SOLUTION: MANAGEMENT ECONOMICS | My Assignment Tutor

Page 1 of 13 LEVEL 5 ASSESSMENT SPECIFICATION Student name:Student ID number:Programme:BA Business ManagementModule:MANAGEMENT ECONOMICSModule code:LCBB5003Contribution toOverall ModuleAssessment (%):50%Lecturer:Mr. Riaz BhattiInternal Verifier:Assignment Title:Assessment 2Word count (orequivalent):2500 wordsSubmissiondeadline:To be announced by theAssessment teamPlease refer to theassessments schedulepublished on Students’ Hallin MoodleReturn date ofprovisional marks& written feedback:After the ExamBoardSubmissionmethod:All written assessments, where practical and possible, must be submitted viaTurnitin unless otherwise instructed by the Lecturer. (Please DO NOT put thisassessment specification into Turnitin or it will match many similarities withother students’ submissions.)Alternative submission method (if applicable):Late submission of the assessment will result in a late penalty mark.Penalties for late submission: Up to one week late, maximum mark of 40%.Over one week late, 0%. Only the Extenuating Circumstances Panel mayapprove a change to submission dates.Academichonesty /referencing:Academic honesty is required. In the main body of your submission you mustgive credit to authors on whose research and ideas your work is based. Appendto your submission a reference list that indicates the books, articles, etc. thatyou have used, cited or quoted in order to complete this assessment. Page 2 of 13 Module Learning Outcomes(from module syllabus)1. Critically evaluate economic data as a guide to policy making within an international,national and organisational context.2. Apply a number of different economic concepts (supply and demand, price elasticity, costanalysis) with respect to managerial decision making in organisations.3. Analyse the impact of government policy on markets and its effect on the managerialdecisions. TASK DESCRIPTION Assignment GuideThe overall aim of the report is to convey just how significant the management economic function is withinan organisation in order to support sound decision making, ensure appropriate control systems are in place,maximize economic performance and help ensure long term sustainable growth.You are to work individually on your report and in order to complete this assignment can easily be found onpast news articles about your chosen company – I expect you to become avid business news readers by thetime you finish this assignment.Your analysis should start with the study of the company’s history, overview about its activities, theindustry it operates in, types of services and products it produces, business environment it operates in, mainmarkets and other aspects of company’s business profile.You should choose a product or a product range as a first step. For example, Procter and Gamble hasgazillions of products, you will not have time and resources to study its products. Thus, choose, say, babywipes product range and keep your focus on it.1. Research-informed Literature about the role of Management of economics in an economy.Extent of research and/or own reading, selection of credible sources, application of appropriatereferencing conventions.(5 marks)(300 – 330 words)a. Describe the chosen company, its products/services and history.b. Describe and discuss the market structure the firm faces.(10 marks)(300 – 330 words)Page 3 of 131. Analyse the market it has been operating ever since its inception. Why do you think the companyof your choice operates in one of the market structures i.e. oligopoly, monopoly?Discuss.[Hint: number of companies in the industry, revenue share of your company in the industry](25 marks)(600– 660 words)2. Did the company operate in a different market structure in its history? For example, it couldhave faced monopolistic competition but later the market transformed into an oligopoly or viceversa.Discuss the characteristics of its previous market structure.[Hint: Historical market/industry information such as the number of firms in the industry over time,data on revenue by companies](25 marks)(600– 660 words)3. Considering the nature of the industry in which the firm operates,a. Do you think operating in a different market structure is more optimal for this firm? Discuss.b. Would you suggest greater/lesser government intervention? Discuss.[Hint: Think about whether government intervention is good for the society or not, if yes, discuss](25 marks)(700– 770 words)4. Your report must be referenced using Harvard Referencing conventions [Refer to HarvardReferencing Handbook on the Library Resource]Hint: [How to avoid plagiarism There are four simple ways to avoid plagiarism: • Do not copy fromother students’ work. • Do not ‘cut and paste’ information from the Internet, or another source,without properly referencing it and showing it as a quotation.It is easy to avoid plagiarism. ‘Forgetting’ is a common issue in plagiarism to reference materialobtained from elsewhere. This can be avoided by keeping the list of references as progress in research](10 marks)Page 4 of 13Try to use graphs or tables plotting/showing the trends for the past five years. Data on sales, costs, profitmargin, employee numbers, market share etc. could be used. These are easily collected or computed usingthe annual reports of the companies. Below, I provided a list of the sources of data, the list is not exhaustive.So, try using other data sources.Markets and firms for consideration (the list is not exhaustive) AccountancyAir travelAutomobileAircraft engineeringAircraftBanking & FinancialBrewersElectrical retailFast foodFood retailFood and personal careFurniturePwC, E&YVirgin, British AirwaysGM, FerrariRolls Royce, BoeingAirbus, BoeingBarclays, Goldman SachsCarlsberg, DiageoCurries, Best BuyMcDonalds, Burger KingWall Mart, TescoProcter & GambleIkeaHandsetApple, SamsungHome DIYB&Q, HomebaseHospitalityAccor Hotels, Radisson HotelsHousehold AppliancesZanussi, Indesit CompanyMicroprocessorsMobile phone networkOil & Gas ExtractionPCIntel, AMDVodafone, VerizonBP, ConocoPhillipsHP, Dell PharmaceuticalsAstra-Zeneca, PfizerRestaurantsSoft drinksSportswearDomino’s, ItsuCadbury Schweppes, Coca ColaNike, AdidasSugarBritish Sugar, Tate & LyleTobaccoBAT, Imperial Tobacco GroupTyresGoodyear, Michelin GroupTVsSamsung, PanasonicPublishingPenguin Random House, Hachette LivreBookiesPaddy Power Betfair, William Hill Page 5 of 13Source of Data/Informationhttps://www.warc.com/ContentandPartners/EuromonitorInternational.infohttps://www.census.gov/ – data on US businesseshttps://fred.stlouisfed.org/ – data on macroeconomic indicatorshttps://www.ons.gov.uk/ – data on UK businesseshttp://www.statista.com/ – data on various indicators for various countrieshttp://stats.oecd.org/ – data on social and economic indicators, OECD countrieshttp://www.oecd-ilibrary.org/statistics – statistical tables, reports, etc.Useful web sites/linkshttp://marketrealist.com/page/12/?tx=content-type&tm=overviews#article-919858http://www.oecd.org/economy/https://www.retaildetail.eu/enhttp://finance.yahoo.co.ukhttp://www.farmbusinesssurvey.co.uk/Suggested ReadingsAigner-Walder, B. (2015) Effects of the Demographic Changes on Private Consumption: An AlmostIdeal Demand System Analysis for Austria. Journal of Economic and Social Studies, 5, 1, 33-57Andreyeva, T., Long, M. and Brownell, K. (2010) The Impact of Food Prices on Consumption: A SystematicReview of Research on the Price Elasticity of Demand for Food. American Journal of Public Health, 100,2, 216-222.Bagwell, K. (2005) The Economic Analysis of Advertising. Columbia University Discussion Papers No. :0506-01Baker, J. (2003) Competitive Price Discrimination: The Exercise of Market Power WithoutAnticompetitive Effects (Comment on Klein and Wiley). Articles in Law Reviews & Other AcademicJournals. Paper 278.Ellickson, P. (2013) Market Structure and Performance. International Encyclopedia of the Social &Behavioral Sciences, Forthcoming; Simon School Working Paper No. 13-21Foot, D. and Gomez, R. (2006) Population aging and sectorial growth: the case study of the UK, 2006-2026.OJBE, 5:1Griffith, G. (2003) The Impact of Supermarkets on Farm Suppliers. The Australian Economic Review, 37,3, 329–336OECD (2015), OECD Employment Outlook 2015, OECD Publishing, Paris.Available at: http://ifuturo.org/documentacion/Employment%20outlook%202015.pdfOECD (2015) GENERAL ASSESSMENT OF THE MACROECONOMIC SITUATION. OECDEconomic Outlook Volume 2015/1Rauch, D. and Schleicher, D. (2015) Like Uber, But for Local Governmental Policy: The Future of LocalRegulation of the ‘Sharing Economy’. George Mason Law & Economics Research Paper No. 15-01.Available at: http://ssrn.com/abstract=2549919Cigliano, J. (1980) Price and Income Elasticities for Airline Travel: The North Atlantic Market,Business Economics, pp. 17–21.Page 6 of 13Heien, D. and Pompelli, G. (1989) The Demand for Alcoholic Beverages: Economic andDemographic Effects, Southern Economic Journal, pp. 759–769.Shapiro, M. (1987) Measuring Market Power in U.S. Industry, NBER Working Paper, No. 2212.Further GuidelinesThe report should be well structured and presented, making appropriate use of reading materials, graphsand footnotes, and with full referencing.In general, all pieces of work should display the following desirable characteristics as much as possible:  Answer focuses on question(s) asked  Degree to which the answer covers all aspects of question Degree to which answer exhibits understanding and knowledge of relevant theoretical (and empirical) literature and of policy issuesDegree to which answer demonstrates consistency, coherence and purposeful analysis Appropriate use of graphs (and statistical methods)  Analytical and critical ability – ability to go beyond the descriptive and the immediately obvious  Depth and breadth of the analysis Originality (i.e. synthesis of a fair amount of material and being more than a rehash of some text or texts) Assessment of the importance of the topic under discussionEvidence of the use of a variety of sources   Clarity of explanation Conclusions that cover the main issues and which offer a critical assessment of the workundertaken and relevant policy implications  Appropriate referencing Use Harvard style (find the Harvard style guide on blackboard) Overall quality of presentationPage 7 of 13 GUIDANCE FOR STUDENTS IN THE COMPLETION OFTASKS NOTE: The guidance offered below is linked to the five generic assessment criteria overleaf.1. Engagement with Literature SkillsYour work must be informed and supported by scholarly material that is relevant to and focused on the task(s)set. You should provide evidence that you have accessed an appropriate range of sources, which may beacademic, governmental and industrial; these sources may include academic journal articles, textbooks,current news articles, organisational documents, and websites. You should consider the credibility of yoursources; academic journals are normally highly credible sources while websites require carefulconsideration/selection and should be used sparingly. Any sources you use should be current and up-todate, mostly published within the last five years or so, though seminal/important works in the field may beolder. You must provide evidence of your research/own reading throughout your work, using a suitablereferencing system, including in-text citations in the main body of your work and a reference list at the end ofyour work.2. Knowledge and Understanding SkillsAt level 5, you should be able to demonstrate: sound knowledge and critical understanding of the wellestablished concepts and principles of the subject area and the way in which those principles havedeveloped; knowledge of the main methods of enquiry in the discipline. Knowledge relates to the facts,information and skills you have acquired through your learning. You demonstrate your understanding byinterpreting the meaning of the facts and information (knowledge). This means that you need to select andinclude in your work the concepts, techniques, models, theories, etc. appropriate to the task(s) set. Youshould be able to explain the theories, concepts, etc. meaningfully to show your understanding. Yourmark/grade will also depend upon the extent to which you demonstrate your knowledge and understanding.3. Cognitive and Intellectual SkillsYou should be able to critically analyse information, and propose solutions to problems arising from thatanalysis, including the critical evaluation of the appropriateness of different approaches to solving problems.Your work must contain evidence of logical, analytical thinking, evaluation and synthesis. For example, toexamine and break information down into parts, make inferences, compile, compare and contrast information.This means not just describing what! But also justifying: Why? How? When? Who? Where? At what cost? Atall times, you must provide justification/evidence for your arguments and judgements. Evidence that youhave reflected upon the ideas of others within the subject area is crucial to you providing a reasoned andinformed debate within your work. Furthermore, you should provide evidence that you are able to makesound judgements and convincing arguments using data and concepts, with an understanding of the limitsof knowledge, and how this influences analyses and interpretations. Sound, valid conclusions are necessary and must be derived from the content of your work.recommendations may be proposed.Where relevant, alternative solutions and 4. Practical SkillsAt level 5, you should be able to use/deploy a range of established techniques within the discipline, and applyunderlying concepts and principles outside the context in which they were first studied, including, whereappropriate, the application of those principles in an employment context. You should be able to demonstratehow the subject-related concepts and ideas relate to real world situations and/or a particular context. Howdo they work in practice? You will deploy models, methods, techniques, and/or theories, in that context, toassess current situations, perhaps to formulate plans or solutions to solve problems, or to create artefacts,some of which may be creative. This is likely to involve, for instance, the use of real world artefacts, examplesand cases, the application of a model within an organisation and/or benchmarking one theory or organisationPage 8 of 13against others based on stated criteria. You should show awareness of the limitations of concepts andtheories when applied in particular contexts.5. Transferable Skills for Life and Professional PracticeYour work must provide evidence of the qualities and transferable skills necessary for employment requiringthe exercise of personal responsibility and decision-making. This includes demonstrating: professionaldevelopment to advance existing skills and acquire new competences that will enable you to assumesignificant responsibility within organisations; that you can initiate and complete tasks and procedures,whether individually and/or collaboratively; that you can use appropriate media to effectively communicateinformation, arguments and analysis in a variety of forms to specialist and non-specialist audiences; fluencyof expression; clarity and effectiveness in presentation and organisation. Work should be coherent and wellstructured in presentation and organisation.Page 9 of 13 STUDENT FEEDBACK FORM This section details the extent to which the assessment criteria are demonstrated by you, which in turn determines yourmark. The marks available for each category of skill are shown. Lecturers will use the space provided to comment onthe achievement of the task(s), including those areas in which you have performed well and areas that would benefitfrom development/improvement. Generic Assessment CriteriaMarksavailableMarksawarded1. Engagement with Literature Skills.Research-informed Literature about the role of Management of economics in an economy. Extent ofresearch and/or own reading, selection of credible sources, application of appropriate referencingconventions. Describe and discuss the market structure the firm faces.152. Knowledge and Understanding SkillsAnalyse the market it has been operating ever since its inception. Why do you think the company of yourchoice operates in one of the market structures i.e. oligopoly, monopoly? Discuss.253. Cognitive and Intellectual SkillsDid the company operate in a different market structure in its history? For example, it could have facedmonopolistic competition but later the market transformed into an oligopoly or vice versa.254. Practical Application SkillsConsidering the nature of the industry in which the firm operates. Do you think operating in a differentmarket structure is more optimal for this firm? Discuss. Would you suggest greater/lesser governmentintervention? Discuss.255. Transferable Skills for Life and Professional PracticeAttributes in professional practice: individual and collaborative working; deployment of appropriatemedia. presentation and Organisation.10 Assessment Mark (Assessment marks are subject to ratification at theExam Board. These comments and marks are to give feedback on module workand are for guidance only until they are confirmed. )Late Submission Penalties (tick ifappropriate)%Up to 1 week late (40% Max)Over 1 week late (0%) GENERIC ASSESSMENT CRITERIA Level 5In accordance with the Framework for Higher Education Qualifications, at the end of Level 5 students will be expected to have developed sound knowledgeand critical understanding of the well-established concepts and principles in their field of study, and of the way in which those principles have developed.They will have learned to apply those concepts and principles more widely outside the context in which they were first studied, including, where appropriate,the application of those principles in an employment context. They will have knowledge of the main methods of enquiry in the subject area, and ability toevaluate critically different approaches to problem solving. They will possess an understanding of the limits of their knowledge, and how this influences theiranalyses and interpretations. They will be able to use a range of established techniques to initiate and undertake critical analysis of information, and topropose solutions to problems arising from that analysis. They will be able to effectively communicate information, arguments and analysis in a variety offorms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. They will be able to undertake further training,develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations. They will have thequalities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making. Level 5FAILMARGINAL FAILSATISFACTORY(3rd / Pass)GOOD(2.2 / Pass)VERY GOOD(2.1 / Merit)EXCELLENT(1st / Distinction)EXCEPTIONAL(1st / Distinction)Category0-29%30-39%40-49%50-59%60-69%70-84%85-100%Engagementwith literature(includingreading,referencing,academicconventions andacademichonesty)Little or noevidence ofreading and/orreliance oninappropriatesources.Views andfindings mostlyunsupported andnonauthoritative.Referencingconventionsusedincoherently orlargely absent.Poorengagementwith essentialreading. Noevidence ofwider reading.Reliance oninappropriatesources, and/orindiscriminateuse of sources.Heavily relianton informationgained throughclass contact.Inconsistent andweak use ofreferencing.Engagementwith a limitedrange of mostlyrelevant andcredible sources.Some omissionsand minorerrors.Referencingconventionsevident thoughnot alwaysappliedaccurately orconsistently.Engagementwith anappropriaterange ofliterature,includingsourcesretrievedindependently.Some overreliance on texts.Referencing mayshow minorinaccuracies orinconsistencies.Engagementwith a widerange ofliterature,includingsourcesretrievedindependently.Selection ofrelevant andcredible sources.Very good use ofreferencing, withno/very fewinaccuracies orinconsistencies.Engagementwith anextensive rangeof relevant andcredibleliterature.Consistentlyaccurateapplication ofreferencing.Exceptionalengagementwith anextensive rangeof relevant andcredibleliterature. Highlevel referencingskillsconsistentlyapplied.Knowledgeandunderstanding(Soundknowledge andMajor gaps inknowledge withunsatisfactory,uncriticalunderstanding ofFragmentaryknowledge, withonly superficialcriticalunderstanding.Limited butadequateknowledge andcriticalunderstanding ofKnowledge isreasonablydetailed andaccurate. A goodcriticalKnowledge isreasonablyextensive.Exhibits verycompetentExcellent,detailedknowledge andhighly criticalunderstanding ofExceptionallydetailedknowledge andoutstandingcritical Level 5FAILMARGINAL FAILSATISFACTORY(3rd / Pass)GOOD(2.2 / Pass)VERY GOOD(2.1 / Merit)EXCELLENT(1st / Distinction)EXCEPTIONAL(1st / Distinction) Category0-29%30-39%40-49%50-59%60-69%70-84%85-100%criticalunderstanding ofthe wellestablishedconcepts andprinciples in theirfield of study;knowledge of themain methods ofenquiry in thediscipline.)the subjectmatter. Muchirrelevantmaterial.Substantialinaccuracies.Significantlyflawedunderstanding ofthe mainmethods ofenquiry in thediscipline.Some significantinaccuraciesand/or irrelevantmaterial.Incomplete orpartially flawedunderstanding ofthe mainmethods ofenquiry in thediscipline.the wellestablishedconcepts andprinciples withinthe subject area,with a few gapsin the selectionof material. Anarrow criticalunderstanding ofthe mainmethods ofenquiry.understanding ofthe wellestablishedconcepts andprinciples andthe mainmethods ofenquiry, withminor gaps inthe selection ofmaterial.criticalunderstanding ofthe wellestablishedconcepts andprinciples of thesubject and themain methods ofenquiry.Breadth anddepth ofknowledge.the wellestablishedconcepts andprinciples of thesubject and themain methods ofenquiry.understanding ofthe wellestablishedconcepts andprinciples of thesubject and themain methods ofenquiry. May gobeyondestablishedtheories.Cognitive andintellectualskills(Criticalevaluation andanalysis ofconcepts andprinciples;argument andjudgement; thelimits of theirknowledge, andhow thisinfluences theiranalyses andinterpretations.)Wholly or almostwhollydescriptive work.Little or nocriticalevaluation andanalysis ofconcepts andprinciples.Failure todeveloparguments,leading toillogical or invalidjudgements.Unsubstantiatedgeneralisationsor opinion, madewithout use ofany credibleevidence.Largelydescriptive work,with superficialuse of criticalevaluation andanalysis ofconcepts andprinciples. Weakdevelopment ofarguments andjudgements.Informationaccepteduncritically, usesgeneralisedstatementsmade with scantevidence andunsubstantiatedopinions. Ideassometimesillogical andcontradictory.Limited attemptat criticalevaluation andanalysis ofconcepts andprinciples,tending towardsdescription.Some evidenceto supportarguments andjudgements butthese may beunderdeveloped,with a littleinconsistency /misinterpretation orfailure to fullyrecognise limitsof knowledge.Some criticalevaluation andanalysis ofconcepts andprinciples,thoughdescriptive inparts.An emergingawareness thelimits of theirknowledge andability to useevidence tosupport theargument thoughwith sometendency toassert/stateopinion ratherthan argue onthe basis ofreason andevidence.Mostly validarguments andlogicaljudgements.Sound criticalevaluation andanalysis ofconcepts. Isselective in therange ofevidence usedand synthesisesrather thandescribes. Abilityto devisearguments thatshow awarenessof differentstances, and useevidenceconvincingly, tosupportappropriate andvalidjudgements.Excellent criticalevaluation andanalysis ofconcepts andprinciplesleading tological,evidence-based,reasonedarguments andjudgements.Explicitrecognition ofother stancesand a strongawareness ofthe limits of theirknowledge.A capacity forindependentthought andability to ‘seebeyond thequestion’,suggesting somegrasp of thebroader field andwider concepts.Outstandingcriticalevaluation andanalysis ofconcepts andprinciples. Usesevidenceexceptionallywell to connectideas, andsupport highlylogical andpersuasive,arguments andjudgements.Evidence ofindependentthought andability to ‘seebeyond thequestion’,suggesting aclear grasp ofthe broader fieldand widerconcepts.Perceptiverecognition of Level 5FAILMARGINAL FAILSATISFACTORY(3rd / Pass)GOOD(2.2 / Pass)VERY GOOD(2.1 / Merit)EXCELLENT(1st / Distinction)EXCEPTIONAL(1st / Distinction) Category0-29%30-39%40-49%50-59%60-69%70-84%85-100%the limits of theirknowledge, andhow thisinfluences theiranalyses andinterpretations.Practical skills(Apply underlyingconcepts andprinciples morewidely outside thecontext in whichthey were firststudied; use arange ofestablishedtechniques;propose solutionsto problemsarising fromanalysis.)Limited or nouse ofestablishedmethods,materials, toolsand/ortechniques.Little or noappreciation ofthe context ofthe application.Limitedunderstanding ofthe application oftheory topractice ormakingappropriate linksbetween the two.Very weakproblem-solvingskills outside thecontext in whichthey were firststudied.Rudimentaryapplication ofestablishedmethods,materials, toolsand/ortechniques butwithoutconsiderationandcompetence.Flawedappreciation ofthe context ofthe application.Weakunderstanding ofthe application oftheory topractice, withonly occasionalevidence ofmakingappropriate linksbetween the two.Weak problemsolving skillsoutside thecontext in whichthey were firststudied.An adequateawareness andmostlyappropriateapplication ofestablishedmethods,materials, toolsand/ortechniques.Basicappreciation ofthe context ofthe application.Theoreticalknowledge andunderstandingapplied inpractice, but notalways makinglogical linksbetween the two.Can identifyproblems andpropose basicsolutions outsidethe context inwhich they werefirst studied.A good andappropriateapplication ofestablishedmethods,materials, toolsand/ortechniques.Clearappreciation ofthe context ofthe application.Mainlyconsistent,accurate andlogicalapplication oftheory topractice, makingappropriate linksbetween the two.Can identifyproblems andpropose mostlyappropriatesolutions outsidethe context inwhich they werefirst studied.A very goodapplication of arange ofestablishedmethods,materials, toolsand/ortechniques.Very goodconsideration ofthe context ofthe application,with perceptiveinsights.Consistent,accurate andlogicalapplication oftheory topractice, makingappropriate linksbetween the two.Can identifyproblems andproposeappropriatesolutions outsidethe context inwhich they werefirst studied.Evidence ofsome creativity.An advancedapplication of arange ofestablishedmethods,materials, toolsand/ortechniques.The context ofthe application iswell considered,and insightful.Consistent,accurate andlogicalapplication oftheory topractice, makingwell-developedlinks betweenthe two. Canidentify problemsand proposeexcellent,creativesolutions outsidethe context inwhich they werefirst studied.Exceptionallevels ofapplication anddeploymentskills usingestablishedmethods,materials, toolsand/ortechniques.Consistent,accurate andlogicalapplication oftheory topractice, makinghighly developedlinks betweenthe two. Canidentify routineand non-routineproblems andpropose quitesophisticated,creativesolutions outsidethe context inwhich they werefirst studied.Transferableskills for lifeCommunicationmedium isCommunicationmedium is poorlyCancommunicate inCancommunicateCancommunicateCancommunicateCancommunicate Level 5FAILMARGINAL FAILSATISFACTORY(3rd / Pass)GOOD(2.2 / Pass)VERY GOOD(2.1 / Merit)EXCELLENT(1st / Distinction)EXCEPTIONAL(1st / Distinction) Category0-29%30-39%40-49%50-59%60-69%70-84%85-100%andprofessionalpractice(Effectivelycommunicate in avariety of formsto specialist andnon-specialistaudiences; thequalities andtransferable skillsnecessary foremploymentrequiring theexercise ofpersonalresponsibility anddecision-making.)inappropriate ormisapplied.Work is poorlystructured,disorganisedand/orconfusinglyexpressed. Veryweak use oflanguage and/orveryinappropriatestyle. Failure towork effectivelyas part of agroup. Little orno evidence ofthe skills foremploymentrequiring theexercise ofpersonalresponsibilityand decisionmaking.designed and/ornot suitable forthe audience.Work is poorlypresented in adisjointedmanner. It isloosely, and attimesincoherently,structured, withinformation andideas oftenpoorlyexpressed.Weak use oflanguage and/orinappropriatestyle. Flawedapproach togroup work,meeting onlypartialobligations toothers. Limitedevidence of theskills foremploymentrequiring theexercise ofpersonalresponsibilityand decisionmaking.a suitablemedium for theaudience butwith some roomfor improvement.Mostly orderedpresentation andstructure inwhich relevantideas / conceptsare reasonablyexpressed. Workmay lackcoherence inplaces. Canwork as part of agroup, meetingmost obligationsto others butperhaps withlimitedinvolvement ingroup activities.Demonstratesthe basic skillsfor employmentrequiring theexercise ofpersonalresponsibilityand decisionmaking, withsome areas ofminor weakness.effectively in asuitable mediumfor the audience,but may haveminor errors.Mostly coherent,organised work,in a suitablestructure and isfor the most partclearlyexpressed. Canwork effectivelyindependentlyand/or as part ofa team, withclearcontribution togroup activities.Demonstratesthe skills foremploymentrequiring theexercise ofpersonalresponsibilityand decisionmaking, withsome areas ofstrength andsome of minorweakness.well, confidentlyand consistentlyin a suitablemedium for theaudience.Work iscoherent, fluent,well-structuredand organised.Can work verywellautonomouslyand/or as part ofa team, with verygoodcontribution togroup activities.Demonstratesvery good skillsfor employmentrequiring theexercise ofpersonalresponsibilityand decisionmaking, with justoccasional minorweakness.professionallyconfidently andconsistently in asuitable mediumfor the audience.Work iscoherent, veryfluent and ispresentedproficiently. Canworkautonomouslywith initiative.Where relevantcan workprofessionallywithin a team,showingleadership skillsas appropriate,and meetingobligations.Demonstratesexcellent skillsfor employmentrequiring theexercise ofpersonalresponsibilityand decisionmaking and anappetite forfurtherdevelopment.with anexceptionallyhigh level ofprofessionalism,highly suitablefor the audience.Work isexceptionallycoherent, veryfluent and ispresentedprofessionally.Can workexceptionallywell within ateam, showingleadership skills.Demonstratesexceptional skillsfor employmentrequiring theexercise ofpersonalresponsibilityand decisionmaking and anappetite forfurtherdevelopment. THIS DOCUMENT IS ALSO AVAILABLE IN WELSH