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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

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Total marks for UNIT (resubmission 1 if applicable)
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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)

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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

Inclusive Practice Assignment Brief Qualification Othm Level 4 Certificate In Equality, Diversity And Inclusion (610/3484/8) Unit Reference Number H/650/6832 Unit Title Inclusive Practice Unit Level 4 Number of Credits 15 Total Qualification Time (TQT) 50 Guided Learning Hours (GLH) 150 Mandatory / Optional Mandatory Sector Subject Area (SSA) 13.1 Teaching and lecturing Unit Grading Type Pass / Fail Unit Aims The aim of this unit is to develop your knowledge and understanding of inclusive practice. You will learn about factors influencing learning, and legislation relating to inclusive practice. You will also cover the roles and responsibilities relating to inclusive practice, how to create and maintain an inclusive environment and how to evaluate your own inclusive practice.

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

1. Understand factors which influence learning. 1.1 Review the impact of personal, social, and cultural factors on learning.

1.2 Review the impact of different cognitive, physical, and sensory abilities on learning.

Impact of personal, social, and cultural factors on learning: Different teaching and learning methods to accommodate different learning preferences and different abilities and/or needs (including one-to-one, paired work, small group teaching, whole group teaching), minimising potential institutional/social/cultural/personal barriers to learning,

Bloom’s Taxonomy of Learning (categorisation of objectives, knowledge, comprehension, application, analysis, synthesis, evaluation), differentiated outcomes, embedding language/literacy/ numeracy

(LLN), different assessment methods, legislation impacting on practice. Impact of different cognitive, physical, and sensory abilities on learning: Learning theory (andragogy, behaviourism, cognitivism, humanism, socially situated learning), motivation theory (e.g., Maslow, Herzberg, McGregor).

2. Understand the impact of policy and regulatory frameworks on inclusive practice. 2.1 Summarise policy and regulatory frameworks relating to inclusive practice.

2.2 Explain how policy and regulatory frameworks influence organisational policies relating to inclusive practice.

 

2.3 Explain how policy and regulatory frameworks influence our own inclusive practice.

Policy and regulatory frameworks: Legislation and codes of practice (health and safety, equal opportunities), own role in promoting equality (teaching materials, translating legislation in practice, diversity and inclusion, impact on teaching and classroom practice, range of differences which might present in a classroom situation), promoting (data protection, consumer legislation and other legislation relating to subject specialism), regulatory requirements (safeguarding, child protection), make a positive contribution, record keeping, codes of practice (Education and Training Foundation, subject specialist codes of practice), boundaries of teaching role. Influence of policy and regulatory frameworks on organisational policies: Legislation and codes of practice (health and safety, equal opportunities), own role in promoting equality (teaching materials, translating legislation in practice, diversity and inclusion, impact on teaching and classroom practice, range of differences which might present in a classroom situation), promoting (data protection, consumer legislation and other legislation relating to subject specialism), regulatory requirements (safeguarding, child protection), make a positive contribution, achieve, and enjoy, achieve economic wellbeing, record keeping, codes of practice (Education and Training Foundation, subject specialist codes of practice), boundaries of teaching role.

3. Understand roles and responsibilities relating to inclusive practice. 3.1 Summarise own role and responsibilities relating to inclusive practice.

3.2 Explain the relationship between own role and the roles of other professionals involved in inclusive practice.

 

3.3 Identify points of referral available to meet individual learning needs.

Summarise role and responsibilities: Teaching and training cycle (identify needs, plan, design, deliver, assess, evaluate), Information, Advice and Guidance (IAG), signposting, liaising with other professionals, meeting organisation requirements, systems, procedures, maintaining standards, quality assurance, keeping records, registers, results, health and safety in the workplace, policies and practice in organisations, own professional requirements. Relationship between role and roles of other professionals: Role of collegiality and collaboration in local and regional areas, role of support agencies, learner referral, signposting, learner support opportunities, learning support opportunities, the different teams with which you interact in your daily work (e.g., external support agencies, external regulatory bodies, internal administrative support, internal quality assurance teams), limits of responsibility.

Points of referral: Identifying support needs of learners, screening, initial assessment, diagnostic assessment, identifying key staff within organisations responsible for referral, identifying sources of learner support and learning support.

4. Understand how to create and maintain an inclusive learning environment. 4.1 Review key features and benefits of an inclusive learning environment

4.2 Analyse ways to promote equality and value diversity.

 

4.3 Analyse ways to promote inclusion.

 

4.4 Review strategies for effective liaison between professionals involved in inclusive practice

Key features and benefits: Organisational policy and practice, classroom management, motivational theory (e.g. Maslow), engagement, participation, achievement, inclusive language, representation of cultural differences, avoiding stereotyping, access.

Equality and diversity: Protected characteristics (e.g., race, gender, disability, age, religion, or belief, sexual orientation, transexuality, maternal status, marital status, civil partnership status), equality act, equal opportunities and equality and diversity policies, inclusion, differentiation, schemes of work, lesson planning, different teaching and learning methods to accommodate different learning preferences and different abilities and/ or needs (including one-to-one, paired work, small group teaching, whole group teaching), minimising potential institutional/ social/cultural/personal barriers to learning, Bloom’s Taxonomy of Learning (categorisation of objectives, knowledge, comprehension, application, analysis, synthesis, evaluation), differentiated outcomes, embedding language/literacy/ numeracy (LLN), different assessment methods, legislation impacting on practice.

Promote inclusion: Learning preferences, different teaching and learning methods (strengths and limitations, classroom management, lesson planning,

extension activities, differentiated outcomes), Blooms’ Taxonomy of Learning (categorisation of objectives – knowledge, comprehension, application, analysis, synthesis, evaluation), SMART objectives (Specific, Measurable, Achievable, Relevant, Timely), selfreflection. Review strategies for effective liaison: Teachers, mentors, learning support specialists,

written/verbal/nonverbal communication, range of media.

5. Understand how to evaluate own inclusive practice. 5.1 Review the effectiveness of own inclusive practice.

5.2 Identify own strengths and areas for improvement in relation to inclusive practice.

 

5.3 Plan opportunities to improve own skills in inclusive practice.

Effectiveness of inclusive practice: Models of reflection (e.g., Schön, Gibbs, Brookfield, Johns, Atkins, and

Murphy), self-reflective practice, models of evaluation (e.g. Kirkpatrick), learner evaluation (qualitative information), programme evaluation (qualitative and quantitative information), identifying assessment outcomes as basis for improvement/target setting.

Identify strengths and areas for improvement: Models of reflection (e.g., Schön, Gibbs, Brookfield, Johns, Atkins and Murphy), self-reflective practice, models of evaluation (e.g. Kirkpatrick), learner evaluation (qualitative information), programme evaluation

(qualitative and quantitative information), identifying assessment outcomes as basis for improvement/target setting.

Plan opportunities to improve skills: Action planning, setting SMART targets (specific, measurable, achievable, realistic, timely), strengths and limitations of own skills and knowledge (e.g., experience, qualifications, currency of skills and knowledge), liaison with other agencies/learning professionals and current research relating to inclusive practice.

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) LO1 All AC’s under LO1 Case Study 1000 words LO2 All AC’s under LO2 Report 1000 words LO3 and LO4 All AC’s under LO3 and LO4 Presentation 800 words of speaker notes LO5 All AC’s under LO5 Report 1000 words Indicative Reading List Avis J, Fisher R and Thompson R (eds) – Teaching in Lifelong Learning: A Guide to Theory and Practice, 3rd edition (Open University Press, 2018)

Cohen L, Manion L, and Morrison K – A Guide to Teaching Practice, 5th edition (Routledge, 2011)

Duckworth V, Wood, J, Dickinson J & Bostock J – Successful Teaching Practice in the Lifelong Learning Sector (Learning Matters, 2010)

Gould J – Learning Theory and Classroom Practice in the Lifelong Learning Sector: Achieving Qtls Series (Learning Matters, 2012)

Gravells A – Principles and Practices of Teaching and Training: A guide for teachers and trainers in the FE and skills sector (Further Education and Skills) (Sage 2007)

Gravells A and Simpson S – -The Certificate in Education and Training Learning Matters, 2014)

Grifith A and Burns M – Outstanding Teaching: Engaging Learners (Crown House Publishing, 2012) Hattie J – Visible Learning for Teachers: Maximising Impact on Learners (Routledge, 2012)

Illeris K – Contemporary theories of learning: learning theorists: in their own words (Routeledge, 2018)

Karl A and Riley A – Understanding and Using Educational Theories, 2nd Edition (Sage 2018)

Keeley-Browne L – Training to Teach in the Learning and Skills Sector (Pearson, 2007)

Machin l and Hindmarch D – A Complete Guide to The Level 5 Diploma in Education and Training (Further Education), 3rd Edition (Critical 2020)

Petty G – Teaching Today: A Practical Guide (Oxford University Press, 2014)

Powell S and Tummons J – Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011)

Reece I and Walker S – Teaching, Training and Learning: A Practical Guide (Business Education, 2007) Wallace S – Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011)

Logistics and the Business Environment (R/650/1100) Logistics And The Business Environment Assignment Brief Qualification OTHM Level 4 Diploma in Logistics and Supply Chain Management (610/0857/6) Unit Reference Number R/650/1100 Unit Title Logistics and the Business Environment Unit Level 4 Number of Credits 20 Total Qualification Time (TQT) 200 hours Guided Learning Hours (GLH) 100 hours Mandatory / Optional Mandatory Unit Grading Type Pass / Refer Unit Aims The aim of this unit is to provide learners with the underpinning knowledge to recognise the components and construct of the logistics sector and examine the fundamental factors which influence how a logistics business operates within the context of its internal and external business environment.

Learning Outcomes And Assessment Criteria  Learning Outcome – The learner will: Assessment Criterion – The learner can:

1. Understand the business of logistics. 1.1 Explain different categories of business logistics. 1.2 Explain the major elements of logistics.

1.3 Discuss how logistics affect a supply chain.

2. Understand the relationships between different logistic functions. 2.1 Explain the purpose of different functions of a logistics business. 2.2 Explain the relationship between the different functions of a logistics business.

2.3 Compare different ways a logistics business could be structured.

2.4 Discuss how functional relationships impact on how a logistic business is structured.

3. Be able to measure a logistic business’s internal environment. 3.1 Explain what is meant by the term ‘internal environment of a logistics business.’ 3.2 Explain why it is important to measure a logistic business’s internal environment. 3.3 Apply a technique to quantify a logistic business’s internal environment.

3.4 Assess a logistics business’s internal environment.

4. Be able to measure a logistic business’s external environment. 4.1 Explain what is meant by the term ‘external environment of a logistics business.’ 4.2 Explain why it is important to measure a logistics business’s external environment.

4.3 Assess a logistics business’s external environment.

4.4 Apply a technique to quantify a logistics business’s external environment.

Scenario You have recently gained an internship with a logistics specialist business.

As part of your academic and professional development, your mentor wants you to apply the knowledge you have gained on your course to indicate how much you know about logistics and the business environment and to provide an assessment of the business’ operating environment.

Your mentor has instructed you to produce two reports as shown below.

Task 1 Unit Learning Outcomes Assessment Criteria LO 1 Understand the business of logistics 1.1, 1.2, 1.3 LO 2 Understand the relationships between different logistic functions 2.1, 2.2, 2.3, 2.4 Assignment Brief and Guidance To indicate your level of understanding of logistics and the business environment you are to produce a report consisting of two parts, as follows. Part A

● explain different categories of business logistics.

● explain the major elements of logistics.

● discuss how logistics affect a supply chain.

Part B

● explain the purpose of different functions of a logistics business.

● explain the relationship between the different functions of a logistics business.

● compare different ways a logistics business could be structured.

● discuss how functional relationships impact on how a logistic business is structured.

Delivery and Submission The submission is in the form of a report written in Word format. The recommended word limit is 1500 words (700 words for part A and 800 words for part B) excluding diagrams, references, and appendices.

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

Task 2 Unit Learning Outcomes Assessment Criteria LO 3 Be able to measure a logistic business’s internal environment 3.1, 3.2, 3.3, 3.4 LO 4 Be able to measure a logistic business’s external environment 4.1, 4.2, 4.3, 4.4 Assignment Brief and Guidance You have now been instructed to conduct an internal and external analysis of the business’ operating environment through a two-part report as follows. Part A

● explain what is meant by the term ‘internal environment of a logistics business.’

● explain why it is important to measure a logistic business’s internal environment.

● produce a SWOT analysis of the business.

● using the SWOT analysis, assess the business’s internal environment. The assessment must be justified.

Part B

● explain what is meant by the term ‘external environment of a logistics business.’

● explain why it is important to measure a logistics business’s external environment.

●  produce a PESTLE analysis based on the business’ operating environment

●  using the PESTLE analysis assess the business’ external environment. The assessment must be justified.

Delivery and Submission The submission is in the form of a report written in Word format. The recommended word limit is 1500 words (750 words for both parts A and B) excluding diagrams, references, and appendices.

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

MSN Capstone Project-DAX-DL01 Carmen Lazo

Capstone Part I: PICOT Assignment

CAPSTONE: PART I Due 1/24/2026 by 11:59pm

The PICOT will be a health issue identified at work or in the community. Be creative! There are certain topics that have been saturated in healthcare and have been implemented multiple times in this course. Do not present on the following topics:

Diabetes, CHF, Blood pressure, Infection Control (hand washing, post op infections), Medication compliance programs, Telemedicine/Home programs, Pressure Ulcers, Falls, Nursing Burnout.

 

1. Title Page (use appropriate title for faculty) EX: Dr. Carmen Lazo, DNP, MSN, APRN-BC, APN

2. Introduction to your proposed problem:

– Significance of the Practice Problem: Discuss the identified Practice Problem.

-Introduce the topic of the paper (Abstract, Introduction). Describe the health problem.

-Using data and statistics, support your claim that your selected issue is a problem. What is the cost (national and local) and budget (if any) for your proposal. What is the cost nationally and locally?

– Include your purpose statement and what specifically you will address in your proposed program. Be sure your proposed outcome is realistic and measurable. Align with the semester hours.

3. PICOT- Should be discussed in detail. This section should include your PICOT question but also should provide thorough descriptions of your population, intervention, comparison intervention, outcome, and timing.

The word PICOT is a mnemonic derived from the elements of a clinical research question – patient, intervention, comparison, outcome, and time. The PICOT process begins with a case scenario, and the question is phrased to elicit an answer. Present the PICOT in APA Essay format. do not use bullet points.

P – Patient/Problem I – Intervention C -Comparison O – Outcome T – Timeframe

 

4. Describe the vulnerable population and setting.

-Be specific. Discuss the impact of social determinants on health for your selected population.

-What are the risk factors that make this a vulnerable population? Why is change important for this population? What are the current statistics and cost? Use national and local data on your population’s setting. Where are they exisiting? Ex. Miami-Dade.

-Use evidence to support the risk factors you have identified.

 

5. Research should be from scholarly journals of evidence-based interventions that address the

problem. Do not use websites as subtitutes. At least 5 schorlary articles and if applicable schorlarly websites.

-Peer-reviewed research articles not older than five years (all articles must be used in your paper)

 

6. Proposal

-Propose addressing the selected health problem using an evidence-based intervention in your

literature search to address the problem in the selected population/setting.

-Include a thorough discussion of the specifics of this intervention which include resources necessary, those involved, and feasibility for a nurse in an advanced role.

-Be sure to include a timeline for the intervention proposed.

 

7. Theoretical Framework/Nursing Theory- This section should include the theoretical framework which supports your project. Describe a theory or model to serve as the foundation for your project. How will this theory be incorparated into your Capstone? Discuss in details.

– Overall, you should be able to introduce the problem and why this is significant to the healthcare system. For example: What impact does it have on the patient, community, cost of care, quality of life, readmissions and so forth.

 

-Use appropriate APA 7th Ed. format. Write PICOT in ESSAY format.

-Scholarly, peer-reviewed, and research articles cited should be within the last five years.

-This section should be minimum 5 pages long (not including the title and reference page).

-Use proper in-text citations with a properly formatted reference list.

-All papers must be written in the 3rd person.

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:
4. Specify if there is a trading agreement between the trading countries.
5. Explain the effects of the trade agreement (if this is the case) and how it impacts the service, product, or idea you have selected.
6. 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.
7. Licensing
8. Franchising
9. Joint Venture
10. Merger and Acquisition
11. 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:
12. 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?
13. 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?
14. 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?
15. 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:
16. Course No/Title
17. Name of the Professor and Course Term/Month
18. Team Number and Designated Team Leader
19. 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.

Due on May 23, 2026 11:59 PM

Health Information System Evaluation Tool Creation

Write a 2500-word essay addressing each of the following points. Be sure to completely answer all the questions for each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least four (4) sources in your essay. Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count toward the minimum word amount. Review the rubric criteria for this assignment.

Place yourself on the healthcare administration team as a DNP leader. As part of the executive team, you are evaluating electronic health record systems for the organization. A tool in the form of a rubric with evaluation criteria and a grading system is needed for each team member to provide input on each electronic health record system that is being considered.

Create an evaluation tool rubric containing at least five criteria.

Follow the rubric with a paper that provides the rationale for each criterion you chose to include.

Your assignment should contain:

1.     the evaluation tool rubric you create,

2.     an introduction to the tool,

3.     the rationale for each component of the rubric,

4.     and a conclusion.

Start by reading and following these instructions:

1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
2. Consider the discussion and the any insights you gained from it.
3. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.
4. Create your assignment submission and be sure to cite your sources, use APA style as required, check your spelling, and review the rubric.

The following specifications are required for this assignment:

• Length:  2500 words
• Structure: Include a title page and reference page in APA style. These do not count toward the minimum word amount for this assignment.
• References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least FOUR (4) scholarly sources to support your claims.

References: 

Use appropriate APA-style in-text citations and references for all resources used to answer the questions. Use scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY. Scholarly articles from  2021 to 2026 only. (Within the last five years) Please review your spelling and the rubric. Please use North American peer-reviewed journals ONLY.DO NOT  use any European  Journal.

Learning Materials

Required  Resources

 

McGonigle, D., & Mastrian, K. (2021). Nursing informatics and the foundation of knowledge (5th ed.). Jones and Bartlett. ISBN:9781284220469. Read chapters 2 &14.

 

Additional resources

 

 

Pendyala, S. K. (2024). Healthcare data analytics: Leveraging predictive analytics for improved patient outcomes.International Journal of Computer Engineering and Technology (Ijcet), 15(6), 548-565. https://doi.org/10.5281/zenodo.14197001

Huarng, K.H, Hui-Kuang Yu, T., & Lee, C. F. (2022). Adoption model of healthcare wearable devices. Technological Forecasting and Social Change, 174. https://www.sciencedirect.com/science/article/abs/pii/S0040162521007204?via%3Dihub

Agency for Healthcare Research and Quality. (2019, August). Health Information Technology Integration. https://www.ahrq.gov/ncepcr/tools/health-it/index.html

Adeniyi, A. O., Arowoogun, J. O., Chidi, R., Okolo, C. A., & Babawarun, O. (2024). The impact of electronic health records on patient care and outcomes: A comprehensive review.World Journal of Advanced Research and Reviews, 21(2), 1446-1455. https://doi.org/10.30574/wjarr.2024.21.2.0592

Assignment Description This assignment builds on the previous assignments in the course, where you identified a social problem and selected a local, state, or federal policy that affects it. In this assignment, you will analyze the local, state, or federal policy you chose to address your social justice issue, including providing background on the development of the policy and evaluating its effectiveness and feasibility. Remember that the feasibility of a policy relates not only to its economic feasibility but also to its political and social impact. You will also identify the policy constraints that inhibit the policy from most effectively reaching your targeted population. Continue to consult the United States Congress website (located in the Assignment Resources (https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2629702320006731?auth=SAML§ion=2631180150006731) reading list), the Government Accountability Office, public policy analysis research and reports, and other peer-reviewed research to support your analysis. Also, use the NASW Code of Ethics web page—located in the Assignment Resources (https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2629702320006731?auth=SAML§ion=2631180150006731) reading list—to guide your analysis. By successfully completing this assignment, you will demonstrate your proficiency in the following CSWE EPAS competencies and practice behaviors: CSWE EPAS Competency 5: Engage in policy practice. C5.GP.A: Use social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies affect the delivery of and access to social services. Related assignment criterion: 1. Analyze the development of the chosen policy. 2. Evaluate the effectiveness of the policy with respect to the target population. 3. Evaluate the feasibility of the policy. 4. Identify the policy constraints that inhibit the policy from fully addressing

Assignment Instructions For this assignment: Analyze the development of your chosen policy. Analyze the historical background that led to the development of the policy. Define the goals of the policy and how these goals are intended to be met, including services and programs intended to achieve the goals. Evaluate the effectiveness of the policy with respect to the target population. Consider how well the policy has met the needs of your target population and to what extent it improves the social justice problem you initially researched. Does the policy seem to ignore, impede, or strengthen the social functioning of the target population? To what extent does the policy meet or improve the social values of the target population? To what extent does the policy adhere to best practice ethics and best practice standards?

If the outcome of your analysis is that best practice ethics and standards are not being adhered to, include that information in your analysis as well. Evaluate the feasibility of the policy. Is the policy politically, economically, and administratively feasible? Provide details and rationale. Identify the policy constraints that inhibit the policy from fully addressing the problem for the chosen population. Have other constraints arisen since the passage of the policy that have made conditions worse or better for the chosen population? Guidelines Support your claims and recommendation with clear rationale and support from scholarly, peer-reviewed literature. Review the Policy Analysis rubric for information on how your work will be graded. Review the feedback you received for the previous assignments to improve the quality of your submission. Further feedback from this assignment will help you improve your work for the final Policy Analysis and Recommendations assignment. Additional Requirements The assignment you submit is expected to meet the following requirements: Written communication: Written communication is free of errors that detract from the overall message. APA formatting: Resources and citations are formatted according to current APA style and formatting standards. Cited resources: A minimum of six scholarly sources. Most literature cited should be current, with publication dates within the past five years. Length of paper: 5–7 typed, double-spaced pages. Font and font size: Times New Roman, 12 point. Due date: Assignment must be submitted to your instructor in the courseroom no later than Sunday, 11:59 p.m. CST, this week.