Theory through Active and Consistent Contribution to Organisations - Management Assignment Help

Assignment Task

Task

LO1: Demonstrate knowledge, comprehension and application of the taught theory through active and consistent contribution to organisations. Task A & B tests the understanding of the taught theories of strategic management. The students are also required to show their ability to relate and apply these theories in the context of the given case study.
LO2: Understand how complex problems can be managed within a business framework. This learning outcome is addressed in Task C where students will demonstrate their understanding of this LO by identification of how might business tactics need to shift for different contexts.
LO3: Critically contrast and compare related theoretical concepts presented in the lectures and readings, and understanding the inherent differences and similarities. This learning outcome is addressed in Task A in which students are required to evaluate business and corporate level strategies in the case study.
LO4: Create, develop and design strategic plans in a case study based practical application of the taught theory. In Task D students are required to develop strategic plan n a case study based practical application of the taught theory.
LO5: Feel confident in arguing a strategic position based on well researched evidence and a strong theoretical base. In Task D students are required to take a position based on well research evidence.

TASK DESCRIPTION: Individual Case Study Analysis (100%)
After undertaking an extensive research on the company, you are required to analyse the problems, issues and challenges faced by the firm and examine the strategies used by the CEO in order to regain the market share. The topics from the module to be covered are given below from A to D.
For each task given (FROM A to D, you are expected to incorporate at least one appropriate theory/model or concept. For example, you may be guided by theories from Michael Porter, Strategic planning tools and others, for example, on strategy.)
In your conclusion, you are to include at least two recommendations as to how the company could improve the situation in the future.
Task Description LO tested in this Task
Task A:
Examine the business and corporate level strategies used by the CEO for the company’s expansion? (400 words)
LO1 & LO3
Task B:
Undertake external and internal environment analysis and by using business frameworks analyse the complex internal and external challenges of Ascendancy using business. (400 words) LO 1
Task C
Discuss how Ascendancy might have adjusted its business tactics for different geographic areas? Use strategic models to aid your discussion.
(400 words) LO 2
Task D
Based on the discussion and debate what suggestions / recommendations would you make for Ascendancy to sustain its expansion?
(Feel confident in arguing a strategic position based on well researched evidence and a strong theoretical base.)
(400 words)
LO 4 & LO 5


1. Research-informed Literature
Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions. 20 You must give credit to authors on whose research and/or publications your report is based. Append to your submission a reference list that indicates the books, articles, etc the you have read or quoted in order to complete this assignment (e.g. for books: surname of author and initials, year of publication, title of books, edition, publisher and place of publication. 2. Knowledge and Understanding of Subject
Extent of knowledge and understanding of concepts and underlying principles associated with the discipline. 20 Show good knowledge by evaluating contemporary strategic issues and synthesise between the different levels of strategy. Critically analyse how the different perspectives of social science disciplines inform strategic management. 3. Analysis
Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence 30 Analyse the aims, concept and role of strategic management in your report complete with good logic, sound argument, judgement innovative ideas and evidence on which your arguments are based. 4. Practical Application and Deployment
Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems. 20 Clearly indicate the various methods, tools and techniques employed in your report and show how the application of theories and concepts enhance innovative and creative solutions towards problem solving. 5. Skills for Professional Practice
Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation. 10 Deployment of the appropriate media, presentation and other tools.
Report structure TOTAL 100 LEVEL 6COMMON ASSESSMENT AND MARKING CRITERIA
Level 6
In accordance with the Framework for Higher Education Qualifications, at the end of Level 6 students should have coherent and detailed knowledge and a systematic understanding of their subject area, at least some of which is informed by the latest research and/or advanced scholarship within the discipline. They will be able to accurately deploy established techniques of analysis and enquiry within a discipline, using their conceptual understanding to devise and sustain arguments and/or to solve problems. They should be aware of the uncertainty, ambiguity and limits of knowledge. They should be able to critically evaluate evidence, arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions. They will apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects. They will have the ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline). They will demonstrate the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex and unpredictable contexts; the learning ability needed to undertake appropriate further training of a professional or equivalent nature.
Level 6 FAIL MARGINAL FAIL SATISFACTORY
(3rd / Pass) GOOD
(2.2 / Pass) VERY GOOD
(2.1 / Merit) EXCELLENT
(1st / Distinction) EXCEPTIONAL
(1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
Engagement with literature (including reading, referencing,
academic conventions and
academic honesty) Little or no evidence of reading and/or reliance on inappropriate sources.
Views and findings mostly unsupported and non-authoritative.
Referencing conventions used incoherently or largely absent. Poor engagement with essential reading. No evidence of wider reading. Reliance on inappropriate sources, and/or indiscriminate use of sources. Heavily reliant on information gained through class contact. Inconsistent and weak use of referencing. Engagement with a limited range of mostly relevant and credible sources. Some omissions and minor errors.
Referencing conventions evident though not always applied accurately or consistently. Engagement with an appropriate range of research-informed literature, including sources retrieved independently. Some over-reliance on texts. Referencing may show minor inaccuracies or inconsistencies. Engagement with a wide range of research-informed literature, including sources retrieved independently.
Selection of relevant and credible sources. Very good use of referencing, with no/very few inaccuracies or inconsistencies. Engagement with an extensive range of relevant and credible literature, informed by the latest research. Consistently accurate application of referencing. Exceptional engagement with an extensive range of relevant and credible literature, informed by the latest research. High-level referencing skills consistently and professionally applied.
Knowledge and understanding (Coherent and detailed knowledge and systematic understanding of the subject area, at least some of which is informed by the latest research and/or advanced scholarship within the discipline.)
Major gaps in knowledge and systematic understanding of the subject matter. Substantial inaccuracies. No awareness of knowledge of the latest research and/or advanced scholarship within the discipline.
Gaps in knowledge, with only superficial systematic understanding. Some significant inaccuracies and/or irrelevant material. No awareness of knowledge of the latest research and/or advanced scholarship within the discipline. Limited knowledge and systematic understanding of the relevant concepts and principles within the subject area which to some limited extent, is informed by current research and scholarship. Knowledge is reasonably detailed, accurate with a good systematic understanding of the field of study and to some extent, current research and scholarship. Knowledge is reasonably extensive coherent and detailed. Exhibits very good understanding of the breadth and depth of established views, and the work is, at least in part, well-informed by current research and scholarship. Excellent coherent and detailed knowledge and systematic understanding of the principles and theories of current research and scholarship. Clear awareness of challenges to established views and the limitations of the knowledge base. Exceptionally coherent and detailed knowledge and systematic understanding of the principles and theories of the subject, well-informed by current research and scholarship. A critical, sophisticated and nuanced awareness of the ambiguities and limitations of knowledge.
Cognitive and intellectual skills
(Conceptual and critical thinking, analysis, synthesis and evaluation of research, assumptions, abstract concepts and data (that may be incomplete); logic, argument and judgement.) Wholly or almost wholly descriptive work. Little or no analysis, synthesis or evaluation.
Failure to develop arguments, leading to illogical or invalid judgements. Unsubstantiated generalisations, made without use of any credible evidence.
Largely descriptive work, with superficial use of critical evaluation. Weak development of arguments and judgements. Information accepted uncritically, uses generalised statements made with scant evidence and unsubstantiated opinions. Ideas sometimes illogical and contradictory. Limited attempt at critical thinking, analysis, synthesis and evaluation, tending towards description.
Some evidence to support emerging arguments and judgements but these may be underdeveloped or with a little inconsistency / mis-interpretation.
Asserts rather than argues a case.
Some critical thinking, analysis, synthesis and evaluation. Can analyse new and/or abstract concepts and data without guidance.
An emerging awareness of different stances and ability to use evidence (that may be incomplete) to support the argument.
Mostly valid arguments and logical judgements. Some tendency to assert/state opinion rather than argue on the basis of reason and evidence. Sound critical thinking, analysis, synthesis and evaluation demonstrating critical thinking. Ability to devise and sustain persuasive arguments, and to review the reliability, validity and significance of evidence (that may be incomplete) to make mostly appropriate and valid judgements.
Excellent critical thinking, analysis, synthesis and evaluation. Ability to investigate contradictory or incomplete information and make strong, persuasive, arguments and sophisticated judgements. Some evidence of independent thought and ability to ‘see beyond the question’, suggesting a grasp of the broader field and wider concepts.
Exceptional critical thinking, analysis, synthesis and evaluation based on judiciously selected evidence.
Ability to investigate contradictory or incomplete information and make strong, persuasive, arguments and sophisticated, nuanced, judgements. Evidence of independent thought and ability to ‘see beyond the question’, suggesting an outstanding grasp of the broader field and wider concepts.
Practical skills
(Apply/deploy accurately established tools and techniques; initiate and carry out projects; formulate solutions to solve problems in complex and unpredictable contexts.) Limited or no use of methods, materials, tools and/or techniques.
Little or no appreciation of the context of the application.
Limited understanding of the application of theory to practice or making appropriate links between the two.
Very weak problem-solving skills in complex and unpredictable contexts. Rudimentary application of methods, materials, tools and/or techniques but without consideration and competence. Flawed appreciation of the context of the application.
Weak understanding of the application of theory to practice, with only occasional evidence of making appropriate links between the two. Weak problem-solving skills in complex and unpredictable contexts.
An adequate awareness and mostly appropriate application of well-established methods, materials, tools and/or techniques.
Basic appreciation of the context of the application. Theoretical knowledge and understanding applied in practice, but not always making logical links between the two.
Can identify problems and propose basic solutions in complex and unpredictable contexts without fully appreciating the complexity. A good and appropriate application of standard methods, materials, tools and/or techniques.
Clear appreciation of the context of the application. Mainly consistent, accurate and logical application of theory to practice, making appropriate links between the twoCan identify problems and propose mostly appropriate solutions in complex and unpredictable contexts. A very good application of a range of methods, materials, tools and/or techniques.
Very good consideration of the context of the application, with perceptive insights. Can identify problems and propose appropriate solutions in complex and unpredictable contexts.
Evidence of some innovation and creativity. An advanced application of a range of methods, materials, tools and/or techniques.
The context of the application is well considered, and insightful.
Application and deployment extend beyond established conventions. Can identify complex problems and propose excellent solutions. Innovation and creativity evident. Exceptional levels of application and deployment skills in unpredictable, practical contexts, drawing skilfully on the latest research within the discipline. Can identify complex problems and propose sophisticated solutions. Assimilation and development of cutting edge processes and techniques.
 

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