Business Analytics for Product Management -myassignmenthelp.com

Question: Discuss about theBusiness Analytics for Product Innovation Management. Answer: The literature in management information systems consistently suggests that a decentralized approach to resource allocation is the most efficient. Why then do you think the literature in BA suggests that the oppositea centralized organizationis the best structure? Centralized organization is the best structure because of few of the advantages it provides to the BA. Regarding business decision making centralized organizations has been found to be exceptionally efficient. Thus, faster actions are taken for the problems. It also helps in keeping focused on one vision or purpose of the organization. Organizations are encountered with lesser conflicts when it is a centralized organization. Lastly, centralized leaders can maintain more control over the operations of the organization and enhances the culture because they take all the major decisions (Capitanescu, Bilibin Ramos, 2014). However, Decentralization has certain disadvantages in the organization, which are that it enhances the problems in coordination among the different units as well as the expenses of the administration because high paid leaders are appointed under decentralized organizations. Decentralization organizations have absence of uniformity. Moreover, as this process involves v arious departments and employees establishment thus, cost of operations increases, it is completely inappropriate for small organizations and lastly, each department will work with a self-interested perspective where the wider interests of all the other departments are neglected thus, effecting the entire organization (Kota, Gibbins Jennings, 2012). Why is collaboration important to BA? When two or more people are working together by sharing ideas and are planning to achieve a common goal together then it is called collaboration. Collaboration is an important factor in any business analytics it can supply solutions, give employees with a strong sense of determination and fortify the employees that they all in the same team (Lim, Chen Chen, 2013). However, there are also some more benefits of collaboration in BA, which are as follows- Job satisfaction and staff retention- when the teams that are working together find an answer and solves any issue the employees feel satisfied. However, getting credit and acknowledgment for their success will not only satisfy them but will also make them feel that they are an essential part so they will be more keen in keeping up with their job. Problems are solved quicker- problems will arise in daily basis in any business environment, but collaboration can help to reach the solution faster because when a team will work on it definitely one will see the if anything has been missed and can figure out the solution faster. Recognize the skills and expertise of the employees- working in a team with each other will help the team mates know each other well and discover each others strengths and weaknesses closely. Why is organization culture important to BA? The organizations overall lifestyles that include the different elements that make it stand distinct from the internal and external associates are known as the organizational culture. However, organizational culture is important to BA because a healthy culture in any organization will inspire and motivate their employees and make them loyal towards the organization (Barton Court, 2012). Moreover, beneficial competition in the organization is enhanced; it further helps in building the brand image of the company, being accustomed with the organizations culture will help the employees treated equally and give their best. The organizational culture helps in maintaining a better relationship among the employees and exacts the best work from each one of them. However, organization cultures come out with certain guidelines, which help the employees to become clearer with their tasks, and time limits in which they have to deliver their job. Thus, understanding the organizational culture is important to work efficiently in a healthy environment (Bschgens, Bausch Balkin, 2013). How does establishing an information policy affect BA? Businesses founders have certain lawful obligations to protect their data and secure the privacy of the information of the customers. However, it affects the business analytics by keeping the information of the business confidential only within the company. Moreover, it helps in displaying the type of image that the organization wants to be reflected in the market. Information policies further helps the BA to circumvent violating any laws or disclosing any violations done in the past, which can uncover the organization to costly legal accountabilities. Lastly, in any BA the balance is very important where it can stabilize the dangers as well as benefits of emancipating the information. The essential concerns of any business would be liability, their negative image in the market and disappearance of confidential information but the organization should never restrict too much the type as well as amount of information it is eager to circulate (Bates, 2014). Under what circumstances is outsourcing BA good for the development of BA in an organization? Outsourcing BA is essential for the enhancement of BA in any organization because of the circumstances when the following points arises - Concentrates on the core activities of the business- when the company needs to focus mainly on their important activities without any loss in the back office then outsourcing is a good option for development of BA To save the cost and efficiency- when the back office services gets difficult in nature but the organizations size is blocking to perform them at a reasonable and steady cost Decrease the overheads- those functions that can be easily moved are outsourced to reduce the overheads Controlling the operations- the expensive operations that are overflowing the costs are considered by outsourcing Managing the risks- it decreases the risk factors that are brought by the low-quality level of operation in the organization thus, maintaining a continuity Developing the internal employees- when the organization is in the need to get those skilled employees that it lacks (Sharma, Mithas Kankanhalli, 2014). Why do we have to measure BA contributions to an organization? In any organization to measure the contributions of the BA is very important, as the business founders as well as the leaders need to have a clear apprehension of the data for them that display a valid conclusion from the information that has been analyzed. However, BA is further measures because it can inspect a huge amount of data from various sources, then it enhances the collaboration and cooperation in a business by supplying acute information to the employees so that they can share the documents, reports and observe the key performance indicators. Apart from these, it is also measures so that it can help the managers so that they can locate the hidden patterns or information if any in the wider datasets. It works as an authorized tool for the organization allowing the employees to work more systematically (Schlfke, Silvi Mller, 2012). How does data quality affect BA? The ways in which the data quality helps BA are completeness, consistency, accuracy, validity and timeliness. The first one is the factor of data completeness, which is that there is any gap existing in the data, or not. The gap is existing when the data that is collected is not actually, what has been expected. In another factor, that BA is affected by the data quality is in the data consistency where whether the kind of data ranges with the anticipated versions of the data, which must be coming in. Followed by data accuracy, which is whether the data that has been collected is correct or it is representing accurately that it should. Then comes the factor of data validity, which is a bit difficult because it can be a huge problem in the result if the validity does not measure, what it has intended to estimate. Lastly, the data timeliness that is the anomaly of when the data should be accepted in order for the information to be efficiently used (Kwon, Lee Shin, 2014). References Barton, D., Court, D. (2012). Making advanced analytics work for you.Harvard business review,90(10), 78-83. Bates, J. (2014). The strategic importance of information policy for the contemporary neoliberal state: The case of Open Government Data in the United Kingdom.Government Information Quarterly,31(3), 388-395. Bschgens, T., Bausch, A., Balkin, D. B. (2013). Organizational culture and innovation: A meta?analytic review.Journal of product innovation management,30(4), 763-781. Capitanescu, F., Bilibin, I., Ramos, E. R. (2014). A comprehensive centralized approach for voltage constraints management in active distribution grid.IEEE Transactions on Power Systems,29(2), 933-942. Kota, R., Gibbins, N., Jennings, N. R. (2012). Decentralized approaches for self-adaptation in agent organizations.ACM Transactions on Autonomous and Adaptive Systems (TAAS),7(1), 1. Kwon, O., Lee, N., Shin, B. (2014). Data quality management, data usage experience and acquisition intention of big data analytics.International Journal of Information Management,34(3), 387-394. Lim, E. P., Chen, H., Chen, G. (2013). Business intelligence and analytics: Research directions.ACM Transactions on Management Information Systems (TMIS),3(4), 17. Schlfke, M., Silvi, R., Mller, K. (2012). A framework for business analytics in performance management.International Journal of Productivity and Performance Management,62(1), 110-122. Sharma, R., Mithas, S., Kankanhalli, A. (2014). Transforming decision-making processes: a research agenda for understanding the impact of business analytics on organisations.European Journal of Information Systems,23(4), 433-441.

Radiation Therapy free essay sample

Therapists see patients daily from Monday to Friday and give the patients the weekends off for their bodies to recover. Therefore, most RTs only work on weekdays from 8am-4:30pm and are on call on weekends. Goetz says her favorite part of the job is that she cures people and can see the contrast from when they come in and when they leave. As a Radiation Therapist one does not get any radiation at all being that, once the patient and machine are set, the RT leaves the room. One of the benefits of the job is that the RT develops a relationship with their patients. In order to be successful at the job, an RT should have a good personality, be detail oriented, be able to detach their emotions, and work as a team. The Radiation Therapy program at Community College of Baltimore County (CCBC) in Essex is a selected admission program. We will write a custom essay sample on Radiation Therapy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The pre-requisites necessary for acceptance include physics, math, medical terminology, biology, anatomy and physiology. The CCBC program is a 2 year full time duration and once it is complete, students take the national board exam. Before the students can start working, they need to obtain a state license. The program accepts about 15 students of the 45 that apply yearly and has a 75% pass rate. The average salary for an RT is about $50,000. The RT field is not very lucrative and there are not many jobs for associate degree jobs. There has actually been a movement towards Bachelor’s degrees for Radiation Therapy. In conclusion, RT is not the most productive career for someone looking to only earn an Associate’s degree. Nevertheless, it is an essential career especially in this era, where cancer is one of the most common diseases. Ms. Sheila Frank, a Veterinary Technician (VT), came to speak with the Allied Health students at Eastern Technical High School. She spoke about the Veterinary Technician program at the Community College of Baltimore County in Essex. It is a selected admission program with an 100% pass rate. After students earn their 2 year Associate’s Degree of Science, they must pass the board exams. The program accepts about 20 of 60 applicants, yearly. Prerequisites for the program include biology, microbiology, and anatomy and physiology for animals. The average salary of a Veterinary Technician is about $35,000. Most VTs work 8 hour day or night shifts. Ms. Frank says the most important trait in a VT is a passion and love for animals. Veterinary Technicians perform medical tests under the supervision of a licensed veterinarian to treat or help diagnose illnesses and injuries of animals. They can work in private clinics, laboratories, and animal hospitals.

Slaughterhouse Five essays

Slaughterhouse Five essays Slaughterhouse Five Throughout history, society, in general, has been molded by the ravages of war. From King Henry VII's invasion of Brittany, to the bloodshed on the shores of Iwo Jima, all the way to the present-day territory dispute in Bosnia and Herzegovina, war abounds mankind and its short history. As nations, ethnicities, ect. constantly attempt to outdo one another war will continue to arise. In recent years much has been said about the poor effects war has on society in a general sense; but what does war do to an individual? This is a question often avoided as a result of the bitter truth: War can all but destroy the sane mind of the common man. This is a fact that was abundantly presented in Kurt Vonnegut's absurdist classic Slaughterhouse Five. The story is initially set during World War II, but moves from place to place, and from time period to time period throughout the novel. The story centers around the infamous fire-bombing of Dresden and the mythic journey of an Ame rican soldier/ prisoner-of-war named Billy Pilgrim. Pilgrim suffers from post traumatic stress syndrome and imagines his abduction by aliens, and a great journey through space and time, to a fictional planet named Tralfamadore. A great deal of strange thoughts occurred inside Bill Pilgrim's mind, but Billy had no control over these thoughts. War has an uncanny ability to inflict mental stress on man. The story of Billy Pilgrim is a near-perfect example of the horrendous way in which war can affect the mind of the common man. As a prisoner of war, Billy Pilgrim is subjected to daily torture ranging from beatings and malnourishment. Pilgrim also witnessed the beatings of many other soldiers, some of whom he was familiar with. Billy Pilgrim's mind was not only a victim of torture, but also the Dresden fire-bombings one of the most deadly acts of war ever. Despite the fact that Billy was confined to a subterranean prisoner-of-war camp during the bombings, he...

Lets Hear A Little Respect for the Pluperfect

Lets Hear A Little Respect for the Pluperfect Lets Hear A Little Respect for the Pluperfect Lets Hear A Little Respect for the Pluperfect By Maeve Maddox Television writers have little respect for standard English grammar. I know that. I also know that American writers in general have little use for the pluperfect (past perfect) tense, preferring instead to use the simple past with adverbial modifiers. Nevertheless, I was astonished by an exchange between a judge and a lawyer on an episode of the The Good Wife: The lawyer is trying to impugn a witness who has testified that a young man arrested at the scene of a murder did not have time to construct a story to conceal his involvement. The lawyer points out that, according to the police report, the man did have time. The lawyer says that by the time the suspect had reached the police station, †¦he had had time to construct a story. When the lawyer requests that his client be released on bail, the judge fixes him with a disapproving frown and says, Request denied. If for no other reason than that you used the pluperfect tense. Apparently TV writers are at war with more than pronouns. The pluperfect, also called the past perfect, is a verb tense used to indicate that an action took place before some other past action. It is formed with the auxiliary verb had and a past participle: When I arrived, the dog had gone. The word pluperfect derives from the Latin phrase tempus praeteritum plus quam perfectum, meaning past tense more than perfect. The word perfect comes from Latin perfectus, meaning completed. An action in the pluperfect is over, done, finished. Heres an example of a novelists use of the pluperfect when writing a third person narrative in the past tense. Its from Death in Holy Orders by English writer P. D. James. The ash, with its heavy cladding of ivy, was unmissable, but as they turned into the road, which was little more than a lane, one glance showed clearly what had happened. A large bough of the tree had been torn from the trunk and now lay along the grass verge, looking in the growing light as bleached and smooth as a bone. From it sprouted dead branches like gnarled fingers. The main trunk showed the great wound where the branch had been torn away, and the road, now passable, was still strewn with the debris of the fall: curls of ivy, twigs and a scatter of green and yellow leaves. The earliest example of the term pluperfect in the OED is dated 1500. The latest illustration of the term, dated 1995, reflects the modern disdain for this tense: 1995 Church Times 17 Nov. 17/3 They each gave us a few paragraphs of Mills Boon prose which were rather hard going, being over-full of pluperfect verbs. NOTE: Mills Boon is a British romance publisher founded in 1908 and sold to Harlequin Enterprises in 1971. American writers, perhaps aiming for a breezy style, avoid the pluperfect as much as possible, but they do use it. The following extracts from Tunnel Vision show how Sara Paretsky deals with it. Sometimes she disguises it with contractions: Id had my office there for ten years, so long Id come to overlook its litany of ills. Sometimes she introduces the pluperfect with a had, then switches to simple past: The building had already been one-third empty when the Culpeppers handed out their notice at New Years. They tried first to bribe, then to force, the rest of us into leaving. And sometimes she stays with the pluperfect throughout a paragraph: In a seconds unthinking revulsion I had thrust the bat back behind the radiator. I wanted to protect Emily and I didnt want anyone to know the weapon was there. But I would have to tell the police. Staring sightlessly into the mist, I saw it had been foolish to think otherwise. And my first impulse, to make an anonymous call, was also foolish: my prints were on the bat. At least I hadnt been so stupid as to wipe them clean. Any writing device can become an obstacle to reading comfort, for example: sentences all the same length, numerous characters whose names all begin with the same sound, an unusual word used numerous times. And yes, over-use of the pluperfect. However, just because the use of the pluperfect in narrative writing has its pitfalls, dont fall for advice that tells you to avoid the clumsy pluperfect altogether. The pluperfect is a useful narrative tense. Its up to the writer to keep it from becoming clumsy. The next time you read over your work and feel yourself becoming bogged down in hads, you might question the way you are presenting your story. The fault may lie with an over-reliance on flashbacks. You may need to figure out some other way to lay in your back story. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:Writing a Reference Letter (With Examples)15 Great Word GamesDozen: Singular or Plural?

Shakespeare, Richard II Essay Example | Topics and Well Written Essays - 1500 words

Shakespeare, Richard II - Essay Example He also was able to take over his troops and part of his staff. Richard II said that if Bolingbrook served God that Richard II would serve Bolingbrook but if Bolingbrook did anything wrong to the people that Richard II couldnt make peace with the taking of the crown. "Cry woe, destruction, ruin, and decay: The worst is death, and death will have his day" (Richard, III, ii)Â  Loosing his subjects was doing wrong by them. Richard II was giving an ultimatum to Bolingbrook that he could never take over. In the following soliloquy, he speaks of all his had lost. He used the metaphor of what he had lost is as though he and the few people who with him were in their grave. "Lets talk of graves, of worms, and epitaphs" (Richard, III, ii)Â  All they have left which belongs to them is death. This is an oxymoron. We all face death whether we are rich or poor. Shakespeare is showing the stupidity of the rich and of royalty. As with other kings, each has his own personal story of death. Each king is human. "For Gods sake let us sit upon the ground / And tell sad stories of the death of kings!" (Richard, III, ii)Â  He shows that he is discouraged and intimidated by the events that have happened. He is also showing another side where he is comparing the godlike quality of kings. He is saying that even though they are kings they still have a specific story related to death thus making them human. Thus, it can be assumed that they are human as all classes of society. Shakespeare is making another comment about the different social classes "My father hath a power; inquire of him and learn to make a body of limb" (Duke of Aumerle, III,ii) This is a metaphor used to indicated family lineage and then that the body can be bent. His fathers power can form him into anything. "To insinuate, flatter, bow, and bend my limbs."(Richard,IV,i) The tree has limbs which are bent. A body has limbs which can be bent.

Construction Economics Assignment Essay Example | Topics and Well Written Essays - 2000 words

Construction Economics Assignment - Essay Example Many people took out very large mortgages. In 1983, the average new mortgage was approximately 2.1 times annual average earnings. By 1989 this had risen to 3.4 times annual average earnings. House prices were rising uncontrollably and bringing considerable inflationary pressures to bear within the economy. As a result, the government increased rates and reduced government assistance to home ownership. The impact of these measures plus a worsening economic environment drove house prices down and the housing market into a state of recession (Williams and Holmans, 1996). In mid 1989 house prices started a downward trend for the next six years, falling by 12 per cent, before reaching a trough in July 1995.In the years 1990 - 1995 house prices fell by around 12.2%. Many people found themselves in a position of having negative equity on their property because the value of the mortgage now exceeded the property value. This meant many people were unable to move house without taking a loss. Then, in 1996, house prices began to rise again. The UK housing market started to recover with a 7 per cent increase in prices. The low interest rates enjoyed by UK homeowners have reduced mortgage payments as a proportion of gross earnings for the average purchaser from 22 per cent to just 15 per cent. Consequently, mortgage payments account for a smaller share of income than at almost anytime since 1983 and are well below the 36 per cent peak in 1990. Since May 1997, house prices have been on a steady rise. Many factors have contributed to this increase including growing population, rising employment, increasing number of households, limited supply of new housing properties and the emergence of alternatives like buy-to-let. Another important reason is the increase in popularity of real estate as an investment avenue. Fall in the level of confidence in traditional investments and increase in speculative avenues has contributed immensely to this. The fall in long-term real interest rates - the gap between inflation and interest rates on government bonds - has helped support property investments. The most complimenting factor, however, has been the short-term interest rate set by the Bank. The sharp fall in prices at the end of 1980s and early 1990s pushed the interest rates to very low levels in relation to rents and other assets and incomes. This, combined with the realization that lower interest rates were meant to stay, created a strong and steady rise. By 2001, though house prices were still below their long-term trend, the boom had begun to fade. Further to this, there followed a series of global events that ruptured the boom even further. In response to the bursting of the dotcom bubble, September 11 and the start of the Iraq war, the Bank cut rates, taking them all the way down to 3.5% during 2003. Then, however, the Bank switched into tightening mode, raising Bank rate five times between November 2003 and August 2004. The results of this on the housing market were significant, producing the famous 2004-5 pause in prices. Determination of equilibrium price and quantity The determination of price depends on the type of market organization the product belongs to. In a competitive market, the point of intersection of market demand and supply curves determines the

Assessment learning Essay Example for Free

Assessment learning Essay 1. What are the functions, concepts and principles of assessment in learning and development? (1. 1, 1. 2) The function of assessment is a way to measure a learner’s competence against agreed standards and criteria. The awarding body of the particular qualification will have an assessment strategy what will state which criteria needs to be met to complete the mandatory and optional units and the best method for acquiring the evidence. A range of methods will be used to judge whether a candidate has demonstrated the skills, knowledge and understanding to be competent against the criteria. The assessor will need to ask themselves if the assessment process when put into practice will be: Fair – the given activities during assessment are relevant to the candidates needs and reasonable adjustments are made so not to disadvantage any person. Reliable – If the assessment was carried out by a different assessor, in a different place, the results would be consistent. Valid – the assessment is suitable to the qualification being assessed. Safe and manageable – the assessor must not put unnecessary demands on the candidate or their work colleagues in the place of occupation. Suitable for the candidates needs – before planning an assessment the assessor would need to take into account the candidates needs, their subject requirements and take into consideration any prior learning, additionally, plan suitable methods to be used. The assessment cycle to ensure the learner has met the performance and knowledge criteria required to achieve the qualification achieved all aspects of the qualification successfully. The cycle will begin with the initial assessment which will establish any prior learning or experience of the subject to be taken and will identify individual learner’s needs. Furthermore, diagnostic tests can recognize if a learner has for instance, dyslexia. The second part of the cycle will be the assessment planning, where the assessor and learner agree on the methods to be used for evidence, set target dates and who will be involved, such as, work colleagues. Thirdly, the assessment activity will establish which methods to judge whether a candidate has demonstrated the skills, knowledge and understanding to achieve the required standard. The penultimate part of the cycle will be where the assessor makes a decision as to whether the standard has been met and provide feedback to the learner. Lastly, progress will be reviewed and any changes to the assessment activities can be made. The assessor will use a range of Benchmarking will be used to ensure the learner’s performance is on target against the accepted standard of the subject area. This data will contribute to the quality assurance and development of best practice. 2. What is the role and responsibilities of the assessor? (1. 3) The role of the assessor is required to be competent and knowledgeable with the standards of the awarding body so they can explain the criteria to the candidate, thus the learner knows what they are working towards. Subsequent to the assessment planning an initial assessment needs to have been carried out to identify any individual needs, prior learning, skills and knowledge the learner may have. When planning the assessment the assessor should have the relevant information of where the learner works and what they do, this will ensure the correct units will be covered and correct methods are chosen. The assessor will use the assessment plan as a tool for assessing the learner’s competence and knowledge against the agreed criterion ensuring that it is fair, valid and reliable. The assessor must clearly record all assessment decisions and show which criteria was met. Each conducted assessment will record achievements accurately and any evidence provided by the learner must be checked by the assessor to ensure it is authentic. To ensure confidentiality the information will be available to share with those with a legitimate interest. After the assessment the assessor will provide constructive feedback to the learner concerning their achievements as soon as possible and identify any gaps in the learner’s knowledge and skills. At this stage the candidate will either plan to be reassessed or progress onto  the next assessment. The assessor will be responsible to the organisation, occupational standards and awarding organisation when planning, managing and delivering assessment and must maintain good practice and follow legislation throughout to maintain the integrity of the qualification. 3. Explain the regulations and requirements relevant to assessment in own area of practice(1. 4, 3. 4, 3. 5, 8. 1) The assessor will be required to follow a range of policies and practises set by the regulatory bodies of standards, for example, Ofqual, Sector skills council, Institute of learning. Other regulations such as, health and safety, equality and diversity, data protection, risk assessment, etc will be discussed below. It is the responsibility of the assessor to ensure that the above are carried out during the assessment process. For example, the assessor must abide by the health and safety rules of the candidates work place and report any unsafe practice or dangerous equipment. The need of wearing protective clothing and safety shoes may be required. The assessor or internal verifier must only intervene with an assessment is if the health and safety is placing someone in danger. Under the management of health and safety at work regulation 1999, the assessor must assess the risks to prevent any hazardous practices and locate information on who holds the first aid certificate and what the fire and emergency course of action is. The assessor is responsible to carry out a risk assessment to safeguard the learner during assessment and establish any risks which may occur during the assessment activities in the work place. While there is always a possibility of risk in any every day occurrence, the assessor has a duty of care to notify of the risk and advice of the possible outcome regarding safety. It is the assessor’s responsibility to ensure all documentary evidence is kept safe during external assessments and data kept secure. Any assessor who works with vulnerable adults or children will be required to have a criminal records bureau check before being allowed to work in that occupational area. The check will identify any unsuitable person and must be used to protect and safe guard adults and children at risk. The disability discrimination act legislated that no disabled person should be discriminated against because of a disability, whether it is a physical or mental impairment. In 2002 and 2005 the act was extended to include educational organisations. This meant that suitable provisions must be made for disabled persons to overcome any physical barriers and not be treated less favourably because of their disability. The initial assessment should clarify if the learner has any particular learning needs or disabilities to ensure equality and diversity needs are met. The assessor has a duty to ensure no learner is discriminated against; everyone has an equal opportunity for learning and development. Assessment activities should reflect the diversity of the learner, for example, culture, language and ethnicity and not be biased to the person who produced them. Every person is entitled to learn in a safe environment, whether it be the assessor or learner. It is illegal to inflict corporal punishment on anyone and if restraint is required then it must follow the organisations strict guidelines on discipline. The copyright, Designs and Patents Act (1988) is one that the assessor should discuss with the learner at the start of the assessment process as it relates to the authenticity of their own work and products. It is unlawful to use someone else’s work as their own without referencing to the rightful owner, as this is plagiarism. The assessor must always ensure the learner signs and dates their own work, especially if it has been prepared on the computer for acknowledgement that they are the original owner. The assessor will have confidential information about their learners, such as, name, age, birth date on record and under the Data Protection Act all this information must be kept confidential and secure. If the information is kept on a computer, then it should be protected with a password that protects against other entering the system. If the information is paper based then it must be kept in a filing cabinet which is lockable. The learner can request to see any information held about them under The Freedom of Information Act 2002, so it is important to back up copies, if electronically stored in case of being deleted. The information should not be kept longer than necessary and the holder will need to register as a data user if the period is over 2 months. There may some occupational areas which require the candidate to wear a uniform, for example, a white tunic top if working in a restaurant or protective clothing, such as, reflective jacket, hard hat and safety boots if on a construction site. The assessor will need to dress in accordance with the health and safety regulations when doing an assessment in the work place with the learner. Once the assessor has qualified they must register with the Institute for Learning and keep up with their continuing professional development. It is crucial that the assessor abide by the code of professional practice to ensure they are working to the same standard and not under achieving. If the former should happen then it could have a dramatic effect on the assessment centre quality assurance when the external verifier carries out an inspection visit twice a year. To ensure standards are being met and claim for certification is valid the external verifier will need to see a mixture of the candidate’s files and interview a variety of assessors. If the standards have been met and the external verifier is satisfied that the correct procedures are being followed the centre will receive a grade of 1-2. Unfortunately if the centre receives a grade of 3-5 then there is a possibility that they could have the direct claim status and registration suspended until the matter is resolved. 4. Explain the strengths and limitations of at least 4 different assessment methods, making reference to how each method can meet the needs of individual learners. (2. 1) ASSESSMENT METHOD Observation Strengths. The observation method is an excellent opportunity for the assessor to take a holistic approach during assessment; benefits are the assessment is viewed by the assessor, thus the evidence is authentic, plus, cost and time effective. The holistic assessment can be time consuming so the assessor will need to plan the assessment so they can identify which learning outcomes from all units can be demonstrated at the same time. Knowledge based and performance based assessment can be linked with evidence which is natural occurring. The method meets a learners needs as they can carry on their normal work practice. If any prior learning evidence can be presented, such as a certificate or witness statement and/or a professional discussion at the end of the assessment. Limitations It is necessary the assessor and candidate agree for a suitable time and place for the observation to take place. If the assessment is to be cost effective then the evidence must be collected during a busy time when the most evidence can be collected. If a witness testimony is to be used the assessor must find a suitable person who has witnessed the learner do the task, this must be arranged beforehand. The assessor must ensure that the candidate is confident enough to demonstrate their competence or else it could discourage them and waste time. The assessor must remain open minded throughout the observation and not offer advice or interfere even if they feel the candidate is doing something wrong. Assignments Strengths Assignments are an excellent opportunity for the learner to demonstrate knowledge and use research skills. The assignment can be set out so several aspects of qualification can be assessed. The learner needs are met as they are able to work at their own pace and in their own time. Limitations The learner must be had been taught all aspects of the syllabus beforehand. The assignment could be time consuming to write and may not be suitable to learners who have literacy difficulties, work full time or have families to support. The assessor must assess each assignment individually and provide written feedback. Witness Testimony Strengths The witness can confirm competence or achievements of the learner as they will have observed them in their normal practice of work, someone who works with the candidate to confirm the learner’s competence in a certain area of criteria. The learner may feel more confident displaying skills in front of a colleague rather than being observed by the assessor. Witness statements are useful as they can fill in any gaps. The method would suit the needs of someone who is performing the task frequently. Limitations The assessor must ensure the suitability of the witness and that they are experienced in the occupational area, the assessor needs to confirm this by seeing evidence, such as a copy of their CV or certificates. The witness statement must be authentic and the assessor will need to check this. A witness cannot confirm the learner’s competence as they are not an assessor. Oral questions and answers Strengths The assessor could use questioning as a way to meet gaps in evidence; questions could be adapted to meet the criteria. A question could be used to increase the candidates thinking about a certain task rather than performing it. Furthermore, it gives the assessor an insight as to how much knowledge the candidate has in their occupational area. This method could be used during an observation or used later after the observation; it would meet the needs of a learner who has difficulty with written English. The assessor would need to know the candidate understands what is being asked in the question or else the learner may struggle to answer correctly. Limitations The assessor would need to be careful not to ask closed or leading questions as this could be viewed as being subjective as the assessor could be putting words into the learner’s mouth. The most beneficial questions would be open, probing and hypothetical to get the most from knowledge and understanding of the learner. 5. What key factors do you need to consider when planning assessment? (3. 1) WHAT. The assessor will need to discuss and be in agreement with what criteria is being met and how it is being assessed and others involved. The assessor will need to talk about what the learner’s job role entails and how this is relevant to the unit in question. This will enable the assessor to plan and agree with the learner the types of evidence most suitable for demonstrating competence and the best methods for assessment to be used. The assessor must make sure the evidence is appropriate to meet the specified performance criteria and where possible knowledge to be assessed through performance or professional discussion or questioning. The assessor must ensure the learner is ready to demonstrate their competence and understands the processes involved, for example targets. WHEN The assessor and learner will need to agree when the assessment will take place and arrange a suitable date, time and duration when the most evidence can be collected and if the holistic approach could be used to obtain evidence. It would be beneficial for the assessor if the assessment took place during a busy period of learner work activity. However, the assessor must ensure the learner is not taken away from their duties for an unnecessary length of time or cause disruption to the business operations. WHERE The assessor Assessment would ideally take place in the learner’s work place as this where the most evidence can be collected. As the assessor will be entering the learner’s work place it is important to involve the employer in the planning process. However, for non-performance evidence it could be more cost effective to assess via Skype, email or to arrange a meeting in a suitable place of convenience, not necessarily the learner’s work place. HOW The learner will want to know how the assessment will take place and what will be involved during the assessment. The assessor will need to discuss and agree with the learner the most suitable method of assessment to collect the most evidence. The assessor must ensure the assessment is fair, unbiased and cost effective by making the best use of time; if the learner is required to produce any prior evidence then this must be arranged in advance of the assessment. Holistic assessment in the learner’s work place would be beneficial for it is naturally occurring evidence. The assessor would use observation, witness testimony and professional discussion for performance evidence and multiple choice questions, verbal questioning and assignments for knowledge and understanding. The assessor will make a judgement on the evidence and decide whether the learner has demonstrated enough to meet the criteria or not. The assessor will need to arrange how and when feedback will be given to the learner to attend to any performance issues. 6. Explain the benefits of holistic assessment and how you would plan for holistic assessment (3. 2). The assessor is responsible for ensuring that methods used during holistic assessment covers several aspects of the performance and knowledge criteria from different units. This will ensure the assessment is cost effective make evidence collection and demonstration of competence more efficient. The assessor would need to plan the assessment before it took place to ensure that any particular requirements of the learner are taken into account and the assessment is adapted to meet their individual needs. For instance, holistic assessments will benefit learners who have dyslexia or literacy difficulties. Holistic observation can include oral questioning and minimize the amount of written work the learner has to do. Thus they are not excluded or disadvantaged by having learning difficulties. If the learner has a disability then the assessor should make sure the learner has extra time to complete the assessment tasks and is given any support needed. Moreover, any learner with difficulties are entitled to have reasonable adjustments made to ensure they have the equality of opportunity and support to enable them access assessment. Furthermore, if the learner has difficulties then the individual learning plan will agree short term targets for achievement, assessment strategies and review dates. The benefits of holistic assessment are that the assessor is able to observe the candidate at work in natural occurring situations. The candidate would be able to demonstrate several aspects of the qualification and cover more than one unit at the same time by taking a performance unit which incorporates parts of a knowledge unit. Holistic assessment should ideally take place in the learners work environment and the candidate’s job role should be discussed with to establish any prior learning they have, to identify which units could be covered at the same time. By doing this it would reduce the amount of visits needed to the candidate’s work place, make the best use of time and ensure the assessment is cost-effective. 7. Why is it important to involve the learner and others in the assessment process? (4. 1) A learner should be involved in the assessment process so they can understand why they are doing assessment activities and the purpose of providing evidence of competence. The candidate’s involvement will enable them to remain motivated as they will have the opportunity to add their own input, analyse their own experience and understanding. Without support the learner could become confused and lack enthusiasm, but if others, such as the assessor and employer helped them to achieve their aim, it will give the learner self motivation and encourage them to remain positive through the assessment process. At some stage of the assessment process it may be necessary for someone other than the assessor to provide evidence of the learner’s competence in the work place. The witness must be known by the learner and experienced in the candidate’s occupational area, possibly a line manager. 8. Give examples of the types of information that should be made available to learners and others involved in the assessment process (4. 2) At the initial assessment the learner will have taken a skills test which is an analysis of the learner’s skills so they are aware of current skills and areas for development. The learner should be provided with all documentation they need for the award, such as, assessment plans, individual learning plans, feedback sheets, information on the company carrying out the assessment and the assessors contact details, phone number and email address. Additionally, a copy of the complaint and appeal procedure, equality and diversity Policies, how to contact the assessor for cancelling visits and information on health and safety 9. What are the benefits of peer and self assessment? (4. 3). The benefits of peer and self assessment are the learner develops skills, such as listening, observing and questioning and has a greater involvement in their own learning process. The peer and learner can understand the role and the need for assessment better. It allows for greater understanding of the criteria for achievement and how it is judged, thus, encouraging the individual to take responsibility for their own learning. The learner will develop analytical skills and improve self awareness of strengths and weaknesses and identify opportunities for improvement. Furthermore, develop the ability not only to assess their own work but that of others, thus developing analytical skills and use reflective practice of their own performance. When a learner assesses their own progress and those of their peers, they will learn to take personal responsibility of how to make a decision and provide feedback as to why that decision was made. 10. How can assessment arrangements be adapted to meet the needs of individual learners? (4. 4). The learner is entitled to a fair assessment and the assessor needs to use the most relevant assessment methods for the learner to demonstrate their ability. The assessor must take into consideration that not all learners are the same and treat the candidate as an individual, taking into account any requirements they might have. For example, the assessor needs to consider a learner’s work pattern involved working shift patterns and agree a suitable time for assessment which does not disrupt working practice and make the most of the meeting. Furthermore, confidentiality issues must be taken into consideration and reflection of individual learning styles. If the learner has dyslexia, learning difficulties or English is the second language then the assessor must work with the learner to establish which method of assessment would be more beneficial to them. The assessor will need to vary the methods to keep the learner motivated and extra time given to learners who have difficulties and ensure the learner understands what is being said to them. Feedback should be given as soon as possible to ensure the learner remains interested and motivated. 11. Explain how you judge evidence and make assessment decisions, making reference to the criteria and assessment requirements (5. 1, 5. 2) The assessment plan will need to be agreed by the assessor and learner to which assessment methods will be used to cover the entire criteria standard. The assessor needs to ensure that the assessment is valid, authentic, efficient, fair and reliable. At least four different methods would be used during assessments; these could be observation, evidence of knowledge, witness statements and professional discussion. Any prior achievement and experience of the learner will be taken into account as long as it is relevant to assessment of their competence; it would not be cost effective to have a candidate repeat an activity they had already acquired in the past. However the assessor must have proof that evidence is authentic by either asking for a copy of certificate or a witness statement and the evidence is current and relevant to the occupational standards. The assessor will review the evidence and assess it against the required elements of the qualification, it will allow for a decision to whether the candidate is competent or not yet competent. Competence can be awarded if the evidence is: * Valid * Reliable * Sufficient * Authentic * Current * Safe The assessor must abide by the Equality Act 2010 to not discriminate or harass against protected characteristics where fairness might be compromised. 12. Explain the procedures for and importance of quality assurance and standardisation. (6. 1, 6. 2) Quality assurance is important as it ensures the national standards are being maintained. The internal verification procedures will monitor equal opportunities and access the decisions made by the assessor are fair, valid and reliable. The internal verifier will use a range of methods to confirm that the assessment is meeting the requirements of awarding bodies. Methods used could be through observation, questioning, and professional discussion or sample the portfolio. It is vital that the assessor is assessing according to regulations and guidelines from awarding bodies, qualification and credit framework and keeps accurate records from assessments to create an audit trail for internal and external verification. To ensure all assessment decisions are consistent and fair the assessor will be encouraged to attend meetings with colleagues involved with the same subject and their internal verifier, to ensure they all understand the units they are assessing and looking for similar evidence. To compare assessment decisions and share good practice with colleagues will help the assessor to develop skills, up date knowledge and personal development. However, it is not compulsory to attend the meeting, the assessor could standardise their practice by reviewing standards and documents online. 13. Explain the appeals and complaints procedure (6. 3) The assessor should provide the learner with a written copy of the complaints and appeal procedure which meets the requirements of the awarding body and discuss this with them in the assessment planning session. If at any time during the assessment process the learner has a complaint or feels a decision the assessor has made is unfair to them, then the learner will know who to go to with their issue and how it will be followed up. However, before this stage is reached the assessor should encourage an informal discussion with the learner to see if the issue can be resolved. If the learner is not confident about discussing it with the assessor then it may be necessary to involve the internal verifier. However if the complaint or appeal remains unresolved then this must be put in writing to the chief executive who will look into and respond within 5 working days. If the learner is still unsatisfied with the outcome then they can request the complaint or appeal is investigated by an independent panel, which will consist of an independent assessor and internal verifier. The panel will investigate the appeal or complaint and notify of their decision within 14 working days. If at this stage the complaint or appeal has still not been rectified then the learner should contact the awarding body – NCFE, whose details will be given once it has reached this stage. 14. Why is the management of information important? (7. 1) The assessor will need to ensure that any documentation acquired during the assessment process is following the national standards for assessment and verification and be aligned with the centre and awarding body policies. Each document must be accurate stating which assessment methods where used, whether, observation, oral or written. Furthermore, they must show that both candidate and assessor agreed to how the evidence will be obtained and the decision made as to whether it was achieved or not. It is essential that any document is signed, dated and stored correctly to ensure data protection and confidentiality. Other types of documentation could be completed log books, action plans, feedback comments, learner records or anything which records the candidate’s achievement. It is imperative that the information is managed professionally as the assessor could find themselves in breach of laws and regulations, such as, data protection Act if they fail to comply. Failure to manage information correctly could result in having complaints and appeals made against the assessor and have a dramatic effect on the assessment centre quality assurance when the external verifier carries out an inspection visit twice a year. To ensure standards are being met and claim for certification is valid the external verifier will need to see a mixture of the candidate’s files and interview a variety of assessors. If the standards have been met and the external verifier is satisfied that the correct procedures are being followed the centre will receive a grade of 1-2. Unfortunately if the centre receives a grade of 3-5 then there is a possibility that they could have sanctions placed upon them and lose their direct claim status and registration suspended until the matter is resolved. 15. Why should you give the learner feedback? (7. 2) Feedback is an important tool for learning and development and to improve performance and motivate the learner. The learner will have a better understanding of how they have progressed during assessments. After the assessor has carried out an assessment they would need to give feedback to the candidate as soon as possible by either verbal communication or written. If verbal is used via phone or face to face, then this must be backed up by a written copy. The assessor should include information about achievement in relation to the criteria and any comments should provide detailed advice on how to cover any gaps between current performance and the target aimed for. The candidate should be encouraged to ask questions regarding the feedback to help them understand how the assessor had reached their decision. This would also assist the assessor to reflect upon their role and evaluate if the assessment process was fair, valid and reliable and the assessment methods used was the most appropriate for the candidates needs. If the candidate did not meet the required standard then the assessor should give constructive feedback which would focus more on the activity or work produced rather than the candidate. Constructive feedback is part of a successful assessment as the learner will know what they have achieved or need to develop. Thus the learner will be encouraged to take more responsibility of their own learning development and deepen their understanding of the criteria. Feedback should be given on a 2. 1 scale, known as the sandwich approach. It should start with positive comments, then the areas which need to be improved; lastly, the assessor should end the feedback on a positive to encourage the candidate to keep interested, motivated and confident. 16. What are the key policies and procedures that relate to assessment? For example Bright delivery policy and NCFE policies and procedures etc. Give a brief explanation of what each one is. (8. 1) The assessor will need to follow policies and procedures additionally to those mentioned in question 3, for example: Bright’s delivery policy states the following points: Bright’s delivery policy sates the following points: †¢Once the candidates deposit has been cleared and relevant paperwork is complete the candidate will receive their registration pack within 48hrs †¢Following this the mentor will contact the candidate within 48 hours †¢Mentors can be contacted mon – fri 9am – 6pm sat 10-1 †¢Alternately leave a message and the mentor will contact the candidate within 4 hours †¢Once all theory and practical assessments are complete candidates will receive their certificate. Under Bright’s delivery policy the following procedures relate to assessment: †¢Quality audit of completed Individual Learning Plans †¢Quali.