Introduction to Business and Management 1 Assignment

Introduction to Business and Management
1
Assignment One
Coursework: Oral Presentation | Case study
Module: Introduction to Business and Management Module
Code: IFP6009
Date Issued: 4 October 2021 Due Date: Thursday, 4 November
2021 (UK)
Total Marks: 100% Pass Mark: 40% Weight: 25%
Format: PowerPoint slides and audio-visual recording Length:
15 minutes (max)
Delivery Mode: MS Teams and QM Plus
Task
Read the case study and answer the questions below.
Zara International: Fashion at the Speed of Light
Zara’s parent company Inditex is known for year-on-year strong
sales gains. Low prices and a rapid response to fashion trends

have pushed it into the top ranks of global clothing vendors.
The chain specialises in lightning-quick turnarounds of the
latest
designer trends at prices tailored to the young—about $27 an
item. Louis Vuitton fashion director Daniel Piette has described
Zara as “possibly the most innovative and devastating retailer in
the world.”
Inditex shortens the time from order to arrival using a complex
system of just-in-time production and inventory management
that
keeps Zara ahead of the competition. Its distribution centres can
have items in European stores within 24 hours of receiving an
order, and in North American and Asian stores in under 48
hours. “They’re a fantastic case study in terms of how they
manage
to get product to their stores so quick,” said Stacey Cartwright,
executive vice president and CFO of Burberry Group PLC. “We
are mindful of their techniques.”
The firm carefully controls design, production, distribution, and
retail sales to optimise the flow of goods, without having to
share
profits with wholesalers or intermediary partners. Customers
win with access to new fashions while they are still fresh off the
runway. Twice a week Zara’s finished garments are shipped to
physical distribution centres that all simultaneously distribute
products to stores worldwide. These small production batches

help the company avoid the risk of oversupply. Because batches
always contain new products, Zara’s stores perpetually energize
their inventories. Most clothing lines are not replenished.
Instead, they are replaced with new designs to create scarcity
value—shoppers cannot be sure that designs in stores one day
will be available the next day.
Store managers track sales data with handheld devices. They
can reorder hot items in less than an hour. This lets Zara knows
what is selling and what is not. When a look does not pan out,
designers promptly put together new products. New arrivals are
rushed to store sales floors still on the black plastic hangers
used in shipping. Shoppers who are in the know recognise these
designs as the newest of the new; soon after, any items left over
are rotated to Zara’s standard wood hangers.
2
Inside and out, Zara’s stores are designed to strengthen the
brand. Inditex considers this to be very important because that
is
where shoppers ultimately decide which fashions make the cut.
In a faux shopping street in the basement of the company’s
headquarters, stylists craft and photograph eye-catching layouts

that are emailed every two weeks to store managers for
replication.
Zara stores sit in some of the glitziest shopping locations—
including Queen Street West in Toronto, Rue Sainte-Catherine
in
Montreal, Robson Street in Vancouver, and a 2,500-square-
metre store in Toronto’s Eaton Centre, near the flagship stores
of
leading international fashion brands—which make its reasonable
prices stand out. It is all part of the strategy. “Inditex gives
people the most up-to-date fashion at accessible prices, so it is a
real alternative to high-end fashion lines,” said Luca Solca,
senior research analyst with Sanford C. Bernstein in London.
That is good news for Zara as many shoppers trade down from
higher priced chains.
A Single Fashion Culture
With a network of over 1,500 stores around the world, Zara
International is Inditex’s largest and most profitable brand,
bringing
home 72% of international sales and nearly 67% of revenues.
The first Zara outlet opened shop in 1975 in La Coruña. It
remained
solely a Spanish chain until opening a store in Oporto, Portugal,
in 1988. The brand reached the United States and France in
1989 and 1990 with outlets in New York and Paris, respectively.

Zara went into mainland China in 2001, expanded into India in
2009, and began online sales one year later.
The Inditex group began in 1963 when Amancio Ortega Gaona,
chairman and founder of Inditex, got his start in textile
manufacturing. After a period of growth, he assimilated Zara
into a new holding company, Industria de Diseño Textil. Inditex
has
a tried-and-true strategy for entering new markets: start with a
handful of stores and gain a critical mass of customers.
Generally,
Zara is the first Inditex chain to break ground in new countries,
paving the way for the group’s other brands, including Pull and
Bear, Bershka, and Massimo Dutti—the latter of which
continues to expand in Canada.
Inditex farms out much of its garment production to specialist
companies, located on the Iberian Peninsula, which it supplies
with
its own fabrics. Although some pieces and fabrics are purchased
in Asia—many of them not dyed or only partly finished—the
company manufactures about half of its clothing in its
hometown of La Coruña, Spain. Inditex CEO Pablo Isla believes
in cutting
expenses wherever and whenever possible. Zara spends just 0.3
percent of sales on ads, making the 3–4 percent typically spent

by rivals seem excessive in comparison. Isla disdains
markdowns and sales as well.
H&M, one of Zara’s top competitors, uses a slightly different
strategy. Around one-quarter of its stock is made up of fast-
fashion
items that are designed in-house and farmed out to independent
factories. As at Zara, these items move quickly through the
stores and are replaced often by fresh designs. But H&M also
keeps a large inventory of basic, everyday items sourced from
inexpensive Asian factories.
Fast Fashion on the Move
Inditex launched its Zara online store by offering free two- to
three-day shipping and free returns in the model of uber-
successful
U.S. e-retailer Zappos. A Zara iPhone app was downloaded by
more than a million prospective clients in the United States in
just
three months. But when will Inditex’s rapid expansion bring
undue pressure to its business? The rising number of overseas
stores
increases cost and complexity and could strain operations. Is
Zara expanding too quickly—opening about 400 stores per year?
Will its existing logistics system carry it into another decade of
intense growth? Can fast fashion win the long-term retailing
race?

Source of case study: Schermerhorn, John; Bachrach, Daniel;
and Wright, Barry (2018), “Management”. 4th ed. Wiley
3
Questions
1. In what ways are elements of Classical Management evident
in how things are done at Zara International?
2. Which model of management could better explain the success
of Zara: Systems Theory or Contingency Theory?
Critically justify your answer.
3. Based on your research on Zara and the apparel industry, has
the company been doing well in the last 12 months?
Critically justify your answer.
Assignment Guidelines
NB. The evidence used to support your answers to questions 1
and 2 must be from the case above.
Plagiarism
Plagiarism (to take and use another person’s thoughts, writings,
computer programs, inventions etc. as one’s own) is theft.

Plagiarism will be punished in all cases, if proven. Reports or
essays should be written in your own words without cutting or
pasting from books, journals, newspapers, or the web. This also
applies to group-based assignments. Do not use the same work
for different module assignments. It is permissible to quote
others’ work, provided it is cited as a reference. As a
precaution,
ensure you close all files and logout when you have finished
working on a computer, so others cannot copy your work, as
this
may be treated as aiding and abetting.
Assignment Submission
1. Each piece of work must start with a cover page, which you
can download from QM Plus. Do not write your name on the
cover
page, just your student ID number. Also, write the full title of
the assignment, the number of words written, and your tutor’s
name.
2. Your assignment must be submitted in electronic form with
an accurately and clearly completed title page.
3. All students must submit to QM Plus.
4. All works submitted MUST be original. If under any
circumstances a student is found to be violating any of the
academic
integrity rules, the final mark will be withheld, and the
assessment board may deem the work to have failed.

Extenuating Circumstances
If you are affected by any extenuating circumstances and cannot
submit your work, for example illness or severe personal
difficulties, you must inform your programme leader, module
leader, lecturer, or personal tutor immediately.
Grading Scheme Summary
Assessment Criteria Score
Question 1 Knowledge, application, and evaluation of concepts,
theories, etc. 10%
Question 2 Knowledge, application, and evaluation of concepts,
theories, etc. 20%
Question 3 Knowledge, application, and evaluation of
performance metrics 20%
Critical reasoning 30%
4
Communication and presentation (language, clarity, tone, pace,
professional demeanour) 10%
Referencing (range, quality, and format) 10%
See marking criteria and grading scheme below for further
details.

Description of Assessment Criteria
Relevance
Directly relevant to the requirements of the assessment
Read the question carefully and do what it asks rather than what
you would prefer to do. Properly articulate the objectives of the
oral
presentation and written report. Ensure the objectives are
appropriate and written or communicated along the
requirements of the question.
Avoid irrelevant details. Provide a focused analysis and
solutions to the question.
Knowledge
A substantial knowledge of relevant material, showing a clear
grasp of themes, questions, and issues.
Show relevant knowledge and understanding of concepts,
principles, theories, perspectives, and/or facts in your work.
Ensure your work is
informed by theories and industry practices relevant to the
question. Show substantive knowledge and strive to use credible
and authoritative
information sources.
Analysis
Explain ideas clearly. Be factual, orderly, meaningful, and
coherent in your analysis.

Some learners struggle to differentiate between describing and
analysing something. Consider the following. "What colour is
this wall?"
"White". The response "white" is a description. "Why is it
called white?" "Because it is made up of x, x, x, and x
properties. There are different
shades of white that are derived from other colours, such as…."
The second response is an analysis. Marker’s feedback
comments, such as
"vague", "hanging thought", "meaning?”, and "so?" in your
work indicate a thought has not been explained clearly.
Use relevant analytical tools. Strive to use examples, evidence,
and/or illustrations to explain a thought.
Argument and Critical Evaluation
Explain an idea with argument and the degree to which it is
useful, true, or impactful.
The difference between analysis and evaluation is hard to tell.
However, evaluation is the degree to which something is useful,
important,
impactful, relevant, or true. An analysis would have some
element of evaluation. Critical evaluation has many forms.
Developing contrasting
arguments, questioning the veracity, validity, and reliability of
something, and highlighting or developing a limitation of
something are forms
of critical awareness.

We want you to explain a thought, claim, or thesis carefully by
providing arguments. We want you to show you have carefully
thought about
the argument. It takes the form of identifying assumptions
overlooked in a claim, theory, or thesis, questioning the
methodology used to arrive
at a claim, principle, solution, etc., or showing a claim, theory,
or thesis is true in one context but false in another. It takes the
form of
highlighting a predicament or tension (i.e., an attempt of
solving a problem creates a “new” problem); it takes the form of
highlight the current
limit of human knowledge.
Communication and Presentation
5
Well written and presented in in a readable, academic and/or
professional style.
Communication is fluent, clear, and coherent, free from
grammar and spelling errors. Message is presented clearly,
confidently, and/or with
good visual effect. Make sure your work is properly structured
and has a consistent layout. Ensure a logical flow of ideas.
Observe a

professional demeanour in the oral delivery. Avoid very long
sentences and paragraphs.
Reference to Literature
Information sources used are acknowledged in the text and
reference list and used to support the discussion.
Show evidence of broad and/or in-depth independent reading
from appropriate information sources. Literature limited to the
main text and/or
superficial or out-of-date sources would score badly. All work
must be referenced correctly using the Harvard style.
6
Marking and Grading Scheme
Fail (0-29) Fail | Unsatisfactory (30-39) 3rd | Satisfactory (40-
49) 2:2 | Competent (50-59) 2: 1 | Assured (60-69) First |
Excellent (70-79) High first | Outstanding (80+) GRADE
ASSESSMENT CRITERIA
Relevance (10%)
Overall response to the task requirements
including clarity of purpose and outcomes.
Little or no relevance to the task.

Relevance to the requirements of the task
(maybe) very intermittent, and/or
(maybe) reduced to its vaguest and least
challenging terms.
Some correlation with the requirements of
the assessment but there are instances of
irrelevance.
Attempt to address the requirements of
the task, may drift away from this in less
focused passages
Directly relevant to the requirements of
the task.
Directly relevant to the requirements of the
task. Defines appropriate objectives in detail
and addresses them comprehensively.
Directly relevant to the requirements of the task.
Defines appropriate objectives in detail and
addresses them comprehensively and imaginatively.
Knowledge (20%)
Content and range of knowledge displayed

Little or no relevant knowledge
included.
Some relevant and/or required knowledge
missing or confused.
Adequate knowledge of topic and use of
appropriate terminology.
Sound factual and/or conceptual
knowledge base.
Comprehensive, well organised
theoretical and/or substantive knowledge
base.
Detailed, systematic, in-depth, theoretically
informed knowledge base, with a clear
appreciation of the provisional nature of
knowledge.
detailed and in-depth knowledge base, the capacity
to integrate theoretical and substantive knowledge,
and a developed understanding of the limits to
knowledge.

Analysis (20%)
Analysis
Lacks analysis.
Heavy dependence on description, and/or
on paraphrase.
Makes satisfactory but limited use of
established technique(s) of analysis relevant
to the task.
Some analytical treatment, but (maybe)
prone to description, or to narrative,
which lacks clear analytical purpose.
Good analysis, clear and orderly. Makes
good use of established technique(s) of
analysis relevant to the task.

Very good use of a range of relevant analytic
techniques and applies these to new and/or
abstract information and situations. Shows
well developed ability to compare alternative
theories and/or analytic approaches (where
relevant).
Demonstrates a command of relevant analytic
techniques, and the ability to apply these to new
and/or abstract information and situations. Shows an
exceptional appreciation of the limits and/or
appropriate uses of analytic approaches.
Arguments & Critical Reasoning (30%)
Arguments
Lack of conclusions, or
unsubstantiated and/or invalid
conclusions drawn.
Limited or ineffective attempt to draw
together arguments.

Adequate conclusions are drawn which are
derived from limited understanding of
evidence and/or theory and/or literature. Or
a basic argument is evident, but mainly
supported by assertions and (there may be)
a lack of clarity and coherence.
Sound conclusions are drawn which are
clearly derived from evidence and/or
theory and/or literature. Or some
attempt to construct a coherent
argument, but (may) lose focus and
consistency, with issues at stake stated
only vaguely, or theoretical model(s)
couched in simplistic terms.
Conclusions show some development
and critical insight and relate clearly and
logically to evidence and/or theory
and/or literature.
Conclusions well developed, analytical, and
show some originality. They are thoroughly
grounded in theory and/or evidence and/or
literature and use appropriate forms of
conceptualisation, forming an integrated part
of overall argument and/or discussion.

Conclusions exceptionally well developed and show
considerable originality. They form an integrated part
of the overall argument and/or discussion, reflecting
commanding grasp of theory and/or evidence and/or
literature and appropriate forms of
conceptualisation.
Critical reasoning
No evidence of critical thought.
Critical thought and/or analysis very
limited and/or incoherent.
Very basic evaluation starting to be formed.
Expresses a coherent position and
evaluation only in broad term. Or
conventional critical insight and ability
to contrast alternative positions.
(May) contain some distinctive or
independent thinking; (may) begin to
formulate an independent position in
relation to theory and/or practice.

Well-developed, theoretically and/or
conceptually informed critical thinking is
consistently integrated into the work.
Sophisticated, critical evaluation of theories and/or
concepts and/or assumptions and/or data which
informs the overall approach taken to the
assignment. Arguments are clear, coherent, tenable,
and demonstrate originality.
Presentation (10%)
Clarity, spelling, grammar, punctuation
Meaning unclear. Poor spelling,
grammar, and punctuation.
Meaning often unclear and/or frequent
errors in grammar and/or spelling.
Generally understandable, but language
contains errors which detract from the
argument.
Meaning clear, but language not always
fluent. Grammar and/or spelling
contain errors.
Language fluent. Grammar and spelling

mainly accurate.
Fluent writing style appropriate to the
assignment. Grammar and spelling accurate.
Exceptional writing control, appropriate to
assignment, which enhances the argument. Grammar
and spelling accurate.
Coherence and organisation of assignment
Disorganised and/or incoherent.
Poorly presented and structured but
partially understandable.
A simple basic style but with significant
lapses in format that (may) pose
obstacles for the reader.
Competently written, with lapses from
acceptable format.

Well written or presented in a
readable style and logical
organisation with acceptable
format.
Strong logical organisation and coherence
enhances fulfilment of the assignment
objectives.
Exceptional organisation and coherence clearly
enhance the work.
Presentation (oral and visual)
Presentation is incoherent and
inaudible.
Delivery is disorganised, pace and/or
audibility is poor. Lack appropriate support
for visual.
Visual support, pace, audibility,
and/or structure is adequate.
Delivery has structure, some visual
impact; pace and audibility are
satisfactory.
Confident delivery. Presentation is clear
and has good visual impact. Pace and
audibility are good.
Message is presented clearly and
imaginatively with visual impact. Well-

structured and engaging. Audibility and
pace are appropriate to audience.
Exceptional and creative presentation with strong
visual impact which enhances the message. Well-
structured, imaginative, and engaging. Audibility and
pace are appropriate to audience and used with good
effect.
Referencing (10%)
Referencing
Little or no acknowledgement of
sources of information in text
and/or reference list.
Some sources of information
acknowledged but links between text and
reference list unclear. Referencing does
not follow a systematic approach.
Elements of individual references are
incomplete and/or absent.
Sources of information acknowledged but
integration between text and reference list is
inconsistent. Attempts to follow systematic
approach, appropriate to the discipline.
Some elements of individual references may
be incomplete and/or absent.

Sources used are acknowledged in the
text and reference list. Referencing
follows a systematic approach,
appropriate to the discipline. Most
elements of individual references are
present.
Sources used are acknowledged in the
text and reference list and used to
support discussion. Referencing follows a
systematic approach, appropriate to the
discipline. All elements of individual
references are present.
Sources used are acknowledged in the text
and reference list and used effectively to
support discussion. Referencing follows a
systematic approach, appropriate to the
discipline. All elements of individual
references are present.
Sources used are acknowledged in the text and
reference list and used fluently to support discussion.
Referencing follows a systematic approach,
appropriate to the discipline. All elements of
individual references are present.
Quality of sources used Uses no info sources, or unreliable and
/ or inappropriate sources.
Some use of info sources, but also draws
upon unreliable and / or inappropriate
sources.
Mostly relies on lecture materials and/or

module's main textbook.
Uses a variety of literature which
includes some recent texts and/or
appropriate literature, though not
necessarily including a substantive
amount beyond library texts.
Competent use of source material.
Very good use of high-quality source
materials. Uses a range of sources.
Significant use high quality info. sources.
Draws upon current research, info. and / or
advanced scholarship.
Exceptional use high quality info. sources. Draws upon
current research, info. and / or advanced scholarship.
7
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/HRV (Za stvaranje Adobe PDF dokumenata najpogodnijih za
visokokvalitetni ispis prije tiskanja koristite ove postavke.
Stvoreni PDF dokumenti mogu se otvoriti Acrobat i Adobe
Reader 5.0 i kasnijim verzijama.)
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/NLD (Gebruik deze instellingen om Adobe PDF-documenten
te maken die zijn geoptimaliseerd voor prepress-afdrukken van
hoge kwaliteit. De gemaakte PDF-documenten kunnen worden
geopend met Acrobat en Adobe Reader 5.0 en hoger.)
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1. In what ways are elements of Classical Management evident
in how things are done at Zara International?
Define and describe Classical Management. Mention one
Classical Management Theory that you would use to discuss if
Zara uses it. In this presentation, I would be using Taylor’s SM
Theory.
Outline the features of Classical Management or Taylor’s SM
Theory
Feature of the theory – then provide evidence from the case
study to show the theory
2. Which model of management could better explain the success
of Zara: Systems Theory or Contingency Theory? Critically
justify your answer.
Argue if you are arguing you need to select one theory and
explain with evidence why it is a better explanation of Zara’s
success.
Critically justify:
3. Based on your research on Zara and the apparel industry, has
the company been doing well (performance or being effective)
in the last 12 months? Critically justify your answer.
A good answer would evaluate Zara’s performance using
relevant performance Metrics:
Sales
Profit
Brand image
Value of its assets (fixed, liquid, debts, etc.)
Company’s Innovations (e.g., product, service, etc.)
Sustainability successes and/or failures
Customer satisfaction
Employee satisfaction
How To Structure Your Work
Slide 1: Cover slide: Presentation Title | Name | Student ID

Objectives
1. To explain evidence of Classical Management at Zara
International or To explain the use of Classical Management in
Zara
2. To argue whether the Systems Theory or the Contingency
Theory is a better explanation of Zara’s success or To determine
the Contingency Theory is a better explanation of Zara’s
success
3.
Slide 3: Classical Management and its Use at Zara
Defining and describing Classical Management
Slide 4: Taylor’s Scientific Management
Defining and describing Taylor’s SM
Slide 5 - 6/7: Evidence of Taylor’s SM at Zara
Slide 8 – 10: Zara’s Success: Systems Theory or Contingency
Theory
Define and describe the theories properly
Slide 11 - 12: Systems Theory is Responsible for Zara’s Success
Arguing with evidence
Slide 13 - 16: Evaluating Zara’s Performance for the last 12
months
Slide 17: Reference List

Introduction to Business and Management 1 Assignment

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