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University of Derby Online Learning
www.derby.ac.uk/online
Assignment Brief
Analysis of Business Data (5BM500)
May 2017
http://www.derby.ac.uk/online

V1 – September 2015 www.derby.ac.uk/online 2 of 11
Contents
Module Overview:
...............................................................................................
.................... 3
Learning Outcomes:
...............................................................................................
................. 3
Formative Activities & Assessment
......................................................................................... 3
Formative Assessment
...............................................................................................
......... 3
Summative Assessment
...............................................................................................
....... 4
Module Assessment
...............................................................................................
................. 4
Assessment Weighting
...............................................................................................
......... 4
Coursework 1:
...............................................................................................
.................... 5

Component 1 – Wiki Report (30%)
......................................................................................... 5
Group Wiki Report Assessment Criteria
......................................................................... 6
Class Interactions Assessment Criteria:
................................................................................. 8
Coursework 2
...............................................................................................
...................... 8
Report Assessment Criteria:
...............................................................................................
.... 9
Assessment Presentation, Marking and Grading
................................................................ 9
Assignment Grading
...............................................................................................
.............. 10

Module Overview:
This module provides you with important key skills for business
and finance; the ability to
use spreadsheets to analyse data, confidence with larger data
sets and the ability to
interpret results. The module content is based on traditional
quantitative analysis but is
mainly focused on looking for patterns in data, the
interpretation of quantitative analysis
results and the analysis of data using spreadsheets available in
most businesses. The skill
base developed gives you the confidence to prepare an analysis
of real data to inform a
business decision and to further explore quantitative analysis at
a later stage. These skills
also prepare you for analysis required in other modules within
your programmes.
Learning Outcomes:
On successful completion of this module, you will be able to:
1. Investigate relevant descriptive techniques within
spreadsheets for business data
analysis and to interpret outcomes within a relevant context.
2. Use statistical techniques to draw well-founded inferences

from quantitative data.
3. Identify sources of published statistics, understand their
context and report on their
wider relevance.
Formative Activities & Assessment
Formative Assessment
Formative activities are opportunities for you to apply, practice
and make sense of the
learning materials and content that you have encountered. In
this module, these include a
variety of activities such as class discussions that will be
supported by case studies, videos
and other practice-based, as well as academic materials.
Weekly activities are designed to gauge your understanding of
not only what has been
covered for the weekly module unit but the accumulation of all
the leading activities to-date.
You will be required to engage in different formative or/and
summative activities such as
authentic or time controlled assessments, collaborative
discussions, report writing, and so on
with specified hand-in deadlines. In the case of collaborative

assessment, specific activities
with be posted in the forum and will be observed at the
assessment week indicated.
Summative Assessment
Summative assessments are pieces of coursework that you will
complete and that will
contribute towards your final grade in this module. You should
take the feedback that you
receive from the completion of coursework in this module in a
constructive manner to help
you improving your knowledge and understanding and your
approach to future assessment
tasks.
Summative assessment in this module is based on the
submission of two pieces of
coursework. You will be expected to submit your summative
assignments via the Turnitin
assessment points on the Assessment page in Blackboard.

Module Assessment
The table below shows a schedule of both formative and
summative assessments and the
weight that applies to each component on this module.
Assessme
nts
Activities
Week
%
C
re
d
it
W
e
ig
h
tin
g

1 2 3 4 5 6 7 8 9 10 11
FA
Collaborative
Activity x - - - - - - - - - - -
FA
Collaborative
Activity - x - - - - - - - - - -
FA
Collaborative
Activity - - x - - - - - - - - -
FA
Collaborative
Activity - - - x - - - - - - - -
CW 1
(SA)
Wiki Report - - - - x - - - - - - 30%
FA
Collaborative
Activity - - - - - x - - - - - -
CW 1
(SA)

Collaborative
Activity - - - - - - x - - - - 20%
FA
Collaborative
Activity - - - - - - x - - - - -
FA
Collaborative
Activity
- - - - - - - - x - - -
FA
Collaborative
Activity
- - - - - - - - - x - -
CW2 (SA) Report - - - - - - - - - - x 50%
Total 100%
FA = Formative Assessment SA = Summative Assessment
Assessment Weighting
100% Coursework

Coursework 1:
Assessment weighting: 50%
Assessment Criteria: Wiki Report & Class Interactions
Word count: Around 2,000 words
Learning Outcomes to be met 1, 2 & 3
Component 1 – Wiki Report (30%)
Week
Assessments
Activities Assessment
weighting
Start Date Engagement by
5
CW1 (SA)
Wiki Report
30%
Monday 26th June
2017
Sunday 2th July 2017
9pm BST
SA = Summative Assessment

This component is based on the presentation of a group wiki
report (two students per group)
where techniques presented through units 1 to 5 should be used.
Each student should
outline a research question that they wish to address and that
relates to the assessment of a
particular project in a business context. The main report should
be structured around the
following points:
made.
how the decision-
making process would be supported with data analysis tools.
the presented research
problem.
information gathered from the
business main competitors and that would be used as your main
source of
information to help you making a decision.

helped you to make a
decision.
The case study under consideration will be addressed by a group
of two students that will
collaborate in a wiki to offer an answer to their identified
business problem.
Group Wiki Report Assessment Criteria
%
Use of theory
(25%)
Group dynamics

(25%)
Evaluation &
Analysis (25%)
Presentation Style
(25%)
0-34
The presentation
used a very limited
amount of relevant
information
There was no
evidence the group
actually worked
together.
Very basic
standard with no
attempt at analysis
The structure and
presentation of Wiki is
poor. Many errors in
spelling, grammar and
punctuation. No images
or diagrams are used.

Hard to read through and
comprehend.
35-39
The presentation
used little material
from the module.
There was no
academic
referencing in the
oral presentation.
The group has no
evidence of
attempting to
manage group
members who have
not participated
equally in the group
project. The group
has not
compensated for
work not done by
any missing group
members.
The presentation

was descriptive. No
conclusions have
been drawn or are
very weak and
uncorroborated.
There is little or no
attempt at analysis.
One or more of the
following applies. The
presentation or structure
of Wiki is poor. Many
errors in spelling,
grammar and
punctuation. No images
or diagrams are used to
support discussions.
Hard to read through and
comprehend.
40-49
Appropriate
theoretical
frameworks have
been selected and
applied correctly

but could have
been used more
fully in the analysis
of the subject.
There was an
attempt at
academic
referencing.
The Group has
considered what
should be done with
group members who
have not participated
project but may not
have implemented
your plan. The group
has some idea of
how to compensate
for work not done by
any missing group
member
Basic conclusions
have been drawn
but they are quite
weak or not fully

substantiated by
the information
presented. There is
an attempt at
analysis but the
analysis is shallow
and undeveloped.
The presentation and
structure of Wiki is
adequate. Some errors
in spelling, grammar and
punctuation. Some
images or diagrams are
used to support
discussions. Reasonably
easy to read through and
comprehend.
50-59
The presentation
addresses issues
well. The required
Theoretical
frameworks have
been applied

correctly and have
been used fully in
the analysis.
Academic
referencing is
good.
The group has
decided what should
be done with group
members who have
not participated
project and has
implemented the
plan. The group has
compensated for
work not done by
any missing group
member.
Some useful
conclusions have
been drawn which
are strong and
supported by the
information
presented and the

analysis is of
reasonable depth.
structure of Wiki is good.
Few notable errors in
spelling, grammar and
punctuation. Images or
diagrams are used to
support discussions well.
Easy to read through and
comprehend.
60-69
The presentation
addresses the
issues very
competently. The
required theoretical
frameworks have

been applied
skillfully and have
been integrated
fully. Academic
referencing is very
good.
The group has taken
clear action with
group members who
have not participated
project.
The group has
compensated fully
for work not done by
any missing group
member.
Very good
conclusions have
been drawn which
are located in and
logically drawn
from the
information
presented.

Analysis has depth
and clarity.
structure of Wiki is very
good and professional.
Very few notable errors
in spelling, grammar and
diagrams are effectively
used to support
discussions well. Very
easy to read through and
comprehend.
70-
100
Appropriate
theoretical
frameworks have
been selected and
applied extremely
usefully and have
facilitated a
concise and critical
analysis. Academic
referencing is
excellent.

The group justified
with critical analysis
how you managed
the group work
process. The group
has kept excellent
records of all
success.
Conclusions are
drawn from
excellent and
incisive analysis.
There is excellent
analysis, which is
deep, critical and
useful.
structure of Wiki is
faultless. No notable
errors in spelling,
grammar and
diagrams are very
effectively used to
support discussions well.

Very easy to read
through and
comprehend.
Component 2 - Class Interactions (20%)
Week
Assessments
Activities Assessment
weighting
Start Date Engagement by
7
CW1(SA)
Class
Interactions
20%
Monday 10th July 2017
Sunday 16th July 2017
9pm BST
SA = Summative Assessment
Following on to the wiki report produced in week 5 (CW1 -
Component 1 – Wiki Report),
posted this report in the discussion board. Each group should
review the wiki reports posted

by the rest of the teams and elaborate a response to a selected
wiki. The following points
should be covered:
wiki.
oup and offer
feedback that identify how the
report could be improved.
and offer clear
connections with your group own wiki.
red
to help understanding
the issue presented by the chosen group.
learning
outcomes of the group after
reviewing the material covered from unit 1 to 5, and how it has

been applied by your
peers and your own group to complete this first assignment.
Class Interactions Assessment Criteria:
Your work would be assessed according to the criteria outlined
below.
Class Interactions
Introduction – Explanations on
selected wiki to be analysed
A clear explanation should be offered regarding
the selection of the wiki to be assessed.
20%
Wiki Main Goals and
Objectives
Outline the main goals and objectives of the
reviewed wiki and evidence of relevant feedback
that help to improve the presented analysis.
20%
Strengths and Weaknesses Outline the main strengths and
weaknesses of the

reviewed wiki and draw connections with the work
done in your own wiki report.
20%
The Value of Statistics
Present an analysis that reflect on the value of
statistics in the business context.
20%
Conclusion Highlight the major learning outcomes of the
completed activity.
20%
Coursework 2 (50%)
Coursework 2 is based on a case study to be developed and
presented in an individual
manner. Students are required to offer evidence on their ability
to implement inferential data
analysis techniques by using Excel. This part of the assessment
is based on the material
covered from unit 1 to unit 10 and the main points to be
addressed are outlined as follows:

1. Identify a research problem that needs to be addressed. Be
sure to present a
problem that has clear implications for a business.
2. Identify the main research question to be addressed. Support
your question with
appropriate research hypothesis/es.
3. Offered an explanation on the relevance of the problem to be
addressed and
implications for the organisation.
4. Identify the key inferential techniques that would be used to
support your analysis.
5. Gather relevant data that would allow you conducting your
analysis.
6. Use Excel to conduct your analysis.
7. Answer your research question.
8. Explain the main limitations and issues to be considered as
part of your conducted

analysis.
9. Conclude your report.
Students work on their assessment data set using inferential
techniques in Excel in a private
study. Their analysis is incorporated in the written report where
students identifies sources of
published statistics, understand their context and report on their
wider relevance. (1500
words)
Assessment weighting: 50%
Assessment Criteria: Individual Activity
Learning Outcomes to be met 1, 2 & 3
Report 1,500 words
Submission Date 9th August 2017 9Pm BST
Report Assessment Criteria:
Introduction Offer a detailed explanation of the problem to be
addressed and the can of decision that would need to be
made.
10%

Goals and Objectives Outline the main goals and objectives of
the case study
under consideration. Explain how data analysis tools
would help you in making a decision.
10%
Data Explain and analyse the data gathering process, the
identification of your variables and identify the main
sources of information and their reliability.
15%
Excel Simulation
Clear integration of simulation analysis - conducted in
excel – throughout the presentation of your discussions
and findings.
25%
Decision Make a decision and offer an explanation that justify
the
outcome and the value of inferential analysis in the
business decision-making process.
25%

Final Conclusion &
Recommendations.
Explain how the research question was addressed with the
use of inferential analysis and the main limitations
associated with your work. Outline the main
recommendations to the organisation according to your
research outcomes.
15%
Assessment Presentation, Marking and Grading
When marking this assignment the academics will also be
looking for the following criteria:
criteria.

-developed discussion and
a conclusion
summarising the work.
the assignment and
discuss the way the assignment has been approached.
arguments made.
offences, style and
language.
bibliography that lists all
resources referenced.
originality report and are
certain that the work is your own (and has never been submitted
for marking before
by you, or anyone else)

associated with them,
colleagues and organisations
This module uses a grading scale applicable to Levels 6 in the
University Credit Framework.
The grade descriptors (see Contextualised grading rubric on the
next page) are typical
characteristics of the standard of work associated with each
grade, and are given in details
by level.
Assignment Grading
This programme uses the new percentage grading system
recently adopted by the
University of Derby for all courses. Details are available at:
http://www.derby.ac.uk/percentage-grades
http://www.derby.ac.uk/about/organisation/academic-
regulations/
http://www.derby.ac.uk/media/derbyacuk/contentassets/docume
nts/academicregulations/academic-offences.pdf
http://www.derby.ac.uk/research/uod/ethics/
http://www.derby.ac.uk/media/derbyacuk/contentassets/docume
nts/academicregulations/Assessment-regulations-for-
undergraduate-programmes.pdf
http://www.derby.ac.uk/percentage-grades

Level 4,5 and 6 Grade Descriptor
% mark Mark Descriptors
C
la
s
s
70-100%
Excellent
Outstanding; high to very high standard; a high level of critical
analysis and
evaluation, inclusive original thinking; commendable
originality;
exceptionally well coherence and logic. Trivial or very minor
errors. For
the highest marks (90-100%): an exceptional standard of work
illustrating
thorough and in-depth understanding, communicated with
exceptional
authority.
F

ir
s
t
60-69%
Very Good
A very good standard; a very good level of critical analysis and
evaluation;
significant originality; well researched; a very good standard of
presentation; commendable clarity of ideas; thoughtful and
effective
presentation; very good sense of coherence and logic; minor
errors only.
S
e
c
o
n
d
D
iv
1
50-59%
Good

A good standard; a fairly good level of critical analysis and
evaluation;
some evidence of original thinking or originality; quite well
researched; a
good standard of presentation; ideas generally clear and
coherent, some
evidence of misunderstandings; some deficiencies in
presentation.
S
e
c
o
n
d
D
iv
2
40-49%
Satisfactory
A sound standard of work; a fair level of critical analysis and
evaluation;
little evidence of original thinking of originality; adequately
researched; a
sound standard of presentation; ideas fairly clear and coherent,
some
significant misunderstandings and errors; some weakness in
style or

presentation but satisfactory overall.
T
h
ir
d
35-39%
Unsatisfactory
Overall marginally unsatisfactory; some sound aspects but some
of the
following weakness are evident; inadequate critical analysis and
evaluation; little evidence of originality; not well researched;
standard
presentation unacceptable; ideas are unclear and incoherent;
some
significant errors and misunderstandings. Marginal fail.
M
a
rg
in
a
l
F
a
il

21-34%
Poor
Below the pass standard; a poor critical analysis and evaluation,
virtually
no evidence of originality; poorly researched; presentation
unacceptable
and not up to graduate standard; ideas confused and incoherent,
some
serious misunderstandings and errors. A clear fail, short and
pass
standard.
1-20%
Very Poor
Well below the pass standard, with many serious errors.
Standard of
presentation totally unacceptable, incoherent and may be
severely under-
length. No evidence of evaluation or application. A very clear
fail, well
short of the pass standard.
F
a
il
NS Non-submission
No work has been submitted.

Z
Academic offence notation
Applies to proven instances academic offence.
P a g e 1 | 17
Workplace Productivity
What research question will allow the full analysis of
developing workplace productivity
How to manage, develop and utilise current resources in a
commercial vehicle workshop
while maximising efficiencies and revenue?
What is the problem and how can it be rectified?
Successfully managing a fast-paced vehicle workshop needs
strong leadership skills to
ensure efficiencies and revenue are maximised. Workshops
often suffer from weak leadership
from junior management, due to the fact they do not want to put
conflict between themselves
and their team members as this will reduce productivity and
their relationship will
diminish. Junior Managers need the correct support from their

Line Managers enabling them
to gain new experiences and knowledge of how to get the best
out of people without affecting
relationships and the culture within the teams.
The primary goals of any commercial vehicle workshop are as
followed:
• Continuously improve efficiencies
• Continually reduce costs
• Maximise revenue
A competitor analysis has been conducted to analyse how LC
Vehicle Hire is performing
against competitors in the surrounding area. Please Table 1.1
for the competitor analysis:
Table 1.1
This analysis highlights that LC Vehicle Hire is thirteen-point
four percent less productive than
the top competitor and eight percent from the bottom
competitor. This highlight internal
improvements need to be made.
With support from Managers, the Junior Managers can be the
core of continuous improvement
methods which will develop the business in the right direction.
Ensuring operational goals and

objectives are met. One-hundred percent efficiency will never
be achieved in a
service industry, due to employees require breaks but by
working smarter and
P a g e 2 | 17
employing continuously improving, ninety percent is possible
due to selling all nine possible
hours per Mechanic. Mechanics have a ten-hour day with two
half an hour break.
Please see Table 1.2 for the forecast of productivity efficiency
ratio and revenue.
Table 1.2
Managing Mechanics differently and working smarter will
generate an additional £208,000 per
annum, ensuring LC Vehicle Hire is highly competitive. This
will allow for future investments
for the business.
As a result of the competitor and financial analysis, LC Vehicle
Hire has implemented a five-
year project what will be focused on the personal and
professional development of Junior
Managers. This will give additional revenue of £1,040,000, this
will assist with the strategic
goal of expansion of the business.

How is personal and professional development moulded around
the operation?
The personal and professional development model used will
need to be understood correctly,
ensuring the project is successful. Honey and Mumford's
development model will be used,
Honey and Mumford's model requires a personality
questionnaire to be completed. Please
see below image:
(EMTRAIN's, 2017)
https://udol.derby.ac.uk/webapps/Bb-wiki-
bb_bb60/wikiView?course_id=_48670_1&wiki_id=_12761_1&p
age_guid=e633fdab66a64325a0476dadc551d8de
P a g e 3 | 17
Honey and Mumford's model was broken down into four
different learning preferences. These
are as followed:
• Reflector
• Theorist
• Pragmatists
• Activists

To identify an individual's learning style and habits, a
questionnaire was developed, the data
would be collected by a scoring system, for each question
ticked, one point would be awarded.
At the end of the questionnaire, the score would be totalled, this
would assess the learning
preferences. Please see Appendix One Personality Questionnaire
Example (Bradford School
of Management, 2016) for an example of the questionnaire.
Once the data is collated, the
information will be used when setting action plans and
objectives for the Junior
Manager. Understanding what learning style an individual
prefers assists in the learning
process and successfully completing targets. For example, if an
activist were to study an
academic subject and have no physical involvement with the
education, he/she would not be
suited to the activities which would have an adverse impact on
the results of the learning
activity. Therefore understanding the data from the personality
questionnaire is key to a
successful personal and professional progression plan
(University of Leicester, 2017).
How will the research be collated and what data will be
collected?
To ensure the research question is answered correctly and the
objectives are met, the
research onion will be used. This will ensure the project takes
the correct course of action and
the correct data is collated the research onion will be employed
(Bradford University, 2009) .

(Tosey, 2012)
To diagnose the research problem, the research onion will be
used. The problem will be
resolved and understood correctly by working from the outer
layers of the onion inwards.
age_guid=2deb3e5c6ced498bbf39c99c77e9207d
P a g e 4 | 17

To get to the cause of any problem the following must be
analysed:
• Philosophies – In this case, the realism philosophy will be
adopted due to the workplace
problem been based on human values and beliefs.
• The approach taken is the deductive approach. This allows
general points to be analysed so
qualitative data can be collected.
• The action research strategy has been taken due to the nature
of the research question.
This will allow the following:
• Develop clear objectives.
• Creates an understanding of how to achieve objectives
• The mono-method has been taken due to the fact qualitative
data needs to be collected.
• Need to collect people’s views, opinions, feelings
• The longitudinal time horizon has been chosen due to the fact
it is a five-year project which
faces long-term challenges which affect individuals such as
employees need to change how
the work and ethical matters need to be considered.
(Mark Saunders, 2012)
The data collection methods used will be as followed:
• 360 Feedback questionnaires – This gains qualitative data. Bar

and pie charts will be used
to analyse the data, this will give clear identification of the
results of the questionnaires so
targets can be set
• Focus groups – Research of the problem and gain qualitative
data. The information will be
collated to identify any common trends.
• Staff surveys – This gains qualitative data. Bar and pie charts
will be used to analyse the
data, this will give clear identification of the results, so focus
areas can be investigated.
• SWOT Analysis and Action Plan developed by Line Manager
and Junior Manager. This
highlight key areas of focus and assists with an understanding
of what needs to be
maintained and how it will be achieved. Please see Appendix
Two SWOT Analysis and
Action Plan, this is the documents what will be used.
• Monthly meetings to support the action plan. This gains
qualitative data. Minutes will be
taken for analysis of data taken from the meeting, these will be
used constructively to ensure
continued improvement.
• Staff performance appraisals will be used to collect
quantitative and qualitative data. The
data will be presented in pie and bar charts and tables, this will
allow managers to gain an
understanding of the general employee views and satisfaction
levels.

These data collections will be periodically run so variances can
be
displayed. Analysing variances will allow for continuous
improvement and also the motivation
of employees.
What ongoing data collection is required to manage
performance?
There are many different methods to use to measure and manage
performance in a vehicle
workshop. Having too many measurements can affect the
productivity of the workshop as
administration duties will increase. Complex data collection
methods may also have a
negative impact on productivity, employees need to understand
what the measures are and
how they are measured.
Mean
Use the mean number of vehicles outputted by the workshop per
week. Employing this method
will allow it to be used on individual employees to assess
weekly or monthly performance. This
would give the Junior Manager the ability to assess how many
vehicles an individual Mechanic
has outputted per week or month, this can be developed into a
performance management tool
P a g e 5 | 17

and objectives can be set per employee. This will also give the
operation an opportunity to
create a staff leadership board.
For example, it would allow a Manager to see who services
more vehicles per month so
rewards can be given. On the other hand, it will highlight areas
of improvements such as
training needs.
Range
Using the leadership board, the range of the leader board can be
used when assessing the
performance of the employees. For example, the bigger the
range, the bigger the performance
gap is between the employees. In a vehicle maintenance
department, ideally, there should be
no performance gaps in teams, having a gap identifies problems
such as skill shortages or
personnel problems and actions need to be taken to reduce the
gap.
Key Performance Indicators (KPI's)
KPI's are commonly used within businesses to manage key
areas, these key areas of an
operation usually consist of the following:
• Operational facts
• People facts

• Financial facts
• Customer facts
To operate efficiently key statistics will be measured, these will
have benchmarks which live
data is collated and measured against. Managers analyse KPI's
to assess performance.
Employees are set objectives around KPI's to ensure business
objectives are
consistently achieved. For an example of how a business
analyse KPI's, please see Appendix
Three Key Performance Indicator (KPI) Example. The example
shown is a performance
scorecard of a vehicle maintenance workshop, it collates a wide
range of KPI's, this is an ideal
method to collate all data so it can be analysed and
communicated out to groups of
employees.
Frequency Tables and Histograms
When a vehicle goes into a workshop for an inspection it has a
set time for the work to be
carried out. Often vehicles spend longer than they should in the
workshop resulting in
reduced sold hours. For example, if a vehicle goes in for
inspection, the customer will be
charged one set fee, this inspection will take two hours to
complete but if it takes three hours
to complete, the customer does not get charged for the
additional hour, instead the business
absorbs the cost, this labour what cannot be sold. The objective
of a workshop is to sell as
many hours as possible and have minimal unsold hours, this

maximises revenue.
To measure the performance of the workshop against unsold
hours, histograms can be
used. These will measure the frequency of how many vehicles
go over the set two hours
inspection time. Analysing this data will help the Managers set
targets for employees/teams
for performance management. The aim would be to have zero
unsold hours.
Management Accounts
Management accounts, profit and loss account's assist managers
with analysing facts and
figures of operations. These give managers an understanding of
how operations are
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age_guid=4ebb7f15ab884ec3af98b0332e804fd4
P a g e 6 | 17
performing and areas of improvements. From these managers
will set objectives/targets for
employees to ensure the financial aspect of the operation is
successful.
How will Managers know the project is heading in the correct
direction?

Gibbs reflective cycle will be used every six months to ensure
the project is heading in the
correct direction and the correct support and resources ar e been
applied. Gibbs has
highlighted six steps in project reflection, this is to ensure that
the entire project is
critically analysed and the project is progressing well to achieve
the objective. The six steps
in Gibbs reflective cycle are as followed:
• Description of the project.
• What are the feelings towards the project?
• Evaluation.
• Analysis.
• Conclusion.
• Action plan.
(University of Cumbria, 2016)
Without project reflection, there is a risk of the project not
achieving the overall goal which will
have a negative impact on the businesses strategic plan.
What happens when the project is completed?
Once the project is successful and workshop is maintaining
efficiencies. The planning of the
strategic objective of the business will require a project to be
implemented to ensure the
investment is successfully implemented. One proposed project

would be to have a workshop
extension and recruitment of additional employees to hold
additional ramps and equipment so
more vehicles can be inspected. This would require the
following:
• Budgets.
• List of resources required.
• Financial analysis of business and proposed resources.
• When proposing a project for investment, the following
investment appraisal tools
will be needed to assess the value of the proposed project(s)
• Payback Periods assessments.
• Accounting Rate of Return (ROCE) assessments.
• Net Present Value (NPV) tables.
• Adjusted Present Value (APV) tables.
• Internal Rate of Return assessment.
• Future value assessment.
• Compound Interest Rate assessment.
• Discounted Pay Back Period assessment.
• Profitability Index's
(Kaplan Financial Limited, 2016)

Without correct financial appraisal of a project, an informed
decision will not be able to be
made.
P a g e 7 | 17
References
Bradford School of Management, 2016. Pre-Course Workbook -
Personal and Professional
Development (In Company), Bradford: Bradford School of
Management.
Bradford University, 2009. Chapter Three; Research
Methodology. [Online]
Available at:
https://bradscholars.brad.ac.uk/bitstream/handle/10454/4243/Ch
apter-Three-
Methodology20June2009.doc?sequence=10
[Accessed 2nd July 2017].

EMTRAIN's, 2017. Learning styles quiz. [Online]
Available at: http://www.emtrain.eu/learning-styles/
[Accessed 27th June 2017].
Kaplan Financial Limited, 2016. Fundamentals of Business
Economics. 2017 ed. Berkshire:
Kaplan Publishing UK.
Mark Saunders, P. T., 2012. The Layers of Research Design.
Rapport, 30(Dec 2012), pp. 58,59.
Stephenson, L., 2017. SWOT Analysis and Action Plan, Leeds:
Luke Stephenson.
Tosey, M. S. a. P., 2012. The Layers of Research Design.
[Online]
Available at:
https://www.academia.edu/4107831/The_Layers_of_Research_D
esign
University of Cumbria, 2016. Gibbs’ Reflective Cycle. [Online]
Available at:
https://my.cumbria.ac.uk/media/ReflectiveCycleGibbs.pdf
[Accessed 2nd July 2017].
University of Leicester, 2017. Honey and Mumford. [Online]
Available
at:
http://www2.le.ac.uk/departments/gradschool/training/eresource
s/teaching/theories/honey-
mumford
Wm Morrisons Supermarkets Plc, 2016. VMU - KPI review,
Wakefield: Wm Morrisons

Supermarkets Plc.
P a g e 8 | 17
Appendix One - Personality Questionnaire Example
Personality Questionaire.pdf
(Bradford School of Management, 2016)
https://udol.derby.ac.uk/bbcswebdav/internal/courses/2016-
UDOL-2017-05-29-
5BM500/db/_532426_1/embedded/Personality%20Questionaire.

pdf
P a g e 9 | 17
P a g e 10 | 17
P a g e 11 | 17

P a g e 12 | 17
P a g e 13 | 17

P a g e 14 | 17
P a g e 15 | 17
Appendix Two SWOT Analysis and Action Plan
(Stephenson, 2017)
This document was made by Luke Stephenson for this project

and will be used to collate information on the Junior Manager
and the action plan
is set out as a table which will be used to develop the best way
possible to ensure all goals are achieved.
P a g e 16 | 17
P a g e 17 | 17
Appendix Three - Key Performance Indicator (KPI) Example
(Wm Morrisons Supermarkets Plc, 2016)
Carry Over from
Previous Week Target Sunday Monday Tuesday Wednesday
Thursday Friday Saturday Actual completed Carry Over to next
week
People
Total Parts Spend for Week

Holidays allocated MHE (Shifts)
Weekly MHE Parts cost per fleet
Weekly RGV Parts cost per fleet
Absence %
Staff ideas / suggestions
O Licence Compliance
Unit Planned maintenance
MHE Planned maintanance
MOT Pass Rate (Trailers)
Trailer Planned maintenance
Total Trailers off road
Total Units off road
Holidays allocated RGV (Shifts)
Total MHE off road
Critical VOR
Utilisation %
Overtime shifts planned
MOT Pass Rate (Units)

People attending courses
O
p
e
ra
ti
o
n
s
P
e
o
p
le
F
in
a
n
c
e
C
u
s
to
m
e

r
VMU - KPI review
O
p
e
ra
ti
o
n
s
P
e
o
p
le
F
in
a
n
c
e
C
u
s
to
m

e
r
W/C
O Licence Compliance MOT Pass Rate YTD Absence / Lost
hours YTD
Number of days since last ancident /
incident
Staff ideas YTD
Comments / Notes

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