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Assignment 1

 Critique the article by Rashid et al. located in Module 1: Lecture Materials & Resources. Focus on the process of intervention research and application to evidence-based practice. Discuss strategies to implement the findings to improve quality outcomes in practice.

Submission Instructions:

·        The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.

·        The paper should be formatted per current APA and 3-5 pages in length, excluding the title, abstract and references page. Incorporate a minimum of 5 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work

ITSFT-506-1608

Data Structures & Algorithms

First Year BSc. 2025-2026

Assignment Guidelines

Read the following instructions carefully before you start the assignment. If you do not understand any of them, ask your lecturer.

• This is aHOME Assignment to be completed by the DEADLINE SPECIFIED BY LECTURER ON VLE.
• The assignment consists of3 Sections and CARRIES 61marks; all tasks must be attempted.
• Please note thatALL WORK must be handed in by the stipulated deadlines. LATE ASSIGNMENTS WILL NOT BE ACCEPTED.
• The assignment sheet and assignment coversheet should be fully completed with all the necessary details. Note thatassignments handed in without the assignment cover sheet are considered as not submitted.
• Assignmentsmust be handed in as a soft copy uploaded on Moodle by the stipulated deadline.
• Anyreferences should be listed and quotes should be paraphrased properly. Unless listed and paraphrased  properly  the  assignment  will  be  regarded  as  plagiarized.

Referencing should be carried out using IEEE Style Referencing Notation.

• Assignment text should not be submitted verbatim to AI. The assignment is designed to confuse

AI  and  force  the  AI  to  perform  tasks  differently  from  a  human.

Tasks where use of AI is detected due to inbuilt safeguards will be awarded 0 marks.

• Copying is strictly prohibited and will be penalized in line with the College’s disciplinary procedures

Task 1    25marks

 

Implementation & Empirical Analysis of Sorting Algorithms (KU3.1, SE2.8, SE4.1)

 

1. Implementation of Sorting Algorithms   (SE2.8, 10marks)

Implement two different sorting algorithms from the following list:

• Merge Sort
• QuickI_n Sort
• Counting Sort

IMPORTANT NOTES:

The implementation of the chosen sorting algorithms MUST ADHERE to the following specifications. ALTERNATIVE IMPLEMENTATIONS WILL NOT BE ACCEPTED

1. Each algorithm must be implemented in its own class, separately from the others; the class should have a summary comment specifying which sorting algorithm was chosen as well as its known theoretical speeds for Best Case, Average Case and Worst Case.

(1.5marks per algorithm)

2. The classes containing the implementation of the sorting algorithms must have a Sort() method with the following signature:

(2.5marks per algorithm)

 public static int[] Sort(int[] unsortedArray)

 

This method should receive an unsorted array of integers and return a sorted copy of this array; it is important that the original array supplied as parameter is never altered. Therefore, the method must not sort the original array supplied as input, instead it must return as sortedcopy of this array.

Additional methods may be added but these must be private and called within the specified Sort() method.

3. Sorting algorithms must be implemented in an efficient manner which is line with their known theoretical speeds e.g. Merge Sort implementations must have an asymptotic speed of O(n long n) for all cases.

(1 mark per algorithm)

 

Implementations which vary from the above will not be accepted & will be awarded 0marks.

2. Empirical Analysis of Sorting Algorithms   (KU3.1, 5marks)

Measure the actual execution time for each of the two sorting algorithm, implemented in the previous part of the task, using the following input sizes

n = 1,000      10,0000          100,0000          1,0000,000

(2marks)

 

Take all necessary precautions to ensure timings are accurate and free of any bias using the same techniques used in class examples when carrying out empirical analysis.

(2marks)

 

Use the timings obtained to plot a graph of input sizes versus time taken on a suitable scale, using Excel. The Excel file with the plotted graphs and a screenshot of the timings obtained when running empirical analysis must be provided.

(1mark)

 

 

Analysis which varies from the above will not be accepted and will be awarded 0marks.

 

 

 

 

3. Evaluation of Sorting Algorithms   (SE4.1, 10marks)

Evaluate the performance of the sorting algorithms implemented based on the timings obtained from Empirical Analysis for the given input sizes.

To do so:

1. State which of the 2 algorithms sorts the arrays the fastest? Justify your response by comparing the shape, position and gradient of the graphs produced in the previous part of the task.

(2.5marks)

 

1. Certain input sizes may have required a considerable amount of time to sort the given arrays, for either one or both of the sorting algorithms implemented. Nevertheless, the algorithms could still produce a result. Does this mean that one (or both) of the sorting algorithms is intractable? Justify your response by comparing the shape, position and gradient of the graphs produced in the previous part of the task.

(2.5marks)

 

This evaluation may be provided as text within the required Excel File containing the graphs plotted for the previous part of the task.

Evaluate the correctness of the sorting algorithms implemented by comparing their results to those produced by C#’s native sorting algorithm.

To do so:

1. Generate 1,000 arrays of length 2,000 with random numbers (including potential duplicates) using C#’s inbuilt random number generator

(1mark)

1. Sort each array using each of the two sorting algorithms implemented in previous tasks.

(1mark)

 iii. Sort each array using C#’s native sorting algorithm

(1mark)

1. Make sure that the results produced by the 2 sorting algorithms are both equal to the result provided by C#’s native sorting algorithm. This check for sequence equality must be carried out through code.

(2marks)

 

 

 

Assignment Continues on Next Page

Task 2    21marks

Implementation of Hierarchical Data Structures

(AA2.3, AA2.4,AA2.5)

 

This task requires the implementation and testing of 2 Hierarchical Data Structures

1. Priority Queue based on MinHeap
2. Binary Search Tree

Both implementations are to be part of the same project and are to be tested through code in Program.cs as described in part 3 of this task.

Both tasks require the use of a ServiceTicket object class which is to be constructed as per the following code sample:

Build a Priority Queue based on a MinHeap         (AA2.5)

Create a Priority Ǫueue class that uses MinHeap logic to manage elements of type

ServiceTicket based on their createdEpoch attribute; the smaller the value of the createdEpoch the higher the priority of the ServiceTicket.

The Priority Ǫueue class will require the implementation of the following operations

 void EnqueTicket(ServiceTicket element)

This operation inserts an object of type SeviceTicket into the queue in the correct position based on it’s createdEpoch attribute. The smaller, the value of the createdEpoch attribute the closest to the top the element should be.

(3.5marks)

String DequeNextTicket()

This operation removes the ServiceTicket object at the head of the priority queue and returns its details in the form of a string; the ticket with the smallest createdEpoch should be deque first.

(3.5marks)

 

 

IMPORTANT NOTES:

The implementation of the priority queue MUST ADHERE to the following specifications. ALTERNATIVE IMPLEMENTATIONS WILL NOT BE ACCEPTED

1. All programming logic to insert and remove ServiceTicket elements from the Priority Ǫueue must be placed in the PriorityǪueue class; the creation of additional classes.

2. Methods in the Priority Ǫueue class must match the indicated method signatures.

3. The Priority Ǫueue must enque and deque elements based on MinHeap logic which reflects the pseudocode for heaps provided on VLE for Topic 9; this pseudocode is for a MaxHeap and should be altered to reflect MinHeap logic in your implementation.

4. The Priority Ǫueue must use an array as the underlying data structure to store the ServiceTicket elements; the size of this array is to be passed through the overloaded constructor.

5. The ServiceTicket object is to be constructed in the same way as the class shown on the previous page. This is the only other class allowed in this implementation other than the requested Priority Ǫueue class.

Implementations which vary from the above will not be accepted & will be awarded 0marks.

Build a Binary Search Tree for Service Tickets    (AA2.4)

Create a Ticket Binary Search Tree class that is able to Search for ServiceTickets based on their TicketID attribute; it can be assumed that the Ticket IDs will be in alphanumeric format i.e. a combination of characters and numbers e.g. ‘TIC1’. The search should not be case sensitive.

To do so, the Ticket Binary Search Tree class requires:

1. The creation of a Node structure suitable for the construction of a Binary Search Tree, where the value of the node is an object of type Service Ticket. The Node structure can be created as a separate class from the Binary Search Tree.

(2marks)

 

2. The creation of a ROOT pointer within the Binary Search Tree class to point to the first Node in the tree; this should be the first ServiceTicket object added to the tree.

(1mark)

 

3. The implementation of a Build() operation with the following method signature:public void Build( ServiceTickets[] elements )

 

This operation should construct a Binary Search Tree by adding all the elements in the array to the tree; the first element in the array should be at the ROOT of the tree; the elements should be inserted, in relation to the ServiceTicket object at the ROOT of the tree i.e. to the left of the tree, or to the right of the tree, based on the value of their TicketID attribute.

The insertion of elements in the tree must not be case sensitive.

(2marks)

 

 

3. The implementation of a Search() operation with the following method signature:public string Search( string requiredTicketID )

 

This operation should search the Ticket Binary Search Tree for the required ServiceTicket matching the supplied TicketID and return its details; if no SeviceTicket with a matching

TicketID is found, a null is returned. The search must not be case sensitive

(2marks)

 

 

IMPORTANT NOTES:

 

The implementation of the priority queue MUST ADHERE to the following specifications.

ALTERNATIVE IMPLEMENTATIONS WILL NOT BE ACCEPTED

1. All programming logic to search for ServiceTicket elements must be placed in the Ticket Binary Search Tree class; the creation of additional classes, other than the permitted Node class, is not allowed.

2. Methods in the Ticket Binary Search Tree class must match the indicated method signatures.

3. The ServiceTicket object is to be constructed in the same way as the class shown on previous pages of the assignment brief.

Implementations which vary from the above will not be accepted & will be awarded 0marks.

Test the Implemented Hierarchical Data Structures    (AA2.3)

Using code in Program.cs, test the Priority Ǫueue and Ticket Binary Search TreeData structures, implemented in the previous parts of the task.

To do so:

1. Test Data Generation

Generate an array of 20 Service Ticket Objects; the TicketID should have the following format “TICx” where x is the sequence number of the ticket e.g. the first ticket has ID “TIC 1”.

(1mark)

 

2. Testing of Ticket Binary Search Tree

Build a Ticket Binary Search Tree based on the ServiceTickets array generated above.

(0.5marks)

 

Use the tree’s Search operation to prove that all tickets in the array can be found in the Ticket Binary Search Tree and the search is not case sensitive; to do this, comparisons of the TicketID passed as parameter to the Search operation must be compared to TicketIDs of ServiceTicket objects stored within the tree in lower case.

(2marks) Also show that searching for tickets with Ids that are not in the tree returns a null. (0.5marks) 3.  Testing of MinHeap based priority Ǫueue            Build a Priority Ǫueue by adding every ticket in the array to the queue.      (0.5marks) Prove that the ServiceTickets are enqued based on their createdEpoch attribute by :   • First adding each ServiceTicket object in the array to the queue        (1mark) • Then emptying the queue, by dequing each and every ServiceTicket in it. (1mark) • While doing so, display the details of each dequed ServiceTicket to show that tickets with a smaller createdEpoch attribute were dequed first.        (0.5marks)

 

 

 

Testing which vary from the above will not be accepted & will be awarded 0marks.

 

 

Assignment Continues on Next Page

Task 3    15marks

Randomization and Shuffling Algorithms

(KU2.7, SE2.6)

 

This task requires research in order to carry out the implementation of a Custom Pseudo Random Number Generator (PRNG) based on the following well known PRNG and Shuffling Algorithms:

1. Linear Congruential Generator (LCG)
2. Additive Lagged Fibonacci (LFG)
3. Fisher Yates Shuffle (FYS)

Some of the above algorithms may have been covered in class; others may not have been and will therefore require you to carry out your own research to understand how these algorithms work and how they need to be implemented.

 

 

The implementation of the required Custom PRNG does not require any testing from your end, however, the implementation MUST ADHERE TO THE FOLLOWINGSPECIFICATIONS. ALTERNATIVE IMPLEMENTATIONS WILL NOT BE ACCEPTED

1. The Custom PRNG must be implemented in its own class separately from the other two algorithms. It must have a Next() operation with the following method signature:public decimal Next ( decimal max)

 

This must generate a pseudo-random number between 0 and the maximum value supplied as parameter, using the Additive Lagged Fibonacci formula with the following values for constants:

J = 273                K = 607 M = 2³²

(SE2.6, 5marks)

 

2. The array representing the initial set of k states, to be used for pseudo random number generation, using the specified LFG formula, must be of size k and initialized inside the constructor for the Custom PRNG using values produced by the LCG.

(SE2.6, 1mark)

 

 

3. The LCG must be implemented in a separate class from the Custom PRNG and should only have one operation with the following method signature:public decimal Next( )

 

This should generate a positive pseudo-random number in no specific range, using the following values for constants A = 1664525 C = 1013904223 M = 2³²

The current time in milliseconds may be used as the seed to generate the first random number.

(SE2.6, 3marks)

4. After, generating the required pseudo-random number and after making all necessary updates to the values of j and k and the array representing the initial set of k states, as required by the LFG, The Fisher-Yates Shuffle should be used to shuffle the elements within the array of initial k states.

(SE2.6, 1mark) 5. The Fisher-Yates Shuffle must be implemented in a separate class from the Custom PRNG and the LCG should only have one operation with the following method signature: public decimal[ ] Shuffle(decimal[] originalArray )

 

This should use Fisher Yates Shuffle, to return a shuffled version of the array passed as parameter.

(KU3.1, 5marks)

 

Implementations which vary from the above will not be accepted & will be awarded 0marks.

Team Assignment 6: Create the 4Ps of Marketing (Marketing Mix) and finalize the International Business Project (IBP)
Group Category
International Business Project (IBP)
Group Name
Group 1
Instructions
Background
In this assignment, you will collaborate with your team to develop your International Business Project assigned in Module 1. Continue working with your team to complete the fourth segment: Develop the 4 Ps of Marketing (Marketing Mix) (Module 4) to complete your IBP Report.
Instructions
Write a 15-page report, International Business Plan, using Microsoft Word ® in which you address the following:
Company Proposal & Background (Module 1)
Write 2-to 3 pages in which you include the following:
1. Research and select a country to do business in outside the United States.
2. Select a service, product, or idea.
3. Create a company name and logo and describe the meaning behind each of the following selections:
a. Name
b. Logo
c. Mission
d. Structure
Trade Agreement (Module 2)
Using two paragraphs, discuss the presence or absence of trade agreements associated with doing business with the country you selected. Make sure to address the following:
1. Specify if there is a trading agreement between the trading countries.
2. Explain the effects of the trade agreement (if this is the case) and how it impacts the service, product, or idea you have selected.
3. If no, explain the advantages or disadvantages of not having a trade agreement.
Market Entry Strategy (Module 3)
Select one of the following options to develop your market entry strategy. Explain your chosen strategy and why this approach was optimal for your company.
1. Licensing
2. Franchising
3. Joint Venture
4. Merger and Acquisition
5. Wholly Owned Subsidiary (WOS)
a. 100% acquiring
b. Greenfield Investment
c. Brownfield Investment
4 Ps of Marketing (Marketing Mix) (Module 4)
Explain the marketing objectives, strategies, and tactics addressing the following outline:
1. Product Range
a. What is your total, core, and auxiliary product?
b. What are the product’s ingredients?
c. What are the product’s features?
d. How is the product used?
e. What are the benefits of your product?
f. How much do you buy/produce?
g. Where do you buy/produce?
h. How do you package and label your product?
2. Advertising and Promotion
a. How do you package our product?
b. How do you advertise the product – TV, radio, Internet Web Site, newspaper?
c. How do you promote the product?
d. What is the theme and message of your advertisements?
3. Distribution or Place
a. Where do you start or enter the market?
b. How and where do you move the product?
c. What is your delivery time?
d. What is your delivery cost?
4. Product Price
a. What is your cost?
b. What is your pricing objective?
c. How much do you charge?
Format your report to include a cover page with the following:
1. Course No/Title
2. Name of the Professor and Course Term/Month
3. Team Number and Designated Team Leader
4. Team member names and NU ID numbers.
Compile all segments to finalize your 15-page report.
Cite a minimum of 25 sources using APA format to include a required reference list.
Grading
This assignment is worth 200 points and is due on Sunday. For more specifics on how this will be graded, refer to the rubric.

Scenario One: Eleven-year-old Bobby is white and lives with his dad and nine-year-old brother in a rural area outside of a small town. There is one small discount store that carries everything from groceries to toys to bath towels. Bobby’s mom recently died from breast cancer. The medical bills created financial difficulties for the family. Bobby’s dad began working the night shift at the local turkey processing plant to obtain the shift premium, which paid $5 more per hour. Bobby and his brother often skip breakfast if their dad doesn’t get home in time to make breakfast before the boys get on the bus. Bobby is a picky eater and frequently skips lunch. On the way home from the bus stop, Bobby may purchase nachos or a hot dog at the gas station convenience store. Scenario Two: Twelve-year-old Annie is African American and lives with her two moms in a downtown condo is in an affluent area overlooking the lake. Their condo is close to Annie’s school and the restaurants where the women work. One is a chef; the other is a server. To be able to afford rising rent, the women work long hours, often late into the night. For dinner, Annie usually eats meals that her moms bring home from the restaurant. Annie gets coffee and a sweet treat at the convenience store on her way to school.Describe three applicable SDOH for Bobby (Scenario One). B. Describe three applicable SDOH for Annie (Scenario Two). C. Explain how one of the SDOH affects Bobby and Annie similarly, using specific examples from the scenarios. D. Explain how one of the SDOH affects Bobby and Annie differently, using specific examples from the scenarios. E. Analyze how one of the SDOHs from part A could be detrimental to Bobby’s health outcomes, using a current, relevant, credible source to support your response. F. Analyze how one of the SDOHs from part B could be detrimental to Annie’s health outcomes, using a current, relevant, credible source to support your response. Note: All sources cited should be published within the past five years. G. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized. H. Demonstrate professional communication in the content and presentation of your submission.

Module Code : QHO447 Module Title : Data Analysis, Tools and Application Assessment Title : Data Analysis Project Assessment Task

The assessment includes both group work and individual research, focusing on data analysis. Groups of five to six students will collaborate to choose a data analysis domain to explore. The availability of relevant data is essential for this decision. Possible domains include impactful topics such as the environment, population distribution, wealth, business, health, education, or international issues. Datasets can be sourced from various platforms, including government websites like the Office for National Statistics (ONS) and GOV.UK. You may also use open data platforms such as the World Bank or Kaggle, which provide a wide range of publicly accessible datasets.

Once the group selects a domain, each member will define their own individual topic within that domain. This allows for a deeper investigation into the chosen area, enabling each student to generate meaningful insights from their individual analysis. These findings will then be combined for the group presentation.

Individual Data Analysis Task For your individual topic, you will conduct a data analysis and create a PowerPoint presentation. You must clearly define your analysis objectives and follow the data analysis process outlined below:

Collect raw data: Obtain unanalysed data from a single or multiple sources, depending on your analysis needs. Prepare your data: Organise and format the data appropriately for Analyse the data: Use tools such as Excel to apply suitable analysis methods (e.g., descriptive, predictive, or prescriptive analysis). Present your findings: Use appropriate data visualisation techniques to clearly communicate your results. At the end of the module, your individual analysis and findings will be summarised and integrated into a group presentation for stakeholders.

Individual PowerPoint Slide Submission – Suggested Format Individual Topic and name Objectives Data Analysis: Cover your objectives, data collection, preparation, analysis techniques, and findings Data Collection: Describe where and how you obtained your data. Include link to the data Data Preparation: Explain how you prepared the data. This may include understanding the data (e.g., variables collected), cleaning (e.g., handling missing values), pre-processing (e.g., selecting variables, merging files, sorting) Data Analysis: Identify and apply appropriate analysis methods using tools like Excel, aligned with your objectives. Findings: Present your results using suitable Group Presentation The group will deliver a combined oral presentation. The total presentation time is no more than 35 minutes, structured as follows:

30 minutes: Group presentation 5 minutes: Q&A session The group must demonstrate a cohesive effort, with each member confidently presenting their contribution. The group presentation should cover:

The group’s analysis topic and objectives Group data analysis: Data collection, preparation, analysis and results of individual members Group conclusions and recommendations for stakeholders Assessment will be based on individual contributions and the group’s overall performance, evaluated against the assessment criteria.

Group PowerPoint Slide for presentation – Suggested Format Project Title Group Members Introduction: Purpose of the project, importance of the topic, aims, and objectives Data Analysis: Combining of each member’s analysis (data collection, preparation, analysis, and results) Conclusion: Overall findings Recommendations References: List of all sources used in the group project

Week 8 Writing Assignment

During the last decade, the severity and the impact of the economic downturn have affected all levels of government to a degree not experienced since the 1930’s.  The news seems to get worse each day, and the daily reports of fire service cutbacks became widespread from the largest to the smallest departments, each with staff to pay, ongoing pension costs, and many with outstanding capital bond payments and lease payments.  If this economic meltdown has done nothing else for the fire service, it has highlighted the importance of chief executives understanding all facets of the budget.

After completing this week’s readings and conducting your research into this topic, write a paper that answers the following:1. Research and discuss the economic problems U.S. cities have faced which have had a direct impact on the fire service.

2. Research three (3) fire departments that have faced serious economic problems and then discuss the solutions that were implemented by that department to counter the effects of the economic downturn.3. Discuss whether the solutions have been a success or failure.

Note: The use of Artificial Intelligence (AI) to generate content for this assignment is prohibited.

Be sure to base your information on facts and not opinion, and be sure that first person is not used in your paper.

Assignment Requirements:

1. Three (3) Full APA Formatted Pages (This does not count the title page or the reference page)
2. Three (3) Academically Respected Sources (Good sources that are respected in this field)
3. APA 7th Edition (Guides located at the bottom of this page)
4. Word Document (Use Microsoft Word only) (Do not submit a PDF or a Pages document)Paper Expectations:

The Writing Assignment Expectations document I provided at the bottom of this page goes into detail on the following information.1. Page Number – The page number must appear in the upper right corner of the header on each page of the paper.

2. Title Page – APA 7th Edition3. Main Parts of the Paper – The main parts or sections of the paper include the Introduction, Body and Conclusion
3. Headings – Headings are required in the paper so that the reader can distinguish between your key points throughout the body of the paper.
4. Citing Sources – Cite your quoted and paraphrased material using APA 7th Edition6. Reference Page – Reference all material using APA 7th Edition and be sure to pay attention to the indentions for each source.

Page Setup:1. Times New Roman font throughout the paper2. 12 Point font size throughout the paper3. Double Spaced4. 1 inch Page Margins: Top, Bottom, Left and Right (Not 1.25 inches)

The instructions provided must be followed or points will be deducted.

Task

This task requires you to answer 12 questions, each relating to the case study. Your answers should respond accurately to the questions and should be informed by wider reading from key academic texts, articles and relevant publications. References should be included within your answers and full details presented in a bibliography at the end of your assessment.

Please ensure that your work is presented clearly, typically using sub-headings or AC references to link your responses to the questions, and that your work complies with the wordcount requirements stated at the end of the assessment brief. If you exceed the word count by more than 10% your work will be referred. References should be included within your answers (unless the question specifically states that these are not required) and full details presented in a reference list at the end of your assessment.

Case study
Calmere House provides respite and residential care for adults with care needs. Established in 1974 by David and Anna Calmere, Calmere House’s ethos is centred around high quality care with a personal touch. David and Anna’s daughter, Kirsten, took over the business in 2002 when David and Anna retired.

Kirsten’s consultative management style is similar to that of her parents. She values employee input into management decisions as employees have qualifications, skills, and experience in their specialist fields of work. Kirsten holds regular staff meetings as well as one to one check-ins. The purpose of these meetings is to communicate information about the progress of Calmere House against its business goals and to gain the views of employees on the best way to achieve these goals. The nursing staff hold handover meetings at the end of each shift and work well as a team. Employee retention is high, and employees feel strong engagement and commitment to the residents, their co-workers and to Kirsten. When an employee leaves, co-workers participate in the selection process, with behaviours viewed as being as important as qualifications and experience. Onboarding includes details of the history of Calmere House, with Kirsten telling stories about how her parents founded the Company and sold their own home to raise the money needed. Policies and procedures are limited, with informal ad-hoc approaches in place. Calmere House has a flat organisational structure with all 42 employees reporting directly to Kirsten.

After more than two decades of running the care home, Kirsten has now decided that she would like to pursue her own, rather than her parents’ interests. In addition, Kirsten is worried about continuing increases in utility and staff costs and feel these may compromise residents’ care. Kirsten decides to sell the business and use the money raised to start her own new business, a spa and wellness centre.

After great deliberation, Kirsten decides to sell Calmere House to Chaffinch Group, a large care home company. Kirsten feels that Chaffinch Group have the resources to invest in much needed refurbishment of residents’ rooms and facilities and will provide her employees with greater job security.

The sale goes ahead. Kirsten advises the employees of the sale and explains why it was necessary. Employees are shocked and find it hard to believe that the sale will go ahead as Kirsten had managed the business with passion and Calmere House was the focus of her life. Chaffinch Group appoints a manager, Kath, who has worked for Chaffinch Group for five years, and the Company starts to refurbish rooms. Chaffinch Group change the organisational structure to a hierarchical, bureaucratic structure. The workforce reports to Kath, Kath reports to one of eight area managers, who reports to one of two general managers, who reports to an operations director. Kath’s management style is autocratic, she gives instructions and expects them to be followed without discussion. When challenged by employees she responds, “I know what Chaffinch wants, and they need to see a return on their investment”. Chaffinch Group introduces the same policies and procedures in Calmere House that are in place throughout the rest of the Group, advising employees of these by email. The People team at Chaffinch Group consists of a people manager, a recruitment advisor, an employment relations case advisor, and an administrator.

Residents are also becoming disgruntled. Initially, they welcomed the idea of room refurbishments but have found that the rooms now lack individual character, and all look the same. Previously, permanent residents could choose the colour schemes and decor of their rooms and great care was taken to ensure the residents preferences were actioned.

As time goes on, employees start to leave as they do not like the new culture; they are often replaced with agency workers. Kath notifies the Agency of the requirement for the roles, the agency workers’ qualifications and experience are checked by the Agency and an agency worker is offered the work. Chaffinch Group does not undertake any further assessment of their suitability. In addition to employee turnover increasing, sickness absence has also risen. Existing employees are starting to feel hopeless and are becoming more dissatisfied as they find that: their workloads have increased as they cover absences; they miss the support of co-workers who have left; they work longer hours to reduce the impact on residents; they feel their views and opinions are no longer sought or valued; and they no longer know what the business is planning or how plans will affect them. Overall, employees feel that the change in ownership is not positive and was not managed well.

Chaffinch Group is also unhappy. Calmere House is not generating the income anticipated due to long-term residents choosing to move to alternative care homes and difficulties in attracting new permanent residents and new respite care residents. Chaffinch Group are wondering why a previously stable workforce now has high employee turnover and why Calmere House has changed from the care home that had a waiting list of potential residents to one with empty rooms. Chaffinch Group have set a goal to fill 100% of resident rooms within six months.

Questions

Q1. Evaluate the extent to which the flat non-hierarchical structure was appropriate under Kirsten’s ownership and the extent to which the hierarchical bureaucratic structure is suitable under Chaffinch Group’s ownership. (AC 1.1)

Q2. Analyse how Chaffinch Group could use a rational approach to strategy formulation to ensure that services provided meet customer needs. (AC 1.2)

Q3. Analyse one external factor that is currently having a negative impact on the residential care industry and one external factor that is currently having a positive impact on the residential care industry. (AC 1.3)

Q4. Under Kirsten’s ownership of Calmere House, there was little investment in technology. Chaffinch Group want to change this approach and have decided to implement technology to deliver better patient care and employee experience. Assess how technology could be used by Chaffinch Group and how this would impact work at Calmere House. (AC 1.4)

Q5. Using theories and models which examine organisational and human behaviour, explain why problems have arisen following the takeover of Calmere House by Chaffinch Group. (AC 2.1)

Q6. Assess how changes to selection and employee voice have impacted organisational culture and behaviours at Chaffinch Group. (AC 2.2)

Q7. Explain how Chaffinch Group could have better managed the change from a small owner-managed care home to Calmere House being part of a large organisation. (AC 2.3)

Q8. Explain the experience of change for the employees at Calmere House and examine how this is reflected through the stages of one model. (AC 2.4)

Q9. Assess two factors that could impact employee wellbeing at Calmere House including why it is important that these factors are addressed. (AC 2.5)

Q10. Discuss how the people manager, recruitment advisor and employment relations case
advisor could support the retention stage of the employee lifecycle. (AC 3.1)

Q11. Analyse how people practices could help Chaffinch Group to fill 100% of resident rooms
within six months. (AC 3.2)

Q12. Discuss how Kath could consult and engage with employees to understand why employee
turnover at Calmere House has increased. (AC 3.3)

Your evidence must consist of:

Written answers to the assessment questions, approximately 4550 words (+/- 10%), refer to
CIPD word count policy.

Answer Checklist
You may find the following checklist helpful to make sure that you have answered all the questions. You don’t have to use it if you don’t want to.
Questions Answered
Y/N
Q1. Evaluate the extent to which the flat non-hierarchical structure was appropriate under Kirsten’s ownership and the extent to which the hierarchical bureaucratic structure is suitable under Chaffinch Group’s ownership. (AC 1.1)
Q2. Analyse how Chaffinch Group could use a rational approach to strategy formulation to ensure that services provided meet customer needs.
(AC 1.2)
Q3. Analyse one external factor that is currently having a negative impact on the residential care industry and one external factor that is currently having a positive impact on the residential care industry. (AC 1.3)
Q4 Under Kirsten’s ownership of Calmere House, there was little investment in technology. Chaffinch Group want to change this approach and have decided to implement technology to deliver better patient care and employee experience. Assess how technology could be used by Chaffinch Group and how this would impact work at Calmere House. (AC 1.4)
Q5. Using theories and models which examine organisational and human behaviour, explain why problems have arisen following the takeover of Calmere House by Chaffinch Group. (AC 2.1)
Q6. Assess how changes to selection and employee voice have impacted organisational culture and behaviours at Chaffinch Group. (AC 2.2)
Q7. Explain how Chaffinch Group could have better managed the change from a small owner-managed care home to Calmere House being part of a large organisation. (AC 2.3)
Q8. Explain the experience of change for the employees at Calmere House and examine how this is reflected through the stages of one model. (AC 2.4)
Q9. Assess two factors that could impact employee wellbeing at Calmere House including why it is important that these factors are addressed.
(AC 2.5)
Q10. Discuss how the people manager, recruitment advisor and employment relations case advisor could support the retention stage of the employee lifecycle. (AC 3.1)
Q11. Analyse how people practices could help Chaffinch Group to fill 100% of resident rooms within six months. (AC 3.2)
Q12. Discuss how Kath could consult and engage with employees to understand why employee turnover at Calmere House has increased. (AC 3.3)
Declaration of Authentication
Declaration by learner
I can confirm that:

1. this assessment is all my own work.
2. where I have used materials from other sources, they have been properly acknowledged and referenced.
3. I have not used Artificial Intelligence tools to generate content for my assessment.
I understand the consequences of malpractice and accept that any violation of this agreement may result in disciplinary action.
Learner name:
Learner signature:
(This must be a true signature, so a handwritten signature, or a photo or scan of a handwritten signature, or an e-signature. A typed signature is not acceptable.)
Date of submission*
Date of first re-submission (if applicable) *
Date of second re-submission (if applicable) *
*This should be the date on which you submit your assessment for marking

5CO01
Organisational performance and culture in practice
Marking Guidance for Assessors

You should mark in line with the marking descriptors set out on page 12 of this brief.
You must provide a mark from one to four for each question set. You must provide constructive, developmental feedback against each question where you award a mark of one, so refer/fail and rich summary feedback at the end of the feedback form, following the instructions provided there.
To pass the unit assessment learners must achieve a mark of two (Low Pass) or above for each of the questions. You must refer/fail them if you award a mark of one for any of the questions.
Please ensure that you use the correct terminology. Learners have three attempts at the assessment. They only ‘fail’ the assessment if they do not achieve a mark of two for any of the questions at their third attempt. Until then they are ‘referred’.
When you have marked each question, you should total the marks awarded and determine the unit outcome. The table below shows the marking bands for each outcome for this unit.
Overall mark Unit result
0 to 23 Refer/Fail
24 to 30 Low Pass
31 to 39 Pass
40 to 48 High Pass

Please note that the unit outcome is provided:
• to help learners understand where they are performing well and where they may need to develop
• to help inform your teaching practice
• for moderation purposes

The qualification is not graded and unit outcomes do not appear on learners’ certificates.

Marking Descriptors

Mark Range Descriptor
1 Refer/Fail The response DOES NOT
• demonstrate the knowledge, understanding or skill required to meet the AC
• include any, or appropriate examples, where these are required to support the answer
• include evidence of the use of reading and research to inform the answer
• include at least one appropriate reference for each assessment criteria (where this is required) *
• refer to the case study
• respond clearly to the question/task and is not well expressed
• have an appropriate format or structure which meets the requirements set out in the brief.
2 Low Pass The response DOES
• demonstrate the minimum level of knowledge, understanding or skill required to meet the AC.
• include an appropriate example where this is required to support the answer.
• include evidence of some reading and research to inform the answer.
• include a reference for each assessment criteria (where this is required) *
• refer to the case study
• respond to the question or task although it could be clearer and/or better expressed
• have an appropriate format or structure which meets the requirements set out in the brief
3 Pass
The response
• demonstrates a good level of the knowledge, understanding or skill required to meet the AC
• includes use of a good example or examples where these are required to support the answer
• includes evidence of a good level of reading and research to inform the answer
• includes good use of at least one reference for each assessment criteria (where this is required). *
• makes good reference to the case study
• directly addresses the question/task and is well expressed
• has a good format or structure which meets the requirements set out in the brief
4 High Pass The response
• demonstrates an excellent level of the knowledge, understanding or skill required to meet the AC
• includes use of an excellent example or examples where these are required to support the answer
• includes evidence of extensive reading and research to inform the answer.
• includes excellent use of at least one reference for each assessment criteria (where this is required) *
• makes excellent reference to the case study
• responds very clearly to the question/task and is particularly well expressed
has an excellent format or structure which meets the requirements set out in the brief
*Not all ACs in each unit need a reference. If they don’t, the brief will say so. All ACs in Unit 5CO01 require a reference. References should be presented using a recognised form of referencing. For example, if using Harvard referencing, this would include in-text citations and a list of references or bibliography at the end of the assessment.

Marking grid and feedback for learner
Unit 5CO01: Assessor Feedback to Learner

Centre number 1169
Centre name e-Careers
Learner number (1st 7 digits of CIPD Membership number)
Learner surname
Learner other names (e.g. first name and middle name(s))

Note to Assessor – Please enter a mark for each AC. You need only provide feedback
where you have awarded a mark of 1. This feedback should be developmental.

TASK
Question Number Question Mark
1-4
Q1. Evaluate the extent to which the flat non-hierarchical structure was appropriate under Kirsten’s ownership and the extent to which the hierarchical bureaucratic structure is suitable under Chaffinch Group’s ownership. (AC 1.1)
Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q2. Analyse how Chaffinch Group could use a rational approach to strategy formulation to ensure that services provided meet customer needs. (AC 1.2)
Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q3. Analyse one external factor that is currently having a negative impact on the residential care industry and one external factor that is currently having a positive impact on the residential care industry. (AC 1.3)
Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q4. Under Kirsten’s ownership of Calmere House, there was little investment in technology. Chaffinch Group want to change this approach and have decided to implement technology to deliver better patient care and employee experience. Assess how technology could be used by Chaffinch Group and how this would impact work at Calmere House. (AC 1.4)
Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q5. Using theories and models which examine organisational and human behaviour, explain why problems have arisen following the takeover of Calmere House by Chaffinch Group. (AC 2.1)
Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q6. Assess how changes to selection and employee voice have impacted organisational culture and behaviours at Chaffinch Group. (AC 2.2)
Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q7. Explain how Chaffinch Group could have better managed the change from a small owner-managed care home to Calmere House being part of a large organisation. (AC 2.3)
Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q8. Explain the experience of change for the employees at Calmere House and examine how this is reflected through the stages of one model.
(AC 2.4)
Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q9. Assess two factors that could impact employee wellbeing at Calmere House including why it is important that these factors are addressed. (AC 2.5)
Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q10. Discuss how the people manager, recruitment advisor and employment relations case advisor could support the retention stage of the employee lifecycle. (AC 3.1)
Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q11. Analyse how people practices could help Chaffinch Group to fill 100% of resident rooms within six months. (AC 3.2)
Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q12. Discuss how Kath could consult and engage with employees to understand why employee turnover at Calmere House has increased. (AC 3.3)
Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Total marks for TASK

Total marks for TASK (resubmission 1 if applicable)

Total marks for TASK (resubmission 2 if applicable)

Tasks

Case study

Technivara design and engineer components for the electronics industry, supplying parts for the computer, electronics, medical and automotive sectors. The company was founded in 1970 by Bill Swanky and is currently experiencing the sixteenth consecutive year of growth, so the board now feels the time is right to expand the business. Bill is very involved in the day-to-day running of the company which he likes to run in a traditional style. He tends to avoid changes to existing working practices.

Sue Young is the People Practice Manager at Technivara, and although she has been with the company for eight years, she has continued with many of the people practices that her predecessor implemented, many being paper driven. Sue is aware that if the company doesn’t change some of its practices it will be susceptible to risky decision making because the current approach to capturing and measuring people practices is weak and lacking data driven evidence. She knows that you, as the People Practice Advisor, have more up to date experience of using evidence-based practice effectively. She has asked you to help her understanding of how evidence-based practice is applied in organisations. She needs to provide Bill, the Board and the rest of the People Practice Team with a persuasive case for improving current approaches as these are archaic and inadequate to meet the demands of a modern forward-thinking workplace.

Sue has asked you to complete two tasks, firstly to respond to the seven questions below and then to complete a data analysis and make recommendations based on your findings.

Task one – Questions

Q1. Evaluate the concept of evidence-based practice (EBP) and provide two examples of where Technivara could use it to ensure sound decision-making in people practice. (AC 1.1)

Q2. Evaluate one appropriate analysis tool and one appropriate analysis method that Technivara might apply to recognise and diagnose issues, challenges, and opportunities. (AC 1.2

Q3. Explain the main principles of critical thinking including how these might apply to your own and others’ ideas to assist objective and rational debate at Technivara (AC 1.3)

Q4. Explain two decision-making processes that Technivara could apply to ensure that effective outcomes are achieved. (AC 1.4)

Q5. Assess two different ethical perspectives including how these could be used at Technivara to inform and influence decision-making. (AC 1.5)

Q6. Appraise two different ways that Technivara could measure financial and non-financial
performance, providing one example of each. (AC 3.1)

Q7. Explain how people practices could add value at Technivara and identify two methods that might be used to measure the impact of these people practices. (AC 3.2)

Your evidence must consist of:

Written answers to questions 1-7, approximately 2900 words (+/- 10%), refer to CIPD word count policy.

Task two – quantitative and qualitative analysis review
For task two, Sue has provided you with two sets of data:

Table 1 Table 2

Q8. Table 1 shows Technivara’s turnover and recruitment data for 2024. Sue has asked you to convert the data into percentage form, for each of the departments, to show:

• leavers as a % of the total number of employees
• vacancies as % of the total number of employees
• positions filled as a % of the total number of employees (AC 2.1)

You don’t need to provide a reference or in-text citation for AC 2.1

Q9. When you have completed Table 1, present your findings using a minimum of three different types of diagrammatical forms. (AC 2.2)

You don’t need to provide a reference or in-text citation for AC 2.2

Q10. Table 2 contains evaluation feedback from 42 employees who attended a recent learning and development activity. Sue would like you to review the feedback and identify patterns, themes or trends that might be occurring and make recommendations based on your findings. (AC 2.3)

Your evidence must consist of:
• completed calculations
• three diagrammatic forms
• data analysis review with recommendations, 1000 words (+/- 10%) – refer to CIPD word count policy

Answer Checklist
You may find the following checklist helpful to make sure that you have answered all the questions. You don’t have to use it if you don’t want to.
Task one
Question Answered
Y/N
Q1. Evaluate the concept of evidence-based practice (EBP) and provide two examples of where Technivara could use it to ensure sound decision-making in people practice. (AC 1.1)
Q2. Evaluate one appropriate analysis tool and one appropriate analysis method that Technivara might apply to recognise and diagnose issues, challenges, and opportunities. (AC 1.2
Q3. Explain the main principles of critical thinking including how these might apply to your own and others’ ideas to assist objective and rational debate at Technivara (AC 1.3)
Q4. Explain two decision-making processes that Technivara could apply to ensure that effective outcomes are achieved. (AC 1.4)
Q5. Assess two different ethical perspectives including how these could be used at Technivara to inform and influence moral decision-making. (AC 1.5)
Q6. Appraise two different ways that Technivara could measure
financial and non-financial performance, providing one
example of each. (AC 3.1)
Q7. Explain how people practices could add value at Technivara and identify two methods that might be used to measure the impact of these people practices. (AC 3.2)

Task two
Answered
Y/N
Q8. Table 1 shows Technivara’s turnover and recruitment data for 2024. Sue has asked you to convert the data into percentage form, for each of the departments, to show:
• leavers as a % of the total number of employees
• vacancies as % of the total number of employees
• positions filled as a % of the total number of employees (AC 2.1)
Q9. When you have completed Table 1, present your findings using a minimum of three different types of diagrammatical forms. (AC 2.2)
Q10. Table 2 contains evaluation feedback from 42 employees who attended a recent learning and development activity. Sue would like you to review the feedback and identify patterns, themes or trends that might be occurring and present recommendations based on your findings. (AC 2.3)

Declaration of Authentication
Declaration by learner
I can confirm that:

1. this assessment is all my own work.
2. where I have used materials from other sources, they have been properly acknowledged and referenced.
3. I have not used Artificial Intelligence tools to generate content for my assessment.
I understand the consequences of malpractice and accept that any violation of this agreement may result in disciplinary action.
Learner name:
Learner signature:
(This must be a true signature, so a handwritten signature, or a photo or scan of a handwritten signature, or an e-signature. A typed signature is not acceptable.)
Date of submission*
Date of first re-submission (if applicable) *
Date of second re-submission (if applicable) *
*This should be the date on which you submit your assessment for marking

5CO02
Evidence-based practice
Marking Guidance for Assessors
You should mark in line with the marking descriptors set out on page 13 of this brief.
You must provide a mark from one to four for each question set. You must provide constructive, developmental feedback against each question where you award a mark of one, so refer/fail and
rich summary feedback at the end of the feedback form, following the instructions provided there.

To pass the unit assessment learners must achieve a mark of two (Low Pass) or above for each of the questions. You must refer/fail them if you award a mark of one for any of the questions.
Please ensure that you use the correct terminology. Learners have three attempts at the assessment. They only ‘fail’ the assessment if they do not achieve a mark of two for any of the questions at their third attempt. Until then they are ‘referred’.
When you have marked each question, you should total the marks awarded and determine the unit outcome. The table below shows the marking bands for each outcome for this unit.

Overall mark Unit result
0 to 19 Refer/Fail
20 to 25 Low Pass
26 to 32 Pass
33 to 40 High Pass

Please note that the unit outcome is provided:
• to help learners understand where they are performing well and where they may need to develop
• to help inform your teaching practice
• for moderation purposes

The qualification is not graded and unit outcomes do not appear on learners’ certificates.

Mark Range Descriptor
1 Refer/Fail The response DOES NOT
• demonstrate the knowledge, understanding or skill required to meet the AC.
• include any or appropriate examples where these are required to support the answer.
• include evidence of the use of wider reading to help inform the answer.
• include references or in-text citations where these are required. *
• refer to the case study or scenario where these are provided in the assessment brief.
• respond clearly to the question/task and is not well expressed.
• have an appropriate format or structure which meets the requirements set out in the brief.
2 Low Pass The response DOES
• demonstrate the minimum level of knowledge, understanding or skill required to meet the AC.
• include an appropriate example where this is required to support the answer.
• include evidence of some wider reading to help inform the answer.
• include a reference and/or in-text citation where these are required. *
• refer to the case study or scenario where these are provided in the assessment brief.
• respond to the question or task although it could be clearer and/or better expressed.
• have an appropriate format or structure which meets the requirements set out in the brief.
3 Pass
The response
• demonstrates a good level of knowledge, understanding or skill required to meet the AC.
• includes use of a good example or examples where these are required to support the answer.
• includes evidence of a good level of wider reading to help inform the answer.
• includes good use of references(s) and/or in-text citation(s) where these are required. *
• makes good reference to the case study or scenario where these are provided in the assessment brief.
• directly addresses the question/task and is well expressed.
• has a good format or structure which meets the requirements set out in the brief.
4 High Pass The response
• demonstrates an excellent level of knowledge, understanding or skill required to meet the AC.
• includes use of an excellent example or examples where these are required to support the answer.
• includes evidence of extensive wider reading to help inform the answer.
• includes use of high-quality reference(s) and/or or in-text citation(s) where these are required. *
• makes excellent reference to the case study or scenario where these are provided in the assessment brief.
• responds very clearly to the question/task and is particularly well expressed.
• has an excellent format or structure which meets the requirements set out in the brief.
*Please note that learners are not required to provide a reference or in-text citation for the following questions ACs: AC 2.1 and AC 2.2
Marking Descriptors

Marking grid and feedback for learner

Unit 5CO02: Assessor Feedback to Learner

Centre number 1169
Centre name e-Careers
Learner number (1st 7 digits of CIPD Membership number)
Learner surname
Learner other names (e.g. first name and middle name(s))

Note to Assessor – Please enter a mark for each AC. You need only provide feedback
where you have awarded a mark of 1. This feedback should be developmental.

TASK 1

Question Number Question Mark
1-4
Q1. Evaluate the concept of evidence-based practice (EBP) and provide two examples of where Technivara could use it to ensure sound decision-making in people practice. (AC 1.1)
Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q2. Evaluate one appropriate analysis tool and one appropriate analysis method that Technivara might apply to recognise and diagnose issues, challenges, and opportunities. (AC 1.2)
Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q3. Explain the main principles of critical thinking including how these might apply to your own and others’ ideas to assist objective and rational debate at Technivara (AC 1.3)
Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q4. Explain two decision-making processes that Technivara could apply to ensure that effective outcomes are achieved. (AC 1.4)
Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q5. Assess two different ethical perspectives including how these could be used at Technivara to inform and influence moral decision-making. (AC 1.5)
Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q6. Appraise two different ways that Technivara could measure
financial and non-financial performance, providing one
example of each. (AC 3.1)
Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q7. Explain how people practices could add value at Technivara and identify two methods that might be used to measure the
impact of these people practices. (AC 3.2)
Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Total marks for TASK 1

Total marks for TASK 1 (resubmission 1 if applicable)

Total marks for TASK 1 (resubmission 2 if applicable)

TASK 2

Question Number Question Mark
1-4
Q8. Table 1 shows Technivara’s turnover and recruitment data for 2024. Sue has asked you to convert the data into percentage form, for each of the departments, to show:
• leavers as a % of the total number of employees
• vacancies as % of the total number of employees
• positions filled as a % of the total number of employees (AC 2.1)
Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q9. When you have completed Table 1, present your findings using a minimum of three different types of diagrammatical forms. (AC 2.2)
Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q10. Table 2 contains evaluation feedback from 42 employees who attended a recent learning and development activity. Sue would like you to review the feedback and identify patterns, themes or trends that might be occurring and present recommendations based on your findings. (AC 2.3)
Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Total marks for TASK 2

Total marks for TASK 2 (resubmission 1 if applicable)

Total marks for TASK 2 (resubmission 2 if applicable)

Total marks for UNIT

Grade
Total marks for UNIT (resubmission 1 if applicable)
Grade (resubmission 1 if applicable)
Total marks for UNIT (resubmission 2 if applicable)
Grade (resubmission 2 if applicable)
Assessor Feedback Summary
Please use this box to summarise your feedback on the assessment overall. This should highlight strengths and any areas for improvement, either referring to specific ACs or commenting more generally across the assessment. (Note: developmental feedback on any ACs awarded a mark of 1 should have already been provided in the relevant box of the assessment form above.
Please use a different font colour for any resubmission comments)

Assessor name Submission Resubmission 1 Resubmission 2

Assessor signature*
I confirm that I am satisfied that to the best of my knowledge, the work produced is solely that of the learner.
Date

*This must be a true signature, so a handwritten signature, or a photo or scan of a handwritten signature, or an e-signature. A typed signature is not acceptable.

Team Management in Health and Social Care OTHM LEVEL 5 DIPLOMA IN HEALTH AND SOCIAL CARE MANAGEMENT Learning Outcome  The learner will:

Assessment Criterion – The learner can:

1. Understand the characteristics of effective team work. 1.1 Analyse theories of team development. 1.2 Suggest strategies to overcome common team work challenges. 1.3 Evaluate the impact of leadership styles on a team. 1.4 Assess the importance of accountability and trust in a team. 1.5 Compare and contrast methods of managing conflict within a team.
2. Know how to support a positive culture within a team in a health and social care setting. 2.1 Explain the components of a positive culture within a team. 2.2 Describe how systems and processes support a positive culture in a team. 2.3 Explain how to foster creative and innovative ways of working in a team.
3. Understand how to agree performance objectives with the team. 3.1 Explain the links between individual, team and organisational objectives. 3.2 Explain factors which influence forward planning in a team. 3.3 Explain how to identify areas of individual and team responsibility in achieving objectives. 3.4 Explain how to identify and agree aims and objectives to promote a shared vision within own team. 3.5 Evaluate how the vision and strategic direction of a team influences team practice.
4. Be able to manage team performance. 4.1 Apply techniques to monitor progress in achieving team objectives. 4.2 Demonstrate how to provide constructive feedback when underperformance is identified. 4.3 Explain how team members are managed when performance does not meet agreed requirements.
5. Know about recruitment and selection processes in health and social care. 5.1 Explain the impact of legislative and regulatory requirements on recruitment and selection processes in health and social care settings. 5.2 Analyse how serious case reviews and inquiries have contributed to the establishment of policies and procedures within recruitment which are necessary to safeguard vulnerable people. 5.3 Explain how to establish the criteria that will be used in the recruitment and selection process. 5.4 Describe how to involve others in the recruitment process.

Struggling with Your OTHM Level 5 Team Management Assignment?

Order Non Plagiarized Assignment Unit Task Task 1 Unit Learning Outcomes LO 1 Understand the characteristics of effective team work.

LO 2 Know how to support a positive culture within a team in a health and social care setting.

Task Assessment Criteria To Be Covered 1.1; 1.2; 1.3; 1.4; 1.5; 2.1; 2.2; 2.3

Assignment Brief And Guidance You are a manager working in a residential care home and have employed 3 new team leaders. They will support you in your day-to-day duties as well as manage the care team staff.

Prepare an information session for the new staff that discusses effective teamwork and establishing a positive culture at work.

You should:

Analyse theories of team development. Suggest strategies to overcome common team work challenges. Evaluate the impact of leadership styles on a team. Assess the importance of accountability and trust in a team. Compare and contrast methods of managing conflict within a team. Explain the components of a positive culture within a team. Describe how systems and processes support a positive culture in a team. Explain how to foster creative and innovative ways of working in a team. Delivery And Submission The submission is in the form of a report written in Word format. The recommended word limit is 1000 words excluding diagrams, references, and appendices.

Referencing You are expected to use relevant academic and reliable sources, and clearly reference these in your work. References should be added to the text and placed at the end in a references list, using Harvard Referencing style.

Task 2 Unit Learning Outcomes LO 3 Understand how to agree performance objectives with the team.

LO 4 Be able to manage team performance.

Task Assessment Criteria To Be Covered 3.1; 3.2; 3.3; 3.4; 3.5; 3.6; 4.1; 4.2; 4.3

Assignment Brief And Guidance Write a report about performance objectives and how to manage team performance.

Explain the links between individual, team and organisational performance objectives. Explain factors which influence forward planning in a team. Explain how to identify areas of individual and team responsibility in achieving objectives. Explain how to identify and agree aims and objectives to promote a shared vision within a team. Evaluate how the vision and strategic direction of a team influences team practice. Apply techniques to monitor progress in achieving team objectives. Demonstrate how to provide constructive feedback when underperformance is identified. Explain how team members can be managed when performance does not meet agreed requirements. Delivery And Submission The submission is in the form of a report written in Word format. The recommended word limit is 1000 words excluding diagrams, references, and appendices.

Referencing You are expected to use relevant academic and reliable sources, and clearly reference these in your work. References should be added to the text and placed at the end in a references list, using Harvard Referencing style.

Task 3 Unit Learning Outcomes LO 5 Know about recruitment and selection processes in health and social care.

Task Assessment Criteria To Be Covered 5.1; 5.2; 5.3; 5.4

Assignment Brief And Guidance Choose one organisation within the Health and Social Care sector ie National Health Service England (NHS) and write a report about the recruitment and selection process for this organisation.

Explain the impact of legislative and regulatory requirements on recruitment and selection processes on your chosen organisation. Analyse how serious case reviews and inquiries have contributed to the establishment of policies and procedures within recruitment which are necessary to safeguard vulnerable people. Explain how to establish the criteria that will be used in the recruitment and selection process for one role in your chosen organisation. Describe how to involve others* in the recruitment process. *Others may include: HR personnel • managers • service/team members • owner/owner managers • service users • recruitment agencies • people in the same role • team leaders/supervisors • volunteers/advocates • apprentices/learners from schools and colleges • allied healthcare workers • agency staff • admin support.

Delivery And Submission The submission is in the form of a report written in Word format. The recommended word limit is 1000 words excluding diagrams, references, and appendices.

Referencing You are expected to use relevant academic and reliable sources, and clearly reference these in your work. References should be added to the text and placed at the end in a references list, using Harvard Referencing style.

Unit Strategic Leadership (R/617/5012) Unit Strategic Leadership Assignment Brief Qualification OTHM Level 7 Diploma In Strategic Management And Leadership Unit Reference Number R/617/5012 Unit Title Strategic Leadership Unit Level 7 Number of Credits 20 Total Qualification Time 200 Hours Guided Learning Hours (GLH) 100 Hours Mandatory / Optional Mandatory Unit Grading Structure Pass / Fail Unit Aims This unit provides an in-depth understanding of the key principles and practice of leadership This will enhance the individuals’ knowledge, skills and attributes to effectively engage in the role and responsibilities required of an effective team player and leader of a team; being proactive in innovation and improvement to inform strategy and business planning within the organisation.

Learning Outcomes, Assessment Criteria And Indicative Content Learning Outcomes – the learner will: Assessment Criteria – the learner can:

1. Understand the principles, concepts, differences, and approaches to contemporary leadership. 1.1 Explain the meaning and importance of leadership. 1.2 Contrast the main approaches to the study of leadership.

1.3 Critically evaluate the role of leadership in strategic management.

2. Understand how leadership influences individuals, teams and the organisation. 2.1  Critically compare the relationships between leaders of work groups, and leaders of teams. 2.2 Distinguish between the influence of leadership on groups and teams, and on formal and informal groups.

2.3 Critically evaluate the characteristics of an effective work group and team.

3. Understand the impact of leadership on organisational performance. 3.1 Assess the nature of organisation effectiveness and performance. 3.2  Critically explore the main features and requirements of leadership development.

3.3 Provide criteria for assessing an organisations strategic effectiveness from a leadership perspective.

4. Understand ethical decision making and organisational value. 4.1 Critically explore the exercise of leadership power and influence. 4.2 Critically review the importance of ethics, values and corporate social responsibilities to an organisations value.

4.3  Critically evaluate leadership and sustainability concepts and trends.

Assessment To achieve a pass for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the standards specified by all assessment criteria.

Learning Outcomes to be met Assessment Criteria to be covered Assessment type Word count (approx. length) All 1 to 4 All ACs under LO 1 to 4 Coursework 4500 words Guidance There is no scenario for this assignment.

You will need to prepare a case study, an essay and presentation with speaker notes to show your understanding of strategic leadership.

Task 1 Of 3 – Case Study (AC 1.1, 1.2, 1.3, 4.1, 4.2 & 4.3) Instructions:

You are required to prepare  a  case  study  about  a  business  leader  of  your  choice.  Examples  of  business leaders might  include  Jack Welch,  Ricardo  Semler,  Richard  Branson,  Steve  Jobs,  Bill  Gates,  Jack Ma, Dhirubhai Ambani, and Elon Musk to name but a few of many examples.

You are advised to check with your tutor that your choice is appropriate.

You  have  been  informed  that  your  case  study  will  be  used  for  training  purposes  and  you  should discuss  theoretical  perspectives  supported  by  examples  about  your  chosen  leader  contribution  to their organisation.

To develop this case study report you must apply relevant theoretical fundamentals. Relate with real-world examples of your chosen leader and their organizational context and  critically analyze your argument.

The structure of the case study should include the following:

Background to the organisation and the business leader with a justification of your choice. Explain the meaning of strategic leadership and importance to the selected organisation. Contrast the  main  approaches  to  the study of  leadership  and  the approach  relevant  to  the organisation. Critically evaluate the role of the leader in developing strategy. Critically explore the exercise of leadership power and influence. Critically review the importance of ethics, values and corporate social responsibilities to an organisations value. Critically evaluate leadership and sustainability concepts and trends. Delivery and submission:

1x Case Study (2000 words) excluding TOC, diagrams, references and appendices Task 2 Of 3 – Essay (AC 3.1, 3.2, 3.3, 4.1) Instructions:

Following your case study, Apply relevant theoretical fundamental, relate with real world example of your chosen leader and their organizational context and  critically analyze your argument. You should now prepare an essay evaluating the impact of the business leader identified in task 1, on the organisation’s performance by addressing the following:

Assess the role of the business leader in driving organisational performance. Critically explore the exercise of leadership power and influence. Critically explore   the   main   feature   and   requirements   of   leadership   development   for competitive advantage. Provide the criteria for measuring for assessing an organisations strategic effectiveness from a leadership perspective. Delivery and submission:

1x Essay (2000 words) excluding TOC, diagrams, references and appendices Task 3 Of 3 – Business Presentation (AC 2.1, 2.2, 2.3) Instructions:

You are required to prepare a presentation about teams and leadership. The presentation should address the following:

Critically discuss the importance of teams and team leadership in organisational performance. Distinguish between workgroups and teams and the leadership thereof. Critically compare  and  contrast  formal  and  informal  groups  within  organisations  and  within wider society. Critically discuss  the  stages  of  group  and  team  development  and  the  role  of  leadership  in maximising group and team performance. Delivery and Submission:

1x Presentation file (including references) 1x Speaker notes (500 words) Referencing:

Each section must reflect any supporting Harvard style citations. A comprehensive Harvard style reference list must be included at the end of the work. Evidence to be submitted:

Case Study 2000 words Essay – 2000 words Presentation file with speaker notes – 500 words