ssessment 2: Prepare a Business Case

This document supplies detailed information on assessment tasks for this unit. This is a group assignment, which requires you to work in a group of 3 – 4 students, to prepare a business case
Key Information

• Due: Monday, 20 May 2019, 23:59 pm (AEST)
• Weighting: 30%
• Word count: 3,500 words

Assurance of Learning

This assessment assesses the following Unit Learning Outcomes (ULO) and related Graduate Learning Outcomes (GLO):

Unit Learning Outcome (ULO)	Graduate Learning Outcome (GLO)
ULO 1: Develop the business case to motivate an IT investment for organizations	GLO 1: Discipline-specific knowledge and capabilities: appropriate to the level of study related to a discipline or profession  GLO 2: Communication: using oral, written and interpersonal communication to inform, motivate and effect change

Purpose: Opportunity for Further Investment-

Refer to the same case study used in Assessment 1: A Transition Towards a Data-Driven Business Model (DDBM): A Case Study of Nettavisen Online Newspaper Publishing Case
Nettavisen is not faced with the burden of a legacy print business and continues to push the boundaries of online exploration by pursuing disruptive business models. These disruptive business models have been extremely successful, as Nettavisen captured a large market share early on, and was consistently one of the top-three online news sites in Norway. The boundaries between exploitation and exploration that define the ambidexterity strategy are composed of five distinct but interrelated dimensions: technology, market, product, resources, and process and business model. Digital media is highly dynamic, which means front-runners face a persistent need for exploration. Nettavisen’s current strategy suggests the shift to a DDBM that can capture audience imagination through creativity and innovation. Furthermore, Nettavisen is able to compete with other social media companies such as Facebook and Google. Although, they have advanced by realising the potential value of data to drive revenues, Nettavisen aims to stop the data leakage from the Norwegian market. Nettavisen leverages its own data sets, combined with other external big data sets, to drive focused, embedded analytics apps and therefore improve editorial decision-making and advertising revenues.
In their constant battle for exploration strategies, how does the current data-driven business model (DDBM) help Nettavisen continue to compete with legacy-news publishers and new media players such as Facebook and Google? What are the other DDBMs that Nettavisen should pursue?

Instructions

Your team has been tasked with the job of exploring other DDBMs for Nettavisen to leverage data and analytics to outperform legacy news publishers and social media players such Facebook and Google You have been asked to produce a business case to enhance their current DDBM with further investments in big data-based strategy and business models. Identify two highly attractive opportunities for further investments in big data and analytics.
The DDBM innovation blueprint (see Figure 2 in the case document), together with the corresponding six fundamental questions of developing a data-driven business, will allow you to follow a step-by-step process to construct a proposed DDBM for Nettavisen:

• What does Nettavisen want to achieve by using big data?
• Who are the customers/users for this DDBM?
• What are the key data sources and key activities for this DDBM?
• How can Nettavisen monetise this DDBM and generate revenues?
• What are the barriers that Nettavisen should consider when pursuing this DDBM?

Your job is to write a convincing business case that provides sound argumentation for choosing a DDBM to respond to digital disruptions in Nettavisen’s turbulent industry context. The business case should assist the management to foresight future revenue models.

Structure

The business case should be guided by the 6-step “Framework for Business Cases” outlined during the Livestream class (this will be covered in Course 3, Week 1 on FutureLearn).
This assessment should be structured as a report. For further support information about Report Writing, refer to the following website: https://www.deakin.edu.au/students/studying/study-support/academic-skills/report- writing.

Formation of Groups

You are required to work in groups of 3 or 4. Once you have organised who is in your group, you will need to enrol in a group for yourself. To access and enrol in a group, click on the following link: https://d2l.deakin.edu.au/d2l/lms/group/user_group_list.d2l?ou=764657
To enroll into a group please liaise with your group members and pick an empty group to enroll into. Do NOT join a group randomly nor without seeking the original group member permissions.
Please note: You MUST enrol into a group by Wednesday, 10 April 2019.
If you have NOT enrolled into a group by this date, the Unit Teaching team will place you in a group, and no
discussion will be entered into to transfer into another group. The Unit Teaching Team’s allocation is final.

Evaluation of Group Work

You will be given an opportunity to evaluate group members on their contribution to this assessment task. Please use the group contribution form (pg 6 in this document), which needs to be attached at the end of your business case for submission.

Rubric

Read the rubric that is located at the end of this document carefully as it outlines what criteria your assessment will be evaluated on.

Live Stream Class

We will discuss the assessment in more detail during the Live stream class this week. You will have an opportunity to ask questions and post questions around the assessment as your pre-seminar activity in the Future Learn platform

• Date: Tuesday, 2 April 2019 (5-7 pm AEDT).
• Venue: Refer to the Future Learn platform for the Live stream class

Assessment Information

Useful Resources

Refer to the reading list for Course 3 for readings that are relevant for this assessment task (https://rl.talis.com/3/deakin/lists/3AC2AAB7-BAB1-39A3-1248-999CC7937FC9.html).

Further Readings:

• Birkinshaw, J., & Gupta, K. (2013). Clarifying the distinctive contribution of ambidexterity to the field of organization studies. Academy of Management Perspectives, 27, 287–298.
• Brownlow, J., Zaki, M., Neely, A., & Urmetzer, F. (2015). Data and analytics—data-driven business models: A blueprint for innovation. Retrieved from http://www.cambridgeservicealliance.org/uploads/downloadfiles/2015%20March%20Paper%20-

%20The%20DDBM-Innovation%20Blueprint.pdf

• Hartmann, P. M., Zaki, M., Feldmann, N., & Neely, A. (2014). Big data for big business? A axonomy of data-driven business models used by start-up firms. Retrieved from http://www.cambridgeservicealliance.org/up- loads/downloadfiles/2014_March_Data%20Driven%20Business%20Models.pdf
• Markides, C. (2013). Business model innovation: What can the ambidexterity literature teach us?

Academy of Management Perspectives, 27(4), 311–323.

• O’Reilly, C. A., & Tushman, M. L. (2004, April). The ambidextrous organization. Harvard Business Review,

74–83.

Submission Details

1. The assignment should be submitted as a Microsoft Word document named after one of the group members FirstName_LastName_GroupNumber (e.g. docx). Only one submission per group required.
2. Group Contribution Form must also be attached as the last page of your (Assessments without this form will not be assessed).

The assessment must be submitted by the due date electronically via Future Learn.

Turnitin

The assessment must be completed/submitted by the due date electronically through Turnitin. There is a designated step within Future Learn providing the links to do this.
Each group is to submit one copy of the assignment only. When submitting electronically, you must check that you have submitted the work correctly by following the instructions provided in Future Learn.
Please note that hard copies or copies via email will NOT be accepted or part of the assignment submitted after the deadline or via email. If the assignment is submitted late, we will apply penalty deductions of the assignment mark.

Extension Requests

No extensions will be considered for this assessment unless a written request is submitted and negotiated with the Unit Chair at least 48 hours before the due date. It is student’s responsibility to keep backups of the assignment
Requests for extensions should be made to Unit/Campus Chairs well in advance of the assessment due date. If you wish to seek an extension for an assignment, you will need to apply by email directly to the unit email (flm is 782@deakin.edu.au), as soon as you become aware that you will have difficulty in meeting the scheduled deadline, but at least 3 days before the due date. When you make your request, you must include appropriate documentation (medical certificate, death notice) and a copy of your draft assignment.
Conditions under which an extension will normally be approved include:
Medical To cover medical conditions of a serious nature, e.g. hospitalization, serious injury or chronic illness. Note: Temporary minor ailments such as headaches, colds and minor gastric upsets are not serious medical conditions and are unlikely to be accepted. However, serious cases of these may be considered.
Compassionate e.g. death of close family member, significant family and relationship problems.
Hardship/Trauma e.g. sudden loss or gain of employment, severe disruption to domestic arrangements, victim of crime. Note: Misreading the timetable, exam anxiety or returning home will not be accepted as grounds for consideration

Special Consideration

You may be eligible for special consideration if circumstances beyond your control prevent you from undertaking or completing an assessment task at the scheduled time.
See the following link for advice on the application process: http://www.deakin.edu.au/students/studying/assessment-and-results/special-consideration

Assessment Feedback

The results with comments will normally be released within 18 business days from the due date.

Referencing

You must correctly use the Harvard referencing system in this assessment. See the Deakin referencing guide.

Academic Integrity, Plagiarism and Collusion

Plagiarism and collusion constitute extremely serious breaches of academic integrity. They are forms of cheating, and severe penalties are associated with them, including cancellation of marks for a specific assignment, for a specific unit or even exclusion from the course. If you are ever in doubt about how to properly use and cite a source of information refer to the referencing site above.
Plagiarism occurs when a student passes off as the student’s own work, or copies without acknowledgement as to its authorship, the work of any other person or resubmits their own work from a previous assessment task.
Collusion occurs when a student obtains the agreement of another person for a fraudulent purpose, with the intent of obtaining an advantage in submitting an assignment or other work.
Work submitted may be reproduced and/or communicated by the university for the purpose of assuring academic integrity of submissions: https://www.deakin.edu.au/students/study-support/referencing/academic- integrity.

FAQs

I am an online student. Which forum I can use to seek membership/arrange groups with peers?
In the first instance, students should use the fortnightly seminar to form groups. Students are welcome to use the Future Learn site to seek for group membership. I highly recommend you use the Future Learn Step that introduces the assignment. You can use the FL step overall assessment to form groups early in Course 1.

If I have any questions about the assessment task, where should I post my question?

Students are encouraged in the first instance to ask questions during the fortnightly live webinar/seminar class.
Students can post questions in the Future Learn Step that introduces the assignment. Students can also use the unit email to seek help from teaching team. Please consult the Futre Learn step before you ask the same question.

Will there be extra help?

Extra drop-in consultation sessions will be available in the weeks leading to the due date via the seminar link on Tuesdays between 7-8 pm. The dates of the extra sessions will be posted in announcements in Future Learn.
Is the word limit strict?
Yes, +- 10% may be provided. References, appendices and TOC is not included in the word limit.
Are tables included in the word count?
Yes, unless you include tables in appendix.
Are Executive summary included in the word count?
Yes, it is included in word count.

What is the 6-step “Framework for Business Cases”?

Details on the framework can be found in FutureLearn content titled “building a business case” and also outlined in the live stream class in Course 3, Week 1.
The 6-steps must be included in the report are as follows:

1. Define the business problem or opportunity (external references to disruptive retail industry is desirable).
2. Business and IT alignment (based on the case study).
3. Identify alternatives (at least 3 options with high level explanations; doing nothing is also an option!)
4. Analyse the alternatives (as identified in step 3):
   • Costs (broad-brush figures, but understanding of different types of costs isimportant).
   • Risks (risk register and matrix).
5. Select the best choice/recommendation.
6. Create a plan for implementation of ideas (high-level project plan).

Note, references are required and appendix is optional.

Assessment 2: Group Member Contribution Form

Each group is asked to print and sign their name and state what proportion of the work they contributed to the overall presentation.

	NAME (PRINT)	STUDENT ID	% EFFORT CONTRIBUTION	SIGNATURE
1
2
3
4

 
Please state your Group Number 1 :                                                                                                   
If every member of the group contributes equally, the figure entered in the ‘% Effort Contribution’ column above should be 33% (in a 3-member group). If your group has two members, then the figure would be 50% etc. This page should be printed and signed by each member of the group, scanned and added at the end of the business case report.
Individual marks for the assignment may be based on an adjusted group mark, where the adjustment is based on any value below an equal share value. In this case, the Unit Chair may seek additional information from the group.
1 Your group number was be emailed to you together with a list of group members. Contact http://fuch@deakin.edu.au if you have not received this information.
MIS782 Value of Information
Assessment 2: Prepare a Business Case rubric

Criteria	HD (8-10)	D (7-8)	CR (6-7)	P (5-6)	N (2-4)	N (0-2)
Content Development and formatGLO 1                     total marks: (10 marks)	Demonstrates an unambiguous understanding of business issues effectively illustrating outcomes and implications of issues on, alignment of business, problem/opportunity with proposed DDBM alternatives.  Presents a clear and coherent analysis, interpretation and prediction of proposed alternatives and recommended solution.	Demonstrates a well- developed level of understanding of business issues through discussion and debate of issues, such as alignment of business problem/opportunity with proposed DDBM alternatives.  Presents a clear and coherent analysis and interpretation of proposed alternatives and recommended solution.	Discussion and explanation is related to business issues. The writing demonstrates a good understanding and investigation of issues such as alignment of business problem/opportunity with proposed DDBM alternatives.  Presents an analysis of proposed alternatives and recommended solution.	Discussion and explanation is related to business issues; however, focus is descriptive rather than critical. Provides appropriate content to illustrate relevant concepts, such as alignment of business problem/opportunity with proposed DDBM alternatives.  Sometimes present a clear and coherent analysis of proposed alternatives and recommended solution, but lacking interpretation of implications.	Discussion and explanation are only minimally related to the business issues.Fails to illustrate relevant concepts, such as alignment of business problem/opportunity with proposed DDBM alternatives.   Does not present a clear and coherent analysis of proposed alternatives and recommended solution.	Discussion and explanation are not at all related to the business issues.Fails to illustrate relevant concepts, such as alignment of business problem/opportunity with proposed DDBM alternatives.   Does not present a clear and coherent analysis of proposed alternatives and recommended solution.
Analysis and EvaluationGLO 4                           total marks: (15 marks)	Clearly and consistently applies an integrated understanding of business strategies, processes and structures, taking into account and critiquing some complexities to analyse a range of possible business solutions, and discussing the implications of these solutions including feasibility and risks.Applies sophisticated functional knowledge of the concepts and components of IS tools when providing arguments for the DDBM.	Applies an integrated understanding of business strategies, processes and structures, taking into account and critiquing some complexities to analyse a range of possible business solutions including feasibility and risks.Applies advanced functional knowledge oftheconcepts and components of IS tools when providing arguments for the DDBM.	Applies an integrated understanding of business strategies, processes and structures to analyse the most appropriate possible business solution alternatives, feasibility and risks.Applies mainly relevant functional knowledge of the concepts and components of IS tools when providing arguments for the DDBM.	Demonstrates a developing understanding of business strategies, processes and structures by analysing a range of any possible business solutions, not necessarily the most appropriate solution. Hardly includes discussion on feasibility and risks.Applies some functional knowledge of the concepts and components of IS tools when providing arguments for the DDBM.	Rarely applies an integrated understanding of business strategies, processes and structures to analyse a range of possible business solutions.Applies little functional knowledge of the concepts and components of IS tools when providing arguments for the DDBM.	Does not apply an integrated understanding of business strategies, processes and structures to analyse a range of possible business solutions.Applies no functional knowledge of the concepts and components of IS tools when providing arguments for the DDBM

Presentation of business case and justification of solutionGLO 2                                 total marks: (5 marks)

The report provides comprehensive evidence of mature critical thought, consistently and expertly written solutions with relevant information.  Information provided is consistently focused and succinctly presented in a manner that is understood by the audience, addressing stakeholder’s needs and has advanced stakeholder understanding.   Information and solutions presented indicate specialised understanding of stakeholder needs. Appropriate solution /recommendation clearly and expertly provided.

 

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Resource Management Sample Assignment

You are employed as a researcher for the Department for Environment, Food and Rural Affairs in the UK.  Funding has been provided for a study of resource management in organisations.  The aim is to compare the management of physical and human resources in different sectors.
Your role is to carry out research into profiled organisations representing different sectors.   You will then choose a specific organisation to carry out further research.
You will present your research findings in a report.
You will find brief profiles of three businesses in Appendix 1 and a more detailed analysis of an organisation in Appendix 2.  In order to ensure your report is comprehensive you will need to carry out supplementary research into similar businesses in these sectors to ensure you provide detailed findings.

Task 1

In the first part of your report you must:

• Analyse the differing resource requirements of the three profiled businesses in different sectors. (AC 1.1)
• Explain the importance of resource management and how this is achieved within organisations. (AC 1.2)

Distinction task
To achieve a Distinction you must:
Evaluate internal and external factors which impact on resource management. (AC 1D1)

Task 2

In this part of the report, you should explain the importance of the effective use of physical resources by providing:

• An evaluation of how the use of physical resources is monitored and managed
• An evaluation of the measures to reduce the impact of resource wastage
• An assessment of the costs of high profile technological failures
• An assessment of the business case for the use of ethical and sustainable resources.

You should give examples from each sector that relate to the organisations profiled.
(AC 2.1, 2.2, 2.3 and 2.4).
Merit task
To achieve a Merit you must:
Evaluate recent high-profile cases of resource wastage and their impacts
(AC 2M1)

Task 3

Referring to the profiled businesses or similar organisations, provide a section in the report on how to use human resources effectively.
Include:

• An assessment of the need for human resource planning in the workplace
• An evaluation of the methods used to monitor and improve employee performance
• An assessment of the effectiveness of reward systems in different contexts.

(AC 3.1, 3.2, 3.3).
Distinction task
To achieve a Distinction you must:
Evaluate the impact of employee engagement in an organisation you have researched (AC 3D1)

Task 4

For this section of your report, you will need to explain the data required to make judgements on the effective use of human and physical resources.  You can use the case study provided in Appendix 2 to assist you.  When using the case study you must ensure that you utilise all of the information provided.
In this section of the report, you will:

• Explain the data needed to review and make judgements on employee performance
• Explain the data needed to review and make judgements on the utilisation of physical resources

(AC 4.1, 4.2).
Merit task
To achieve a Merit you must:
Use examples to evaluate how resource management practices have contributed to business success or failure (AC 4M1)

Guidelines for assessors

Work submitted by learners must achieve the learning outcomes and meet the standards specified by the assessment criteria for the unit. To achieve a merit or distinction grade, the learners must demonstrate that they have achieved all the criteria set for these grades. Where work for the pass standard is marginal, assessors can take account of any extension work completed by the learners. The suggested evidence listed below is how learners can demonstrate that they have met the required standards.

Task  number	Learning   outcomes andassessment criteria	Suggested evidence
1.	LO1AC1.1, 1.2, 1D1	In this section of the written report the learner must provide a thorough analysis of resource requirements related to businesses in different sectors of the economy. Learners can refer to the case studies provided but they should exemplify their work by using examples from other organisations to demonstrate understanding required by the LO.Distinction candidates will evaluate a range of internal and external factors impacting on resource management. The evaluation should consider the factors in turn and their impact on organisations. The evaluation should lead to judgements
2.	LO2AC 2.1, 2.2, 2.3, 2.4, 2.5, 2.6 2D1	The evaluation should clearly show how        the use of physical resources is monitored and managed.  The learner must use examples to illustrate their understanding of this topic. The evaluation of measures to reduce resource wastage should include the impact on businesses and the wider environment. The assessment must make use of current examples of high profile technological failures and in addition there must be a full assessment of the range of different costs involved in failure. The business case should include a range of different benefits. Examples should be used to demonstrate understanding of this issue.The work for the Merit standard must be a balanced evaluation of  recent high profile cases of resource wastage and this should lead to realistic proposals for how waste can be used as a resource. The learner should use examples to illustrate the points which are made.
3	LO3AC 3.1, 3.2, 3.3, 3D1	In this section of the report the learner should demonstrate their understanding of maximising the effectiveness of resource management. Their assessment of human resource planning must clearly show its importance for business effectiveness. A number of motivational theories should be referred to. A range of methods to monitor employee performance must be included and the evaluation must show the strengths and weaknesses of the different approaches. There must be an assessment of the impact of different reward systems in differing contexts and judgements made on their effectiveness.A Distinction candidate will evaluate how employee engagement can impact on an organisation, both positively and negatively.
4	LO4AC 4.1, 4.2, 4M1	In this section of the report, the learner will provide a detailed explanation of the data needed to make judgements on employee performance and the utilisation of physical resources. The learner may use the case study provided or alternative information which has been researched.Merit candidates will extend their work and  evaluate the application of resource management practices and their contribution to business success or failure.  The learner must refer to named examples.

 
Business 1 is an agricultural business in the primary sector.
‘Stems’ is a family business based on the concept of ‘picks your own produce’.  Four family members are permanent employees of the company and seasonal workers are hired as needed.  Some of the seasonal workers are students who need accommodation and this is provided on site in a number of wooden lodges and caravans.
The season lasts from June to October.  The main crop is strawberries but there are 20 crops in all and the family is hoping to expand on this range.  The crops cover 50 acres. Facilities are provided to attract customers and these include car parking, toilets, baskets/ boxes for the picked crops, a shop with snacks and drinks and a picnic area.
The farm has its own reservoir to provide water for irrigation.  A series of drains and filters carry the water to the crops.
A new development has been to make picking easier by growing plants in troughs filled with peat.  The troughs are supported by a steel structure. This gives the troughs height so that customers do not have to bend to pick the crops. It also reduces crop damage from pests such as slugs and woodlice.
Business 2 is an engineering business in the secondary sector.
AluPan is a private limited company run by two friends and business partners. The business consists of a factory manufacturing lightweight panel systems for ships, planes and rail cars. The panels are made of aluminium.
The factory relies on lightweight panel technology and specialist machinery. There are 10 factory staff who provide the necessary labour. They are relatively unskilled and can be quickly trained in the factory process. In addition the company employs 3 administration staff who answers the telephone, deal with initial queries and invoicing using systems set up on the computers in the office. Sales are handled by the partners.
Business 3 is a call centre operating in the tertiary sector on a 24/7, 365 days a year basis.
Spirus provides a professional telephone answering service for a range of organisations.
The centre employs 100 telephonists who each require 2 weeks training to be fully operational and some staff who are dealing with emergency issues for organisations have additional training.
The business is heavily dependent on technology using:

• CallScriptor software which creates scripts for agents
• web based technology which uses a client’s database on the call centre’s server
• an interactive voice response system with a menu of options, messages and music
• call recording

Appendix 2
A case study for International Meducare
Context
International Meducare is a not for profit, voluntary organisation operating in the tertiary sector, which exists to provide global and humanitarian aid in order to support individuals, relieve their suffering and save lives. The head office is based in Cambridge, United Kingdom. The organisation moves quickly in an emergency situation, liaising with other aid agencies, so that people in need can be reached swiftly. In addition a key focus of the aid is to provide training to the indigenous population, where the problems exist, so that the initial intervention is sustained and self-reliance is developed.
The training provided can be varied.  Depending on the need it can focus on re-establishing health care systems, improving farming techniques, working with local people to build irrigation networks or drainage systems, developing craft production networks or funding bursaries for aspiring entrepreneurs and managers. In carrying out this work International Meducare will work with the local communities their leaders and politicians.
International Meducare is committed to ensuring that all the work of its staff both in the head office and in the programmes themselves is of the highest quality.  The work of individual staff is carefully monitored and each relief programme has built-in monitoring and evaluation processes, so that the organisation can learn from what has worked well, whilst also identifying the areas for development.  In these monitoring and evaluation processes the organisation also ensures that the deployment of all physical resources including medicines is managed, so that they are cost effective and performance measures and procedures are in place.
International Meducare aims to work openly, be transparent with stakeholders and be accountable for everything it does.  The organisation works to the voluntary, self-monitoring Code of Conduct for the International Red Cross and Red Crescent Movement and NGOs in Disaster Relief.  International Meducare also pledges to work to the Sphere Project – Humanitarian Charter and Minimum Standards in Disaster Response.
In recent years International Meducare has sold on-line some of the craft products produced by people in the countries where the organisation is working. There is also merchandise including an annual calendar and Meducare tee shirts, caps and flip flops.
Resources
Given its purpose, International Meducare is labour intensive and the physical resources needed are broad ranging and can be expensive, particularly where medicines are required. These are often needed in volume and at short notice. Meducare has a distribution centre to the north of Cambridge near the motorway and main road networks.  This centre has stocks of items such as blankets, tents, dried food and non-perishable medical supplies.  There are monthly stock takes of all items and the data is used to predict how well the organisation is prepared to deal with an emergency situation. Information from the stock take is analysed by the Logistics Department and decisions about additional supplies are taken there. Managers who have responsibility for specific and planned international initiatives have authority to access the materials held at the distribution centre and items used are charged to their individual delegated budgets.
Staff at International Meducare are employed in a full time or part time capacity and there are also volunteers. There are 2,100 staff in total who are currently working in 19 countries but this number increases when there is an emergency as more part time staff and volunteers are recruited. Staffing at the head office in Cambridge is 25. These posts are focussed on management positions at a strategic and operational level, so there is an overview of all the current programmes.  Some staff focus purely on logistics and responding to any new emergencies.
Appointing, training and monitoring the performance of these staff is key to successful operation of the organisation and the individual projects. All staff participate in an induction programme which includes job role specific elements. In addition staff have monthly one to one meetings with line managers and there are formal appraisal processes. All of these meetings are based on qualitative and quantitative evidence and directly relate to the job role in general and specific tasks and/or projects which have taken place in the recent time period.  The meetings lead to project and personal learning and development targets as appropriate to the individuals concerned.
Managing the income and costs associated with the work at Meducare is critical.  Budget holders are responsible for managing the spend on their delegated budgets with sign-off limits set for different management levels. This means that anything of significant cost must be agreed with the CEO for the organisation. Monthly management accounts are produced by the Finance Department and these are sent to budget holders irrespective of where they are working in the world.
In preparation for a round of appraisal interviews the Head of HR has generated some information for staff, which is attached.

Aspects of International Work

Meducare’s main in-country projects in recent years have been varied. Two examples have been working on issues regarding water and sanitation and gender based violence.  All charities are challenged to demonstrate the difference that is made in real terms and the impact of their work and this is also the case for Meducare.
The KPIs for these initiatives were:

1. The number of countries where work has taken place.
2. The total number of projects.
3. The number of local people trained.
4. The number of Meducare people involved in the intervention.
5. The cost per head of training for local people and Meducare field staff.
6. Cost of production for information materials associated with the projects.
7. Cost of waste of unused information materials.
8. Cost of water treatment chemicals.
9. Cost of materials for drilling wells and managing the flow of water.
10. Money spent on chemicals for dealing with human waste.
11. Reduction in the number of cases of disease caused by poor water and sanitation.
12. Reduction in cases of gender violence over a 12 month period.
13. The proportion of income spent on head office administration and salaries in comparison to total income.
14. The number of self-help projects emerging from the original intervention.
15. The profit gained from sales merchandise.

However KPIs will not necessarily show how good or bad the work has been and this needs full consideration, in order to fully understand the impact and sustainability of the intervention.

 

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