Organizations and People B628: Organizations and People: Solving Business Problems questions

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Question Description

Questions:
The TMA case is about solving business problems. The attached case “Solving Business Problems: The Case of Poor Frank” intends to illustrate in a small way the complexity associated with organizational or business problem solving. A second objective is to present a useful framework for keeping track of the bases that must be covered in the course of solving a business problem.
Question 1
Is the problem that Frank is facing is a bounded or unbounded problem? How did you think Frank was able to solve the problem? Support your discussion by reflecting on the problem-solving framework from B628 material and on the case (word limit: 1200 words).
Hint: You need to reflect on B628 course material to define bounded and unbounded problem and on the case study to discuss what Frank is facing and what action has he taken. CRITICAL discussion has to be provided on how Frank has solved the problem while implementing to your discussion and explaining the problem-solving framework from your course material.
Question 2
The type of decision you make as a manager will depend on your organization and your level of responsibility. There are certain steps that would help you choose the one best option among those you have.
Based on B628 course material, discuss the framework of comparing options and making choices. Apply the framework to the case and explain clearly the various options evaluated by Frank before arriving at the chosen option (s) (word limit: 1200 words).
Hint: You need not only to discuss the framework for comparing and making choices; when referring to the case you need to explain how Frank implemented the framework through the actions and decisions he has taken.
GENERAL INSTRUCTIONS FOR STUDENTS
1. Course material:
– Chapter 3: Problem solving and decision making.
2. Format:
Write your answers in essay format. You may, however, use bullet points, diagrams, tables, or any graphs to support your arguments.
3. Research:
In addition, although text books assigned in the course may be used freely as references, you are required to use a minimum of 2 external sources. It is recommended that you use scholarly studies found in the E-library link.
*** Words Count = 2400 words.
*** In-Text Citations and References using Harvard style.
*** I’ve uploaded attachments related to this assignment.
 
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Global Organisations LD7168 Comparing and contrasting International Management of Project Teams

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Module title: People Management in Global Organisations
Module code: LD7168
Assignment title: Comparing and contrasting International Management of Project Teams
Module tutor name(s): Diane Ellison
Assessment set by: (if not the module tutor)
Academic year:  2019/20
% Weighting (to overall module): 100%
Average study time required by student: 200 hours
Date of hand out to students: TBC
Mechanism to be used to disseminate to students: Instructions and guidance issued via eLP Module Site (Assessment Area).
Date and time of submission by student:  
TBC
Mechanism for submission of work by student: . 
Turnitin submission using the upload link for Final Submission, which will be provided on the Assessment page of the LD eLP Blackboard module site.
 
The front cover of the final submission is to only contain, and clearly identify (in this order, on separate lines): the module code and name; the student number; the word count; the total number of all figures and tables. 
Date by which work, feedback and marks will be returned to students: No later than 20 working days after the submission date.  These marks will be issued via Blackboard.
Mechanism(s) for return of assignmentwork, feedback and marks to students: Via Turnitin.

Assignment Brief:
The objective of these assignments is to undertake an extensive range of secondary research to review both the importance of the people element and the development and benefits of team development in project management with an emphasis on psychology, social sciences and organisational behaviour.
 
Formative Assessment: 15 minute in-class presentation.
Either individually or in self-selected and self-managed groups of up to three people select one country (other than the UK) and present research into their culture, legislation, organisational structure and governance.
The assessment will be presented in week 11 and will contribute to the  Module Learning Outcomes listed below. Detailed guidance will be provided.
 
Summative Assessment: Individual written assignment of 4000 words. 
 
From the results of the formative assessment and additional secondary research you will then individually address, critically evaluate and compare/contrast people management of the UK and your chosen country; addressing the three main aims of this assignment:
 

  • Firstly, select, critically review and reflect upon key theories, models and tools associated with individuals, groups, teams, management and leadership in international project-orientated contexts.
  • Secondly, to consider how self-awareness and sensitivity to the psychological, social and cultural factors may influence behaviour of self and others in project teams within an international focus.
  • Lastly, to critically evaluate a range of options available to improve team work in projects and to provide recommendations to improve team dynamics, trust and associated success in international projects.

Delivery: academaically written, with appropriate in-text citations and supporting references an assignment of 4,000 words.  To include a 200 word abstract (not included in the word count),introduction, critical review of theoretical elements, comparison of governernance, organisational structures, cultures and team building from two countries.
 
The assingment will be submitted and assessed electronically and addresses Module Learning Outcomes listed below.
 
Additional instructions to students: 
Throughout the Module there are discussions on aspects of international people management. In order to further equip you with topic specific knowledge and understanding, and help you develop your intellectual skills and abilities in this subject, you will expect that some elements in your paper will be informed by material issued by credible, relevant, professional institutes within Project Management (e.g. https://www.apm.org.uk/, http://www.ipma.world/, https://www.pmi.org/) as these organisations will be useful in highlighting current issues and offering supporting information.
It is envisaged that by undertaking such independent preliminary research, this may act as a prelude, generating future research interest which could be further developed individually, or in collaboration with peers or academic staff at the end of the module.
The paper is to be properly structured and supported through ‘academic’ research using appropriate and quality references which are cited correctly throughout. It is to conclude with an effective summary recording what is now ‘known’ in these selected areas. A separate references list must also be provided at the end of the document.
 
Further Information
Learning outcomes from the Module Descriptor/Specification: 

  • Define and evaluate selected key theories and concepts associated with the main characteristics, models  and processes of International People Management.
  • Critically evaluate selected key theories and techniques associated organization, organisational structures and management processes in relation to International People Management.

 
Intellectual / Professional Skills & Abilities:
 

  • Empowered with the knowledge, skills and abilities to create, participate in and effectively lead real and virtual project-orientated teams.
  • Critically review the literature on strategic management and engage with what others have written through evaluative discourse.

 
Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA)
 

  • Exhibit the professional ethics characteristics of a Northumbria University postgraduate student.  You will have the opportunity to reflect on how these are related to your own values and thus review your personal professional development plan.

 
 
Assessment criteria / marking scheme:
Abrstract: 200 word summary of the report (not included in total word count).  5%

  • Introduction: This will contextualise the topic of people management in a global organisation and positions the importance of people management in project teams. As well as concisely summarising and comparing global people management in order to justify the selection and importance of the chosen topic areas in the main subject matter. 5%
  • Relationship with existing literature: The paper should demonstrate a critical evaluation and review of the key theories, models and literature in the field, citing an appropriate range of literature from recognised academic sources. 25%
  • Critical and evaluative self-reflection: Consideration of self-awareness and understanding of psychological, social and cultural factors which influence behaviours in an international project team. 25%
  • Consideration and evaluation of options.  Criticacally evaluate the options generated and make recommendations to improve effectiveness of an international  project team. 25%
  • Communication and presentation: Attention should be paid to the clarity of expression and readability, including general structure and use of appropriate language and style for a professiona report. Care should be taken not to use inappropriate jargons or acronyms. 10%
  • General structure, formatting of the work and the references section (see below notes) in particular. 5% 

 
Referencing style: 

  • For this task, full academic referencing from any sources used is to be provided in the references section at the end of the assignment using the Harvard referencing style, where correct and working hyperlinks to the original source should also be created to allow the tutor to check these sources.
  • In-text referencing should also be undertaken using the Harvard referencing style.
  • The referencing technique for the Harvard Referencing style must follow the appropriate guidance contained within either the “Cite them Right” publication (Pears and Shields, 2008), or from http://www.citethemrightonline.com/ . Both of these resources provide consistent help and information about correct referencing technique and standards. In other words, everything should be traceable to the sources used.
  • Further assistance with academic reading, writing and referencing is available via Northumbria Universities Skills Plus web page.

 
Expected size of the submission:
https://www.northumbria.ac.uk/static/5007/arpdf/WordLimitsPolicyv2-2016

  • The work should be formatted using ‘Arial’ font, of font size ‘11’, with 1.5 line spacing.
  • The work shall be a maximum of 4000 words (which excludes the references/bibliography section). Plus 200 word abstract.
  • Figures (diagrams, illustrations, photographs etc.) and tables are welcome to support the text, but must be fully incorporated into the submission, integrated and following the text that fully explains why they are exhibited. 200 words will be counted for each separate figure/table used.
  • The work must form a structured and coherent whole. No contents page or superfluous front matter is required. Only a basic front sheet for the submission is to be provided, that identifies the student number (not name), the total number of words used (excluding references section), and the number of figures/tables used.
  • ‘Footnotes’/’Endnotes’ will be permitted, as they can offer sufficient value, providing, their use is minimal, sufficiently concise, and appropriate –  they offer only ‘clarifying’ information, or add ‘adjacent’ value to the sentences already written. In other words, they are not to be used to ‘hide’ words that would otherwise normally be expected to be contained within the main body of the text, and their use will be considered in accordance with the University policy regarding word limits.

 
 
 
 
The table below sets out the Universities policy regarding word limits:

Under the word limit No Penalty: In not making use of the full word count, students may have self-penalised their work. If students have been able to achieve the requirements of the assessment using fewer words than allocated, they will not be penalised.
Up to 10% over the word limit No Penalty: Situation flagged by tutor in feedback but over-run is tolerated and no deduction is made from the final mark.
More than 10% over the word limit The marker will stop reading when they judge that the word count exceeds the recommended word count by more than 10% i.e. for a 3000 word essay, the marker will read only the first 3300 words and will indicate on the text where they stop reading.
 
The content following this point will not be read and a mark will be awarded only for the content up to this point.

 
The full word limit policy is accessible here: https://www.northumbria.ac.uk/about-us/university-services/academic-registry/quality-and-teaching-excellence/assessment/guidance-for-students/
 
Academic integrity statement: You must adhere to the university regulations on academic conduct. Formal inquiry proceedings will be instigated if there is any suspicion of plagiarism or any other form of misconduct in your work. Refer to the University’s Assessment Regulations for Taught Awards if you are unclear as to the meaning of these terms. The latest copy is available on the University website.
https://www.northumbria.ac.uk/sd/central/ar/qualitysupport/asspolicies/
 
Failure to submit: The University requires all students to submit assessed coursework by the deadline stated in the assessment brief.  Where coursework is submitted without approval after the published hand-in deadline, penalties will be applied as defined in the University Policy on the Late Submission of Work.
https://www.northumbria.ac.uk/static/5007/arpdf/lateappr
 
Group Work: https://www.northumbria.ac.uk/static/5007/arpdf/aq/groupworkpolicy 
 
Academic Misconduct Policy: http://www.northumbria.ac.uk/static/worddocuments/ardocs/2124927/academicmisconductprocedure
 
Academic Registry Policy Home Page: https://www.northumbria.ac.uk/sd/central/ar/qualitysupport/asspolicies/
 
Anonymous marking: University policy requires that work be marked anonymously. In order to facilitate this, we request that only your student number is included on work submitted for summative assessment.
 
Feedback from Lecture about I told him am choosing Zambia as a country for my work
It’s about international human resource management and review whether or not it would be feasible for the UK approach to human resource management to be used in Zambia that’s the bottom line. is it transferable to Zambia and guessing maybe it’s probably not but you need to find evidence to tell me yay or nay?
if you think about yourself as providing the way a paper for the senior board of a company and company, the relevant doesn’t have to be with the company but look vice as to whether or not what approach would be recommended between the UK at the Zambia.
 
you need to look at some of the theories such as the difference in cultural differences so hofsted you need to look at the difference in the IHRM international human resource management options such as parent company host country third country which model could be used such as rooster was shen and has globalisation has an impact on the flexibility of the world markets, its quite range of topics but to give you a good review of the possibility and you then need to say right will we are setting up Zambia, we need to build a multinational multicultural project team and how’s the best way for doing that. So, it’s a big triangle inverted. Look at the differences and general information you’ve collected on Zambia coming right down to what your recommendations are for future compliance

 
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MSM 6633 Communication Project

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MSM 6633 Communication Project – START HERE
Integrating Literature to Develop an Approach to Effective Communication
(How to think about writing your communication paper)
Dr. Bandow
 
Theories and More
When you look at the communication project and if you are thinking “where do I begin?”, start here. Keep in mind that it is not necessary to read every page; instead, learn to pull only the information needed. I would recommend for each article is first to read the abstract, then read the implications/conclusions, and look at the figures and specific items if mentioned. This will save you time and allow you to pick out what you need as opposed to spending a lot of time reading an article and then determining you only needed one or two pages. Please keep in mind that communication in this class is NOT defined by technology, email, servers, software platforms or video conference calls (all examples); instead, communication is about sending information and receiving information by humans!  This is not a place to discuss IT, this is a place to discuss communication basics.
 
There are two basic theories that we use in this project although there can be many more – like social identity theory –  but let’s keep this simple. Look at the Welch & Jackson article (2007), this is a starting point for stakeholder theory because this explains a key element of stakeholder theory: instead of one large unidimensional group of people, stakeholder theory tells us that there are many different interests that are represented by people and we need to look at these diverse groups separately when we consider the best way to communicate in team or an organization. For example, management is not going to have the same group of interests as the front-line employees, and top leadership is not going to have the same focus as middle-management.  In addition, people in the different job functions (for example, sales, marketing, accounting, customer service, etc.) are going to have different views and perspectives on what they want to hear and what is important in communication, and this doesn’t even begin to mention the different personality attributes that everyone has. Therefore, multiple perspectives are necessary in communication, and the reason that stakeholder theory is included.  The second theoretical foundation is based on ethics and deals with why we should not be dishonest (manipulate or give incomplete information) in our communication (Harshman & Harshman, 1999).
 
Internal Corporate Communication Model
The Welsh & Jackson (2007) internal corporate communication model (Figure 3, page 186) identifies four separate areas that must be conveyed in any communication to employees. These include providing understanding and awareness to employees while creating commitment and a sense of belonging. These should be foundational to any effective communication effort.  For this course, when looking at the dimensions Welsh and Jackson provide on page 185 (Table 1), since this course is about teams we would focus on the second and third not necessary eliminate the first and fourth dimensions because they recognize peer-to-peer communication and project communication, but we would not completely ignore the second and fourth dimensions.  The goals of internal communication are listed on page 188 (Welsh & Jackson, 2007).  However, for this assignment consider all four elements in Figure 3.
 
Now that we know this, what comes next?  Continue in Welsh & Jackson (2007) and read pages 188 through 190. Commitment and communication occur in day-to-day management communication and ethical practices in the workplace.  A sense of belonging, the second element, allows people to develop an identity with their organization and people are motivated by a need for belonging. This exists in social situations including the workplace and is represented by social identity theory. This means internal communication can have an impact on the level to which employees identify with their organization and their attitude to support the organization.  What makes you feel like you belong to your organization?  This may include language, attitude, and ownership or a chance to improve any elements of the organization. This also can happen in day-to-day communication and it can be conveyed by practically any level of management or employee based on how they treat people and what they say to them. Positive identification with the organization can be very persuasive by emphasizing shared beliefs and values but we do not want to step over the line to manipulate because then this becomes an ethical issue.  Therefore, we must have ethics with communication because leadership should not be manipulating and controlling (among other possible things) internal stakeholders.
The third element is awareness of environmental change, the fourth element is understanding how change impacts the organization. Because all environments are dynamic in nature these are subject to change and never static at three separate levels: internal, micro and macro (Welch & Johnson, 2007). When leadership hides or misrepresents information, this is manipulation and is likely to create skepticism and diminished trust. This is also reflected in the Harshman & Harshman (1999) article about the need to build an ethical foundation with employees who found that a high positive correlation existed between performance problems and communication problems in organizations.
 
On page 190, Welch and Johnson (2007) explain that “….. Quality communication creates trust, that trust is an aspect of social climate and that consequently communication creates climate”.  These are all interrelated and when taken together from a positive perspective, this can help employees engage with their jobs.  Organizational culture, how conflict management is handled and attitudes of management in general can all have an impact on the communication climate. This is not about what is sent out an email, it’s not about what IT platform is used, or what brand of software we buy to enable communication; this is about how people treat each other, which is the foundation of good communication. IT is only the medium and it cannot compensate for weak organizational cultures, poor communication practices, and negative attitudes.
 
Ethical Considerations
Leadership arguably has a responsibility to share accurate communication which is the basis of building trust and credibility in organizations. Harshman & Harshman (1999) listed many problems with communication and organization such as one sided (primarily downward, or top-down), the processes in place, mistakes in facts, suppressing information, spreading rumors, and intentional or accidental distortion. Quality communication, as defined by the authors, means that employees are well informed and provided with believable information. One of the most important factors identified was the relationship between a manager and fellow employees/workers. When they are credibility problems, employees assume the worst, create their own interpretations, don’t believe what is told to them and stop listening. These conditions persist because there are inconsistencies in what is said and what is done which raises the trust issue; reliability is a key element of trust and inconsistency creates questions about credibility and reliability. There are also perceptions that leadership at the top “owns” and controls the information which supports the questions raised about how much leadership can be trusted. The ethics in this case suggests that management has a fiduciary responsibility to act only in the best interests of the organization which includes developing trust, minimizing cynicism and this applies to all parts of the organization, including communication. Poor practices such as giving limited information, misusing tools, not providing explanations or interpretations, and providing only good news all lead to suspicion. When there is no feedback loop between employees and upper management, there is no way to express concerns to management, and no way for management to be effective if they can’t listen to their own employees. Harshman & Harshman emphasize the need for safe feedback loops which provide an effective way to work with employees, or the lack of a feedback loop means leadership does not have critical information it needs. On page 15 as explained by Harshman & Harshman (1999, there is a list of areas that need to be addressed by management for building trust and credibility in communication, followed by the underlying values that are demonstrated with such activities, and then an explanation of the role of communication on page 16. Ethical practices are listed on page 17.  Hoogervorst & Koopman (2004) further and explain the systemic impact on employee behavior.
 
Kelly article (1999) emphasizes how vision plays an important role in organizational communication because it provides the foundation for all the organizational activities, the culture, and implementing appropriate communication. This means all the efforts of the organization are aligned with the vision and mission, no communication effort is random, because it is aligned with information necessary to achieve the vision and this serves to reinforce the values, support empowerment, and help build trust. Kelly (1999) also notes that some of the issues with communication come from assumptions that we all have the same perceptions, the same values, the same agendas and we agree on the same definitions. The second assumption is that to have effective communication we simply must get the mechanics right. Both simply are not true (as cited in Quirk, 1995), as communication is far more than simply delivering information and requires the recognition and alignment of differing perceptions, attitudes and views of ours and others. The second assumption supports the idea that we must share more context and not assume that technology itself is enough. For example, changes in the environment may require a change in the goals and this requires an explanation.
 
What does a Communication Plan Look Like?
This communication project includes developing your own leadership approach to communication. (You are developing a personal leadership communication plan.) Tennyson & Ray (2005) provide a good example of a simple yet effective corporate communication plan. Your assignment is not to create a corporate communication plan, but to create a plan that works for your team which should be shorter and less complex.  This merely provides you with an example of typical components should be when you are considering what you might need. Remember that a corporate communication plan is far more detailed and widespread than a plan you would need for your team.
 
When considering how to develop your leadership communication approach, select what you want to do, and then make recommendations – base recommendations on evidence from the gap analysis of the situation, pick out all areas discovered in the analysis that can be improved, and consider what the issues are in each case and how the elements in these instructions and the papers cited can address those issues.
Discuss questions such as these in your analysis, but be sure to develop your own based on the evidence: Is the upward feedback loop missing, broken, or working well? Can people participate in decision making? These are two important examples and often common issues in organizations, and must be considered in all cases – how can leadership get the information it needs without upward feedback? Are there attitudes or behaviors from management that are not appropriate? Are attitudes or behaviors by employees not appropriate? If so, what are the causes, based on the information available, and can they be addressed by the internal communication model, the ethics information, or by aligning the vision with communications? Is trust an issue, and if so, what specifically causes that? Is leadership sharing only part of the information?  Include all the issues identified – what would be the specific remedies, and what literature supports your recommendations? When making your recommendations, remember to be specific – for example, if the upward feedback loop is broken, what would you establish, or what would you fix, based on what the literature tells you?  If it already works well, why? Just If incomplete or distorted information is being shared, what needs to be established or amended to improve this, again, based on the literature? Could leadership be not acting on issues when they should be?    What have you learned from your own personal experience? Do not hesitate to look in the Troy library with word searches appropriate to your experience and find out what the experts say. You might be surprised how much is ‘out there’ to help you support your communication recommendations.
 
Finally, consider your own experience and look carefully at what you are considering for your communication paper – reflect on your experience and why you had negative or ineffective communication experiences, and consider what was good (and why) about the effective communication experiences.  Based on these papers, and other literature – expert advice, if you will – support your recommendations. What would you do to improve the ineffective experiences, and what was working (and why) in the positive experiences?
Please be sure to read the project instructions.
 
References
 
Harshman, E. F., & Harshman, C. L. (1999). Communicating with employees: Building on an
ethical foundation. Journal of Business Ethics, 19(1), 3-19.
 
Hoogervorst, J., van, d. F., & Koopman, P. (2004). Implicit communication in organisations: The
impact of culture, structure and management practices on employee behaviour. Journal of
            Managerial Psychology, 19(3), 288-311.
 
Kelly, D. (2000). Using vision to improve organisational communication. Leadership &
            Organization Development Journal, 21(1), 92-101.
 
Tennyson, P. A., & Ray, K. (2005). Creating a strategic communication plan THAT GATHERS
NO DUST.  American Water Works Association Journal, 97(1), 48-51,53-57,4.
 
Welch, M., & Jackson, P. R. (2007). Rethinking internal communication: A stakeholder
approach. Corporate Communications, 12(2), 177-198.
doi:http://dx.doi.org.libproxy.troy.edu/10.1108/13563280710744847
 

 
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Marketing & Building High Performance Organisations (MKT11109) Assessment Two

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Marketing & Building High Performance Organisations (MKT11109) Assessment Two
 
 
 
 
2,500 word report (+/- 10%) Contributing 50% to your final grade on the module Deadline: Wednesday 18th December by 1pm
 
 
 
Prior reading
 
You should read the “Quality Scotland – Celebrating 25 Years of Excellence” document, get to know your client Claire Ford, by reading an article and interview, have a sound appreciation of the Quality Scotland website and start to learn about the EFQM Excellence Model (2013) and its most recent version, 2019.
 
Report brief
 
Napier Consulting Partners have been appointed by Quality Scotland to help them with their goal to embed excellence and organisational sustainability across Scotland. You have been invited to act as a Business Consultant to work on the consultancy project outlined in this document. You will need to review the EFQM model in light of your understanding of ‘operational and SCM capability’ theory, principles and concepts and advise them on how best they can draw on this knowledge to further develop their offer to tourism businesses in Scotland. They have provided you with some context below, to demonstrate why they feel this is an important growth sector as well as the specific brief overleaf.
 
Context
 
 
Tourism is acknowledged by the Scottish Government as being “Scotland’s most important industry” and the vision for 2020 is ‘to be a destination of first choice for a high quality, value for money and memorable customer experience, delivered by skilled and passionate people.’
 
Latest figures indicate total overnight and day visitor expenditure in Scotland was around £8.9 billion in 2015 – this comprised of expenditure from overnight visitors of £4.9 billion and expenditure by day visitors of £3.9 billion. In 2015 Scotland attracted over 14.6 million visitors.
 
Spending by tourists in Scotland generates around £12 billion of economic activity in the wider Scottish supply chain and contributes around £6 billion to Scottish GDP (in basic prices). This represents about 5% of total Scottish GDP.
 
Employment in the tourism-related industries sector (as measured by the Scottish Government’s Tourism Growth Sector) in Scotland was 196,000 in 2014 – accounting for around 7.7% of employment in Scotland.
 
Extracts taken from ‘Tourism Scotland 2020’
https://scottishtourismalliance.co.uk/beyond-ts2020/
(Accessed: 12/8/19)
 
 
Assignment brief
 
Please respond to the task below, drawing on relevant theory, concepts and principles introduced between units 6 – 10 (operational/SCM capability):
 
 
How then, can Scotland’s tourism businesses ensure they consistently deliver excellence? If the Scottish Government vision for the tourism sector is to be achieved, then could the EFQM Business Excellence model provide a framework to support businesses to achieve this ambition as well as helping deliver their individual business results?
 

  • To help you to address the question above, select ONE organisation in the Scottish Tourism sector (SAMH SCOTTISH ASSOCIATION FOR MENTAL HEALTH) and draw comparisons with at least ONE other organisation(s) (SCOTTISH AUTISM) that has been recognised for embedding excellence and organisational sustainability. Your research and analysis should consider: –

 

  1. Explain briefly the nature of the selected organisation(s) (SAMH SCOTTISH ASSOCIATION FOR MENTAL HEALTH and SCOTTISH AUTISM) and the purpose that they seek to fulfil (it’s direction)

 

  1. “How” does the selected organisation(SAMH) intend to deliver on its purpose and its strategy (execution) in terms of: –

 

  1. Engaging its partners and suppliers: to build sustainable relationships & to ensure support to create sustainable value

 

  1. Having clearly defined key business processes that create and deliver value

 

  1. Manage successfully the delivery of lean & resilient business operations & supply chains, to drive performance and transformation (e.g. risk; innovation & technology; data, innovation & knowledge; assets & resources)

 

  1. “What” the selected company(SAMH) has actually achieved to date (results), to build a high performing organisation, in terms of: –

 

  1. Fulfilling its purpose and strategic objectives

 

  1. Achieving business benefits in terms of improving key business processes

 
Finally, from the research you have conducted and the knowledge you have learned of the EFQM Business Excellence model, offer recommendation(s) Quality Scotland (QS) could adopt to encourage organisations to adopt the use of the EFQM Business Excellence Model in the Tourism sector in Scotland to create and sustain Business Excellence.
 
 
 
The client and best student award
 
 
 
 
 
 
 
 
 
 
 
 
 
 
“Helping to embed excellence and organisational sustainability across Scotland”
 
 
The report must be addressed to Claire Ford, CEO of Quality Scotland and John Cannon, Account Director of Quality Scotland. You must consider the most appropriate presentational style and format that you would offer to a real client as a consultant. The marker will take this into account. An opportunity will be provided to the whole class to meet the client prior to submission but you must not contact them directly without permission of your tutor.
 
The report must be analytical and rigorous in application and underpinned with academic theory, principles and concepts learnt on the module. In all responses, you are encouraged to draw on real-business examples of recognised excellent organisations from the “Quality Scotland – Celebrating 25 Years of Excellence” and/or organisations that have achieved recognition from National/European/ Global bodies, studied as part of your own independent research.
 
Please note that the EFQM model has been updated for 2019. This assignment is concerned with building a high-performance organisation in terms of executing: strategy, businesses processes and creating sustainable value, as well as delivering strategic and operational results. Due to the “newness” of the updated model, little research will be available using the new model, so it is expected that you will draw on the extensive writings on the previous model, bearing in mind the areas that have been enhanced for 2019. For instance, in the 2013 model we are concerned with the enablers: strategy (criterion 2.b), and partnerships and resources (criteria 4) and processes, product and services (criteria 5). In the 2019 model, these have been retitled under the category of ‘execution’:
 

  • Engaging stakeholders is made more explicit – we are concerned with criterion 3.5:

 

  • Partners & Suppliers: Build relationships & ensure support for creating sustainable value

 

  • Creating Sustainable Value (criterion 4):

4.1 Design the Value & How it is Created
4.2 Communicate & Sell the Value
 
4.3 Deliver the Value
 
4.4 Define & Implement the Overall Experience
 

  • Driving Performance & Transformation (criterion 5) 1 Drive Performance & Manage Risk

 
5.2 Transform the Organisation for the Future
 
5.3 Drive Innovation & Utilise Technology
5.4 Leverage Data, Information & Knowledge
 
5.5 Manage Assets & Resources
 
The authors of the five highest awarded reports will have an opportunity to share their reports with the client and discuss the implications of their findings and recommendations. Following this, an overall winner will be selected by Quality Scotland, to be awarded a certificate at the Edinburgh Napier University graduation ceremony.
 
Report specifications
 
Your report should follow the Napier Consulting Partners preferred house-style for reports, outlined in a separate document on Moodle. The length is 2,500 word report (+/- 10%) excluding title page, content page, tables/figures, references and appendices. An Executive Summary is expected, included in marking scheme, and to be included in word count.
 
Marking criteria
 
 
Your submission will be marked against four criteria: comprehension, analysis, critique and presentation and aligned to the University’s postgraduate scale (assessment grade banding). Further detailed guidance is provided on Moodle. It is important to note the specific weightings to each
 
 
question, so you can reflect this in the way in which you structure the report to maximise your potential to gain marks. They are as follows:
 

Criteria   Link to task Weighting  
  EFQM contribution Nature and purpose of the Organisation 10%  
  to delivering Delivery of strategy in terms of its 40%  
Comprehension excellence operational/SCM capability    
& Analysis Executive Summary – clearly defined purpose, findings and 10%  
  recommendations      
  Recommendations (with demonstrable links to findings/analysis) 15%  
Critique – including integration of academic & industry sources to support clear & 15%  
concise findings/analysis, leading to purposeful recommendations    
Presentation – Styled appropriately & professionally to client in a traditional report    
format; clarity of argument; Clear & concise structure; strong reference list; 10%  
appropriate use of tables and figures; sound spelling & grammar and presentation of  
   
information; proof-read      

 
You are expected to demonstrate strong critical thinking and analytical reasoning at postgraduate level. In addition to this, we expect students to clearly understand the requirements of academic report writing. Please make sure you are clear on these requirements and seek advice as required (see “feedback” section and “preferred house style for reports” for further guidance).
 
Submission
 
All work must be submitted to Turnitin via Moodle for electronic marking by the deadline stated on page 1. It is not necessary to provide a hard copy. Failure to do so on time will result in your submission being capped at a P1 grade. Your submission must be accompanied by the front cover declaration that this is your own work being submitted for academic credit. Plagiarism is academic misconduct and any instances found will be referred to the Academic Misconduct Officer (ACO).
 
Fit to sit
 
If you feel that you have “extenuating circumstances” that impact your studies, then you may follow the “fit to sit” process and gain help. Extension requests can be made to the Module Leader, prior to the deadline and using the appropriate RE1 form. Details, guidance and form can be obtained at: my.Napier.ac.uk.
 
Feedback
 
You are encouraged to raise questions in tutorials and via the Moodle discussion board regarding the assignment and how you will be assessed. Staff office hours are noted on Moodle. Additional opportunities include:
 

  • Formative assessment opportunity – You are also invited to obtain early feedback from a Napier Consulting Senior Consultant in the form of a 1 page outline of your report. Please bring a copy to the tutorial and at least one afternoon will be made available for 1:1 feedback. These will not be formally assessed but it is expected that you will use the feedback to improve your final submission. Further details on Moodle.

 

  • Ongoing academic and skills support – The University offer extensive academic support resources and workshops to help you with report writing, academic writing and skill development. See: study skill guides on the University website, Napier for report writing and library resources.
 
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