PROVISIONAL SUBJECT TO EXTERNAL EXAMINER APPROVAL Hand in location:(tick as appropriate) Stoke Turnitin via Moodle ü ASSIGNMENT DETAILS Course:BA (Hons) Business Management Module Title:MEASURING SUCCESSModule Code:BUSM60002Assignment Title: Individual Digital PosterIndividual Report Weighting: Poster 30% Report 70% Module Lecturer:Syed JafriWord Guideline: A3 Poster 600 words Report 1900 words Assignment Timetable: Date Set:20 January 2021Submission Date and Time: Poster Monday 22 March 2021 11:59pm Report Monday 10 May 2021 11:59pm Expected Return: Poster Monday 19 April 2021 Report Tuesday 8 Jun 2021 Learning Outcomes (LO) to be Assessed: LO1. Critically analyse and evaluate success measures applied by various business enterprises to meet stakeholder expectations LO2. Apply a balanced scorecard approach to measure an organisation’s success in non-financial areas LO3. Apply data analysis techniques to measure organisations’ financial performance Assignment set by:Syed JafriAssignment verified by: Verification Panel Assessment Brief for Semester 2 – 2020-21 Part 1: An individual digital poster. 600 words Weighted 30% LO2 Due – Monday 22 March 2021 You are required to create a poster to show the application of the Balanced Scorecard to measure an organisation’s success in the three non-financial areas. You will choose one from the following organisations: Staffordshire UniversitySignal RadioStoke City or Port Vale Football ClubEmma Bridgewater or Portmerion Pottery You will consider the following: The Internal Business Process PerspectiveThe Learning and Growth PerspectiveThe Customer Perspective Part2: An individual report. 1900 words Weighted 70% LO1 & 3 Due Monday 10 May 2021 Using the case study uploaded on BlackBoard, you are required to produce a business report that critically analyses and evaluates the performance of Soulful Confection from the perspectives of its stakeholders. By applying a variety of performance management tools, you will analyse financial and non-financial data for the company. This includes but is not limited to: Triple Bottom LineRatio AnalysisKPIsCSR PyramidCompetitor AnalysisBalanced Scorecard Maximum Word Length: 600 + 1900 = 2500 words State the number of words used on the assignment front sheet. You may include diagrams and figures without word penalty. However, all other words, including in those in a table, will count. Your table of contents, reference section and appendices do not count. A sliding scale of penalties for excess length will be imposed according to the amount by which the limit has been exceeded. 1-10% excess no penalty 11-20% excess 10% reduction in the mark 21-30% excess 20% reduction in the mark 31%+ excess the work will be capped at a pass NB. None of the above penalties will be used to change your mark which is above the pass mark, to one that is below the pass mark. Therefore, the maximum penalty for exceeding the word limit will be a reduction to a pass grade. Note: Title, reference list, appendices, tables (succinct with bullet points), graphs and figures used within the main body of the report are excluded from the word count. Useful Information: Library resources, study and research skills: http://libguides.staffs.ac.uk/libraryresources/ Exceptional Circumstances: https://www.staffs.ac.uk/legal/policies/exceptional-circumstances-procedure.jsp https://www.staffs.ac.uk/support_depts/info_centre/handbook/exceptional/ Regulations: https://www.staffs.ac.uk/legal/policies/Acadregs.jsp Academic Conduct: https://www.staffs.ac.uk/legal/policies/academic-conduct-procedure.jsp Module Code BUSM 60002 Module Title: Measuring Success Generic Undergraduate Assessment Criteria Level 6 Learning OutcomeFirst classUpper secondLower secondThirdFail90-100%80-89%70-79%60-69%50-59%40-49%30-39%20-29%Below 20%Knowledge and Understanding Learning EnquiryExceptional Answer demonstrating a highly detailed understanding of the issues and methodologies, concepts, theories and/or data and its inter- relationship with other fields of study; clear appreciation of the uncertainty, ambiguity and limits of knowledge. Exceptional presentation and evaluation of qualitative and quantitative data.An outstanding answer demonstrating a detailed understanding of the issues and methodologies, concepts, theories and/or data and its inter-relationship with other fields of study; awareness of the uncertainty, ambiguity and limits of knowledge. Excellent presentation and evaluation of qualitative and quantitative data.Excellent knowledge and understanding of the issues and methodologies, concepts, theories and/or data and its inter-relationship with other fields of study; clear awareness of the limits of knowledge. Very good presentation of qualitative and quantitative data.Very good knowledge and understanding of the issues and methodologies, concepts, theories and/or data and its inter-relationship with other fields of study. Some understanding of limits of knowledge. Good presentation and evaluation of qualitative and quantitative data.Systemic knowledge and understanding of the issues and methodologies, concepts, theories and/or data and its inter-relationship with other fields of study. May contain minor errors and/or discussion of irrelevant issues. Adequate presentation and evaluation of qualitative and quantitative data.Satisfactory knowledge and understanding of the key issues raised by the question; coherent knowledge and understanding of its inter- relationship with other fields of study. Limited presentation and evaluation of qualitative and quantitative data.Unsatisfactory, but shows a limited grasp of some relevant issues. Limited awareness of ambiguity of knowledge, or ability to present, evaluate and interpret qualitative and quantitative data.An attempt to answer the question, but without any significant grasp of material or appropriate skills. Minimal application of knowledge or use of information.No answer offered; or an answer which is totally irrelevant or fundamentally wrong. Shows some evidence of having benefited from the course.Analysis Application Problem SolvingOriginal, independent thinking, rigorous argument and an impressive use of evidence. Thorough and accurate analysis of subject with evidence of breadth and depth of study. Excellent application of theory to problem.Outstanding analysis displaying independent thought and strong, well-organised argument and highly competent application of evidence and theory to solve problems.Excellent analysis displaying independent thought and strong and well-organised argument, competent application of evidence and theory to solve problems.A very good analysis and well- organised argument, very well supported by evidence. Evidence applied well to provide solution to problems.Good analysis and argument, well supported by evidence. Good application of evidence and theory to solve problem.Arguments and analysis adequate, accurate and supported by evidence, but may be superficial or limited. Some application of evidence and theory to solve problem.Argument and analysis may be illogical, irrelevant, or contradictory in places and/or unsupported by evidence. Limited application of evidence and theory to solve problem.Brief, irrelevant or deficient argument and analysis; unsubstantiated generalisations. Little or no attempt to draw conclusions. Little or no attempt to apply evidence and theory to solve problem.Absence of analysis and argument. No evidence of application of knowledge to solve problem. Or no answer offered.Communication ReflectionExceptionally effective communication skills appropriate to the level of study, task, audience and discipline. Exceptional demonstration of managing own learning and initiative, learning ability, qualities or skills necessary for employment.Extremely effective communication skills appropriate to the level of study, task, audience and discipline. Excellent demonstration of managing own learning and initiative , learning ability, qualities or skills necessary for employment.Highly effective communication skills appropriate to the level of study, task, audience and discipline. Extremely good demonstration of managing own learning and initiative, learning ability, qualities or skills necessary for employment.Very effective communication skills appropriate to the level of study, task, audience and discipline. Good demonstration of managing own learning and initiative, learning ability, qualities or skills necessary for employment.Effective communication skills appropriate to the level of study, task, audience and discipline. Demonstration of learning ability, qualities or skills necessary for employment.Generally satisfactory communication skills appropriate to the level of study, task, audience and discipline but with evident weaknesses. Adequate demonstration of learning ability, qualities or skills necessary for employment.Unsatisfactory communication skills appropriate to this level of study. Poor level of learning ability, qualities or skills necessary for employment.Some evidence of communication skills appropriate to this level of study.Limited or no evidence of the communication skills appropriate to this level of study. Limited or no evidence of managing own learning or initiative.Professional Requirement (Not usually weighted and usually a pass/fail component of assessment)Meets the competencies or standards of proficiency required by professional/ statutory or regulating bodies.Meets the competencies or standards of proficiency required by professional/ statutory or regulating bodies.Meets the competencies or standards of proficiency required by professional/ statutory or regulating bodies.Meets the competencies or standards of proficiency required by professional/ statutory or regulating bodies.Meets the competencies or standards of proficiency required by professional/ statutory or regulating bodies.Meets the competencies or standards of proficiency required by Professional/ statutory or regulating bodies.Fails to meet the competencies or standards of proficiency required by professional/ statutory or regulating bodies.Fails to meet the competencies or standards of proficiency required by professional/ statutory or regulating bodies.Breach of confidentiality of individuals/ organisations from a practice learning setting.
