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EBWO3001 Effectiveness In The Business World Explanations

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Question:

Learning outcomes assessed:

  • Demonstrate an understanding of the concept of the organisation and the environment in which it operates, including determining the competitive advantage for an organisation.
  • Identify and analyse organisational operations, responsibilities
  • Discuss the needs of the consumer and people who work in a business.
  • Recognise a range of issues related to business and how they interlink. 

This coursework is worth 100% of the total marks for this module. Coursework Instructions Please read carefully The template supplied should be used to make the final submission on the Student Portal by the submission deadline Carefully read the module handbook, the marking criteria and the grade descriptors. 

Academic Misconduct

You are responsible for ensuring you understand the policy and regulations about academic misconduct.  You must:

  • Complete this work alone except where required or allowed by this assignment briefing paper and ensure it has not been written or composed by or with the assistance of any other person.
  • Make sure all sentences or passages quoted from other people’s work in this assignment (with or without trivial changes) are in quotation marks, and are specifically acknowledged by reference to the author, work and page.

Blank Assignment Task 

  • The assessment for this module is a Portfolio - that is, a piece of work which is made up of many entries or tasks.There are four [4] tasks in this Portfolio. The tasks are an imaginary basic approach that you as an Entrepreneur will take to start and successfully managing a business enterprise. Each task focuses on crucial elements required to start a business, manage it, succeed and sustain its success in a competitive business environment.
  • There are 4 portfolio tasks but you need to start working on these in week 1 to ensure that you complete all the work to the required standard with the minimal stress 
  • In your lectures, each week, you will be considering a topic which relates to your portfolio entry. You will then spend more time in the tutorial of each week on this task. If you miss any lecture or tutorial you will miss a large section of your assessment, therefore attendance is crucial. 
  • Please ensure that you review the full Scheme of Work (SOW), which you will find in your GSM portal, for the module to better understand the module and topics you will learn and be assessed in. Please also ensure that you do all the required preparation and reading for each week’s classes.
  • Please endeavour to give full answers with explanations through-out the portfolio. You can expand each box to include a large response. 

How you are required to approach your Assignment

As a requirement for the completion of this portfolio, you should first decide on a type of business you have or would potentially like to start up in the future (e.g. restaurant, shop, service etc.). Your answers to the tasks below will relate to this business. The table below contains useful tips and guide about your assignment tasks.

Task Number

 

Task

 

Useful Tip

1

 

a.      Briefly describe the nature of business you have or might like to have in the future.

 

b.      What are the advantages and disadvantages of owning your own business?

 

c.       In what ways could PESTEL be useful in planning your start-up business?

 

You should imagine a business of your choice, whether or not your preference is to actually own a business in the future. The description should include type of business, possible location and what its products or services are.

Regarding PESTEL – Your answer should begin with stating what the acronym represents and an example of each of the factors – for example, ‘P’ represents ‘Political factors’ and an example of this is ‘government policies’, etc. You should then focus your answer on the relevance of this tool to business.   

2

a.      In what ways can ‘globalisation’ have an impact on your business? Discuss two examples. 

 

 

b.       What suitable technology would your business use and how would it improve the operations of the business?

 

Your answer should include advantages and/or disadvantages of globalisation as discussed in lectures.

Technology can be as basic as ‘hair dryer’, etc, in the case of someone with a Hair Dressing business.

3

a.      Briefly identify who your ‘customer’ is likely to be. Why is it important for a business to understand its customers?

 

b.      Describe TWO ways in which you might attract more customers to your business.

 

A business may have more than one type of customers – for example, a Barber’s may have those who visit to have a haircut and may also have those who only need to purchase a shaver. Your answer should clearly list out all possible/potential customers to your particular business.  

4

a.      What is the role of ethics in business?

 

b.       With examples from other businesses, describe how your business can treat its staff ethically.

 

Your answer should begin with the meaning of ethics. It should then progress to state how business ethics can affect a business. Your answer should refer to examples of a business that treats its staff ethically well.

 

 

End of Assignment Brief 

EFFECTIVENESS IN THE BUSINESS WORLD MARKING CRITERIA AND SELF-ASSESSMENT FORM

 

 

Strength

Adequate

Needs Improvement

Knowledge and Understanding                                           50%

 

  • Includes all required factual content required by the assignment brief, accurately summarised. All content is relevant.

 

  • Demonstrates a clear understanding of:

 

·         Classification of organisations by sector:

·         Understanding what business environment is and the various types of environments affecting businesses.

·         Understanding globalisation and how it affects business:

·         Exploring the key elements that influence consumer demand and their influences on business

·         Understanding Entrepreneurship, Creativity and Innovation

 

  • Demonstrates evidence of independent reading and research, beyond lecture materials and tutorials, appropriate to this level.

 

  • Demonstrates effective use of class materials to develop knowledge and understanding of key concepts and theories.

 

 

 

 

Intellectual and Cognitive Skills                                          25%        

 

  • Material is clearly and logically structured using the portfolio provided, with clear communication of ideas.

 

  • Includes a well-developed, relevant introduction and conclusion.

 

  • Information is selected from a range of relevant sources appropriate to the level (at least 3), and incorporated effectively.

 

  • Arguments are well-developed and make effective use of sources.

 

 

 

 

 

 

 

Graduate Skills                                                                     25%

  • The work is within the required word count.

 

  • Sources are appropriately referenced using the Harvard style.

 

  • Answers are written in a suitably fluent, academic style.

 

  • Spelling, grammar and punctuation are accurate.

 

  • The work is presented professionally, with appropriate use of fonts, spacing, headings, images etc.

 

 

 

 

 Marking Criteria GSM LONDON GENERIC ASSESSMENT MARKING CRITERIA LEVEL 3

Level 3: Prepares students to function effectively at Level 4. Criteria for assessment at Level 3 reflect the preparatory nature of these modules. Students are expected to demonstrate the acquisition of generic learning skills appropriate for self-managed learning in an HE context.

 Students are expected to demonstrate that they have acquired the underpinning discipline- specific skills, knowledge and understanding necessary to undertake a programme of higher education

 

 

KNOWLEDGE & UNDERSTANDING

INTELLECTUAL & COGNITIVE SKILLS

GRADUATE SKILLS: TRANSFERABLE, EMPLOYABILITY, PRACTICAL AND ACADEMIC SKILLS

 

 

Factual and conceptual knowledge and understanding; use of class materials; independent reading

Critical thinking; conceptualisation; creativity; synthesis, analysis and evaluation; application; problem solving and research/investigation

Written, oral and presentation skills; interpersonal, group and teamwork skills; leadership skills; numeracy; digital skills; practical, professional and academic skills (including referencing/presentation)

MARKING BAND

CLASSIFICATION

WEIGHTED AT 50%

WEIGHTED AT 25%

WEIGHTED AT 25%

86 - 100%

FIRST (1ST)

Includes all required factual content, accurately summarised.

Well developed, relevant introduction and conclusions.

Within word count or presentation time.

 

 

Includes relevant factual content only.

Clearly and logically structured material.

Accurate spelling, grammar, punctuation, paragraphing.

 

 

Very accurate identification of pre-defined concepts, theories and/or principles, appropriate to this level.

Information or data selected from highly relevant sources, and categorised, analysed or evaluated using a recommended format.

Fluent, interesting writing style, appropriate to the assignment OR engaging, confident, audible and well paced presentation.

 

 

Excellent understanding of factual and conceptual material, relative to this level.

Well developed arguments, referencing a range of literature, appropriate to this level.

Appropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices.

 

 

Calculations are accurate, clearly set out, with explanations.

Relates theory to practice effectively, appropriate to this level.

Correct use of academic conventions, references and bibliography.

 

 

Very good independent reading and research, beyond standard texts, appropriate to this level.

Very good application of numerical and statistical methods to defined problems.

Outstanding, consistent delivery of group work obligations, for this level.

 

 

Effective use of class materials to develop knowledge and understanding.

Precise, relevant recommendations. Very good awareness of ethical issues, where relevant.

Insightful reflection on own strengths and weaknesses in relation to defined professional and practical skills.

70 - 85%

FIRST (1ST)

Includes all required factual content, accurately summarised.

Relevant introduction and conclusions.

Within word count or presentation time.

 

 

Includes relevant factual content only.

Clearly structured material.

Accurate spelling, grammar, punctuation, paragraphing.

 

 

Accurate identification of pre-defined concepts, theories and/or principles, appropriate to this level.

Information or data selected from relevant sources, and categorised, analysed or evaluated using a recommended format.

Fluent writing style, appropriate to the assignment OR engaging, confident, audible and well paced presentation.

 

 

Very good understanding of factual and conceptual material, relative to this level.

Coherent arguments, referencing a range of literature, appropriate to this level.

Appropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices.

 

 

Calculations are accurate, clearly set out, with explanations.

Relates theory to practice, appropriate to this level.

Correct use of academic conventions, references and bibliography.

 

 

Good independent reading and research, beyond standard texts, appropriate to this level.

Good application of numerical and statistical methods to defined problems.

Very good, consistent delivery of group work obligations, for this level.

 

 

Effective use of class materials to develop knowledge and understanding.

Relevant recommendations. Good awareness of ethical issues, where relevant.

Good reflection on own strengths and weaknesses in relation to defined professional and practical skills.

60 - 69%

UPPER SECOND (2:1)

Includes most required factual content, mostly accurately summarised.

Mostly relevant introduction and conclusions.

Within word count or presentation time.

 

 

Includes relevant factual content only.

Clearly structured material

Mostly accurate spelling, grammar, punctuation, paragraphing.

 

 

Mainly accurate identification of pre-defined concepts, theories and/or principles, appropriate to this level.

Information or data selected from relevant sources, and categorised, analysed or evaluated using a recommended format, with occasional gaps or errors.

Mainly fluent writing style, appropriate to the assignment OR mainly engaging, audible and well paced presentation.

 

 

Good understanding of factual and conceptual material, relative to this level.

Mostly coherent arguments, referencing a range of literature, appropriate to this level.

Mostly appropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices.

 

 

Calculations are mainly accurate, clearly set out, with mostly good explanations.

Relates theory to practice, appropriate to this level, but with some gaps or errors.

Mostly correct use of academic conventions, references and bibliography.

 

 

Reasonable independent reading and research, beyond standard texts, appropriate to this level.

Mainly good application of numerical and statistical methods to defined problems.

Good and generally consistent delivery of group work obligations, for this level.

 

 

Mostly effective use of class materials to develop knowledge and understanding.

Mostly relevant recommendations. Sound awareness of ethical issues, where relevant.

Clear reflection on own strengths and weaknesses in relation to defined professional and practical skills.

50 - 59%

LOWER SECOND (2:2)

Includes most required factual content, but with some gaps or misunderstandings.

Adequate introduction and conclusions.

Within 10% of word count or presentation time.

 

 

Includes some irrelevant factual content.

Adequately structured material, with a few gaps

Some mistakes in spelling, grammar, punctuation, paragraphing.

 

 

Some identification of pre-defined concepts, theories and/or principles, appropriate to this level.

Information or data selected, categorised, analysed or evaluated with an attempt at using a recommended format and with gaps or errors.

Writing style is mostly appropriate but not always fluent OR a presentation that is not always engaging, audible or well paced.

 

 

Adequate understanding of factual and conceptual material, relative to this level.

Limited arguments referencing limited literature. Includes personal opinion.

Inconsistent visual presentation, including font, spacing, margins, headings, graphics, images and appendices.

 

 

Calculations may have inaccuracies, or issues relating to set out and explanation.

An attempt to relate theory to practice, appropriate to this level.

Inconsistent use of academic conventions, references and bibliography.

 

 

Some limited independent reading and research, beyond standard texts, appropriate to this level.

Adequate application of numerical and statistical methods to defined problems, with gaps or errors.

Inconsistent delivery of group work obligations, for this level.

 

 

Adequate use of class materials to develop knowledge and understanding.

Some recommendations. Some awareness of ethical issues, where relevant.

Some evaluation of own strengths and weaknesses in relation to defined professional and practical skills.

40 - 49%

THIRD (3RD)

Includes limited factual content, with many gaps or inaccuracies.

Basic introduction and conclusions.

Within 10% of word count or presentation time.

 

 

Includes significant irrelevant factual content.

Unevenly structured material.

Frequent mistakes in spelling, grammar, punctuation, paragraphing.

 

 

Limited identification of pre-defined concepts, theories and/or principles, appropriate to this level.

Information or data poorly selected, categorised, analysed or evaluated, and may not use recommended format.

Awkward or inappropriate writing style OR a presentation that is not engaging, audible or well paced.

 

 

Limited understanding of factual and conceptual material, relative to this level.

Little argument, mainly descriptive or personal opinion, with little reference to literature.

Inappropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices.

 

 

Calculations are often inaccurate, with many  issues relating to set out and explanation.

Very limited or inadequate attempt to relate theory to practice.

Inconsistent or incomplete use of academic conventions, references and bibliography.

 

 

Minimal independent reading and research beyond standard texts, appropriate to this level.

Weak application of numerical and statistical methods to defined problems.

Unreliable delivery of group work obligations, for this level.

 

 

Limited use of class materials to develop knowledge and understanding.

Confused recommendations. Little awareness of ethical issues, where relevant.

Limited reflection on own strengths and weaknesses in relation to defined professional and practical skills.

30 - 39%

FAIL. POSSIBLE COMPENSATION.

Includes insufficient required factual content, with significant gaps or inaccuracies.

Incoherent or irrelevant introduction and conclusions.

More than 10% outside word count or presentation time.

 

 

Includes substantial irrelevant factual content.

Incoherently structured material.

Serious mistakes in spelling, grammar, punctuation, paragraphing.

 

 

Very limited or inaccurate identification of pre-defined concepts, theories and/or principles, appropriate to this level.

Minimal selection of information or data, and little attempt at collation, categorisation, analysis or evaluation.

Poor writing style OR a presentation that is not engaging, audible or well paced.

 

 

Very limited understanding of factual and conceptual material, relative to this level.

Little or no argument, entirely descriptive or personal opinion, with no reference to literature.

Poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices.

 

 

Calculations are mostly inaccurate, or incorrectly set out or explained.

Theory not related to practice.

Inaccurate or incomplete use of academic conventions, references and bibliography.

 

 

Minimal independent reading and research, appropriate to this level. Limited use of standard texts.

Very weak application of numerical and statistical methods to defined problems.

Poor delivery of group work obligations, for this level.

 

 

Very limited use of class materials to develop knowledge and understanding.

Irrelevant or no recommendations. Little or no awareness of ethical issues, where relevant.

Very limited reflection on own strengths and weaknesses in relation to defined professional and practical skills.

16 - 29%

FAIL. NO COMPENSATION.

Includes almost no required factual content, and with very significant inaccuracies.

No introduction and conclusions.

More than 10% outside word count or presentation time.

 

 

Includes mainly irrelevant factual content.

Very incoherently structured material.

Serious and extensive mistakes in spelling, grammar, punctuation, paragraphing.

 

 

No identification of pre-defined concepts, theories and/or principles, appropriate to this level.

No evidence of the selection, categorisation, analysis or evaluation of information or data.

Incoherent writing style OR an inaudible, poorly paced and unengaging presentation.

 

 

No understanding of factual and conceptual material, relative to this level.

Little or no argument, entirely descriptive or personal opinion, with no reference to literature.

Very poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices.

 

 

Calculations are inaccurate, with no explanations.

Theory not related to practice.

Very inaccurate or no use of academic conventions, references and bibliography.

 

 

No independent reading and research, appropriate to this level. Very minimal use of standard texts.

Minimal application of numerical and statistical methods and techniques to defined problems, with significant errors.

Very poor delivery of group work obligations, where relevant.

 

 

Minimal use of class materials to develop knowledge and understanding.

No recommendations. No awareness of ethical issues, where relevant.

Minimal evaluation of own strengths and weaknesses in relation to defined professional and practical skills.

0 - 15%

FAIL. NO COMPENSATION.

Does not include required factual content.

No introduction and conclusions.

More than 10% outside word count or presentation time.

 

 

Includes entirely irrelevant factual content.

Very incoherently structured material.

Serious and extensive mistakes in spelling, grammar, punctuation, paragraphing.

 

 

No identification of pre-defined concepts, theories and/or principles, appropriate to this level.

No evidence of the selection, categorisation, analysis or evaluation of information or data.

Incoherent writing style OR an inaudible, poorly paced and unengaging presentation.

 

 

Demonstrates no understanding of factual and conceptual material and ideas.

No argument, entirely personal opinion, with no reference to sources.

Exceptionally poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices.

 

 

Calculations are missing, with no explanations.

Theory not related to practice.

No use of academic conventions, references and bibliography.

 

 

No independent reading and research, or use of standard texts, appropriate to this level.

No application of numerical and statistical methods to defined problems.

No delivery of group work obligations, for this level.

 

 

No use of class materials to develop knowledge and understanding.

No recommendations. No awareness of ethical issues, where relevant.

No evaluation of own strengths and weaknesses in relation to defined professional and practical skills.

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