Task 1.2 The student is to submit a PowerPoint presentation with the proposal strategy for the CompXM. Slide 1 Cover Slide Slide 2 Initial strategy in Caps

ACTIVITY BRIEF FOR ASSESSMENT 1

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 1

Description Due date and time

Weight of course total

Task 1.1: Comparison of Simulations

Assessment type: Written assignment Description: Difference between Capstone and CompXM

31/03/2023 17:00 5%

Task 1.2: Initial Strategy Presentation

Assessment type: Video and/or audio presentation Description: Proposal for Strategy in the CompXM

21/04/2023 17:00 25%

Task 1.3: Report Parts 1+2 Assessment type: Written assignment Description: First two parts of the report Assessment brief with more details will be published on the course site on week Week 1.

28/04/2023 17:00 10%

Task 1.1

The student is to identify and analyze the differences in the competitive environment between the Capstone simulation and the Comp-XM one and list them in a Word document. Word count guide approx. 800-1000 words. Task 1.2

The student is to submit a video presentation with the proposal strategy for the CompXM.

• Slide 1 – Cover Slide • Slide 2 – Initial strategy in Capstone • Slide 3 – Strategy going forward • Slide 4 – Proposed Strategy for Low-End Segment • Slide 5 – Proposed Strategy for Traditional Segment • Slide 6 – Proposed Strategy for High-End Segment • Slide 7 – Teamwork • Slide 8 – Key Learning Points

A Template with more details will be published on the course website on week 3.

Task 1.3

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. Word count guide approx. 2000 words.

ASSESSMENT CRITERIA

Task 1.1 – 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 identified. Comprehensive and relevant.

Relevant information gaps were identified and additional relevant information was found to fill them. At least two different types of sources were used. The student demonstrates coherent criteria for selecting information but needs greater depth.

The student correctly identified at least one information gap and found relevant information, but which was limited in scope. Some evidence of sound criteria for selecting information but not consistent throughout. Needs expansion.

An information gap was identified and the student found additional information to fill it. However, this was limited in scope. Weak criteria for the selection of necessary information.

Information was taken at face value with no questioning of its relevance or value. Gaps in the information were not identified or were incorrect.

20%

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

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%

explored and ruled out.

Task 1.2 – 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 1.3 – 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 identified. Comprehensive and relevant.

Relevant information gaps were identified and additional relevant information was found to fill them. At least two different types of sources were used. The student demonstrates coherent criteria for selecting information but needs greater depth.

The student correctly identified at least one information gap and found relevant information, but which was limited in scope. Some evidence of sound criteria for selecting information but not consistent throughout. Needs expansion.

An information gap was identified and the student found additional information to fill it. However, this was limited in scope. Weak criteria for the selection of necessary information.

Information was taken at face value with no questioning of its relevance or value. Gaps in the information were not identified or were incorrect.

20%

Conclusions The student evaluated, analyzed, synthesized all information provided to create a perceptive set of conclusions to

The student evaluated, analyzed and synthesized to create a conclusion(s) which

The student reached conclusions, but they were limited and provided minimal direction for

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

The student formed a conclusion, but it was not reasonable. It was either

25%

support the decisions and solutions.

support decisions and solutions.

decision-making and solutions.

strategy development.

unjustified, incorrect or unrelated to the case in hand.

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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