ITECH2301-Network Architecture and Design

Network Architecture
ITECH2301-Network
Architecture and Design
CRICOS Provider No. 00103D itech2301_ass1.doc- Network Architecture Assignment, Semester 1, 2020 Page 1 of 5
Due Date
Week 8 on Tuesday at 23:55
Worth
20% (Marked out of 100 marks)
Type
Type A
Assessment Objective
 This assignment provides an opportunity to understand the techniques and protocols used in
the layers of TCP/IP network (Internet) model
 Learning Outcomes Assessed:
 K3 – Explain the technologies and protocols of physical, data link, network and transport
layers.
 S1- Analyse data communication and networking technologies in today’s Internet.
 A2 – Analyse data communication and networking technologies in today’s Internet.
Requirements
1. Fig. 1 illustrates how a message is transmitted from the application layer to the physical layer in
the Internet model of a data communication network.
a. With the aid of the diagrams of header formats, explain the main purpose of all fields of the
header formats of the transport, network, and data link layers protocols. For example, the
main purpose of the source address and destination address of an IP Header is to provide the
sender and receiver IP addresses, respectively. Note, for IP header, include IPv4 packet
header format only i.e., you do not need to consider IPv6 packet header format.
[15+15=30 marks]
b. Use your web browser to connect to one of the following websites whose number in the
number list is equal to the first non-zero digit of your student ID. Let your student ID be
32684567. Since the first digit of your student ID is 3, you need to select
https://www.harvard.edu/ (3rd item) of the following list:
1. https://web.mit.edu/
2. https://www.stanford.edu/
3. https://www.harvard.edu/
4. http://www.ox.ac.uk/
Network Architecture
ITECH2301-Network
Architecture and Design
CRICOS Provider No. 00103D itech2301_ass1.doc- Network Architecture Assignment, Semester 1, 2020 Page 2 of 5
5. https://www.imperial.ac.uk/
6. https://www.berkeley.edu/
7. https://www.southwales.ac.uk/
8. https://www.wisc.edu/
9. http://umanitoba.ca/
Using the Wireshark protocol analyser, capture all packets generated in response to your
request for the above web page. For a selected pair of the first HTTP request‐response lines,
write the hex/decimal values of all fields of the header formats of the transport, network and
data link layers protocols whatever available in your file captured by Wireshark.
[15+15=30 marks]
• The application Layer
uses the HTTP
protocol
• The transport layer
uses the TCP
(Transmission Control)
Protocol
• The network layer uses
The IP (Internet)
Protocol
• The data link layer of the
LANs typically uses the
Ethernet protocol
• Protocol Data Units
(PDUs)
Fig. 1: Message transmission through layers.
2. Draw how the bit pattern 1 0 1 1 0 0 1 1 would be sent using
a. Unipolar signalling [2 marks]
b. Return to zero (RZ) signalling [2 marks]
c. Non return to zero (NRZ) signalling [2 marks]
d. Manchester encoding [5 marks]
Network Architecture
ITECH2301-Network
Architecture and Design
CRICOS Provider No. 00103D itech2301_ass1.doc- Network Architecture Assignment, Semester 1, 2020 Page 3 of 5
e. Amplitude Modulation (AM) [2 marks]
f. Frequency Modulation (FM) [2 marks]
g. Phase Modulation (PM) [5 marks]
[Total 20 marks]
N.B. You can draw the bit pattern on papers and insert them as pictures into your document.
3. Answer the following questions on media access control:
a. What is media access control and why is it important? [2+2=4 marks]
b. List two examples of controlled access and contention-based media access
protocols and their application areas. [4+4=8 marks]
[Total 12 marks]
4. Briefly describe the Web of Things (WoT). List four examples of WoT applications.
[4+4=8 marks]
Network Architecture
ITECH2301-Network
Architecture and Design
CRICOS Provider No. 00103D itech2301_ass1.doc- Network Architecture Assignment, Semester 1, 2020 Page 4 of 5
Assessment Feedback
ITECH 2301 Students
Student
Elements Maximum
Marks
Marks
Obtained
Header formats – TCP header 5
– IPv4 header 5
– Ethernet frame (header) 5
Descriptions of fields – TCP header 5
– IPv4 header 5
– Ethernet frame (header) 5
Values of HTTP request – TCP header 5
– IPv4 header 5
– Ethernet frame (header) 5
Values of HTTP response – TCP header 5
– IPv4 header 5
– Ethernet frame (header) 5
Drawings for the bit pattern – Unipolar signalling 2
– Return to zero (RZ) signalling 2
– Non return to zero (NRZ)
signalling 2
– Manchester encoding 5
– Amplitude Modulation (AM) 2
– Frequency Modulation (FM) 2
– Phase Modulation (PM) 5
Media access control – What and why 4
– Two examples of each protocol and
its application areas 8
Network Architecture
ITECH2301-Network
Architecture and Design
CRICOS Provider No. 00103D itech2301_ass1.doc- Network Architecture Assignment, Semester 1, 2020 Page 5 of 5
Web of Things – Description 4
– Four application examples 4
Total Mark [100 marks] 100.0
Total Worth [20%] 20.0
Comments
Supporting Materials
Weeks 1-5 study materials including lecture notes, tutorial problems and their solutions, online
materials and relevant sections of the prescribed text. You also need to use Internet resources.
Submission
You need to submit two files – your assignment report in either Microsoft Word or PDF format and
Wireshark file captured by you for this assignment. Please refer to the “Course Description” for
information regarding late assignments, extensions, special consideration, and plagiarism.
Plagiarism is not accepted at all and thus, your solutions will be checked automatically by the
plagiarism detection tool Turnitin. Therefore, please write in our own words and don’t copy
materials from other solutions and internet sources anyway. A reminder of all academic regulations
can be accessed via the university’s website (http://federation.edu.au/current-students/essentialinfo/
publications/handbook).

ITSA1001 Server Administration Fundamentals

ITSA1001 Server Administration Fundamentals
Copyright © 2015-2018 VIT, All Rights Reserved. 1
ITSA1001
Server Administration Fundamentals
Assignment
ITSA1001 Server Administration Fundamentals
Copyright © 2015-2018 VIT, All Rights Reserved. 2
Objective(s)
This assessment relates to the unit learning outcomes as in the unit descriptor. This assessment is designed to evaluate student’s ability on administrating servers with emphasis on key principles related to server hardware, software and storage, disaster recovery and trouble shooting.
The following LOs are assessed in this assent assessment.
LO1 : Explain the key roles and functions of servers
LO2 : Demonstrate the installation of server applications and active directory
LO3 : Demonstrate the installation and configuration of Server 2008
LO4 : Identify and apply key principles of server storage management
LO5 : Perform basic server maintenance and troubleshooting
LO6 : Perform basic server performance management
INSTRUCTIONS
These instructions apply to Assignment
Assignment (Weightage 20%) – The assignment is due in Session 12
This Assignment will focus on student’s ability to
Implement a client/server environment where the server runs Windows Server Operating System with Active Directory. Upon the implementation of the network, student should produce a comprehensive report, which includes screenshots of configuration of server and client, and brief explanation of the screenshots. Students should implement the client/server environment based on the given scenario and guidelines in a virtual environment using Oracle VM VirtualBox. Please make sure to name the devices with the respective student ID.
If any third-party content is used. The citation of sources is mandatory and should follow IEEE style.
During Lesson 12, students should demonstrate the network on Oracle VM VirtualBox environment.
Scenario:
ABC Pty Ltd is a start-up company in Data Science. Since they handle sensitive data sets, they are very concern about the provisioning access to their data sets. Furthermore, they intend to give restricted access to some users when they login into their computer network.
In order to achieve the above stated requirements, the company decided to deploy Windows Server 2012 in their network and configure the required settings.
Consider you are appointed as the consultant for implementing the following tasks for a Proof of Concept to the company.
ITSA1001 Server Administration Fundamentals
Copyright © 2015-2018 VIT, All Rights Reserved. 3
Phase 1: Installing Windows Server 2012 R2, Windows Client and assigning IP addresses
i. Install Windows Server 2012 R2
ii. Install Windows 7, Windows 10 or any of the Windows client Operating System
iii. Assign IP address 192.168.10.2/24 and 192.168.10.5/24 respectively to the Server and the client
Phase 2: Configuring Windows Server 2012 R2 as a Domain Controller
i. Install the DNS Server role in Windows Server 2012
ii. Install Active Directory in Windows Server 2012
iii. Promote the Windows Server 2012 R2 as the Domain Controller
iv. Add the client computer to the newly created domain
Phase 3: Create and manage storage pool and storage space:
i. Create a storage volume in Windows Server 2012 using 4 physical disks (one disk should be 5 GB)
ii. Enable Data Deduplication
iii. Create a folder named Bio Informatics in the newly created volume
Phase 4: Create and manage user permissions using Active Directory and NTFS permission
User Bob and Alice who are working in the Data Collection team should be able to access the shared folder Bio Informatics with read/write permission. Carlo who is working in the Analyst team should be able to access the same shared folder with read only permission.
i. Create user accounts Bob, Alice and Carlo in the Active Directory
ii. Create two groups namely “Data Collection” and “Analyst” and set “Global” as the scope and “Security” as the type and add users in their respective groups
iii. Create two groups namely “Bio Informatics Files ReadOnly” and “Bio Informatics Files ReadWrite” and set “Domain Local” as the scope and “Security” as the type
iv. Respectively add “Analyst” group as a member of “Bio Informatics Files ReadOnly” group and “Data Collection” Group as a member of “Bio Informatics Files ReadWrite” group
v. Add the “Bio Informatics Files ReadOnly” group to the share folder under the security settings and allow read access. Also add the “Bio Informatics Files ReadWrite” group to the shared folder under the security settings and allow read/write access. Make sure to provision necessary NTFS permission for respective user groups
Phase 5: Use Active Directory Group Policy Object to manage computer/user login profile. In particular, create a user password policy for a group of users
i. Create Data Collection_OU and move Bob and Alice into the newly created OU
ii. Edit the Data Collection_OU using Group Policy Management and set the minimum password length as 12 characters
Phase 6: Monitor Windows Server 2012 performance monitoring
i. Monitor the performance of processor of the server using Performance Monitor
ITSA1001 Server Administration Fundamentals
Copyright © 2015-2018 VIT, All Rights Reserved. 4
Submission Guidelines
Submit your report to the Moodle drop-box for the Assignment. Note that incidents of plagiarism will be penalized.
Please Note: All work is due by the due date and time. Late submissions will be penalized at the rate of 10% per day including weekends.
Marking Guide: 100 Marks
Task
Decryption
Marks
Report
Report Layout
The report style, language and structure should be appropriate. All screenshots and descriptions need to be compiled and in a single final report and any given suggestions need to be incorporated.
The report must contain
i. Cover page with Unit Code, Unit Name and Student ID
ii. Table of Contents
iii. Introduction
iv. Technical Discussion
v. Critical Analysis
vi. Conclusion
4
Introduction
The student should include purpose of the report, sections covered which should convince the reader that the report is worth reading. Word count limit – 125 words
4
Technical Discussion
This section should include the following configurations in your virtualized Windows Server environment. You should break down this section into six phases and include at least 7 screen shots from each of these phases and a brief description
i. Successful configuration of Phase 1
ii. Successful configuration of Phase 2
iii. Successful configuration of Phase 3
iv. Successful configuration of Phase 4
v. Successful configuration of Phase 5
vi. Successful configuration of Phase 6
5
10
5
10
10
5
Critical Analysis
The students are required to provide a critical analysis of the deployed network considering:
i. Reasons behind enabling Deduplication
ii. Benefits of implementing storage pool and RAID in general
10
ITSA1001 Server Administration Fundamentals
Copyright © 2015-2018 VIT, All Rights Reserved. 5
iii. Benefits of implementing Active Directory to manage users and AGDLP as a best practice
iv. Possible Troubleshooting methods adapted in Windows server environment
Conclusion
Summarize your findings. Word count limit – 125 words
4
References
Should follow IEEE style
3
Demonstration
In class demonstration
You are required to demonstrate in class, during Lesson 12
i. Server Troubleshooting skills
ii. Server Monitoring skills
30

ITDA1001 Database Fundamentals

ITDA1001
Database Fundamentals
Assignment
March 2020
ITDA1001 Database Fundamentals
Copyright © 2015-2018 VIT, All Rights Reserved. 2
Deadline: Session 12
Weightage: 25%
The purpose of the assignment is to assess students on the following Learning Outcomes:
LO1: Explain the theoretical approaches used in database development and the issues related to data management in an enterprise.
LO2: Explain the fundamentals of database languages, models and architecture.
LO3: Apply relational modelling concepts and principles to design a database.
LO4: Use normalisation levels and implement these for data storage.
LO5: Apply database knowledge and techniques to design and implement a database management system.
Details & Problems
In this assignment, you are required to answer the short questions, create the E-R diagram, normalize tables, develop SQL statements to demonstrate your ability to use Select, Update, Delete, Create, Alter, Drop statements and show your ability to create Views and Procedures.
ITDA1001 Database Fundamentals
Copyright © 2015-2018 VIT, All Rights Reserved. 3
Task 1 Entity Relationship Modeling
Scenario: Notown Records has decided to store information about musicians who perform on its albums (as well as other company data) in a database. The company has wisely chosen to hire your as a database designer (at your usual consulting fee of $2500/day).
• Each musician that records at Notown has an SSN, a name, an address, and a phone number. Poorly paid musicians often share the same address, and no address has more than one phone.
• Each instrument used in songs recorded at Notown has a unique number, a name (e.g., guitar, synthesizer, flute) and a musical key (e.g., C, B-flat, E-flat)
• Each album recorded on the Notown label has a unique identification number, a title, a copyright date, a format (e.g., CD or MC), and an album identifier.
• Each song recorded at Notown has a title and an author.
• Each musician may play several instruments, and a given instrument may be played by several musicians.
• Each album has a number of songs on it, but no song may appear on more than one album.
• Each song is performed by one or more musicians, and a musician may perform a number of songs.
• Each album has exactly one musician who acts as its producer. A musician may produce several albums, of course.
Based on the above-mentioned scenario, answer the following questions:
i) Provide two good reasons for drawing an ER Diagram before building a database. Especially, how an E-R diagram would benefit the above scenario.
ii) Identify all the entities in the given scenarios and highlight the weak entities.
iii) Draw an E-R diagram.
ITDA1001 Database Fundamentals
Copyright © 2015-2018 VIT, All Rights Reserved. 4
Task 2 Normalization
Normalize the following table up to the third normalized form based on below details:
A dental clinic provides appointments to its patients. The following table provides a record of appointments for surgical procedures. Dentist Id Dentist Name Patient No Patient Name Appointment Date Appointment Time Surgery No Surgery Name
D1011
Roger
P100
Smith
02-10-2018
10:00 am
S1
Pulpotomy
D1011
Roger
P110
Robin
03-10-2018
11:00 am
S2
Pulpectomy
D1025
Helen
P105
Bell
05-10-2018
10:00 am
S11
Apicoectomy
D1025
Helen
P105
Bell
10-10-2018
10:00 am
S11
Apicoectomy
D1035
Peter
P110
Aaron
15-10-2018
10:00 am
S2
Pulpectomy
Unnormalized table: Patient (DentistId, DentistName, PatientNo, PatientName, AppointmentDate, AppointmentTime, SurgeryNo, SurgeryName)
Task 3 SQL Queries
Write SQL statements for following:
• Retrieve a list of Northwind’s Customers (names) who are in Melbourne city.
• List all the product names from Tokyo Traders where the product’s unit price is greater than 100.
• List all those cities that have both Northwind’s Supplier and Customers.
You can download the Northwind database from the learning resources.
Submission Instruction
You should submit your assignment in word file. Please submit the assignment in the appropriate folder i.e. Assignment_Melbourne/Assignment_Sydney. You should provide output screenshots as required in the assignment.
ITDA1001 Database Fundamentals
Copyright © 2015-2018 VIT, All Rights Reserved. 5
Marking Guidelines:50
Task
Description
Marks
Enitty Relationship Modeling
i. Benefits of E-R diagram
7
ii. List of Entities
7
iii. E-R diagram
12
Normalization
i. First form Normalization
ii. Second form Normalization
iii. Third form Normalization
12
SQL Queries
i. Northwind’s Customer list of Melbourne City.
ii. Product names from Tokyo traders.
iii. List of the cities
12

CS605-GC1 – Database Management

Assignment #1 (Individual) CS605-GC1 – Database Management, Summer 2020
Page 1 of 3
Assignment 1 – ER Modeling
This assignment is based on Chapters 1-3 of the textbook. Review the in-class handouts and
exercises for background.
Solutions to problems should be submitted electronically through Blackboard and are due at the
end of the day on Friday, June 12th.
Part 1. (Worth 30 points)
A shuttle bus company records the details of the operation of their bus routes. The following ERD
illustrates the conceptual model.
Answer the questions on the next page based on the diagram below.
Assignment #1 (Individual) CS605-GC1 – Database Management, Summer 2020
Page 2 of 3
1) Based on the diagram, is it possible for a bus route be operated by more than a single driver?
Justify your answer.
2) According to this diagram, is it possible for two different bus routes to have the same Route
Name? Justify your answer.
3) Some drivers hold drivers licenses for more than one state. However, the presented model
does not allow recording more than one license per driver. Make the necessary changes in the
ERD to allow recording all licenses for a driver. Note that different states can issue licenses
under the same license number.
4) The company has decided to implement three schedules for each route: one for weekdays,
one for Saturdays and one for Sundays and holidays. Explain why the presented conceptual
design does not allow three different schedules to be stored for the same bus Route Number.
5) Modify the diagram to allow for three schedules (as described in question 4) to be recorded
for the same Route Number. The type of schedule (weekday, Saturday or Sunday) should
also be recorded.
For question 5, it is allowed to show only the changed section of the diagram(s), if you wish.
Part 2 (worth 70 points)
Develop data models for the situations described below, using some drawing tool such as
PowerPoint, SmartDraw, or DrawIO (or another tool of your choice – but NOT by hand).
Clearly state (in writing on a separate page) any assumptions that you have made regarding
details that you find missing in the situation descriptions. Also, for each diagram, write down
descriptions of any constraints and any special conditions that are not represented.
Your work must be neat and legible (it is quite possible that you will need to redraw your first
draft of the assignment to meet this requirement). Even though you are submitting only a
digital version, each (entire) diagram should fit on one sheet of standard size (8.5″ x 11″)
page. Again, be sure to have your name on each page of your submission.
For an A-level answer, your diagram should provide complete cardinality labels that
describe both the minimum and maximum cardinality of each (and every!) relationship.
For each entity, you must indicate the identifier (and/or partial identifier), as well as all
other attributes. Composite and multivalue attributes should be designated
appropriately. Any business rule that cannot be captured in the diagrams should be
listed as additional information separate from the data model diagrams.
Assignment #1 (Individual) CS605-GC1 – Database Management, Summer 2020
Page 3 of 3
The NCAA (National Collegiate Athletic Association) wants to develop a database to keep
track of information about college basketball. Each university team belongs to only one
conference (e.g., the University of Oklahoma belongs to the Big Twelve Conference; the
University of Alabama belongs to the Southeast Conference, etc.), but a few teams may not
belong to any conference. A conference has several teams; no conference has less than five (5)
teams. Each team can have a minimum of thirteen players and a maximum of twenty (20)
players. Each player can play for only one team. Each team has from three (3) to seven (7)
coaches on its coaching staff, and a coach works for only one team. Lots of games are played
in each university location each year, but a game between any two universities is played at a
given location only one time a year. Three referees from a larger pool of referees are assigned
to each game. A referee can work several games; however some referees may not be assigned
to any game. Players are called players because they play in games – in fact in several games.
A game involves at least ten players. It is possible that some players simply sit on the bench
and do not play in any game. Player performance statistics (i.e., points scored, rebounds,
assists, minutes played, and personal fouls committed) are recorded for each player for every
game. Information collected about a game includes the final score, the attendance, and the date
of the game. During the summer months, some of the players serve as counselors in summer
youth basketball camps. These camps each have unique campsite locations (e.g., Kenwood,
Mason, Bellaire, Waltham, etc.). Each camp has at least three (3) players who serve as
counselors, and a player serving as a counselor may work in a number of camps.
Each player has a unique student number (i.e., Social Security number). Other attributes for a
player include name, major, and grade point average. For a coach, relevant attributes include
name, title (e.g., head coach, assistant coach), salary, address, and telephone number. Attributes
for a referee include name, salary, years of experience, address, telephone number, and
certifications. Both coaches and referees are identified by their personal NCAA identification
number. A team is identified by the name of the university (i.e., team). Other team attributes
include current ranking, capacity of home court, and number of players. Each conference has a
unique name, number of teams, and an annual budget. For the basketball camps, data is available
on the campsite (i.e., location) and the number of courts.
Finally, consider both coaches and referees as basketball professionals (each having chosen
different careers within this profession. Hint: no more than eight entity types are needed to
complete the model.
Draw an EER Diagram for the conceptual data model for the NCAA database.
To submit: Upload PDF printouts of (1) all answers to Part 1 questions, and (2) your 1-page
diagram for Part 2 (with any notes/comments on a second page) to Blackboard by end of day on
Friday, June 12.

SBM1108 Business Decision Analysis

Page | 1
Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved:
Unit Code and Title: SBM1108 Business Decision Analysis
Assessment Overview
Assessment Task
Weighting
Due
Length
ULO
CLO
GA
Assessment 1: Laboratory work (Individual Assessment)
This task requires student to set-up decision problem in MS Excel and to write solution along with answers to some specific questions.
5%
Week 4
1 hour
ULO-1
ULO-2
ULO-5
CLO-1
CLO-2
CLO-4
CLO-7
CLO-9
GA-3
GA-7
Assessment 2: Laboratory Work and Short Answer Questions (individual)
This task requires student to simulate a decision problem in MS Excel and to answer some specific questions to show its relevance and impact on managerial decision making.
25%
Week 8
NA
ULO-2
ULO-4
ULO-5
CLO-1
CLO-2
CLO-4
CLO-7
CLO-9
GA-3
GA-7
Assessment 3: Comparative Review Report (Individual Assessment)
The task for this assignment is to review and summarise a given business decision making case or scenario from reading of relevant recent journal articles.
30%
Week 10
2000 words
ULO-1 ULO-3
CLO-1
CLO-2
CLO-9
GA-3
GA-7
Assessment 4: Applied Project (Individual)
This assessment requires students to Investigate, analysis and report on a business decision scenario. The investigation will consider designing and testing the decision model with suitable data for the business scenario. Students also require presenting their model in power point presentation format.
40%
Week 12
2000 words and PP presentation Slides
ULO-1 ULO-2 ULO-3 ULO-4
ULO-5
CLO-1 CLO-2 CLO-3 CLO-4 CLO-7 CLO-8 CLO-9
GA-1
GA-3
GA-7
GA-8
GA-11
Assessment Details
Page | 2
Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved:
Assessment 1: Laboratory Work
Due date:
Week 4
Group/individual:
Individual
Word count / Time provided:
1 hour
Weighting:
5%
Unit Learning Outcomes:
ULO-2, ULO-4, ULO-5
Course Learning Outcomes:
CLO-1, CLO-2, CLO-4, CLO-7, CLO-9
Graduate Attributes:
GA-3, GA-7
Assessment Details:
This task requires student to set-up decision problem in MS Excel and to write solution along with answers to some specific questions. The content for this laboratory exercise is based on week 1 to week 3 lecture.
Each laboratory session will have two parts: (a) problem set-up and calculation using MS excel and (b) question and answer. Students are also required to submit a soft copy of their work executed in Ms Excel separately at the end of the laboratory session. For easy identification, file must be saved as SBM1108_Lab #_SID. All questions must be answered in a booklet provided during laboratory session.
Students are required to study the material provided (lecture slides, tutorials, excel practice materials and reading materials), engage in the unit’s activities, and in the discussion forums. The prescribed textbook is the main reference along with the recommended reading material.
Marking Information: This assessment is marked out of 100 which accounts for 5% of your total marks for this unit.
Marking Criteria:
Laboratory: Probability and probability Distribution
Total marks: 100 (Theory :40; Simulation: 60) Marking Criteria Not satisfactory (0-49%) of the criterion mark) Satisfactory (50-64%) of the criterion mark Good (65-74%) of the criterion mark Very Good (75-84%) of the criterion mark Excellent (85-100%) of the criterion mark
Theoretical understanding (30 marks)
Questions are not correctly answered.
Some questions are correctly answered but most questions are partially correct.
Majority of the questions are correctly answered but significance of the result is not explained
Majority of the questions are correctly answered, and significance of the result is explained
All questions are correctly answered, and significance of the result is well explained to show its practical relevance.
Problem set-up in Excel (10 marks)
Fail to set-up problem correctly in excel
Problem is correctly set-up but all other relevant information, label and formula syntax is missing.
Problem is correctly setup in excel with all relevant information, but formula syntax is missing.
Problem is correctly setup in excel; all relevant formulas are shown with correct syntax, but labels are missing
Problem is correctly set-up in excel with all relevant information and labels. All relevant formulas are shown with correct syntax
Page | 3
Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved:
Simulation and result (40 marks)
No simulation is performed
Some part of simulation is correct
Most part of the simulations are correct.
Correct simulation but minor error in result.
Excellent simulation with correct result.
Result interpretation (20 marks)
No interpretation of result is presented
Average interpretation of results; no use of relevant management terminologies; fail to show the implication of result on a given problem
Good interpretation of results using relevant management terminologies but fails to show the implication of result on a given problem.
Interpretation of results is well presented using relevant management terminologies but fails to show the implication of result on a given problem.
Excellent interpretation of results using relevant management terminologies; show the implication of result on a given problem.
Page | 4
Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved:
Assessment 2: Laboratory Work and Short Answer Questions
Due date:
Week 8
Group/individual:
Individual
Word count / Time provided:
NA
Weighting:
25%
Unit Learning Outcomes:
ULO-2, ULO-4, ULO-5
Course Learning Outcomes:
CLO-1, CLO-2, CLO-4, CLO-7, CLO-9
Graduate Attributes:
GA-3, GA-7
Assessment Details:
This assessment requires student to solve given decision problem in Excel and to prepare power point presentation with embedded audio on their reflection about the problem, its implication and how they did it. Methodology used to solve the problem must be justified. Excel file and embedded audio in ppt need to be uploaded in Canvas using Turnitin.
Assessment Details:
This task requires student to simulate a decision problem in MS Excel and to answer some specific questions to show its relevance and impact on managerial decision making. The content of this exercise is based on week 5 to week 7 content.
Each laboratory session will have two parts: (a) problem set-up and simulation using MS excel and (b) question and answer. Students are also required to submit a soft copy of their work executed in Ms Excel separately at the end of the laboratory session. For easy identification, file must be saved as SBM1108_Lab #_SID. All questions must be answered in a booklet provided during laboratory session.
Students are required to study the material provided (lecture slides, tutorials, excel practice materials and reading materials), engage in the unit’s activities, and in the discussion forums. The prescribed textbook is the main reference along with the recommended reading material.
The question paper for this Assessment Task can be downloaded from the Canvas Website under Assessment 2 Items using the link.
Marking Information: This assessment is marked out of 100 which accounts for 25% of your final marks for this unit
Marking Criteria:
Simulation: Decision analysis and Linear Programming
Total marks: 100 (Theory :25; Problem setup, solution using Excel & Results interpretation: 75) Marking Criteria Not satisfactory (0-49%) of the criterion mark) Satisfactory (50-64%) of the criterion mark Good (65-74%) of the criterion mark Very Good (75-84%) of the criterion mark Excellent (85-100%) of the criterion mark
Theoretical understanding (25 marks)
Questions are not correctly answered.
Some questions are correctly answered but most questions are partially correct.
Majority of the questions are correctly answered but significance of the result is not explained
Majority of the questions are correctly answered, and significance of the result is explained
All questions are correctly answered, and significance of the result is well
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explained to show its practical relevance.
Problem set-up in Excel (20 marks)
Fail to set-up problem correctly in excel
Decision problem is correctly set-up, but all other relevant information pertaining to decision variable, constrains are missing.
Decision problem is correctly set-up in excel with most of the of correct & relevant information pertaining to decision variables and constraint but fail to present relevant constraints equations
Decision problem is correctly set-up in excel with majority of correct & relevant information pertaining to decision variables and constraint but fail to present relevant constraints equations
Decision problem is correctly set-up in excel with all correct & relevant information pertaining to decision variables and constraint. all relevant formulas are shown with correct syntax pertaining to constraint equations
Simulation and result (40 marks)
No simulation is performed
Some part of simulation is correct
Most part of the simulations are correct.
Correct simulation but minor error in result.
Excellent simulation with correct result.
Result interpretation (15 marks)
No interpretation of result is presented
Average interpretation of results; no use of relevant management terminologies; fail to show the implication of result on managerial decision making
Good interpretation of results using relevant management terminologies but fails to show the implication of result on managerial decision making.
Interpretation of results is well presented using relevant management terminologies but fails to show the implication of result on managerial decision making.
Excellent interpretation of results using relevant management terminologies; show the implication of result on managerial decision making.
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Assessment 3: Comparative Review Report
Due date:
Week 10
Group/individual:
Individual
Word count / Time provided:
2000 words
Weighting:
30%
Unit Learning Outcomes:
ULO-1, ULO-3
Course Learning Outcomes:
CLO-1, CLO-2, CLO-9
Graduate Attributes:
GA-3, GA-7
Assessment Details:
The task for this assignment is to review and summarise two decision models that is in practice relevant to a field of your interest such as construction, sport, marketing, housing, medicine, etc. For this purpose, students are required to search the relevant articles and /or case study using online database such as ProQuest or Harvard Business review. You must investigate and present a report on the business case, the decision-making process or model, the value added to the business, any relevant assumptions and advantages and disadvantages by the application of the model to the business scenario.
As a guide, you should research academic journals such as Interfaces, Decision Sciences, and Management Sciences. In addition, you may search articles through ProQuest and Google Scholar. In this individual task, you are required to summarise your findings in a table with appropriate headings which clearly show the above criteria. Normal referencing is expected in your review and your arguments must be supported with evidence from the literature.
The assignment is worth 30% of your final grade and therefore, to achieve a satisfactory result, you need to demonstrate strong commitment and diligence with this task. The assessment rubrics have been provided, so you should read these carefully to ensure you address the requirements at the designated standard.
Your final submission should clearly explain the scenario in non-technical terms and provide suitable conclusions or insights about what you have learned from this analysis and review.
A word on presentation and format: The paper submitted must not be more that 1500 words in length, include appendices for original tables, graphs and charts etc.
Harvard format references must be used.
Marking Information: This assessment is marked out of 100 which accounts for 30% of your total marks for this unit.
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Marking Criteria:
Comparative Review Report Marking Criteria Not satisfactory (0-49%) of the criterion mark) Satisfactory (50-64%) of the criterion mark Good (65-74%) of the criterion mark Very Good (75-84%) of the criterion mark Excellent (85-100%) of the criterion mark
The review is structured and provides a comprehensive analysis of the models or applications; criteria for the selection of the model applied to the business case are provided (40%).
The report shows limited structure and insufficient analysis of the main objectives. It shows insufficient use of literature as evidence and limited interpretation of the business case, models or applications.
The report has addressed the main objectives. There is some supporting literature use with limited interpretation of the business case, models or applications. Referenced critical analysis of the decision-making process was largely missing.
The report has addressed the main objectives. There is evidence of literature supporting the interpretation of the business case, the modelling or the applications used. Referenced critical analysis of the decision-making process was present but not best practice.
The report has thoroughly addressed the main objectives. There is strong reference to supporting literature in the interpretation of the business case, the modelling or the applications used. Indicates a sense of significant synthesis, of the problem. Evidence of independent research, clearly enunciated definitions and a validation of ‘best practice’ modelling and decision making
The report has fully and creatively addressed all the main objectives. Referencing of supporting literature in the interpretation of the business case, the modelling or the applications used is rigorous and enlightening. Indicates independent strongly argued coherently evidenced modelling with strong recommendations for ‘best practice’ implementation.
The review provides discussion of advantages, disadvantages and value added to business by the decision model or application (30%).
The review offers limited discussion of advantages and disadvantages, and value adding.
The review offers some discussion of advantages and disadvantages and begins to develop a value-added proposition.
The review offers adequate discussion of advantages and disadvantages, and a clear value-added proposition.
The review offers detailed discussion of advantages and disadvantages, and a well-developed argument to value adding modelling.
The report offers a comprehensive, lucid and convincing discussion of the advantages and disadvantages, and clear linkage to the value for the business.
Ideas and content are presented coherently with proper introduction and conclusion; Consistent formatting with suitable headings and sub-headings – Consistent use of labels, highlights, font weight and underline (15%).
The report demonstrates a limited sense of purpose or theme and insufficient understanding of the topic. Information is limited, unclear and the depth is not adequately developed. The idea is a simple restatement of the topic.
The report has attempted to define the topic.
An evidence-based approach is attempted but does not go far enough in expanding key issues.
The reader is left with questions. It requires further information to clarify main arguments.
Ideas are reasonably clear but could exhibit greater cohesion. The reader can deduce the line of argument but may need to interpret.
Ideas are explained thoroughly to support development of the arguments of the review. Accurate detail is used to support the main ideas and convince the reader of the argument who is left in no doubt of the purpose.
Ideas are clear and insightful. The reader understands the argument through the precise presentation and perceives a sense of the wider context of the ides.
Evidence of good academic writing: Free of any grammatical errors; using correct sentence structure; applying an
Writing lacks clarity and coherence. Points have not been paraphrased well. There are many errors in spelling, grammar and punctuation.
Writing is generally clear with some lapses in coherence. Some points have been paraphrased well. There are some errors in spelling, grammar and punctuation.
Writing is clear and coherent. Most points have been paraphrased well. There are some errors in spelling, grammar and punctuation.
Writing shows good clarity and cohesion. Points have been paraphrased well. There are few errors in spelling, grammar and punctuation.
Writing shows excellent clarity and cohesion. Points have been skilfully paraphrased. There are no or very few errors in spelling,
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Approved:
extensive range of vocabulary; (5%)
grammar and punctuation.
Comprehensive Reference list – Appropriate Referencing using Harvard guidelines (10%)
The report is not referenced. Reporting verbs and connecting words are not used.
The report is referenced but contains errors or does not
follow Harvard referencing style.
Limited reporting verbs and connecting words are used.
The report is referenced in Harvard referencing style but may contain some minor errors. Some reporting verbs and connecting words are used.
The report is referenced in Harvard referencing style with few errors. Reporting verbs and connecting words are used well to create flow.
The report is accurately referenced in Harvard referencing style. Reporting verbs and connecting words are used very well to create flow and cohesion.
Assessment 4: Applied Project and presentation
Due date:
Week 12
Group/individual:
Individual
Word count / Time provided:
2000 words and PP presentation Slides
Weighting:
40% (30% report and 10% presentation)
Unit Learning Outcomes:
ULO-1, ULO-2, ULO-3, ULO-4, ULO-5
Course Learning Outcomes:
CLO-1, CLO-2, CLO-3, CLO-4, CLO-7, CLO-8, CLO-9
Graduate Attributes:
GA-1, GA-3, GA-7, GA-8, GA-11
Assessment Details:
This assessment requires students to investigate, analysis and report on a business decision scenario. The investigation will consider designing and testing the decision model with suitable data for the business scenario. Students also require presenting their models in class during separate presentation session.
In this group task, students are required to provide a summary of the literature review findings in a review format. As a guide, students should research academic journals, books or conference proceedings through ProQuest or Google Scholar. Normal referencing is expected in the review and the arguments must be supported with evidence from the literature.
The assignment is worth 40% of the final grade and therefore, to achieve a satisfactory result, students need to demonstrate strong commitment and diligence with this task. The assessment rubrics have been provided, so students should read these carefully to ensure they address the requirements at the designated standard.
Applied project includes two main components:
1. Decision Model Proposal
Investigation of two separate models that apply to a given industry or a simulation that can be modelled to a given industry: sport, medicine, manufacturing, airlines, scheduling, etc.
2. Decision Model application
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Students need to design and test their simulation model with suitable data for the business scenario. The model should be validated for its reliability. Data for simulation of LP, Regression, Decision Tree, Network distribution, Forecasting, etc., application from a business scenario, will be required for the walkthrough.
The final submission should clearly explain the scenario in non-technical terms and provide suitable conclusions or insights about what students have learned from this analysis.
The paper submitted must not be more than 2500-3000 words in length. Students also require to present (power-point) their models in class during separate presentation session.
Harvard format referencing must be used.
Marking Criteria:
Decision Model Proposal and Decision Model application Marking Criteria Not satisfactory (0-49%) of the criterion mark) Satisfactory (50-64%) of the criterion mark Good (65-74%) of the criterion mark Very Good (75-84%) of the criterion mark Excellent (85-100%) of the criterion mark
The proposed model provides a detailed analysis for the business problem requirements and includes constraints and assumptions for its application (20%).
The report shows limited structure and insufficient analysis of the main objectives. It shows insufficient use of literature as evidence and limited to interpretation of the business case, constraints and assumptions.
The report has addressed the main objectives. There is some supporting literature with limited interpretation of the business case, constraints and assumptions. Referenced critical analysis of the decision-making process was largely missing. insufficient
The report has addressed the main objectives. There is evidence of literature use supporting the interpretation of the business case, constraints and assumptions Referenced critical analysis of the decision-making process was present but not best practice
The report has thoroughly addressed the main objectives. There is strong evidence of literature use supporting the interpretation of the business case constraints and assumptions. Indicates a sense of significant synthesis, of the problem. Evidence of independent research, clearly enunciated definitions and a validation of ‘best practice’ modelling and decision making.
The report has fully and creatively addressed all the main objectives. Referencing of supporting literature in the interpretation of the business case constraints and assumptions used is rigorous and enlightening. Indicates independent strongly argued coherently evidenced modelling with strong recommendations for ‘best practice’ implementation.
The application and testing of the model provide a comprehensive analysis of the business problem and decision making (20%).
The application and testing show insufficient capabilities and interpretation of the business decision making requirements.
Logical description of the application to the business problem shows insufficient
The application and testing show some capabilities and interpretation of the business decision making requirements.
Logical description of the application to the business problem shows some evidence
The application and testing show adequate capabilities and interpretation of the business decision-making requirements. Logical description of the application to the business problem shows evidence of
The application and testing show strong capabilities and interpretation of the business decision-making requirements. Logical description of the application to the business problem shows evidence of
The application and testing show very strong capabilities and interpretation of the business decision making requirements. Logical description of the application to the business problem shows convincing
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evidence of capabilities in the walkthrough.
of capabilities in the walkthrough.
capabilities in the walkthrough.
capabilities in the walkthrough. It demonstrates significant synthesis of the problem, and evidence of independent research. A clearly enunciated set of definitions and a validation of ‘best practice’ modelling and decision making has been exhibited.
evidence in the walkthrough. Indicates independent strongly argued coherent evidenced modelling with strong recommendations for ‘best practice’ implementation.
Discussion of model reliability and decision-making justification with sensitivity analysis is presented (15%).
The report offers limited discussion on reliability of model and sensitivity analysis for the decision making of the business problem.
The report offers some discussion on reliability of model and sensitivity analysis for the decision making of the business problem.
The report offers adequate discussion on reliability of model and sensitivity analysis for the decision making of the business problem.
The report offers detailed discussion on reliability of model and sensitivity analysis for the decision making of the business problem.
The report offers a comprehensive, lucid and convincing discussion on reliability of model and sensitivity analysis for the decision making of the business problem.
Ideas and content are presented coherently, and the review is presented according to the Harvard referencing style (15%).
The report demonstrates a limited sense of purpose or theme and insufficient understanding of the topic. Information is limited, unclear and the depth is not adequately developed. The idea is a simple restatement of the topic. The presentation and referencing show insufficient application of the appropriate Harvard style guide and format.
The report has attempted to define the topic.
An evidence-based approach is attempted but does not go far enough in expanding key issues. The reader is left with questions. It requires further information to clarify main arguments. The presentation and referencing show some application of the appropriate Harvard style guide and format.
Ideas are reasonably clear but could exhibit greater cohesion. The reader can deduce the line of argument but may need to interpret.
The presentation and referencing mostly conforms to the appropriate Harvard style guide and format.
Ideas are explained thoroughly to support development of the arguments of the review. Accurate detail is used to support the main ideas and convince the reader of the argument who is left in no doubt of the purpose. The presentation and referencing conform to the appropriate Harvard style guide and format.
Ideas are clear and insightful. The reader understands the argument through the precise presentation and perceives a sense of the wider context of the ides.
The presentation and referencing is appropriate and consistent with the Harvard style guide and format.
Show group dynamics in preparing and presenting the report
(5%)
Unbalanced presentation or tension resulting from lack of group dynamics.
Evidence of group dynamics can be seen through handling the presentation among the group members.
Most of the members were dependence on reading off slides.
Evidence of good group dynamics can be seen. Primarily prepared but with some dependence on just reading off slides.
Very good group dynamics was evident by handling the presentation by the members,
Members helped each other.
Very well prepared.
Significant group dynamics.
All presenters participated equally and helped each other as needed.
Very well prepared and rehearsed.
Presentation slides
Visual Appeal (5 marks)
There are too many errors in spelling, grammar and punctuation. The slides were difficult to read, and slides
There are many errors in spelling, grammar and punctuation. Too much information
There are some errors in spelling, grammar and punctuation. Too much information on more than three
There are few errors in spelling, grammar and punctuation. Too much information
There are no errors in spelling, grammar and punctuation. Information is clear and concise on each
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contained information copied onto them from another source.
No visual appeal.
was contained on many slides.
Minimal effort made to make slides appealing.
or more slides. Presentation has good visual appeal.
on two or more slides.
Presentation has significant visual appeal.
slide. Presentation is
visually appealing/engaging
Presentation Topic knowledge/content (8 marks)
Presenters didn’t understand topic.
The presentation was a brief look at the topic, but many questions were left unanswered.
Majority of information irrelevant and significant points left out.
The presentation was informative, but several elements went unanswered.
Much of the information irrelevant; coverage of some of major points.
The presentation was a good summary of the topic.
Major information covered; presentation contain some irrelevant information.
The presentation was a very good summary of the topic.
Almost all-important information covered; presentation contain little irrelevant information.
Presentation was excellent and shows extensive knowledge of topic with comprehensive and complete coverage of information.
Presentation Skills (7 marks)
Unsatisfactory presentation with no clarity, appropriate pause, intonation and is not capable to engage listeners.
Satisfactory presentation with some clarity and pause.
Good presentation with clarity and pause in majority of speech.
Very good presentation with clarity and pause and able to engage listeners for most of the time.
Excellent presentation with clarity, pause, intonation and is capable to engage listeners all the time.
Presentation Preparedness (5 marks)
Evident lack of preparation/rehearsal Dependence on slides.
Simple presentation.
Dependence on slides for most of the time.
Good presentation and dependence in slide is minimal
Very well prepared and go beyond what is presented in slide.
Extremely prepared and rehearsed.

Project Initiation, Planning and Execution

Page 1 Kaplan Business School Assessment Outline
Assessment 3 Information
Subject Code:
MBA643
Subject Name:
Project Initiation, Planning and Execution
Assessment Title:
Individual Report
Assessment Type:
Report
Word Count:
1000
Words
(+/-10%)
Weighting:
40 %
Total Marks:
40
Submission:
Via Turnitin,
Due Date:
Monday, Week 13, 23:55pm AEDT
Your Task
This assessment is made up of two parts:
• Part A students are asked to imagine they have been engaged by a Renewable Energy (utilities) company to develop a report on key aspects of project risk management and how they might be used in proposed future projects in order to manage and limit risk.
In Part A you are asked to write a report based on one of the below companies:
Infigenergy: https://www.infigenenergy.com/
Tilt Renewables: https://www.tiltrenewables.com/
The company you will analyse will depend on the LAST digit of your student number:
o 0 and 5 = Infigenergy
o 6 and 9 = Tilt Renewables
• In Part B you are asked to conduct a capital budgeting analysis for the second company Tilt Renewables. Answer the short answer questions.
Page 2 Kaplan Business School Assessment Outline
Assessment Description.
PART A (20 marks)
The report should begin with a short executive summary and conclude with several, short general recommendations. The content you include in the report should link the project management principles detailed below with the practices of the renewable energy company you have been allocated.
The topics on which students need to make recommendations in their report include:
i) Project selection – How should the company you select determine what projects to undertake and what ones to avoid? What tools, measures, and practices are available to project analysts in this industry?
ii) Cost management – What is the role of project cost management for your chosen company? Why is it important? What strategies or approaches should the company you have chosen adopt in order to effectively manage project costs?
iii) Funding – What funding measures or options are generally available to assist companies like the one you have chosen to fund proposed new projects? The report should include reference to any implications associated with different funding types or models.
iv) Implementation and winding up – Are there any particular issues associated with commencing a project that your company must consider? Why are they important? Who do they impact or affect? What happens when the project finishes? How are projects wound up? Do they just end or are there resource or infrastructure considerations? Are there environmental issues associated with the end of a project?
Where possible, students should relate each section back to the renewable energy company they have been allocated. The executive summary should bring together general recommendations for the student’s chosen company relating to i)-iv).
Students should provide between 100-200 words per topic, together with approximately 200 words in total for the executive summary and final recommendations.
Page 3 Kaplan Business School Assessment Outline
PART B (20 marks)
Consider the following three sources and answer the following questions directly. You do not need to write a lot for each question and for some you will need to use excel calculations. Submit you excel spreadsheet together with your report in the separate submission inbox on the assessment table.
Source 1: Tilt Renewables Snowtown North Solar Energy Farm
https://www.tiltrenewables.com/assets-and-projects/Snowtown-North-Solar-Energy-Farm/
Source 2: Tilt Renewables (TLT.NZ) Yahoo Finance
https://au.finance.yahoo.com/quote/TLT.NZ/
Source 3: Tilt Renewables Financials
https://au.finance.yahoo.com/quote/TLT.NZ/financials?p=TLT.NZ
You have been employed as a project manager by Tilt Renewables and asked to evaluate a solar farm project at Snowtown run by Tilt Energy (See Source 1).
You have been asked to evaluate whether Tilt Renewables should undertake the Snowtown North Solar Energy Farm based on the above sources. Assume this project has not yet been approved.
• Assume this is a twenty-five-year project.
• Consult source 1 for the estimated initial outlay/investment today (year 0)
• The investment will be depreciated on a straight-line basis over twenty five years to 0 book value. It is estimated that the solar farm can be sold at the end of year 25 for $10 million.
• The solar farm will sell $10,000,000 worth of electricity each year into the grid from year 1-25
• Operating expenses for 25 years are $5 per solar panel per year (see number of solar panels from Source 1)
• The tax rate is 30%. All cash flows are annual and are received at the end of the year. The discount rate is 10%.
a) Based on the above information calculate the FCFs of the project. (10 marks)
b) Calculate the NPV for the solar farm. Should Tilt Renewables undertake this project? (5 marks)
c) Does the NPV take into account the CO2 emission reductions that the project will lead to (See Source 1)? Should it take this into account? Why or why not? (2 marks)
d) What is the debt to equity ratio in 2019 of Tilt Renewables according to source 3? How does this compare to other utility companies? What is the current share price according to Source 2 and when were shares first issued? (3 marks)
Page 4 Kaplan Business School Assessment Outline
Assessment Rubric (Part A)
The following rubric will be used for Part A. Part B will be marked based on your responses to each question.
Integrate project management theory with real-world company practices to make actionable recommendations on below topics
Criteria
Requirement
Marks Available
i) Project Selection
Describe tools and practices used to select a project for the chosen company.
Analyse an example of the practices used by your chosen to company to select between projects.
200-400 words
3 marks
ii) Cost Management
Describe the role and importance of a cost manager and strategies to manage project costs.
Recommend cost management strategies that your company should undertake with reference to theory and real-world data
200-400 words
4 marks
iii) Funding
Describe the sources of funding for projects and the benefits or costs of that funding (see topic 8).
Evaluate what funding options are available to your chosen company and determine the implications of these options.
200-400 words
4 marks
iv) Implementation and winding up
Outline the process and issues associated with starting and finishing a project.
Evaluate resource, infrastructure and environmental issues to do with your company’s project implementations and make any relevant recommendations.
200-400 words
4 marks
Page 5 Kaplan Business School Assessment Outline
Summarise recommendations for project risk management for your company with reference to the analysis conducted in the relevant topics
Executive Summary, Conclusion and Recommendation
The summary should briefly describe the main issues you identified in each section BUT MOST IMPORTANTLY recommend to your chosen company the main things they MUST consider when managing/limiting risk in a project.
This is about applying what you have learnt to ADVISE what key things they need to focus om
3 marks Conduct relevant research of project management literature and market data and information relevant to your company. Acknowledge your sources.
Appropriate in-text Harvard Referencing and reference list
You must reference in text and have a reference list at the end of your assignment.
See Harvard referencing guide on Academic Success Centre portal page.
2 marks
Page 6 Kaplan Business School Assessment Outline
Important Study Information
Academic Integrity Policy
KBS values academic integrity. All students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Academic Integrity and Conduct Policy.
What is academic integrity and misconduct?
What are the penalties for academic misconduct?
What are the late penalties?
How can I appeal my grade?
Click here for answers to these questions: http://www.kbs.edu.au/current-students/student-policies/.
Word Limits for Written Assessments
Submissions that exceed the word limit by more than 10% will cease to be marked from the point at which that limit is exceeded.
Study Assistance
Students may seek study assistance from their local Academic Learning Advisor or refer to the resources on the MyKBS Academic Success Centre page. Click here for this information.

Risk analysis and mitigation project (Individual)

Page 1 Kaplan Business School Assessment Outline
Assessment 1 Information
Subject Code:
MBA643
Subject Name:
Project Initiation, Planning and Execution
Assessment Title:
Risk analysis and mitigation project (Individual)
Assessment Type:
Project
Word Count:
1500-2000
Words
(+/-10%)
Weighting:
30 %
Total Marks:
30
Submission:
Via Turnitin,
Due Date:
Monday, Week 6 23:55pm AEDT
Assessment Description.
You are a project analyst at a large construction company. You have been asked to develop a risk analysis and mitigation plan for one of the below five projects:
1. Sydney Light Rail: https://www.parliament.nsw.gov.au/researchpapers/Documents/CBD%20and%20South%20East%20Light%20Rail.pdf Also see:
• https://www.railway-technology.com/features/sydney-light-rail-fiasco/
2. Singapore Sun Cable: https://www.suncable.sg/ Also see:
• https://www.theguardian.com/environment/2019/jul/14/just-a-matter-of-when-the-20bn-plan-to-power-singapore-with-australian-solar
• https://www.straitstimes.com/business/economy/20b-plan-to-supply-solar-power-from-australia-to-spore
3. Future Frigates (War Ships) https://www.defence.gov.au/CASG/EquippingDefence/SEA%205000%20Phase%201.asp Also see:
• https://www.defence.gov.au/casg/Multimedia/Hunter_Class_FFG_Fact_Sheet-9-9243.pdf
• https://www.defence.gov.au/casg/Multimedia/GCSInfographic-9-9233.pdf
4. Cross River Rail, Brisbane: https://crossriverrail.qld.gov.au/
5. Hudson Yards, New York: https://www.hudsonyardsnewyork.com/about/building-hudson-yards/
6. Western Sydney Airport, https://westernsydneyairport.gov.au/
Page 2 Kaplan Business School Assessment Outline
The project you will analyse will depend on the LAST digit of your student number:
o 0 and 1 = Project 1
o 2 and 3 = Project 2
o 4 and 6 = Project 3
o 7= Project 4
o 8= Project 5
o 9= Project 6
There are three parts to the Analysis:
Part A – in which students discuss their allocated project case study (you are allocated one based on your last name) and outline rationale, key features, funding and stakeholders
Part B – in which students develop their risk analysis framework
Part C – in which students identify mitigation measures and proposals for overcoming the risks identified in their case study
The links provided above are just to outline the project. Students are required to conduct ADDITIONAL research into their allocated project to identify and address potential risks, etc. which might reasonably be foreseeable or expected. Students need to take into account commercial considerations when constructing the plan and identify whether the plan is cost effective or has any implementation issues.
The three parts are detailed below:
Part A: Project Overview (10 marks)
For each student’s allocated case study students must be able to identify the following information through their own research:
• The overall budget for the project (real or projected)
• Social and economic rationale: Including benefits and drawbacks for the project (2 Marks)
• Key Statistics: Provide key information about the project: (5 Marks)
o Scope and Size
o Budget and estimated cost
o Time required to complete the project
o Key construction elements or phases (e.g. if you are building a toll road one key element may be the tunnel segment or bridge segment)
o Environmental costs or benefits
• Funding mechanisms: How the project makes money or provide return to its promoters (2 Marks)
• Identify the Key Stakeholders in the project (1 Mark)
Required word count is between 500-700 words.
Page 3 Kaplan Business School Assessment Outline
Part B: Risk Analysis (8 marks)
In this part students develop a risk assessment analysis in which they use both qualitative and quantitative measures to identify potential risks in the project and determine how they should be weighted.
The risk analysis should draw upon principles outlined in the Project Management Body of Knowledge (PMBOK) and material discussed in class in weeks 1 -5.
Students would be expected to produce a risk matrix where the likelihood of potential risks events are mapped against their possible consequences. Other risk assessment and analysis activities might focus on a range of financial measures associated with the project.
Required word count is 500-600 words.
Part C: Risk Mitigation Plan (10 marks)
In this part students will use the information collected and analysed in the previous two parts to develop a risk mitigation plan and strategy. Based on information identified in the risk analysis students will be expected to develop a plan for how they deal with the various identified risks. The mitigation plan should outline which risks need to be address and in what order. The plan should also identify and potential risks that they believe do not require attention.
The plan should then explain how risks might be addressed and by what means. Where possible places should include the reference to time and resource (costs) implications. Students need to take into account commercial considerations when constructing the plan and identify whether the plan is cost effective or has any implementation issues. (10 marks)
Required word count is 500-700 words.
Presentation and Referencing (2 marks)
Please ensure you reference correctly in line with the referencing guide: https://elearning.kbs.edu.au/pluginfile.php/190037/mod_resource/content/0/NEW_Kaplan%20Harvard%20Referencing%20-%20Interactive%20Road%20Map%20v.1.pdf
Page 4 Kaplan Business School Assessment Outline
Assessment Marking Guide
You will be marked based on the below rubrics Part A: Project Overview Outline key features of the project based on research and interpretation of real-world data and information
Criteria
Requirement
Marks Available
i) Overall Budget
Summarise the social and economic rationale (including benefits and drawbacks) for the project
2 marks
ii) Key Statistics
a) Describe project scope with reference to what is being built and provide technical image/map if appropriate
b) Outline the budget and estimated cost
c) Estimate the time required to complete the project – time line may be provided if available
d) Identify the key construction elements or phases (e.g. if you are building a toll road one key element may be the tunnel segment or bridge segment) e) environmental
5 marks
iii) Funding Mechanisms
Analyse the funding mechanism of the project – i.e how does the project make money or derive social benefit to provide return to its promoters
2 marks
iv) Key Stakeholders
Identify the key stakeholders
1 mark
Page 5 Kaplan Business School Assessment Outline
Part B: Risk Analysis Integrate qualitative and quantitative risk measures, with reference to theory, in order to identify and evaluate potential risks to the project
i) Potential Risks
Identify potential risk using both qualitative and quantitative risk measures with reference to PMBOK principles
4 marks
ii) Risk Matrix
Construct a risk matrix and assess the likelihood of potential risks as well as their consequences with reference to financial measures
4 marks Part C: Risk Mitigation Plan Formulate a risk mitigation plan by justifying which risks need to be addressed and how
i) Risk Evaluation
Justify which project risks needs to be addressed, how they need to be addressed and in what order with reference to time and resource cost implications.
Distinguish risks which do not need to be addressed.
5 marks
Formulate a risk mitigation strategy based on Parts A and B and critique the plan with reference to commercial considerations and cost effectiveness.
5 marks Presentation and Referencing : Conduct relevant research of project management literature and market data and information relevant to your company. Acknowledge your sources.
Appropriate in-text Harvard Referencing and reference list
You must reference in text and have a reference list at the end of your assignment.
See Harvard referencing guide on Academic Success Centre portal page.
2 marks Total 30
Page 6 Kaplan Business School Assessment Outline
Important Study Information
Academic Integrity Policy
KBS values academic integrity. All students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Academic Integrity and Conduct Policy.
What is academic integrity and misconduct?
What are the penalties for academic misconduct?
What are the late penalties?
How can I appeal my grade?
Click here for answers to these questions: http://www.kbs.edu.au/current-students/student-policies/.
Word Limits for Written Assessments
Submissions that exceed the word limit by more than 10% will cease to be marked from the point at which that limit is exceeded.
Study Assistance
Students may seek study assistance from their local Academic Learning Advisor or refer to the resources on the MyKBS Academic Success Centre page. Click here for this information.

Sustainability Report

Page 1 Kaplan Business School Assessment Outline
Assessment 3 Information
Subject Code:
MBA402
Subject Name:
Governance, Ethics and Sustainability
Assessment Title:
Sustainability Assessment
Assessment Type:
Sustainability Report
Choose an item.:
2,000
Words
(+/-10%)
Weighting:
40 %
Total Marks:
40
Submission:
Via Turnitin
Due Date:
Week 13
Your Task
You are required to watch the following YouTube clips from the GRI Secretariat:
1. The GRI Sustainability Reporting Standards: The Future of Reporting

2. Introducing the GRI Standards

You must also read the Message from the CEO of fictional company Tramalway Industries. You must then prepare a sustainability assessment report for Tramalway Industries.
Assessment Instructions
You must prepare a sustainability assessment report for Tramalway Industries referring to the Consolidated Set of GRI Sustainability Reporting Standards 2016 that specifically addresses:
A. Economic sustainability
i) Disclosure 201-4 Financial assistance received from the government
ii) Disclosure 203-1 Infrastructure Investments and services supported
iii) Disclosure 204-1 Proportion of spending on local suppliers
B. Environmental sustainability
i) Disclosure 301-1 Materials used by weight or volume
ii) Disclosure 301-2 Recycled input materials used
iii) Disclosure 306-3 Significant spills
C. Social sustainability
i) Disclosure 408-1 Operations and suppliers at significant risk for incidents of child labour
ii) Disclosure 412-2 Employee training on human rights policies or procedures
iii) Disclosure 417-3 Incidents of non-compliance concerning marketing communications
Page 2 Kaplan Business School Assessment Outline
You will be required to include a minimum of 5 references in your Sustainability Assessment Report which must come from academic journals or textbooks.
A Message from the CEO
Dear Employees,
I wish to personally thank you for your professionalism and continued dedication to Tramalway Industries.
Last year was certainly the most challenging year our company has faced in its proud history and I would like to take this opportunity to dispel some of the rumours circulating around some of the issues that arose.
Obviously, the most serious matter for Tramalway Industries was the media investigation into the ongoing use of child labour in Bangladeshi manufacturing facilities.The investigation revealed that one of our suppliers, Golden Goods Ltd, engaged manufacturers in Bangladesh that employ child labour to produce their products. This situation was not known to us and was a clear breach of our supply contract with Golden Goods Ltd. We therefore terminated our contract with Golden Goods Ltd.
The good news is we were able to find a replacement supplier relatively quickly – a local supplier that operates within our own metropolitan area. This new local supplier means that our percentage of products and services purchased locally has risen to 75% of our total procurement budget. Plus the materials from our new supplier are both renewable and recyclable which means our total weight for non-renewable materials has decreased to 55 tonnes while our total weight for renewable materials has increased to 45 tonnes. And our total weight for recycled input materials has increased to 25 tonnes.
The second serious issue faced by Tramalway Industries this year was the Australian Competition and Consumer Commission (ACCC) investigation into our recent marketing communications. The investigation found that Tramalway Industries had engaged in false and misleading conduct and issued an Infringement Notice with a penalty of $12,600. Tramalway Industries paid the fine and updated our marketing policies to ensure future compliance with all Australian Consumer Law provisions.
The third serious issue was a significant fuel spill at our warehouse in Chemora, Queensland. Approximately 8 kilolitres of fuel spilled from a rupture in one of the fuel tanks into the soil around its base. The spill soaked directly into the ground and we have sprayed the affected area with liquid hydrocarbon-eating bacteria to remediate the soil. It has certainly been a challenging year for us but we all must remember there have been some great wins too. The Federal Government awarded our organisation with a $15 million research and development grant that we will use to continue our breakthrough research into biotechnology.
This was also the year we completed our $10 million health and welfare centre project in Dolan Bay, SA. This centre will provide much needed support to families coping with a range of social issues completely free of charge. It is an extremely worthy initiative and demonstrates our clear commitment to the social well-being of those that are less fortunate in our community.
Finally, our employee training program on human rights was launched this year and has already completed 100 hours of training on aspects of human rights that are relevant to our operations. This means that 35% of our employees have been trained in human rights principles ranging from gender equality to human dignity and respect.
With your continued hard work and support I am extremely confident that Tramalway Industries can build further upon our success in the coming year.
Kind regards,
Phil Tramalway
Page 3 Kaplan Business School Assessment Outline
Important Study Information
Academic Integrity Policy
KBS values academic integrity. All students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Academic Integrity and Conduct Policy.
What is academic integrity and misconduct?
What are the penalties for academic misconduct?
What are the late penalties?
How can I appeal my grade?
Click here for answers to these questions: http://www.kbs.edu.au/current-students/student-policies/.
Word Limits for Written Assessments
Submissions that exceed the word limit by more than 10% will cease to be marked from the point at which that limit is exceeded.
Study Assistance
Students may seek study assistance from their local Academic Learning Advisor or refer to the resources on the MyKBS Academic Success Centre page. Click here for this information.
Page 4 Kaplan Business School Assessment Outline
Assessment Marking Guide
Criteria
F (Fail)
0%-49%
P (Pass)
50%-64%
CR (Credit) 65%-74%
D (Distinction)
75% – 84%
HD (High Distinction)
85%-100%
Mark
Sustainability Assessment
Economic Sustainability
Sustainability Assessment Report demonstrates poor understanding of management approach disclosure methodology. Failure to provide narrative explanation of topic specific disclosures. Substandard effort to make disclosures based on case study information.
Demonstrated understanding of case study organization disclosure obligations based on mostly accurately identified topic specific disclosures.
Narrative explanation using management approach disclosure methodology but further work required to improve clarity of disclosure.
Topic specific disclosures accurately identified from the case study and appropriately disclosed in Sustainability Assessment Report with reasonably clear narrative explanation using management approach disclosure methodology.
Comprehensive understanding of case study organization disclosure obligations based on accurately identified topic specific disclosures.
Clear narrative explanation using management approach disclosure methodology.
Sustainability Assessment Report demonstrates advanced level understanding of management approach disclosure methodology. Highly detailed narrative explanation of topic specific disclosures together with accurate and total disclosure based on case study information.
/10
Sustainability Assessment
Environmental Sustainability
Lack of understanding of disclosure requirements of case study organization.
Insufficient narrative explanation or commentary of topic specific disclosures.
Management approach disclosure methodology not followed.
Methodology of the management approach to disclosure appropriately used to prepare logical narrative explanations of topic specific disclosures.
Narrative explanations are reasonably clear but some important details from case study that should be included have been overlooked.
Sustainability Assessment Report indicates general awareness and solid understanding of purpose of disclosure and required methodology. Relevant details from case study are included within narrative explanation of topic specific disclosures.
Methodology of the management approach to disclosure used well to prepare detailed narrative explanations of topic specific disclosures.
Narrative explanations are clear and incorporate vast majority of relevant details from case study.
Effective adoption of management approach disclosure methodology to provide complete topic specific disclosures relevant to case study organization. Articulate and highly detailed narrative explanations included in Sustainability Assessment Report.
/10
Page 5 Kaplan Business School Assessment Outline
Sustainability Assessment
Social Sustainability
Sustainability Assessment Report demonstrates poor understanding of management approach disclosure methodology. Failure to provide narrative explanation of topic specific disclosures. Substandard effort to make disclosures based on case study information.
Demonstrated understanding of case study organization disclosure obligations based on mostly accurately identified topic specific disclosures.
Narrative explanation using management approach disclosure methodology but further work required to improve clarity of disclosure.
Topic specific disclosures accurately identified from the case study and appropriately disclosed in Sustainability Assessment Report with reasonably clear narrative explanation using management approach disclosure methodology.
Comprehensive understanding of case study organization disclosure obligations based on accurately identified topic specific disclosures.
Clear narrative explanation using management approach disclosure methodology.
Sustainability Assessment Report demonstrates advanced level understanding of management approach disclosure methodology. Highly detailed narrative explanation of topic specific disclosures together with accurate and total disclosure based on case study information.
/10
Structure, Format and Presentation
Answer not clearly and logically presented. Appropriate theory and research not used to answer question posed. Correct academic writing style not used, including correct spelling, grammar and punctuation. Format of answer inconsistent with question requirements and KBS guidelines.
In-text referencing and reference list does not follow Harvard style and consistent with KBS guidelines.
Answer logically presented. Some appropriate theory and research used to answer question posed. Mostly correct academic writing style used, including correct spelling, grammar and punctuation. Format of answer mostly consistent with question requirements and KBS guidelines.
In-text referencing and reference list mostly follows Harvard style and consistent with KBS guidelines.
Answer clearly and logically presented. Appropriate theory and research used to answer question posed. Correct academic writing style used, including correct spelling, grammar and punctuation. Format of answer consistent with question requirements and KBS guidelines.
In-text referencing and reference list follows Harvard style and consistent with KBS guidelines.
Answer clear, concise and logically presented. Appropriate theory and additional research used to answer question posed. Correct academic writing style used, including correct spelling, strong grammar and punctuation. Format of answer consistent with question requirements and KBS guidelines.
In-text referencing and reference list follows Harvard style and consistent with KBS guidelines.
Answer clear, concise, effective, and logically presented. Appropriate theory and comprehensive research used to answer question posed. Correct academic writing style used, including correct spelling, advanced grammar and punctuation. Format of answer consistent with question requirements and KBS guidelines.
In-text referencing and reference list follows Harvard style and consistent with KBS guidelines.
/10
Comments:
/40

Governance, Ethics and Sustainability

Page 1 Kaplan Business School Assessment Outline
Assessment 2 Information
Subject Code:
MBA402
Subject Name:
Governance, Ethics and Sustainability
Assessment Title:
Code of Ethics
Assessment Type:
Code of Ethics
Choose an item.:
2,000
Words
(+/-10%)
Weighting:
30 %
Total Marks:
30
Submission:
Via Turnitin
Due Date:
Week 10
Your Task
You are required to research recent news articles and other information about Westpac Bank.
Here is an example of a recent news article describing some of the corporate governance issues at
Westpac Bank:
https://www.bloomberg.com/news/articles/2019-11-27/why-heads-are-rolling-at-another-big-australian-bank-quicktake
You must then draft a Code of Ethics for Westpac Bank
Assessment Instructions
Your Code of Ethics for Westpac Bank must specifically address:
A. Discrimination
B. Exploitation
C. Corruption
D. Dishonest and Fraudulent Behaviour
E. Whistleblower Protections
F. Enforcement
You will be required to include a minimum of 5 references in your Code of Ethics which must come from academic journals or textbooks.
For further guidance here are the links to three example company codes of ethics:
1. Wesfarmers – http://www.wesfarmers.com.au/docs/default-source/corporate-governance/code-of-Ethics—may-2015.pdf?sfvrsn=8
2. Stockland – https://www.stockland.com.au/about-stockland/corporate-governance
3. Woolworths – http://www.woolworthsgroup.com.au/icms_docs/183764_Code_of_Ethics.pdf
Page 2 Kaplan Business School Assessment Outline
Important Study Information
Academic Integrity Policy
KBS values academic integrity. All students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Academic Integrity and Ethics Policy.
What is academic integrity and misEthics?
What are the penalties for academic misEthics?
What are the late penalties?
How can I appeal my grade?
Click here for answers to these questions: http://www.kbs.edu.au/current-students/student-policies/.
Word Limits for Written Assessments
Submissions that exceed the word limit by more than 10% will cease to be marked from the point at which that limit is exceeded.
Study Assistance
Students may seek study assistance from their local Academic Learning Advisor or refer to the resources on the MyKBS Academic Success Centre page. Click here for this information.
Page 3 Kaplan Business School Assessment Outline
Assessment Marking Guide
Criteria
F (Fail)
0%-49%
P (Pass)
50%-64%
CR (Credit) 65%-74%
D (Distinction)
75% – 84%
HD (High Distinction)
85%-100%
Mark
Code of Ethics
Discrimination
Code of Ethics does not adequately explain the concept of discrimination. Code of Ethics fails to expressly prohibit discrimination.
Discrimination is sufficiently explained in the Code of Ethics. Discrimination is expressly prohibited but more information required to clarify the forms of behavior that amount to discrimination.
Specific examples of discrimination are included in the Code of Ethics to support accurate explanation. Express prohibition of discrimination included making it clear that specific examples of behavior provided are in breach.
A detailed explanation of the concept of discrimination is provided for in the Code of Ethics supported by relevant examples. Such discrimination is expressly prohibited by the Code of Ethics.
Discrimination is comprehensively explained and supported by directly relevant examples. Such discrimination is expressly prohibited by the Code of Ethics with cross reference made to potential sanctions in the Enforcement section.
/4
Code of Ethics
Exploitation
Little to no discussion of the meaning of exploitation. No express prohibition of exploitation in Code of Ethics.
Code of Ethics includes adequate outline of the concept of exploitation. Express prohibition of exploitation is included but further details are necessary to better illustrate what forms of exploitation will not be tolerated in the organization.
Exploitation is clearly explained in the Code of Ethics with specific examples included. Exploitation is expressly prohibited and a direct reference is made to examples provided as being in breach.
Elaborate explanation of the concept of exploitation is provided for in the Code of Ethics and supported by helpful examples. Exploitation is expressly prohibited by the Code of Ethics.
Exploitation is thoroughly explained and supported by multiple relevant examples. The Code of Ethics expressly prohibits exploitation and refers to potential sanctions in the Enforcement section.
/4
Code of Ethics
Corruption
Code of Ethics does not adequately explain the concept of corruption. Code of Ethics fails to expressly prohibit corruption.
Corruption is sufficiently explained in the Code of Ethics. Corruption is expressly prohibited but more information required to clarify the forms of behavior that amount to corruption.
Specific examples of corruption are included in the Code of Ethics to support accurate explanation. Express prohibition of corruption included making it clear that specific examples of behavior provided are in breach.
A detailed explanation of the concept of corruption is provided for in the Code of Ethics supported by relevant examples specifically including corrupt activity. Such corruption is expressly prohibited by the Code of Ethics.
Corruption is comprehensively explained and supported by directly relevant examples including corruption. Such corruption is expressly prohibited by the Code of Ethics with cross reference made to potential sanctions in the Enforcement section.
/4
Page 4 Kaplan Business School Assessment Outline
Code of Ethics
Dishonest & Fraudulent Behaviour
Little to no discussion of the meaning of dishonest and fraudulent behaviour. No express prohibition of dishonest and fraudulent behaviour in Code of Ethics.
Code of Ethics includes adequate outline of the concept of dishonest and fraudulent behaviour. Express prohibition of dishonest and fraudulent behaviour is included but further details are necessary to better illustrate what forms of dishonest and fraudulent behavior will not be tolerated in the organization.
Dishonest and fraudulent behaviour is clearly explained in the Code of Ethics with specific examples included. Dishonest and fraudulent behaviour is expressly prohibited and a direct reference is made to examples provided as being in breach.
Elaborate explanation of the concept of dishonest and fraudulent behaviour is provided for in the Code of Ethics and supported by helpful examples specifically including dishonest and fraudulent behavior. Dishonest and fraudulent behaviour is expressly prohibited by the Code of Ethics.
Dishonest and fraudulent behaviour is thoroughly explained and supported by multiple relevant examples including dishonest and fraudulent behavior. The Code of Ethics expressly prohibits dishonest and fraudulent behaviour and refers to potential sanctions in the Enforcement section.
/4
Code of Ethics
Whistleblower Protections
Code of Ethics does not adequately explain the concept of whistleblower or the need for adequate protections. Code of Ethics fails to expressly provide for whistleblower protections.
Whistleblowing is sufficiently explained in the Code of Ethics with consideration of the need for protections. Whistleblower protections are expressly provided for but more protective measures required to encourage whistleblowers to come forward.
Specific examples of whistleblowing are included in the Code of Ethics to support accurate explanation. Express provision of whistleblower protections included making it clear that specific examples of behavior provided are entitled to protection.
A detailed explanation of the concept of whistleblowing is provided for in the Code of Ethics supported by relevant examples. Such whistleblowing is expressly protected by the Code of Ethics.
Whistleblowing is comprehensively explained and supported by directly relevant examples. Such whistleblowing is expressly protected by the Code of Ethics with cross reference made to potential sanctions in the Enforcement section.
/4
Code of Ethics
Enforcement
Little to no discussion of the enforcement and its purpose. No express provision for enforcement in Code of Ethics.
Code of Ethics includes adequate outline of the enforcement. Express provision for enforcement is included but further structure is necessary to better illustrate sanctions for breach and deter breaching behavior.
Enforcement is clearly explained in the Code of Ethics with specific examples included. Enforcement is expressly provided for and a direct reference is made to examples provided as being in breach with corresponding sanctions clearly illustrated.
Elaborate explanation of the concept of enforcement is provided for in the Code of Ethics and supported by helpful examples specifically including discrimination , exploitation, corruption, dishonest and fraudulent behavior, and whistleblower protections. Enforcement is expressly provided for in the Code of Ethics.
Enforcement is thoroughly explained and supported by multiple relevant examples including discrimination, exploitation, corruption, dishonest and fraudulent behavior, and whistleblower protections and more. The Code of Ethics expressly provides for enforcement and cross references previous section of the Code.
/4
Page 5 Kaplan Business School Assessment Outline
Structure, Format and Presentation
Answer not clearly and logically presented. Appropriate theory and research not used to answer question posed. Correct academic writing style not used, including correct spelling, grammar and punctuation. Format of answer inconsistent with question requirements and KBS guidelines.
In-text referencing and reference list does not follow Harvard style and consistent with KBS guidelines.
Answer logically presented. Some appropriate theory and research used to answer question posed. Mostly correct academic writing style used, including correct spelling, grammar and punctuation. Format of answer mostly consistent with question requirements and KBS guidelines.
In-text referencing and reference list mostly follows Harvard style and consistent with KBS guidelines.
Answer clearly and logically presented. Appropriate theory and research used to answer question posed. Correct academic writing style used, including correct spelling, grammar and punctuation. Format of answer consistent with question requirements and KBS guidelines.
In-text referencing and reference list follows Harvard style and consistent with KBS guidelines.
Answer clear, concise and logically presented. Appropriate theory and additional research used to answer question posed. Correct academic writing style used, including correct spelling, strong grammar and punctuation. Format of answer consistent with question requirements and KBS guidelines.
In-text referencing and reference list follows Harvard style and consistent with KBS guidelines.
Answer clear, concise, effective, and logically presented. Appropriate theory and comprehensive research used to answer question posed. Correct academic writing style used, including correct spelling, advanced grammar and punctuation. Format of answer consistent with question requirements and KBS guidelines.
In-text referencing and reference list follows Harvard style and consistent with KBS guidelines.
/6
Comments:
/30

Analytical decision making Assessment

Analytical decision making Assessment Task 3
Assessment Tasks
Question – answer style assignment –- Submit online to the course site
Word limit – 2000 words – this is a maximum – no minimum word count is required to be met
Contribution to assessment – 30%
You are expected to supply a professional report as would be expected in the workplace. A 10% penalty (reducing the overall mark) will be applied where answers are difficult to access or identify due to poor presentation related to either stylistic or technical reasons.
This assignment assesses your ability to calculate and interpret data (analytical skills) plus how this may feed into management plans or strategies (interpretation of analytical results). Take carful note of the marks allocated for each part as a guide to the effort required to provide a sufficient answer that part.
For each question, the course content provides a comparable worked example that will assist you to construct your answers. See also the online videos available at the Moodle site.
Instructions
• Choose to answer any three questions (from a choice of five).
• Format is open – you may submit using MS Excel (preferred), MS Word, –or use both (or other similar software).
• Each question contributes 10% towards assessment in the course.
• Submit online at the course site.
• Multiple files are allowed (e.g., MS Excel file and MS Word file). It is recommended that you use MS Excel exclusively—though take care to make the final answer to each part obvious to the marker.
• Mark clearly the question and part attempted and include your name or student ID in the files.
• Note the weight of parts within questions.
Question 1
The Endless Point Rest is a popular and friendly family coastal resort. The resort consists of 122 self contained family style units and 24 hour reception. The pricing policy follows a fixed low rack rate; the same price on every room. This strategy keeps the guest rolling in and makes the resort the envy of other local accommodation providers as these establishments are rarely more than half full. The friendly owners of Endless Point Rest, known as Ma and Pa, have a policy of not charging no shows. As Ma says “if they can’t come then we got no right to take away their hard earned money and anyway, we want to see them next time.”
Just today, Ma and Pa’s son Emmet has returned home after completing his business degree. He sits Ma and Pa down.
“Ma and Pa, we don’t have to be losing money – we’re fully booked every night of the year – and don’t you see that a no show means the room is lost?” Emmet’s eyes light up. “I can do some calculations and work out a plan – but we need to overbook!”
“I don’t know Emmet” says Pa, “we still got the room for the next night but I can’t build another one in just a few hours if too many families show up. And that old tent with holes we used to use for emergencies just aint so popular anymore. ”
“Leave that to me” replies Emmet.
Emmet’s research has profiled no shows based on a year (365 days) of records:
Booking no shows (# rooms)
Nights
0
20
1
53
2
65
3
74
4
49
5
36
6
23
7
15
8
11
9
7
10
6
11
4
12
2
Emmet has estimates that every no show is a loss if $73 per room per night. So he makes a deal with Billy-Bob, the manager of Lucky Zest resort. “Billy-Bob, take our walks and we’ll pay the charge. I know your rack rate is $230 a night – what about we pay you $90 a room per night for getting our free business? We’ll never walk more than 12 to you any one night.”
Billy-Bob knows a good deal when he hears it. “Ok, covers our variable costs easy – and we always got rooms – you’ve got a contract.”
Emmet knows the loss from a walk is more than just paying the cost of Billy-Bob’s resort room. Even though the walked customer will have already paid The Endless Point Rest $97 (for the unavailable room), Emmet estimates the additional cost (loss of good will, loss of additional services) to be $110 per walked guest.
Tasks: (Total 100 marks)
1. Calculate the expected opportunity loss per night sustained by The Endless Point Rest. (15 marks)
2. Calculate the number of rooms to be overbooked by The Endless Point Rest to minimise the expected loss in the long run (maximum 12 no shows and assume guest length of stay is one night). What is the expected average gain per night from overbooking? Show all workings. (30 marks)
3. Apply the critical fractile criterion decision rule to verify your answer to task 2. Does this confirm or contradict the result for Part 2? Why is this? Explain in plain English what the critical fractile actually indicates with regard to its interpretation. (15 marks)
4. Prepare a 50 word (maximum) script to be used by staff when walking a family (i.e., how staff explain to disgruntled families a room is not available). What other measures may be used or implemented by the Endless Point Rest to support this overbooking strategy? (40 marks)
Question 2
The Lets-Do-A-Deal new car sales dealership needs to review and plan its services. It’s a very busy dealership with an easy to access location. A new car sale is made on average to every second walk in customer. Sales staff work mostly on a commission basis (there’s also a small retainer). Sitting in the glass panelled office, the sales team keep an eye on the lot and take the walk-up customers in turn.
But good sales staff need a guarantee of regular opportunities and don’t wish to be waiting around too long for new targets (i.e., potential new car buyers). Helen, the dealership proprietor, suspects that some of the better salespeople have left in the last few years due to this issue. She’s tried various sales team numbers (from two to seven) but has just three now as the team resists employing new team members arguing this reduces their own chance to make a sale. And anyway, the sales staff get edgy if they have to sit around for more that 15 minutes waiting for their next target. Helen feels conflicted by taking on more sales staff but her specified (and advertised) service standard is that all customers will be greeted on arrival – she feels that a failure here reduces customer trust and so results in a lost sale about half the time.
Helen’s wondering whether there may be a way to get a better handle on the pattern of potential new car buyers entering the lot. There’s no obvious pattern of walk-ups over the day (Monday to Friday 9:00 a.m. to 6:00 p.m.) – it seems pretty random. But she needs to find the right balance between customer entry-patterns and sales staff numbers, this currently being three. The problem is that having too many salespersons means them waiting around too long for customers and too few means that potential unserved customers may be lost.
She’s paying Shirley, an acknowledged expert in services management, $5000 to advise her about this issue. Shirley documents the following data:
 Sales persons spend an average of 20 minutes with each new customer (whether this leads to a sale or no sale).
 For any given hour (based on a random sample), an average of 14 targets are available (potential customers that typically enter the new car lot and then wander around the cars). The target arrival pattern follows a Poisson distribution.
Tasks: (Total 100 marks)
1. Following a customer walk-in, specify how long the next-in-line sales person should expect to wait (on average) for the next customer. (5 marks)
2. What is the probability (to two decimal places) of a sales person waiting 20 minutes for the next customer (show working)? (20 marks)
3. How many customers likely to be unmet on arrival each hour at the current sales staff level? Explain or justify your answer. (15 marks)
4. What advice should Shirley provide to Helen on the suitable number of persons to have in the sales team based on the data? State the implications of this advice given the current situation and also whether you consider that Shirley’s’ fee was justified (i.e., a good investment). (20 marks)
5. Prepare a 50 word (maximum) statement to communicate the staff level situation (and any changes) to the current sales team. What alternative strategies that may be used to address the issues identified by Shirley? (40 marks)
Question 3
The Learn-a-Lot educational theme park is about to open the ‘great ghoul horror castle’ tour ride. The plan is for this new ride to re-energise this education focussed attraction. The ride runs on a conveyer belt system (moving seats akin to a monorail) using the latest curvilinear drag-free enhanced people movement technology. The ride has a ghost theme that attempts to incorporate a little history of castles and local customs prevailing in medieval Europe.
With much funds invested, Learn-a-Lot’s management wish to ensure positive customer (school groups) perceptions about this new ride. Although queuing for the ride is not desired, it can be seen as positive because this waiting time builds suspense among the children enhanced by viewing earlier participants faces (some stark, some excited, some pale, but all full of emotional expression) as they leave the ride via the exit door. Based on previous experience with school groups, management do not wish them to wait more than eight minutes before starting the ride.
Learn-a-Lot’s management have asked you to provide information about expected waiting times for the first month. They have provided you with assumptions based on the best available data forecasts.
(1) Pre-arranged school groups (20 persons or less) may enter the ride at any time. Groups are served (starting the ride) following ticketed entry through a turnstile at a single operator booth. Once served, groups are taken to the start area, debriefed on safety, and loaded on a railed carriage. The service time is complete when all group participants have left the ride through the exit door.
(2) The ride takes five minutes.
(3) Groups arrive at a rate of nine per hour following a Poisson distribution.
Tasks: (Total 100 marks)
1. Calculate the mean numbers and mean times of groups in the system and in the queue. (20 marks)
2. Calculate the probability of a group proceeding straight to the ride without first queuing and the probability that a group will have to wait in a queue upon arrival to the ride. (10 marks)
3. The line space provided for queues is 10 metres per group. Management wish to ensure an adequate line-up space for 70% of the times that a new group arrives. How long should the line space be to achieve this outcome? (20 marks)
4. Write a 200 word (maximum) summary layperson description of the system characteristics including any assumptions made. This will be used to inform Learn-a-Lot’s management. (20 marks)
5. Make and justify recommendations for changes (if required) to improve the service system including any assumptions required. (30 marks)
Question 4
Harry’s Hotfoods, a fast food outlet popular with truckies, has just launched a healthy choice menu. One of Harry’s new creations is the BANAPPLE – an apple banana mixed desert (with a few spices thrown in) deep-fried in coconut oil. Typical of Harry’s wacky ways, this concoction is moulded either as a broken heart, 18 wheeler, or Minoan fertility goddess, and served with low-fat ice-cream. Sales in the first five weeks have been steady – though somewhat volatile.
Harry wonders if it’s all worthwhile. He makes $2.20 on each serve (menu price $5.50) but requires a volume of 195 sales per week to make this a feasible menu item. He’s asked you for some advice on this.
The following figures represent BANAPPLE sales for the first five weeks:
Sales
Week 1
67
Week 2
95
Week 3
245
Week 4
163
Week 5
203
Tasks: (Total 100 marks)
1. Apply simple exponential smoothing to sales from weeks 1 to 5 as a prediction of week 6 sales using a smoothing constant of 0.4. Comment on the result and the suitability of the smoothing constant. (20 marks)
2. Apply a trend adjustment with a β of 0.3 to predict week 6 sales. Does this provide a better prediction compared to the method used in task 1? Justify your answer. (30 marks)
3. Actual sales in week 6 are 189. How does this compare to the forecasts? Is forecasting useful in this situation? Justify your answer. (20 marks)
4. Given the sales and forecasts, make a recommendation to Harry about the BANAPPLE. What activities or strategies may be used to supplement or support your recommendation?
(30 marks)
Question 5
Gadge-Go, a gadget specialist national retailer, is about to spend big on advertising for its new “One-Tool- Caker” (a cake maker). This tool, produced by a specialty factory in Cambodia, is an all-in-one chopper/splicer/ dicer/ shredder/ masher/ stirrer/ folder/ smoother / piper. What kitchen wouldn’t need one?
Gadge-go anticipates strong demand, at least for the first year. Because the company takes orders by telephone only (and these customers won’t tolerate delays), inventory must be on hand ready for shipment.
From past experience, Gadge-Go has provided you with the following data about product expectations for year 1:
 Daily average customer sales (normal distribution – 365 days) 167
 Daily sales variation (as standard sales deviation): 29
 Time required from factory order to arrival (days): 36
 Cost of placing a factory order (translator, contract exchange): $127
 Opportunity cost of capital (annual): 14%
 “One-Tool- Caker” value $23.50
 Required service level 75% (company standard)
Tasks: (Total 100 marks)
1. Recommend to Gadge-go an order quantity and reorder point for the One-tool- caker based on a continuous review system for year 1. (30 marks)
2. For results in Part 1, provide an explanation for the method used to calculate the z-score. Is the safety stock level adequate? Why or why not? (10 marks)
3. Gadge-go wishes to compare results in Task 1 with a periodic review system. What review period and target inventory period would you recommend? Has the safety stock level now changed, and if so, why? (30 marks)
4. Make a recommendation for the inventory control system used by Gadge-go under the assumption that the One-Tool-Caker is class A product early in the lifecycle (year 1) and falls to class C product later (year 2) as new more advanced products become available. (10 marks)
5. Explain in detail the characteristics of the system recommended in Part 4 and the rationale for its implementation. (20 marks)