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Faculty of Social Sciences | Online Assignment Help

Faculty of Social Sciences – Assessment Brief for Students – 2017 / 2018 Module code and title 7BU003 Operations and Project Management Module leader Dr Gurmak Singh Diet First Sit Assessment type Case Study (Individual) Submission date 7th May 2018 (11:59pm) Submission method eSubmission via CANVAS Assessment limits 5000- 5500 words excluding references and appendices Assessment weighting 100% Assessment brief (if appropriate, please refer to module assessment briefing document) This assignment requires you to develop an individual case study dealing with aspects of operations management based upon your own personal experience. You can choose any relevant organisation that you have sufficient first-hand knowledge of and one that lends itself to being discussed in this way. (This may be a family business, an organisation you have worked at or a college or university you have studied/are studying at). You need to apply key concepts of operations management to your experience and discuss the associated implications. In so doing you will need to draw on operations, systems and project management concepts. Case study organisation: You must provide the name, address and website of the featured organisation and your role at the organisation. You also need to provide a short summary of your role/involvement at this organisation “e.g. the author of this case study worked (or studied) at this organisation between 2010 and 2012 in the sales department. The role and responsibilities included…”) You MUST submit the case study using MS Word (any other formats will not be accepted) The following case study format is recommended: Introduction: you should provide some background information on the chosen case study organisation and the aspects of operations management that are relevant The following topics need to be included in the case study: o Select and present a critique of three operations management topics (from the list below) that are relevant to your case organisation. Process Design Capacity Planning Queuing Models ERP/MRP Risk Management Corporate and Social Reasonability and Operations Management Global Operations Management HR and Operations o Critically evaluate and discuss how each of these three operations management functions contributes to the competitiveness of your case study organisation o Discuss how the information systems/technology may impact the role of the operations manager in your case organisation o Construct and justify a project plan for a business scenario (in relation to your case organisation) ? Discuss the impact of projects and project management on strategic objectives ? Describe the elements of your project process and plan ? Evaluate the challenges in implementing the project plan ? Critique how the project outcomes can be evaluated o References: you should use the Harvard referencing convention o Appendices ? Outline of project plan Assessment Criteria (The actual assessment components for this assignment) Criteria Weighting (If applicable) Critical literature review of the OM topics 25 Application of OM to a business scenario 20 Impact of IS/IM on the operations functions 25 Project management 20 Case study presentation and references 10 Pass mark Postgraduate 50% Performance descriptors in use; • University of Wolverhampton Yes • Professional or Statutory Body Yes • Module specific Yes • Other (specify below) No Return of assessments (Instructions for return / collection of assessments) Via CANVAS This assessment is testing Module Learning outcomes Tick if tested here LO1 Critically evaluate and discuss how operations management contributes to competitiveness in an organisational context X LO2 Critically evaluate the information management/systems in relation to the operation management processes X LO3 Construct and justify a project plan for a business scenario X Additional information for students The University’s Learning Information Services have produced a series of guides covering a range of topics to support your studies, and develop your academic skills including a guide to academic referencing http://www.wlv.ac.uk/lib/skills_for_learning/study_guides.aspx Your module guide and course handbook contain additional and important information regarding; • The required referencing style for your assignment.* Whilst many modules require referencing in accordance with the Harvard Referencing convention, some modules – for example those within the School of Law – require Oxford Referencing. Please familiarise yourself with the requirements of your module. • Submission of your work • Marking, feedback and moderation in accordance with the University of Wolverhampton Assessment Handbook • Extensions on submission dates * • Additional support * • Academic conduct with regards to cheating, collusion or plagiarism * • Links to appropriate sources of relevant information * * Further information regarding these and other policies can be accessed through your student portal on wlv.ac.uk. Always keep a copy of your work and a file of working papers The requirement to keep a file of working papers is important. There may be circumstances where it is difficult to arrive at a mark for your work. If this is the case, you may be asked to submit your file and possibly meet with your tutor to answer questions on your submission. When you submit your work you will be required to sign an important declaration confirming that: • The submission is your own work • Any material you have used has been acknowledged and appropriately referenced • You have not allowed another student to have access to your work • The work has not been submitted previously. The following information is important when: • Preparing for your assignment • Checking your work before you submit it • Interpreting feedback on your work after marking. Module Learning Outcomes Module Learning Outcomes are specific to this module, and are set when the module was validated. Assessment Criteria The module Learning Outcomes tested by this assignment, and precise criteria against which your work will be marked are outlined in your assessment brief. Performance Descriptors Performance descriptors indicate how marks will be arrived at against each of the assessment criteria. The descriptors indicate the likely characteristics of work that is marked within the percentage bands indicated. To help you further: • Re-sit opportunities are available for students who are unable to take the first sit opportunity, or who need to re take any component. • Refer to the VLE topic for contact details of your module leader / tutor, tutorial inputs, recommended reading and other sources, etc. Resit details will also appear on the VLE module topic. • The University’s Learning Information Services offer support and guidance to help you with your studies and develop your academic skills http://www.wlv.ac.uk/lib/skills_for_learning/study_guides.aspx FoSS Generic Assessment Performance Descriptors Based on – University Performance Descriptors (updated September 2015) Note that these are generic descriptors that apply mainly, though not exclusively, to written academic work. The relevant performance descriptors for the appropriate level (as below) should appear in the module guide. Any further module-specific assessment criteria, such as number of words, should be clearly stated in the assignment brief. The pass rate at Masters Level = 50% L7 (Masters Level) 90-100% This work is outstanding and is of a standard which could be considered for future publication in a professional journal. The work demonstrates engagement in a focused academic debate which presents a range of evidence underpinning a deep understanding of all the issues studied and a totally justified position. The work demonstrates a high level of originality with challenges to current theory and/or practice and specific, focused examples of contestability. There is evidence of a high level of synthesis of theoretical exemplars, underpinning principles and practical interpretation. No obvious errors in referencing or grammar or syntax as appropriate. 80-89% The work is of an excellent standard and has the potential for future publication in a professional context. The work demonstrates engagement in an academic debate which presents clear evidence of a considered understanding of the professional issues studied, the approach adopted and the position taken. The work enhances current theory and/or practice and displays a range of examples of contestability. There is evidence of clear synthesis of theoretical issues and practice. A critical analysis of theoretical models and/or practical applications has resulted in a distinct level of originality. Very few errors in referencing or grammar or syntax as appropriate. 70-79% There is evidence of analysis and critique of concepts, models of key authors, rival theories, and major debates together with some evidence of synthesis. The work fully considers the complexity of the context in which it is situated and the impinging external factors; it takes cognisance of differing perspectives and interpretations and recognises dilemmas. Ideas are presented in a succinct manner and conclusions are well reasoned. The work shows an ability to critique the underlying assumptions upon which current views are based and to challenge received opinion. Few errors in referencing or grammar or syntax as appropriate. 60-69% The work demonstrates a capacity to express views based on sound argument and solid evidence in an articulate and concise way, and, where relevant, to put forward and make use of criteria for the judgement of theories and issues. There is evidence of effective engagement in a critical dialogue relating to professional practice, a clearly presented overview of an area of concern, and a comparative review of key authors, rival theories and major debates. The work demonstrates a willingness to question and to explore issues and to synthesise theoretical perspectives and practical application within a given professional context.?Some small repeated errors in referencing or grammar or syntax as appropriate 50-59% 50% Pass mark The structure and focus are evident and relevant to the assignment task. There is evidence of engagement with pertinent issues. Key authors and major debates are clearly presented and there is evidence of suitable basic reading. The work explores and analyses issues, but is not strong on presenting synthesis or evaluations. The work is mainly descriptive, but has achieved all the learning outcomes. Some repeated errors in referencing or grammar or syntax as appropriate. 40-49% Fail Whilst some of the characteristics of a pass have been demonstrated, the work does not address each of the outcomes for the specified assessment task. There may be little evidence of an ability to apply the principles of the module to a wider context. The work may be an overly descriptive account demonstrating only minimal interpretation, and very limited evidence of analysis, synthesis or evaluation. No counterarguments or alternative frames of reference are generated or considered. There is evidence of sufficient grasp of the module’s learning outcomes to suggest that the participant will be able to retrieve the module on resubmission. 30-39% Fail The work has failed to address the outcomes of the module. There are fundamental misconceptions of the basis of the module. The work is mainly descriptive and shows little or no understanding of relevant theory. There is insufficient evidence to suggest that the author will be able to retrieve the assignment without retaking the module. 20-29% Fail This work shows little or no understanding of relevant theory. There is little reference to appropriate literature and no evidence of independent thought or criticality. Overall the work is unduly descriptive and presents only a superficial grasp of the essential issues. 10-19% Fail This work is not coherent and shows severe faults in referencing or grammar or syntax as appropriate. It includes unsubstantiated statements or assertions. It is unstructured and extremely badly presented. It is totally descriptive and lacks any attempt at analysis. 0-9% Fail No real attempt to address assignment brief or learning outcomes.

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