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Provide a critical examination of the models and tools organisations can use to analyse their internal and external environment. Review a strategic plan for a real organisation of your choice.

BMP6002 Strategic Management

Module Number: BMP6002

Module Name: Strategic Management

Year/Trimester: 2021-22/Semester 1

Assessment Number       

1

Assessment Type (and weighting)

Individual Report - 50% (2500 words)

Assessment Name

Strategic Planning

Assessment Submission Date

 

Learning Outcomes Assessed:

LO2: Evaluate external and internal environmental factors which impact on strategy

LO3: Critically review an organisation`s strategic plan.

Assessment Brief:

Provide a critical examination of the models and tools organisations can use to analyse their internal and external environment. Review a strategic plan for a real organisation of your choice.

You should address the following issues:

  1. An introduction including a definition of strategic management.
  2. A critical assessment of the process used by organisations to determine their strategy.
  3. A critical evaluation of the impact of internal and external environmental variation on organisational strategy.
  4. A review of an organisation’s strategic plan (Business Plan), providing an action plan for the organisation on the basis of a change in either the internal OR external environment. (The Business Plan should be included as an Appendix)

Secondary Research Source Requirements at Level HE6 - It is expected that the Reference List will contain between fifteen to twenty sources. As a MINIMUM the Reference List should include three refereed academic journals and five academic books.

Assessment Preparation and Submission:

See section 11 of the module guide for Guidelines on the Preparation and Submission of Assignments.

Additional Submission Instructions:

You are required to submit a soft copy via “Turn-it-in UK” on the module Moodle page. The software will allow you to check your work against other material on the internet. It will also compare your work against other students work.

You will be able to upload drafts of your written work into turn-it-in as many times as you wish before the deadline.

You will not be able to overwrite the final submission after the deadline. You can only submit a single file.

Specific Assessment Criteria: (See Page 3 for General Assessment Criteria)

Excellent (70%+): The report will be to a high standard and will reflect the effective application of extensive reading.  They will address the specific issues outlined in the assignment brief about Strategic Management theory and process.  The report will contain minimal errors in spelling and grammar and will be accessible to readers from a range of cultural and social backgrounds.

Very Good (60 – 69%): The report will cover the salient points. The presentation will be very clear and informative. The report is very well written and presented in a structured and readable style.

Good (50 – 59%): The report will cover the salient points. The presentation will be clear and informative. The report is well written and presented in a structured and readable style.

Satisfactory (40-49%):  A reasonable attempt will be made to prepare and deliver the report but will be under-developed and will not reflect effective teamwork.

Unsatisfactory (1-39%): Students who do not meet the requirements of a pass grade (40% or above) will not successfully complete the assessment activity.

General Assessment Criteria - Level HE6

 

%

Relevance

Knowledge

Argument/Analysis

Structure

Presentation

Written English

Research/Referencing

Class I
(Exceptional

Quality)

85-100%

 

 

 

 

Directly relevant to title.  Expertly addresses the assumptions of the title and/or the requirements of the brief.

 

Demonstrates an exceptional knowledge/understanding of theory and practice for this level. Demonstrates the ability to expertly identify and critically appraise the most important issues, themes and questions. Demonstrates originality in conceptual understanding.

Makes exceptional use of appropriate arguments and/or theoretical models.

Presents an exceptional critical evaluation of the material results in clear, logical and insightful conclusions. Demonstrates distinctive or independent thinking.

Coherently articulated and logically structured.

An appropriate format is used. 

The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP).

An exceptionally well written answer with standard spelling and grammar.

Style is clear, resourceful and academic.

 

Sources accurately cited in the text.

An extensive range of contemporary and relevant references cited in the reference list in the correct style.

Class I
(Excellent

Quality)

70-84%

 

 

 

Directly relevant to title.  Addresses the assumptions of the title and/or the requirements of the brief.

 

Demonstrates an excellent knowledge/understanding of theory and practice for this level.

Demonstrates the ability to identify and critically appraise the most important issues, themes and questions.

Makes creative use of appropriate arguments and/or theoretical models. Demonstrates some distinctive or independent thinking.

Presents an excellent critical evaluation of the material results in clear, logical and illuminating conclusions.

Coherently articulated and logically structured.

An appropriate format is used. 

The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP).

An excellently written
answer with standard spelling and grammar.

Style is clear, resourceful and academic.

 

Sources accurately cited in the text.

A wide range of contemporary and relevant references cited in the reference list in the correct style.

Class II/i
(Very Good Quality)

60-69%

Directly relevant to title. Addresses most of the assumptions of the title and/or the requirements of the brief.

Demonstrates a very good knowledge/understanding of theory and practice for this level. Demonstrates the ability to identify and critically appraise key issues, themes and questions.

Uses sound arguments or theoretical models. Presents a sound critical evaluation of the material resulting in clear and logical conclusions.

Logically constructed in the main.

An appropriate format is used. 

The presentational style & layout is correct for the type of assignment. Effective inclusion of FTP.

A very well written answer with standard spelling and grammar. Style is clear and academic.

 

Sources accurately cited in the text and a wide range of appropriate references cited in reference list in the correct style.

Class II/ii
(Good Quality)

 

50-59%

Generally, addresses the title/brief, but sometimes considers irrelevant issues.

Demonstrates a good knowledge/understanding of theory and practice for this level through the identification and critical appraisal of some key issues, themes and questions.

Presents largely coherent arguments. Evidence of attempted analysis and critical evaluation, with some descriptive or narrative passages. Conclusions are fairly clear and logical.

For the most part coherently articulated and logically structured. An acceptable format is used.

The presentational style & layout is correct for the type of assignment. Inclusion of FTP but lacks selectivity.

Competently written with minor lapses in spelling and grammar. Style is readable and academic in the main.

 

Most sources accurately cited in the text and an appropriate reference list is provided which is largely in the correct style.

Class III
(Satisfactory Quality)

40-49%

Some degree of irrelevance to the title/brief. 

Superficial consideration of the issues.

Demonstrates an adequate knowledge/understanding of theory and practice for this level. An attempt is made to critically appraise some key issues, themes and questions.

Presents basic arguments but focus and consistency lacking in places. Issues are vaguely stated.

Descriptive or narrative passages evident which lack clear purpose. Conclusions are not always clear or logical.

Adequate attempt at articulation and logical structure.

An acceptable format is used.

The presentational style & layout is largely correct for the type of assignment.

Inappropriate use of FTP or not used where clearly needed to aid understanding.

Generally, competently written although intermittent lapses in grammar and spelling pose obstacles for the reader. Style limits communication and is non-academic in a number of places.

Some relevant sources cited.

 

Some weaknesses in referencing technique.

Borderline

Fail

 

35-39%

 

Significant degree of irrelevance to the title/brief.

Only the most obvious issues are addressed at a superficial level and in unchallenging terms. 

Demonstrates weaknesses in knowledge of theory and practice for this level. Key issues and themes not identified or appraised.

 

Limited argument, which is descriptive or narrative in style with little evidence of analysis. Conclusions are neither clear nor logical.

Poorly structured.

 

Lack of articulation.

Format deficient.

For the type of assignment, the presentational style &/or layout is lacking.

FTP ignored in text or not used where clearly needed.

Deficiencies in spelling and grammar makes reading difficult.

Simplistic or repetitious style impairs clarity.

 

Style is non-academic.

Limited sources and weak referencing. 

Fail

 

<34%

 

Relevance to the title/brief is intermittent or missing.

 

The topic is reduced to its vaguest and least challenging terms. 

Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of understanding.

Inadequate arguments and no analysis.

Descriptive or narrative in style with no evidence of critique.

Conclusions are sparse.

Unstructured.

 

Lack of articulation. Format deficient

For the type of assignment, the presentational style &/or layout is lacking.

FTP as above.

Poorly written with numerous deficiencies in grammar, spelling and expression.

Style is non-academic.

An absence of academic sources and poor referencing technique.

 

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