RSS

Logistics and Operations Management

25 Nov

Page 1 of 7
Coursework Assignment Brief
Semester:
Autumn 2016
Module Code:
PM206
Module Title:
Logistics and Operations Management
Programme
BSc (Hons) Business Management, BSc (Hons) Management with Human Resource Management, BSc (Hons) Business Management & Information Technology, BSc (Hons) Human Resource Management with Information Systems, BSc (Hons) Computer Science with Information Systems, BSc (Hons) Oil & Gas Management
Level:
Level 5
Awarding Body:
Plymouth University
Module Leader
Jonathan Lawal
Format:
Report
Presentation:
No
Any special requirements:
 All work should be submitted on the Student Portal.
 Work to be submitted in a professional manner, and as directed by the Module Leader.
Word Limit:
2,000 words (with 10% plus or minus leeway)
Deadline date for submission:
Wednesday, 30th November 2016 at 2:00PM
Learning outcomes to be examined in this assessment
1. Critically evaluate methods of planning and organising efficient operations and networking.
2. Analyse the problems of controlling component activities and of controlling quality
3. Critically discuss methods of project evaluation and of scheduling resources
Percentage of marks awarded for
This assignment is worth 50% of the total marks for the module
Page 2 of 7
module:
Assessment criteria
Explanatory comments on the assessment criteria
Maximum marks for each section
KNOWLEDGE & UNDERSTANDING
Factual and conceptual knowledge and understanding; use of class materials; independent reading
40%
Graduate Skills: transferable employability , practical and academic skills
Written, oral and presentation skills; interpersonal, group and teamwork skills; leadership skills; numeracy; digital skills; practical, professional and academic skills (including referencing/presentation
25%
INTELLECTUAL & COGNITIVE SKILLS
Critical thinking; conceptualisation; creativity; synthesis, analysis and evaluation; application; problem solving and research/investigation
35%
Page 3 of 7
Background
As an Operations Manager for an international organisation of your choice, you are tasked with aligning and assessing their Planning and Control activities with their Performance Objectives.
Assignment Task
1. Evaluate the organisation’s Planning and Control activities, taking into context the below:
 Long-Term Planning and Control
 Medium-Term Planning and Control
 Short-Term Planning and Control
2. Analyse and provide the organisation’s planning and control activities stages with the use of a diagram detailing the below.
 Sequencing
 Loading
 Scheduling
 Monitoring and Control
3. Discuss how the organisations planning and control activities align with the organisation’s Performance Objectives and provide recommendations.
Total Marks for Assignment: 100
Page 4 of 7
GENERIC ASSESSMENT MARKING CRITERIA LEVEL 5
KNOWLEDGE & UNDERSTANDING INTELLECTUAL & COGNITIVE SKILLS Graduate Skills: transferable employability , practical and academic skills Factual and conceptual knowledge and understanding; use of class materials; independent reading Critical thinking; conceptualisation; creativity; synthesis, analysis and evaluation; application; problem solving and research/investigation Written, oral and presentation skills; interpersonal, group and teamwork skills; leadership skills; numeracy; digital skills; practical, professional and academic skills (including referencing/presentation MARKING BAND MODULE LEARNING OUTCOMES CLASSIFICATION WEIGHTED AT 40% WEIGHTED AT 35% WEIGHTED AT 25%
86 – 100%
Achieved at this level
FIRST (1ST)
Includes all required factual content, accurately and succinctly summarised.
Well developed, highly relevant, reasoned introduction and conclusions, demonstrating some originality.
Within word count or presentation time.
Includes relevant factual content only.
Clearly and logically structured material, showing excellent understanding of the discipline.
Accurate spelling, grammar, punctuation, paragraphing.
Systematic, accurate identification of relevant concepts, theories and/or principles, appropriate to this level.
Information or data selected from a very good range of highly relevant, current primary and secondary sources, and categorised, analysed or evaluated using relevant, methods or techniques.
Professional, fluent writing style, appropriate to the assignment OR professional, engaging, confident, audible and well paced presentation. Excellent use of technical vocabulary, where appropriate.
Exceptional understanding of factual and conceptual material, relative to this level, including some understanding of the limits to knowledge in this area.
Well developed, coherent arguments, systematically referencing primary and secondary literature, with clear rationale for choices.
Professional visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Calculations are accurate, clearly set out, with precise explanations.
Excellent integration of theory and practice, for this level, using appropriate conceptual frameworks.
Correct and systematic use of academic conventions, references and bibliography.
Independent, wide-ranging, relevant reading and research, from authoritative primary and secondary sources, appropriate to this level.
Excellent application of numerical and statistical methods to defined problems.
Outstanding, consistent, flexible delivery of group work obligations, for this level. Accepts responsibility and ameliorates conflict. Undertakes complex tasks.
Substantiated, highly relevant recommendations. Excellent awareness of ethical issues, where relevant.
Excellent, well articulated reflection on own strengths and weaknesses in relation to defined professional and practical skills at this level. Identifies required actions.
70 – 85%
Achieved at this level
FIRST (1ST)
Includes all required factual content, accurately summarised.
Well developed, relevant, reasoned introduction and conclusions, demonstrating some originality.
Within word count or presentation time.
Includes relevant factual content only.
Clearly and logically structured material, showing very good understanding of the discipline.
Accurate spelling, grammar, punctuation, paragraphing.
Accurate identification of relevant concepts, theories and/or principles, with evidence of a systematic approach, appropriate to this level.
Information or data selected from a good range of relevant, current primary and secondary literature, and categorised, analysed or evaluated using relevant, methods or techniques.
Professional writing style, appropriate to the assignment OR engaging, confident, audible and well paced presentation. Very good use of technical vocabulary, where appropriate.
Excellent understanding of factual and conceptual material, relative to this level, including some understanding of the limits to knowledge in this area.
Coherent arguments, systematically referencing primary and secondary sources, with clear rationale for choices.
Professional visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Calculations are accurate, clearly set out, with very good explanations.
Very good integration of theory and practice, for this level, using appropriate conceptual frameworks.
Correct use of academic conventions, references and bibliography.
Page 5 of 7
Independent, relevant reading and research, from authoritative primary and secondary sources, appropriate to this level.
Very good application of numerical and statistical methods to defined problems.
Very good, consistent, flexible delivery of group work obligations, for this level. Accepts responsibility and ameliorates conflict. Undertakes complex tasks.
Substantiated relevant recommendations. Very good awareness of ethical issues, where relevant.
Very good, well articulated reflection on own strengths and weaknesses in relation to defined professional and practical skills at this level. Identifies required actions.
60 – 69%
Achieved at this level
UPPER SECOND (2:1)
Includes most required factual content, mostly accurately summarised.
Relevant and valid introduction and conclusions.
Within word count or presentation time.
Includes relevant factual content only.
Clearly structured material, with some gaps in logic, but showing understanding of the discipline.
Mostly accurate spelling, grammar, punctuation, paragraphing.
Mainly accurate identification of relevant concepts, theories and/or principles, appropriate to this level.
Information or data selected from mainly relevant primary and secondary sources, and categorised, analysed or evaluated using relevant methods or techniques but with minor gaps or misunderstandings.
Mainly fluent writing style, appropriate to the assignment OR mainly engaging, audible and well paced presentation. Good use of technical vocabulary, where appropriate.
Very good understanding of factual and conceptual material, relative to this level, showing some appreciation of the limits of knowledge in this area.
Mostly coherent arguments, with some perceptive points, referencing well selected primary and secondary literature.
Mostly professional visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Calculations are mainly accurate, clearly set out, with good explanations.
Good integration of theory and practice, for this level, using appropriate conceptual frameworks.
Mostly correct use of academic conventions, references and bibliography.
Independent reading and research from a range of mostly authoritative primary and secondary sources, appropriate to this level.
Mainly good application of numerical and statistical methods to defined problems, with some gaps, errors or misunderstandings.
Consistent delivery of group work obligations, for this level. Some ability to accept responsibility and modify responses. Undertakes non-routine tasks.
Some relevant recommendations. Satisfactory awareness of ethical issues, where relevant.
Clear reflection on own strengths and weaknesses in relation to defined professional and practical skills. Partial identification of required actions.
50 – 59%
Achieved at this level
LOWER SECOND (2:2)
Includes essential required factual content, but with some gaps or misunderstandings.
Satisfactory introduction and conclusions.
Within 10% of word count or presentation time.
Includes some irrelevant factual content.
Mostly clearly structured material, with some gaps in logic.
Some mistakes in spelling, grammar, punctuation, paragraphing.
Adequate identification of relevant concepts, theories and/or principles, appropriate to this level.
Information or data selected from mainly secondary sources, and categorised, analysed or evaluated using mostly relevant methods or techniques but with gaps or misunderstandings.
Writing style is appropriate but not always fluent OR a presentation that is not always engaging, audible or well paced. Some use of technical vocabulary, where appropriate.
Satisfactory understanding of factual and conceptual material, relative to this level, showing basic appreciation of the limits of knowledge in this area.
Satisfactory arguments, referencing mostly secondary literature.
Appropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Calculations may have some inaccuracies, or issues relating to set out and explanation.
An adequate attempt to relate theory to practice, for this level.
Inconsistent use of academic conventions, references and bibliography.
Adequate independent reading and research from mostly secondary sources, appropriate to this level.
Adequate application of numerical and statistical methods to defined problems, with some gaps or errors.
Inconsistent delivery of group work obligations, for this level. Some awareness of responsibility and options.
Basic recommendations. Satisfactory awareness of ethical issues, where relevant.
Some evaluation of own strengths and weaknesses in relation to defined professional and practical skills. Limited identification of required actions.
Page 6 of 7
40 – 49%
Marginal achievement at this level
THIRD (3RD)
Includes limited required factual content, with many gaps or inaccuracies.
Basic introduction and conclusions.
Within 10% of word count or presentation time.
Includes considerable irrelevant factual content.
Unevenly structured material, with many gaps in logic.
Frequent mistakes in spelling, grammar, punctuation, paragraphing.
Some identification of relevant concepts, theories and/or principles, appropriate to this level.
Information or data selected from secondary sources, and poorly categorised, analysed or evaluated using inappropriate methods or techniques.
Awkward or inappropriate writing style OR a presentation that is not engaging, audible or well paced. Does not use technical vocabulary, where appropriate.
Basic understanding of factual and conceptual material, relative to this level, showing very limited appreciation of the limits of knowledge in this area.
Sense of emerging argument, mainly descriptive or personal opinion, with limited and superficial reference to literature. Negligible use of primary literature.
Inappropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Calculations are often inaccurate, with many issues relating to set out and explanation.
Little attempt to relate theory to practice, using appropriate conceptual frameworks.
Inconsistent or incomplete use of academic conventions, references and bibliography.
Basic independent reading and research from secondary sources, appropriate to this level.
Weak application of numerical and statistical methods to defined problems, with many gaps or errors.
Unreliable delivery of group work obligations, for this level. Limited awareness of options.
Confused recommendations. Little awareness of ethical issues, where relevant.
Limited reflection on own strengths and weaknesses in relation to defined professional and practical skills.
30 – 39%
Marginal failure at this level
FAIL. POSSIBLE COMPENSATION.
Includes insufficient required factual content, with significant gaps or inaccuracies.
Incoherent or irrelevant introduction and conclusions.
More than 10% outside word count or presentation time.
Includes substantial irrelevant factual content.
Incoherently structured material.
Serious mistakes in spelling, grammar, punctuation, paragraphing.
Limited identification of relevant concepts, theories and/or principles, appropriate to this level, showing no appreciation of the limits of knowledge in this area.
Little selection of information or data, and little attempt at collation, categorisation, analysis or evaluation.
Poor writing style OR a presentation that is not engaging, audible or well paced. Does not use technical vocabulary, where appropriate.
Limited understanding of factual and conceptual material, relative to this level.
Little or no argument, entirely descriptive or personal opinion, with no reference to literature.
Poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Calculations are mostly inaccurate, or incorrectly set out or explained.
Theory not related to practice, using appropriate conceptual frameworks.
Inaccurate or incomplete use of academic conventions, references and bibliography.
Minimal independent reading and research, appropriate to this level.
Very weak application of numerical and statistical methods to defined problems, with significant errors.
Poor delivery of group work obligations, for this level. No awareness of options.
Irrelevant or no recommendations. Little or no awareness of ethical issues, where relevant.
Very limited reflection on own strengths and weaknesses in relation to defined professional and practical skills.
16 – 29%
Not achieved at this level
FAIL. NO COMPENSATION.
Includes almost no required factual content, and with very significant inaccuracies.
Incoherent or missing introduction and conclusions.
More than 10% outside word count or presentation time.
Includes mainly irrelevant factual content.
Very incoherently structured material.
Serious and extensive mistakes in spelling, grammar, punctuation, paragraphing.
Minimal or inaccurate identification of relevant concepts, theories and/or principles.
No evidence of the selection, categorisation, analysis or evaluation of information or data.
Incoherent writing style OR an inaudible, poorly paced and unengaging presentation.
Limited understanding of factual and conceptual material, relative to this level, showing no appreciation of the limits of knowledge in this area.
No argument, entirely descriptive or personal opinion, with no reference to literature.
Very poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Page 7 of 7
Calculations are inaccurate, with no explanations.
Theory not related to practice.
Very inaccurate or no use of academic conventions, references and bibliography.
No independent reading and research, appropriate to this level.
Minimal application of numerical and statistical methods and techniques to defined problems, with significant errors.
Very poor delivery of group work obligations, where relevant.
No recommendations. No awareness of ethical issues, where relevant.
Minimal or no evaluation of own strengths and weaknesses in relation to defined professional and practical skills.
0 – 15%
Not achieved at this level
FAIL. NO COMPENSATION.
Does not include required factual content.
No introduction and conclusions.
More than 10% outside word count or presentation time.
Includes entirely irrelevant factual content.
Very incoherently structured material.
Serious and extensive mistakes in spelling, grammar, punctuation, paragraphing.
No identification of relevant concepts, theories and/or principles.
No evidence of the selection, categorisation, analysis or evaluation of information or data.
Incoherent writing style OR an inaudible, poorly paced and unengaging presentation.
No understanding of factual and conceptual material, showing no appreciation of the limits of knowledge in this area.
No argument, entirely personal opinion, with no reference to sources.
Exceptionally poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Calculations are missing, with no explanations.
Theory not related to practice.
No use of academic conventions, references and bibliography.
No independent reading and research, appropriate to this level.
No application of numerical and statistical methods to defined problems.
No delivery of group work obligations, for this level.
No recommendations. No awareness of ethical issues, where relevant.
No evaluation of own strengths and weaknesses in relation to defined professional and practical skills.

 
Leave a comment

Posted by on November 25, 2016 in academic writing

 

Tags:

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

 
%d bloggers like this: