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Critically discuss the main theories / concepts / frameworks AND you are also required to apply them by discussing real examples from your selected organisation.
MOD003345 Operational and Project Management
Coursework - Report
Operational and Project Management
This excludes bibliography and other items listed in rule 6.75 of the Academic Regulations: h tt p : // w eb .an g l i a.ac .u k /anet /ac ad em i c /p u b l i c /ac ad em i c _r egs .p d f
Assessed Learning Outcomes
Please refer to the deadline on the VLE
WRITING YOUR ASSIGNMENT:
This assignment must be completed individually.
You must use the Harvard referencing system.
Your work must indicate the number of words you have used. Written assignments must not exceed the specified maximum number of words. When a written assignment is marked, the excessive use of words beyond the word limit is reflected in the academic judgement of the piece of work which results in a lower mark being awarded for the piece of work (regulation 6.74).
Assignment submissions are to be made anonymously. Do not write your name anywhere on your work.
Write your student ID number at the top of every page.
Where the assignment comprises more than one task, all tasks must be submitted in a single document.
You must number all pages.
SUBMITTING YOUR ASSIGNMENT:
Your work must be submitted on to Turnitin on VLE as a MS Word document only. If you submit a PDF document your work will not be marked.
In order to achieve full marks, you must submit your work before the deadline. Work that is submitted late – if your work is submitted on the same day as the deadline by midnight, your mark will receive a 10% penalty. If you submit your work up to two working days after the published submission deadline – it will be accepted and marked. However, the element of the module’s assessment to which the work contributes will be capped with a maximum mark of 40%.
Work cannot be submitted if the period of 2 working days after the deadline has passed (unless there is an approved extension). Failure to submit within the relevant period will mean that you have failed the assessment.
Requests for short-term extensions will only be considered in the case of illness or other cause considered valid by the Director of Studies Team. Please contact DoS@london.aru.ac.uk. A request must normally be received and agreed by the Director of Studies Team in writing at least 24 hours prior to the deadline. See rules 6.64-6.73:
E x ce p t i o n a l Circumstances: The deadline for submission of exceptional circumstances in relation to this assignment is no later than five working days after the submission date of this work. Please contact the Director of Studies Team - DoS@london.aru.ac.uk. See rules 6.112 – 6.141: http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdf
Select a company you are familiar with and one that is relevant to your degree in which you feel you have employability aspirations.
This selected organisation could be the same you selected for you first coursework.
Select one organisation from any of the below industries:
F i na nci a l S e r v i ce s e.g. Banks, Insurances, Payments systems, Trading Brokers etc
Hospitality e.g. Hotels, Restaurants, Airlines, Events, Transportation etc
M a nu facturing e.g. Automotive, Construction, and Textile.
Retail e.g. High-Street / Online Stores, Supermarkets, Clothing stores etc
For this assignment you are required to prepare a comprehensive consultancy management report of 2,500 words about your selected organisation. This will be your chance to impress management and improve your employability prospect within their operations department. The report must address both Task 1 and Task 2
T W O of the below operations topics.
Inventory Management – (Slack, Chapters 13)
Supply Chain Management – (Slack, Chapter 12)
Total Quality Management (TQM) – (Slack, Chapter 17)
Capacity Management – (Slack, Chapter 11)
For each of the two selected topics, you are required to
critically discuss the main theories / concepts / frameworks AND you are also required to apply them by discussing real examples from your selected organisation.
pandemic impacted the operations of your organisation and plenty of planning is required to adapt future operations of your selected organisation after the pandemic.
You are required to discuss
TWO specific and justified recommendations that your operations department should provide to the Human Resources Department OR to the Finance Department in order to reduce the challenges due to the recent pandemic on the overall running of your business.
Thus, this consultancy report will illustrate your understanding of the role of the operations department in creating competitive advantage at your selected organisation (
LO1). It will also show to your new line manager the interdependence of the operations department on other functions within the company ( LO2).
The suggested standard report format should include the following sections:
A cover page
An executive summary – 1 page, with brief overview of report content.
A contents page – 1 page, showing all relevant sections and sub- sections
An introduction – 300 words about your selected organisation
Findings section – 2000 words as main body with four subsections as guided.
A Conclusion section – 200 words – as overall conclusion
A reference list – minimum of 8 to 10 academic sources in Harvard system.
Appendix – optional
Kno wl e dg e & Understanding of theories / concepts ( S k i ll s). – 25 marks.
Re s e a r ch a nd A pp l i ca t i on by providing industry examples ( Cont e n t)– 25 marks
Quality of Recommendations provided ( Content, Skills) – 25 marks
Re p or t O r i g i na l i t y, Structure, Presentation, Referencing. (S k i ll s ) – 25 marks
- Slack N. and Brandon-Jones A. (2019). Operations Management, (9th Edition), London: Pearson.
Core Chapters: 9, 11, 12, 13, 17.
- Slack N. and Brandon-Jones A. (2018). Essentials of Operations Management (2nd Edition), London: Pearson.
Core Chapters: 6, 7, 8 & 12,
- Other industry reports from your selected organisation.
Students should also consult the main academic journals in the field:
Production and Operations Management
Manufacturing & Service Operations Management
International Journal of Operations & Production Management
British Journal of Management
Harvard Business Review
Sloan Management Review
ARU GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS: LEVEL 6 – the Depth stage
Assessment criteria inform the assessment process by providing academic staff with a link between academic standards as set at the level of the award (these are defined in Section 2 of the Academic Regulations) and academic standards at module level. Assessment criteria are written in a language that is both generic and general, reflecting the Generic Learning Outcomes of ARU awards which, in turn, reflect the principal national reference point for academic standards, the Frameworks for Higher Education Qualifications of UK Degree- (FHEQ) (QAA, 2014). Awarding Bodies
Assessment criteria are not to be confused with marking schemes.
Assessment criteria identify student achievement of generic learning outcomes in the broadest possible terms by correlating three key variables - level of learning, marking standards, and student achievement - in a taxonomy of statements about assessment.
is as identified in the FHEQ and ARU’s level Academic Regulations, ranging from Level 3 (Access), through Levels 4-6 (Undergraduate) to Level 7 (Postgraduate). A separate table is provided for each of the five levels
are identified by means of a percentage scale covering the mark of 0% (zero) and ten mark bands: 1%-9%, 10%-19%, 20%-29%, 30%-39%, 40%-49%, 50%-59%, 60%-69%, 70%-79%, 80%-89% and 90%-100%. Select a company you are familiar with and one that is relevant to your degree in which you feel you have employability aspirations.. Marking standards are expressed as marking standards rows in the following tables.
consists of a hierarchy of descriptors which are used by markers to distinguish between grades of student achievement: student achievement
marking scheme is used at module level to inform the first marking and internal and external moderation of each item of assessment. Marking schemes identify the knowledge and skills which students must demonstrate to achieve the learning outcomes of the module and are used to calculate the total mark to be awarded for an individual item of assessment. ARU’s generic assessment criteria are intended to advise the writing of marking schemes, ensuring that they are broadly comparable across the institution.
A module marking scheme customises the ARU’s generic assessment criteria to fit a specific item of assessment for a module, identifying the basis on which marks are awarded. A marking scheme may range from the fairly general to the highly specific. In relatively open- ended assessments (e.g.: where students are asked to select one of a range of essay questions) a Module Leader would not necessarily expect to provide a detailed marking scheme specifying a ‘model answer’ to each specific essay question, but rather to provide a general marking scheme which identifies the characteristics of a good essay and can be applied to any of the essay questions set. The same would apply to many aspects of practice, performance or studio work. In contrast, less open-ended assessment tasks such as translation would require both a ‘model translation’ of the passage and a detailed marking scheme adapted to the specifics of the passage translated.
To facilitate consistency first markers constantly refer to the marking scheme when marking student work. They pass the marking scheme on to the internal moderator/second marker and eventually to the external examiner with student scripts. This enables all parties to understand the basis on which marks are awarded and lends a fundamental transparency to the assessment process. It should always be clear to the internal moderator and external examiner how marks have been determined. Critically discuss the main theories / concepts / frameworks AND you are also required to apply them by discussing real examples from your selected organisation.
Level 6 is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism.
Characteristics of Student Achievement by Marking Band for ARU’s Generic Learning Outcomes (Academic Regulations, Section 2)
Intellectual (thinking), Practical,
Affective and Transferable Skills
Achieves module outcome(s)
Exceptional information base exploring and analysing the discipline, its theory and ethical issues with extraordinary originality and autonomy. Work may be considered for publication within ARU
Exceptional management of learning resources, with a higher degree of autonomy/exploration that clearly exceeds the assessment brief. Exceptional structure/ accurate expression. Demonstrates intellectual originality and imagination.
Exceptional team/practical/professional skills. Work may be considered for publication within ARU
Outstanding information base exploring and analysing the discipline, its theory and ethical issues with clear originality and autonomy
Outstanding management of learning resources, with a degree of autonomy/exploration that clearly exceeds the assessment brief. An exemplar of structured/accurate expression.
Demonstrates intellectual originality and imagination.
Outstanding team/practical/professional skills
Excellent knowledge base that supports analysis, evaluation and problem-solving in theory/ practice/ethics of discipline with considerable originality
Excellent management of learning resources, with degree of autonomy/research that may exceed the assessment brief.
Structured and creative expression.
Excellent academic/ intellectual skills and practical/team/ professional/ problem-solving skills
Good knowledge base that supports analysis, evaluation and problem- solving in theory/ practice/ethics of discipline with some originality
Good management of learning resources, with consistent self-directed research.
Structured and accurate expression.
Good academic/intellectual skills and team/practical/ professional/problem solving skills
Sound knowledge base that supports some analysis, evaluation and problem-solving in theory/practice/ethics of discipline
Sound management of learning resources. Some autonomy in research but inconsistent. Structured and mainly accurate expression. Sound level of academic/ intellectual skills going beyond description at times. Sound team/practical/professional/problem-solving skills
A marginal pass in module outcome(s)
Adequate knowledge base with some omissions at the level of ethical/ theoretical issues. Restricted ability to discuss theory and/or or solve problems in discipline
Adequate use of learning resources with little autonomy. Some difficulties with academic/ intellectual skills. Some difficulty with structure/ accuracy in expression, but evidence of developing team/practical/professional/ problem-solving skills
A marginal fail in module outcome(s).
Satisfies default qualifying mark
Limited knowledge base. Limited understanding of discipline/ethical issues. Difficulty with theory and problem solving in discipline
Limited use of learning resources. Unable to work autonomously. Little input to teams.
Limited academic/ intellectual skills. Still mainly descriptive. General difficulty with structure/ accuracy in expression. Practical/ professional/problem-solving skills that are not yet secure
Fails to achieve module outcome(s) Qualifying mark not satisfied
Little evidence of knowledge base. Little evidence of understanding of discipline/ ethical issues. Significant difficulty with theory and problem solving in discipline
Little evidence of use of learning resources. Unable to work autonomously. Little input to teams. Little evidence of academic/ intellectual skills. Work significantly descriptive. Significant difficulty with structure/accuracy in expression. Little evidence of practical/professional/ problem- solving skills
Deficient knowledge base. Deficient understanding of discipline/ethical issues. Major difficulty with theory and problem solving in discipline. Select a company you are familiar with and one that is relevant to your degree in which you feel you have employability aspirations.
Deficient use of learning resources. Unable to work autonomously. Deficient input to teams. Deficient academic/intellectual skills. Work significantly descriptive. Major difficulty with structure/accuracy in expression.
Deficient practical/professional/problem- solving skills
No evidence of knowledge base; no evidence of understanding of discipline/ethical issues. Total inability with theory and problem solving in discipline
No evidence of use of learning resources. Completely unable to work autonomously. No evidence of input to teams. No evidence of academic/intellectual skills. Work wholly descriptive. Incoherent structure/accuracy and expression. No evidence of practical/professional/ problem-solving skills
Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (eg: answers the wrong question) and/or related learning outcomes