Do faculty members from other cultures interact freely with students as their majority colleagues do?
Title
Multiculturalism in education: Faculty experiences while working in a different cultural setting.
Rationale
In education, it is vital to promote multiculturalism and ensure that educators can work in any institution of their choice. Therefore, it is critical to understand the experiences of individuals who are the minority culture in their institutions (Borkett, 2018). Some of the issues that have been noticed to cause challenges in the education sector include ethnicity, racism, and xenophobia. Consequently, it is vital to understand the current status of the learning institutions in issues of integration. The faculty members from racial minorities may experience challenges that may hinder them from being effective. Some of these challenges may emanate from different areas, such as fellow faculty members and the students. In some cases, institutions have been noticed to shy away from hiring staff from some culture because of performance stereotypes (Borkett, 2018). The faculty members from other cultures may, therefore, be disadvantaged at their workplaces.
In some cases, the faculty members may experience challenges that may hinder them from interacting freely with their students and thus affect their performance (Kim et al., 2014). In most cases, the students may fail to interact effectively with such professors because of their perceptions and stereotypes. Underlying cultural beliefs may affect the relationship of the faculty members with their fellow faculty members and the students, thus preventing them from being effective in their duties. For instance, it has been noted that racial perceptions have had a significant effect on the performance of faculty members in institutions of higher learning (Craft, 2017). In the case of African American professor who is working in a predominantly white institution, the professor may experience challenges both in interacting effectively with the students as well as with fellow professors.
The cultural differences have also been noted to affect the performance of the faculty members directly (Beachum, 2020). For instance, an Indian professor who came from Asia may experience a challenge in issues such as communication that may affect their performance. An accent can prevent the professor from being effective in delivering content to the students. While the students may understand well what a lecturer with an accent is offering, the pronunciation may act as a block, preventing students from performing well (Beachum, 2020). A professor may also not understand particular issues such as social interaction tendencies, and this may hinder them from interacting freely with the students, especially outside the lecture room.
Research Questions
In this study, to understand the experiences of the faculty members who work in a culture different from theirs, the following questions will be used:
1. Do faculty members from other cultures interact freely with students as their majority colleagues do?
2. Do the faculty members from minority cultures feel appreciated and comfortable working in this environment?
3. How do students feel about faculty members from other cultures different from theirs?
Methodology
The study will utilize a qualitative approach in which the data collected will be descriptive. In this case, multiple items will be used to ensure that as much data as possible is collected to provide an adequate understanding of the issue. Therefore, the study will utilize both interviews and questionnaires, targeting both the faculty members and the students. On the faculty, the research will have a questionnaire for those from minority cultures and those from majority cultures. The study must include at least a hundred and fifty participants, with a majority being students and about 30% being the target faculty members. Despite that the students are not the target group, they will be involved in better understanding the issue, considering that they are central to it. Therefore, the students should be questioned on their perceptions of having faculty members from other cultures and how they feel the issue affects their academic performance. The minority faculty members must be asked questions that regard how they think the environment favors or fails to empower them to work. The data collected will be analyzed and interpreted in the descriptive technique.
How will you develop support networks for CPD in your prescribing practice?
Plan for development of Pharmacist Independent Prescribing
Please complete all sections of this form electronically. Boxes will expand as you type.
Please provide information about your proposed service in conjunction with your supporting manager and/or clinician.
Applicants name:
1. How do you reflect on your performance and take responsibility for your CPD?
2. How will you develop support networks for CPD in your prescribing practice?
3. What is your proposed area of clinical or therapeutic practice for prescribing? What relevant clinical or therapeutic experience do you have in this area?
4. What is the service need for your independent prescribing role?
5. How will the service be designed and delivered?
6. What is the expected patient benefit?
7. How will the outcomes of the service be monitored?
?
Reflective learning worksheet
Please fully complete all sections of this form electronically. Boxes will expand as you type.
Please complete one reflective learning worksheet reflecting on, identifying and addressing a learning need in your proposed area for prescribing. This format is adapted from that used by the GPhC.
What are you planning to learn?
Describe what learning you are planning to carry out. What you need to learn may be new knowledge, skills, or a new attitude or approach anything that you think will help to prepare you for your proposed area for prescribing. You should be as specific as possible.
You should explain why this learning is relevant for your proposed area for prescribing and how it will affect the people using your services.
Please take care not to disclose any confidential information about anyone without their consent.
How are you planning to learn it?
It is important for you to consider a range of options for achieving your learning across the breadth of your CPD entries. Focus your planned CPD on those activities that are relevant to, or likely to have the biggest impact on, the people who will be using your services.
Which financial statement should you examine first if you are interested in assessing solvency?
A structured analysis of a companys financial statements involves three steps:
step one: assess if the company is liquid (liquidity is the ability of the company to convert its assets into cash)
step two: assess if the company is solvent (solvency is the ability of the company to pay its debts as and when they fall due)
step three: assess the profitability of the company.
If the first two steps indicate an organisation that is not solvent or liquid, then an examination of its profitability will indicate whether a restructuring or some form of rescue is worthwhile.
The company would possibly be taken into the administration process if it cannot convert debtors balances into cash, pay its obligations when due (payroll and accounts payable) and service its long-term debt (loans and bonds). If any of these conditions occur, it would be of limited value to analyse the ability of a company to generate profits. In such circumstances, it would be of more value to analyse the ability of a company to realise its assets for cash so as to pay its outstanding liabilities.
Step one: assess liquidity
Of the three primary financial statements (the balance sheet, the income statement and the statement of cash flows), which one should you examine first to complete a liquidity assessment?
Of the three primary financial statements, the statement of cash flows is likely to tell you something directly about the sources of liquidity.
Does any financial statement tell you something indirectly about liquidity?
The answer is yes and, as you will soon see, two financial statements do tell you something indirectly about liquidity:
o the income statement (profit and loss account)
o the balance sheet (also known, as you have learned already in Session 3, as the statement of financial position).
The answers to the questions above are determined by the factors on which financial sustainability depends. If you are prepared to accept a definition of financial sustainability as a companys ability to continue in the ordinary course of business while considering the demands of its stakeholders, then you need to identify the stakeholders.
Financial stakeholders such as lenders and other creditors expect to be paid monies due to them and in a timely fashion.
Determining liquidity
Step one of a structured financial analysis is about determining the ability of the organisation to convert its assets to cash. This ability can be termed liquidity. The statement of cash flows provides direct information about the liquidity of an organisation, whereas the income statement and the balance sheet (statement of financial position) provide indirect information about liquidity. For example, the income statement shows us revenues. We can combine that information with the receivables figures on the balance sheet to calculate of those revenues, how much was actually received in actual cash flow. This same information is also shown directly on the cash flow (albeit as part of the cash from operations). What we earn (revenues) can be quite different from what we receive in cash terms. Appreciating this difference can be vital to understanding an organisations liquidity.
Step two: assess solvency
Once you have assessed a companys liquidity, do you need to analyse further? While completion of step one may have enabled you to assess the ease with which a company can convert its assets into cash, that determination has not allowed you to assess the ability of a company to honour its liabilities as and when they fall due. This ability is known as solvency. Consider the following questions that are relevant to developing your thinking about solvency assessments.
Which financial statement should you examine first if you are interested in assessing solvency?
The financial statement that would be most relevant for assessing solvency is partly determined by the financial statement in which liabilities are recorded.
What is the relevant financial statement for a solvency assessment?
The balance sheet would be relevant for a solvency assessment. Amounts owed to lenders and other creditors are recorded in the balance sheet as short-term (current) liabilities and long-term (non-current) liabilities.
Does any other financial statement tell you something about solvency?
Ask yourself where a companys long-term ability to pay debts arises. Surely a company can pay its debts only after realising an operating profit, or, more accurately, collecting cash from sales in order to pay its suppliers and payroll and to service its debt obligations. In the short term, of course, it could try new borrowings or share issues to help cash flow. But ultimately the company must become profitable to be able to generate sustainable cash flows.
Determining solvency
Step two of the financial analysis is about determining solvency of a company. To determine solvency you will need to examine both the balance sheet (focusing on liabilities payable) and the income statement (focusing on the sufficiency of revenues and profits to pay suppliers and payroll and to meet debt obligations).
Step three: assess profitability
So far, having completed steps one and two, have you addressed the needs and concerns of shareholders? In steps one and two, you attended to the demands of other stakeholders such as debtors and creditors, but shareholders are neither debtors or creditors.
Shareholders expect to be paid any dividends at each financial year-end, but where does a company find the money to pay as dividends?
A company is permitted to pay dividends from a financial account found in the balance sheet known as the retained profits (or revenues reserves) (it is in the shareholders equity section of the balance sheet).
The question that arises now is this: how does the retained profits reserve get credited that is, how are retained profits increased over time? The answer is by net profit after taxation each year.
When a company makes a profit, it will transfer that profit from the income statement, where the profit figure will first appear, to its balance-sheet retained profits (or revenue reserve account). All this means is that shareholders have a vested interest in profitability. In the medium- to long-term, if a company does not make profits, it will not be permitted to and nor will it be able to pay dividends, unless it has previously undistributed retained profits.
What rules of negotiation are being negotiated?
Several months ago, Jerome Smith was involved in an automobile accident with Rachel ORoark. The accident happened at 2:30 a.m., and Jerome had been drinking at a local tavern. Rachel, a registered nurse, had just finished her shift at a nearby hospital. The roads were slick due to a thundershower that had recently passed through the area. Although Jerome was uninjured, Rachel received a dislocated shoulder that could impact her work as a nurse. Jerome did not want the civil side of the accident to be litigated. He had the money to make Rachel a nice settlement. When Jerome telephoned Rachel, she refused to talk to him. He then hired Cynthia Chang to represent him. Cynthia telephoned Rachel to try to set up a meeting. Rachel informed Cynthia that she had turned her case over to Roland White, an attorney. Cynthia then telephoned Roland. His secretary informed Cynthia that Roland was out of the office and would not be back for several days. Cynthia left a message for Roland to call her about the ORoark/Smith case. A week passed and no call from Roland. Another week passed and no call from Roland. Cynthia called again and this time was able to speak with Roland who informed her that he was in the middle of a big trial and could not meet with her for another three weeks. Roland proposed a time and place for the meeting and Cynthia agreed.
What rules of negotiation are being negotiated?
Are the rules being explicitly or implicitly negotiated?
What impact can these rules have on the outcome of the negotiation?
When did the negotiation begin?
Have financial analysts forecasts became more accurate after the mandatory adoption of IFRS in Saudi Arabia?
Abstract : This paper will examine the impact of the mandatory adoption since 2017 of International Financial Reporting Standards (IFRS) on the ability of financial analysts to forecast earnings accurately in Saudi Arabia during the period 20142019. Specifically, the research will investigate whether mandatory IFRS adoption has improvements in the ability of analysts to forecast earnings (as a result, decrease in error and dispersion). The methodology will involve the use of the regression on a panel data model with temporal dummy variables in order to test the two hypotheses formulated for the study. The study will only consist of (37) non-financial listed Saudi public companies. The findings will provide evidence of whether improvements in earnings quality of Saudi listed firms after the collective requirement to adopt IFRS have been experienced. The study contributes to the debate on the desirability of the experienced current trends towards one global set of accounting standards.
1.1. Introduction
The business environment in which corporations operate is becoming increasingly dynamic and global in nature. Organizations now engage into various kinds of transactions with clients and suppliers that are across the border. As a result, the accounting regulations and practices have geared, as a fast-growing profession, toward globalization. In this globalized era, local accounting standards are becoming rare and International Financial Reporting Standards (IFRSs) are gaining more presence across the world. International Financial Reporting Standards (IFRS) are a set of accounting standards issued by an independent, not-for-profit organization named the International Accounting Standards Board (IASB).
The purpose of accounting is to translate the economic events of an entity into a final product that is useful for decision makers. Accounting standards regulate how transactions and other economic events are to be recognized, measured, presented and disclosed in the body or the notes of financial statements. In 2012, a transition plan to adopt IFRSs instead of the local Saudi accounting standards was approved by the Saudi Organization for Certified Public Accountants (SOCPA) to be implemented in several stages beginning in 2017 for entities listed in the Saudi market and 2018 for unlisted Small and medium entities (IFRS for SMEs). This movement has been supported by the Saudi Capital Market Authority (CMA) which requires all listed companies to present their financial statements in accordance with regulations and decisions of SOCPA.
This transformation has been based on a number of alleged benefits and outcomes. The adoption of IFRS is considered a key factor for attracting foreign investments to invest in the Saudi financial market (Mulhim, 2018). In addition, foreign researches report that applying international accounting standards might help support international mergers and acquisitions, and increase comparability with other global markets (Cai & Wong, 2010). IFRS also help attract foreign direct investments and provides international standards that allow preparing unified financial statements for multinational companies, which encourages the openness of domestic financial markets and an increase in foreign investment (Alkhtani, 2012 and DeFond, Hu, Hung, & Li, 2011). However, reducing cost of issuing accounting standard, as well as, as the cost to users of financial statements in utilizing these financial statements are foremost empirical questions (Daske, Hail, Leuz and Verdi, 2008). To date, the results of empirical tests have been disputed between reduced and non-reduced capital costs (Sayumwe & Francoeur, 2017). In addition, there are some reported major obstacles to implement IFRS effectively that may reduce the realized benefits such as a shortage of qualified accountants, high reliance on Big 4 accounting firms, and a lack of research (Nurunnabi, 2018).
The most allegedly important characteristic of international accounting standards is its comprehensiveness in term of its coverage of transactions and events that affect the financial position of the company and the results of its business operation as they cover issues that Saudi standards have not been exposed to. IFRS provides international standards that allow preparing unified financial statements for multinational companies which contribute to globalization of the business world. However, the more countries adopted the standards issued by International accounting Standards board (IASB) as their mandatory accounting standards, the higher become the debate about the benefits of implementing one set of standards internationally. A major part of that debate is about whether the application of IFRS would realize improvements in the functioning of capital markets and reduction in information asymmetry.
1.2. The Research Problem
Although overall findings support the enhancements in analysts’ information environment after IFRS adoption, several studies are documenting the deterioration of information environment post-IFRS adoption. While IFRS set of standards might aid in ensuring transparency, faithful presentation and comparability of the output of such translation, and providing a standardized international framework for how public companies prepare their financial statements (Ball, 2006); The financial statements under IFRS Standards, however, require more judgment from the preparers since IFRS are constructed to be principle based compared to Saudi GAAP which not necessarily always emphasize substance over form due to being rule based standards. Accounting standards with different approaches are likely to lead to different outcome in shaping the preparation and presentation of financial information and in what should be disclosed.
In addition, there are two Saudi Accounting Standards that do not conform with IFRS; one of them is accounting for zakat and taxable income (Nurunnabi, 2015). There is a tendency that culture and religion are major factors that contribute to shaping external practices. consequently, in Islamic society, cultural beliefs and religious lifestyles influence all aspects in life including accounting regulations and practices (Maali & Napier, 2010). As a general statement, accounting is required to be integrated within the religious foundations and most importantly accounting for zakat (Afifuddin & Siti-Nabiha, 2010). As a result, IFRS standards, more specifically Financial Accounting Standard No. 9, were modified by SAMA and then SOCPA for the accounting of zakat and income tax. A question arises about whether this modification has an impact on financial analysts forecast accuracy and dispersion.
Since IFRS standards, allegedly, aim to both increase comparability and transparency by decreasing the information gap between the providers of capital and the people to whom they have entrusted their money. A question arises about the magnitude of which financial analysts forecast accuracy differs between the post-adoption of the international financial reporting standards compared to the previous Saudi GAAP period. This study aims to investigate whether financial analysts forecast accuracy differs between the pre- and post-adoption of the international financial reporting standards (IFRS) in Saudi Arabia. In particular, this study seeks to examine whether the accounting disclosure system in the post-IFRS period have positively aided analysts in forecasting future earnings of listed firms.
1.2.2 Research Questions
Based upon above arguments, this study aims to provide empirical evidence on the relationship between the mandatory adoption of IFRS in Saudi Arabia and the accuracy of financial analysts forecasts, Accordingly, the study research questions are stated as follow:
Q1: Have financial analysts forecasts became more accurate after the mandatory adoption of IFRS in Saudi Arabia?
Q2: Have the dispersion of financial analysts forecasts decreases after the mandatory adoption of IFRS in Saudi Arabia?
Identify your current strengths and the competencies you must develop during your programme.
The learning plan, learning journal and portfolio of evidence
What characterises the best professionals you have worked with? A range of behaviours come to
mind such as reliable, brave, rational, supportive, open, and inclusive, influential and wellconnected,
appreciative and ethical. These types of behaviour are often mentioned before
knowledge, such as well-informed or up to date. Our profession map therefore places behaviour
alongside knowledge as key characteristics of an impactful people professional. However,
behaviour can be much harder to teach and is certainly more difficult to assess in people
professionals.
The CIPD recognises that this is a demanding assessment for level 7 learners. It deals with broad
senior-level behaviours because this is a strategic qualification at postgraduate level. It stretches
across a longer period than most units because we want learners to have full scope to develop and
then demonstrate their professional skills. It involves planning as well as summative assessment
because the behaviours demanded in the profession map are largely self-developed or coached
rather than taught in the classroom. Finally, learners and centres are afforded wide discretion over
the first two elements of this tripartite assignment because we want learners to do things in ways
that work for them; that requires autonomy.
Experience with this assessment has shown that it is discriminating in that it is clear who has taken
the development of their skills seriously and can evidence the results. It is inclusive by providing
opportunities for learners to be assessed on behaviours from the widest possible range of
environments, not just in their workplace. And for some learners, it has been the springboard into
lifelong habits of reflection, planning and execution of self-directed learning.
This unit consists of three tasks:
1) At the start of your programme carry out a self-assessment of your competence in each of
the units fifteen assessment criteria (for ease, these are listed in Appendix A) and from this
develop a personal learning plan. Then,
2) During your programme keep a learning journal to monitor and adjust your progress and
record evidence of your growing competence. Then,
3) At the end of your programme, you will submit a portfolio of evidence of your competence
covering six of the units fifteen assessment criteria. (You will be told which six
assessment criteria nearer your submission date for moderation.)
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Preparation for the Tasks:
? For task 1 you will need the CIPD Profession Map.
? Refer to the indicative content in the unit (see Appendix A) to guide and support your
planning, learning and evidence gathering.
You will also benefit from:
? Recognising that this level of planning, reflection and recording of self-development is
something new to most people. It will not come naturally. You will get faster and better at
doing it as you progress through your programme. At the same time, you will find journaling
growing in impact on your thinking and behaviour. So, experiment and expect to change
the way you do things – that shows that you are developing.
? Putting aside a realistic amount of time at the beginning of your programme for your selfassessment
and planning. Go slow to go fast.
? Reflecting on experiences or other courses outside of work that may be relevant to this unit.
? Gaining an understanding of the theories underpinning this unit and research into real
people and organisations.
? Reading the CIPD Fact Sheets and related on-line material on these topics.
? Clearly separating your work from that of others.
? Including a wide range of sources of both learning and evidence – reading, observing,
shadowing, internet research, experimentation, secondment, mentoring or coaching,
volunteering, regular personal reflection and so on.
? Paying attention to how your evidence is presented in your portfolio.
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Helpful advice:
? A template to help you is found on the course site.
? Identify any modules, lectures, webinars, fact sheets, case studies, CIPD website, visits,
activities etc.that might be relevant to this unit. Then build them into your learning plan.
? In the plan, try to make your learning goals SMART.
? Consider how you will reward yourself for reaching each of your goals.
? Any mark or grade given will not form part of your final assessment for the unit.
Task One Initial Self-Assessment and Plan
At the start of your programme carry out a self-assessment of your knowledge and skill in each of
the fifteen assessment criteria (listed in Appendix A). Then formulate your development plan for
each one. This plan must take you to the required standard in each assessment criterion by the
time you submit Task 3.
The purpose of this task is to:
? Identify your current strengths and the competencies you must develop during your
programme.
? Enable you to plan and deliver your development and monitor your progress towards your
learning goals.
This document will be an essential foundation for your learning.
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Task Two Learning journal
During your programme follow your development plan and record your learning in a journal. This
journal will then provide you with the rich source material you need to compile your final
assessment portfolio.
Identify real evidence of your competence in each of the fifteen areas and record these in your
journal. Apply relevant theories and models to help you critically evaluate your performance.
By the end of your programme, you should be able to report on, have critically evaluated and show
evidence of your competence in, all fifteen assessment criteria.
You choose the format for your journaling. You might keep a chronological journal carrying out
regular reflection – rather like a diary – perhaps on a weekly basis. Or you can divide your journal
into the fifteen sections and record your learning as it arises, under the relevant heading. Or you
may combine these formats.
Helpful advice:
? Take care. There is a lot to cover in this unit and you are strongly advised to start work
early, gradually developing your knowledge and behaviour, and assembling your portfolio.
If you leave your portfolio until you know which six assessment criteria to cover, you are
very unlikely to pass.
? Learn from other learners. You may find it useful to work in an action learning set or similar
group with fellow learners. This will enable you to share your areas of strength and
weakness; learn from, challenge, and motivate each other; and enable you to find solutions
to your problems.
? Learn from a range of experiences. If you are developing as a result of experiences outside
work and study, you can include that in your journal. Clubs, sports, voluntary work and
even home life are sources of learning and therefore also evidence. If you are not currently
in an HR/L&D role, you will need to draw more heavily on these sources of learning. Again,
you will need supporting evidence for what you have done and what impact it is has had.
? This unit is at Level 7 (post-graduate). It is not sufficient in your portfolio simply to describe
what you have done. You must display a post-graduate approach. You will find it helpful to
consider the higher levels of Blooms Taxonomy – analysis, evaluation, and synthesis. For
example:
Assessment criterion 1: Critically assess different ethical standpoints on people
practice and the maintenance of high standards of ethical behaviour.
Description Analysis Evaluation Synthesis
A challenging situation in
which you sustained a
high standard of ethical
behaviour.
The model of ethics that
you followed and why.
The shortcomings of that
model.
How you would behave
differently (better) in
future.
How you might
generalise this learning
across different areas of
people practice.
Lecture on ethics. Critique of the different
models or theories.
Situations in which you
might apply this learning.
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? Asking yourself So what? at any of these stages of your thinking will often result in useful
insights.
? Many commentators suggest that much of our behavioural development comes from
practical experiences rather than formal teaching. Such learning is often emergent rather
than planned; informal rather than formal; and unstructured rather than organised. Include
these in your regular reflections. You might use a format for recording and analysing
incidents from which you have learned, such as:
Description Analysis Evaluation Creation
The event. Who, what, when,
where, how and/or why?
What worked well or
could have been better.
Any relevant model or
theory.
What you learned and
how you can use this
elsewhere
? You can use this document later as evidence in your portfolio.
? Your journaling will need to reflect the contemporary work and working life environment,
which is often volatile, uncertain, complex, and ambiguous.
? Any mark or grade given will not form part of your final assessment for the unit.
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Task Three Your portfolio
Your final task is to submit a portfolio of evidence of your competence in six of the units fifteen
assessment criteria. This will be the culmination of all your work in the unit and the mark for this
portfolio will be your final mark for the unit.
Your portfolio should consist of:
? An evaluation of your competence (knowledge and behaviours) in six of the units fifteen
assessment criteria.
? Evidence to support your evaluation, clearly cross-referenced to each of your claims.
? A brief continuing professional development plan in each area showing how you will
continue to develop after you have finished your programme.
Six weeks before your submission deadline, you will be told which six of the fifteen assessment
criteria you should cover in your portfolio. The six assessment criteria will include at least one from
each of the units four learning outcomes, but no more than two will come from any single learning
outcome.
Excluding evidence, your portfolio should consist of 4,000 words ± 10% (about 650 words for
each assessment criteria). The bibliography, list of reference and essential background material
should be put in an appendix; they will not be included in the 4,000 words.
You must support the claims you make in your portfolio by providing evidence.
Helpful advice:
? Include hard evidence where you can. Feedback sheets and marks, handouts, or journal
articles that you have annotated, a link to a video of you doing something that
demonstrates your competence (e.g., leading a training session or conducting an appraisal
meeting), a certificate, a letter, a document from your work and even a written testimonial
from a fellow learner, work colleague or manager.
? Asking the question, How do I know that I am competent? might point you to some
evidence. Two examples:
o How do you know you are getting better at making decisions? Are you spending less
time? Or making better quality decisions? What hard evidence is there?
o If you understand something, you can probably explain it to someone else. Hence,
teaching someone else can be evidence of your learning. If they write a note to testify
that you have helped them, that would be hard evidence. If you have written a piece of
coursework or passed an exam, that is evidence. So are summarised notes of key
points from a lecture, book, or journal article they suggest you have got some
understanding.
? Handouts on their own are not sufficient as evidence because they do not show how and
what you may have learned. For example, you may own a book on Quantum Theory, but
that is not evidence that you understand the theory. But if the book contains pencil notes, it
is beginning to have some evidential worth. Only include handouts or journal articles if they
provide real evidence of your knowledge and understanding.
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? One piece of evidence might demonstrate several skills. For example, the use of statistics
for a management report might be evidence of your ability to use IT, your decision making
and your skills in presenting data.
? Number each piece of evidence and include that number in your text so that the reader can
match your evidence to your claims.
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Appendix A The units fifteen assessment
criteria and indicative content
Learning Outcome 1: Be able to model principles and values that promote
inclusivity aimed at maximising the contribution that people make to
organisations.
Assessment Criteria Indicative content
1 Critically assess different ethical
standpoints on people practice and the
maintenance of high standards of ethical
behaviour.
Different versions of ethics; taking the lead in
challenging all levels of the organisation to give
balanced responses to the different ethical
standpoints both internally and externally,
maintaining high standards of ethical behaviour.
2 Justify business improvements in relation
to:
the promotion of fairness and
transparency
wellbeing
employee voice
learning.
Promoting a unified purpose for individuals, the
organisation and the profession; championing
better work and working lives by creating fair and
compassionate organisations; valuing people by
giving them a voice, supporting wellbeing and
career-long development.
3 Self-evaluate personal and professional
integrity in relation to ethical practice,
professional courage and influence, and
valuing people.
Role-modelling consistent personal and
professional integrity; challenging decisions and
actions which are not ethical, explaining the
organisational risks; challenging constructively and
confidently in the face of opposition; demonstrating
compassion, humanity and fairness in your
approach; requiring others at all levels to do the
same; promoting transparency.
4 Assess the impact of collaboration across
cultural, geographic and professional
boundaries, including the value of
embracing difference.
Working inclusively and collaboratively within and
across organisational boundaries; embracing
difference and using diversity to improve
organisational performance; building trust, sharing
knowledge, experience and skills; promoting
positive attitudes and collaboration.
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Learning Outcome 2: Be able to achieve and maintain challenging business
outcomes for yourself and organisations.
Assessment Criteria Indicative content
5 Reflect on levels of self-awareness, selfmanagement
and continuous selfimprovement,
leading to improved
organisational success and career
progression.
Various measures such as personality, productivity,
quality and impact; the drive for continuous selfimprovement;
business and financial acumen that
delivers commercial benefits; leading and
supporting change; resilience in the face of
uncertainty and setbacks.
6 Discuss how business acumen can deliver
commercial benefits and manage
resilience.
External and internal contexts of the organisation,
including governance; business and financial
acumen that delivers commercial benefits;
awareness of how data relating to products,
services and customers can provide insight into
people solutions; leading and supporting change;
resilience in the face of uncertainty and setbacks.
7 Demonstrate impactful behaviour that is
aligned with wider organisational vision,
values, strategies and plans.
Aligning behaviour with wider organisational vision,
values, strategies and plans; a concern for
business outputs and impact rather than just
following processes; connecting with internal and
external peers regularly to benchmark, share good
practice and anticipate future trends to inform future
priorities and practice.
Learning Outcome 3: Be able to apply learning to enhance personal
effectiveness.
Assessment Criteria Indicative content
8 Demonstrate curiosity and passion for
deep learning.
Sharing good practice with others; using feedback
to improve; promoting an approach that includes a
willingness to take risks; an innovative learning
culture.
9 Plan continuing professional development
that involves both planned learning and
reflection.
The broad scope of CPD and the wide variety of
methods; planned and reflective learning that spans
the mental, emotional, physical and spiritual
domains.
10 Discuss the merits of evidence-based
critical thinking based upon a range of
data analytics, across a wide range of
current business topics.
Conducting good research; questioning and testing
of ideas without bias; thinking skills that produce
deep understanding, insight and skill, including into
financial data and technology; data analytics; the
representation of people data in different ways
(skills, profit, capability, cost, etc).
11 Assess the impact that sharing of learning
has on organisational success.
Promotes innovation and change, facilitates organic
learning, creates efficiencies, reduces duplication of
effort, promulgates an open and inclusive culture.
Level 7 Advanced Diploma
13
Learning Outcome 4: Be able to influence others during decision-making while
showing courage and conviction.
Assessment Criteria Indicative content
12 Assess own approaches to decisionmaking
on complex issues, taking
ownership to remedy mistakes.
Handling complex issues; managing risk in
decisions; developing these behaviours in others;
taking ownership when things go wrong.
13 Demonstrate appropriate influencing style
to communicate and engage different
audiences.
Using a range of communication tools; making the
complex clear; questioning and listening; influencing
others at all levels; ethical influencing.
14 Discuss ways of promoting organisational
improvement through courage, political
acumen and the willingness to challenge.
Promoting organisational improvement through
fostering a willingness to be brave, challenge people
and practices, and use political acumen; leaders as
role models, doing the right thing, moral and legal
responsibilities, preparedness to view failure as an
opportunity to enhance learning, emphasis on use
of good judgement, evidence base for action,
mutual respect, choice of language and
communication channels, due regard for context
and wider organisational reputation.
15 Assess the benefits of networking to
enhance own career and contribution to
organisational effectiveness.
Benefits of networking: for example, wellbeing
clubs, LinkedIn learning, after work clubs; social
networking; benchmarking self and organisation;
career advancement and organisational success
Critically evaluate the impact of organizational change on people and propose solutions to the way this can be managed
Learning Outcomes Tested in this Assignment :
1. Critically evaluate the impact of organizational change on people and propose solutions to the way this can be managed
Overall Comment :
Would students please note that achievement of the learning outcomes for this assessment is demonstrated against the assessment criteria shown below (which are not necessarily weighted equally). All marks/grades remain indicative until they have been considered and confirmed by the Assessment Board
Assessment Criteria Essay Marks Awarded Marks Available
1
Through discussion and evaluation, critically analyse the impact change has on people within an organisation. Critically discuss the role of Change Agents when introducing creative concepts to support change, and identify ways in which disruption can be minimised.
60
2
Make a case for introducing Change Agents into an organisation you are familiar with, and reflect on your reasons why and identify what you seek to achieve by doing so, demonstrating own learning and understanding.
40
3
Harvard referencing principles are applied throughout the submission in the correct manner. Authentic and academic sources have been utilised to support each section of the work
Omitting to reference correctly reduces work to a descriptive level only.
4
The work is presented to a professional and business-like standard and incorporates an introduction and summary. Each section is clearly identified with a sub-heading. International business English that is correctly structured and applied throughout.
Additional Comments from Second marker or External Examiner (if required) :
On-line MBA Creative Change and Innovation Assignment 2 February 2020
(Total weighting for this assignment is 20%)
Introduction
This is an individual essay. You can construct this essay in any format or layout you wish, providing you fulfil the assessment criteria and brief.
This essay requires use to underpin your discussion with academic theory and citations.
At post-graduate level there is an expectation that your essay would have a clear structure, evidence of understanding, relevance and application, and originality.
Total (100 marks)
Masters level Marking Criteria
No work has been submitted in the time allowed, or the work submitted demonstrates little or no understanding of the task or the subject matter. This may be evident where the work is substantially incoherent, irrelevant or lacking in factual content, or where these shortcomings are present in combination such that the work as a whole is unsound. Major errors of fact, or evidence of substantially poor cognitive or other relevant skills will also lead to a fail. Fail:
Marks below 30%
The work shows some knowledge and required skills are present to a degree. There may be appreciable error or omission of facts, poor structure, misdirection to the task, or poor conceptualisation or illustration of the work. Evidence of analysis and evaluation is weak. There will be indications in the work that the candidate is capable of improving it by further application to the task Fail:
Marks in the range
30% 39%
The work contains sufficient descriptive information. There is some analysis and explanation with appropriate illustration and example, and some attempt to evaluate. The work will generally be coherent and relevant, it will contain some useful proposals or solutions related to familiar solutions and there will be some attempt at originality. It will be communicated clearly. Pass:
Marks in the range of
40% 49%
The work contains all the necessary contextual information. There will be adequate analysis, explanation and conceptualisation, with appropriate illustration and example, and sound attempts to evaluate and judge. The work will be substantially coherent and will contain relevant and feasible proposals or solutions related to familiar situations, some responses to uncertainty or ambiguity and some acknowledgements of the implications of change. Pass:
Marks in the range of
50% 59%
The work will contain complete explanations using most available information. There will be substantial analysis; the ability to recognise evidence, use ideas, conceptualise, evaluate and judge in familiar situations will be clearly demonstrated. Proposals or solutions will be contextually relevant and useful, with substantial evidence of the skill necessary to operationalize them in a variety of situations, including those in which uncertainty, ambiguity or change are present. The work will provide evidence of originality and of useful knowledge transfer to novel situations. It will be coherent and convincing. Pass:
Marks in the range of
60% – 69%
The work will clearly demonstrate the ability to analyse accurately, reliably and fully, all relevant information; to use evidence; to conceptualise, evaluate and judge; to propose and operationalise effective solutions, and to show substantial originality and creativity in a variety of familiar situations or in the face of ambiguity, uncertainty or change. It will demonstrate valuable knowledge transfer and propose feasible solutions for a wide range of situations. Evidence of the ability to innovate will be present. Pass:
Marks in the range of 70% and above
Provide a definition of the concept of assessment in mental health nursing and show your understanding of what and how we assess, including risk.
Essay Structure
Follow the guidance below in structuring your work and use the suggested headings as a means of ensuring that you cover all the areas of information that are required in a balanced manner.
Introduction: An introduction to the assignment is required at the start. You should clearly signpost the reader to the key themes to be discussed in the essay. Ensure that you adhere to The Code on confidentiality (NMC 2018) throughout.
Biography: The biography should provide a brief outline of your case studys personal experience of their background and life events. Avoid making assumptions or judgements about the service user (250 words).
—————————————————————————————————————-
Assessing the needs of the service user:
Given the word count, please identify only two needs in this section of the service user although we acknowledge that some service users may have multiple or complex needs.
Provide a definition of the concept of assessment in mental health nursing and show your understanding of what and how we assess, including risk.
Consider our professional role and responsibilities in mental health assessment, and how service users might experience our services, within the wider legal and ethical context of care provision.
Discuss how the service user you have identified was engaged in the assessment. Consideration should be given to biological, psychological, and social aspects that might have might contributed to their mental health problems and presenting needs.
Examine how principles of recovery were used during the engagement and assessment of the service user.
Discuss how interpersonal skills were used to help provide person-centred care for the service user, supported by the wide body of literature on communication in mental health nursing.
(Suggested: 1500 words)
Planning care for the service user:
Define and show your understanding of the concept of care planning. Focus on how mental health nurses work with people in a way that values, respects and explores the ways that service users experience their mental health condition.
Discuss how care was planned for the service user you have identified and consider how this was linked to the principles of recovery. Describe and analyse how the collaborative care plan that was devised, was able to support and address their needs.
Identify and evaluate evidence-based interventions and provide rationale(s) for the choice of specific interventions. Refer to relevant policy guidance and frameworks to demonstrate an awareness of these interventions and their efficacy, to link theory and practice.
Consider the extent of service users/carers/other professionals (multidisciplinary, multi-agency) involvement in selecting interventions.
(Suggested: 1300 words)
Conclusion: Provide a summary of what you have discussed in the assignment (Suggested: 200 words).
References: Included a complete reference list of all the sources used in the assignment and correctly formatted according to the ARU Harvard system (Harvard ReferencingLinks to an external site.).
Appendices: The appendices should include the care plans. Each appendix should include a care plan for a different need/ goal. Use a consistent format for the care plans and present them in the order in which they are discussed in the text of the assignment.
Wordcount: State the wordcount of your essay at the end.
MY NOTES
[case study/assignment notes ]
[assignment guidelines ]
· Assessment tools be clear on the (assessment guidelines that I am following)
· Discussion should be evidence based with person centred care- include that withing formulation of the care plan. The application of person-centred care (what the person wants what they need i.e. what goals they have and how they would like to reach that)
· Recovery principles (Do not write to aid their recovery- does not make sense)
· Make it evident that there is an element of collaboration with the individual.
· Canvas session one recovery principles- mention how some of the recovery principles are being applied in my case study week 1 sep 13th and week 2
· Include the fact that nurses work with a part of a wider mdt they would have included i.e.. Perry would have had talks with the doctor’s psychologist and a community care co
· Lived experience- how that person experiences their condition. This is where individuality comes in
· Vaguely talk about models nursing model but
· Reflecting on real life practice
· Explore the element of risk- pick a particular risk, explain the concept of risk, and consider our professional role within assessment.
· Presenting patients perspective what does the patient say. Has capacity
· Discuss how the service user was engaged- the patient’s involvement, building a rapport getting to know the patient care
should be centred around engagement and communication. What are the interpersonal skills communication verbally, nonverbally i.e. body language (demonstrate how one is communicating) ie perry said perry expressed what is the context of the communication.
· Be more analytical when writing
· Not describing the condition in the biography, just mentioning who they are i.e. perry is currently a 54-year-old person with a diagnosis of schizophrenia diagnosed with his condition at age 30 and had been know
· No sub-headings unless it is between assessment and care planning
· Interpersonal relationships within assessment- values and engagement with the individual while carrying out assessment empathetic care attempting person centredness
· Identifying risk and capacity what is beneficial to their recovery
· Elements of therapeutic engagement and importance of therapeutic relations
· How to conduct an assessment the interview techniques used and observation, (look at the tidal model in terms of building a therapeutic relationship)
· The partnership and the way the nurse works with the patient
· Important to show perry that I was interested and valued his personal journey
· Talk about how I first started to engage with perry i.e. asking him how he found it being on the ward if he feels like he has been getting the support he needs
· Roger’s principles * positive non-judgemental (treating and individual as an I dividual rather than an illness)
· Ie I used open ended questions to… when talking about communication
· Need to define what care planning is and the way service users experience care planning and then discuss how you sat with the patient and put together a care plan and how it was linked to person centred recovery also need to reflect the patient and interventions should be evidence based. Look at the trust care plan policy expectations when care planning.
· Care plan must make it look like the patient is being empowered for their care.
How do you think that revenue would increase in each of the areas?
As a member of the finance team, you have been asked to forecast the upcoming years operational budget for Krona Community Hospital. Click here for last years budget. After reviewing specific data, internal input, and external input from various sources, you find that the executive management team would like the budget to reflect the following:
10% increase in inpatient revenue
15% increase in outpatient revenue
5% increase in pharmacy revenue
15% increase in home health and hospital revenue
10% increase in payroll and benefits
Additionally, provide discussion on the following:
How do you think that revenue would increase in each of the areas? Think outside of the box, and perform research to determine current trends in those areas.
Why would there be a forecasted need to increase payroll and benefits?
Explain the role of key leadership in the budgeting process, from the chief executive officer down through to the staff level of a financial analyst.
Use contemporary examples to demonstrate both the positive and negative influence/ impact the macro environment has on business operations
The submission format is in the form of a case study report. The report should be clear and concise You are required to make use of headings, paragraphs, and sub sections as appropriate.
All work must be supported with research and referenced using the Harvard referencing system. You will need to provide a bibliography using the Harvard referencing system. Inaccurate use of referencing may lead to issues of plagiarism if not applied correctly.
The recommended word limit is 1500 2,000 words, although you will not be penalised for going under or exceeding the total word limit
Unit Learning Outcomes
LO3 Use contemporary examples to demonstrate both the positive and negative influence/ impact the macro environment has on business operations.
LO4 Determine the internal strengths and weaknesses of specific businesses and their interrelationship with external macro factors.
Transferable skills and competencies developed
Analytical skills to conduct own analysis in order to draw conclusions.
Providing information based on collation, analysis and interpretation of data.
Creative thinking for presenting information and data in a simplified and informative manner.
Digital skills, using different software applications to visually present information and data concisely.
Communicating effectively in all forms, written, visual and oral, for operating efficiently in the international business environment.
Vocational scenario
In your role as Junior Insights Strategist, you have completed the industry insight analysis and your line manager has now given you another project. This is to complete research into the external and internal business environment. The sports company*is looking
to expand their distribution channels to include both e-commerce players (for example Google shopping) and physical retailers (for example JD Sports). To enable the company to make any strategic decisions, they need you to present a business case to the leadership team.
*As selected for Assignment 1 to meet local needs.
Assignment activity and guidance
Completion of the project will involve a PESTLE analysis to research the sports retail market, develop insights and predict future growth potential in new markets. The project will also involve a SWOT analysis to determine the company position in the marketplace and the potential opportunities for distribution expansion while minimising risks and threats.
Your presentation will include the findings from an external and an internal audit:
a PESTLE analysis to identify positive and negative impacts of external factors and influences on the sports retail market, including a traffic light chart evaluating level of competition, funding activity, legal complexity and investment opportunity available
a SWOT analysis to explore and explain the organisations internal strengths and weaknesses as a company
critical analysis of both the external and internal factors, to determine whether the organisation should proceed with their expansion plans, presented as conclusions and recommendations.
Recommended Resources
Please note that the resources listed are examples for you to use as a starting point in your research the list is not definitive.
Weblinks
BPlan How to Do a SWOT Analysis for Better Strategic Planning. Available at: https://articles. bplans.com/how-to-perform-swot-analysis
Business Balls Swot Analysis Templates. Available at: https://www.businessballs.com/strategy-innovation/swot-analysis/
Pestle Analysis.com What is PESTLE Analysis? Available at: https://pestleanalysis.com/what-is-pestle-analysis/
Swot analysis of Nike. Available at:
HN Global
HN Global (2021) Reading Lists. Available at: https://hnglobal.highernationals.com/learning- zone/reading-lists
HN Global (2021) Student Resource Library. Available at: https://hnglobal.highernationals. com/subjects/resource-libraries
HN Global (2021) Textbooks. Available at: https://hnglobal.highernationals.com/textbooks
Textbooks
Morrison, J. (2020) The Global Business Environment: Towards Sustainability? 5th Ed. Red Globe Press
Wetherley, P. and Otter, D. (2018) The Business Environment: Themes and Issues in a
Globalised World. 4th Ed. Oxford: Oxford University Press.
