Task 2.1: Strategy Evaluation Presentation The student is to submit a Power Point presentation with the strategy evaluation. Description: Evaluate the progress on the first two rounds of t

ACTIVITY BRIEF FOR ASSESSMENT 2

ACADEMIC YEAR 2022 – 2023 – TERM III

Course BCOMPS – Business Competency Report (2CH/3ECTS)

Instructor Juan P. Lema

Participation in all assessment activities stated in this document is required. An overall course total of 70 points is required to pass the course. Due dates and times are always in Geneva time.

Assessment 2

Description Due date and time

Weight of course total

Task 2.1: Strategy Evaluation Presentation

Assessment type: Video and/or audio presentation Description: Evaluate the progress on the first two rounds of the CompXM

12/05/2023 17:00 25%

Task 2.2: Simulation Results

Assessment type: Other (details in description) Description: Results of the Simulation

02/06/2023 17:00 25%

Task 2.3: Report Parts 1+2+3

Assessment type: Written assignment Description: First three parts of the report Assessment brief with more details will be published on the course site on week 6.

09/06/2023 17:00 10%

Task 2.1

The student is to submit a video presentation with the strategy evaluation.

• Slide 1 – Cover Slide • Slide 2 – Evaluation of results in segment Thrift or Core • Slide 3 – Evaluation of results in segment Nano or Elite • Slide 4 – Issues • Slide 5 – Strengths • Slide 6 – Proposed changes to strategy (Issues) • Slide 7 – Proposed changes to strategy (Strengths)

A Template with more details will be published on the course website on week 6.

Task 2.2

No submission is required. Grade is based on your Comp-XM individual results. Comp-XM has 1000 possible points, 500 for your Board Query results and 500 for your Balanced Scorecard.

Task 2.3

Introduction: An introduction is mandatory. It should clearly state the purpose and relevance of applying the experience of the Business Simulation to the reality of the chosen company. The reasons why this report is useful to the company should be stated.

Part One: In this part of the report the student reviews the Strategy, Tactics and Decisions taken by their team in the Capstone Business Simulation. The student evaluates the success of the Strategy and Tactics used and of the Decisions taken using the results of both the performance and budget products in the different markets they operated in. Part Two: In this part of the report the student identifies the differences in the competitive environment between the Capstone simulation and the Comp-XM one. The student analyses how these differences could affect the success of the Strategies they had used in the Capstone. On the basis of this analysis and the experience gained from the Capstone simulation, the student identifies the strategies that could maximize their firm's performance in the Comp-XM simulation. Part Three: In this part of the report, the student evaluates the success of the strategy that they have used in the CompXM. This evaluation is continuous over all the four rounds but specifically refers to the situation after the first two rounds and the situation at the end of the simulation. It should also cover the changes made to the strategy after the first two rounds and the effectiveness of those changes by the end of the simulation Word count guide approx. 4000 words.

ASSESSMENT CRITERIA

Task 2.1 – Rubric: Presentation

Criteria Accomplished (A)

Proficient (B)

Partially proficient (C)

Borderline (D)

Fail (F) Weight on

grade Visuals Professionally

designed. Attractive, relevant and add to understanding. Support the development of the presentation.

Professionally designed but there are too many (some irrelevant) or are missing. Support the development of the presentation.

Visuals are well designed. Generally, they support the argument, but some are irrelevant or unclear.

Visuals are mundane and not always relevant to the presentation development. Fewer than five spelling mistakes.

Visuals are poorly designed, containing only words and are used as notes. More than five spelling mistakes. Relevance is not clear.

50%

Content The content is clear, well developed and interesting. Conclusions are clearly justified. Appropriate language style and shows thorough, in- depth understanding of the subject area.

Competent development of content showing in-depth knowledge of subject area.

The content is clear showing knowledge of the area. Improvements would help to justify conclusions.

The content is generally clear but there are gaps in the development or information which is not relevant is given too much importance.

The content is a simple repetition of written work with no amendments to language or style. The development is confusing and does not justify the conclusions.

50%

Task 2.3 – Rubric: Written Assessment

Criteria Accomplished (A)

Proficient (B) Partially proficient (C)

Borderline (D) Fail (F) Weight on

grade Problem identification

The business issue has been correctly identified, with a competent and comprehensive explanation of key driving forces and considerations. Impact on company operations has been correctly identified. Thorough analysis of the issue is presented.

The student correctly identified the issue(s), taking into account a variety of environmental and contextual drivers. Key case information has been identified and analyzed.

The student correctly identified the case (issues), considering obvious environmental/conte xtual drivers. There is evidence of analysis, but it lacks depth.

The student correctly identified the issue(s) but analysis was weak. An absence of context – the work is basically descriptive with little analysis.

The student failed to correctly identify the issue(s); analysis was incorrect or too superficial to be of use; information was misinterpreted.

30%

Information gathering

The student showed skill in gathering information and analyzing it for the purposes of filling the information gaps

Relevant information gaps were identified and additional relevant information was found to fill them. At least two

The student correctly identified at least one information gap and found relevant information, but

An information gap was identified and the student found additional information to fill it. However, this was

Information was taken at face value with no questioning of its relevance or value. Gaps in

20%

identified. Comprehensive and relevant.

different types of sources were used. The student demonstrates coherent criteria for selecting information but needs greater depth.

which was limited in scope. Some evidence of sound criteria for selecting information but not consistent throughout. Needs expansion.

limited in scope. Weak criteria for the selection of necessary information.

the information were not identified or were incorrect.

Conclusions The student evaluated, analyzed, synthesized all information provided to create a perceptive set of conclusions to support the decisions and solutions.

The student evaluated, analyzed and synthesized to create a conclusion(s) which support decisions and solutions.

The student reached conclusions, but they were limited and provided minimal direction for decision-making and solutions.

The conclusion was reasonable but lacked depth and would not be a basis for suitable strategy development.

The student formed a conclusion, but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand.

25%

Solutions The student used problem solving techniques to make thoughtful, justified decisions about difficult and conflicting issues. A realistic solution was chosen which would provide maximum benefit to the company. Alternative solutions were explored and ruled out.

The student used problem solving techniques to make appropriate decisions about complex issues. Relevant questions were asked and answered. A realistic solution was chosen. Alternatives were identified, explored and ruled out.

The student used problem-solving techniques to make appropriate decisions about simpler issues. The solution has limited benefit but does show understanding of implications of the decision. Alternatives were mentioned but not explored.

The student used problem solving techniques to make decisions about simpler issues but disregarded more complex issues. Implications of the decision were not considered. Alternatives were not offered.

The student formed a conclusion, but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand.

25%

ADDITIONAL INFORMATION

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