Organisational Best Practice


Subject Title  : Organisational Best Practice

Subject Code : MGMT6014

Assessment    : Benchmarking Exercise


 context:

Benchmarking is the process by which organisations measure themselves against their competitors. There are different types and forms of benchmarking, different purposes, different measures and different outcomes. This assessment asks you to demonstrate your understanding of benchmarking by providing a benchmarking analysis of an organisation of your choice against its competitors or lead competitor in the field (depending on the form of benchmarking you choose to undertake).

Instructions:

Select an organisation and undertake a benchmarking exercise to conclude as to the positioning of the organisation against its competitors in its industry. Your report should outline the following elements:

1.     Criteria and justification for selection of benchmarks.

2.     The benchmark measures themselves and interpretation of the results.

3.     Recommendations for action stemming from the benchmarking data.



Output/deliverables and parameters of the assessment:

You should submit a report for the attention of the CEO/Managing Director of the organisation of your choice, which should be no more than 12 pages in length, including references and appendices, and should include a minimum of 4 benchmark measures in the discussion.


Marking Criteria

         Selection of appropriate benchmarks, measures and data for the organisation and its strategic goals and competitor positioning.

         Appropriate analysis of benchmarking data supporting the conclusions being drawn.

         Critical reasoning skills, including ethical and moral consideration.

         Presentation of the report including referencing and use of appendices, and use of academic conventions.

         Effective communication of the benefits of benchmarking to the organisation through the presentation of recommendations for future action.


Learning Outcomes


         Examine the role of best practice and its relationship to organisational competitiveness and develop an effective plan for benchmarking best practice which can practically be applied to an organisation.

         Evaluate organisational performance against best practice benchmarks and apply these benchmarks to establish organisational improvements.

         Critically analyse the role of qualitative and quantitative tools which support the improvement of key processes in an organisation.
         Critically evaluate organisational culture, team structures and the effective management of human resources and how these can contribute to the achievement of organisational best practices.

















Learning Rubrics



Assessment


Fail (Unacceptable)

Pass
Credit
Distinction
High Distinction

Attributes



(Functional)
(Proficient)
(Advanced)
(Exceptional)





Grade Description
Evidence of unsatisfactory
Evidence of
Evidence of a good
Evidence of a high
Evidence of an
(Grading Scheme)
achievement of one or more of the
satisfactory
level of
level of
exceptional level of




learning objectives of the course,
achievement of
understanding,
achievement of
achievement of




insufficient understanding of the
course learning
knowledge and skill
the learning
learning objectives




course content and/or unsatisfactory
objectives, the
development in
objectives of the
across the entire




level of skill development.
development of
relation to the
course
content of the






relevant skills to a
content of the course
demonstrated in
course






competent level, and
or work of a superior
such areas as
demonstrated in






adequate
quality on the
interpretation
such areas as






interpretation and
majority of the
and critical
interpretation and






critical analysis skills.
learning objectives of
analysis, logical
critical analysis,







the course.
argument, use of
logical argument,







Demonstration of a
methodology and
creativity, originality,







high level of
communication
use of methodology







interpretation and
skills.
and communication







critical analysis skills.

skills.






Selection of
Does not meet minimum standard
Meets minimum
Moves beyond
Exceeds minimum
Exceeds minimum
appropriate


standard
minimum standard
standard
standard and
benchmarks,
Demonstrates no awareness of



exhibits high levels
measures and data
context and/or purpose of the
Demonstrates limited
Demonstrates
Demonstrates an
of independence
for the organisation
assignment.
awareness of context
consistent awareness
advanced and

and its strategic


and/or purpose of the
of context and/or
integrated
Consistently
goals and


assignment
purpose of the
understanding of
demonstrates a
competitor



assignment.
context and/or
systematic and
positioning.




purpose of the
critical








assignment.
understanding of
25%







context and purpose







of the assignment.

















Appropriate analysis
Limited understanding of required
Knowledge or
Thorough knowledge
Highly developed
A sophisticated
of benchmarking
concepts and knowledge
understanding of the
or understanding of
understanding of
understanding of the
data supporting the

field or discipline.
the field or
the field or
field or discipline/s.
conclusions being
Key components of the assignment

discipline/s. Supports
discipline/s.

drawn.
are not addressed.
Resembles a recall or summary off key ideas.
personal opinion and

Systematically and



information
Discriminates
critically



substantiated by
between
discriminates
25%

Often
evidence from the
assertion of
between assertion of


conflates/confuses
research/course
personal opinion
personal opinion and


assertion of personal
materials.
and information
information


opinion with

substantiated by
substantiated by


information
Demonstrates a
robust evidence
robust evidence


substantiated by
capacity to explain
from the
from the


evidence from the
and apply relevant
research/course
research/course


research/course
concepts.
materials and
materials and


materials.

extended reading.
extended reading.




Well
Mastery of concepts




demonstrated
and application to




capacity to
new




explain and apply
situations/further




relevant
learning.




concepts.







Critical reasoning
Specific position (perspective or
Specific position
Specific position
Specific position
Specific position
skills, including
argument) fails to take into account
(perspective or
(perspective or
(perspective or
(perspective or
ethical and moral
the complexities of the issue(s) or
argument) begins to
argument) takes into
argument) is
argument) is
consideration.
scope of the assignment.
take into account the
account the
expertly
presented expertly,


Issue (s) or scope of
complexities of the
presented and
authoritatively and


20%
Makes assertions that are not
the assignment.
issue(s) or scope of
accurately takes
imaginatively,
justified.

the assignment.
into account the
accurately taking


Justifies any
Others’ points of view
complexities of
into account the

Difficulty in formulating own opinion
conclusions reached
are acknowledged.
the issue(s) and
complexities of the

and lack of recognition of ethical
with arguments not

scope of the
issue(s) and scope of

principles and competing interests.
merely assertion.
Justifies any
assignment.
the assignment.



conclusions reached

Limits of position are

Does not clearly demonstrate moral-
Difficulty in justifying
with well-formed
Justifies any
acknowledged.

ethical reasoning.
conclusions based on
arguments not merely
conclusions



moral-ethical
assertion.
reached with
Justifies any


principles but

well-developed
conclusions reached


recognises different
Conclusions are
arguments.
with sophisticated


Viewpoints.
justified based on
Formulates and
arguments.



moral-ethical




principles.
justifies
Uses ethical




conclusions based
principles to identify




on moral-ethical
competing interests




principles.
and views.




Can recognise the
Sophisticated




competing
understanding of the




interests in
ethical and moral




arguments and
positions.




identify ethical





issues embodied
Well-articulated




in them.
viewpoint based on





moral-ethical





reasoning.






Presentation of the
Poorly written with errors in spelling,
Is     written according to
Is well-written and
Is very well-
Expertly written and
report including
grammar.
academic genre (e.g.
adheres to the
written and
adheres to the
referencing and use

with introduction,
academic genre (e.g.
adheres to the
academic genre.
of appendices, and
Demonstrates inconsistent use of
conclusion or
with introduction,
Academic
genre.



use of academic
good quality, credible and relevant
summary) and has
conclusion or

Demonstrates expert
conventions.
research sources to support and
accurate spelling,
summary).
Consistently
use of high-quality,

develop ideas.
grammar, sentence

demonstrates
credible and relevant


and paragraph
Demonstrates
expert use of
research sources to
10%
There are mistakes in using the APA
construction.
consistent use of high
good quality,
support and develop
style.

quality, credible and
credible and
arguments and


Demonstrates
relevant research
relevant research
position statements.


consistent use of
sources to support
sources to
Shows extensive


credible and relevant
and develop ideas.
support and
evidence of reading


research sources to

develop
beyond the key


support and develop
There are no mistakes
appropriate
reading


ideas, but these are
in using the APA style.
arguments and



not always explicit or

statements.
There are no


well developed.

Shows evidence
mistakes in using the




of reading beyond
APA Style.


There are no mistakes

the key reading



in using the APA style.

There are no










mistakes in using





the APA style.







Effective
Difficult to understand for audience,
Information,
Information,
Information,
Expertly presented;
communication of
no logical/clear structure, poor flow
arguments and
arguments and
arguments and
the presentation is
the benefits of
of ideas, argument lacks supporting
evidence are
evidence are well
evidence are very
logical, persuasive,
benchmarking to the
evidence.
presented in a way
presented, mostly
well presented,
and well supported
organisation through

that is not always
clear flow of ideas
the presentation
by evidence,
the presentation of
No effort is made to keep audience
clear and logical.
and arguments.
is logical, clear
demonstrating a
recommendations
engaged, audience cannot follow the


and well
clear flow of ideas
for future action.
line of reasoning.
Attempts are made to
The audience is
supported by
and arguments.


keep the audience
mostly engaged, line
evidence.

20%
Little use of presentation aids, or the
engaged, but not
of reasoning is easy to

Engages and sustains
presentation aids and material used
always successful.
follow.
Engages the
audience’s interest

are irrelevant.
Line of reasoning is

audience,
in the topic,





often difficult to
Effective use of
demonstrates
demonstrates high


follow.
presentation aids.
cultural
levels of cultural


Presentation aids are

sensitivity.
sensitivity







used more for effect

Carefully and well
Effective use of


than relevance.

prepared
diverse presentation




presentations aids
aids, including




are used.
graphics and multi-





media.






































                                                                                                                                                   

Comments

Popular posts from this blog

Why Students Are Stressed Today

Accounting For Managers