency (thrift) versus Effectiveness (quality). The five OM performance objectives: Cost; dependability; flexibility; quality and speed; internal and external benefits of excelling in each performance objective; trade-offs between objectives. Operations function: The role of OM in achieving strategic objectives; activities of core functional areas and their interrelationships; business process modelling, lean management techniques, integration of supply chain (e.g. Just in Time or ‘JIT’). Task 2: Operations Management LO 2 2.1: Analyse a range of approaches to quality management and its improvement in organisations. 2.2: Evaluate the quality of systems and operations in selected organisations and identify possible improvements. 30 Measurement of quality: Systems documentation; comparisons with past performance/competitors/industry standards/benchmarks; quality circles, TQM, Six Sigma etc. Product/service/procedure improvements: Staff consultation and engagement; continuous improvement; customer satisfaction. Task 3: Operations Management LO 3 3.1: Explain how information systems can benefit supply chain management. 3.2: Analyse the advantages of eprocurements for supply chain efficiency. 3.3: Evaluate the contribution of IT systems to supply chain efficiency in chosen organisations 30 Components of supply chain management: Order processing; e-procurement of products/services; logistics including supply and transport; handling of goods and fulfilment function. E-procurement: buyers or sellers may specify costs or invite bids; types of e-procurement; web-based ERP (Enterprise Resource Planning); e-MRO (Maintenance, Repair and Overhaul); esourcing; e-tendering; web auctions. Logistics services and international trade: Role of logistics services; use of internet to communicate information (availability, delivery, invoices); the flow of demand information to back up the supply chain; Tracking and Radio Frequency Identification (RFID); return mechanisms; payment systems. Structure and Format  Relevance to the tasks, professional tone and format of response (2 marks). 10Page 6 of 7 Back to Contents BMM (Combined)Assignment 8: Operations Management (SCQF), Copyright © EduQual Ltd. 2016 April 2016 Harvard Referencing (8 marks)  In-text citation  Bibliography, listed correctly and correlates to references made  Accurate, correctly-formatted footnotes  Integration of: supporting concepts, frameworks, critical thinking. Total Mark 100Page 7 of 7 Back to Contents BMM (Combined)Assignment 8: Operations Management (SCQF), Copyright © EduQual Ltd. 2016 April 2016 Assessment Criteria for all Assessments Marks Criteria 70-100  The answer submitted has an outstanding result with negligible amount of mistakes.  The answer shows an appreciative level of knowledge and clear understanding of related models, theories and frameworks. Analytical techniques used show the wide area of knowledge the learner has.  The ability to apply and contextualise the models, theories and frameworks is clearly recognisable.  The analysis and the use of research data, as well as the ability to use the data to reach acceptable and accurate conclusions, is exceptional.  Answers show independent thought and clarity of the learner has led to an overall focused and evaluative answer.  The answer has followed proper Harvard referencing. 60-69  The answer shows an above average standard with few errors.  The answer shows a decent level of knowledge and fairly clear understanding of related models, theories and frameworks. There is a very good level, and use of, analytical techniques that is obvious throughout the answer.  The ability to apply and contextualise the models, theories and frameworks is of a good standard.  The analysis and the use of research data, as well as the ability to use the data to reach acceptable and accurate conclusions, is above average level.  Answers show independent thought and clarity of the learner answer has led to an overall focused and evaluative answer with little inconsistency.  The answer has followed proper Harvard referencing. 50-59  The answer shows an above average standard with errors.  The answer shows a general level of knowledge and a fairly clear understanding of related models, theories and frameworks. There is a good level, and use of, analytical techniques that is obvious throughout the answer.  The ability to apply and contextualise the models, theories and frameworks is of a reasonable standard. However, the link between theory and practical knowledge appears to be restricted/limited.  The answer shows more assumptions than conclusive deductions/evidences and valid arguments. However, the ability to interpret and evaluate is evident.  Answers show independent thought and clarity of the learner answer has led to an overall focused and evaluative answer with some inconsistencies.  The answer has followed Harvard referencing at an acceptable level. 40-49  There are several shortcomings throughout the answer.  The knowledge level reflected in the answer is limited, especially in understanding of related models, theories and frameworks.  The case material has been repeated instead of evidencing knowledge.  The use of analytical techniques is inadequate.  A certain level of relevance is evidence in Harvard referencing. 30-39  Answer submitted is quite weak and lacks proper focus.  The answer shows a number of spelling errors and/or poor grammar/syntax.  The lack of understanding in subject knowledge, related models, theories and frameworks is evident.  Contextualisation, interpretation, and evaluation are of a poor standard.  Reflects only basic levels of Harvard referencing. 0-29  Requires more work on answering skills; overall output is well below the required standard. Answer has little relevance to the assignment briefs. Spelling/syntax poor.  Little or no evidence of appropriate subject knowledge.  Use of models, theories and frameworks is quite poor.  Little to no evidence of, and/or unacceptable mistakes in, Harvard referencing. The overall Pass Mark must be a minimum of 40% when averaging together the marks obtained for each task. Marks given to each task of the assignment must be an absolute minimum of 40% of the marks available for that task.