Critically evaluate the external environment of the Close Protection Unit using a suitable strategic analysis framework(s) (e.g. Macro environment using PESTEL and Micro environment using Porter’s 5 Forces).

/in /by

Guidance on Assignment:

The overall assessment of the module is divided in three sections.

Section 1: You are required to produce an individual report that includes an analysis and reflection of the strategic position of the Close Protection Unit (CPU), Royal Military Police (RMP)

One way you may approach this is to ask: How can the Close Protection Unit maintain and enhance the sustainable (triple bottom line) value it delivers to its stakeholders?

Suggested structure:

a. A critical introduction discussing the meaning and importance of strategy, sustainable (triple bottom line) value, and stakeholders (analysing 3-5 key stakeholders) in relation to the Close Protection Unit.  
b. Critically evaluate the external environment of the Close Protection Unit using a suitable strategic analysis framework(s) (e.g. Macro environment using PESTEL and Micro environment using Porter’s 5 Forces). (This may involve a brief evaluation of the framework itself, as well as an analysis of the Close Protection Unit.) Summarise your findings by drawing attention to the key drivers for change.

In the assignment it must include a thorough, well-evidenced analysis of the organisation, with a detailed critical discussion, which leads logically on to your recommendations. (Use the golden thread)

  
c. Critically evaluate the internal environment of the Close Protection Unit, using a suitable strategic analysis framework(s) (i.e. Resources and Capabilities and Value Chain). (This may involve a brief evaluation of the framework itself, as well as an analysis of the Close Protection Unit.) Summarise your findings by drawing attention to the key drivers of competitive advantage in the Close Protection Unit.  
d. Recommend and justify how sustainable value creation in the Close Protection Unit may be sustained and enhanced for its stakeholders  

 

In the assignment it is expected that you will be able to draw upon and cite credible sources of information and literature both internal and external to the organisation- e.g. journal papers and quality newspapers as well as industry reports, company publications and website materials. The judicious use of supporting data and analysis is essential to the assignment.

The theoretical strategic analysis frameworks should be used to assist in the analysis and preparation of the report rather than a dominant feature of it or a focus of theory-based discussion. However, they should be used explicitly enough to demonstrate your ability to apply them, a ‘story’ is not enough! You need to show evidence of wider reading on the subject of strategic management by critically evaluating the advantages and limitations of the diagnostic tools you have used.

Appendices must only be used in support of the main text discussion and must be referenced properly.

Overall, assume that the assessors know very little about the organisation. You should write the assignment with the assumption that the reader is very new to your industry and situation. Describe the relevant background clearly and if necessary, provide the business background in the appendices.

 

Section 2: You should supplement your report with a personal strategy learning log. This log requires you to reflect on your learning experiences throughout this module and should demonstrate how you have developed during the module.

(The writer should put themselves in the shoes of the student and complete the learning log as best they can with a minimum of 20 logged entries, preferable more)

You are asked to produce a learning log, where you are expected to reflect on your learning experience throughout this module. Within the learning log you should refer and reflect on any reading or activities you have done while working on the assessment task.

You should demonstrate a wide range of activities that demonstrate reflectivity – what did I learn? – how did I contextualise it within my organisation? Did I change what I do/think? What happened as a result? How did that affect the focus for my learning?

You may use the following table format as guidance in presenting your learning log:

Topic Area Activity Undertaken What I have learned as a result How this could be used in my assignment or organisational practice

 

In particular reflective statements are used to reflect on, in and for action. The most important aspect of reflective journal writing is to encourage students to begin to think about their own thinking. Every time you engage with the module you should attempt to make an entry in your learning log, penning down your experience of the learning process, from the acquisition of knowledge, the understanding you derive from the learning, your attempts at utilising the learning and the results of these attempts. As a ‘learning by doing’ process, you will try and sometimes succeed while sometimes failing. You are expected to record that process on a frequent basis.

 

Section 3: You are required to produce the following appendix’s:

  • Learning Log (All research / reading / thinking / reflection should be included in the log and as many entries as possible)
  • Power / Interest matrix for CPU RMP (Partially completed, amend as required)
  • PESTEL Analysis of CPU RMP (First entry included as an example)
  • Porters 5 Forces analysis of CPU RMP
  • Value Chain
  • Resources and Capability Model for CPU RMP

All appendix’s should be referred to in the main body of the essay (Apart from the learning log).

 

Additional Comments:

Academic and Practical references must be used to support and defend your case / argument. All key information must be evidences and supported.

 

The following book covers the key subjects in the assignment:

  • Johnson, Whittington, Scholes, Angwin & Regnér (2017) Exploring strategy: text and cases (11th ed.). Harlow, Essex: Pearson.

 

Background of the Close Protection Unit (CPU) Royal Military Police (RMP)

Special Operations Regiment

The Special Operations Regiment is commanded by the Commanding Officer (Rank of Colonel) who provides direction and policy to CPU RMP to implement.

Close Protection Unit

CPU RMP is a sub unit of the Special Operation Regiment commanded by the Officer Commanding (Rank of Major) who oversees the day to day running of the unit. The unit is split into two 3 departments, including; operations, training and G4 (Equipment).

The close protection unit is run in a very similar way to that of the Royalty and Specialist Protection Team from the Met Police and both units often work with one another.

 

Ops Team

The operations team is run by the Ops Officer, who is responsible for ensuring that the correct training and information is provided to the Ops teams that deploy around the world in order to protect high ranking officers, British Ambassadors and other government officials. The Ops officer and his team provide support to the close protection teams that have deployed.

There are two types of operations that the teams may deploy on: Op OSCAR and Op BRAVO. (The two operational names above have been changed for the purposes of this assignment)

Op OSCAR is military deployment in support of high ranking British officers from within the armed forces. There are currently about 6 teams deployed, each team has between 4 – 12 team members) They provide 24-hour close protection to British Generals and deploy to high risk environments. This is funded by the MOD.

Op BRAVO are the teams that deploy in support of the Foreign and Commonwealth Office to protect British Ambassadors and other government officials. There are currently about 8 teams deployed, each team has between 4 – 12 team members) This type of operation is funded by the FCO.

The CPU also has a section of close protection officers who are on standby to deploy as part of a high readiness team (HRT) around the world at short notice. The HRT is made up of 8 members from the CPU staff. The HRT is funded by the FCO in case they need to provide close protection support to any of their Ambassadors or High Commissioners around the world in case the security situation change.

 

Training Team

The training department at CPU organise and run the close protection course, pre-deployment training and short-term training teams.

There are 3 close protection courses run every year and each course usually has about 30 students from within the armed forces. The course is 8 weeks long and upon successful completion they become a qualified close protection officer.

Foreign students also attend the close protection course and their own respective governments pay for them to attend.

The pre-deployment course is a six-week course which is attended by qualified close protection officers that are about to deploy on operations to high threat environments in order to protect an allocated VIP, usually for periods between 6 months – 2 years depending on the operation that they have been tasked to.

Short term training teams from the CPU are also used to train other government departments from around the world, they usually deploy from between 2 weeks – 4 months.

 

G4

The G4 department provides the equipment and resources (Not financial) to conduct the training (i.e. weapons, ammunition, accommodation, vehicles, radios, facilities, etc.) They also supply all of the equipment that teams deploy with on operations. For any additional resources they have to seek approval through the G4 department at Spec Ops.

 

FCO

Financially support Op BRAVO deployments

 

Joint Forces Command

Financially support and approval for operational equipment for Op OSCAR deployments

 

Additional Information:

Civilian contractors also provide close protection world wide and operate in places such as Iraq and Afghanistan, like the CPU RMP. When close protection is required at British Embassies operating in high threat environments the FCO initially employ members from CPU RMP. However, once the threat is no longer as significant the FCO often employ local close protection teams or other civilian close protection contractors instead of CPU RMP, as this is sometimes a cheaper option. This will then mean that the FCO will not have to pay for the Close Protection officers accommodation, feeding, equipment, flights back to the UK etc. The civilian company that take on the contract will have to source that themselves and budget for that in their contract. If the FCO decide to employ a local close protection team, which is usually personnel from the local police force, the FCO will often still employ one member from CPU RMP to manage the team. Again this is another way of cutting down the costs by only having to pay for one military close protection officer from CPU RMP.

Whilst CPU RMP sits in the public sector themselves, they do have potentially competitive rivals in the private sector. There are many civilian security firms that offer a similar service to that of CPU RMP and that want the contract to provide close protection to the Foreign and Commonwealth Office.

The competitive advantage that CPU RMP hold is their reputation. Within the security industry CPU RMP are world-renowned as the leaders of close protection services. Their reputation stands on decades of providing a top-level service to the most demanding clients, including top military Generals and British Ambassadors; with a proven history of operating with distinction in every theatre of war and other hostile region around the globe at one time or another. Not to mention the wider reputation of the British Army as a whole. A civilian organisation would find it difficult to replicate this. Their brand reputation holds such prestige that it sets them apart from any existing or emergent organisations hoping to compete against them.

As part of the British Army, their relative costs in relation to equipment, ammunition, training facilities, training development, etc. are beyond the capability of private security firms; as is their power in relation to their suppliers.

As a UK military unit, they are supported by world-beating services in terms of intelligence, logistics, personnel management, engineering, combat and medical support and technological research and development; all at no extra cost from the local budget of CPU RMP.

Other security firms that may be considered competitive rivals may operate across a spectrum of the security industry. CPU RMP only provide close protection services and only target two very district groups of clients – UK military Generals and the highest ranking FCO Ambassadors and High Commissioners. This allows CPU to specialize in this niche and tailor their service to the very specific needs of these consumers.

Until 2017 CPU RMP was its own separate unit within the RMP and came directly under the control of the Provost Marshal, Head of the RMP, who is based at Army Head Quarters (About 50 miles away from CPU RMP). In 2017 there was a restructure within the RMP and CPU became part of the Special Operations Regiment (Spec Ops), which is commanded by Commanding Officer (Rank of colonel),  who in turn comes under the command of the Provost Marshal (Rank of Brigadier General).

The Commanding Officer of the newly formed Spec Ops regiment has command of two units, including the Service Police Crime bureau and CPU RMP.

Although the command team at regimental level (Spec Ops) will now shape the direction of CPU RMP, they may not have any experience of close protection and there is no requirement for them to have any experience to fulfil their role. This could hold the potential to weaken CPU RMP’s specialisation.

CPU has the potential to be affected by the external economic influences. However, CPU RMP are one of the very few units that bring money into the Army, through the training of foreign students and the ability to provide close protection to the FCO.

Determine any applicable limitations and restrictions causing delays in work production.

/in /by

Hide Folder Information
Instructions
As a division director in a very political agency, develop a narrated PowerPoint presentation to inform senior leadership of the managerial challenges you would like to implement at the division level. Imagine your division is affected by the high level of politics within the organizations. Use the STAR (Situation(s), Task, Action, Results) approach to prepare your presentation.

Your assignment should include the flowing:

Define the workforce challenges at the division level.
Explain the political impacts on mission readiness.
Determine any applicable limitations and restrictions causing delays in work production.
Develop at least three alternatives to potentially improve current processes. Explain how these could impact the organization as a whole.
Be sure to define the situations causing the problem(s) and explain the tasks that are influenced. Recommend necessary actions to overcome those challenges and predict your proposed results if your alternatives are adopted.

Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists and should cite material appropriately. Add audio to each slide using the Media section of the Insert tab in the top menu bar for each slide.

Investigate the principles and standards used to produce accounting and financial information.

/in /by

Qualification Unit number and title
Qualification Level 4 Diploma in Business Management Financial Awareness
Student please provide Evidence Page No. of your assignment
Learning Outcome Assessment Criteria
Task Number
Evidence Page No.
1. Explore the nature and use of financial information.
1.1. Discuss the need for financial information, its purpose, limitations and the main stakeholders interested in the information. 1.2. Identify accounting arrangements and conventions used by organizations.
2. Investigate the principles and standards used to produce accounting and financial information.
2.1. Explain how accounting frameworks and regulation influence accounting and financial arrangements. 2.2. Explain the uses of published financial information. 2.3. Explain how an organization uses management accounting practices.
3. Examine financial commentary that interprets and analyses published financial information.
3.1. Explain the main items commented on and explain their importance. 3.2. Identify trends in published accounting information.
Note: For Severn Business College Use Only 2 | P a g e
Assignment
Unit aim
The overriding aim of the module is to provide the learner with the necessary knowledge to be able to critically evaluate the financial systems, processes and procedures in their own organizations. Learners will gain understanding of accounting conventions, appreciate measurement for efficiency, profitability and solvency, and the different demands made by different stakeholders. Learners will gain understanding of financial commentary.
Scenario or vocational context
You have just been appointed in a new company as a Financial Director (choose an organization of your choice or preferably your own place of work), during the first meeting with the Chief Executive Officer (CEO), he explained to you that the structure of the company is very strong. The company is, at the moment, at the financial planning stage where you, as the Financial Director, have to submit a report on the Financial awareness that will be most beneficial for the company in the current climate.
You are asked to write clear, concise, and accurate notes on the following 3 tasks in the form of a report. It requires that you give definitions; critical analysis; identification of theories and practical examples where possible.
Your report should include all the answers of Task 1, Task 2 & Task 3 questions.
Task 1 (this provides evidence for 1.1, 1.2)
1.1. Discuss the need for financial information, its purpose, limitations and the main stakeholders interested in the information.

1.2. Identify accounting arrangements and conventions used by organizations.
Task 2 (this provides evidence for 2.1, 2.2, 2.3)
2.1. Explain how accounting frameworks and regulation influence accounting and financial arrangements. 2.2. Explain the uses of published financial information. 2.3. Explain how an organization uses management accounting practices.
Task 3 (this provides evidence for 3.1, 3.2)
3.1. Explain the main items commented on and explain their importance. 3.2. Identify trends in published accounting information.
Note: For Severn Business College Use Only 3 | P a g e
What you must hand in for assessment
Task 1: Report
Task 2: Report
Task 3: Report
Submission Guidelines
Assignment must include: Assignment Front Sheet (filled assignment front sheet & filled evidence page number) + Assignment (answers to all assessment criteria and properly numbered) + Plagiarism Report (submit plagiarism report) + Declaration Form (student declaration and result form)
Title Unit Name and Course Name. Presenter’s information Full Name & Student Reference Number. Submission Deadline Assignment Length No restriction on the word limit (suggested 5000 words)
Methodology
The student needs to demonstrate an awareness of the methodological tools in the form of documented process that contains procedures, definitions and explanations of techniques used to collect, store, analyze and present information. It may be that qualitative methods, including the analysis of interviews, are appropriate. Alternatively the student’s approach may involve forecasting or statistical, financial or econometric modelling. In other cases the student may be combining methodologies as his/her research is basically the analysis of the principles of methods, rules, and postulates employed by a discipline. Basically, the student needs to specify the approach he/she feels will be most appropriate.
Bibliography/ References
Please list down “works cited” within the framework of an enumerative bibliography — a list of references to key articles and texts. Verify each reference carefully; the references must correspond to the citations in the text. The list of references should start on a new page and be listed alphabetically by the last name of the author(s) and then by year, chronologically. Only the first author’s name is inverted. List all authors’ full names and avoid using et al. The name of each author and the title of the citation should be exactly as it appears in the original work.
Tables/Charts
Make sure all tables and charts are referenced in the text. Give each table and chart a title and number consecutive with the order it is mentioned in the text. Notes for tables and charts are independent of Notes in the rest of the paper and should be ordered using lowercase letters, beginning with the letter a (including the Source note, which should be listed first). The sequence runs from left to right, top to bottom. The order of the notes as they appear below the tables or charts are (1) Source, (2) general notes to the table or chart, if any and (3) letter notes.
Times scale/Research
Please follow the timetable on moodle. Since each student is encouraged to develop his/her own timescale the effort at the Assessor/ Faculty level is to subject them to
Note: For Severn Business College Use Only 4 | P a g e
Planning random periodical checks in the view of their submission deadline. Style Sheet Harvard Reference /APA/ Chicago Manual of Style/ MLA Handbook
Formatting
Use Microsoft Word and keep your formatting very simple. Single/double-spaced, semi-block or full-block lay-out 12 Arial/Times Roman (Italicize or boldface wherever necessary)
Biographical notes
If possible, please explain your background and credentials as it relates to the work you are presenting on. This is not a request for your résumé.
Additional Details
For specific questions on formatting, use the APA/ Chicago Manual of Style/ MLA Handbook as a guide for notes, citations, references, and table presentation.
Supplementary Text and Reading:
 Kelly M., Williams M., (2015) BUSN 7, Accounting: Decisions by the Number, Chapter 8, Cengage  Atrill P and McLaney E (2012) Accounting an Introduction 6e, Pearson Education  Bamber, M., Parry, S., Accounting and finance for Managers, Kogan , 2014  Weetman, P., (2013) Financial and management accounting, 6th ed Edition, Pearson.  Holmes, G., Sugden, A., Gee, P., Holmes, G., (2008) Interpreting company reports and accounts, 10th Edition, Financial Times Prentice Hall  Elliott, B., Elliott, J., (2015) Financial accounting and reporting, 17th edition Edition, Pearson, 2015
Checklist
฀ Your assignment must be handed in with a Declaration Form (student declaration and result form).
฀ Your work must be referenced and any quotations clearly sources. Assignment must be hand in with a Plagiarism Report.
฀ All Assessment Criteria must be answered and properly numbered. You must hand in your own work for assessment for all task.
฀ You must include an Assignment Front Sheet (filled assignment front sheet and filled evidence page number).

How would you judge the effectiveness and usefulness of the Silicon Economics Model?

/in /by

CASE STUDY Group 8

Sophisticated NPV Analysis at Level 3 Communications, Inc.

Level 3 Communications, LLC, provides integrated telecommunications services including voice, Internet access, and data transmission using rapidly improving optical and Internet protocol technologies (i.e., “broadband”). Level 3 is called a facilities-based provider because it owns a substantial portion of the fiber optic plant, property, and equipment necessary to serve its customers. The company traces its roots to Peter Kiewit Sons,’ Inc., which was incorporated in Delaware in 1941 to continue a construction business founded in Omaha, Nebraska, in 1884. In subsequent years, Kiewit invested a portion of the cash flow generated by its construction activities in  a  variety  of  other  businesses.  Kiewit  entered  the  coal  mining  business  in  1943,  the telecommunications business  [consisting  of Metropolitan Fiber Systems  (MFS) and  related investments] in 1988, the information services business in 1990, and the alternative energy business in 1991. Kiewit has also made investments in several development-stage ventures.

In 1995, Kiewit distributed its MFS holdings to stockholders. In the seven years from 1988 to 1995, the company had invested approximately $500 million in MFS. At the time of the distribution to stockholders in 1995, the company’s holdings in MFS had grown to a market value of approximately $1.75 billion. In December 1996, MFS was purchased by WorldCom in a transaction valued at $14.3 billion, more than a 28:1 payout and a 52% annual rate of return over 8 years for investors. Following its enormously successful investment in MFS, Kiewit decided to sell unrelated assets and focus its energies on the telecommunications business. In December 1997, the company’s stockholders ratified the decision of the Board to effect a split-off from the Kiewit Construction Group. As a result of the split-off, which was completed on March 31, 1998, the company no longer owns any interest in the Construction Group and adopted the name “Level 3 Communications, Inc.” The Kiewit Construction Group changed its name to “Peter Kiewit Sons,’ Inc.” The term Level 3 comes from the layered set of protocols, or standards that are often used in the industry to describe telecommunications networks. The company’s strategy generally calls for services to be provided in the first three levels of these technical specifications.

During the first quarter of 2001, Level 3 completed construction activities relating to its North American intercity network. In 2003, the company added approximately 2,985 miles to its North America intercity network through acquisition of certain assets of Genuity Inc., a Massachusetts-based provider of communications services. Level 3 has also completed construction of an approximately 3,600 mile fiber optic intercity network that connects many major European cities, including Amsterdam, Berlin, Copenhagen, Frankfurt, Geneva, London, Madrid, Milan, Munich, Paris, Stockholm, Vienna, and Zurich. Level 3’s European network is linked to the North American intercity network by a transatlantic cable system that went into service during 2000.

In December 2000, the company signed an agreement to collaborate with FLAG Telecom on the development of the Northern Asia undersea cable system connecting Hong Kong, Japan, Korea, and Taiwan. During the fourth quarter of 2001, the company announced the disposition of its Asian operations in a sale transaction with Reach, Ltd. Although the company believed that Asia represented an attractive longer-term investment opportunity, given current volatile market and economic conditions the company determined that it was necessary to focus its resources, both capital and managerial, on the immediate opportunities provided by the company’s operational assets in North America and Europe. This transaction closed on January 18, 2002. As part of the agreement, Reach and Level 3 agreed that Level 3 would provide capacity and services to Reach over Level 3’s North American intercity network, and Level 3 would buy capacity and services from Reach in Asia. This arrangement allowed Level 3 to continue to service its customer base with capacity needs in Asia and provide Reach access to the Level 3 intercity networks in North America and Europe.

Today, Level 3 has grown to become an international communications and information services powerhouse headquartered in Broomfield, Colorado. Level 3 is one of the largest providers of wholesale dial-up service to Internet service providers (ISPs) in North America, and is the primary provider of Internet connectivity for millions of broadband subscribers through its cable and DSL partners. The company operates one of the largest communications and Internet backbones in the world. Level 3 provides services to the world’s ten largest telecom carriers, the top largest ISPs in North America, and Europe’s ten largest telecom carriers. A key contributor to the company’s success is its highly sophisticated approach to capital budgeting.

To help investors, employees, customers, and the general public understand the economics of its business and the company’s approach to capital budgeting, Level 3 has posted on the Internet what it calls a “Silicon Economics Model” (http://www.level3.com/734.html). Level  3 has developed this model in an effort to demonstrate in a simplified format the dynamic relationships that exist between pricing strategies, cost compression, demand growth, and capital budgeting in an optimized net present value discounted cash flow model. In other words, the model represents an effort to demonstrate the effects of important economic relationships on capital budgeting decisions and the value of the firm. Because of its simplified nature, the Silicon Economics Model should not be interpreted as an attempt to predict Level 3’s future operating performance or financial results. Level 3’s internal optimization model contains tens of thousands of variables and relationships that for the sake of simplicity are not duplicated in this model.

In order to produce a model for public use that is not overly complex, several simplifying assumptions have been made in the Silicon Economics Model. The effects of market competition are not explicitly modeled, and only a single service offering is considered. In practice, Level 3 offers a wide variety of services in various geographic locations that have differing degrees of demand elasticity. The model places no limits on demand growth, such as would be imposed by limitations on Level 3’s internal operating systems or external supply chain requirements. Capital expenditures (CAPEX) are modeled using an initial (one-time) infrastructure cost plus an incremental cost per unit. Cost-saving improvements in technology are modeled as a reduction in unit cost, or annual cost compression rate. Operational expenses (OPEX) are modeled using a fixed annual infrastructure cost, variable cost represented as a percentage of revenue, per-incremental-unit cost (activation related), and per-total-unit cost (support related). Cost reductions over time in these latter two categories can be modeled by specifying an annual productivity improvement factor. Network expenses (NETEX) are modeled as a cost per incremental unit. This unit cost is reduced at the same rate as the activation and support-related operational expenses.

Users can see the effects of varying assumptions on operating and financial performance by choosing different input parameters on the “Data Entry” worksheet. All default input values can be changed. The model will produce the net present value of consolidated cash flow for any choice of input parameters. Details concerning the calculation of expected revenue, capital expenses, operational expenses, and cash flow that are graphed by the model can be reviewed and are displayed on the “Details” tab of the model. Five three-dimensional charts are automatically produced to illustrate the sensitivity of net present value to four primary input parameters, including the annual price reduction rate, price elasticity of demand, annual CAPEX compression (cost- reduction) rate, and annual OPEX and NETEX compression (cost-reduction) rate. For simplicity, all other operating and financial parameters are held constant. The price and elasticity chart displays model sensitivity to the pace of price reduction and price elasticity; price and CAPEX illustrates effects of price reductions on capital spending. Price and OPEX and NETEX shows impacts of the price reduction rate and operational and network expense compression rates; price and total cost shows sensitivity to the price reduction rate and total cost compression rate. CAPEX and OPEX and NETEX, shown in Figure 17.4 gives the relationship between the capital expense compression rate and operational and network expense compression rates. For illustration purposes, input assumptions are an initial demand of 8.5 million units, an initial price of $200, annual price reductions of 25%, a discount rate of 25%, and a 2.25 price elasticity of demand.

Finally, Table 1 below shows the net present value implications of these model input assumptions for the discounted net present value of the enterprise. It is important to remember that these data are for illustration purposes only. They are not predictions of actual operating and financial results for Level 3 or any other company.

  1. Describe the essential components of Level 3’s Silicon Economics
  2. Explain how Level 3’s Silicon Economics Model differs from more standard and simplified approaches to capital For comparison purposes, you may want to consider valuation spreadsheets compiled and maintained by various independent analysts and investors on the Internet (http://members.fcc.net/codyklen/LVLT/Level_3_Model.htm)
  3. How would you judge the effectiveness and usefulness of the Silicon Economics Model?

Which forces are most important to this firm’s continued success and why? Where is the firm in the industry value chain?

/in /by

Firm Characteristics
•Whitepaper format
•Approx. 2-4 pages
•Porter’s 5 Forces, Value chain, Core Competency & Business strategy, Threats to Longevity
Choose a firm that you might want to work for one day (or a firm in an industry in which you want to work). The firm should be publicly traded, so that you can gather the necessary data about it.
As though you were presenting a market analysis in a professional setting, create a whitepaper describing the firm in detail. To do this write a description of the firm’s characteristics that answers the items below. I expect this will take 2-4 pages, but focus on clear presentation of content rather than length. Cite any sources used including any chart or image sources incorporated into the document.
Your whitepaper should address the following:
• Define the firm’s industry
• Describe the firm relative to the 5 forces
• Determine the strength of the forces
• Which forces are most important to this firm’s continued success and why?
• Where is the firm in the industry value chain?
• What is the firm’s business strategy?
• How can/does IT enable these strategies?
• How sustainable are these strategies?
• Explain the greatest threats to the firm’s continued success
• How can these threats be minimized?

Discuss the pros and cons of each method. Determine and justify which evaluation design you will deploy for your organization.

/in /by

HRM3410 – Training & Developing Human Resources

Training Plan Project Instructions – Part III

Project Overview:

Through the completion of a three-part Training Plan Project, you will walk through the process of creating a training plan that an organization can use to train its workforce. First, you will interpret the strategic issues of human resource planning that shape and guide an organization’s human resource (HR) management program, to help the organization reach its goals. You will also discuss the process of constructing a needs assessment that includes all person, tasks, and organizational elements. Next, you will identify various learning styles theories and their impact on transfer of training. You will also explore various training tools and methods and determine the use of appropriate training tools and methods for the specific training outcomes. Finally, you will identify outcomes used to evaluate a training program and determine how you will specifically evaluate the outcome of the training. Throughout, you will ensure that all training in in compliance with EOE.

Part II:  Training Evaluation

In Part I of this project, you identified the training needs and established the objectives for training. In Part II, you determined the design of the training programs and the methods you will use to deliver the training. Now, in Part III, you will design a process for training evaluation.

Due to the costly and time-consuming nature of training, proper evaluation is essential. Evaluation also provides metrics for continuous improvement.

  • (300-400 words) Levels of evaluation – reaction, learning, behaviors, and results.
    • Review each of the four methods at which training can be evaluated and
    • Provide your recommendations for implementation based on your organization, the training program planned, and workforce needs.
  • (300-400 words) Training evaluation metrics – training is costly and the ability to clearly measure and report results can help to elevate the HR function to a higher level within the organization as a true business partner.
    • Cost-benefit analysis – determine the estimated training costs, identify potential savings results, calculate potential savings, and conduct costs and savings benefits comparison.
    • Return-on-investment (ROI) – walk through the steps of calculating the ROI for the training programs you have recommended and determine if there is likely a benefit to implementation.
  • (300-400 words) Training evaluation designs – there are three basic methods to design training evaluation: post-measure, pre-/post measure, and pre-/post measure with a control group.
    • Discuss the pros and cons of each method.
    • Determine and justify which evaluation design you will deploy for your organization.

Format:

Each section of the Training Plan Project should be prepared in APA format including a title page, section headers, in-text citations, and a reference page. A minimum of three professional and reputable sources are required for this section of the project.

Part III of this project will be 3-4 pages of body (900-1200 words) plus title page and reference page.

Research the impact of a significant contemporary issue facing the forensic sector in the UK.

/in , /by

“Research the impact of a significant contemporary issue facing the forensic sector in the UK. You should present evidence of your findings in the style of an academic report.”
Please note an academic report is in a different style to an expert witness report.

(1)What format should I present my report in?

Your report should be presented as an academic report.
You must include:
• Abstract
• Table of Contents
• Introduction
• Main body sections
• Conclusion
• Reference List
• Appendix

(2)What information should be included in my report?
Your report must discuss the impacts of a significant contemporary issue facing the forensic sector in the UK. You should introduce your chosen issue, and provide evidence demonstrating why it is significant and how it affects the forensic sector in the UK. You can present your report as either a general report on the state of affairs, using evidence from appropriate academic sources such as journal articles, case reports, government reports, etc, OR as a case report in which you focus on specific cases which demonstrate the impact of your chosen issue.

(3)How many sections should my report include?
You should use as many sections as you feel necessary to give your report a proper structure and fully discuss your chosen issue.

(4)choose one of the following topics for your topic.
(1) Research the impact of a significant contemporary issue that will face forensic sector in the UK after the Brexit.
(2) Research the impact of a significant contemporary issue facing the forensic sector in uk when it comes to crime scenes in uk.
(3) Research the impact of a significant contemporary issue facing the forensic sector in uk when it comes to DNA.
(4) Research the impact of a significant contemporary issue facing the forensic sector in the uk when it comes to Biometric Data
(5) Research the impact of a significant contemporary issue facing the forensic sector in the uk when it comes to physical evidence from crime scenes.

Provide a detailed description of the activities leading to achieving the objectives identified, including your rationale behind their selection, their sequence, and your reasoning behind why these methods may work.

/in /by

IV. Planning

Provide a comprehensive program plan that includes its objectives (that is, measurable improvements in behavior, performance, process, or a tangible item that will result from your program); ethical and legal considerations and their anticipated effect on healthcare reimbursement, policy, and governance; anticipated issue-related outcomes and your plan to address them; how your identified resources will support the success of the program;
target population being served (if applicable); and a timeline for meeting program objectives.

V. Implementation

Provide a detailed description of the activities leading to achieving the objectives identified, including your rationale behind their selection, their sequence, and your reasoning behind why these methods may work.

VI. Evaluation Methodologies

Provide a comprehensive description of how your organization (and potential funders) will know the program is successful. Items to consider include methods for measuring success, who will be performing the evaluation, and how the methods will be selected. You should also include your plan for gathering data, using test instruments, analyzing data, using evaluation for program improvements, and any specific evaluation reports that should be produced.

What are the characteristics of the key concepts or the main factors or variables?

/in /by

Dissertation 2019‐2020 – Gheorghe Multescu.
Assignment 1 – Interim Research Paper Contents This element of assessment comprises the submission of a Interim Research Paper that provides an introduction to the research methodology, the theoretical framework and the literature review for the study area. What is an Interim Research Paper? Full details of the contents of the Interim Research paper are shown in Appendix 5 of this document. The main constituents of the paper are an interim literature review and preliminary research methodology which reflects the extent of the work undertaken by you at this stage of the dissertation. The Interim Research Paper should be seen as a complete submission and not as an introduction to the main Dissertation submission. The research question should be clearly identified, as well as the aims and objectives. The typical components of the Interim Research Paper, as shown in Appendix 5 are: Abstract Keywords Introduction (background to the topic) Lit Review Research Methodology Findings and Discussion (from the analysis of the lit review) Conclusion and Further Research Always remember that this is a “stand alone” exercise and, even though you should be able to transfer most of the contents to your final submission, no reference to this should be made on the paper. The Interim Literature Review in the Interim Research Paper The literature review should demonstrate that you have a comprehensive knowledge of the research, theoretical and empirical, that relates to your proposed area of research. A literature review is NOT merely a summary of other people’s work. It is a critical look at the existing research in a particular area/topic. Of course this will mean that you do summarize some of the relevant research in your chosen topic. However, you must EVALUATE this research. This will include detailing how the research is related and its relevance to your dissertation. You must not simply provide a description of individual research. To maximize your grade you must select the important aspects of the research (e.g. the methodology) and clearly indicate how it relates to the other relevant studies (e.g. What other methodologies have been used? How are they similar? How are they different?). A good review must provide the theoretical context for your research. How to write a good review By undertaking a review of your chosen topic you will of course enlarge your knowledge. You should also improve and demonstrate your skills in information seeking and critically appraising the relevant research.
Dissertation 2019‐2020 – Gheorghe Multescu
The idea of the literature review is not to provide a summary of all the published work that relates to your research, but a survey of the most relevant and significant work. A good review must: x be organized to demonstrate how the research is related to your dissertation and the research question you are developing x synthesize results into a summary of what is and is not known x identify areas of controversy in the literature x formulate questions that need further research In general, students should make sure that the following questions are answered:
x What do we already know in the immediate area concerned? x What are the characteristics of the key concepts or the main factors or variables? x What are the relationships between these key concepts, factors or variables? x What are the existing theories? x Where are the inconsistencies or other shortcomings in our knowledge and understanding? x What views need to be (further) tested? x What evidence is lacking, inconclusive, contradictory or too limited? x Why study (further) the research problem? In a theoretical framework you would include an outline of existing theories which are closely related to your research topic. You should make clear how your research relates to existing theories. How are ‘research questions’ in the field framed? How does your own research relate to such framings? You should make your own theoretical assumptions and allegiances as explicit as possible. Preliminary Research Methodology in the Interim Research Paper Start by explaining the paradigm and approach on which the paper is based, and then identify your research methodology. Your discussion of methodology should be linked to this theoretical framework. At this stage you do not have to describe the methodology to be used in great detail, but you should justify its use over other methodologies. For example, you could explain the reasons for using: • a certain paradigm or theory • an inductive or deductive approach • qualitative or quantitative research • a case study of a specific kind • surveys, correlational experiments, field studies, etc. • certain dependent or independent or moderating variables • a particular sampling frame and the size of a sample You could also explain how you are proposing to: • have access to the data • analyze the data Always be aware that for this exercise you are not required to obtain primary data.
Dissertation 2019‐2020 – Gheorghe Multescu
Submission Please note. For both submissions the hard copy and the electronic copy via Turnitin should be submitted by the deadline to avoid penalties. The hard copy will be used to establish the penalty points. The Interim Research Paper (Interim Submission) is a formal submission, which will be assessed in accordance with the criteria outlined in the Module Outline. The mark allocated for this submission will have a weighting of 25% of the overall module mark. Provided your Interim Research Paper is of adequate standard, it will be perfectly acceptable to include most of the content in your final submission. The Interim Submission will be expected to be around 4,000 words in length (10% tolerance accepted) and should incorporate the following elements: • A clear title for your research area • A rationale for the selection of the topic • Your research goals, expressed in terms of: ƒ Aim ƒ Objectives ƒ Either proposition(s) or key question(s) • A literature review (i.e. a first draft of the literature review which you expect to include in your final submission) • An introduction to the theoretical framework, research approach and proposed methodology for the study • A comprehensive list of references
The 3 compulsory tutorials to be held prior to the submission of the Interim Research Paper will not be assessed but, as they are essential to ensure the smooth progression of the work, attendance will be recorded and non-attendance will be penalized. Students’ interim submission will not be assessed if the tutorials have been missed, and you will lose all marks attributable to this element. Appendix 3 contains the attendance record sheet that should be signed by the Supervisor after each compulsory tutorial, and attached to the Interim Submission. The compulsory tutorials are informal, and the arrangements should be initiated by the student. Assignment 2 – PDP Submission You are required to submit a portfolio not exceeding 1500 words (excluding illustrations, forms and diagrams) utilizing the structures to be provided during the PDP sessions, which addresses the following:
x Personal profile – CV; x SMART goals to be developed during the dissertation x SWOT analysis applicable to your career progression
Dissertation 2019‐2020 – Gheorghe Multescu

Full paper template for interim research paper: Your paper title here Monty Sutisna1 and Lee Ruddock1 1School of the Built Environment, University of Salford, Salford, M5 4WT, United Kingdom
Email: M.Sutrisna@xxxxxxxxxx; L.Ruddock@xxxxxxxxx
Abstract: The abstract of your paper should be written in a single paragraph within 300 words limit. A good abstract should give a brief overview of the paper including the background and/or rationale, the research methodology, and the findings from the research at its current stage. It is also a good practice to explain how the findings from the research can help or at least useful in solving problems or minimizing gaps in the specific area/field/communities/industry. Keywords: Up to 5 keywords should be provided in alphabetical order separated by commas (should be the same as your Topic Approval Form) Introduction The introduction section should provide an overview of the paper as well as its background and context. Starting from general to provide the ‘big picture’ moving down to specifics, this section should provide a rationale that justifies the research, i.e. why there is a necessity to conduct a research on this particular subject. This can be done by providing evidences of problems that needs solution and/or identified knowledge gap in a specific domain, level, geographical location, society, sector, industry, and so on supported by key references. As the response, a clear research agenda can be described specifying research aim and objectives in order to clarify the purpose of conducting the investigation. Following this, the author needs to describe in general how the research can be or had been done to satisfy the aim and objectives, i.e. a brief discussion on the research methodology. This should highlight the research design, data collection methods and data analysis conducted or to be conducted in the research. Research limitations, scopes and boundaries should be explained as well to manage the expectations of the readers/audience. The findings of the research at this stage have to be outlined here emphasizing on the originality and general contributions of the investigation and preferably specific contributions of this paper. It is also a good practice to clarify who exactly will or expected to benefit from such investigation. This should be closely linked to the research rationale, aim and objectives.

Literature Review Similar to the background and context discussed in the introduction section, the literature review should flow from general to specific. There is no strict set of rules that prescribes the numbers of references that should be presented. However, as a rule of thumbs, every claims or important statement in the paper should be supported by at least one reference (can be academic or more industry related articles). References should be reasonably recent, key references and seminal works relevant to the field of study should be included. The referencing system used should be the Harvard system. There are several variances in styles that can be adopted, however for consistency, the following style should be applied in writing the interim research paper: (Sutrisna and Ruddock, 2009), (Ruddock et al., 2008; Sutrisna et al., 2008). Even though it is called the literature review section, the actual title of the section 2 does not have to be “Literature Review”. It can be other titles that might better represent the content of this section. Nesting Sub-sections Starting from section 2 onwards (except for section 6 References), nesting subsections can be added whenever necessary by selecting Heading 2 or heading 3 as appropriate. In order to format the numbering, right-click on the subsection title, choose Bullets and Numbering, select customize and choose the appropriate level and start at as appropriate. The Level of Sub-section Nesting Authors are not advised to use more than three levels of subsections’ nesting. The use of too many nesting levels will reduce clarity and may be confusing for the readers of the article. Research Methodology The research methodology should clearly discuss the framework, approach and/or the research design, data collection, and data analysis to be adopted in the research. One of the most important issues to be discussed here is the appropriateness of the selected methodology, i.e. the justification of why this particular methodology (consists of research approaches, tools, and so on), is the most appropriate choice compared to other alternatives. This is the opportunity for the authors to demonstrate their awareness and understanding (appropriate for the level of study) of the research tools commonly used in their field and how this knowledge is used to inform them in constructing a robust methodology to tackle the research problems/questions. Some papers present very early stages of the research. This should not prevent the author to discuss potential research methodology that can be adapted based on the nature of the research problems/questions identified or type of data expected at this stage. Research is iterative in nature and researchers continuously modify their research methodology in light of new information and changes in circumstances.

Findings and Discussion In this section, authors should discuss all the findings emerging from conducting the investigation so far. Even for early stages of research (e.g. the paper may only aim to report an initial literature study), what have been synthesized from the literature should be discussed. This may be done by highlighting the similarities and/or differences from a variety of literature sources on the issues being investigated and the contextual nature of the similarities/differences (such as geographical locations, culture or many other factors that may influence the discussion in those different literature sources). Conclusion and Further Research In this section, the author should summarize the whole discussion presented in this paper. This can be done by briefly reminding the reader about the origin of the investigation and how the research has been designed and conducted, followed by the findings so far and who can benefit from the results. However, repetition (cut and paste) from previous sections of this paper should be avoided. Thus this section should provide a holistic view that summarizes those items rather than repetitively describing them as before. New materials should not be introduced in this section, except for the further research as explained below. The summary should then followed by flagging potential of further research emerging from the investigation. For ongoing research this may include the next stages of the research that will be conducted by the researcher to complete the research. Ideally, this section should demonstrate the contribution of the research and also this paper (as summarized) as well as inspiring other researchers to further develop the body of knowledge in the relevant field. Acknowledgement In some cases it is necessary for the author to acknowledge that this paper is a part of a larger research project. If no acknowledgement is necessary, this section should be deleted from the paper. References Author1, Initials., Author2, Initials. and Author3, Initials. (Year), ‘Article Title’, Journal Title, Volume (issue no.), pp 34-45. Author1, Initials., Author2, Initials. and Author3, Initials. (Year), Book title, Publisher, Place. Author1, Initials., Author2, Initials. and Author3, Initials. (Year), ‘Article Title’, In: Editor(s), Book Title, Publisher, Place, pp 34-45. Author1, Initials., Author2, Initials. and Author3, Initials. (Year), ‘Article Title’, In: Editor(s), Conference Proceeding, Publisher, Place, Dates of Conference, pp 3445 Author1, Initials., Author2, Initials. and Author3, Initials. (Year), ‘Article Title’, Publication/Publisher, http://www.url_address.co/article1.htm , viewed: 31/12/2007.

What are the implications of your argument for how and what management students should be taught? In particular, if empathy is necessary, can it be taught?

/in /by

In the article entitled ‘Management’s three eras: A brief history,’ McGrath (2014) writes that ‘what is demanded of managers today is empathy (more than execution, more than expertise.)’
a) With reference to the evolution of ideas about managers and managerial work during the twentieth century, explain to what extent you agree with McGrath’s statement, and why.
b) What are the implications of your argument for how and what management students should be taught? In particular, if empathy is necessary, can it be taught?
It explains the details of the essay in the word document from page 26 onwards.