Describe a suitable management model for your chosen business/organisation bringing out the underlying theories, proponents of the theories and the unique characteristics of that management model.

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FDN005

ASSIGNMENT BRIEF FDN005 Term 2 

TASK 1

Select one of the two business contexts options below a/ A Government Organisation

b/ A High Volume public/private sector organisation

Describe a suitable management model for your chosen business/organisation bringing out the underlying theories, proponents of the theories and the unique characteristics of that management model. (50%)

TASK 2

For your chosen organisation type in Task 1, conduct an analysis of the macro environment of its operations, discussing at least 3 factors under the PESTEL acronym

Remember to use practical examples in your analysis. (50%)

Please note that the total word count for the two tasks should be 2000, plus or minus 10%. All questions carry equal marks. Students must therefore seek to apportion their answers for the two questions equally

Assessment Criteria

 

Categories

 

Grade

Relevance

Knowledge

Analysis

Argument and Structure

Critical Evaluation

Presentation

Reference to Literature

 

 

86 –

The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification.

 

There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that

100%

the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation

 

or discourse.

76-85%

The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent

 

evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent

 

in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.

 

The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There

 

is clearly articulated evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the

70 –

75%

standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.

 

Directly relevant to

A substantial

Good analysis,

Generally coherent and

May contain some

Well written, with

Critical appraisal of up-to-

 

the requirements

knowledge of

clear and orderly,

logically structured, using

distinctive or

standard spelling

date and/or appropriate

60 –

69%

of the assessment

relevant material,

showing a clear

with consistent

links from

an  appropriate  mode of

argument              and/or

independent thinking;

may begin to

and grammar, in a

readable style with

literature. Recognition of

different perspectives.

 

 

grasp of themes,

analysis to

theoretical mode(s)

formulate an

acceptable format

Very good use of source

 

 

questions and

solutions of

 

independent position

 

material. Uses a range of

 

 

issues therein

problems in a

 

in relation to theory

 

sources

 

 

 

work context.

 

and the application of

 

 

 

 

 

 

 

practice in a work

 

 

 

 

 

 

 

context.

 

 

 

 

 

50 –

59%

Some attempt to address the requirements of the assessment: may drift away from this in less focused passages

Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance

Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose, and which does not consistently link analysis to solutions of problems in a work-based context.

Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms

Sound work which expresses a coherent position and evaluates appropriateness of approaches to problem-solving in a work context only in broad terms and in uncritical conformity to one or more standard views of the topic

Competently written, with only minor lapses from standard grammar, with acceptable format

Uses a variety of literature which includes some recent texts and/or appropriate literature, though not necessarily including a substantive amount beyond library texts. Competent use of source material.

 

40 –

 

49%

Some correlation with the requirements of the assessment but there are instances of irrelevance

Basic

 

understanding of the subject but addressing a limited range of material

Largely descriptive or narrative, with little evidence of analysis which links to solutions of problems in a work-based context.

A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence

Some evidence of a view and a very basic evaluation of the appropriateness of approaches to problemsolving in a work context starting to be formed but mainlyderivative.

A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader

Some up-to-date and/or appropriate literature used. Goes beyond the material tutor has provided. Limited use of sources to support a point.

 

35 –

Relevance to the requirements of

A limited understanding of a

Heavy dependence on

 

Almost wholly derivative: the writer’s

Numerous

Barely adequate use of literature. Over reliance

 

 

39%

the assessment may be very intermittent, and may be reduced to

its vaguest and

narrow range of material

description, and/or on paraphrase, is common, poor

evidence of

Little evidence of coherent argument:                     lacks development and may be

 

repetitive or thin

contribution rarely goes beyond simplifying paraphrase and does

not adequately

deficiencies in expression and presentation; the writer may achieve

 

clarity (if at all) only

on material provided by the tutor.

 

least challenging

 

linking analysis to

 

evaluate the

by using a simplistic

 

 

terms

 

proposed

 

appropriateness of

or repetitious style

 

 

 

 

solutions of

 

different approaches

 

 

 

 

 

problems in a

 

to solving problems in

 

 

 

 

 

work-based

 

a work context.

 

 

 

 

 

context.

 

 

 

 

 

The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied - For Compensation consideration.

30 –

The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.

 

 

34%

 

15-29%

The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.

 

 

0-14%

The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.

 

 

 

 

 


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