+1 862 207 3288 Marketing Report
Order Description
In this assignment, each of you must choose a company from the list of companies provided (see below for a list of companies). You will choose a country (not Australia) that your company operates in and provide relevant background information and analysis on both the company and country, and design a new product for the company to launch in that country.
You will need to provide a market description of the relevant market conditions that your company operates in. This might include variables such as the prevailing economic conditions, demand and supply factors, and a description of the industry etc. for that country. You will need to provide a referenced SWOT analysis for the company in that market, identifying the internal strengths and weaknesses and external opportunities and threats of the company for the chosen market. The goal of a SWOT analysis is to identify the critical factors that may affect your proposed business concept (or new product) and then build on your strengths to reduce your weaknesses, exploit opportunities and avoid potential threats. You are also expected identify and describe using marketing segmenting variables, one target market being served by your company.
Lord Ashcroft International Business School
1. Module Title DESIGNING, DELIVERING AND EVALUATING LEARNING AND DEVELOPMENT PROVISION
Department:
Human Resource Management and Organisational Behaviour
Contents
1. Key information, Introduction to the Module and Learning Outcomes 1
1.1 Key Information 1
1.2 Introduction to the Module 1
1.3 Learning Outcomes 1
2. Employability Skills in this Module 2
3. Outline Delivery and Reading Lists @ Anglia 2
3.1 Outline Delivery 2
3.2 Reading List and Learning Resources 3
4. Assessment on this Module 3
Feedback 3
4.1 Assessment Information and Marking Criteria 4
4.1.1 Element 010 – Assignment/Presentation/In class test/Etc. 4
Marking Criteria for Element 010 – Assignment/Presentation/In class Test/Etc. 5
4.1.2 Element 011 – Assignment/Presentation/In class Test/Etc. 6
Marking Criteria for Element 011 – Assignment/Presentation/In class Test/Etc. 7
4.2 Re-assessment Information 8
4.2.1 Re-assessment for Element 010 – Assignment/Presentation/In class Test/Etc. 8
4.2.2 Re-assessment for Element 011 – Assignment/Presentation/In class Test/Etc. 8
5. Report on Last Delivery of Module 9
2. Key information, Introduction to the Module and Learning Outcomes
2.1 Key Information
Module title: Designing, Delivering and Evaluating Learning and Development provision
Module Leader: Dr. Bronwyn Betts
Cambridge Campus, LAIBS
Extension: 2010
Email: bronwyn.betts@anglia.ac.uk
Module Tutors: Jill Baldwin and Bronwyn Betts
External Examiner and Institution: Dr. Janet Astley, York St. John University
Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways via:
? the Virtual Learning Environment (VLE)
? the My.Anglia Module Catalogue at www.anglia.ac.uk/modulecatalogue
? Anglia Ruskin’s module search engine facility at www.anglia.ac.uk/modules
All modules delivered by Anglia Ruskin University at its main campuses in the UK and at Associate Colleges throughout the UK and overseas are governed by the Academic Regulations. You can view these at www.anglia.ac.uk/academicregs. An extract of the Academic Regulations, known as the Assessment Regulations, is available at this website too (all new students will have received a printed copy as part of their welcome pack).
In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases.
2.2 Introduction to the Module
This module, like all modules at Anglia The effectiveness of learning and development interventions can only be achieved by proactively ensuring that they are strategically integrated, driven by clearly defined learning needs, designed and delivered in a way that will maximise the learning process before then being evaluated to assess individual and organisational outcomes.
The purpose of this module is to investigate and develop a critical understanding of the various contextual factors impacting on the design, delivery and evaluation of learning and development activities in organisations.
The module will initially explore the broader issues impacting on effective organisational learning. It then goes on to establish the business case for, and critical success factors associated with the identification and prioritisation of learning needs, learning event design, effective delivery and strategies for evaluation. It will explore the well established body of knowledge relating to learning theory and will focus on the ways in which this is then applied to develop cost effective and business focussed learning interventions.
The module is intended to develop the professional knowledge and skills required to perform effectively in specialist roles associated with the design, delivery and evaluation of learning activities, and requires learners to reflect critically on theory and practice from an ethical and professional standpoint.
Ruskin, is taught on the basis of achieving intended learning outcomes. On successful completion of the module, the student will be expected to be able to demonstrate the following:
2.3 Learning Outcomes
Learning Outcomes On successful completion of this module the student will be expected to be able to:
Knowledge and understanding 1. Explain, evaluate and critically analyse the internal and external factors impacting on approaches to design, delivery and evaluation of learning events
2. Evaluate the effectiveness of different strategies for establishing learning needs, learning event design, delivery and evaluation
Intellectual, practical, affective and transferable skills
3. Demonstrate skills of delivery and facilitation of learning through a range of methods to different occupational groups.
Intellectual, practical, affective and transferable skills 4. Design and implement appropriate evaluation strategies to assess the effectiveness of a range of learning interventions
The assessment is based on meeting these learning outcomes, shown explicitly in section 4, where the assessment task is linked to these learning outcomes.
3. Employability Skills in this Module
It is important that we help you develop employability skills throughout your course which will assist you in securing employment and supporting you in your future career. During your course you will acquire a wide range of key skills. In this module, you will develop those identified below:
SKILL Skills acquired in this module
Communication (oral) x
Communication (written) X
Commercial Awareness X
Cultural sensitivity X
Customer focus
Data Handling
Decision making X
Enterprising
Flexibility
Initiative X
Interpersonal Skills X
Leadership/Management of others
Networking
Organisational adaptability
Project Management
Problem Solving and analytical skills X
Responsibility X
Team working X
Time Management X
Outline Delivery and Reading Lists @ Anglia
3.1 Outline Delivery
The table below indicates how the module will be delivered. However, this schedule is indicative and may be subject to change.
Week Learning
Outcome Session Topic/s Suggested
Reading
1 1 Introduction to the module, teaching strategy and assessment mechanisms.
The shift from training to learning
The Context of Human Resource Development
The implications of globalization for HRD
Mankin, D (2009) Human Resource Development.Oxford
Dirani K 2006 Exploring socio-cultural factors that influence HRD practices in Lebanon. Human Reource Development International 9 (1) 85-98
2 1 , 2 Strategic Approach to Designing, Delivering and Evaluating Learning and Development
Organisational Learning
Producing and Implementing L & D Strategy
A systematic approach to L and D
Barriers and Aids to the process Chapter 1 Harrison R (2009) Learning and Development 5th ed. CIPD
Chapter 5 Mankin D (2009)
3 1,2 Managing and organising the learning function
The importance of Theories of Learning in L and D provision
Chapter 13 Mankin (2009)
Chapter2 Stewart& Cureton (2014)
4 1,2,
Weeks 4- 8 focusses on
Design, Delivery and Evaluation of L and D in preparation for Assessment 1
Organising learning events that provide benefits for the business and individuals;
Identifying Needs, Undertaking a Needs analysis
Chapter 7,8 HarrisonR (2009)
Chapters 4,5,6 and 7Stewart&Cureton
2,3 Delivery of Learning and Development Interventions
Training strategies
Bunch K J 2007 Training failure as a consequence of organizational culture “Human Re source Development” Review (2) 142-63
8 1,4 The Evaluation of Learning Development Interventions
Internal, external evaluation
Models of evaluation Chapter 7 Steward & Cureton (2014)
Holton E and Naquin S 2005 A critical analysis of HRD evaluation models Human Resource Development Quarterly 16(2) 257-80
9 All Skills assessment – Assessment 1
10 Coaching and Mentoring
11 Continuing Professional Development and Reflective Practice
Chapter 15 Mankin (2009)
12 All Summary of areas covered in the module;
Clarification of outstanding issues and questions;
Clarification of questions on assignment;
3.2 Reading List and Learning Resources
Library Contacts
Faculty of Arts, Law and Social Sciences
libteam.alss@anglia.ac.uk
Lord Ashcroft International Business School
libteam.aibs@anglia.ac.uk
Faculty of Health, Social Care and Education
libteam.fhsce@anglia.ac.uk
Faculty of Medical Sciences
libteam.fhsce@anglia.ac.uk
Faculty of Science and Technology
libteam.fst@anglia.ac.uk
Reading List
Resources
Key texts
Stewart J and Cureton P (2014) Designing, Delivering and Evaluating L and D: Essentials for Practice CIPD
Mankin. D (2009), Human Resource Development, Oxford University Press
Harrison, R. (2009) Learning & Development (5th edition), CIPD
Books
Bee ,F. & Bee, R. (2003) Learning Needs Analysis & Evaluation, CIPD
Clutterbuck, D. (2004) Everyone Needs A Mentor (4th edition), CIPD
Clutterbuck, D. and Megginson, D. (2005) Making Coaching Work, CIPD
Cox.E, Bachkirova.T & Clutterbuck.D (2010) The Complete Handbook of Coaching, Sage
Gibb S. (2008) Human Resource Development; Processes, Practices & Perspectives (second edition) Palgrave Macmillan
Hackett, P. (2004) Training Practice, CIPD
Kearns, P. (2005) Evaluating the ROI from Learning, CIPD
Mayo, A. (2004) Creating A Learning and Development Strategy (2nd edition), CIPD
Megginson, D. and Whitaker, V. (2003) Continuing Professional Development,
CIPD
Reid, M., Barrington, H. and Brown, M. (2004) Human Resource Development: Beyond Training Interventions (7th edition), CIPD
Simmonds, D. (2004) Designing & Delivering Training, CIPD
Sloman, M. (2003) Training in the Age of the Learner, CIPD
Journals
Human Resource Development Quarterly
Human Resource Development International
People ManagemenPersonnel Review
Smith, P. and Sadler-Smith, E. (2006) Learning in Organisations, Routledge
Stewart, J. & Rigg.C (2011) Learning & Talent Development, CIPDl
Link to the University Library http://libweb.anglia.ac.uk/
Link to Harvard referencing guide
http://libweb.anglia.ac.uk/referencing/harvard.htm
The reading list and learning resources for this module will also be available on Reading Lists at Anglia
4. Assessment on this Module
The assessment for this module consists of two elements. Final submission dates for elements of assessment vary.
Element Type of assessment Word or time limit Submission method Final Submission Date
010 Group skills assessment 45minutes In class
Teaching week 9
011 Written assignment 2200 words Turnitin®UK GradeMark
NO LATER THAN 15th May 2015 2pm
All forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission. Any late work will NOT be considered and a mark of zero will be awarded for the assessment task in question.
You are requested to keep a copy of your work (excluding exams).
Feedback
You are entitled to feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is accomplished by a member of academic staff providing your mark and associated comments which will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued. This feedback will be available on-line via Turnitin/Grademark® or may be sent directly to your Anglia Ruskin e-mail account.
The marker of your assignment will include feedback on written assignments that includes answers to these three key questions:
1. What is your overall feedback?
2. How does your assignment compare to the marking criteria?
3. How can you improve in the future?
Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance.
Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; e.g.: between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging.
On occasion, you will receive feedback and marks for pieces of work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed. This means that, potentially, marks can change, in either direction!
Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www.anglia.ac.uk/results.
4.1 Assessment Information and Marking Criteria
4.1.1 Element 010 – Skill assignment
Mark Learning Outcome
1. The coherence and logic of the overall workshop plan 30 1,2,3,4
2. The effectiveness of delivery 50 “
3. The extent to which transfer of learning has been achieved 20 “
TOTAL MARKS 100
This is an in class assignment
This assignment takes place in the lecture room in teaching week 9
4.2 5.1. Element 011– Written Assignment – submit work via Turnitin/Grademark®
Mark Learning Outcome
1. Introduction which contextualises the topic and clearly states the aim and objectives 15 1
2. Analysis of the environmental factors which can impact on the design and delivery and evaluation of L and D 35 1 and 2
3. Analysis of the organisation ‘s approach to L and D drawing on appropriate sources to support discussion 35 2, 3 and 4
4. Conclusion which reflects the assignment brief 15 1,2, 3, and 4
100%
Turnitin®UK Grademark assignments
This assignment is submitted online via Turnitin® Grademark, there is information on preparing your assignment at: https://vle.anglia.ac.uk/sites/LTA/Grademark/Content/Preparing%20my%20Assignment.aspx
Information on submitting your assignment must be read and guidelines adhered to, please ensure you read: https://vle.anglia.ac.uk/sites/LTA/Grademark/Content/Quick-Start.aspx
The direct link to Turnitin® UK Grademark is: http://www.submit.ac.uk
Marking Criteria for Element 011 – Assignment 011
5. Specific Assessment Criteria and Marking Rubric
70%+ Little or no improvement could be made. Strong evidence of knowledge and understanding surrounding topics in pre-release materials, with a full exploration of the key issues from different perspectives to include re-dress by way of issues for HRD and HRM professionals. Good use of theory and strong evidence of independence of thought and reasons. The analysis is penetrating and the arguments are convincing and take into account the needs of the organisation and the demands of its environment. Clear evidence of breadth of sources used to inform.
Excellent proposals are made for the content of the existing Strategic HRD employed, which address the key issues, are realistic, and clearly in line with organisational objectives.
Excellent presentation and well structured. Fully meets the needs of the audience. Effective use of referencing which is complete and accurate.
60-69%
Evidence of knowledge and understanding surrounding topics in pre-release materials, which shows an exploration of the key issues. Good powers of analysis, with arguments which are clear, well constructed and plausible. Comprehensive use of sources to inform. Good application of relevant knowledge/theory. Clear evidence of independence of thinking and critical evaluation. The needs of the organisation and/or society are considered.
Comprehensive, realistic and feasible proposals are made which cover the most significant issues. Good presentation, well structured and easy to follow, needs of audience are well met. Referencing to a very good standard.
50-59%
Evidence of knowledge and understanding surrounding issues within pre-release materials both research and evidence of discussion which shows strong evidence of an engagement with key issues. Reasonable powers of analysis are evident and arguments are clear and structured. Sound application of relevant knowledge/theory. Consideration is given to organisational objectives. Good use of sources and some evidence of independence of thought.
Clear, appropriate proposals are made which cover some of the key issues. Appropriate structure and acceptable style of writing. Some consideration given to the needs of the audience. Referencing is to a good standard.
40-49% Evidence of knowledge and understanding surrounding issues within pre-release materials, which shows evidence of familiarity with key issues. Some analysis demonstrated although rather descriptive in nature. Arguments are sufficiently identifiable and free of obvious logical contradiction. Reasonable use of appropriate sources to inform discussion. Some knowledge/theory applied appropriately. Some consideration given to the needs of the organisation.
Proposals are limited in outlook. All aspects of the ‘task’ are covered but presentation could be improved both in structure and style. Adequate referencing although some weaknesses are apparent.
5.1.1 FAIL – 39% and below
Very limited evidence of knowledge and understanding surrounding topics within pre-release materials. Very descriptive, little or no critical analysis is evident and arguments are weak. Poor application of relevant knowledge/theory. Little, or no, consideration given to organisational issues.
Proposals are weak and are not practical or realistic. Minimal evidence of further reading. Some aspects of the ‘task’ may be missing. Poor presentation, inadequate structure, inappropriate style, weak referencing, difficult to follow, little account taken of needs of audience.
6. University Generic Assessment Criteria
ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS
LEVEL 7
Level 7 is characterised by an expectation of students’ expertise in their specialism. Students are semi-autonomous, demonstrating independence in the negotiation of assessment tasks (including the major project) and the ability to evaluate, challenge, modify and develop theory and practice. Students are expected to demonstrate an ability to isolate and focus on the significant features of problems and to offer synthetic and coherent solutions, with some students producing original or innovative work in their specialism that is worthy of publication or public performance or display.
Mark Bands Outcome Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2)
Knowledge & Understanding Intellectual (thinking), Practical, Affective and Transferable Skills
Characteristics of Student Achievement by Marking Band 90-100% Achieves module outcome(s) related to GLO at this level Exceptional analysis of key issues/concepts/ethics with very clear originality and autonomy. Exceptional development of conceptual structures and argument making an exceptional use of scholarly conventions. Demonstrates independence of thought and a very high level of intellectual rigour and consistency. Work pushes the boundaries of the discipline and may be considered for external publication Exceptional analysis of key issues/concepts/ethics. Exceptional development of conceptual structures and argument, making consistent use of scholarly conventions. Exceptional research skills, independence of thought, an extremely high level of intellectual rigour and consistency, exceptional expressive/professional skills, and substantial creativity and originality. Exceptional academic/intellectual skills. Work pushes the boundaries of the discipline and may be considered for external publication
80-89% Outstanding analysis of key issues/concepts/ethics with clear originality and autonomy. Outstanding development of conceptual structures and argument making an exemplary use of scholarly conventions. Demonstrates independence of thought and a very high level of intellectual rigour and consistency Outstanding analysis of key issues/concepts/ethics. Very high level development of conceptual structures and argument, making consistent use of scholarly conventions. Outstanding research skills, independence of thought, a high level of intellectual rigour and consistency, outstanding expressive/professional skills, and considerable creativity and originality. Exemplary academic/intellectual skills
70-79% Excellent analysis of key issues/concepts/ethics. Excellent development of conceptual structures and argument making excellent use of scholarly conventions. Demonstrates independence of thought and a high level of intellectual rigour and consistency Excellent analysis of key issues/concepts/ethics. High level development of conceptual structures and argument, making consistent use of scholarly conventions. Excellent research skills, independence of thought, a high level of intellectual rigour and consistency, excellent expressive/ professional skills, and considerable creativity and originality. Excellent academic/intellectual skills, and considerable creativity and originality
60-69% Good analysis of key issues/concepts/ethics. Development of conceptual structures and argument making consistent use of scholarly conventions Good analysis of key issues/concepts/ethics. Development of conceptual structures and argument, making consistent use of scholarly conventions
50-59% Satisfactory knowledge of key issues/ concepts/ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions Satisfactory knowledge of key issues/ concepts/ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions
40-49% A marginal pass in module outcome(s) related to GLO at this level Basic knowledge of key issues/concepts/ethics in discipline. Generally descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent Basic knowledge of key issues/concepts/ethics in discipline. Generally descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent.
30-39% A marginal fail in module outcome(s) related to GLO at this level. Possible compensation. Sat-isfies qualifying mark Limited knowledge of key issues/concepts/ethics in discipline. Largely descriptive, with restricted synthesis of existing scholarship and limited argument. Limited use of scholarly conventions. Limited research skills impede use of learning resources and problem solving. Significant problems with structure/accuracy in expression. Team/Practical/ Professional skills not yet secure. Weak academic/ intellectual skills. Limited use of scholarly conventions
20-29% Fails to achieve module outcome(s) related to this GLO. Qualifying mark not satisfied. No compensation available Little evidence of knowledge of key issues/concepts/ethics in discipline. Largely descriptive, with little synthesis of existing scholarship and little evidence of argument. Little evidence of use of scholarly conventions. Little evidence of research skills, use of learning resources and problem solving. Major problems with structure/ accuracy in expression. Team/Practical/Professional skills virtually absent. Very weak academic/intellectual skills. Little evidence of use of scholarly conventions
10-19% Inadequate knowledge of key issues/concepts/ethics in discipline. Wholly descriptive, with inadequate synthesis of existing scholarship and inadequate argument. Inadequate use of scholarly conventions. Inadequate use of research skills, learning resources and problem solving. Major problems with structure/accuracy in expression. Team/Practical/Professional skills absent. Extremely weak academic/intellectual skills. Inadequate use of scholarly conventions
1-9% No evidence of knowledge of key issues/concepts/ethics in discipline. Incoherent and completely but poorly descriptive, with no evidence of synthesis of existing scholarship and no argument whatsoever. No evidence of use of scholarly conventions. No evidence of use of research skills, learning resources and problem solving. Incoherent structure/accuracy in expression. Team/Practical/Professional skills non-existent. No evidence of academic/intellectual skills. No evidence of use of scholarly conventions
0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (eg: answers the wrong question) and/or related learning outcomes
6. Re-assessment Information
You are required to complete a re-sit assessment for this module
6.1.1 Re-assessment for Element 010
The re-assessment for this module consists of:
Part Type of assessment Word or time limit Submission dates
010 Skills assignment – to re-work failed assignment based on a different topic 45 minutes Resit period: tbc
Re-assessment for Element 011
Part Type of assessment Word or time limit Submission dates
011 Written Assignment – to re-work failed assignment based on an organisation of your choice. 2000 Resit period: tbc
It is recommended that you prepare and submit your (re)assignment in line with the assessment submission guidance given above
7. Report on Last Delivery of Module – not yet received
MODULE REPORT FORM
Module Code and Title:
Anglia Ruskin Department:
Location(s) of Delivery:
Academic Year: Semester/Trimester:
Enrolment Numbers (at each location):
Module Leader:
Other Module Tutors:
Student Achievement Provide a brief overview of student achievement on the module as evidenced by the range of marks awarded. A detailed breakdown of marks will be available at the Departmental Assessment Panel.
Feedback from Students Briefly summarise student responses, including any written comments
Module Leader/Tutor’s Reflection on Delivery of the Module, including Response to Feedback from Students (including resources if appropriate)
Developments during the current year or planned for next year (if appropriate)
External Examiner’s Comments State whether the external examiner agreed the marks and/or commented on the module
