BSBCRT401/.DS_Store
__MACOSX/BSBCRT401/._.DS_Store
BSBCRT401/BSBCRT401 SAG v1.0.docx
Student Assessment Guide
BSBCRT401
Articulate, Present and Debate Ideas
Student Assessment Guide – BSBCRT401 Version 1 – July 2017
Intellectual Property Statement
VET Fair (ABN 44 983 956 589) is a provider of educational products and services for the vocational education and training (VET) sector.
By purchasing the ‘BSBCRT401 Articulate, Present and Debate Ideas’ assessment resources (“Product”), you are entitled to use it for educational purposes only, but the intellectual property remains with VET Fair. This Product includes the following components:
· Assessor Guide
· Student Assessment Guide
· Student Assessment Workbook
· any other material to support the implementation of the Product (e.g. policy and procedures, templates, etc.).
VET Fair owns all copyright to the Product as subject to the provisions of the Copyright Act 1968.
This purchase grants you a non-exclusive, perpetual, non-sublicensable, and non-shareable right to use and contextualise this Product. You have the right to distribute unlimited copies of this Product to your students or internal staff, limited to only for educational purposes; however, you must not:
a) reproduce this Product or produce other assessment resources based on this Product
b) share this Product with any other external person or entity other than your students and internal staff through physical or electronic including online access
c) use this Product for any other purposes than education (e.g. assessing student competency, conducting validation and moderation activities, etc.)
d) resell this Product to any party of individual
e) use this Product without affixing the following statement in each copy of a modified, adapted, customised or contextualised version of this Product that is distributed electronically or in a physical format to your target learner audience:
“The assessment activities and information in this guide are derived from the BSBCRT401 Articulate, Present and Debate Ideas assessment resources provided by VET Fair. VET Fair owns all copyright to this information and the intellectual property of this resource remains with VET Fair.”
Breaches of this copyright will result in VET Fair claiming for loss of sales.
Table of Contents
Assessment Information 1
Assessment Event 1 – Knowledge Questions 2
Question 1 2
Question 2 2
Question 3 2
Question 4 2
Question 5 3
Assessment Event 2: Go Green Simulation 3
Task 1: Analyse ideas for communication to others 3
1.1 List and describe the key facts about the Go Green initiative 3
1.2 Identify positions with the Go Green initiative 3
1.3 Identify ways of communicating Go Green ideas for different purposes and people 3
1.4 List and describe techniques to engage and fascinate others with Go Green ideas 3
1.5 List and describe the skills and attributes required to communicate ideas 4
1.6 Plan the use of digital tools to store and present information 4
Task 2:.
TASK 2
Plan RPL Assessment
(Using case study 1 - BSBWOR203)
Task 2:
Plan assessment activities and processes for Recognition of Prior Learning (RPL)
For this task you will use the case study attached to:
· Develop a competency based assessment plan for RPL
· Modify or develop at least one assessment instrument to support the assessment plan. The instrument must reflect at least one assessment method that forms part of the assessment plan
· Evaluate your development processes.
Note: Although this case study is commenced in the workshopfor the purpose of discussion and planning, you mustcomplete this individually outside of the supervised learning environment.
Case Study 1
Plan and RPL assessment for:BSBWOR203 Work effectively with others
and develop one assessment instrument— a portfolio checklist for RPL.
Instructions
Read the case study on the next page and complete the steps below.
Step 1 - Determine the assessment approach and context
Step 2 - Contextualise the unit of competency and its assessment requirements
Step 3 - Prepare a Competency Map
Step 4 - Prepare the RPL assessment plan for BSBWOR203
Step 5 - Develop an RPL portfolio checklist to support your RPL plan
Step 6 - Ask another participant to review your RPL portfolio checklist and identify improvements.
Step 7 - Review and reflect—complete the brief questionnaire
Step 8 - Finalise the RPL assessment plan and instrument (checklist)
Case Study 1
About you and your RTO
You are a trainer and assessor for ABC Training House, an RTO. ABC Training House’s clients are members of the public who:
-May or may not be engaged in paid work (although most clients are working either full or part time)
-Have diverse industry expertise and experience.
A recent experience
You have assessed this unit BSBWOR203 Work effectively with others and realised that the evidence candidates are producing is not robust to meet the unit requirements. The RPL documentation needs to be revised and updated.
You approach ABC Training House’s Compliance Manager, Cameron Compliance and request if you could produce a RPL assessment plan and instrument that candidates and assessors could use. Cameron thinks it’s a terrific idea and hires you to plan the new RPL assessment.
Your brief
Using the templates provided, produce the following for the unit BSBWOR203 Work effectively with others.
Step 1 - Determine the assessment approach and context
Step 2 - Contextualise the unit of competency and its assessment requirements
Step 3 - Prepare a Competency Map
Step 4 - Prepare the RPL assessment plan for BSBWOR203
Step 5 - Develop an RPL portfolio checklist to support your RPL plan
Step 6 - Ask another participant to review your RPL portfolio checklist and identify improvements.
Step 7 - Review and reflect—complete the brief questionnaire
Step 8 - Finalise the RPL assessment plan and instrument (checklist)
Step 1 - Determine assessment approach and context
Instructions
To do this, answer the questions below.
TASK 2Plan RPL Assessment(Using case study.docxdeanmtaylor1545
TASK 2
Plan RPL Assessment
(Using case study 1 - BSBWOR203)
Task 2:
Plan assessment activities and processes for Recognition of Prior Learning (RPL)
For this task you will use the case study attached to:
· Develop a competency based assessment plan for RPL
· Modify or develop at least one assessment instrument to support the assessment plan. The instrument must reflect at least one assessment method that forms part of the assessment plan
· Evaluate your development processes.
Note: Although this case study is commenced in the workshopfor the purpose of discussion and planning, you mustcomplete this individually outside of the supervised learning environment.
Case Study 1
Plan and RPL assessment for:BSBWOR203 Work effectively with others
and develop one assessment instrument— a portfolio checklist for RPL.
Instructions
Read the case study on the next page and complete the steps below.
Step 1 - Determine the assessment approach and context
Step 2 - Contextualise the unit of competency and its assessment requirements
Step 3 - Prepare a Competency Map
Step 4 - Prepare the RPL assessment plan for BSBWOR203
Step 5 - Develop an RPL portfolio checklist to support your RPL plan
Step 6 - Ask another participant to review your RPL portfolio checklist and identify improvements.
Step 7 - Review and reflect—complete the brief questionnaire
Step 8 - Finalise the RPL assessment plan and instrument (checklist)
Case Study 1
About you and your RTO
You are a trainer and assessor for ABC Training House, an RTO. ABC Training House’s clients are members of the public who:
-May or may not be engaged in paid work (although most clients are working either full or part time)
-Have diverse industry expertise and experience.
A recent experience
You have assessed this unit BSBWOR203 Work effectively with others and realised that the evidence candidates are producing is not robust to meet the unit requirements. The RPL documentation needs to be revised and updated.
You approach ABC Training House’s Compliance Manager, Cameron Compliance and request if you could produce a RPL assessment plan and instrument that candidates and assessors could use. Cameron thinks it’s a terrific idea and hires you to plan the new RPL assessment.
Your brief
Using the templates provided, produce the following for the unit BSBWOR203 Work effectively with others.
Step 1 - Determine the assessment approach and context
Step 2 - Contextualise the unit of competency and its assessment requirements
Step 3 - Prepare a Competency Map
Step 4 - Prepare the RPL assessment plan for BSBWOR203
Step 5 - Develop an RPL portfolio checklist to support your RPL plan
Step 6 - Ask another participant to review your RPL portfolio checklist and identify improvements.
Step 7 - Review and reflect—complete the brief questionnaire
Step 8 - Finalise the RPL assessment plan and instrument (checklist)
Step 1 - Determine assessment approach and context
Instructions
To do this, answer the questions below.
BSBHRM513 Manage workforce planning
Learner Instructions 2
(Implement actions in support of workforce planning)Submission details
Students Name
Student ID
Group
Assessor’s Name
Assessment Date/s
The assessment task is due on the date specified by your assessor. Any variations to this arrangement must be approved in writing by your assessor.
Submit this document with any required evidence attached. See specifications below for details.Performance objective
This task requires you to demonstrate skills and knowledge necessary to implement initiatives to support workforce planning.Assessment description
Using the workforce planning report you developed in Assessment Task 1, you will develop a staffing action plan to implement long-term strategies. You will then partially implement the communication strategy developed in Assessment Task 1 to support workforce planning objectives and facilitate organisational change.
Workforce planning report
Communications strategy
Risk management and contingency plan
Assessment Task 1
Staffing action plan
Workforce planning presentation
Assessment Task 2
Organisational climate survey
Evaluation
report
Assessment Task 3
Procedure
1. Review the JKL simulated business documents provided by your assessor and the scenario below.
You are an HR consultant contracted by JKL to review workforce planning, implement activities to manage workforce planning, and evaluate workforce planning effectiveness.
The broad recommendations proposed in your report to JKL management have been accepted in principle. You now need to plan the implementation of your proposed strategies over the current financial year, 2014–15.
You will implement part of your communication plan by presenting and explaining your implementation plan to senior management to gain their acceptance and support.
It is now the beginning of Quarter 2 FY 2014–15. You will need to plan and schedule activities to implement your management strategies for workforce planning over the next six months.
2. Review the staffing information in Appendix 1 for FY 2014–15.
3. Applying strategies developed in Assessment Task 1 (and documented in a report, communication strategy and contingency plan) and using the template provided in Appendix 2, prepare a staffing plan for FY 2014–15.
a. Ensure your plan includes implementation of strategies for:
i. recruitment and sourcing skilled labour
ii. retention of skilled labour
iii. promoting diversity
iv. succession planning
v. ensuring the workplace exemplifies and is promoted as an Employer of Choice.
Note: Your staffing plan will need to be more detailed and specific than your description of overall strategies in your report in Assessment Task 1. For example, if your overall, long-term retention strategies include promotion from within, you will need to show how this will be implemented in the current period to meet staffing needs, specify who will be responsible, what resources may be required, dates, specific actions to prom.
Project DetailsAs part of the course requirements, you wil.docxwkyra78
Project Details
As part of the course requirements, you will apply the project management principles that you have learnt in this course to a team project. This project is an environment awareness project titled “Save your planet earth”. For example, Global warming is one of the main threat for our future generations caused by our own errors. You are required to research on various ways to guide the Emirati community in order to save our planet earth from possible alarming concerns. This project has several deliverables, which includes project charter, WBS etc. In addition, you are required to create a prototype and awareness poster for your proposals as part of this project.
Each project team will consist of a maximum of 8 students and minimum of 4 students, based on class strength. Although tasks may be divided within the group all students should have a comprehensive knowledge of the proposed project solution.
Finally, you will have oral defense/viva where each student will undergo individual evaluation based on the complete project areas.Project Requirements
The following documents need to be included as part of your project report.
Phase 1- 5%Due Date: 15th October 2015
1. Project Charter including a Business Case 17 marks
Including the following sections:
· Project Title(0.5)
· Project Start Date(0.5)
· Project Finish Date(0.5)
· Project Manager(0.5)
· Business objective (including description of current situation and problem/opportunity) (1)
· Project Objectives (how the project will address the Business objective) (1)
· Main Project Success Criteria(1)
· Approach(1)
· Critical assumptions and constraints (1)
· Preliminary project requirements (1)
· Budget Information(1)
· Schedule estimate(1)
· Potential risks (1)
· Project Organization (roles and responsibilities of key stakeholders)(1)
· Sign-Off (signatures of all stakeholders listed in the Project Organization)(1)
· Exhibits (if relevant attachments are necessary)(1)
· Administration (spelling, format, language, header, footer, page number)-1.5 each for business case and project charter.
Sample business case: refer Page 93-94 from your e-text.
Sample project charter: refer Page 98 from your e-text.
Phase 2 – 25%Due Date: 19th Nov 20151. Scenario
Overview of the organization and why they’re starting this project. 1 Mark2. Project Charter (including a Business Case)
From Phase 1 (or updated if you have any changes from phase I)3. Project Scope Management Plan
· Scope Statement -3 Marks
· WBS organized by process groups (Refer Fig 5-4 PMI Numbering sample on Page 188)
5 Marks
· WBS Dictionary ( A sample of the WBS dictionary for at least one level 3 and two level 4 tasks) 2 Marks 4. Project Time Management
4.1. Select one section of your WBS to do the following: - 4 Marks
· Activities List and sequence (i.e. predecessor)
· Activities duration estimation using PERT
· Network diagram showing overall duration of the section you selected from the WBS. Diagram should ...
We are a premier academic writing agency with industry partners in UK, Australia and Middle East and over 15 years of experience. We are looking to establish long-term relationships with industry partners and would love to discuss this opportunity further with you.
Thanks & Regards
visit our website.
www.onlineassignmenthelp.com.au
www.freeassignmenthelp.com
www.btechndassignment.cheapassignmenthelp.co.uk
www.cheapassignmenthelp.com
cheapassignmenthelp.co.uk - Top Assignment Help | Buy Online Assignment Writing Help Services UK|Assignment Help UK
SMART Learner FormPSL Scientific Merit Action Research Te.docxrosemariebrayshaw
SMART: Learner Form
PSL Scientific Merit Action Research Template (SMART) Form (Research Plan)Scientific Merit Process
Learners who are doing action research for their dissertation will use this form to go through the process of scientific merit review. The goals of this process are: (1) to facilitate the planning of the details of your action research project, (2) to ensure that the proposed project has rigor and allows for scientific merit review, and (3) to facilitate your progress through the dissertation. This is not an addition to your dissertation but a step to assist you in obtaining mentor, committee, school, and IRB approval more efficiently. You must obtain mentor, committee, and school approval of your research plan before submitting your IRB application.Scientific Merit Criteria The following criteria will be used to establish scientific merit. The purpose of the review will determine if the proposed project: 1. Contributes to society by improving a practice.2. Documents need for change by utilizing evidence-based needs assessment.3. Meets certain “hallmarks” of a good action research project including:· Action research design:· Practical.· Participatory.· Defined action plan.Scientific Merit ApprovalYour completed SMART form will be approved, not approved, or deferred for major or minor revisions. Your committee will use a checklist to determine if the study meets the criteria for scientific merit and the committee will provide specific feedback designed to identify any issues related to the scientific merit that must be resolved. You will have up to three opportunities to submit this form for committee approval.
Obtaining scientific merit approval does not guarantee you will obtain IRB approval. The IRB review will focus on ethical issues. A detailed ethical review will be conducted during the process of IRB approval.Recommendations for How to Use This FormThe SMART form is intended to help you and your mentor plan the design and details of your dissertation. Once your mentor approves your SMART form, your entire committee will review the form for scientific merit. After the entire committee approves your SMART form, it will be submitted for school approval. It is recommended that you use this form in a step-by-step way to help plan your design. Expect that you will go through a few revisions before your mentor and committee approve this form.
Tips for filling out the SMART form:
· Prepare your answers in a separate Word document for ease of editing and revision.
· Copy and paste items into the right-hand fields when they are ready.
· Retain the descriptions in the left column.
· Keep the form unlocked for ongoing editing and revision.
· Leave no blank spaces in the form. If an item does not apply to your study, type “NA” in its field.
· Read the item descriptions carefully. Items request very specific information. Be sure you understand what is asked (Good practice for your IRB application!).
· Use primary sources to the .
TASK 2
Plan RPL Assessment
(Using case study 1 - BSBWOR203)
Task 2:
Plan assessment activities and processes for Recognition of Prior Learning (RPL)
For this task you will use the case study attached to:
· Develop a competency based assessment plan for RPL
· Modify or develop at least one assessment instrument to support the assessment plan. The instrument must reflect at least one assessment method that forms part of the assessment plan
· Evaluate your development processes.
Note: Although this case study is commenced in the workshopfor the purpose of discussion and planning, you mustcomplete this individually outside of the supervised learning environment.
Case Study 1
Plan and RPL assessment for:BSBWOR203 Work effectively with others
and develop one assessment instrument— a portfolio checklist for RPL.
Instructions
Read the case study on the next page and complete the steps below.
Step 1 - Determine the assessment approach and context
Step 2 - Contextualise the unit of competency and its assessment requirements
Step 3 - Prepare a Competency Map
Step 4 - Prepare the RPL assessment plan for BSBWOR203
Step 5 - Develop an RPL portfolio checklist to support your RPL plan
Step 6 - Ask another participant to review your RPL portfolio checklist and identify improvements.
Step 7 - Review and reflect—complete the brief questionnaire
Step 8 - Finalise the RPL assessment plan and instrument (checklist)
Case Study 1
About you and your RTO
You are a trainer and assessor for ABC Training House, an RTO. ABC Training House’s clients are members of the public who:
-May or may not be engaged in paid work (although most clients are working either full or part time)
-Have diverse industry expertise and experience.
A recent experience
You have assessed this unit BSBWOR203 Work effectively with others and realised that the evidence candidates are producing is not robust to meet the unit requirements. The RPL documentation needs to be revised and updated.
You approach ABC Training House’s Compliance Manager, Cameron Compliance and request if you could produce a RPL assessment plan and instrument that candidates and assessors could use. Cameron thinks it’s a terrific idea and hires you to plan the new RPL assessment.
Your brief
Using the templates provided, produce the following for the unit BSBWOR203 Work effectively with others.
Step 1 - Determine the assessment approach and context
Step 2 - Contextualise the unit of competency and its assessment requirements
Step 3 - Prepare a Competency Map
Step 4 - Prepare the RPL assessment plan for BSBWOR203
Step 5 - Develop an RPL portfolio checklist to support your RPL plan
Step 6 - Ask another participant to review your RPL portfolio checklist and identify improvements.
Step 7 - Review and reflect—complete the brief questionnaire
Step 8 - Finalise the RPL assessment plan and instrument (checklist)
Step 1 - Determine assessment approach and context
Instructions
To do this, answer the questions below.
TASK 2Plan RPL Assessment(Using case study.docxdeanmtaylor1545
TASK 2
Plan RPL Assessment
(Using case study 1 - BSBWOR203)
Task 2:
Plan assessment activities and processes for Recognition of Prior Learning (RPL)
For this task you will use the case study attached to:
· Develop a competency based assessment plan for RPL
· Modify or develop at least one assessment instrument to support the assessment plan. The instrument must reflect at least one assessment method that forms part of the assessment plan
· Evaluate your development processes.
Note: Although this case study is commenced in the workshopfor the purpose of discussion and planning, you mustcomplete this individually outside of the supervised learning environment.
Case Study 1
Plan and RPL assessment for:BSBWOR203 Work effectively with others
and develop one assessment instrument— a portfolio checklist for RPL.
Instructions
Read the case study on the next page and complete the steps below.
Step 1 - Determine the assessment approach and context
Step 2 - Contextualise the unit of competency and its assessment requirements
Step 3 - Prepare a Competency Map
Step 4 - Prepare the RPL assessment plan for BSBWOR203
Step 5 - Develop an RPL portfolio checklist to support your RPL plan
Step 6 - Ask another participant to review your RPL portfolio checklist and identify improvements.
Step 7 - Review and reflect—complete the brief questionnaire
Step 8 - Finalise the RPL assessment plan and instrument (checklist)
Case Study 1
About you and your RTO
You are a trainer and assessor for ABC Training House, an RTO. ABC Training House’s clients are members of the public who:
-May or may not be engaged in paid work (although most clients are working either full or part time)
-Have diverse industry expertise and experience.
A recent experience
You have assessed this unit BSBWOR203 Work effectively with others and realised that the evidence candidates are producing is not robust to meet the unit requirements. The RPL documentation needs to be revised and updated.
You approach ABC Training House’s Compliance Manager, Cameron Compliance and request if you could produce a RPL assessment plan and instrument that candidates and assessors could use. Cameron thinks it’s a terrific idea and hires you to plan the new RPL assessment.
Your brief
Using the templates provided, produce the following for the unit BSBWOR203 Work effectively with others.
Step 1 - Determine the assessment approach and context
Step 2 - Contextualise the unit of competency and its assessment requirements
Step 3 - Prepare a Competency Map
Step 4 - Prepare the RPL assessment plan for BSBWOR203
Step 5 - Develop an RPL portfolio checklist to support your RPL plan
Step 6 - Ask another participant to review your RPL portfolio checklist and identify improvements.
Step 7 - Review and reflect—complete the brief questionnaire
Step 8 - Finalise the RPL assessment plan and instrument (checklist)
Step 1 - Determine assessment approach and context
Instructions
To do this, answer the questions below.
BSBHRM513 Manage workforce planning
Learner Instructions 2
(Implement actions in support of workforce planning)Submission details
Students Name
Student ID
Group
Assessor’s Name
Assessment Date/s
The assessment task is due on the date specified by your assessor. Any variations to this arrangement must be approved in writing by your assessor.
Submit this document with any required evidence attached. See specifications below for details.Performance objective
This task requires you to demonstrate skills and knowledge necessary to implement initiatives to support workforce planning.Assessment description
Using the workforce planning report you developed in Assessment Task 1, you will develop a staffing action plan to implement long-term strategies. You will then partially implement the communication strategy developed in Assessment Task 1 to support workforce planning objectives and facilitate organisational change.
Workforce planning report
Communications strategy
Risk management and contingency plan
Assessment Task 1
Staffing action plan
Workforce planning presentation
Assessment Task 2
Organisational climate survey
Evaluation
report
Assessment Task 3
Procedure
1. Review the JKL simulated business documents provided by your assessor and the scenario below.
You are an HR consultant contracted by JKL to review workforce planning, implement activities to manage workforce planning, and evaluate workforce planning effectiveness.
The broad recommendations proposed in your report to JKL management have been accepted in principle. You now need to plan the implementation of your proposed strategies over the current financial year, 2014–15.
You will implement part of your communication plan by presenting and explaining your implementation plan to senior management to gain their acceptance and support.
It is now the beginning of Quarter 2 FY 2014–15. You will need to plan and schedule activities to implement your management strategies for workforce planning over the next six months.
2. Review the staffing information in Appendix 1 for FY 2014–15.
3. Applying strategies developed in Assessment Task 1 (and documented in a report, communication strategy and contingency plan) and using the template provided in Appendix 2, prepare a staffing plan for FY 2014–15.
a. Ensure your plan includes implementation of strategies for:
i. recruitment and sourcing skilled labour
ii. retention of skilled labour
iii. promoting diversity
iv. succession planning
v. ensuring the workplace exemplifies and is promoted as an Employer of Choice.
Note: Your staffing plan will need to be more detailed and specific than your description of overall strategies in your report in Assessment Task 1. For example, if your overall, long-term retention strategies include promotion from within, you will need to show how this will be implemented in the current period to meet staffing needs, specify who will be responsible, what resources may be required, dates, specific actions to prom.
Project DetailsAs part of the course requirements, you wil.docxwkyra78
Project Details
As part of the course requirements, you will apply the project management principles that you have learnt in this course to a team project. This project is an environment awareness project titled “Save your planet earth”. For example, Global warming is one of the main threat for our future generations caused by our own errors. You are required to research on various ways to guide the Emirati community in order to save our planet earth from possible alarming concerns. This project has several deliverables, which includes project charter, WBS etc. In addition, you are required to create a prototype and awareness poster for your proposals as part of this project.
Each project team will consist of a maximum of 8 students and minimum of 4 students, based on class strength. Although tasks may be divided within the group all students should have a comprehensive knowledge of the proposed project solution.
Finally, you will have oral defense/viva where each student will undergo individual evaluation based on the complete project areas.Project Requirements
The following documents need to be included as part of your project report.
Phase 1- 5%Due Date: 15th October 2015
1. Project Charter including a Business Case 17 marks
Including the following sections:
· Project Title(0.5)
· Project Start Date(0.5)
· Project Finish Date(0.5)
· Project Manager(0.5)
· Business objective (including description of current situation and problem/opportunity) (1)
· Project Objectives (how the project will address the Business objective) (1)
· Main Project Success Criteria(1)
· Approach(1)
· Critical assumptions and constraints (1)
· Preliminary project requirements (1)
· Budget Information(1)
· Schedule estimate(1)
· Potential risks (1)
· Project Organization (roles and responsibilities of key stakeholders)(1)
· Sign-Off (signatures of all stakeholders listed in the Project Organization)(1)
· Exhibits (if relevant attachments are necessary)(1)
· Administration (spelling, format, language, header, footer, page number)-1.5 each for business case and project charter.
Sample business case: refer Page 93-94 from your e-text.
Sample project charter: refer Page 98 from your e-text.
Phase 2 – 25%Due Date: 19th Nov 20151. Scenario
Overview of the organization and why they’re starting this project. 1 Mark2. Project Charter (including a Business Case)
From Phase 1 (or updated if you have any changes from phase I)3. Project Scope Management Plan
· Scope Statement -3 Marks
· WBS organized by process groups (Refer Fig 5-4 PMI Numbering sample on Page 188)
5 Marks
· WBS Dictionary ( A sample of the WBS dictionary for at least one level 3 and two level 4 tasks) 2 Marks 4. Project Time Management
4.1. Select one section of your WBS to do the following: - 4 Marks
· Activities List and sequence (i.e. predecessor)
· Activities duration estimation using PERT
· Network diagram showing overall duration of the section you selected from the WBS. Diagram should ...
We are a premier academic writing agency with industry partners in UK, Australia and Middle East and over 15 years of experience. We are looking to establish long-term relationships with industry partners and would love to discuss this opportunity further with you.
Thanks & Regards
visit our website.
www.onlineassignmenthelp.com.au
www.freeassignmenthelp.com
www.btechndassignment.cheapassignmenthelp.co.uk
www.cheapassignmenthelp.com
cheapassignmenthelp.co.uk - Top Assignment Help | Buy Online Assignment Writing Help Services UK|Assignment Help UK
SMART Learner FormPSL Scientific Merit Action Research Te.docxrosemariebrayshaw
SMART: Learner Form
PSL Scientific Merit Action Research Template (SMART) Form (Research Plan)Scientific Merit Process
Learners who are doing action research for their dissertation will use this form to go through the process of scientific merit review. The goals of this process are: (1) to facilitate the planning of the details of your action research project, (2) to ensure that the proposed project has rigor and allows for scientific merit review, and (3) to facilitate your progress through the dissertation. This is not an addition to your dissertation but a step to assist you in obtaining mentor, committee, school, and IRB approval more efficiently. You must obtain mentor, committee, and school approval of your research plan before submitting your IRB application.Scientific Merit Criteria The following criteria will be used to establish scientific merit. The purpose of the review will determine if the proposed project: 1. Contributes to society by improving a practice.2. Documents need for change by utilizing evidence-based needs assessment.3. Meets certain “hallmarks” of a good action research project including:· Action research design:· Practical.· Participatory.· Defined action plan.Scientific Merit ApprovalYour completed SMART form will be approved, not approved, or deferred for major or minor revisions. Your committee will use a checklist to determine if the study meets the criteria for scientific merit and the committee will provide specific feedback designed to identify any issues related to the scientific merit that must be resolved. You will have up to three opportunities to submit this form for committee approval.
Obtaining scientific merit approval does not guarantee you will obtain IRB approval. The IRB review will focus on ethical issues. A detailed ethical review will be conducted during the process of IRB approval.Recommendations for How to Use This FormThe SMART form is intended to help you and your mentor plan the design and details of your dissertation. Once your mentor approves your SMART form, your entire committee will review the form for scientific merit. After the entire committee approves your SMART form, it will be submitted for school approval. It is recommended that you use this form in a step-by-step way to help plan your design. Expect that you will go through a few revisions before your mentor and committee approve this form.
Tips for filling out the SMART form:
· Prepare your answers in a separate Word document for ease of editing and revision.
· Copy and paste items into the right-hand fields when they are ready.
· Retain the descriptions in the left column.
· Keep the form unlocked for ongoing editing and revision.
· Leave no blank spaces in the form. If an item does not apply to your study, type “NA” in its field.
· Read the item descriptions carefully. Items request very specific information. Be sure you understand what is asked (Good practice for your IRB application!).
· Use primary sources to the .
PJM6125 Project Evaluation:
Stakeholder Analysis & Evaluation Goal Matrix
Overview and Rationale
For this assignment, you will establish some evaluation goals for your project based on the
method and lens covered in this week’s lecture.
Program and Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
LO1: Identify and analyze stakeholders associated with performance evaluation.
LO2: Design an evaluation goals matrix incorporating the differences between impact, efficiency,
and effectiveness
LO6: Compare change management procedures needed to respond to the results of both tactical
and non-tactical performance evaluation
L07: Plan and conduct a tactical evaluation using both qualitative and quantitative measures
Essential Components & Instructions
This assignment is completed in two parts. First, using your chosen project that you
submitted as part of Lesson 1, complete the following items:
Stakeholder Register / Analysis:
Create a stakeholder register / analysis that includes the following minimum
columns:
o Stakeholder
o Stakeholder Position / Role
o Type of Stakeholder (internal or external)
o Stakeholder expectation (high level needs or expectations of project)
o Stakeholder interest (high / medium / low)
o Stakeholder influence level (high / medium / low)
o Stakeholder view of project (supportive / neutral / opposed)
o Stakeholder Management strategy (approach to engaging stakeholder to
support success of project)
Once you create the register, create entries for a minimum of 12 - 15 project
stakeholders, performing a full analysis for each of them.
Part 2: Evaluation Goals Matrix:
After completing the stakeholder register, you will create an evaluation goals matrix, as
illustrated in Lesson 2, with an additional column entitled stakeholder. Once you have
designed the evaluation goal matrix, you will need to list at least four evaluation goals for
each category: efficiency, effectiveness, and impact, which will result in a total of 12 metrics
/ goals.
You will be assess on the clarity of the metrics, the concreteness of the measures (Example:
increased performance by 12 percent (concrete) vs. increase performance (not concrete, as
no specific measurement of increase)), and how well the metric will measure the success of
project relative to the overview of the project you provided as a case study.
Format
Below are some key guidelines you will want to ensure you follow in all three elements of
this assignment. Think of this short list as a quality control checklist, along with the
attached grading rubric.
Part 1 and Part 2 (stakeholder analysis and evaluation matrix) should be submitted
as a single file (MsWord or .pdf)
You should include a cover page
You should include a brief summary of your chosen project.
You should format the documents professionally
The tables should be readable.
BSBMKG418/.DS_Store
__MACOSX/BSBMKG418/._.DS_Store
BSBMKG418/Student Assessment Kit/.DS_Store
__MACOSX/BSBMKG418/Student Assessment Kit/._.DS_Store
BSBMKG418/Student Assessment Kit/BSBMKG418 SAG v1.0.docx
Student Assessment Guide
BSBMKG418
Develop and Apply Knowledge of Marketing Communication Industry
Student Assessment Guide – BSBMKG418.v3
Intellectual Property Statement
VET Fair (ABN 44 983 956 589) is a provider of educational products and services for the vocational education and training (VET) sector.
By purchasing the ‘BSBMKG418 Develop and Apply Knowledge of Marketing Communication Industry’ assessment resources (“Product”), you are entitled to use it for educational purposes only, but the intellectual property remains with VET Fair. This Product includes the following components:
· Assessor Guide
· Student Assessment Guide
· Student Assessment Workbook
· any other material to support the implementation of the Product (e.g. policy and procedures, templates, etc.).
VET Fair owns all copyright to the Product as subject to the provisions of the Copyright Act 1968.
This purchase grants you a non-exclusive, perpetual, non-sublicensable, and non-shareable right to use and contextualise this Product. You have the right to distribute unlimited copies of this Product to your students or internal staff, limited to only for educational purposes; however, you must not:
1. reproduce this Product or produce other assessment resources based on this Product
1. share this Product with any other external person or entity other than your students and internal staff through physical or electronic including online access
1. use this Product for any other purposes than education (e.g. assessing student competency, conducting validation and moderation activities, etc.)
1. resell this Product to any party of individual
use this Product without affixing the following statement in each copy of a modified, adapted, customised or contextualised version of this Product that is distributed electronically or in a physical format to your target learner audience:
“The assessment activities and information in this guide are derived from the BSBMKG418 Develop and Apply Knowledge of Marketing Communication Industry assessment resources provided by VET Fair. VET Fair owns all copyright to this information and the intellectual property of this resource remains with VET Fair.”
Breaches of this copyright will result in VET Fair claiming for loss of sales.
Table of Contents
Assessment Information 1
Assessment Event: Fusion Marketing Simulation 3
Task 1: Develop Knowledge of the Marketing Communications Industry 3
1.1 Identify and access sources of information on the industry 3
1.2 Identify the industry structure and client operating environment 3
1.3 Evaluate the organisational structure 3
1.4 Describe organisational plans 3
1.5 Obtain information on marketing communication industry sectors 4
1.6 Obtain information on marketing communication industry associati.
Student Assessment Workbook
BSBADM502
Manage Meetings
Version 4.0
May 2017
Assessment Information
Welcome to your Student Assessment Workbook for BSBADM502 Manage Meetings.
This Student Assessment Workbook is where you will write all your answers for the knowledge questions and simulation tasks. Please refer to the Student Assessment Guide for more information.
This assessment has the following two events:
Assessment Event 2 – Simulation: My Career Unlimited
You will complete a number of tasks that will provide us with evidence of your skills with organising and chairing two meetings. These tasks will be based on your role as a Project Officer and the challenges that students experience in their study.
To complete the Simulation, you will need to refer to the following resource:
Meeting Policy and Procedures
A policy and procedures document that specifies the procedures for planning and running and documenting meetings.
Please note that your responses for both assessment events can (where appropriate) use dot point format. See below for an example of a dot point response and a full sentence response.
Dot point format
Presentation Plan includes the following:
· outcomes
· needs of the audience
· context.
Full sentence format
When you are preparing for a Presentation, there are a number of tasks that must be carried out. These are; listing the outcomes that you want to achieve, followed by the identification of the needs of your audience. When you have completed these two tasks, you then check on the room you will be conducting the simulation in etc.
Performance required
· complete all of the questions and tasks listed in the Student Assessment Workbook
· meet all the requirements listed in this Student Assessment Guide
· your responses to the questions and tasks must be relevant, accurate and specific
· submit your completed Student Assessment Workbook to your Assessor within the set timeframes
· your work must be in your own words
· where you use an external source of information, you must provide citation.
Please be aware that your Assessor is here to provide you with the necessary support throughout the assessment process. If you have questions, then contact them for guidance.
Pre-assessment Checklist
Your assessor will go through the assessment for this unit, BSBADM502 Manage Meetings. It is important that you understand this assessment before taking on the tasks. To confirm that you have been given this overview, we ask you to complete the following Pre-Assessment Checklist.
You are required to carefully read each checklist item provided below and tick either ‘Y’ to confirm your understanding or ‘N’ if you disagree. In case you disagree with an item, please provide your reason under the ‘Comments’ section.
When you have done this, we ask you to sign this Pre-Assessment Checklist. This acknowledges that your Trainer/Assessor has discussed all of the information with you prior to undertaking this assessment.
Checklist
Commen.
#1 Assignment Objectives (The Successful Leader - Assessing Your.docxmayank272369
#1 Assignment Objectives (The Successful Leader - Assessing Your Leadership Traits)
Describe and recognize organizational culture, with specific examination of organizational change models.
8 total pages
Leadership is one of the essential ingredients in effectively leading and managing a project. Without excellent leadership skills, the best planned projects are at a risk for failure. In this class, you are asked to examine your leadership strengths and weaknesses and determine how to adapt them to one of the effective project management leadership styles. You will be provided with an opportunity to perform a personal leadership assessment, enhance project leadership skills, promote teamwork and innovation, determine some best practices, and build a culture to support and manage change.
Throughout this course, you will be working on developing several components of your final Key Assignment. Additional information and the deliverables for each Individual Project will be provided in each Individual Project assignment description.
You will also be setting up the final Key Assignment outline that you will add to each week. The combined Individual Project (IP) assignments will be your final Key Assignment deliverable.
Project Selection
The first step will be to select an organization of your choice in which you will implement your project. This organization will be used as the basis for each of the assignments throughout the course and should conform to the following guidelines:
•Nontrivial: The selected organization candidate should reflect a real-life organization.
•Domain knowledge: Students will utilize their knowledge of this organization to address assignments that are related to discussing the organization’s structure and its impact on organizational members.
Select an organization that fits these requirements, and submit your proposal to your instructor before proceeding further with the assignments in the course. Approval should be sought within the first few days of the course. Your instructor will tell you how to submit this proposal and what notification will be given for project approval.
Your first task in this process will be to select an organization to use as the basis of your Key Assignment. You will also create the shell document for the final project Key Assignment document deliverable that you will be working on throughout the course. As you proceed through each project phase, you will add content to each section of the final document to gradually complete the final project delivery.
The project deliverables are as follows:
1. Submit a project proposal to instructor for approval
2. Key Assignment Document Shell
•Use Word
•Title Page
1.Course number and name
2.Project name
3.Student name
4.Date
•Table of Contents
1.Use auto-generated TOC
2.Separate page
3.Maximum of three levels deep
4.Be sure to update the fields of the TOC so that it is up-to-date before submitting your project
•Section Headings (create ea ...
PJM6125 Project Evaluation: Selecting Evaluation Tools
Overview and Rationale
For this assignment, you will be selecting evaluation tools and adding those selected to the
Evaluation Goal Matrix that you developed as part of the previous assignment.
Program and Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
LO3: Analyze and apply appropriate evaluation tool
L07: Plan and conduct a tactical evaluation using both qualitative and quantitative
measures
In addition to these key learning outcomes, you will also have the opportunity to evidence
the following skills through completing this assignment:
Critical thinking
Problem solving
Essential Components & Instructions
Using the project you identified in Lesson 1 and the stakeholder analysis and performance
metrics you identified as part of Lesson 2, you will be selecting evaluation tools and adding
them to your Evaluation Goal Matrix from Lesson 2.
Begin by updating your Evaluation Goal Matrix with any feedback provided, and then add
an additional column titled 'Evaluation Tool' and select an evaluation tool for each of the
metrics you identified during Lesson 2. Therefore, you will identify a minimum of one
evaluation tool for each of the entries in your evaluation goal matrix.
Once you identify the tools that you will use, write a few paragraphs on how each tool will
be used, why the tool was selected, who will be responsible for performing the evaluation
with the tool and how the data will be used and will help support the success of the project.
These entries can be made below your updated evaluation goal matrix. You should provide
a thorough evaluation and explanation of each tool you list in your updated evaluation goal
matrix. You may wish to use materials from the lesson, readings, and external sources in
writing the explanations. However, be sure to cite any sources that you use in writing the
explanations.
Format
Below are some key guidelines you will want to ensure you follow. Think of this short list
as a quality control checklist, along with the attached grading rubric.
Be sure you have identified at least one tool per goal in your matrix
You may use a tool to assess multiple goals if it is appropriate; if you do this, make sure
in your explanation that you provide sufficient detail to address all the goals the tool
addresses
You should submit an updated Evaluation Goal Matrix and the narrative descriptive and
explanation of each tool in a single file (MsWord or .pdf)
You should include a cover page
You should provide a brief abstract about the process you went through to develop your
two tables.
You should provide a project summary of your project
You should format the documents professionally
The tables should be readable without having to zoom in on small text
Rubric(s)
Asse.
PJM6125 Project Evaluation: Selecting Evaluation Tools
Overview and Rationale
For this assignment, you will be selecting evaluation tools and adding those selected to the
Evaluation Goal Matrix that you developed as part of the previous assignment.
Program and Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
LO3: Analyze and apply appropriate evaluation tool
L07: Plan and conduct a tactical evaluation using both qualitative and quantitative
measures
In addition to these key learning outcomes, you will also have the opportunity to evidence
the following skills through completing this assignment:
Critical thinking
Problem solving
Essential Components & Instructions
Using the project you identified in Lesson 1 and the stakeholder analysis and performance
metrics you identified as part of Lesson 2, you will be selecting evaluation tools and adding
them to your Evaluation Goal Matrix from Lesson 2.
Begin by updating your Evaluation Goal Matrix with any feedback provided, and then add
an additional column titled 'Evaluation Tool' and select an evaluation tool for each of the
metrics you identified during Lesson 2. Therefore, you will identify a minimum of one
evaluation tool for each of the entries in your evaluation goal matrix.
Once you identify the tools that you will use, write a few paragraphs on how each tool will
be used, why the tool was selected, who will be responsible for performing the evaluation
with the tool and how the data will be used and will help support the success of the project.
These entries can be made below your updated evaluation goal matrix. You should provide
a thorough evaluation and explanation of each tool you list in your updated evaluation goal
matrix. You may wish to use materials from the lesson, readings, and external sources in
writing the explanations. However, be sure to cite any sources that you use in writing the
explanations.
Format
Below are some key guidelines you will want to ensure you follow. Think of this short list
as a quality control checklist, along with the attached grading rubric.
Be sure you have identified at least one tool per goal in your matrix
You may use a tool to assess multiple goals if it is appropriate; if you do this, make sure
in your explanation that you provide sufficient detail to address all the goals the tool
addresses
You should submit an updated Evaluation Goal Matrix and the narrative descriptive and
explanation of each tool in a single file (MsWord or .pdf)
You should include a cover page
You should provide a brief abstract about the process you went through to develop your
two tables.
You should provide a project summary of your project
You should format the documents professionally
The tables should be readable without having to zoom in on small text
Rubric(s)
Asse ...
EDD9953: Signature Assignment
Guide last revised September 15, 2021
Action Plan Guide
Overall Instructions
Follow the instructions contained within this Action Plan Guide to develop your Action Plan.
Develop your Action Plan on the Action Plan Signature Assignment template.
Introduction
In this section, refer to your approved EDD9951 Signature Assignment to provide a brief
introduction to your EDD9953 Signature Assignment: Action Plan. Use the Preliminary Site
Information, the Statement of the Problem, and your Approach to the Problem of Practice
from your EDD9951 Signature Assignment to craft the introduction. (Maximum of 250 words)
NOTE: The problem and project you describe must be the same one that was
approved in your approved Signature Assignment in EDD9951.
Action Plan
Provide a paragraph (3–5 sentences) that introduces the sections of the Action Plan.
The action plan comprises the following sections:
• Purpose of the Project
• Stakeholders and Participants
• Description of the Applied Project
• Implementation Plan
• Guiding Questions
• Data Collection Plan
• Data Analysis Plan
Purpose of the Project
In this section, provide a statement of purpose. You may use the following formulation and add
a few sentences of clarification if desired.
The purpose of the project is to implement [insert your intervention] to improve [insert area
to be improved—be sure it aligns with your problem statement and guiding questions].
Example: The purpose of the project is to implement a professional development program to
improve the instructional leadership skills of district principals. (The problem the professional
development program addresses is that teachers do not receive feedback and coaching that
lead to improvement of instruction. The root-cause analysis identified one of the problem’s
causes: inadequacy of district principals’ classroom observation and coaching skills.)
EDD9953: Signature Assignment
Guide last revised September 15, 2021
A program evaluation project might be formulated slightly differently:
Example: The purpose of the project is to implement an evaluation of ABC school’s
science curriculum to inform a comprehensive revision of the science program. (The
problem the evaluation will be used to addresses is poor student achievement in science.
One of the problem’s causes identified in the root-cause analysis was an outdated
curriculum.)
Stakeholders and Participants
In this section, briefly describe the project’s stakeholders and their roles. Use two
subheadings—one for stakeholders and one for participants.
1. Identify and describe the key stakeholders of your project, including their role(s) in
the organization and why they would be impacted by your project.
2. I ...
Hello Sir
We are a premier academic writing agency with industry partners in UK, Australia and Middle East and over 15 years of experience. We are looking to establish long-term relationships with industry partners and would love to discuss this opportunity further with you.
Thanks & Regards
visit our website.
www.onlineassignmenthelp.com.au
www.freeassignmenthelp.com
www.btechndassignment.cheapassignmenthelp.co.uk
www.cheapassignmenthelp.com
www.cheapassignmenthelp.co.uk/
http://www.cheapassignmenthelp.net/
UNDERGRADUATE ASSIGNMENT SPECIFICATION
Programme:
BABS
Module Level (3,4,5 or 6):
5
Module:
Project Management
Module code:
SBLC5001Contribution to Overall
Module Assessment (%):
100%
Assignment No(s):
Assignment 1: 50%
Assignment 2: 50%
Assignment Title(s):
Assessment Component 1- Case study/individual essay
Assessment Component 2- Individual report
Lecturer:
Chandranna Rayadurg
Internal Verifier:
Kamal Hossain
Hand Out Date:
04/12/2017
Submission deadline:
Feedback deadline:
19/02/2018
Referencing:
In the main body of your submission you must give credit to authors on whose research your work is based. Append to your submission a reference list in Harvard stylethat indicates the books, articles, etc. that you have read or quoted in order to complete this assignment (e.g. for books: surname of author and initials, year of publication,title of book, edition, publisher: place of publication).
Disclosure:
Please include the following statement on the title page of the submitted assignment, followed by your name:
I declare that this assignment is all my own work and that I have acknowledged all materials used from the published or unpublished works of other people. All references have been duly cited.
Turnitin: All assignments must be submitted to Turnitin unless otherwise instructed by the Lecturer.
Note: the Turnitin version is the primary submission and acts as a receipt for the student. Late submission of the electronic version of the assignment will result in a late penalty mark. Penalties for late submission: Up to one week late, maximum mark of 50%. Over one week late, Refer. Only the UWTSD Extenuating Circumstances Panel may grant an extension.
YES
X
NO
Learning Outcomes tested
(from module syllabus)
Assessment Criteria To achieve each outcome a student must demonstrate the ability to:
1. Be able to devise and implement a project management plan and work effectively within a project team.
2. Understand the primary concepts and practices underpinning Project management.
3. Understand the contexts for project management and project planning in a localised and/or global context.
· Work as an individual to research, write and structure a report that demonstrates project management principles
· Understand the tools and techniques to solve problems associated with projects in real life scenarios.
· Enable the student to learn the primary elements of Project Management to such an extent that he/she is able to develop a detailed project plan for a small or large- scale project.
· Give students an opportunity to be an individual contributor, working on a project team to define, plan and manage a project.
TASK DESCRIPTION – ASSIGNMENT 1-50%
BACKGROUND / INTRODUCTION
You are required to identify a project and its suitable activities or tasks along with predecessors and durations. You must identify at least 10 major activities of suitable complexity so that each activity would have at least a few predeces ...
The first step in your presentation is to write learning objectives. Learning objectives state what the learner will be able to do at the end of the training program or at the end of a phase of training. They describe the planned outcome of the training rather than the training process.
BUS475v10Project PlanBUS475 v10Page 2 of 2Wk 4 – App.docxfelicidaddinwoodie
BUS/475v10
Project Plan
BUS/475 v10
Page 2 of 2
Wk 4 – Apply: Project Plan
Project Title: Project Objectives:
· List project objective
· List project objective
· List project objective
Operational Step
Responsible Person
Timeline
ExampleProject Title: Desert Taco Opportunity
Description: Based on initial feedback from customer surveys, online discussion/social media groups, and SWOT analyses, you’ve determined that there is an opportunity to increase your organization’s customer base through the introduction of desert tacos in your food truck menu.Project Objectives:
· Identify the top 3 potential customer groups for this opportunity and describe their characteristics and preferences
Operational Step
Responsible Person
Timeline
Review the organization’s customer database to determine potential customer groups
Leo (Market Research Manager)
9/30 (1 week)
Identify the top 3 groups to target based upon volume, brand loyalty, and location
Betty (Director of Marketing)
10/7 (2 weeks)
Survey customers regarding food preferences and potential menu items
Tom (Customer Service Representative)
10/21 (4 weeks)
Share customer feedback with inventory and operational teams
Betty/Tom
10/28 (5 weeks)
Determine the top 5 locations and times to complete a pilot study with your test market.
Operational Step
Responsible Person
Timeline
Review sales data to determine peak sales opportunities by location
Jim (Director of Sales)
9/30 (1 week)
Identify the top 5 locations in which to conduct the desert taco pilot
Jim
10/7 (2 weeks)
Create marketing collateral and social media communications to promote the desert taco pilot
Oliver (Media Relations Manager)
10/21 (4 weeks)
Provide expected volume and product information for the inventory team
Jim
10/7 (2 weeks)
Estimate the required inventory and supply chain needs necessary to support the desert taco pilot
Operational Step
Responsible Person
Timeline
Based on expected customer volume, locations, and times, determine the product inventory required to support the pilot.
Louise (Controller)
10/14 (3 weeks)
Source supply companies and obtain product pricing quotes and delivery timelines.
Louise
10/21 (4 weeks)
Determine shipment and storage needs to support the pilot.
Louise and Ben (Operations Manager)
10/21 (4 weeks)
Purchase product for the pilot and arrange transportation to support the desert taco pilot at the various locations.
Louise
10/28 (5 weeks)
Copyright 2019 by University of Phoenix. All rights reserved.
Copyright 2019 by University of Phoenix. All rights reserved.
BIZ101 Assessment 1 Brief 2019 Page 1 of 6
ASSESSMENT 1 BRIEF
Subject Code and Title BIZ101 Business Communications
Assessment Evidence-based Response
Individual/Group Individual Task
Length 800 words (+/- 10%)
Learning Outcomes
This assessment addresses the following subject learning outcomes:
a)
Demonstrate information literacy and critical analysis
appropriate to the level of study.
b) Understand.
Workbook for Designing a Process Evaluation MoseStaton39
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
Workbook for Designing a Process Evaluation .docxAASTHA76
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid .
Workbook for Designing a Process Evaluation MikeEly930
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
MGN431 Strategic HRDModule 2. Framework for HRDWeek 8. HRD DioneWang844
MGN431 Strategic HRD
Module 2. Framework for HRD
Week 8. HRD Needs Analysis Findings. Developing the SHRD Plan
1
1
Unit Map
You
Are
Here!
2
Module 2: Framework for HRD
Module 1:
Foundations of HRD
Module 3: Contemporary Issues in HRD
Workshop Overview
HRD Needs Analysis – QCU
Discuss findings & confirm needs analysis outcomes
Key business challenges
SHRD implications
Developing your HRD plan
Assignment 2 objectives
Approach
3
3
Needs Analysis Findings
4
4
Key business challenges
SHRD Implications
SHRD Needs Analysis
QCU Feedback
Our summary of the challenges/issues
Our analysis of the SHRD implications
Confirm and clarify the learning needs that have been identified in the needs analysis
5
5
Instructional Systems Design (ISD) Model
CH-4
6
6
Assessment
Design
Implementation
Evaluation
SHRD Plan components
Executive summary
Introduction
Learning Design – your recommendations about learning activities
Take 1 key group and develop a plan to address the training needs
You identify the learning activities (HRD activities) that need to occur
You state the objectives of each activity
Implementation
Order of activities?
How long do you think is required for each activity? Total time to complete?
Resources required?
Evaluation
Approaches to evaluate outcomes of the interventions
How could we assess whether objectives have been met?
Conclusion
Reference List
7
7
SHRD Plan
Learning design
your recommendations on HRD activities (or programs)
The proposed HRD activities to address the needs you’ve identified
Appropriate
Well justified using relevant unit concepts & theories for your particular issue and SHRD
Design programs for 1 Group only.
8
8
SHRD Plan
Could use a table for each learning activity that you are recommending:
9Training Program or ActivitySHRD ObjectivesProgram ObjectivesMethod of DeliveryCoaching for PerformanceImprove the performance of staff.
Develop manager capability in performance management.Conduct one-on-one performance discussions.
Create development plans for staff.
Classroom based Course
9
SHRD Plan
Implementation
Can use a table to illustrate sequence of events
Then broadly discuss overall resource requirements
10Training/ActivityTarget dateParticipantsPlace/venueDurationCoaching for PerformanceNov 2016ManagersTBE2 days
10
SHRD Plan
Evaluation
Based on Kirkpatrick’s model, suggest most appropriate options
Explain why this evaluation step is an important part of overall HRD plan
How can QCU assess whether these recommendations have met the objectives?
Conclusion
References
11
11
Bringing the 3 pieces together
12
1. You present your overall plan (your recommendations). You identify 3 – 4 training activities for the group. You can present them all in one table. Then you explain why these training methods (the activities) are the most appropriate – what are the benefits of these?
2. Then you explain how the plan should ...
BUS310ASSIGNMENTImagine that you work for a company with an ag.docxcurwenmichaela
BUS310ASSIGNMENT
Imagine that you work for a company with an age diverse workforce. You have baby boomers working with millenials. Their backgrounds are different, and how they view work is different. This is causing some friction within the workforce. Before the tension escalates, you need to have a meeting to discuss the issue. Prepare a five to seven (5-7) slide PowerPoint presentation for your staff meeting that addresses this issue and proposes a solution.
Create a five to seven (5-7) slide PowerPoint presentation in which you:
1. Propose a solution that will relieve friction in your company’s age diverse workforce.
2. Format your assignment according to the following formatting requirements:
a. Format the PowerPoint presentation with headings on each slide and at least one (1) relevant graphic (photograph, graph, clip art, etc.). Ensure that the presentation is visually appealing and readable from up to 18 feet away. Check with your professor for any additional instructions.
b. Include a title slide containing the title of the assignment, your name, your professor’s name, the course title, and the date.
The specific course learning outcomes associated with this assignment are:
· Explain effective approaches to the broad spectrum of employee relations, including career development, fostering ethical behavior, discipline, labor relations, and dismissals.
· Use technology and information resources to research issues in human resource management.
· Write clearly and concisely about human resource management using proper writing mechanics.
Click here to view the grading rubric for this assignment.
Team Project Deliverable and Presentation
You team works for XYZ Company, which has a directional strategy focused on expanding the company through horizontal integration. Your team can determine the official name of the company and industry. The company does a great job keeping close watch on its cash position and consistently maintains a positive cash flow; is very solvent; controls its overhead expenses; has solid marketing and sales, production, and human resources performance metrics, and fosters a culture of strategic thinkers. Historically, your company has expanded through a combination of organic (new startups) and inorganic growth and feels it’s time to consider acquisition opportunities.
The Board is looking to engage in a friendly acquisition of a company that will not only increase its market share, but allow it to penetrate new markets and increase the company’s abilities to meet current and future consumer needs and expectations. Since management’s attitude is to pursue a friendly acquisition as opposed to a hostile takeover, your team may consider looking at conglomerates that have experienced significant growth through inorganic growth (acquisitions) and may now be looking to refocus on their core business and are willing to consider divesting some of its businesses that are within your industry. There could be other companies.
PJM6125 Project Evaluation:
Stakeholder Analysis & Evaluation Goal Matrix
Overview and Rationale
For this assignment, you will establish some evaluation goals for your project based on the
method and lens covered in this week’s lecture.
Program and Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
LO1: Identify and analyze stakeholders associated with performance evaluation.
LO2: Design an evaluation goals matrix incorporating the differences between impact, efficiency,
and effectiveness
LO6: Compare change management procedures needed to respond to the results of both tactical
and non-tactical performance evaluation
L07: Plan and conduct a tactical evaluation using both qualitative and quantitative measures
Essential Components & Instructions
This assignment is completed in two parts. First, using your chosen project that you
submitted as part of Lesson 1, complete the following items:
Stakeholder Register / Analysis:
Create a stakeholder register / analysis that includes the following minimum
columns:
o Stakeholder
o Stakeholder Position / Role
o Type of Stakeholder (internal or external)
o Stakeholder expectation (high level needs or expectations of project)
o Stakeholder interest (high / medium / low)
o Stakeholder influence level (high / medium / low)
o Stakeholder view of project (supportive / neutral / opposed)
o Stakeholder Management strategy (approach to engaging stakeholder to
support success of project)
Once you create the register, create entries for a minimum of 12 - 15 project
stakeholders, performing a full analysis for each of them.
Part 2: Evaluation Goals Matrix:
After completing the stakeholder register, you will create an evaluation goals matrix, as
illustrated in Lesson 2, with an additional column entitled stakeholder. Once you have
designed the evaluation goal matrix, you will need to list at least four evaluation goals for
each category: efficiency, effectiveness, and impact, which will result in a total of 12 metrics
/ goals.
You will be assess on the clarity of the metrics, the concreteness of the measures (Example:
increased performance by 12 percent (concrete) vs. increase performance (not concrete, as
no specific measurement of increase)), and how well the metric will measure the success of
project relative to the overview of the project you provided as a case study.
Format
Below are some key guidelines you will want to ensure you follow in all three elements of
this assignment. Think of this short list as a quality control checklist, along with the
attached grading rubric.
Part 1 and Part 2 (stakeholder analysis and evaluation matrix) should be submitted
as a single file (MsWord or .pdf)
You should include a cover page
You should include a brief summary of your chosen project.
You should format the documents professionally
The tables should be readable.
BSBMKG418/.DS_Store
__MACOSX/BSBMKG418/._.DS_Store
BSBMKG418/Student Assessment Kit/.DS_Store
__MACOSX/BSBMKG418/Student Assessment Kit/._.DS_Store
BSBMKG418/Student Assessment Kit/BSBMKG418 SAG v1.0.docx
Student Assessment Guide
BSBMKG418
Develop and Apply Knowledge of Marketing Communication Industry
Student Assessment Guide – BSBMKG418.v3
Intellectual Property Statement
VET Fair (ABN 44 983 956 589) is a provider of educational products and services for the vocational education and training (VET) sector.
By purchasing the ‘BSBMKG418 Develop and Apply Knowledge of Marketing Communication Industry’ assessment resources (“Product”), you are entitled to use it for educational purposes only, but the intellectual property remains with VET Fair. This Product includes the following components:
· Assessor Guide
· Student Assessment Guide
· Student Assessment Workbook
· any other material to support the implementation of the Product (e.g. policy and procedures, templates, etc.).
VET Fair owns all copyright to the Product as subject to the provisions of the Copyright Act 1968.
This purchase grants you a non-exclusive, perpetual, non-sublicensable, and non-shareable right to use and contextualise this Product. You have the right to distribute unlimited copies of this Product to your students or internal staff, limited to only for educational purposes; however, you must not:
1. reproduce this Product or produce other assessment resources based on this Product
1. share this Product with any other external person or entity other than your students and internal staff through physical or electronic including online access
1. use this Product for any other purposes than education (e.g. assessing student competency, conducting validation and moderation activities, etc.)
1. resell this Product to any party of individual
use this Product without affixing the following statement in each copy of a modified, adapted, customised or contextualised version of this Product that is distributed electronically or in a physical format to your target learner audience:
“The assessment activities and information in this guide are derived from the BSBMKG418 Develop and Apply Knowledge of Marketing Communication Industry assessment resources provided by VET Fair. VET Fair owns all copyright to this information and the intellectual property of this resource remains with VET Fair.”
Breaches of this copyright will result in VET Fair claiming for loss of sales.
Table of Contents
Assessment Information 1
Assessment Event: Fusion Marketing Simulation 3
Task 1: Develop Knowledge of the Marketing Communications Industry 3
1.1 Identify and access sources of information on the industry 3
1.2 Identify the industry structure and client operating environment 3
1.3 Evaluate the organisational structure 3
1.4 Describe organisational plans 3
1.5 Obtain information on marketing communication industry sectors 4
1.6 Obtain information on marketing communication industry associati.
Student Assessment Workbook
BSBADM502
Manage Meetings
Version 4.0
May 2017
Assessment Information
Welcome to your Student Assessment Workbook for BSBADM502 Manage Meetings.
This Student Assessment Workbook is where you will write all your answers for the knowledge questions and simulation tasks. Please refer to the Student Assessment Guide for more information.
This assessment has the following two events:
Assessment Event 2 – Simulation: My Career Unlimited
You will complete a number of tasks that will provide us with evidence of your skills with organising and chairing two meetings. These tasks will be based on your role as a Project Officer and the challenges that students experience in their study.
To complete the Simulation, you will need to refer to the following resource:
Meeting Policy and Procedures
A policy and procedures document that specifies the procedures for planning and running and documenting meetings.
Please note that your responses for both assessment events can (where appropriate) use dot point format. See below for an example of a dot point response and a full sentence response.
Dot point format
Presentation Plan includes the following:
· outcomes
· needs of the audience
· context.
Full sentence format
When you are preparing for a Presentation, there are a number of tasks that must be carried out. These are; listing the outcomes that you want to achieve, followed by the identification of the needs of your audience. When you have completed these two tasks, you then check on the room you will be conducting the simulation in etc.
Performance required
· complete all of the questions and tasks listed in the Student Assessment Workbook
· meet all the requirements listed in this Student Assessment Guide
· your responses to the questions and tasks must be relevant, accurate and specific
· submit your completed Student Assessment Workbook to your Assessor within the set timeframes
· your work must be in your own words
· where you use an external source of information, you must provide citation.
Please be aware that your Assessor is here to provide you with the necessary support throughout the assessment process. If you have questions, then contact them for guidance.
Pre-assessment Checklist
Your assessor will go through the assessment for this unit, BSBADM502 Manage Meetings. It is important that you understand this assessment before taking on the tasks. To confirm that you have been given this overview, we ask you to complete the following Pre-Assessment Checklist.
You are required to carefully read each checklist item provided below and tick either ‘Y’ to confirm your understanding or ‘N’ if you disagree. In case you disagree with an item, please provide your reason under the ‘Comments’ section.
When you have done this, we ask you to sign this Pre-Assessment Checklist. This acknowledges that your Trainer/Assessor has discussed all of the information with you prior to undertaking this assessment.
Checklist
Commen.
#1 Assignment Objectives (The Successful Leader - Assessing Your.docxmayank272369
#1 Assignment Objectives (The Successful Leader - Assessing Your Leadership Traits)
Describe and recognize organizational culture, with specific examination of organizational change models.
8 total pages
Leadership is one of the essential ingredients in effectively leading and managing a project. Without excellent leadership skills, the best planned projects are at a risk for failure. In this class, you are asked to examine your leadership strengths and weaknesses and determine how to adapt them to one of the effective project management leadership styles. You will be provided with an opportunity to perform a personal leadership assessment, enhance project leadership skills, promote teamwork and innovation, determine some best practices, and build a culture to support and manage change.
Throughout this course, you will be working on developing several components of your final Key Assignment. Additional information and the deliverables for each Individual Project will be provided in each Individual Project assignment description.
You will also be setting up the final Key Assignment outline that you will add to each week. The combined Individual Project (IP) assignments will be your final Key Assignment deliverable.
Project Selection
The first step will be to select an organization of your choice in which you will implement your project. This organization will be used as the basis for each of the assignments throughout the course and should conform to the following guidelines:
•Nontrivial: The selected organization candidate should reflect a real-life organization.
•Domain knowledge: Students will utilize their knowledge of this organization to address assignments that are related to discussing the organization’s structure and its impact on organizational members.
Select an organization that fits these requirements, and submit your proposal to your instructor before proceeding further with the assignments in the course. Approval should be sought within the first few days of the course. Your instructor will tell you how to submit this proposal and what notification will be given for project approval.
Your first task in this process will be to select an organization to use as the basis of your Key Assignment. You will also create the shell document for the final project Key Assignment document deliverable that you will be working on throughout the course. As you proceed through each project phase, you will add content to each section of the final document to gradually complete the final project delivery.
The project deliverables are as follows:
1. Submit a project proposal to instructor for approval
2. Key Assignment Document Shell
•Use Word
•Title Page
1.Course number and name
2.Project name
3.Student name
4.Date
•Table of Contents
1.Use auto-generated TOC
2.Separate page
3.Maximum of three levels deep
4.Be sure to update the fields of the TOC so that it is up-to-date before submitting your project
•Section Headings (create ea ...
PJM6125 Project Evaluation: Selecting Evaluation Tools
Overview and Rationale
For this assignment, you will be selecting evaluation tools and adding those selected to the
Evaluation Goal Matrix that you developed as part of the previous assignment.
Program and Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
LO3: Analyze and apply appropriate evaluation tool
L07: Plan and conduct a tactical evaluation using both qualitative and quantitative
measures
In addition to these key learning outcomes, you will also have the opportunity to evidence
the following skills through completing this assignment:
Critical thinking
Problem solving
Essential Components & Instructions
Using the project you identified in Lesson 1 and the stakeholder analysis and performance
metrics you identified as part of Lesson 2, you will be selecting evaluation tools and adding
them to your Evaluation Goal Matrix from Lesson 2.
Begin by updating your Evaluation Goal Matrix with any feedback provided, and then add
an additional column titled 'Evaluation Tool' and select an evaluation tool for each of the
metrics you identified during Lesson 2. Therefore, you will identify a minimum of one
evaluation tool for each of the entries in your evaluation goal matrix.
Once you identify the tools that you will use, write a few paragraphs on how each tool will
be used, why the tool was selected, who will be responsible for performing the evaluation
with the tool and how the data will be used and will help support the success of the project.
These entries can be made below your updated evaluation goal matrix. You should provide
a thorough evaluation and explanation of each tool you list in your updated evaluation goal
matrix. You may wish to use materials from the lesson, readings, and external sources in
writing the explanations. However, be sure to cite any sources that you use in writing the
explanations.
Format
Below are some key guidelines you will want to ensure you follow. Think of this short list
as a quality control checklist, along with the attached grading rubric.
Be sure you have identified at least one tool per goal in your matrix
You may use a tool to assess multiple goals if it is appropriate; if you do this, make sure
in your explanation that you provide sufficient detail to address all the goals the tool
addresses
You should submit an updated Evaluation Goal Matrix and the narrative descriptive and
explanation of each tool in a single file (MsWord or .pdf)
You should include a cover page
You should provide a brief abstract about the process you went through to develop your
two tables.
You should provide a project summary of your project
You should format the documents professionally
The tables should be readable without having to zoom in on small text
Rubric(s)
Asse.
PJM6125 Project Evaluation: Selecting Evaluation Tools
Overview and Rationale
For this assignment, you will be selecting evaluation tools and adding those selected to the
Evaluation Goal Matrix that you developed as part of the previous assignment.
Program and Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
LO3: Analyze and apply appropriate evaluation tool
L07: Plan and conduct a tactical evaluation using both qualitative and quantitative
measures
In addition to these key learning outcomes, you will also have the opportunity to evidence
the following skills through completing this assignment:
Critical thinking
Problem solving
Essential Components & Instructions
Using the project you identified in Lesson 1 and the stakeholder analysis and performance
metrics you identified as part of Lesson 2, you will be selecting evaluation tools and adding
them to your Evaluation Goal Matrix from Lesson 2.
Begin by updating your Evaluation Goal Matrix with any feedback provided, and then add
an additional column titled 'Evaluation Tool' and select an evaluation tool for each of the
metrics you identified during Lesson 2. Therefore, you will identify a minimum of one
evaluation tool for each of the entries in your evaluation goal matrix.
Once you identify the tools that you will use, write a few paragraphs on how each tool will
be used, why the tool was selected, who will be responsible for performing the evaluation
with the tool and how the data will be used and will help support the success of the project.
These entries can be made below your updated evaluation goal matrix. You should provide
a thorough evaluation and explanation of each tool you list in your updated evaluation goal
matrix. You may wish to use materials from the lesson, readings, and external sources in
writing the explanations. However, be sure to cite any sources that you use in writing the
explanations.
Format
Below are some key guidelines you will want to ensure you follow. Think of this short list
as a quality control checklist, along with the attached grading rubric.
Be sure you have identified at least one tool per goal in your matrix
You may use a tool to assess multiple goals if it is appropriate; if you do this, make sure
in your explanation that you provide sufficient detail to address all the goals the tool
addresses
You should submit an updated Evaluation Goal Matrix and the narrative descriptive and
explanation of each tool in a single file (MsWord or .pdf)
You should include a cover page
You should provide a brief abstract about the process you went through to develop your
two tables.
You should provide a project summary of your project
You should format the documents professionally
The tables should be readable without having to zoom in on small text
Rubric(s)
Asse ...
EDD9953: Signature Assignment
Guide last revised September 15, 2021
Action Plan Guide
Overall Instructions
Follow the instructions contained within this Action Plan Guide to develop your Action Plan.
Develop your Action Plan on the Action Plan Signature Assignment template.
Introduction
In this section, refer to your approved EDD9951 Signature Assignment to provide a brief
introduction to your EDD9953 Signature Assignment: Action Plan. Use the Preliminary Site
Information, the Statement of the Problem, and your Approach to the Problem of Practice
from your EDD9951 Signature Assignment to craft the introduction. (Maximum of 250 words)
NOTE: The problem and project you describe must be the same one that was
approved in your approved Signature Assignment in EDD9951.
Action Plan
Provide a paragraph (3–5 sentences) that introduces the sections of the Action Plan.
The action plan comprises the following sections:
• Purpose of the Project
• Stakeholders and Participants
• Description of the Applied Project
• Implementation Plan
• Guiding Questions
• Data Collection Plan
• Data Analysis Plan
Purpose of the Project
In this section, provide a statement of purpose. You may use the following formulation and add
a few sentences of clarification if desired.
The purpose of the project is to implement [insert your intervention] to improve [insert area
to be improved—be sure it aligns with your problem statement and guiding questions].
Example: The purpose of the project is to implement a professional development program to
improve the instructional leadership skills of district principals. (The problem the professional
development program addresses is that teachers do not receive feedback and coaching that
lead to improvement of instruction. The root-cause analysis identified one of the problem’s
causes: inadequacy of district principals’ classroom observation and coaching skills.)
EDD9953: Signature Assignment
Guide last revised September 15, 2021
A program evaluation project might be formulated slightly differently:
Example: The purpose of the project is to implement an evaluation of ABC school’s
science curriculum to inform a comprehensive revision of the science program. (The
problem the evaluation will be used to addresses is poor student achievement in science.
One of the problem’s causes identified in the root-cause analysis was an outdated
curriculum.)
Stakeholders and Participants
In this section, briefly describe the project’s stakeholders and their roles. Use two
subheadings—one for stakeholders and one for participants.
1. Identify and describe the key stakeholders of your project, including their role(s) in
the organization and why they would be impacted by your project.
2. I ...
Hello Sir
We are a premier academic writing agency with industry partners in UK, Australia and Middle East and over 15 years of experience. We are looking to establish long-term relationships with industry partners and would love to discuss this opportunity further with you.
Thanks & Regards
visit our website.
www.onlineassignmenthelp.com.au
www.freeassignmenthelp.com
www.btechndassignment.cheapassignmenthelp.co.uk
www.cheapassignmenthelp.com
www.cheapassignmenthelp.co.uk/
http://www.cheapassignmenthelp.net/
UNDERGRADUATE ASSIGNMENT SPECIFICATION
Programme:
BABS
Module Level (3,4,5 or 6):
5
Module:
Project Management
Module code:
SBLC5001Contribution to Overall
Module Assessment (%):
100%
Assignment No(s):
Assignment 1: 50%
Assignment 2: 50%
Assignment Title(s):
Assessment Component 1- Case study/individual essay
Assessment Component 2- Individual report
Lecturer:
Chandranna Rayadurg
Internal Verifier:
Kamal Hossain
Hand Out Date:
04/12/2017
Submission deadline:
Feedback deadline:
19/02/2018
Referencing:
In the main body of your submission you must give credit to authors on whose research your work is based. Append to your submission a reference list in Harvard stylethat indicates the books, articles, etc. that you have read or quoted in order to complete this assignment (e.g. for books: surname of author and initials, year of publication,title of book, edition, publisher: place of publication).
Disclosure:
Please include the following statement on the title page of the submitted assignment, followed by your name:
I declare that this assignment is all my own work and that I have acknowledged all materials used from the published or unpublished works of other people. All references have been duly cited.
Turnitin: All assignments must be submitted to Turnitin unless otherwise instructed by the Lecturer.
Note: the Turnitin version is the primary submission and acts as a receipt for the student. Late submission of the electronic version of the assignment will result in a late penalty mark. Penalties for late submission: Up to one week late, maximum mark of 50%. Over one week late, Refer. Only the UWTSD Extenuating Circumstances Panel may grant an extension.
YES
X
NO
Learning Outcomes tested
(from module syllabus)
Assessment Criteria To achieve each outcome a student must demonstrate the ability to:
1. Be able to devise and implement a project management plan and work effectively within a project team.
2. Understand the primary concepts and practices underpinning Project management.
3. Understand the contexts for project management and project planning in a localised and/or global context.
· Work as an individual to research, write and structure a report that demonstrates project management principles
· Understand the tools and techniques to solve problems associated with projects in real life scenarios.
· Enable the student to learn the primary elements of Project Management to such an extent that he/she is able to develop a detailed project plan for a small or large- scale project.
· Give students an opportunity to be an individual contributor, working on a project team to define, plan and manage a project.
TASK DESCRIPTION – ASSIGNMENT 1-50%
BACKGROUND / INTRODUCTION
You are required to identify a project and its suitable activities or tasks along with predecessors and durations. You must identify at least 10 major activities of suitable complexity so that each activity would have at least a few predeces ...
The first step in your presentation is to write learning objectives. Learning objectives state what the learner will be able to do at the end of the training program or at the end of a phase of training. They describe the planned outcome of the training rather than the training process.
BUS475v10Project PlanBUS475 v10Page 2 of 2Wk 4 – App.docxfelicidaddinwoodie
BUS/475v10
Project Plan
BUS/475 v10
Page 2 of 2
Wk 4 – Apply: Project Plan
Project Title: Project Objectives:
· List project objective
· List project objective
· List project objective
Operational Step
Responsible Person
Timeline
ExampleProject Title: Desert Taco Opportunity
Description: Based on initial feedback from customer surveys, online discussion/social media groups, and SWOT analyses, you’ve determined that there is an opportunity to increase your organization’s customer base through the introduction of desert tacos in your food truck menu.Project Objectives:
· Identify the top 3 potential customer groups for this opportunity and describe their characteristics and preferences
Operational Step
Responsible Person
Timeline
Review the organization’s customer database to determine potential customer groups
Leo (Market Research Manager)
9/30 (1 week)
Identify the top 3 groups to target based upon volume, brand loyalty, and location
Betty (Director of Marketing)
10/7 (2 weeks)
Survey customers regarding food preferences and potential menu items
Tom (Customer Service Representative)
10/21 (4 weeks)
Share customer feedback with inventory and operational teams
Betty/Tom
10/28 (5 weeks)
Determine the top 5 locations and times to complete a pilot study with your test market.
Operational Step
Responsible Person
Timeline
Review sales data to determine peak sales opportunities by location
Jim (Director of Sales)
9/30 (1 week)
Identify the top 5 locations in which to conduct the desert taco pilot
Jim
10/7 (2 weeks)
Create marketing collateral and social media communications to promote the desert taco pilot
Oliver (Media Relations Manager)
10/21 (4 weeks)
Provide expected volume and product information for the inventory team
Jim
10/7 (2 weeks)
Estimate the required inventory and supply chain needs necessary to support the desert taco pilot
Operational Step
Responsible Person
Timeline
Based on expected customer volume, locations, and times, determine the product inventory required to support the pilot.
Louise (Controller)
10/14 (3 weeks)
Source supply companies and obtain product pricing quotes and delivery timelines.
Louise
10/21 (4 weeks)
Determine shipment and storage needs to support the pilot.
Louise and Ben (Operations Manager)
10/21 (4 weeks)
Purchase product for the pilot and arrange transportation to support the desert taco pilot at the various locations.
Louise
10/28 (5 weeks)
Copyright 2019 by University of Phoenix. All rights reserved.
Copyright 2019 by University of Phoenix. All rights reserved.
BIZ101 Assessment 1 Brief 2019 Page 1 of 6
ASSESSMENT 1 BRIEF
Subject Code and Title BIZ101 Business Communications
Assessment Evidence-based Response
Individual/Group Individual Task
Length 800 words (+/- 10%)
Learning Outcomes
This assessment addresses the following subject learning outcomes:
a)
Demonstrate information literacy and critical analysis
appropriate to the level of study.
b) Understand.
Workbook for Designing a Process Evaluation MoseStaton39
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
Workbook for Designing a Process Evaluation .docxAASTHA76
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid .
Workbook for Designing a Process Evaluation MikeEly930
Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002
Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed. Thus,
process evaluation asks "what," and outcome evaluation asks, "so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own process
evaluation for a program of your choosing. There are many steps involved
in the implementation of a process evaluation, and this workbook will
attempt to direct you through some of the main stages. It will be helpful to
think of a delivery service program that you can use as your example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the intervention
and the outcomes
5. To provide information on what components of the intervention
are responsible for outcomes
6. To understand the relationship between program context (i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public, clients,
and funders
10. To improve the quality of the program, as the act of evaluating is
an intervention.
Evaluation Expert Session
July 16, 2002 Page 2
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:
a. Logic Model Template 30
b. Pitfalls to avoid ...
MGN431 Strategic HRDModule 2. Framework for HRDWeek 8. HRD DioneWang844
MGN431 Strategic HRD
Module 2. Framework for HRD
Week 8. HRD Needs Analysis Findings. Developing the SHRD Plan
1
1
Unit Map
You
Are
Here!
2
Module 2: Framework for HRD
Module 1:
Foundations of HRD
Module 3: Contemporary Issues in HRD
Workshop Overview
HRD Needs Analysis – QCU
Discuss findings & confirm needs analysis outcomes
Key business challenges
SHRD implications
Developing your HRD plan
Assignment 2 objectives
Approach
3
3
Needs Analysis Findings
4
4
Key business challenges
SHRD Implications
SHRD Needs Analysis
QCU Feedback
Our summary of the challenges/issues
Our analysis of the SHRD implications
Confirm and clarify the learning needs that have been identified in the needs analysis
5
5
Instructional Systems Design (ISD) Model
CH-4
6
6
Assessment
Design
Implementation
Evaluation
SHRD Plan components
Executive summary
Introduction
Learning Design – your recommendations about learning activities
Take 1 key group and develop a plan to address the training needs
You identify the learning activities (HRD activities) that need to occur
You state the objectives of each activity
Implementation
Order of activities?
How long do you think is required for each activity? Total time to complete?
Resources required?
Evaluation
Approaches to evaluate outcomes of the interventions
How could we assess whether objectives have been met?
Conclusion
Reference List
7
7
SHRD Plan
Learning design
your recommendations on HRD activities (or programs)
The proposed HRD activities to address the needs you’ve identified
Appropriate
Well justified using relevant unit concepts & theories for your particular issue and SHRD
Design programs for 1 Group only.
8
8
SHRD Plan
Could use a table for each learning activity that you are recommending:
9Training Program or ActivitySHRD ObjectivesProgram ObjectivesMethod of DeliveryCoaching for PerformanceImprove the performance of staff.
Develop manager capability in performance management.Conduct one-on-one performance discussions.
Create development plans for staff.
Classroom based Course
9
SHRD Plan
Implementation
Can use a table to illustrate sequence of events
Then broadly discuss overall resource requirements
10Training/ActivityTarget dateParticipantsPlace/venueDurationCoaching for PerformanceNov 2016ManagersTBE2 days
10
SHRD Plan
Evaluation
Based on Kirkpatrick’s model, suggest most appropriate options
Explain why this evaluation step is an important part of overall HRD plan
How can QCU assess whether these recommendations have met the objectives?
Conclusion
References
11
11
Bringing the 3 pieces together
12
1. You present your overall plan (your recommendations). You identify 3 – 4 training activities for the group. You can present them all in one table. Then you explain why these training methods (the activities) are the most appropriate – what are the benefits of these?
2. Then you explain how the plan should ...
BUS310ASSIGNMENTImagine that you work for a company with an ag.docxcurwenmichaela
BUS310ASSIGNMENT
Imagine that you work for a company with an age diverse workforce. You have baby boomers working with millenials. Their backgrounds are different, and how they view work is different. This is causing some friction within the workforce. Before the tension escalates, you need to have a meeting to discuss the issue. Prepare a five to seven (5-7) slide PowerPoint presentation for your staff meeting that addresses this issue and proposes a solution.
Create a five to seven (5-7) slide PowerPoint presentation in which you:
1. Propose a solution that will relieve friction in your company’s age diverse workforce.
2. Format your assignment according to the following formatting requirements:
a. Format the PowerPoint presentation with headings on each slide and at least one (1) relevant graphic (photograph, graph, clip art, etc.). Ensure that the presentation is visually appealing and readable from up to 18 feet away. Check with your professor for any additional instructions.
b. Include a title slide containing the title of the assignment, your name, your professor’s name, the course title, and the date.
The specific course learning outcomes associated with this assignment are:
· Explain effective approaches to the broad spectrum of employee relations, including career development, fostering ethical behavior, discipline, labor relations, and dismissals.
· Use technology and information resources to research issues in human resource management.
· Write clearly and concisely about human resource management using proper writing mechanics.
Click here to view the grading rubric for this assignment.
Team Project Deliverable and Presentation
You team works for XYZ Company, which has a directional strategy focused on expanding the company through horizontal integration. Your team can determine the official name of the company and industry. The company does a great job keeping close watch on its cash position and consistently maintains a positive cash flow; is very solvent; controls its overhead expenses; has solid marketing and sales, production, and human resources performance metrics, and fosters a culture of strategic thinkers. Historically, your company has expanded through a combination of organic (new startups) and inorganic growth and feels it’s time to consider acquisition opportunities.
The Board is looking to engage in a friendly acquisition of a company that will not only increase its market share, but allow it to penetrate new markets and increase the company’s abilities to meet current and future consumer needs and expectations. Since management’s attitude is to pursue a friendly acquisition as opposed to a hostile takeover, your team may consider looking at conglomerates that have experienced significant growth through inorganic growth (acquisitions) and may now be looking to refocus on their core business and are willing to consider divesting some of its businesses that are within your industry. There could be other companies.
BUS308 – Week 1 Lecture 2 Describing Data Expected Out.docxcurwenmichaela
BUS308 – Week 1 Lecture 2
Describing Data
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. Basic descriptive statistics for data location
2. Basic descriptive statistics for data consistency
3. Basic descriptive statistics for data position
4. Basic approaches for describing likelihood
5. Difference between descriptive and inferential statistics
What this lecture covers
This lecture focuses on describing data and how these descriptions can be used in an
analysis. It also introduces and defines some specific descriptive statistical tools and results.
Even if we never become a data detective or do statistical tests, we will be exposed and
bombarded with statistics and statistical outcomes. We need to understand what they are telling
us and how they help uncover what the data means on the “crime,” AKA research question/issue.
How we obtain these results will be covered in lecture 1-3.
Detecting
In our favorite detective shows, starting out always seems difficult. They have a crime,
but no real clues or suspects, no idea of what happened, no “theory of the crime,” etc. Much as
we are at this point with our question on equal pay for equal work.
The process followed is remarkably similar across the different shows. First, a case or
situation presents itself. The heroes start by understanding the background of the situation and
those involved. They move on to collecting clues and following hints, some of which do not pan
out to be helpful. They then start to build relationships between and among clues and facts,
tossing out ideas that seemed good but lead to dead-ends or non-helpful insights (false leads,
etc.). Finally, a conclusion is reached and the initial question of “who done it” is solved.
Data analysis, and specifically statistical analysis, is done quite the same way as we will
see.
Descriptive Statistics
Week 1 Clues
We are interested in whether or not males and females are paid the same for doing equal
work. So, how do we go about answering this question? The “victim” in this question could be
considered the difference in pay between males and females, specifically when they are doing
equal work. An initial examination (Doc, was it murder or an accident?) involves obtaining
basic information to see if we even have cause to worry.
The first action in any analysis involves collecting the data. This generally involves
conducting a random sample from the population of employees so that we have a manageable
data set to operate from. In this case, our sample, presented in Lecture 1, gave us 25 males and
25 females spread throughout the company. A quick look at the sample by HR provided us with
assurance that the group looked representative of the company workforce we are concerned with
as a whole. Now we can confidently collect clues to see if we should be concerned or not.
As with any detective, the first issue is to understand the.
BUS308 – Week 5 Lecture 1 A Different View Expected Ou.docxcurwenmichaela
BUS308 – Week 5 Lecture 1
A Different View
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. What a confidence interval for a statistic is.
2. What a confidence interval for differences is.
3. The difference between statistical and practical significance.
4. The meaning of an Effect Size measure.
Overview
Years ago, a comedy show used to introduce new skits with the phrase “and now for
something completely different.” That seems appropriate for this week’s material.
This week we will look at evaluating our data results in somewhat different ways. One of
the criticisms of the hypothesis testing procedure is that it only shows one value, when it is
reasonably clear that a number of different values would also cause us to reject or not reject a
null hypothesis of no difference. Many managers and researchers would like to see what these
values could be; and, in particular, what are the extreme values as help in making decisions.
Confidence intervals will help us here.
The other criticism of the hypothesis testing procedure is that we can “manage” the
results, or ensure that we will reject the null, by manipulating the sample size. For example, if
we have a difference in a customer preference between two products of only 1%, is this a big
deal? Given the uncertainty contained in sample results, we might tend to think that we can
safely ignore this result. However, if we were to use a sample of, say, 10,000, we would find
that this difference is statistically significant. This, for many, seems to fly in the face of
reasonableness. We will look at a measure of “practical significance,” meaning the likelihood of
the difference being worth paying any attention to, called the effect size to help us here.
Confidence Intervals
A confidence interval is a range of values that, based upon the sample results, most likely
contains the actual population parameter. The “most likely” element is the level of confidence
attached to the interval, 95% confidence interval, 90% confidence interval, 99% confidence
interval, etc. They can be created at any time, with or without performing a statistical test, such
as the t-test.
A confidence interval may be expressed as a range (45 to 51% of the town’s population
support the proposal) or as a mean or proportion with a margin of error (48% of the town
supports the proposal, with a margin of error of 3%). This last format is frequently seen with
opinion poll results, and simply means that you should add and subtract this margin of error from
the reported proportion to obtain the range. With either format, the confidence percent should
also be provided.
Confidence intervals for a single mean (or proportion) are fairly straightforward to
understand, and relate to t-test outcomes simply. Details on how to construct the interval will be
given in this week’s second lecture. We want to understand how to interpret and understa.
BUS308 – Week 1 Lecture 1
Statistics
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. The basic ideas of data analysis.
2. Key statistical concepts and terms.
3. The basic approach for this class.
4. The case focus for the class.
What we are all about
Data, measurements, counts, etc., is often considered the language of business. However,
it also plays an important role in our personal lives as well. Data, or more accurately, the
analysis of data answers our questions. These may be business related or personal. Some
questions we may have heard that require data to answer include:
1. On average, how long does it take you to get to work? Or, alternately, when do you
have to leave to get to work on time?
2. For budget purposes, what is the average expense for utilities, food, etc.?
3. Has the quality rejection rate on production Line 3 changed?
4. Did the new attendance incentive program reduce the tardiness for the department?
5. Which vendor has the best average price for what we order?
6. Which customers have the most complaints about our products?
7. Has the average production time decreased with the new process?
8. Do different groups respond differently to an employee questionnaire?
9. What are the chances that a customer will complain about or return a product?
Note that all of these very reasonable questions require that we collect data, analyze it,
and reach some conclusion based upon that result.
Making Sense of Data
This class is about ways to turn data sets, lots of raw numbers, into information that we
can use. This may include simple descriptions of the data with measures such as average, range,
high and low values, etc. It also includes ways to examine the information within the data set so
that we can make decisions, identify patterns, and identify existing relationships. This is often
called data analysis; some courses discuss this approach with the term “data-based decision
making.” During this class we will focus on the logic of analyzing data and interpreting these
results.
What this class is not
This class is not a mathematics course. I know, it is called statistics and it deals with
numbers, but we do not focus on creating formulas or even doing calculations. Excel will do all
of the calculations for us; for those of you who have not used Excel before, and even for some
who have, you will be pleasantly surprised at how powerful and relatively easy to use it is.
It is also not a class in collecting the data. Courses in research focus on how to plan on
collecting data so that it is fair and unbiased. Statistics deals with working on the data after it has
been collected.
Class structure
There are two main themes to this class. The first focuses on interpreting statistical
outcomes. When someone says, the result is statistically significant with a p-value of 0.01; we
need, as professionals, to know what it means. .
BUS308 Statistics for ManagersDiscussions To participate in .docxcurwenmichaela
BUS308
Statistics for Managers
Discussions
To participate in the following discussions, go to this week's
Discussion
link in the left navigation.
Language
Numbers and measurements are the language of business.. Organizations look at results, expenses, quality levels, efficiencies, time, costs, etc. What measures does your department keep track of ? How are the measures collected, and how are they summarized/described? How are they used in making decisions? (Note: If you do not have a job where measures are available to you, ask someone you know for some examples or conduct outside research on an interest of yours.)
Guided Response: Review several of your classmates’ posts. Respond to at least two of your classmates by providing recommendations for the measures being discussed.
Levels
Managers and professionals often pay more attention to the levels of their measures (means, sums, etc.) than to the variation in the data (the dispersion or the probability patterns/distributions that describe the data). For the measures you identified in Discussion 1, why must dispersion be considered to truly understand what the data is telling us about what we measure/track? How can we make decisions about outcomes and results if we do not understand the consistency (variation) of the data? Does looking at the variation in the data give us a different understanding of results?
Guided Response: Review several of your classmates’ posts. Respond to at least two classmates by commenting on the situations that are being illustrated.
.
BUS308 Week 4 Lecture 1
Examining Relationships
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. Issues around correlation
2. The basics of Correlation analysis
3. The basics of Linear Regression
4. The basics of the Multiple Regression
Overview
Often in our detective shows when the clues are not providing a clear answer – such as
we are seeing with the apparent continuing contradiction between the compa-ratio and salary
related results – we hear the line “maybe we need to look at this from a different viewpoint.”
That is what we will be doing this week.
Our investigation changes focus a bit this week. We started the class by finding ways to
describe and summarize data sets – finding measures of the center and dispersion of the data with
means, medians, standard deviations, ranges, etc. As interesting as these clues were, they did not
tell us all we needed to know to solve our question about equal work for equal pay. In fact, the
evidence was somewhat contradictory depending upon what measure we focused on. In Weeks 2
and 3, we changed our focus to asking questions about differences and how important different
sample outcomes were. We found that all differences were not important, and that for many
relatively small result differences we could safely ignore them for decision making purposes –
they were due to simple sampling (or chance) errors. We found that this idea of sampling error
could extend into work and individual performance outcomes observed over time; and that over-
reacting to such differences did not make much sense.
Now, in our continuing efforts to detect and uncover what the data is hiding from us, we
change focus again as we start to find out why something happened, what caused the data to act
as it did; rather than merely what happened (describing the data as we have been doing). This
week we move from examining differences to looking at relationships; that is, if some measure
changes does another measure change as well? And, if so, can we use this information to make
predictions and/or understand what underlies this common movement?
Our tools in doing this involve correlation, the measurement of how closely two
variables move together; and regression, an equation showing the impact of inputs on a final
output. A regression is similar to a recipe for a cake or other food dish; take a bit of this and
some of that, put them together, and we get our result.
Correlation
We have seen correlations a lot, and probably have even used them (formally or
informally). We know, for example, that all other things being equal; the more we eat. the more
we weigh. Kids, up to the early teens, grow taller the older they get. If we consistently speed,
we will get more speeding tickets than those who obey the speed limit. The more efforts we put
into studying, the better grades we get. All of these are examples of correlations.
Correlatio.
BUS225 Group Assignment1. Service BlueprintCustomer acti.docxcurwenmichaela
BUS225 Group Assignment
1. Service Blueprint
Customer actions include the choice of visiting a Calvin Klein retail store, browsing clothes and asking for recommendations from a sales representative. Visible actions performed by Calvin Klein’s sales representative include greet customers upon arrival, check for inventory, bring clothes to customers and process payment. These actions are visible to customers and one invisible action performed by the sales representative would be finding customer clothes in the back room. The support processes include inventory-tracking system, inventory in the back room and POS systems, which allow the sales representative to deliver service smoothly.
2. Introduction
Calvin Klein is one amongst the leading fashion style and marketing studios within the world. It styles and markets women’s and men’s designer assortment attire and a variety of different products that area unit factory-made and marketed through an intensive network of licensing agreements and different arrangements worldwide.
2.1 Target Market
Calvin Klein targets male and female, and the millenials. The demographics of the people that would be receiving these messages from the “My Calvins” campaign would be men and women between the ages of 15-30, not married and have a median income.
Millenials believe that the next generation of robots are not going to replace people, but instead help to improve the effectiveness and service of industries. In today’s world, to suggest that automation will eliminate the need for human workers is proving to be as ridiculous as suggesting that tablets will replace laptops.
In the industrial world, robot design is pivoting from giant mechanical arms that take up factory floors, to smaller, more collaborative bots, that are designed to work alongside people. While these collaborative bots only make up 3% of the market today, they will make up 34% of the market by 2025.
3. Trend and importance of robotics
3.1. Role of robotics
The service sector is at an inflection point with regard to productivity gains and service industrialization similar to the industrial revolution in manufacturing that started in the eighteenth century. Robotics in combination with rapidly improving technologies like artificial intelligence (AI), mobile, cloud, big data and biometrics will bring opportunities for a wide range of innovations that have the potential to dramatically change service industries. The purpose of this paper is to explore the potential role service robots will play in the future and to advance a research agenda for service researchers (Wirtz et al. 2018).
Advancements in technology are radically transforming service, and increasingly providing the underlying basis for service strategy. Technological capabilities inevitably advance, firms will tend to move from standardized to personalized and from transactional to relational over time, implying that firms should be alert to technological opportunities to .
BUS301 Memo Rubric Spring 2020 - Student.docxBUS301 Writing Ru.docxcurwenmichaela
BUS301 Memo Rubric Spring 2020 - Student.docx
BUS301 Writing Rubric
Performance Dimensions
N/A
Not Met
Met
Comments
Organization (OABC)
Opening gets attention, provides context, and introduces topic
0
1
Agenda previews content of the document
0
1
Body
0
2
Sound paragraphing decisions (length and development)
Paragraphs limited to one topic per paragraph
Complete discussion of one topic before moving to next topic
Transitions and flow between paragraphs smooth
The overall flow/logic/structure of document is apparent
Closing summarizes and concludes, recommends, if appropriate
0
1
Content
The content of the document is relevant; information meaningful
0
2
The document is developed with adequate support and examples
0
2
The content is accurate and appropriate, with insightful analysis
0
2
Proofreading
The grammar and spelling are correct (proofread)
0
3
Punctuation—comma usage, capitalization, etc.—used correctly
0
3
The sentence structure and length are appropriate
0
1
Format
Appropriate formatting is used for type of document written
0
1
Good use of font, margins, spacing, headings, and visuals
0
1
[11/2016]
Example - Good - Corrected student example Spring 2020.docx
TO: Professor __________
FROM: Suzy Student
DATE: February 1, 2020
SUBJECT: Out of Class Experience – Cybersecurity Conference
Cybersecurity is a topic everyone should be concerned about, so I attended the 3rd Annual Cybersecurity Event held in the Grawn Atrium. I gained insight and knowledge from listening to the speakers that came from different kinds of industries. In this memo, I will discuss what I learned from the speaker and two takeaways: 1) cybersecurity is everywhere, 2) personal identifiable information, and 3) cybersecurity for the business student.
Cybersecurity is Everywhere
The conference was an opportunity to learn about cybersecurity. The first speaker talked about how companies are attacked in many different ways every day. The “bad guys” are trying to steal company information as well as employee information. Both kinds of information are valuable on the black market. The second speaker talked about the internet of things (IoT). These are things that are attached to the internet. The speaker talked about autonomous cars and medical equipment (heart) that talks to the internet. She talked about how cyber can and should influence designs. “Things” must be created with cybersecurity included in every step of the design. The last speaker talked about how my information has value. The “bad guys” steal my information and people want to buy it. Making money is one reason hackers steal millions of records.
Personal Identifiable Information
Personal Identifiable Information (PII) is any information relating to an identifiable person. There are laws in place to help make sure this information is secure. This topic is a takeaway for me because I had no idea my data had any value t.
BUS1431Introduction and PreferencesBUS143 Judgmen.docxcurwenmichaela
BUS143
1
Introduction and Preferences
BUS143: Judgment and Decision Making
Ye Li
All rights reserved ®
Why you decided to take this class
“Decisions are the essence of
management. They’re what
managers do—sit around all
day making (or avoiding)
decisions. Managers are judged
on the outcomes, and most of
them—most of us—have only
the foggiest idea how we do
what we do.”
Thomas Stewart
Former editor (2002-2008),
Harvard Business Review
BUS143
2
Decision Making: Two Questions
• Why is decision making difficult?
• What constitutes a good decision?
Decision Making: Good Process
• What is a decision?
– A costly commitment to a course of action.
• Outcomes versus Process
Outcomes
Good Bad
Process
Good
Bad
Bad “luck”
Good “luck”
BUS143
3
Components of a Good Decision
• I have considered my ABCs
– Alternatives
– Beliefs
– Consequences
• I am devoting an appropriate amount of
resources
• I have avoided major decision traps
Decision Making Components: The ABCs
• Alternatives
– Identification and articulation
– Construction/refinement
• Beliefs
– Identification and quantification of uncertainties
– Information collection/gathering
• Consequences
– Identification of consequences (and objectives
addressed by consequences)
– When possible, quantification of tradeoffs among
objectives
BUS143
4
Decision Making: Good Process
• Putting it all together (for now)…
Good decision making is choosing the
alternative that best meets your objectives
in the face of uncertainty about what
consequences will ensue.
3 Perspectives on Decision Making
• Normative
– How should people make decisions?
Related concepts: rational; optimizing; forward-looking
• Descriptive
– How do people make decisions?
Related concepts: boundedly rational; limited cognitive capacity;
heuristics or rule-based; myopic
• Prescriptive
– How can we help people make better decisions?
– Prescriptive advice via practical applications, in…
Management
Marketing
Finance
HR
Life!
BUS143
5
Example
• Problem
– Imagine two 1-mile-long (1.61km) pieces of railroad track, put
end to end, and attached to the ground at the extremes.
When it gets hot, each piece of track expands by 1 inch
(2.54cm), forcing the pieces to rise above the ground where
they meet in the middle.
How high will the track be in the middle?
• Normative rule:
– Pythagorean Theorem:
• Descriptive reality:
– Most people underestimate x. (We anchor on 1 inch.)
• Prescription:
– Use normative rule (geometry). Don’t rely on intuition.
More Examples
• Normative rule:
– Lighter objects should
be judged as lighter.
• Descriptive reality:
– Sometimes our vision
tricks us.
• Prescription:
– Use an outside reference
or instrument
– Note: Pilots have specific
strategies for
counteracting visual
illusions
Which box looks lighter?
BUS143
6
Class Philosophy
• Overarching goal:
– Help you to.
BUS210 analysis – open question codesQ7a01 Monthly OK02 Not .docxcurwenmichaela
BUS210 analysis – open question codes
Q7a
01 Monthly OK
02 Not trading hours
03 Every 2 weeks
05 Don’t know
Q8
01 More information wanted
02 More security/Police
03 More involvement from business
04 Inconvenient times
05 Street activation needs improvement
06 Too busy to be involved
08 More outside main areas
Q11
01 Toilets
02 Security/Police
03 Problems with access
04 Better parking needed
05 Has been positive improvement
Q14
01 Pedestrian flows
02 Tourist/visitor information
03 Business statistics – local and general
D2 Business Types
01 Accommodation/hospitality
02 Retail
03 Bank
04 Café/fast food
05 Professional services
06 Travel
07 NGO/Charity
08 Manufacturing
09 Media/art
Questionnaire
Introduce: We have been commissioned by the X Sydney Council to conduct independent research of its BID members. The research will be used to improve Council activities. Your comments will be confidential.
For the following statement, can you tell me whether you agree or disagree? Then ask: is that strongly/mildly agree/disagree?
1 = strongly agree 2 = mildly agree 3 = mildly disagree 4 = strongly disagree
5 = Don’t know (don’t say) 6 = N/A (don’t say) READ OUT AS INDICATED IN QUESTIONS BELOW
Write in rating
START QUESTIONS HERE: Firstly, some questions about Council BID membership and street activation groups
Q1 (read out scale options) I’m active in the Council BID
Q2 (read out scale options again) Local businesses support the BID
Q3 The BID should be doing more for businesses in X Sydney
Q4 I am satisfied with the street activation activities organised by the Council BID
Q5 I participate in the BID street activation groups (yes/no question) if yes go to Q7
Yes/No
Q6 I am interested in participating in a BID street activation group
Q7 Do you think BID member meetings should be more frequent?
If yes, how often (write in) ……………………………………………
YES/NO/Don’t know
Q8 Do you have any comments in relation to the questions I’ve just asked?
(write in)
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
(read out) Now, Just a few questions about safety and amenities
Q9 (Read out scale again) Being able to access safety, crime prevention tools information and reporting forms all in one place through the BID website is something I value
Q10 The public space and amenity quality is good in the Council area
Q11 Do you have any comments about safety and amenities
(write in)
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
And finally a few questions about communications (read out)
Q12 I a.
Bus101 quiz (Business Organizations)The due time is in 1hrs1 .docxcurwenmichaela
Bus101 quiz (Business Organizations)
The due time is in 1hrs
1/ Both socialism and communism are variations of:
Select one:
a. command economies.
b. competitive economies.
c. free-market economies.
d. plutocratic systems.
2 / To be effective, empowerment will require lower-level workers to :
Select one:
a. have more training.
b. accept less responsibility and lower wages.
c. receive less training.
d. have written policies regulating each aspect of their work.
3)
As a small business owner, Tanika can't afford to provide her employees with the high wages and benefits offered by big corporations. One way to retain her employees and create a high level of motivation would be to:
Select one:
a. threaten to fire her existing employees and hire new workers.
b. adopt a policy of promoting the workers who have been employed the longest.
c. empower her employees to develop their own ideas.
d. hire only family members, since they are more loyal.
4/
Anita is employed as plant manager for Mojo Industries, Incorporated. Though she spends some time performing all management functions, she is particularly concerned with tactical planning and controlling. Anita's position would be classified as part of Mojo's:
Select one:
a. top management.
b. lateral management.
c. supervisory management.
d. middle management.
5/
Which of the following policies would tend to foster entrepreneurship?
Select one:
a. establishing a currency that is tradable on world markets.
b. establishing more regulations to protect the environment.
c. developing policies to reduce corruption between individuals.
d. allowing public ownership of businesses.
6)
All else held equal, socially responsible firms:
Select one:
a. are viewed more favorably by consumers.
b. enjoy significantly higher profits.
c. often experience customer loyalty problems.
d. fail to earn sufficient profits for their owners.
7) After personal savings, the next largest source of capital for entrepreneurs is from:
Select one:
a. large multinational banks.
b. the Small Business Administration.
c. state and local governments.
d. friends and family.
8/
Patrick's Products has a manufacturing plant near Chicago. The plant specializes in compact washers and dryers for countries in which consumers have less living space. Patrick's Products participates in the global market through:
Select one:
a. importing.
b. dumping.
c. exporting.
d. balancing trade.
9/
Managers who listen to their subordinates and allow them to participate in decision-making are using the ____________ style of leadership.
Select one:
a. autocratic
b. free-rein
c. participative
d. bureaucratic
10/
Which of the following statements about partnerships is the most accurate?
Select one:
a. A partnership is simply a corporation with fewer than 100 owners.
b. A major advantage of a partnership is that it offers owners limited liability.
c. A major drawback of a partnership is that it is difficult to terminate.
d. Partnerships are taxed at the lowest corporate tax .
BUS 625 Week 4 Response to Discussion 2Guided Response Your.docxcurwenmichaela
BUS 625 Week 4 Response to Discussion 2
Guided Response: Your initial response should be a minimum of 300 words in length. Respond to at least two of your classmates by commenting on their posts. Though two replies are the basic expectation for class discussions, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you.
Below there are two of my classmate’s discussion that needs I need to response to their names are Umadevi Sayana
and Britney Graves
Umadevi Sayana
TuesdayMar 17 at 7:50am
Manage Discussion Entry
Twitter mining analyzed the Twitter message in predicting, discovering, or investigating the causation. Twitter mining included text mining that designed specifically to leverage Twitter content and context tweets. With the use of text mining, twitter was able to include analysis of additional information that associates to tweets, which include hashtags, names, and other related characteristics. The mining also employs much information as several tweets, likes, retweets, and favorites trying to understand the considerations better. Twitter using text mining was successful in capturing and reflecting different events that relate to other conventional and social media. In 2013, there were over 500 million messages per day for twitter and became impossible for any human to analyze. It became important than to develop computer-based algorithms, including data mining. Twitter implements text mining in analyzing the sentiment that associates with twitter messages. It based on the analysis of the keyword that words are having a negative, positive, or neutral sentiment (Sunmoo, Noémie& Suzanne, (Links to an external site.)n.d). Positive words, for example like great, beautiful, love, and negative words of stupid, evil, and waste, do regularly have lexicons. Using text mining, Twitter was able to capture sentiments by capturing many dictionary symbols. Moreover, the sentiment applied to abbreviations, emoticons, and repeated characters, symbols, and abbreviations.
The sentiments on topics of economics, politics, and security are usually negative, and sentiments related to sports are harmful. Twitter also used text mining to collect and analyze for topic modeling techniques over time. To pull out the data from Twitter, TwitterR used. “Someone well versed in database architecture and data storage is needed to extract the relevant information in different databases and to merge them into a form that is useful for analysis” ( Sharpe, De Veaux & Velleman, 2019, p.753). It provides the interface that connects to Twitter web API; retweetedby/ids also used combined with RCurl package in finding out several tweets that retweeted. Text mining is also used in Twitter to clean the text by taking out hyperlinks, numbers, stop words, punctuations, followed by stem completion. Text mining also implemented for social network analysis.
Web mining focus on data knowledge discovery .
BUS 625 Week 2 Response for Discussion 1 & 2Week 2 Discussion 1 .docxcurwenmichaela
BUS 625 Week 2 Response for Discussion 1 & 2
Week 2 Discussion 1 Response
Guided Response: Your initial response should be a minimum of 300 words in length. Respond to at least two of your classmates by commenting on their posts. In your response, provide your own interpretation of their distribution graph. Note any differences between your classmate’s interpretation and your own. Though two replies are the basic expectation for class discussions, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you. Continuing to engage with peers and the instructor will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with the discussion topics.
Below there are two of my classmate’s discussion that needs I need to response to their names are Kristopher Wentworth and Ashley Thiberville
Kristopher Wentworth
This graph is a representation of single people versus married couples from the year 1950 to the year 2019. This information was gathered and presented by the U.S. Department of Commerce and the U.S. Census Bureau who have a good record of presenting accurate data and are highly credible. The U.S. Department of Commerce is responsible for promoting economic growth in the united states. The U.S. Census Bureau is an agency of the Federal government that is responsible for producing data about the people of America and the economy.
So, the graph that I chose to talk about is one showing the gap between how many people are married and how many people are single in the united states from 1950 - 2019. I chose this graph because it caught my attention right away because of the contrasting colors but also because of the information displayed. It is crazy to think that since 1950 the American population has more than doubled according to this graph and with the growing population, the numbers of married couples and singles rise too. However, if you look at the percentages of singles they haven't changed all too much. For example, the number of single Americans in 1950 was 37.3M and in 2019 it was 125.7M. Even with such a large population boom the percentage that was never married really hadn't changed going from 69% to 68%.
The presentation of this graph is excellent with the line graph being yellow and on a blue backdrop, it allows it to really stand out. The shape of the graph shows a sharp incline as the population in us explodes. Since this graph is focused on the single population of America it puts the focus on that with stats like "never been married, divorced, widowed" because there are multiple ways to be single and really only one way to be married.
Ashley Thiberville
The above histogram was compiled by the United States Census Bureau to show the rise of one-person households in the US. The Census Bureau is a branch of the Department of Commerce within the United States gov.
Bus 626 Week 6 - Discussion Forum 1Guided Response Respon.docxcurwenmichaela
Bus 626 Week 6 - Discussion Forum 1
Guided Response: Respond to at least two of your fellow students’ and to your instructor’s posts in a substantive manner and provide information or concepts that they may not have considered. Each response should have a minimum of 100 words. Support your position by using information from the week’s readings. You are encouraged to post your required replies earlier in the week to promote more meaningful and interactive discourse in this discussion forum. Continue to monitor the discussion forum until Day 7 and respond with robust dialogue to anyone who replies to your initial post.
Jocelyn Harnett
Egypt has a sizable trade deficit that has continued to grow through the 21st century. The country has imports that make up a third of GDP and exports that make up one tenth of GDP. Egypt has many critical trade partners that include China, the United States, and the Gulf Arab countries. Throughout history Egypt has had an unstable government which has led to an unstable economy. This is related to the fluctuations the country has experienced in tariffs and taxes. The country has stabilized in recent years, but the historic instability still remains a critical factor when considering the expansion of Wal-Mart into Egypt. The trade deficit would not be a concern under normal conditions due to the fact that this means money is flowing into the country and creating new opportunities, but because the government is not stable Wal-Mart would want to ascertain that money was being invested properly in the future. If money is not being utilized correctly than the trade deficit becomes a concern because future generations are inheriting a debt that had no payback associated with it. The exchange rate of the Egyptian pound has gotten stronger to the US Dollar, which is a good indicator the economy is heading in the correct direction. Wal-Mart expansion could benefit from getting into the market in Egypt at the right time to see major profits.
Egypt is a market that will continue to grow as the internal government becomes stabilized and the country continues to focus on improving the economic welfare of the people. Currently the market in Egypt is volatile and companies that select to make an investment here must be aware of the many different cultural aspects that will affect success. The government is working to “find solutions and solve difficulties for people and businesses” (Bawaba, 2019) and has seen success in the first half of 2019. “At the time of May 31, 2019, the whole country had 721,516 businesses doing business, increasing 23,921 enterprises (3.43 %) compared to the end of 2018.” (Bawaba, 2019). This sort of success validates a foreign company wanting to make an investment, but continued analysis of the country’s government stability will be needed before each new storefront is added.
References:
Bawaba, A. (2019). Egypt : "Reviewing tax policies, finding solutions to solve difficulties for people and .
BUS 499, Week 8 Corporate Governance Slide #TopicNarration.docxcurwenmichaela
BUS 499, Week 8: Corporate Governance
Slide #
Topic
Narration
1
Introduction
Welcome to Senior Seminar in Business Administration.
In this lesson we will discuss Corporate Governance.
Please go to the next slide.
2
Objectives
Upon completion of this lesson, you will be able to:
Describe how corporate governance affects strategic decisions.
Please go to the next slide.
3
Supporting Topics
In order to achieve these objectives, the following supporting topics will be covered:
Separation of ownership and managerial control;
Ownership concentration;
Board of directors;
Market for corporate control;
International corporate governance; and
Governance mechanisms and ethical behavior.
Please go to the next slide.
4
Separation of Ownership and Managerial Control
To start off the lesson, corporate governance is defined as a set of mechanisms used to manage the relationship among stakeholders and to determine and control the strategic direction and performance of organizations. Corporate governance is concerned with identifying ways to ensure that decisionsare made effectively and that they facilitate strategic competitiveness. Another way to think of governance is to establish and maintain harmony between parties.
Traditionally, U. S. firms were managed by founder- owners and their descendants. As firms became larger the managerial revolution led to a separation of ownership and control in most large corporations. This control of the firm shifted from entrepreneurs to professional managers while ownership became dispersed among unorganized stockholders. Due to these changes modern public corporation was created and was based on the efficient separation of ownership and managerial control.
The separation of ownership and managerial control allows shareholders to purchase stock. This in turn entitles them to income from the firm’s operations after paying expenses. This requires that shareholders take a risk that the firm’s expenses may exceed its revenues.
Shareholders specialize in managing their investment risk. Those managing small firms also own a significant percentage of the firm and there is often less separation between ownership and managerial control. Meanwhile, in a large number of family owned firms, ownership and managerial control are not separated at all. The primary purpose of most large family firms is to increase the family’s wealth.
The separation between owners and managers creates an agencyrelationship. An agency relationship exists when one or more persons hire another person or persons as decision- making specialists to perform a service. As a result an agency relationship exists when one party delegates decision- making responsibility to a second party for compensation. Other examples of agency relationships are consultants and clients and insured and insurer. An agency relationship can also exist between managers and their employees, as well as between top- level managers and the firm’s owners.
The sep.
BUS 499, Week 6 Acquisition and Restructuring StrategiesSlide #.docxcurwenmichaela
BUS 499, Week 6: Acquisition and Restructuring Strategies
Slide #
Topic
Narration
1
Introduction
Welcome to Business Administration.
In this lesson we will discuss Acquisition and Restructuring Strategies.
Please go to the next slide.
2
Objectives
Upon completion of this lesson, you will be able to:
Identify various levels and types of strategy in a firm.
Please go to the next slide.
3
Supporting Topics
In order to achieve this objective, the following supporting topics will be covered:
The popularity of merger and acquisition strategies;
Reasons for acquisitions;
Problems in achieving acquisition success;
Effective acquisitions; and
Restructuring.
Please go to the next slide.
4
The Popularity of Merger and Acquisition Strategies
The acquisition strategy has been a popular strategy among U.S. firms for many years. Some believe that this strategy played a central role in an effective restructuring of U.S. business during the 1980s and 1990s and into the twenty-first century.
An acquisition strategy is sometimes used because of the uncertainty in the competitive landscape. A firm may make an acquisition to increase its market power because of a competitive threat, to enter a new market because of the opportunity available in that market, or to spread the risk due to the uncertain environment.
The strategic management process calls for an acquisition strategy to increase a firm’s strategic competitiveness as well as its returns to shareholders. Thus, an acquisition strategy should be used only when the acquiring firm will be able to increase its value through ownership of the acquired firm and the use of its assets.
Please go to the next slide.
5
Mergers, Acquisitions, and Takeovers
A merger is a strategy through which two firms agree to integrate their operations on a relatively coequal basis. Few true mergers actually occur, because one party is usually dominant in regard to market share or firm size.
An acquisition is a strategy through which one firm buys a controlling, or one hundred percent, interest in another firm with the intent of making the acquired firm a subsidiary business within its portfolio. In this case, the management of the acquired firm reports to the management of the acquiring firm. Although most mergers are friendly transactions, acquisitions can be friendly or unfriendly.
A takeover is a special type of an acquisition strategy wherein the target firm does not solicit the acquiring firm’s bid. The number of unsolicited takeover bids increased in the economic downturn of 2001 to 2002, a common occurrence in economic recessions; because the poorly managed firms that are undervalued relative to their assets are more easily identified.
On a comparative basis, acquisitions are more common than mergers and takeovers.
Please go to the next slide.
6
Reasons for Acquisitions
There are a number of reasons firms decide to acquire another company. These are:
Increased market power;
Overcoming entry barriers;
Co.
BUS 499, Week 4 Business-Level Strategy, Competitive Rivalry, and.docxcurwenmichaela
BUS 499, Week 4: Business-Level Strategy, Competitive Rivalry, and Competitive Dynamics
Slide #
Topic
Narration
1
Introduction
Welcome to Senior Seminar in Business Administration.
In this lesson, we will discuss Business-Level Strategy, Competitive Rivalry, and Competitive Dynamics.
Next slide.
2
Objectives
Upon completion of this lesson, you will be able to:
Identify various levels and types of strategy in a firm.
Next slide.
3
Supporting Topics
In order to achieve this objective, the following supporting topics will be covered:
Customers: their relationship with business-level strategies;
The purpose of a business-level strategy;
Types of business-level strategies;
A model of competitive rivalry;
Competitor analysis;
Drivers of competitive actions and responses;
Competitive rivalry;
Likelihood of attack;
Likelihood of response; and
Competitive dynamics.
Next slide.
4
Customer Relationships
Strategic competitiveness results only when the firm is able to satisfy a group of customers by using its competitive advantages as the basis for competing in individual product markets. A key reason firms must satisfy customers with their business-level strategy is that returns earned from relationships with customers are the lifeblood of all organizations. The most successful companies try to find new ways to satisfy current customers and/or meet the needs of new customers.
The firm’s relationships with its customers are strengthened when it delivers superior value to them. Strong interactive relationships with customers often provide the foundation for the firm’s efforts to profitably serve customers’ unique needs.
The reach dimension of relationships with customers is concerned with the firm’s access and connection to customers. Richness is concerned with the depth and detail of the two-way flow of information between the firm and the customer. Affiliation is concerned with facilitating useful interactions with customers.
Deciding who the target customer is that the firm intends to serve with its business-level strategy is an important decision. Companies divide customers into groups based on differences in the customers’ needs to make this decision. Dividing customers into groups based on their needs is called market segmentation, which is a process that clusters people with similar needs into individual and identifiable groups.
Next slide.
5
Customer Relationships, continued
After the firm decides who it will serve, it must identify the targeted customer group’s needs that its good or services can satisfy. Successful firms learn how to deliver to customers what they want and when they want it. In a general sense, needs are related to a product’s benefits and features. Having close and frequent interactions with both current and potential customers helps firms identify those individuals’ and groups’ current and future needs.
As explained in previous lessons, core competencies are resources and capabilities that serve as a source of.
BUS 437 Project Procurement Management Discussion QuestionsWe.docxcurwenmichaela
BUS 437 Project Procurement Management Discussion Questions
Week 2 Discussion
“Effective Management.” There are three (3) recommendations for effective management of projects in concurrent multiphase environments: Organizational System Design, System Implementation, and Managing in Concurrent Engineering.· Which of these three (3) recommendations for effective management would you or do you use most often? Why?
Week 3 Discussion
Top of Form
“Managing Configuration and Data for Effective Project Management.” The process protocol model consists of thirteen (13) steps from Inception to Feedback.· What are the steps?· Can any be skipped in this process model? What are the steps?
Week 4 Discussion“Organizational Project Management Maturity Model.” Students will respond to the following:· What is the four-step process of innovation and learning and how can your organization apply these steps to manage a project?· Of the five (5) levels of an organizational project management maturity model, which level is often the most difficult to manage? Why?
INTEGRATED SEMESTER ASSIGNMENT
(FINC 300, INFO 300, MGMT 300, MKTG 300)
DUE: April 12, 2019
INSTRUCTIONS:
The objective of the integrated semester is to help you extend your knowledge of how the finance,
operations, management, and marketing disciplines work and how they integrate their functioning in
the real world of business. This assignment is an assessment of how well you understand this
integration. It is worth 10% of your course grade.
YOUR ASSIGNMENT IS TO ANSWER ALL OF THE QUESTIONS, IN A SINGLE DOCUMENT:
• The assignment should be prepared as a Word document, 12 -14 pages in length (approx. 3
pages for each discipline’s questions).
• The document should be double spaced, using Ariel font #12.
• Label each section (e.g., FINANCE) to indicate which discipline’s questions you are
answering.
• Add any Appendices at the end of the Word document.
• Upload the entire Word file through the link on Canvas to each of your Integrated Semester
courses by the due date.
Note: Your reference sources, in addition to the base case and question sets, should be online sites
and articles, Bloomberg terminals, your Integrated Semester textbooks and PowerPoint slides. Also
note, Turnitin, a software tool that improves writing and prevents plagiarism, will be used to assess
your sourcing of information. Do your own work.
FINANCE ASSIGNMENT
The objective of the integrated semester is to help you extend your knowledge of how the finance,
operations, management, and marketing disciplines work and how they integrate their functioning in
the real world of business. This assignment is an assessment of how well you understand this
integration. It is worth 10% of your course grade.
Use either the Bloomberg terminals located at the Feliciano School of Business or other reputable
sources such as finance.yahoo.com, morningstar.com or Wall Street Jo.
BUS 480.01HY Case Study Assignment Instructions .docxcurwenmichaela
BUS 480.01HY Case Study Assignment
Instructions
Instructions: Each of you have been assigned a company to complete a case study analysis report.
The case distribution can be found on BlackBoard (course content -> case study analysis - > case
study distribution). Complete a thorough research on your company in order to complete the
analysis. It is required for you to use scholarly journals and peer-reviewed articles, which can be
found on the University’s website in the library section. I have provided you with very detailed
information on how to complete a thorough case analysis report. I am available during my office
hours to discuss. I will also schedule a case analysis session during lunch time this week. If you are
able to make it, please attend for one-on-one assistance.
Your “draft is due this Thursday, October 11th. I am not looking for perfection here, but please do
your best in writing and researching. Your final product will be due on Thursday, October 18th.
BUS 480.01HY Case Study Assignment
Instructions
1. Format – please review the case study format guidelines placed on BlackBoard
The use of headers and sub-headers is strongly suggested
2. Submission
1. Submit to BlackBoard (course content -> case study analysis - > Case Study Analysis
Report). Failure to submit in proper area will result in a 0.
3. Introduction
In 3-4 paragraphs describe the case facts and background. This should include BRIEF
information about the firm, however do NOT simply duplicate what is in the case itself.
As things change quickly in business, you may wish to check the current status of the
firm and briefly discuss the most current information.
4. Body
This should be about 4-5 pages in length (minimum – this is only a guideline). Review
posted guidelines for more information/detail
a) State the Problem/Key Issues
What are the key marketing or business issues in the case? These might be problems,
opportunities or challenges the firm is facing. For example:
o Sales have declined by 10 percent in the last year.
o The competition has launched a new and innovative product.
o Consumer tastes have changed and the firm’s most successful product is at risk.
o The CEO made a public racial slur and has affected the company internally and
externally.
5. Conclusion (include recommendations in this section)
For the issues you identified above, you must identify potential solutions and analyze
each of them. For example, for the decline in sales noted above we might try any of the
following, among other options:
1. increase advertising
2. develop a new product
3. implement diversity training
4. launch a brand awareness campaign
For each of the alternatives, you should analyze the costs, benefits, resources required
and possible outcomes. Typically, you will have 3-4 of these alternatives. Any given
alternative solution might address multiple issues. If t.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. BSBCRT401/.DS_Store
__MACOSX/BSBCRT401/._.DS_Store
BSBCRT401/BSBCRT401 SAG v1.0.docx
Student Assessment Guide
BSBCRT401
Articulate, Present and Debate Ideas
Student Assessment Guide – BSBCRT401 Version 1 –
July 2017
Intellectual Property Statement
VET Fair (ABN 44 983 956 589) is a provider of educational
products and services for the vocational education and training
(VET) sector.
By purchasing the ‘BSBCRT401 Articulate, Present and Debate
Ideas’ assessment resources (“Product”), you are entitled to use
it for educational purposes only, but the intellectual property
remains with VET Fair. This Product includes the following
components:
· Assessor Guide
· Student Assessment Guide
· Student Assessment Workbook
· any other material to support the implementation of the
Product (e.g. policy and procedures, templates, etc.).
VET Fair owns all copyright to the Product as subject to the
provisions of the Copyright Act 1968.
2. This purchase grants you a non-exclusive, perpetual, non-
sublicensable, and non-shareable right to use and contextualise
this Product. You have the right to distribute unlimited copies
of this Product to your students or internal staff, limited to only
for educational purposes; however, you must not:
a) reproduce this Product or produce other assessment resources
based on this Product
b) share this Product with any other external person or entity
other than your students and internal staff through physical or
electronic including online access
c) use this Product for any other purposes than education (e.g.
assessing student competency, conducting validation and
moderation activities, etc.)
d) resell this Product to any party of individual
e) use this Product without affixing the following statement in
each copy of a modified, adapted, customised or contextualised
version of this Product that is distributed electronically or in a
physical format to your target learner audience:
“The assessment activities and information in this guide are
derived from the BSBCRT401 Articulate, Present and Debate
Ideas assessment resources provided by VET Fair. VET Fair
owns all copyright to this information and the intellectual
property of this resource remains with VET Fair.”
Breaches of this copyright will result in VET Fair claiming for
loss of sales.
Table of Contents
Assessment Information 1
Assessment Event 1 – Knowledge Questions 2
Question 1 2
Question 2 2
Question 3 2
Question 4 2
Question 5 3
Assessment Event 2: Go Green Simulation 3
Task 1: Analyse ideas for communication to others 3
3. 1.1 List and describe the key facts about the Go Green initiative
3
1.2 Identify positions with the Go Green initiative 3
1.3 Identify ways of communicating Go Green ideas for
different purposes and people 3
1.4 List and describe techniques to engage and fascinate others
with Go Green ideas 3
1.5 List and describe the skills and attributes required to
communicate ideas 4
1.6 Plan the use of digital tools to store and present information
4
Task 2: Provoke response and reaction 4
2.1 Use different techniques to engage and fascinate 4
2.2 Creates innovating approaches to different communication
challenges 4
2.3 Takes risks in communicating ideas 4
Task 3: Debate ideas to achieve commitment to the Go Green
initiative 4
3.1 Articulates substantiated positions on ideas 4
3.2 Is open to critical analysis 4
3.3 Argues substantiated position 4
3.4 Participate in conversations to generate new ideas 5
Appendix A: Go Green Simulation 5
Go Green Simulation Background 5
Simulation Phases 5
Your Role in the Simulation 5
Phase 1: 5
Phase 2: 5
Phase 3: 6
Assessment Conditions for the Observation 7
Appendix B: Observation Check Sheet 8
Assessment Information
Welcome to your Student Assessment Guide for BSBCRT401
Articulate, Present and Debate Ideas. This Guide provides you
with information on the assessment particularly what you have
4. to do and to what level of performance.
This assessment has the following two events:
Assessment Event 1 – Knowledge Questions
There are five questions that will provide us with evidence of
your general knowledge of key principles and techniques
associated with planning and articulating ideas.
This assessment is completed in your own time and by a
submission date provided by your Assessor. You may use
support material in the development of your responses, but you
must indicate the source. In addition, you must not ‘cut and
paste’ content from your source, rather, use your words, unless
it is a direct quote.
Assessment Event 2 – Simulation: Go Green
You will complete a number of tasks that will provide us with
evidence of your skills with planning then debating ideas to
influence commitment to the Go Green initiative. These tasks
will be based on your role of Project Officer in a simulation
with your RTO.
Remember, you do not type your responses in this Student
Assessment Guide, but use the Student Assessment Workbook,
which is a separate document. This document is simply a guide
to explain what you are required to do, and by doing so, this
will assist you to perform at your best.
Please note that your responses for both assessment events can
(where appropriate) use dot point format. See below for an
example of a dot point response and a full sentence response.
Dot point format
Presentation Plan includes the following:
· outcomes
· needs of the audience
· context.
Full sentence format
When you are preparing for a Presentation, there are a number
5. of tasks that must be carried out. These are; listing the
outcomes that you want to achieve, followed by the
identification of the needs of your audience. When you have
completed these two tasks, you then check on the room you will
be conducting the simulation in etc.
Performance required
· complete all of the questions and tasks listed in this Student
Assessment Workbook
· ensure that your responses meet the requirements
· ensure that these responses are relevant, accurate and specific
· submit your completed Student Assessment Workbook to your
Assessor electronically (note, your Assessor may allow you to
submit Assessment Event 1 and receive feedback before starting
Assessment Event 2)
· submit your Student Assessment Workbook within the
timeframes given by your Assessor
· ensure your work is your own and in your words
· where you use an external source for information, you must
provide citation.
Please be aware that your Assessor is here to provide you with
the necessary support throughout the assessment process. If you
have questions, then contact them for guidance.
Assessment Event 1 – Knowledge Questions
These questions are theoretical and provide evidence of your
understanding of communication skills particularly using
creative techniques to engage.
Each question includes the requirements which indicate what
you have to do and the depth of your response to achieve a
satisfactory result. Question 1
In the table below, explain different ways in which individual
receive and respond to ideas and information and the factors
that influence their response.
R 1. identify methods that individuals receive and respond to
ideas and information:
a. list and explain three methods
b. word count is approximately 25 words for each explanation
6. R 2. list four factors for each method.
Methods
Explanation
Factors influencing their response
Question 2
Identify the enabling skills and attributes of people needed to
effectively discuss ideas.
R 1. list five attributes required to discuss ideas
R 2. list five skills required to discuss ideas.Question 3
Describe the nature and role of risk taking in the presentation
and debate of ideas.
R 1. explain the concept of risk taking in approximately 20
words
R 2. explain two roles that risk taking can play
R 3. word count is approximately 150 in total.Question 4
Explain the role and techniques with storytelling in
communicating ideas.
R 1. explain two roles of storytelling
R 2. list four techniques of storytelling
R 3. word count is approximately 75 words in total.Question 5
Describe common techniques to tailor comments to particular
audiences.
R 1. describe five techniques
R 2. word count is approximately 75 words in total.Assessment
Event 2: Go Green Simulation
In this assessment, you will undertake a number of tasks
associated with the preparation and then implementation of a
persuasive discussion to a set of stakeholders on the merits and
7. challenges of the RTO becoming more environmentally
sustainable.
In this simulation you will perform the following actions:
· analyse ideas to communicate to stakeholders
· deliver ideas to provoke a response
· debate ideas.
Please ensure that you familiarise yourself with this set of
requirements that underpin this simulation. This includes
understanding the background of the simulation and the criteria
you will be assessed on. These are located in the Appendix of
this document.Task 1: Analyse ideas for communication to
others
In this task, you will plan how you will have stakeholders
embrace the implementation of the Go Green initiative.
1.1 List and describe the key facts about the Go Green initiative
R 1. research and list five facts about sustainability in the RTO
R 2. word count is approximately 50 words per fact.
1.2 Identify positions with the Go Green initiative
R 1. describe three potential positions of end users
R 2. describe three positions you have with the project
R 3. word count is approximately 100 words per description.
1.3 Identify ways of communicating Go Green ideas for
different purposes and people
R 1. identify and describe four communication methods:
· with each method describe the purpose
· with each method describe the requirements to meet the needs
of various end users to the project
R 2. word count is approximately 75 words for each method.
1.4 List and describe techniques to engage and fascinate others
with Go Green ideas
R 1. describe at least two examples of engaging others
R 2. word count is approximately 200 words for each example.
8. 1.5 List and describe the skills and attributes required to
communicate ideas
R 1. identify and explain four attributes and five skills required
to discuss ideas
R 2. word count is approximately 5 words for each attribute and
skill.
1.6 Plan the use of digital tools to store and present information
R 1. use a minimum of one digital resource in the preparation
and presenting of ideas
R 2. word count is not critical.Task 2: Provoke response and
reaction
In this task, you will implement your plan in an effort to get a
response and reaction from end-users of the Go Green initiative.
2.1 Use different techniques to engage and fascinate
R 1. uses a communication technique to get attention to the
project
R 2. word count is not critical but this task will have a duration
of ten minutes.
2.2 Creates innovating approaches to different communication
challenges
R 1. uses a communication technique to get attention to the
project
R 2. word count is not critical but this task will have a duration
of ten minutes.
2.3 Takes risks in communicating ideas
R 1. uses a communication technique that has a level of risk to
the individual (both student and stakeholder)
R 2. word count is not critical but this task will be part of either
2.1 or 2.2 and have a duration of ten minutes.
9. Task 3: Debate ideas to achieve commitment to the Go Green
initiative
In this task, you will continue with the engagement of
stakeholders to get a level of commitment to the project.
3.1 Articulates substantiated positions on ideas
R 1. describes key facts about the Go Green initiative
R 2. articulates position on the Go Green initiative
R 3. word count is not critical but this task will have a duration
of five minutes.
3.2 Is open to critical analysis
R 1. listens to the view of others
R 2. does not take a defensive response but is open to the ideas
being generated
R 3. treats these ideas as opportunities to develop new
understandings
R 4. word count is not critical but this task will have a duration
of ten minutes.
3.3 Argues substantiated position
R 1. includes where appropriate the view of others and adjust
substantiated position
R 2. with views that are inappropriate, explains the limitations
of their ideas
R 3. uses other communication approaches to influence
substantiated position
R 4. word count is not critical but this task will have a duration
of ten minutes.
3.4 Participate in conversations to generate new ideas
R 1. identifies areas mutual acceptance
R 2. identifies areas of disagreement
R 3. invites collaboration on strategies to refine ideas
R 4. reflects on this refinement and where possible embraces
10. new ideas
R 5. word count is not critical but this task will have a duration
of ten minutes.
Appendix A: Go Green SimulationGo Green Simulation
Background
Your Registered Training Organisation (RTO) where you are
enrolled will have a number of operational procedures for
managing the college. In recent times, the RTO has been
moving to a more sustainable model where it would like to take
a number of steps to improve its carbon foot print. The Manager
has branded this initiative as ‘Go Green’ and intends for the
organisation to become a responsible corporate citizen in terms
of protecting the environment.
Management is aware that one of the challenges to this
implementation will be overcoming the resistance of students
and staff to taking on this change initiative. In this simulation,
the Manager has requested that the Project Officer (you the
student) develop an approach to engage stakeholders to commit
to the Go Green Project. The manager is well aware that this
will require crafting and implementing dialogue that will
generate collaboration to the project.Simulation Phases
This simulation is divided into the following phases:
Phase 1:
analyse ideas to communicate to stakeholders
Phase 2:
deliver ideas to provoke a response
Phase 3:
debate ideas.Your Role in the Simulation
You will be the Project Officer of Go Green in the simulation.
Your roles and responsibilities in the simulation are as follows:
11. Phase 1:
Phase 1 occurs from Task 1.1 to Task 1.4. In Phase 1 your main
duties in the organisation are as follows:
· Identifies the themes in the communication of the ideas
· Identifies methods of communication
· Identifies the skills and attributes required to participate in the
discussion of the ideas.
· Identifies the technologies required to communicate the ideas
Phase 2:
Phase 2 occurs in Tasks 2.1 through to Task 2.3.
This simulation will have a duration of 60 minutes where you
will interact with a minimum of two stakeholders who will be
role played by the RTO staff, to gain attention and provoke a
response to the Go Green initiative. Note that your Assessor
will not play a role in this observation activity as they will be
observing your interaction with the stakeholders and
documenting evidence in the Observation Check Sheet(s)
provided in Appendix B.
In Phase 2 your main duties in the organisation are as follows:
· Interact with stakeholders to trigger a reaction to the Go Green
initiative
Phase 3:
Phase 3 occurs from Task 3.1 through to Task 3.4. In Phase 3
your main duties in the organisation are as follows:
· generate dialogue on go green initiative
· seek refinement to the initiative.
Assessment Conditions for the Observation
The information in this section outlines the assessment
conditions for the Observation which occurs in phases 2 and 3
and involves your interaction with two stakeholders.
Before the Observation:
· you must ensure that you have read and understood any
documents required to undertake the Observation
· you must ensure that you have read and understood all
12. performance requirements listed under each task
· you must ensure that you have read the requirements listed in
the Observation Check Sheet as your performance will be
judged based on these criteria (see Appendix B)
· your Assessor will inform you of the date of your Observation.
During the Observation:
· you will be interacting with the Administration Officer and a
Trainer
· it has a total duration of 60 minutes
· other students will not be observers during the session as this
will give them an unfair advantage
· these stakeholders will be role played by staff from the RTO
or other externals
· your Assessor will brief them on your topic so that they can
carry out their actions in an appropriate manner
· you cannot refer to the Observation Check Sheet while
undertaking the Observation
· your Assessor will:
· observe you individually based on the criteria in the
Observation Check Sheet
· document their observations in detail on the Observation
Check Sheet
· provide extensive written feedback
· ensure that the session will be free from distractions
· you must comply with WHS requirements
· you must demonstrate all the criteria in the Observation Check
Sheet to achieve a satisfactory result for the Observation.
If you are not successful, after the observation, the Assessor
will:
· provide written feedback on the Observation Check Sheet
explaining their justification in detail
· communicate this feedback to you
· arrange another suitable time to observe your second attempt.
Appendix B: Observation Check Sheet
We have provided the Observation Check Sheet(s) for you to
prepare for your assessment with the Assessor. Remember, you
13. will not be able to use this Check Sheet(s) during this session.
However, we recommend you use this as a planning tool so that
you are fully prepared for the observation.
Note that you must demonstrate all the criteria listed in the
following Observation Check Sheet(s) to be deemed
satisfactory.
Performance requirements:
· welcomes participants:
· friendly
· introduces each other
· is positive
Provoke response and reaction:
· commences with a dynamic opening:
· delivery is energising
· content is concise
· content is relevant to the pitch
· content and delivery is novel
· delivery gains attention
· and it generates interest
· it produces a response
· uses an additional communication technique to address
communication challenges such as:
· stakeholder(s) are not engaging with content
· to provoke further reaction
· this technique:
· is energising
· is concise
· is relevant to the pitch
· is novel
· gains attention
· generates interest
· produces a response
· these techniques have a level of risk such as:
· acknowledges own limits
· gives personal information
14. · shows vulnerabilities
· asks for help in a controlled manner
· challenges current norms, such as position will be different to
what is accepted by the group
· Uses an alternative style to what is preferred such as use of
humour
Debate ideas:
· information is presented covering topics such as:
· what has been achieved
· what areas need addressing
· the impact of these issues on the organisation
· the benefits of sustainability
· this information is accurate and grounded on research
· this information is logical and rational in thought
· uses technology to support the message:
· uses a resource aid
· resource aid supports understanding
· is used in a professional manner
· seeks input on their views:
· encourages a response
· uses open questions to explore issues
· listens and does not interrupt
· validates contribution
· clarifies this feedback to confirm understanding
· takes notes to ensure points are not lost
· includes where appropriate, the views of others by adjusting
one’s substantiated position(s)
· where views are considered as inappropriate, explains the
limitation of their ideas
· uses other methods to influence substantiated positions
· reflects on areas of mutual agreement
· reflects on areas of disagreement
· invites further collaboration to attempt to refine ideas that are
acceptable to both parties
· commits to new ideas
15. Appropriate Communication Skills:
· body language skills:
· maintains eye contact
· uses appropriate facial expressions
· posture is appropriate
· gestures fit message
· verbal skills:
· vocal pitch is appropriate
· tone is pleasant
· pace is at the right speed to achieve clarity
· volume is appropriate for participants
· sensitive to the cultural diversity of the participants:
· language avoids jargon
· language is easy to understand
· level of formality shows respect
· content is non-sensitive
· watches for non-verbal signs of both participants
· seeks input if withdrawn through direct open questioning
· appropriate use of emotions:
· processes emotions of self and participants and stayed calm
· feeds back to the group, emerging issues
· these interpretations are accurate and appropriate
Trust:
· session is presented in an interesting way:
· generates enthusiasm
· material is comprehensive
· the student is credible:
· knowledgeable
· honest
· sincere
· motivating
· confident
· the student is professional:
· concise
· organised
· uses resources where appropriate
16. · does not read from notes
· does not lose focus
Student Assessment Guide – BSBCRT401
Version 1 – July 2017
__MACOSX/BSBCRT401/._BSBCRT401 SAG v1.0.docx
BSBCRT401/BSBCRT401 SAW v1.0.docx
Student Assessment Workbook
BSBCRT401
Articulate, Present and Debate Ideas
Student Full Name:
Student ID:
Date Submitted:
Assessment – BSBCRT401 Version 1 – July
2017Assessment Information
Welcome to your Student Assessment Workbook for
BSBCRT401 Articulate, Present and Debate Ideas.
This Workbook is where you will write all your responses for
the knowledge questions and simulation tasks. Please refer to
the Student Assessment Guide for more information.
This assessment has the following two events:
Assessment Event 1 – Knowledge Questions
There are five questions that will provide us with evidence of
your general knowledge of key principles and techniques
associated with planning and articulating ideas.
17. This assessment is completed in your own time and by a
submission date provided by your Assessor. You may use
support material in the development of your responses, but you
must indicate the source. In addition, you must not ‘cut and
paste’ content from your source, rather, use your words, unless
it is a direct quote.
Assessment Event 2 – Simulation: Go Green
You will complete a number of tasks that will provide us with
evidence of your skills with planning then debating ideas to
influence commitment to the Go Green initiative. These tasks
will be based on your role of Project Officer in a simulation
with your RTO.
Please note that your responses for both assessment events can
(where appropriate) use dot point format. See below an example
of a dot point response and a full sentence response.
Dot point format
Presentation Plan includes the following:
· outcomes
· needs of the audience
· context.
Full sentence format
When you are preparing for a presentation, there are a number
of tasks that must be carried out. These are listing the outcomes
that you want to achieve, followed by the identification of the
needs of your audience. When you have completed these two
tasks you then check on the room that you will be conducting
the presentation in.
To Achieve Competence
To be deemed competent for this unit, you will need to meet the
following requirements:
· complete all of the questions and tasks listed in this Student
Assessment Workbook
18. · ensure that your responses meet the performance requirements
· ensure that these responses are relevant, accurate and specific
· submit your completed Student Assessment Workbook to your
Assessor electronically (note, your Assessor may allow you to
submit Assessment Event 1 and receive feedback before starting
Assessment Event 2)
· submit your Student Assessment Workbook within the
timeframes given by your Assessor
· ensure your work is your own and in your words
· where you use an external source for information, you must
provide citation.Pre-assessment Checklist
Your assessor will go through the assessment for this unit,
BSBCRT401 Articulate, Present and Debate Ideas. It is
important that you understand this assessment before taking on
the questions and tasks. To confirm that you have been given
this overview, we ask you to complete the following Pre-
Assessment Checklist.
You are required to carefully read each checklist item provided
below and tick either ‘Y’ to confirm your understanding or ‘N’
if you disagree. In case you disagree with an item, please
provide your reason under the ‘Comments’ column.
When you have done this, we ask you to sign this Pre-
Assessment Checklist. This acknowledges that your
Trainer/Assessor has discussed all of the information with you
prior to undertaking this assessment.
Pre – assessment Checklist
Comments
Y
N
I, the student, understand the purpose of the assessment.
Y
N
I understand when and where the assessment will occur, who
will assess and in what format the assessment will be submitted.
19. Y
N
I understand the methods of assessment.
Y
N
I understand what resources are required to complete this
assessment.
Y
N
I understand the performance level required for each assessment
event.
Y
N
I understand that it must be my own work. I have been
explained and understand the serious consequences in case this
work is found plagiarised.
Y
N
I understand the process if I am deemed not yet competent.
Y
N
I understand the feedback process and the appeals process.
Y
N
The assessor has discussed with me if I have any special needs
and if so what arrangements have been made.
Student Full Name
20. Student ID
Student Signature
Date
Assessment Event 1 – Knowledge Questions
These questions are theoretical and provide evidence of your
understanding of communication skills particularly using
creative techniques to engage. Question 1
In the table below, explain different ways in which individual
receive and respond to ideas and information and the factors
that influence their response.
Write your response into the table:
Methods
Explanation
Factors influencing their response
Question 2
Identify the enabling skills and attributes of people needed to
effectively discuss ideas.
Write your response here:
Question 3
Describe the nature and role of risk taking in the presentation
and debate of ideas.
Write your response here:
Question 4
Explain the role and techniques with storytelling in
21. communicating ideas.
Write your response here:
Question 5
Describe common techniques to tailor comments to particular
audiences.
Write your response here:Assessment Event 2 – Go Green
Simulation
In this assessment, you will undertake a number of tasks
associated with the preparation and then implementation of a
persuasive discussion to a set of stakeholders on the merits and
challenges of the RTO becoming more environmentally
sustainable.
In this simulation you will perform the following actions:
· analyse ideas to communicate to stakeholders
· deliver ideas to provoke a response
· debate ideas.
Task 1: Analyse ideas for communication to others
In this task, you will plan how you will have stakeholders
embrace the implementation of the Go Green initiative.
1.1 List and describe the key facts about the Go Green initiative
Write your response here:
1.2 Identify positions with the Go Green initiative
Write your response here:
1.3 Identify ways of communicating Go Green ideas for
different purposes and people
Write your response into the table:
Communication options
Purpose (outcomes)
People (suited to which position)
22. 1.4 List and describe techniques to engage and fascinate others
with Go Green ideas
Write your response here:
1.5 List and describe the skills and attributes required to
communicate ideas
Write your response here:
1.6 Plan the use of digital tools to store and present information
Write your response here:
Task 2: Provoke response and reaction
In this task you will implement your plan in an effort to get a
response and reaction from end-users of the Go Green initiative.
2.1 Use different techniques to engage and fascinate
Write your response here:
2.2 Creates innovating approaches to different communication
challenges
23. Write your response here:
2.3 Takes risks in communicating ideas
Write your response here:
Task 3: Debate ideas to achieve commitment to the Go Green
initiative
In this task you will continue with the engagement of
stakeholders to get a level of commitment to the project.
3.1 Articulates substantiated positions on ideas
Write your response here:
3.2 Is open to critical analysis
Write your response here:
3.3 Argues substantiated position
Write your response here:
3.4 Participate in conversations to generate new ideas
Write your response here:
For Assessor Use Only
24. Task Outcome Sheets
The Outcome Sheet below is the assessment questions and tasks
for each of the assessment events that the student is required to
complete. Assessors, tick ‘S’ if the student achieved a
satisfactory outcome for an assessment task and ‘NYS’ if the
student does not meet these requirements. Also, you are
required to write comments on the quality of this evidence
under the ‘Comments’ column. For your judgement on the
student’s overall performance, tick ‘Satisfactory’ if the student
achieves a satisfactory outcome for all of the tasks or ‘Not-Yet-
Satisfactory’.
Assessment Event 1
Assessment Event 1 Knowledge Questions
S
NYS
Comments
Question 1
Question 2
Question 3
Question 4
25. Question 5
The student’s performance for Assessment Event 1 is
Satisfactory
Not-Yet-Satisfactory
Assessor Signature:
Date:
Assessment Event 2 - Simulation
Assessment Event 2
S
NYS
Comments
Task 1:
Analyse ideas for communication to others
Sub Task 1.1
Sub Task 1.2
Sub Task 1.3
Sub Task 1.4
26. Sub Task 1.5
Sub Task 1.6
Task 2:
Provoke response and reaction
Sub Task 2.1
Sub Task 2.2
Sub Task 2.3
Task 3:
Debate ideas to achieve commitment to the Go Green initiative
Sub Task 3.1
27. Sub Task 3.2
Sub Task
3.3
Sub Task
3.4
The student’s overall performance is
Satisfactory
Not-Yet-Satisfactory
Assessor Signature:
Date:
Assessment Outcome Sheet
Student ID
Family Name
First Name
Course Code
Course Title
Unit Code
BSBCRT401
Unit Title
28. Articulate, Present and Debate Ideas
Assessment Outcome
Assessor, please tick and date the student’s final outcome of
this assessment:
Initial Submission
Date
Re-submission 1
Date
Re-submission 2
Date
|_| C
|_| NYC
___/___/____
|_| C
|_| NYC
___/___/____
|_| C
|_| NYC
___/___/____
Assessor’s Feedback
Assessor, please provide your comments on the student’s final
outcome of this assessment:
Assessor Full Name
Signature
Date
Receipt of Student’s Assessment
Assessor, you must provide the completed copy of this receipt
to the student as an evidence of submission of their assessment
to you.
29. Student ID
Family Name
First Name
Course Code
Course Title
Unit Code
BSBCRT401
Unit Title
Articulate, Present and Debate Ideas
Due Date
__/__/___
Date Received
__/__/___
Extension
Approved
Y N
Date Approved
__/__/___
Initial Submission
Re-submission 1
Re-submission 2
Assessor’s Signature
Student Feedback Form
Dear Student,
We are keen to improve our products and services, and
assessment tools are a key part of this. Therefore, we would
welcome your feedback on the assessment. If you could take a
few minutes to complete the form below, it would be greatly
appreciated. Please provide thoughtful responses as your
30. opinions are highly valued.
Yes
No
Questions
Y
N
Did the assessment cover the training you received for this unit?
Y
N
Were the tasks in Assessment Event 2 based on realistic
activities that you would expect to be doing in a workplace?
Y
N
Did you understand the assessment instructions?
Y
N
Were the tasks easy to understand?
Y
N
Did the Assessor set up and run the simulation professionally?
Y
N
Was the Assessor’s decision fair?
Y
N
Was the Assessor’s feedback specific?
Y
N
Was the Assessor’s feedback comprehensive?
Y
N
Was the Assessor’s feedback constructive?
Y
N
Was the Assessor’s feedback timely?
Y
31. N
Were you satisfied with your effort in this assessment?
What would you change about this assessment?
What could the Assessor have done differently to improve the
assessment process and/or assessment feedback?
Overall, what was the most significant challenge of this
assessment?
Overall, what did you like the most about this assessment?
Do you have any other comments?
Assessment – BSBCRT401 Version 1 – July 2017
__MACOSX/BSBCRT401/._BSBCRT401 SAW v1.0.docx
__MACOSX/._BSBCRT401