Friday, 23 June 2017

Efficiency Ratio Analysis

Efficiency Ratio Analysis
Efficiency Ratio AnalysisEfficiency ratios of the two organizations comprise of the following parameters from the table given as reference- Inventory Turnover, Creditors Turnover and Debtors Turnover.
Inventory turnover is defined as the average number of days in which the inventory of the organization changes. It is better for an organization to have lower inventory turnover as it means that the average stock of inventory held by the organization is less and thus less costs incurred on inventory (Brealey and Meyer, 2000). Premier Investments had inventory of 73 days in 2010 which got increased to inventory of 75 days in 2011. For David Jones on the other hand, inventory of 83 days in 2010 got increased to 88 days in 2011. This means that both the organizations have increased their average stock of inventory from the year 2010 to 2011 which means extra cost incurred by both the companies on holding the inventory and associated activities. If the two organizations are compared, Premier Investments has done better in keeping the inventory lower than David Jones.

Debtors Turnover is defined as the average number of days in which the debtors of the organization pay the money to the organization for which they have procured goods from the organization. It is better for an organization to have lower Debtors Turnover as it means that the organization is getting the money from the customers quickly after the sale and can accrue more interest on money obtained early (Broadbent and Cullen, 2003). Premier Investments had Debtors Turnover of 4 days in 2010 which got reduced to 3 days in 2011. For David Jones on the other hand, Debtors Turnover of 1.5 days in 2010 got increased to 2 days in 2011. This means that for both the organizations there is no significant change in the average time to get payment from the customers however Premier Investment has done better than David Jones as the Debtors Turnover has been reduced by it. But if the two organizations are compared, David Jones is in better position as still after increase in Debtors Turnover David Jones has lower value of it against Premier Investments.

Creditors Turnover is defined as the average number of days in which the organization pays the money its creditors or the suppliers from which it has procured goods. It is better for an organization to have higher Creditors Turnover as it means that the organization is paying the money to the suppliers late after the purchase and can accrue more interest on money paid late (Broadbent and Cullen, 2003). Premier Investments had Creditors Turnover of 31 days in 2010 which got reduced to 24 days in 2011. For David Jones on the other hand, Creditors Turnover of 35 days in 2010 got reduced to 30 days in 2011. This means that for both the organizations there is significant reduction in the average time to pay the money to suppliers which is bad for both of them as now they are losing the extra income on the interest for money paid less to the suppliers and creditors. But if the two organizations are compared, David Jones is in better position as its Creditors Turnover is higher than Premier Investment for both the years.

Strategic Branding Management

Strategic Branding Management
These days there is very little that is differentiating different companies. The companies cannot boast of having a better technology as compared to that of other, mainly because of the fact that technology is easily available to everyone and it is easy for the competitors to imitate the same within no time. In this particular environment, it becomes essential for the companies to make sure that they get the min share of the people by means of other ways and creating a positive brand image in the minds of the customers. Most of the good companies have mastered this art of blending corporate social citizenship within their brand promise itself so that all their actions are aligned towards achieving the same. All these great practitioners are of the opinion that by using a smart branding strategy they can create a difference in the crowd of brands that are already present and thus help them in improving their bottom line. Thus the companies have to choose those initiatives that are easy for the customers to recognize with and relate to. By means of these events they try and make sure that they get the required visibility in the public (Aaker, 2000). One of the commonly adapted methods by many companies is to take up the green initiatives. This has become more relevant in the recent times also. By means of this interbrand survey, they aim at making things clear to the customers on how various brands perform and thus they would be in a better position to decide. This is in light of many companies using such campaigns as a mask for their operations that has been hurting the people who live in the vicinity of their operations.
Strategic Branding Management
There is a misalignment between what the brands actually do and how they have been perceived in the public. Here communication plays a very important role as this is the only way by which the brands can reach out to the customers and then make sure that they get recognized for the good work that they do for the people.
One of the things that are different in this survey as compared to that of others is that in this survey they have managed to identify those companies who have been putting in an honest effort in improving the society should get the due. There is a clear distinction that is done between what they have been doing and how they have been perceived in the public (Chernatony, 1992). This gives the customers an actual and honest picture about how various brands have been faring. This has also given a direction to various business leaders in deciding how they have been faring and what needs to be done. One other thing that has made this survey an unbiased one is that they have considered only those brands that has been doing this on a consistent basis and it also depends on the level of external reporting that these brands do.
The survey has been beneficial to the customers in many ways. These days there is a huge emphasis that many companies lay on social responsibility. They come up with several CSR activities so that they are able to humanize the brands in the minds of the customers. In this age when there is acute throat competition that exists between various companies having almost similar products, they can attract the customers only by creating stronger brands that can create that brand pull in the market. Customers are more likely to buy a particular brand only if they can associate with the brand in a positive manner. These days many companies are trying to be eco friendly in an attempt to give it back to the society where they are operating.  One of things that need to be noticed here is that there is a huge difference between how the brands have been performing and how they have been perceived by the customers. This is mainly due the fact that they have not been effective in communicating their worth to their customers. Many companies like Nokia, HSBC etc have been doing exceptionally well in terms of environmental sustainability and they have been having several programs that aims at improving the society around them but they have not been communicating well to the customers and stakeholders and hence they have not been able to create that brand perception that they wanted to create. L’Oreal has been the main culprit as we see that there is a huge difference between the actual performance and the perception that the people have in their minds (Doyle, 1991). They can change this by focusing more on communicating these things to their customers rather than only to their stakeholders. Thu this study helps the customers in finding out what actually various companies do and own they have been performing. Nokia on the other hand has been losing the customer confidence day by day and they have to make sure that they create some meaningful connections out of the social activities that they have been doing for the public. They have to get back the trust in the minds of the customers and this is possible only by means of creating a positive brand image in the minds of the customers.
Similarly there were several brands like Coke and McDonald’s etc who were ranked high in the survey who have managed to create a positive impression in the minds of the customers even though they Have not delivered much in terms of green movement. They have communicated smartly to the customers by means of visuals and colures that have created this impression in the minds of the customers. For example we can say that Mc Donald’s have used the colour green very effectively so that the customers started associating the brand with green campaigns. Thus we can say that they have effectively used various elements in such a manner that they were able to communicate smartly to the customers that they are doing something for them. One of the best parts that we can notice here is that all the brands that have topped the list were very pro active in communicating with the customers and hence they have created a positive brand image in the minds of the customers.
One of the other things that the customers can benefit from the survey was that they would be able to actually figure out what has been the history of the company in the pats. Thus they can see through the corporate gimmick that many companies normally do so as to get hold of the customers. GE for example has been extremely successful with its ecomagination campaign and they have to now live up to the expectation that they have created in the minds of the customers. Thus they have to now ensure that they perform much better than before so that they exceed the expectations of the customers. One of the areas that they have to focus on is the logistics and the transportation part (Kapferer, 1991). This would mean that they have to take their focus away from the products that they are obsessed with. These surveys are also helpful to the companies in a way that they would be able to understand the pulse of the customers and hence they can design their campaigns in such a way that the customers are attracted and they get the required attention that they need. Managing the expectation of the people is one of the things that the companies have to be careful about the same. They cannot just get people to like their brands but they have to make sure that they plan out the campaigns so that they communicate what they are doing for the people in an effective manner.
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Such survey also gives the customers an actual picture about what the companies are actually doing. Even though they are doing many activities for their customers, they are not getting the visibility for the work that they have done. There are many companies who have been doing many things for the green planet, they have not been transparent enough thus this has resulted in them not getting the right recognition that they wanted. Some companies have been transparent about their operations to the public and their work on environmental sustainability is thus known to the stakeholders of the company; while some of the giants like Google have been extremely cautious in making their activities public (Aaker, 2000). In one way being transparent makes the organization good and open in the front of its customers and stakeholders and thus they start trusting the brand more where being secretive can give the company certain competitive advantages but at the same time this also gives a weapon for the competitors to come up with allegations that can damage the brand image that they have. One the other hand it becomes essential for some of the large corporations to with hold some of the information mainly due to the level of activities that they have been doing. Companies like Coca Cola and Google have been innovating so much to make a mark on improving the environmental sustainability and they have reduced a lot of costs as a result of the same. They cannot make all of these activities public in nature mainly because then there competitors also would follow the same and as a result of this these companies would lose the competitive edge that they have. Some companies also look at the activities that others are doing and would like to partner with them so that they also get a share of the goodwill. For example Ford has come with a plan to partner with Google on increasing the hybrid efficiency by prediction of API (Aaker, 2004). So such survey also gives an idea for the top management of various companies to make sure that they enter in strategic relationship with the companies so that they get good will in the minds of the customers.
This also gives the customer an unbiased opinion about the various companies irrespective of the culture in which they are in. In countries like Germany, there are several laws that are mandated by the government and thus going green is a practice that they have ingrained in their everyday lifestyle. Where as in China and India, Green is a new concept that many companies have started adopting and there is no particular interest in the minds of the customers in these nations. But in the surveys it has been seen that while deciding on the brands the customers have proffered brands that are doing well in terms of CSR activities mainly because of the fact that they have been having a positive brand image in the minds of the customers.

Customer Service

Customer Service
Unit Code : J/601/1790 QCF Level : 4 Credit Value : 15
Aim
This unit enables learners to gain understanding of customer service policies and the purpose of promoting a customer-focused culture and to gain skills to provide customer service.
Customer Service
Unit Abstract
This unit introduces learners to the principles and objectives of customer service, with a focus on business and services operations, for example hospitality, sports, and travel and tourism. The unit will help learners develop an understanding of the nature of a customer service culture and the principle of quality service in the business and services management environment.
The units will help learners to appreciate how important information gathered from customers is and its relevance to improved delivery of services.
Learners must ensure that their evidence relates to the hospitality industry.
Learning Outcomes
On successful completion of this unit a learner will:
  • LO1 Understand customer service policies within business and services contexts.
  • LO2 Understand the purpose of promoting a customer-focused culture
  • LO3 Be able to investigate customer requirements and expectations
  • LO4 Be able to provide customer service within business and services contexts to meet required standards.
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Unit Content
LO1 Understand customer service policies within business and services contexts
Policies: policies (structure, use, focus, customer requirements/expectations, product and service knowledge, consultation, confidentiality, customer perceptions and satisfaction, monitor customer service and satisfaction, influences affecting implementation, effective communication)
Quality of service: methods of assessment; customer expectations; standardised procedures; codes of practice; staff levels (staffing levels, staff competency, flexibility, reliability and responsiveness)
Evaluation: purpose; sources of feedback; accuracy; relevance; reliability; validity; methods of data collection; improvements; staff training and development
Hospitality industry: industries within the hospitality industry eg hotels, restaurants, pubs, bars and nightclubs, contract food service providers, hospitality services, membership clubs, events
LO2 Understand the purpose of promoting a customer-focused culture
Communication: types eg verbal, non-verbal body language, written; types of response; use; effect
Customer: central role; customer service culture; identifying and analysing customer requirements and expectations; influences of service provision on customer perceptions
Benefits of improved service: customer satisfaction, repeat business, improved reputation, increased profit
LO3 Be able to investigate customer requirements and expectations
Requirements: sources of information eg customers, staff, management, customer records, past information
Primary research: primary research eg sampling, qualitative, quantitative; interview eg individual, group, survey, observation; contact methods eg mail, telephone, personal
Secondary research: internal eg sales records, yield data, financial information, client databases; external eg government publications, trade journals, periodicals, professional associations, national organisations, commercial data
Satisfaction levels: planning; strategy; assessment of options using researched information; role of the business and services manager; staffing levels; motivating staff; improvements
LO4 Be able to provide customer service within business and services contexts to meet required standards
Types of customers: different age groups eg the elderly, children; different cultural backgrounds; special needs eg physically disabled; satisfied; dissatisfied; under influence eg drugs, alcohol, medication
Customer needs: customer needs eg products and services, urgent, non-urgent, special requirements, quality of service, value for money, cultural, social; trends eg fashion, ergonomic, equipment, training, products and services, consumer protection legislation
Customer service: consultation; advice; personal selling; complaints procedure; reception skills; confidentiality
Guidance
Links
This unit can be linked with the following units in this qualification:
Unit 5: Food and Beverage Operations Management Unit 6: Rooms Division Operations Management Unit 7: The Developing Manager Unit 8: Marketing in Hospitality Unit 13: Conference and Banqueting Management Unit 14: Hospitality Contract and Event Management Unit 21: Small Business Enterprise.
Essential Requirements
The use of appropriate case studies will enhance the relevance of the unit and show how different organisations, both local and national, have developed their customer care policies.
Employer Engagement And Vocational Contexts
Centres should try to establish links with appropriate businesses in order to bring realism and relevance to the unit.

Conduct At Work

Conduct At Work
Credit value: 1
Unit aim
This unit introduces learners to the range and type of conduct needed in the workplace. Learners will be assisted to understand, demonstrate and reflect on some appropriate behaviours in the workplace.
Unit introduction
In any workplace, it is important to conduct yourself in an appropriate manner. Employers and employees expect certain types of behaviour within the workplace, making good conduct an essential employability skill.
This unit introduces learners to the range and type of conduct needed in the workplace. Learners will be assisted to understand and demonstrate some appropriate behaviours in the workplace. They will also reflect on their strengths and weaknesses in terms of their conduct.
Conduct At Work
Learning outcomes and assessment criteria
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
On completion of this unit a learner should:
Learning outcomesAssessment criteria
1Know about appropriate conduct for the1.1identify different kinds of appropriate
 workplace conduct in the workplace
    
2Be able to demonstrate good conduct2.1interact appropriately with colleagues
  2.2dress appropriately for work
  2.3demonstrate appropriate timekeeping
   during the working day
    
3Be able to carry out a review of own3.1identify an aspect of own conduct that
 conduct went well and an aspect that did not go
   so well
    
Unit content
1        Know about appropriate conduct for the workplace
Appropriate conduct for the workplace: interacting and communicating with colleagues in familiar situations, eg team members, line manager, supervisor; respecting others’ views; listening and responding to appropriate feedback, requests or suggestions from others
Appropriate dress for the workplace: appropriate clothing for different workplaces,
eg in an office, factory, for outdoor work, uniforms; clothing needed for health and safety reasons or hygiene; being tidy and presentable; having clean clothes
Appropriate timekeeping: being on time for work and knowing about the working day, eg when expected to be at workplace, whether there are core hours, flexitime, shift work, knowing when to take breaks, when and how long lunch break is, turning up to meetings and appointments on time
2        Be able to demonstrate good conduct
Demonstrate good conduct: interacting with colleagues in familiar situations; dressing appropriately for work; appropriate timekeeping
3        Be able to carry out a review of own conduct
Reviewing own conduct: talking about an aspect that went well, eg demonstrating appropriate timekeeping, using polite language when interacting with colleagues; talking about an aspect that did not go so well, eg not dressing appropriately, not turning up for a meeting or appointment on time
Essential guidance for tutors
Delivery
This unit may be delivered in the workplace, as part of a work placement or volunteering commitment, or in a simulated situation in a school or college. The positive behaviours described in the unit are those expected of learners within an educational context as well as employees in a workplace. It is, therefore, likely that learners will already be aware of the need for appropriate conduct in a general context.
Learning outcome 1 could be delivered through group discussion or discussion between the learner and their line manager/tutor or another appropriate person familiar to the learner.
Tutors/line managers could provide the group or individual learner with prompts and facilitate the discussion to help learners identify good conduct, for example asking learners to identify social behaviours in their everyday lives and then encouraging them to think about whether these behaviours would be appropriate in the workplace. Learners could create posters or leaflets to record their ideas.
Tutors/line managers could then explore behaviours in the workplace, for example that there are rules or regulations within every organisation about how employees behave towards each other.
Learning outcome 2 may be delivered in a variety of ways. In a work situation, learners could carry out their normal daily activities whilst being observed by their line manager or another responsible person. In a simulated situation, learners could be provided with (or agree with their tutor) a scenario which enables them to demonstrate the three main aspects of conduct listed in the assessment criteria.
For learning outcome 2, tutors/line managers may wish to discuss with the learner beforehand their views on what is appropriate and agree a mode of dress in advance. It would be helpful to discuss with learners that some organisations have uniforms, that some clothing must be worn for health and safety or hygiene reasons, and that it is important to dress smartly and appropriately for the job, for example if you work outdoors, you won’t need to wear a suit but you will need to wear durable clothes that protect you from the weather.
Tutors/line managers might also wish to discuss possible requirements for timekeeping in different workplaces for example if a workplace requires office cover throughout the working day, it isn’t appropriate for everyone to go to lunch at the same time.
Learners could carry out a review of their own conduct through a one-to-one discussion with their tutor or line manager. For learning outcome 3, the tutor/line manager or an appropriate colleague may wish to give the learner some constructive feedback on their performance, which they may choose to include in their review.
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Assessment
To achieve 1.1, the learner must identify at least two examples of appropriate conduct in the workplace. These are likely to be examples that they have come across in other aspects of their lives. Evidence to support this should be in the form of records of group or individual discussion (written by the tutor or by the learner with sign-off from the tutor or a video or audio recording). The learner does not need to describe examples of conduct in detail.
To achieve 2.1, 2.2 and 2.3, the learner needs to demonstrate good conduct in relation to interacting appropriately with colleagues, dressing appropriately for work and showing appropriate timekeeping during the working day. The demonstration should be observed either by the tutor or another person designated to assess the learner (for example a line manager or supervisor). The observation should form the basis of a discussion with the learner (after the demonstration) about their performance. Evidence to support the observation can take the form of a written statement by the tutor/line manager (which would support good practice for appraisal and review in the workplace) or could be a video with supporting commentary from the tutor/line manager.
For 2.1, the learner must show that they know how to interact appropriately with their colleagues in everyday situations, using appropriate language and body language and being able to listen and respond appropriately, for example clarifying understanding of instructions, responding to feedback given by someone else, helping a colleague. Colleagues will be people the learner encounters most frequently (for example their line manager, supervisor or fellow team
members) and will not include customers or unfamiliar colleagues unless it is appropriate for the learner. The learner will not be expected to communicate about complex issues.
For 2.2, the learner must demonstrate that they are able to dress as appropriate to their work situation. Where this unit is simulated, the learner would be expected to dress as they would for work experience or a work placement.
For 2.3, the learner needs to demonstrate that they can turn up for work or college classes on time and use their time during the day appropriately (for example taking an appropriate amount of time for their lunch break). The learner is not required to demonstrate detailed prioritisation of daily activities but must know generally about what they are doing during the day and what needs to be done by the end of the day.
3.1 requires the learner to carry out a basic review of their performance in demonstrating good conduct. They must identify at least one aspect of their performance that went well (for example turning up on time for work or classes) and one that did not go so well (for example not listening properly to instructions), with support from the tutor or colleague who has observed them.
Whilst the learner may need support in terms of prompting and questioning, they must independently select what will go in their review. Evidence to support this can be either written, for example through written statements from the learner on the review of their performance and/or supporting statements from the tutor, line manager or other person involved in the discussion and review, or through video or taped discussion

Investigating Rights And Responsibilities At Work

Investigating Rights And Responsibilities At Work
Unit 2:  Investigating Rights and Responsibilities at Work  Unit code: J/501/6333
QCF Level: BTEC Entry 3 Credit value: 1
Unit aim
This unit will introduce learners to the concept of having rights at work and what their responsibilities are as an employee. They will also consider the importance of respecting others in the workplace and knowing sources of support in the area of rights and responsibilities.
Investigating Rights And Responsibilities At Work
Unit introduction
All employees have rights and responsibilities. This unit will introduce the learner to the concept of having rights at work and what their responsibilities are as an employee. The learner will explore what is meant by having rights, for example, being safe at work, being healthy at work, the right to a minimum amount of pay and the right to be treated fairly. They will also consider the importance of respecting others in the workplace. Practical examples such as appropriate use of language and respecting people’s cultures and beliefs will be discussed.
The unit goes on to explore the responsibilities that the learner has when they are employed or participating in work experience. Learning will focus around their responsibility to arrive on time, dress appropriately and complete tasks efficiently and effectively within agreed timelines.   It is very important to know who to go to for support if difficulties arise at work. Learners will research different sources of support that is available to them, both within the workplace and from external sources such as the Citizens Advice Bureau.
Learning outcomes and assessment criteria
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.
On completion of this unit a learner should:
Learning outcomesAssessment criteria
1Understand that they have rights in the1.1identify aspects of working life where
 workplace they have rights
    
2Understand that they should respect the2.1describe how the rights of others can be
 rights of others in the workplace respected
    
3Understand that they have responsibilities3.1identify aspects of working life where
 in the workplace they must fulfil certain responsibilities
    
4Know where to get help for problems that4.1identify sources of help within the
 arise at work workplace
    
Unit content
Understand that they have rights in the workplace
Workplace rights: eg salary or wages, contract for employment, termination of employment, discrimination and harassment, dealing with trouble at work, health and safety, working hours, holiday entitlement, breaks, leave entitlement, privacy of personal information (Data Protection Act)
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Understand that they should respect the rights of others in the workplace
Respecting the rights of others: eg right to express opinions and ideas, respect other cultures, religions and views, appropriate use of language, knowledge of what could offend, privacy of others’ personal information
Understand that they have responsibilities in the workplace
Workplace responsibilities: health and safety; understand what the employee is expected to do at work
Know where to get help and advice for problems that arise at work
Sources of help and advice: advisers, eg line manager, human resources department, occupational health, health and safety adviser; documents, eg policies, staff handbook, intranet

Marketing In Hospitality

This is a solution of Unit 8 Marketing In Hospitality in which we discuss Developing business

Unit 8 Marketing In Hospitality

Learner declaration
I certify that the work submitted for this assignment is my own and research sources are fully acknowledged.
In addition to the above PASS criteria, this assignment gives you the opportunity to submit evidence in order to achieve the following MERIT and DISTINCTION grades.
What do the words ‘National Trust’ mean to you? Historic houses? Gardens? An organisation that older people join? All of these are accurate, but they reflect only a small part of what the
Unit 8 Marketing In HospitalityNational Trust is and does. What you might not know is that the Trust’s responsibilities include over 350 historic houses, 255,000 hectares of land including gardens, mills, coastline, forests, farmland, moorland, islands, castles, nature reserves, villages, pubs and even a goldmine! The National Trust is a registered charity that looks after special places. It has over 4 million members and every year welcomes around 19 million visitors to its properties and special places, which are open to everyone. As a not-for-profit organisation managed by a small Board of Trustees, it is completely independent of government. Its funding is generated entirely from membership fees, donations, legacies and revenue raised from its commercial activities such as its National Trust shops and catering business.
The Trust attracts ‘organisation’ of different types, young and old, including families, history lovers and nature lovers. Its mission is to grow the nation’s love of special places ‘Forever, for everyone’, so it aims to inspire as many people as possible in many different ways. These might include themed events to celebrate the UK’s history, guided walks across its estates and countryside to discover wildlife, open-air performances of Shakespeare and music festivals or firework displays. Its properties regularly appear in film sets, such as in the recent Sherlock Holmes and Harry Potter films. However, its interests extend far beyond just bricks and mortar. Much of the Trust’s work reflects its interest in getting people outdoors and closer to nature, as well as wider global and environmental issues, such as increasing energy efficiency, recycling and sustainability.
The National Trust aims to increase membership by 25% to five million by 2020. To do this, it is adopting a strategy of ‘Going local’. This aims to ensure the Trust can respond quickly to local issues on the ground and get more people involved as members, volunteers or employees. It will also put the Trust at the heart of communities so that everyone in the UK can feel like a member.
The National Trust is now adopting a new strategy and modern marketing techniques to excite a younger audience, generate new members and enhance its position as an employer with young people.
Promotion may have a number of purposes depending on the needs of an organisation. For example, it can raise awareness of a brand or business, highlight the benefits of value of its products to attract sales or help to change the image of a firm. Promotion covers a variety of techniques by which an organisation communicates with its customers and potential customers. These communications may have different forms and content to ensure that the target audience can understand and receive the messages properly.
The AIDA model demonstrates the stages of promotion:
Initiating awareness (attention) among-st non-customers or increasing knowledge of new offers for existing customers
Generating interest for and creating desire to have the product
Finally ensuring action to purchase.
The ultimate aim is to keep customers loyal so that over time they become ‘advocates’ and promote the product to other consumers. Customer recommendation is a very strong form of promotion.
As a business, the National Trust has few direct competitors, but there are many alternative ways for the public to spend their leisure time and money. In addition, recent research has shown that, even when aware of the Trust’s work, few young people considered it as a possible organisation to work for. The National Trust is therefore focusing on a promotion strategy that applies equally to highlighting what the Trust can offer its visitors and members and to promoting National Trust jobs of all types.
The Trust is using digital media and social networking sites such as Facebook to highlight the huge variety of roles it offers. These channels enable the Trust to present practical and personal insight into different job roles, such as skilled professional posts, catering staff or young volunteers, through the use of employee profiles, articles or guest blogs.
The National Trust has embraced social media and new technologically-inspired below-the-line activities to increase the ‘share ability’ of its messages. This broadens the Trust’s reach beyond existing members or fans. Different parts of the National Trust use social media for marketing principle and promotion in different ways. For example:
•Use of Twitter helps the National Trust to engage more flexibly and informally with the public and members and both receive and capture their ideas
•Guest articles about its activities and properties on blogs show younger people what the
Trust can offer them
Facebook updates and employee profiles help to demonstrate the Trust’s job opportunities and widen the pool of possible applicants for jobs.
TASK 1 - LO1 –1.1, 1.2, 1.3, 1.4 (M2. M3, D2 D3)
a) Analyse the environment that the National Trusts operates in. Conduct this analysis using SWOT and PESTLE analysis. It is essential you assess the impact of the marketing environment (Ensure you discuss modern marketing techniques made possible with technology) AC 1.1 and 1.2
b)Highlight the National Trusts relevance and its rationale for developing different market segments (refer to the Product Life Cycle where appropriate and refer to above- the- line and below- the- line marketing). AC 1.3 and 1.4
TASK 2 - LO2 –2.1 (M2, M3, D2, D3)
Apply your knowledge of the marketing mix to at least two products/services that the National Trust provides ensure you cover each area of the marketing mix and outline the importance of the marketing mix to the National Trust and the industry in which they operate. Read more about : Process Of Strategic Planning Assignment 
TASK 3 - LO2 –2.2 (M2, D2, D3)
Based upon your above findings conduct a detailed analysis of the pricing strategies used by the National Trust and the industry (i.e. compare with competitors).
TASK 4 – LO3 –3.1, 3.2, 3.3.
a)Focusing on the promotional mix plan an advertising campaign for a product/service that the National Trust provides. Ensure you produce a poster along with your advertising campaign plan that is aimed at sales promotion; you must outline a clear strategy for promotion within the advertising campaign. LO3 – AC 3.1, 3.2 (M1, D2)
b)Using the AID A model analyse the role sales promotion and public relations play within promotional mix for the National Trust. LO3 3.3 (M1, M3, D2)
TASK 5 – LO4 – AC 4.1, 4.2, 4.3, 4.4
a)Design a questionnaire that will act as a marketing survey which will assess the effectiveness of your advertising campaign, the aim of the survey should be to evaluate the suitability of the approach for promotion you have selected in Task 4.
LO4 – AC 4.2, 4.3, D2
b)Present the results of the marketing survey and discuss the relevance of market research. LO4 – AC 4.1 (M3, D2)
c)Evaluate the marketing plan developed earlier based upon the result of the marketing survey and make recommendations and reflect upon your understanding of Marketing in Hospitality. LO4 – AC 4.4 (M1, D1, D2)Important
Plagiarism, collusion and non-compliance with assessment regulations are offences under the awarding body regulations and where suspected will be thoroughly investigated under official procedures.
Penalties may be imposed depending on the severity of the offence, as per the awarding body guidance.
Appropriate citations of source documents are essential when presenting written/word processed work and it is crucial that you quote the books, journals, websites etc. that you used whilst you carried out desk research.
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Efficiency Ratios

Efficiency Ratios
Efficiency ratios of the two organizations comprise of the following parameters from the table given as reference- Inventory Turnover, Creditors Turnover and Debtors Turnover.
Inventory turnover is defined as the average number of days in which the inventory of the organization changes. It is better for an organization to have lower inventory turnover as it means that the average stock of inventory held by the organization is less and thus less costs incurred on inventory (Brealey and Meyer, 2000). Premier Investments had inventory of 73 days in 2010 which got increased to inventory of 75 days in 2011. For David Jones on the other hand, inventory of 83 days in 2010 got increased to 88 days in 2011. This means that both the organizations have increased their average stock of inventory from the year 2010 to 2011 which means extra cost incurred by both the companies on holding the inventory and associated activities. If the two organizations are compared, Premier Investments has done better in keeping the inventory lower than David Jones.
Efficiency Ratios
Debtors Turnover is defined as the average number of days in which the debtors of the organization pay the money to the organization for which they have procured goods from the organization. It is better for an organization to have lower Debtors Turnover as it means that the organization is getting the money from the customers quickly after the sale and can accrue more interest on money obtained early (Broadbent and Cullen, 2003). Premier Investments had Debtors Turnover of 4 days in 2010 which got reduced to 3 days in 2011. For David Jones on the other hand, Debtors Turnover of 1.5 days in 2010 got increased to 2 days in 2011. This means that for both the organizations there is no significant change in the average time to get payment from the customers however Premier Investment has done better than David Jones as the Debtors Turnover has been reduced by it. But if the two organizations are compared, David Jones is in better position as still after increase in Debtors Turnover David Jones has lower value of it against Premier Investments.
Creditors Turnover is defined as the average number of days in which the organization pays the money its creditors or the suppliers from which it has procured goods. It is better for an organization to have higher Creditors Turnover as it means that the organization is paying the money to the suppliers late after the purchase and can accrue more interest on money paid late (Broadbent and Cullen, 2003). Premier Investments had Creditors Turnover of 31 days in 2010 which got reduced to 24 days in 2011. For David Jones on the other hand, Creditors Turnover of 35 days in 2010 got reduced to 30 days in 2011. This means that for both the organizations there is significant reduction in the average time to pay the money to suppliers which is bad for both of them as now they are losing the extra income on the interest for money paid less to the suppliers and creditors. But if the two organizations are compared, David Jones is in better position as its Creditors Turnover is higher than Premier Investment for both the years.

Aspects Contract Negligence in Business

This is a solution of your Aspects Contract Negligence in Business that describes about Developing business

 Aspects Contract Negligence in Business

QualificationUnit number and title
BTECH Level 5 HND Business StudiesUnit 5: Level 4
Aspects of Contract and Negligence in Business
Student nameAssessor name
 John Owen
Date issuedCompletion dateSubmitted on
26th September 201415th November 2014 before 12.00 midday 
  

Assignment title
Aspects of Contract & Negligence in Business  - Resit
     
Learning Outcome
Learning Outcome
Assessment CriteriaIn this assessment you will have the opportunity to present evidence that shows you are able to:Task no.
Evidence
(Page no)
LO1Understand the essential elements of a valid contract in a business decision making.1.1Explain the importance of the essential elements required for the formation of a valid contract.  
1.2Discuss the impact of different types of contract.  
1.3Analyse terms in contracts with reference to their meaning and effect.  
LO2Be able to apply the elements of a contract in business situations.Aspects Contract Negligence in Business2.1Apply the elements of contract in given business scenarios.  
2.2Apply the law on terms in different contracts.  
2.3Evaluate the effect of different terms in given contracts.  
LO3Understand principles of liability in negligence in business activities.3.1Contrast liability in tort with contractual liability  
3.2Explain the nature of liability in negligence  
3.3Explain how a business can be vicariously liable.  
LO4Be able to apply the principles of liability in negligence in business environment.4.1Apply the elements of the tort of negligence and defences in different business situations.  
4.2Apply the elements of vicarious liability in given business environment.  
Aspects Contract Negligence in Business
Instructions
·           An electronic copy of your assessment must be fully uploaded by the deadline date and time.
·           You must submit one single PDF or MS Office Word document. Any relevant images or screenshots must be included within the same MS Office Word or PDF document.
·           The last version you upload will be the one that is marked. Your paper will be marked if you have indicated this as your final submission.
·           Review the mitigating circumstances policy for information relating to extensions.
·           The file size must not exceed 20MB.
·           Answer the criteria in order, clearly indicating the pass criteria number.
·           Ensure that all work has been proof-read and checked prior to submission.
·           Ensure that the layout of your documents are in a professional format with font style Arial, font size 12 for the text, font 14 for sub heading and font 16 for main heading, line spacing 1.5 and justified.
·           Use the Harvard referencing system; otherwise it will be considered as plagiarised work.
·           Ensure that you back-up your work regularly and apply version control to your documents.
·           Ensure that any file you upload is virus-free, not corrupted and not protected by a password otherwise it will be treated as a non-submission.
·           You must NOT submit a paper copy or email of this assessment to any member of staff at LSST.
·           Your work must be original with the appropriate referencing
Learner declaration
I certify that the work submitted for this assignment is my own and research sources are fully acknowledged.
Student signature:                                                               Date:
Assignment Brief
Unit number and titleUnit 5:
Level 4:  Aspects of Contract and Negligence in Business
QualificationBTEC Level 5 HND Business Studies
Start date26th September 2014
Deadline/hand-in 15th November 2014 before 12.00 midday
AssessorJohn Owen
 
Assignment titleAspects of Contract & Negligence in Business  - Resit
Purpose of this assignment
The unit introduces the law of contract, with a particular emphasis on the formation and operation of business contracts. Learners are encouraged to explore the content of these agreements and then develop skills relating to the practical application of business contracts, including offer, acceptance, intention, consideration and capacity. Relevant case law examples will be covered. Learners will consider when liability in contract arises, the nature of the obligations on both sides of the contract, and the availability of remedies when a contract is not fulfilled in accordance with its terms. Additionally, the unit will enable learners to understand how the law of tort differs from the law of contract and examine issues of liability in negligence relating to business and how to avoid it.Aspects Contract Negligence in Business.
Scenario:
Various scenarios are to be found throughout the paper.
Task 1 - This task offers you an opportunity to achieve LO: 1.1, 2.1, 1.2, James advertised a printing press in a specialist trade journal for £50,000. Jenny wrote to James offering to buy it for £40,000. James replied by return of post saying he would accept £45,000. When he heard nothing from Jenny, James wrote again saying he would accept £40,000.
James wrote specifically to Ann offering for sale an office computer for £750. The morning that she received the letter Ann wrote to James agreeing to buy for the asking price, she posted the letter later that day.
After she had posted the letter, but before it was delivered, Ann changed her mind and sent James a fax asking him to ignore the letter when it arrived.
Q.1 What are the essential elements required for the formation of a contract in the UK? Include an explanation of what is meant by ‘an invitation to treat’. (1.1)
Q.2 Discuss the above scenarios in detail in context of various elements of a contract.  In other words are the contracts between ‘James and Jenny’, and ‘James and Ann’ valid? (2.1)
Q.3 Identify and explain the main types of contracts that may be entered into in the UK by individuals and businesses. (1.2)
Completion date : 3rd October 2014 Read more about : HND Hospitality Management Assignment
Task 2 - This task offers you an opportunity to achieve LO: 2.2, 1.3, 2.3, Andy TV Ltd sent out flyers to various local businesses offering them a ‘Special Offer 56 inch TV’s available for £350 each’. The flyer also included the following, ‘The seller will not be held responsible for the quality of the products once they are sold’.
ABC Café contacted Andy TV Ltd on 1st March saying ‘We would like to purchase a 56inch TV for £350 as we need it to put in our café so our customers can follow the sports. Andy TV Ltd wrote back saying that the TV would be delivered in less than 21days. The TV was delivered on the 21st day but the quality of the sound was very poor and was difficult to hear in the café.  ABC Café wrote to Andy TV Ltd to say it was unhappy with the TV set and wanted it replaced. Andy TV Ltd said that it was not responsible for the poor quality as it had said in its flyer; ‘The seller will not be held responsible for the quality of the products once they are sold’.
With reference to the basic elements of a contract discuss whether a valid contract exists between Andy TV Ltd and ABC Café.  If so, is the exclusion clause valid?  Justify your answer and provide case law to support your answer. (2.2)
Explain the differences in the following with reference to relevant case law where applicable:
a)    Terms and Representations.
b)    Conditions and Warranties, emphasising the different remedies available for a breach. (1.3)
Explain what is meant by ‘implied terms’ as regards to contracts?
a)    Use statute and case law to illustrate your answer (2.3)
Completion date : 17th October 2014
Task 3 - This task offers you an opportunity to achieve LO: 4.1, 3.1, 3.2 Albert wishes to rent a flat. He views 116 High Street and applies to be a tenant. He completes a form giving his accountant’s details. The landlord, Brad, applies to the accountant for a reference relating to Albert’s financial situation. The accountant, Charles, confuses Albert with another client and does not bother to check the file properly. He replies to Brad that Albert is an excellent client with high income and capital and recommends him as a good tenant.Aspects Contract Negligence in Business.
In fact, had he looked at the correct file, he would have seen that Albert was continuously in overdraft and had been in serious debt with various banks on and off for several years. Some months later, Albert disappears having taken the flat on and run up several thousand pounds worth of rent arrears.
  • Advise Brad as to whether he can recover his losses from Charles. (4.1)
  • Discuss fully how the nature of liability in ‘Contract’ differs from the nature of liability in ‘Tort’? (3.1)
Michael is the owner of a large quarry and is aware that there is a large underground lake in a cavern under the property. Whilst developing the land, Michael’s workers caused a breach in the cavern wall resulting in water escaping and flooding onto Jim’s adjoining land.
  • Can Jim sue Michael following the decision in Rylands v Fletcher 1868.  Explain your reasoning.
  • If Michael had purposely created the lake, would this affect your answer and why? (4.1)
  • Discuss the development of the concept of ‘duty of care’ and the ‘neighbour principle’ in the Tort of Negligence with particular reference to the case of Donoghue v Stevenson 1932. (3.2)
Completion date : 31st October 2014
Task 4 - This task offers you an opportunity to achieve LO: 4.2, 3.3 Scenario 1
Alan, a local milkman, engaged a 13 year old boy to help him deliver milk. This is contrary to express prohibition from his employers, Norfolk Farms. Alan had told the teenager that he was not supposed to hire him but they could keep it between themselves. As a result of Alan’s negligent driving, the boy was injured.
  • Can Alan be sued for negligence and can Norfolk Farms be held vicariously liable in this situation? (4.2)
Scenario 2
Star City Cabs” runs a 24 hour network service of taxis in a busy city. It is currently understaffed and most of the drivers are driving two shifts.  This is against the business’s health and safety policy. Mr Adler did a night shift for 8 hours, then after driving the night shift and with only a half an hour break, he did a driving shift the next day; during that shift, he hit a car. The driver of the car was badly injured.
  • Can the driver of the car sue the Star City Cabs for negligence? (4.2)
  • Explain how a business can be held responsible for the ‘wrongs’ committed by its employees, and give an example of when the employer would not be held vicariously liable for the ‘wrongs’ of its employee. (3.3)
  • Completion date : 15th November 2014
Answer Sheet
Task 1 (L.O. 1: 1.1, 2.1, 1.2)
Please type your answer here
Task 2 (LO: 2.2, 1.3, 2.3)
Please type your answer here
Task 3 (LO: 4.1, 3.1, 3.2)
Please type your answer here
Task 4 (LO: 4.2, 3.3)
Please type your answer here

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Students Are Going Abroad For College

Students Are Going Abroad For College
Why More U.S. Students Are Going Abroad for College: As the cost of college in the U.S. soars to record levels, American students in growing numbers are enrolling in schools abroad, where tuition fees are substantially lower—and in some cases nonexistent.Students Are Going Abroad For College
Annual tuition and fees for a private, nonprofit four-year university in the U.S. last year averaged $31,231, according to the nonprofit College Board. In Germany, universities receive so much in government subsidies that most students—including international students—pay no tuition at all.
While it may not qualify as an exodus, some of the most popular countries for college enrollments abroad have seen sharp upticks since 2011-12, when more than 46,500 U.S. students were enrolled in foreign academic-degree programs, according to the Institute of International Education. Britain, the No.1 country for U.S. students, saw an 8% annual increase in 2012-13. German universities, meanwhile, experienced a 33% increase between 2010 and 2013, according to the German Academic Exchange Service (DAAD).

 

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“Suddenly the Old World is becoming a pretty interesting place,” says Allan Goodman,president and chief executive of the Institute of International Education. “Many degree programs have courses taught in English, many of them have very robust scholarships or are tuition-free, and the subjects are very relevant to the world in which we live.”
When Fritz Lodge of Basalt, Colo., was looking for undergraduate courses in international relations and Middle Eastern studies a few years ago, he applied to colleges in the U.S. and the U.K. He chose to attend the University of St Andrews in Scotland, where the 2014-15 undergraduate tuition fee for international students was £16,230 (about $25,300) for most subjects.
“It was on par with or better than the schools I was looking at in the States, and it was about half the price,” says Mr. Lodge. He also liked the fact that he was able to take a “gap year,” deferring his college entry to visit Israel and work on an archaeological dig.
Chris Payne, head of the U.S. office of King’s College London, says that he’s seen growing interest from U.S. students, and that cost is a key factor. “The U.K. is more affordable than comparable U.S. colleges,” he says. Ivy League and top research universities in the U.S. can cost $50,000 or $60,000, he notes. King’s College London cost £15,200 (about $23,740) for the 2014-15 academic year.
Canada, the No. 2 destination for U.S. college students enrolling abroad, had more than 7,000 U.S. students in 2011-12, according to the Institute of International Education. Statistics Canada reports that average tuition for international undergrads in Canada last year was C$20,447 (about US$15,380).
“Canada’s a great bargain in terms of the quality of education for the cost,” says Michele Hernández, president of college consulting firm Top Tier Admissions. “U.S. schools are crazy expensive and feel like they have to offer every facility, every amenity to attract new students,” says Dr. Hernández. “That’s what a lot of your tuition’s going to. At a lot of international schools, they don’t feel like they have to offer kids a spa or a gym.”
There are other benefits to studying abroad as well. “People in other countries approach issues very differently,” says Dr. Goodman, “and it’s really important if you’re going to work and live in an intercultural world to know that.”
Of course, there can be downsides, too. If you want to work in the U.S. after graduation, for example, a U.S. school may be better able to smooth the way for you with career advice and contacts; at an international school, such advice may be locally geared.Cheap_servides
“Some of the undergraduate U.S. schools have ties to Wall Street, for example, and can help you find your first job,” Dr. Hernández notes. “On the other hand, you could easily do your undergraduate degree abroad, and then go to business school in the U.S. and get your first job from there. So it depends on your career path.”
Differences in language and culture can also be a hindrance. In Germany, a good understanding of German is essential for many courses. But 1,712 courses are taught partly or completely in English and roughly 1,000 are English-only, says Nina Lemmens, director of Germany’s DAAD office in New York.
Students should expect some differences in the academic system and the teaching style, says Dr. Hernández. In Britain, for instance, degree programs tend to have a much stronger subject focus: Students declare their majors when applying, do most or all of their classes in that subject, and may face difficulties if they want to switch later.
For students not sure yet about a career but who still want to study abroad, she suggests applying to a U.S. school and taking advantage of study-abroad programs.
Sometimes, a simple comparison of the “sticker prices” of universities in the U.S. and abroad can be misleading as well. “In the U.S., there are lots of financial-aid packages that can reduce the price quite considerably,” says Kings College London’s Mr. Payne. “In the U.K., our tuition is our tuition,” and students are likely to find less financial aid.
U.S. federal student loans, however, are available for Americans to study overseas. Indeed, hundreds of overseas institutions participate in the U.S. student loan program, which is applied for by filling out the Free Application for Federal Student Aid.

Business Employ ability Skills Assignment Help

This is a solution of Business Employ ability Skills Assignment Help in which we discuss Developing business

Business Employ ability Skills Assignment Help

[caption id="attachment_1001007" align="alignleft" width="363"]Business Employability Skills Assignment Help Multi-tasking man[/caption]
Programme Edexcel Pearson BTEC HNC Certificate in Business and HND Diploma in Business (QCF) Employability Skills
Unit 47 Unit Code A/601/0992 Assignment
Level 4 – HNC and Level 5 - HND
Mr. Bernardo De Vire , Dr Peter , Ms Malar , Mr Richard,Ms Hepzi ,Ms
To demonstrate your understanding of relevant marketing principles and techniques and your development of the employability skills that are the content of this module, you are asked to carry out the following tasks and put together your responses
Scenario:
RoundAbout Ltd. is a young high-tech company formed only a few years ago, operating from trendy offices near Old Street, London, considered an important ‘technology hub’.
It specialises in new media techniques and research, often using or even writing its own software for this purpose, and focusing on clients involved in recruitment, personnel and human resource management.
Having completed your HNC, you are offered a job with RoundAbout as an Administrator.
If the company continues to grow and you perform according to expectations, you believe that this role will give you good opportunities for personal development and promotion.
Employability Skills_Levels-4+5 HNC+HND/ BITE.Oct_2013
Task 1: Personal Planning for Employability
Before you begin work at RoundAbout, consider the following from the point of view of your own current circumstances.
1.1 Online you find the following quote by the famous American talk-show host and media proprietor Oprah Winfrey:
“My philosophy is that not only are you responsible for your life, but doing the best at this moment puts you in the best place for the next moment.”
State if you “Like” or “Dislike” this statement; and, in the style of an online communication, write no more than 140 characters to explain why.
1.2 Think about your own career and employability plans and goals, and put into writing, as if writing in your personal notebook, one personal performance objective.(You should make this objective SMART.)
1.3 In the style of a letter to a friend, write a paragraph explaining one motivation techniquethat you use to improve your performance towards the achievement of your goals
(for example the one you have just set out above).
Now write another paragraph identifying and briefly explaining one time-managementstrategy that works for you personally.
(This Task provides evidence for Learning Outcome 1, Assessment Criteria 1.1 and 1.4; also Learning Outcome 2, Assessment Criteria 2.2 and 2.3)
See more about : A study In United Kingdom
Employability Skills_Levels-4+5 HNC+HND/ BITE.Oct_2013
Task 2: Preparing for an Appraisal Interview
After working for RoundAbout for a year, you are told that it is time for your Annual Appraisal, and that in one week’s time you will have an interview with a senior manager who is not your day-to-dayline manager. As preparation for this meeting, you are asked to read through the company’s policies and documents on appraisal, and carry out the following tasks:
2.1 Identify and write down the one responsibility you think is, or should be, the most important in the Job Description for your role as an Administrator with RoundAbout.
2.2 Write in draft form for discussion one objective for your work performance that you would like to set for yourself in this job for the next twelve months.
(You should make this objective SMART.)
2.3 In your first year you agreed with your line manager that you would;-
“provide flexible, adaptable and effective support to management, co-ordinating outcomes from internal research projects and collating reports; while also acting as a first point of contact for telephone enquiries or referring more complex queries to a relevant member of staff.”
Evaluate how effective your performance against this objective has been, noting briefly the reasons you might give in support of this evaluation.
2.4 As you become aware that there may be questions about how you handled telephone enquiries, perhaps due to certain weaknesses in your communication skills,
prepare some suggestions or recommendations for improvement in this area that could be agreed in your appraisal.
2.5 Identify one incentive that would help to motivate you in your work at RoundAbout, and explain briefly how management could use it to improve your quality of performance.
(This Task provides evidence for Learning Outcome 1, Assessment Criteria 1.1, 1.2, 1.3 and 1.4; also Learning Outcome 2, Assessment Criterion 2.2)
Employability Skills_Levels-4+5 HNC+HND/ BITE.Oct_2013
Task 3: Reporting on Workforce Trends
Given the nature of its business, RoundAbout is very interested in major trends in the workplace, with a view to anticipating problems and developing solutions that they can offer to clients.
You are asked by the Marketing Director to research large-scale workforce trends that are leading to big changes in the workplace, and send him a Memorandum.
With the title “Global Workforce Megatrends”, the contents should identify at least three key trends, offer at least two options for management action, and make at least onerecommendation.
(This Task provides evidence for Learning Outcome 2, Assessment Criteria 2.1 and 2.2)
Task 4: Resolving a Marketing Problem
In part as a result of your report, RoundAbout decides to develop a new product/ service, based on web- crawlers and other software, that will search, collect and analyse CVs, PDPs, social media profiles and any other personal data publicly available across the internet, matching it not only to current employment opportunities but also against trends and probabilities to generate an evaluation of future employability.
For marketing purposes, the new product/ service is branded “SpiderNet” and priced at £666 per profile.
It is advertised on and distributed through the company’s website only. But after one week, there have been only 10 views and no sales.
You and several colleagues are asked to form a special project team to sort out the marketing, advertising and promotion problems.
4.1 Identify, explain briefly and evaluate at least one method and one management tool that can be used for developing solutions to problems generally.
4.2 Develop an appropriate strategy for resolving the issues in this particular situation.
4.3 Evaluate the potential impact on the business of implementing the strategy chosen for 4.2 last above.
Explain in a few sentences what is meant by the “critical path” of a project.
Also, on the basis that it shows the network diagram for rolling out your group’s solution to the advertising and promotion problem, analyse what is the critical path in the diagram below. (You should simply state your answer in the form eg. A-B-C-D-E)
Employability Skills_Levels-4+5 HNC+HND/ BITE.Oct_2013
(This Task provides evidence for Learning Outcome 4, Assessment Criteria 4.1, 4.2 and 4.3)
Task 5: Working in Teams
Having worked on the team for resolving the SpiderNet advertising and promotion problems, and given your experience of the HNC programme, including both theoretical and practical elements relating to teamwork, an office colleague asks you to help them with the following, so that they can understand business better:
5.1 Explain briefly the different roles people play in a team.
5.2 Explain how people can work together to achieve shared goals, either generally or by reference to a specific project such as SpiderNet.
5.3 Explain briefly what is meant by the expression “team dynamics”.
5.4 Analyse the team dynamics in a specific situation, which is either one of the team exercises on your HNC or the SpiderNet project.
5.5 Suggest alternative ways to complete tasks and achieve team goals, either generally or by reference to a specific project such as SpiderNet.
(This Task provides evidence for Learning Outcome 3, Assessment Criteria 3.1, 3.2, and 3.3)
Employability Skills_Levels-4+5 HNC+HND/ BITE.Oct_2013
INSTRUCTIONS AND INFORMATION FOR LEARNERS
This assessment and the Tasks above are designed to assess your achievement of all four of the Learning Outcomes and associated Assessment Criteria for a Pass in the ‘Employability Skills’ unit of the qualification you are undertaking.
¾Your tutor/ deliverer will advise you when you should start work on the assignment, the date when you must hand in your completed work and when you can expect to get your mark and feedback on your work. Guidance on this subject is provided on page 1 of this assignment brief.
¾You should make sure that you plan your work carefully, to ensure that you cover all four learning outcomes of the assignment, and complete it within the time limit specified.
¾There is no official guideline wordcount or percentage marking (other than Pass/ Merit/ Distinction/ Refer). By way of guidance only for this particular assignment, it is recommended that you write a minimum of 2000-2500 words total and match the weighting of your efforts to the wordcount indicated.
¾Your statements in answer to the Learning Outcomes need to be prefixed with the specific Learning Outcome title or at least the Learning Outcome number. This will help you keep on track and should ensure you address the details.
¾You must make sure that you acknowledge any sources you have used to complete this assignment, listing reference material and web sites used.
¾The assignment result will be published on BITE’s Moodle online education materials platform, normally within 6 weeks of the submission date.
¾If your assignment is assessed as referred, you will be notified with an indication of the areas to be addressed. You may resubmit an assignment, or submit a new assignment, on a further two occasions during your period of registration as an Institute learner with Edexcel.
¾If there is anything in these instructions or in the assignment itself which you do not understand, please seek guidance from your tutor/ deliverer.
Employability Skills_Levels-4+5 HNC+HND/ BITE.Oct_2013
Learning Outcomes and Assessment Criteria
In order to Pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the Learning Outcomes for the unit.
The Assessment Criteria determine the standard required to Pass this unit.
The Assessment Criteria will act as a guide to help you put into context your answers to fulfill the Learning Outcomes.
Learning Outcomes
Assessment Criteria
LO1: Be able to determine own
1.1 develop a set of own responsibilities and performance
responsibilities and performance
objectives
1.2 evaluate own effectiveness against defined objectives
1.3 make recommendations for improvement
1.4 review how motivational techniques can be used to
improve quality of performance
Be able to develop interpersonal
2.1 develop solutions to work-based problems and transferable skills
2.2 communicate in a variety of styles and appropriate
manner at various levels
2.3 identify effective time-management strategies
LO3: Understand the dynamics of 3.1 explain the roles people play in a team and how they
working with others can work together to achieve shared goals<
3.2 analyse team dynamics
 
3.3 suggest alternative ways to complete tasks and
 
achieve team goals
  
LO4: Be able to develop strategies for
4.1 evaluate tools and methods for developing solutions
problem solving
to problems
 
4.2 develop an appropriate strategy for resolving a
 
particular problem
 
4.3 evaluate the potential impact on the business of
 
implementing the strategy.
  
Employability Skills_Levels-4+5 HNC+HND/ BITE.Oct_2013
 
Grade Descriptors:
 
Employability Skills Unit
 
Merit grade
  
Descriptors
Indicative characteristics
For learners to achieve a
Learners must demonstrate:
Merit grade they must:
 
Identify and apply
considered evaluations and judgments, using evidence in
strategies, tools or techniques
support, have been made
to find appropriate solutions
(for example in Tasks 1.2, 1.2, 2, 3 or 4.3)
 
problems with a number of variables have been considered
 
(for example in Tasks 3, 4, or 5)
  
Select and apply appropriate
a range of relevant strategies, tools, techniques or methods have
strategies, tools or techniques
been included
 
(for example in Tasks 1.3, 4.1, 4.2 or 4.4)
 
relevant strategies, tools, techniques or methods have been
 
applied to the business issues and scenarios
 
(for example in Tasks 4.2, 4.3, 5.2, 5.4 or 5.5)
  
Present and communicate
the written assessment demonstrates a writing style appropriate
appropriate findings
for audiences both familiar and unfamiliar with the subject.
 
(for example in Tasks 1, 2 and 3)
 
the written work is clearly written and technical language has
 
been accurately used.
 
(for example in Tasks 1.1, 1.2, 1.3, 2.1, 2.2, 3, 4.2, 4.4, 5.1, 5.3
 
or 5.5)
  
Employability Skills_Levels-4+5 HNC+HND/ BITE.Oct_2013
 
Distinction grade
  
Distinction descriptors
Indicative characteristics
For learners to achieve a
Learners must demonstrate:
Distinction grade they must
 
be able to:
 
Evaluate their work and
conclusions have been arrived at through use of ideas or
justify their conclusions
evaluation of situations and have been justified
 
(for example in Tasks 1.2, 1.3, 2.1, 2.2 or 2.3)
 
realistic analysis and conclusions in the responses to the
 
business scenarios and situations
 
(for example in elements of Tasks 2, 3, 4, or 5)
  
Take responsibility for
material used has been clearly understood, with some additional
managing and organising
effort at gathering effective material or at independent thought
activities
(for example in elements of Tasks 1, 2, 3, 4, or 5)
 
taking responsibility for activities as evidenced by
 
participation in problem-solving and teamwork exercises
 
(for example in elements of Tasks 4 or 5)
  
Demonstrate elements of
elements of convergent/ lateral/ creative thinking are evident in
convergent/ lateral/
the written assignment
creative thinking
(for example in Tasks 1, 2 or 3) ; or
 
elements of convergent/ lateral/ creative thinking were shown
 
by participation in one or more of the
 
problem-solving and teamwork exercises
 
(for example in Tasks 4 or 5)
  
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