Assignment

How we deliberately design your assessment to not only be a test of what you know, but to also build lifelong learning skills. Assessment in this course refers directly to the Australian Qualifications Framework (Level 7) learning outcomes criteria for Bachelor Degrees. These criteria are expressed as Knowledge, Skills and Applications: Knowledge: Graduates of a Bachelor Degree will have a broad and coherent body of knowledge, with depth in the underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning Skills: Graduates of a Bachelor Degree will have: • cognitive skills to review, critically, analyse, consolidate and synthesise knowledge • cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas • cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence • communication skills to present a clear, coherent and independent exposition of knowledge and ideas Application: Graduates of a Bachelor Degree will demonstrate the application of knowledge and skills: • with initiative and judgement in planning, problem solving and decision making in professional practice and/or scholarship • to adapt knowledge and skills in diverse contexts • with responsibility and accountability for own learning and professional practice and in collaboration with others within broad parameters These learning outcomes are, of course, for your whole Bachelor’s Degree and as such we are not required in this specific course to address all of them – some of these learning outcomes will have been addressed in other courses you have undertaken as part of your degree. This course uses a case study approach to learning and assessment. This case study is ‘live’ in that it consists of working with an existing organisation in realtime. You will be engaged in the case over a whole semester within which time you are required to; • undertake an analysis of the organisation and its operating environment(s) • determine what you believe to be the current strategy of the organisation • make strategic recommendations based on your analysis for the organisation over the next five years. Your assessment will involve you designing and publishing a document for use by our partner organisation – SingPost – as the basis for their ongoing strategy. This is a real-life organisation with a real-life need. Semester 2, 2015 BUSM3200 Assignment 2 Guide 2 Your assessment pieces have been designed to give you the best possible opportunity to help SINGPOST to survive and thrive into the future. The skills that you will be developing include: • cognitive conceptualisation skills • critical thinking and analysis skills • creative application skills. All these are valuable skills you will need in future employment. How well you are able to demonstrate these skills and knowledges will impact not only on you and your group (in terms of a mark) but also has the potential to influence the future of the case study organisation. Your work matters. You will be working in groups of six throughout the semester Semester 2, 2015 BUSM3200 Assignment 2 Guide 3 Assignment 2: Strategy Formulation for SBU “mail” Length: A maximum of 7,500 words + one page (A3) ‘map’ (40%) (report 35% / map 5%) Due date: To Be Advised. 7:00pm Singapore time via myRMIT BlackBoard Electronic Submission. Overview In your group of six, you are required to write a strategic plan for SINGPOST. This piece of assessment is designed to assess your skills of critical review, analysis, consolidation and synthesis of knowledge. The strategic plan is for the Strategic Business Unit – “The Mail Business”. Your group will be required to demonstrate a thorough understanding of the relevant theory and application of that theory in a way that creates a document/plan that SINGPOST can act upon. Your group is also to produce a one page (A3 size) ‘map’ that captures and summarises your findings How this assignment connects to the learning opportunities afforded by this course: This assignment is designed to enable assessment of your knowledge, skills and abilities across four dimensions: 1. Your ability to learn and understand the strategic management theory and concepts contained within the course and any others that you discover through your reading of the (strategic) management literature. 2. Your ability to critically evaluate theory and to understand the implications of applying the theory. 3. Your ability to apply the theory in an appropriate or creative manner. What you have to do: the thinking and doing 1. You will use the findings from your first assignment to develop a strategy for SINGPOST encompassing a five year time horizon. Your focus should be on integrating the findings and feedback from your first assignment and then building upon these to create an actionable strategic plan. The plan has to be achievable and realistic and you have to clearly demonstrate why your plan will help SINGPOST achieve and maintain a sustainable competitive advantage. Semester 2, 2015 BUSM3200 Assignment 2 Guide 4 2. Describe how SINGPOST will implement the strategic plan. Focus specifically on: a) the fit between any core competencies and skills that SINGPOST have and that they can leverage to further effect b) or indicate which ones are currently missing and outline a plan for acquiring or developing (the buy/make decision) those core competencies. Any decisions must be supported by analysis/data/research and must take into consideration the present level of resources available to SINGPOST. You are required to justify thoroughly why your recommendations are the best possible choice for SINGPOST. Not only do you have to justify your choices, but you have to explain how these choices help SINGPOST avoid ‘bad strategy’. 3. Explain how SINGPOST will measure and evaluate the success (or otherwise) of your recommendations. You must use analytical tools/frameworks that have been published in recognised scholarly publications. • Focus on critically evaluating the effectiveness of the chosen method(s) and make an argument that outlines both the positive and negative consequences of adopting your measurement and evaluation solution. How we’ll assess your work Assessment of your work will be based on how well you research, conceptualise, critically analyse/evaluate and apply the theory based components of this course with your ability to apply these theories/tools/frameworks in an appropriate or creative manner to produce and publish a strategy for SINGPOST. Within this we are seeking to understand: • how well you have learned the ‘what’ of doing a strategic analysis • how sophisticated your understanding of the theory/tools/frameworks that you have chosen to use is • whether and how well you can justify your choices with a sound argument. • how well you can take the theory and apply it in a real-world situation. We will be assessing the depth of your analysis, the logical structure of your arguments and the appropriateness of your final conclusions. Check the marking rubric to make sure that you understand the criteria against which you will be awarded marks. Assignment 2 Marking Rubric High Distinction 80-100 Distinction 70-79 Credit 60-69 Pass 50-59 Fail 30-49 Serious Fail 0-29 Define the Strategic Dilemma (15) Demonstrates the ability to construct a clear and insightful problem statement with evidence of all relevant contextual factors. Identifies potentially significant yet previously less-explored aspects of the issue(s). Highly original or insightful work. Demonstrates a comprehensive knowledge of the subject. Demostrates the ability to construct a problem statement with evidence of most relevant contextual factors having been considered and analysed. Appropriately addresses most relevant aspects of the issue. Demonstrates the ability to construct a problem statement with evidence of most relevant contextual factors. Volume of reading of sucfficient breadth and depth for a competent under
standing of the amin issues, underlying principles and concepts but without the comprehensiveness of higher grades. Demonstrates an ability in identifying a problem statement or related contextual factors. Important aspects of problem not addressed. Depth of reading insufficient to award a credit grade. Probelm statement may be factual and descriptive rather than analytical. Develops a problem statement but lacks academic rigour, with material that is incomplete or irrelevant. Little evidcence of knowledge of the relevant body of knowledge to make a persuasive case. Unable to or poorly demonstrates an ability to write a problem statement or identify important contextual factors. Work failed for for one or more of the following: non-submission, academic misconduct, answering a different question from the one asked, poor or incoherent vocabulary, no evidence of correct scholarly referencing. Propose and Justify Solution(s) (The strategy) (30) Proposes a solution that indicate full comprehension of the problem. Solution is sensitive to contextual factors as well as all of the ethical, logical, and cultural dimensions of the problem. Justification of potential solutions is complete (for example, contains thorough and insightful explanation) and exhibits the following: logic/reasoning, examines feasibility of solution, and weighs impacts of solution. Comprehensively addresses why the solution avoids ‘bad strategy’. Proposes a solution that indicates comprehension of the problem. Solutions are sensitive to contextual factors as well as the ethical, logical, and cultural dimensions of the problem. Justification of potential solutions is thorough (for example, contains thorough explanation) and exhibits the following: logic/reasoning, examines feasibility of solution, and weighs impacts of solution but may be missing some subtle points. Addresses why the solution avoids ‘bad strategy’. Proposes one generic solution that is rather than one that is individually designed to address the specific contextual factors of the problem. Justification of potential solutions is superficial but includes the following: logic/reasoning, examines feasibility of solution, and weighs impacts of solution. Proposes a solution that is difficult to evaluate because it is vague or only indirectly addresses the problem statement. Justification of potential solutions is superficial and does not include the following: logic/reasoning, examines feasibility of solution, and weighs impacts of solution. Proposes a partial solution that is innapropriate for the problem or context. Justification of the solution is poorly done, may be irrelevant, or is innapropriate. Doesn’t propose a complete solution or proposes a solution that is unrelated to the problem or context. Justification of solutions is not done and/or fails to address the following: logic/reasoning, examines feasibility of solution, or weighs impacts of solution. Implement Solution (or design of implementatin plan) (15) Implementation plan addresses thoroughly the relevant contextual factors. Implementation plan addresses multiple contextual factors of the problem. Implementation plan addresses the problem statement but ignores some of the relevant contextual factors. Implementation plan addresses the problem statement but only in a basic or straight-forward manner. Fails to describe how to implement the solution in a manner that directly address the problem statement. Fails to propose an implemetnation solution, or proposes a solution that is unconnected to the probelm /context. Design of Evaluation Mechanisms (how will the success or otherwise of the strategy be measured?) (15) Evaluation mechanism is practical and addresses all key success factors. The approach adopted may be creative and/or isnightful while still having regards to practicality and legal Evaluation mechanism is practical and addresses most success factors. Critical elements of the evaluation mechanism are thoroughly developed, however, more subtle elements may be ignored Evaluation mechanism is practical and addresses at least one key success factor but lacks the rigour and analytical reasoning of the higher grades. Evaluation mechanism is basic and/or does not address key success factors. Proposed evaluation mecnahinsm is presented in a basic or straight-froward manner. Evaluation mechanism proposed does not directly address the strategic context and/or propsoed strategy. Parts may be irrelevant or innaporpriate. Evaluation mechanism is not described. Assignment 2 Marking Rubric constraints. or unaccounted for. Use and application of Theory (15) All elements of the methodology or theoretical framework are skillfully developed. Appropriate methodology or theoretical frameworks may be synthesized from across disciplines or from relevant subdisciplines. Identifies flaws in published work. Shows reasoning and creative skills to use knowledge and awareness to exercise critical thinking and judgment in selecting and applying methods and technologies in identifying and solving problems with intellectual independence. Critical elements of the methodology or theoretical framework are thoroughly developed, however, more subtle elements may be ignored or unaccounted for. The elements of the methodology or theoretical framework are developed but some elements may be missing, incorrectly developed, or unfocused. Coherent arguments supported by evidence and illustration from the work of other authorities or direct empirical analysis but without the intellectual independence found in the higher grades. The choices and/or application of theory demonstrates a basic understanding of the methodology or theoretical frameworks. Theories and/or frameworks applied in an unsophisticated manner. The choices and/or application of theory demostrates a poor understanding of the methodology or theoretical frameowrks. There may be basic errors in the applicaiton of the theories and/or frameworks. Fails to demonstrate any coherent methodology or application of theoretical frameworks Presentation and correct use of materials. (10) Students use correctly all of the following information use strategies: use of citations and correct referencing; using information in ways that are true to original context; distinguishes between common knowledge and ideas requiring attribution, demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Presentation contains no flaws in spelling, grammar, format and exhibits high degrees of creativity and professionalism. Students use correctly all of the following information use strategies: use of citations and correct referencing; using information in ways that are true to original context; distinguishes between common knowledge and ideas requiring attribution, demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Presentation contains no flaws in spelling, grammar, format, and is of a professional standard . Students use correctly most of the following information use strategies: use of citations and correct referencing; using information in ways that are true to original context; distinguishes between common knowledge and ideas requiring attribution, demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Presentation contains no flaws in spelling, grammar, format. Students use correctly some of the following information use strategies: use of citations and correct referencing; using information in ways that are true to original context; distinguishes between common knowledge and ideas requiring attribution, demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Presentation contains minor flaws in spelling, grammar, format. Improper citation of sources and referencing of work. (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to ori
ginal context; distinguishing between common knowledge and ideas requiring attribution) or fail to demonstrate an understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Presentaiton contains some flaws in spelling, grammar, formatting. Students use incorrectly all of the following information use strategies: use of citations and correct referencing; using information in ways that are true to original context; distinguishes between common knowledge and ideas requiring attribution, demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Presentation contains extensive flaws in spelling, grammar, format.Assignment 2 Marking Rubric High Distinction 80-100 Distinction 70-79 Credit 60-69 Pass 50-59 Fail 30-49 Serious Fail 0-29 Define the Strategic Dilemma (15) Demonstrates the ability to construct a clear and insightful problem statement with evidence of all relevant contextual factors. Identifies potentially significant yet previously less-explored aspects of the issue(s). Highly original or insightful work. Demonstrates a comprehensive knowledge of the subject. Demostrates the ability to construct a problem statement with evidence of most relevant contextual factors having been considered and analysed. Appropriately addresses most relevant aspects of the issue. Demonstrates the ability to construct a problem statement with evidence of most relevant contextual factors. Volume of reading of sucfficient breadth and depth for a competent understanding of the amin issues, underlying principles and concepts but without the comprehensiveness of higher grades. Demonstrates an ability in identifying a problem statement or related contextual factors. Important aspects of problem not addressed. Depth of reading insufficient to award a credit grade. Probelm statement may be factual and descriptive rather than analytical. Develops a problem statement but lacks academic rigour, with material that is incomplete or irrelevant. Little evidcence of knowledge of the relevant body of knowledge to make a persuasive case. Unable to or poorly demonstrates an ability to write a problem statement or identify important contextual factors. Work failed for for one or more of the following: non-submission, academic misconduct, answering a different question from the one asked, poor or incoherent vocabulary, no evidence of correct scholarly referencing. Propose and Justify Solution(s) (The strategy) (30) Proposes a solution that indicate full comprehension of the problem. Solution is sensitive to contextual factors as well as all of the ethical, logical, and cultural dimensions of the problem. Justification of potential solutions is complete (for example, contains thorough and insightful explanation) and exhibits the following: logic/reasoning, examines feasibility of solution, and weighs impacts of solution. Comprehensively addresses why the solution avoids ‘bad strategy’. Proposes a solution that indicates comprehension of the problem. Solutions are sensitive to contextual factors as well as the ethical, logical, and cultural dimensions of the problem. Justification of potential solutions is thorough (for example, contains thorough explanation) and exhibits the following: logic/reasoning, examines feasibility of solution, and weighs impacts of solution but may be missing some subtle points. Addresses why the solution avoids ‘bad strategy’. Proposes one generic solution that is rather than one that is individually designed to address the specific contextual factors of the problem. Justification of potential solutions is superficial but includes the following: logic/reasoning, examines feasibility of solution, and weighs impacts of solution. Proposes a solution that is difficult to evaluate because it is vague or only indirectly addresses the problem statement. Justification of potential solutions is superficial and does not include the following: logic/reasoning, examines feasibility of solution, and weighs impacts of solution. Proposes a partial solution that is innapropriate for the problem or context. Justification of the solution is poorly done, may be irrelevant, or is innapropriate. Doesn’t propose a complete solution or proposes a solution that is unrelated to the problem or context. Justification of solutions is not done and/or fails to address the following: logic/reasoning, examines feasibility of solution, or weighs impacts of solution. Implement Solution (or design of implementatin plan) (15) Implementation plan addresses thoroughly the relevant contextual factors. Implementation plan addresses multiple contextual factors of the problem. Implementation plan addresses the problem statement but ignores some of the relevant contextual factors. Implementation plan addresses the problem statement but only in a basic or straight-forward manner. Fails to describe how to implement the solution in a manner that directly address the problem statement. Fails to propose an implemetnation solution, or proposes a solution that is unconnected to the probelm /context. Design of Evaluation Mechanisms (how will the success or otherwise of the strategy be measured?) (15) Evaluation mechanism is practical and addresses all key success factors. The approach adopted may be creative and/or isnightful while still having regards to practicality and legal Evaluation mechanism is practical and addresses most success factors. Critical elements of the evaluation mechanism are thoroughly developed, however, more subtle elements may be ignored Evaluation mechanism is practical and addresses at least one key success factor but lacks the rigour and analytical reasoning of the higher grades. Evaluation mechanism is basic and/or does not address key success factors. Proposed evaluation mecnahinsm is presented in a basic or straight-froward manner. Evaluation mechanism proposed does not directly address the strategic context and/or propsoed strategy. Parts may be irrelevant or innaporpriate. Evaluation mechanism is not described. Assignment 2 Marking Rubric constraints. or unaccounted for. Use and application of Theory (15) All elements of the methodology or theoretical framework are skillfully developed. Appropriate methodology or theoretical frameworks may be synthesized from across disciplines or from relevant subdisciplines. Identifies flaws in published work. Shows reasoning and creative skills to use knowledge and awareness to exercise critical thinking and judgment in selecting and applying methods and technologies in identifying and solving problems with intellectual independence. Critical elements of the methodology or theoretical framework are thoroughly developed, however, more subtle elements may be ignored or unaccounted for. The elements of the methodology or theoretical framework are developed but some elements may be missing, incorrectly developed, or unfocused. Coherent arguments supported by evidence and illustration from the work of other authorities or direct empirical analysis but without the intellectual independence found in the higher grades. The choices and/or application of theory demonstrates a basic understanding of the methodology or theoretical frameworks. Theories and/or frameworks applied in an unsophisticated manner. The choices and/or application of theory demostrates a poor understanding of the methodology or theoretical frameowrks. There may be basic errors in the applicaiton of the theories and/or frameworks. Fails to demonstrate any coherent methodology or application of theoretical frameworks Presentation and correct use of materials. (10) Students use correctly all of the following information use strategies: use of citations and correct referencing; using information in ways that are true to original context; distinguishes between common knowledge and ideas requiring attribution, demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Presentation contains no flaws in spelling, grammar, format and exhibits high de
grees of creativity and professionalism. Students use correctly all of the following information use strategies: use of citations and correct referencing; using information in ways that are true to original context; distinguishes between common knowledge and ideas requiring attribution, demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Presentation contains no flaws in spelling, grammar, format, and is of a professional standard . Students use correctly most of the following information use strategies: use of citations and correct referencing; using information in ways that are true to original context; distinguishes between common knowledge and ideas requiring attribution, demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Presentation contains no flaws in spelling, grammar, format. Students use correctly some of the following information use strategies: use of citations and correct referencing; using information in ways that are true to original context; distinguishes between common knowledge and ideas requiring attribution, demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Presentation contains minor flaws in spelling, grammar, format. Improper citation of sources and referencing of work. (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) or fail to demonstrate an understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Presentaiton contains some flaws in spelling, grammar, formatting. Students use incorrectly all of the following information use strategies: use of citations and correct referencing; using information in ways that are true to original context; distinguishes between common knowledge and ideas requiring attribution, demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Presentation contains extensive flaws in spelling, grammar, format.

 

 

The two strategy that are going to solve these 4 problem:

  1. Changing trend of mail. (the advancement of technology) .
  2. Future competition with the basic mail service.
  3. Expectation fulfilment.( promises of delivery) .
  4. Cost intensive. (such as labour cost)

 

Assignment 2

 

  1. Executive Summary
  2. Introduction
    1. Mission of SingPost
      1. Introduce Singpost’s mission
      2. Identify what SingPost stands for and what it hopes – analyse mission: will there be any changes to it in the next 5 years.

 

  1. Review SingPost’s external environment and current strategy – why are we reviewing the strategy (what info does it provide us) + weaknesses

 

  1. Introduce new strategy ( POP station – more value – consumer , Outsourcing – reduce cost – company ) – two prong strategy
    1. Description
    2. Theoretical support: Cost-leadership strategy (Porter’s, Bowman’s Strategy Clock, Blue Ocean, Analyser strategy etc)
    3. **Justification** – SAFe + Rumelt& value + competitive adv

there are two strategy that my team going to use.

  1. Building more POPstation – reduce wages , reduce manpower, decrease operational a cost , create value for consumers  https://www.mypopstation.com/

Now POPstations are mainly used for parcels, but we want to extend its services to allow for registered mail plus allow for more customer options (like which one to collect from), so it becomes convenient for consumers or organisations that use registered mail!

 

  1. Outsourcing to an external company that provides logistical support of basic mail delivery and collection. –  create value to company, reduce wages, reduce manpower, reduces the hassle of controlling this arm of basic services

 

  1. Assessment of effectiveness of new strategy*** This part***
    1. use Balanced scorecard + Control Systems (JWS Chp 13) to analyse the new strategy that SingPost has
    2. effectiveness of new strategy(eg matrix measure)
    3. outline pros and cons of strategy – way to deal with it
  2. Implementation(must be very detailed)
    1. loophole of current resources/competences
    2. whether new strategy needs new capability
    3. justify new improvement
  3. Conclusion

 

 

 

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