Posted: December 18th, 2014

Innovation and IT in supply chains

Innovation and IT in supply chains

Further information about general assessment criteria, ARNA regulations, referencing and plagiarism can be found on the module’s site on the e-Learning Portal.

Students are advised to read and follow this information.

Read this file carefully?

Question :
This part is an individual assignment,In this part of the assessment you have to write a 3000 word long report based on the following:

Requirement:
You are a supply chain innovation consultant and a specialist in implementing supply chain innovations. On your travels from one client to the next you met the CEO of

the Port of Singapore, Mr Lucien Wong , and the CEO of the Port of Rotterdam, Drs. A.S. (Allard) Castelein  in the VIP lounge of Hong Kong Airport. Both were having

breakfast at the breakfast buffet and chatting to each other about the different ways in which they manage their businesses and the challenges they are facing at the

moment and the challenges they will be facing in the future. You had an opportunity to introduce yourself and your skill set to them. Whilst doing so, you found out

that both businesses are managed in slightly different ways due to the different customer requirements they are facing. The CEOs of both businesses realised that both

organisations and their supply chains could learn a great deal from each other. However, they had difficulties in identifying the innovation areas they should focus on

in the short, medium and long-term and how to go about implementing potential novelties in their organisations and supply chains. You suggested that you would be able

to help them with this, by providing them with a structured approach to supply chain innovation. You offered to them that you would write a business improvement plan

for both organisations addressing how they could implement innovations that could be identified in joint workshops with employees from both businesses.
Three months after this meeting, you had successfully facilitated these joint staff workshops and together with the employees of both businesses you identified a

number of technology, process and practice related innovations that could be implemented in both firms. In order to implement these innovations successfully the CEOs

of both organisations decided that they want you to write a report addressing the following tasks / questions. The report must address technology, process and practice

related aspects for both organisations.
Answer following questions,each question write 1000words,total is 3000words
1)    What kinds of innovations exist in general? How can these generic types of innovations be related to the case companies? The CEOs want you to discuss this and

explain this to them by using the academic literature and by underpinning your findings with practical examples from various industries. (35 marks)
2)    How to manage knowledge in the case companies? Specifically the CEOs were keen on finding out the different approaches to knowledge management in their

businesses from an epistemology of possession and from an epistemology of practice perspective and suggested to you that you should focus on applying the following

work to their organisations and supply chains:
Cook, S. D. N. and J. S. Brown (1999). “Bridging epistemologies: The generative dance between organizational knowledge and organizational knowing.” Organization

Science 10(4): 381-400.
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BwIDbpScRp7uYWIyMGQ1MTktMjgzNC00MTVlLWEwMzAtNTY3NDVmMzRkZDIx&hl=en_GB

(35 marks)

3)    Based on the two sections above, the CEOs want you to identify different strategies to implement innovations and knowledge management initiatives in their

organisations and supply chains. They wonder if there are any commonalities and differences between the different implementation strategies you identified. In addition

they wonder if any empirical evidence in relation to the implementation strategies exists. (30 marks)
The CEOs want you to write a business report. Each section should be 1000 words long, providing the CEOs with a 3000 word long business report.

Word limits and penalties for assignments

If the assignment is within +10% of the stated word limit no penalty will apply.

The word count is to be declared on the front page of your assignment and the assignment cover sheet.  The word count does not include:

•    Title and Contents page    •    Reference list    •    Appendices    •    Appropriate tables, figures and illustrations
•    Glossary    •    Bibliography    •    Quotes from interviews and focus groups.

Please note, in text citations [e.g. (Smith, 2011)] and direct secondary quotations [e.g. “dib-dab nonsense analysis” (Smith, 2011 p.123)] are INCLUDED in the word

count.

If this word count is falsified, students are reminded that under ARNA page 30 Section 3.4 this will be regarded as academic misconduct.

If the word limit of the full assignment exceeds the +10% limit, 10% of the mark provisionally awarded to the assignment will be deducted.  For example: if the

assignment is worth 70 marks but is above the word limit by more than 10%, a penalty of 7 marks will be imposed, giving a final mark of 63.

Students are advised that they may be asked to submit an electronic version of their assignment.

Time limits and penalties for presentations

The time allocated for the presentation must be adhered to.  At the end of this time, the presentation will be stopped and will be marked based on what has been

delivered within the time limit.

Submission of Assessment:

All assignments must be submitted via the Newcastle Business School Office.  Each assignment must be accompanied by an Assessed Work Form which must be completed in

full.  The assignment will not be accepted by the Newcastle Business School Office unless the form is completed correctly.

Marked assignments will be returned to students.  It is advisable to retain a copy of your assignment for your own records.  Your mark will be returned on the Assessed

Work Form via the Newcastle Business School Office.
You must submit your assessment to turn it in via the link provided on the ELP.

Mapping to Programme Goals and Objectives:

This assessment will contribute directly to the following Undergraduate programme goals and objectives.

1. Knowledgeable about the theory and practice of international business and management
Objectives:
Students will be able to:

x    1.    Acquire knowledge of functional areas of business and management.

x
2.    Acquire knowledge of specialist areas of business.

x    3.    Apply their knowledge to business and management contexts.

x    4.    Conduct contemporary research into business and management.

2. Skilful in the use of professional and managerial techniques and processes
Objectives:
Students will be able to:

x    1.    Provide evidence of self reflection as a means of informing personal development planning.

x    2.    Demonstrate effective interpersonal communication skills and the ability to work in a team.

x    3.    Demonstrate critical thinking skills .

x    4.    Demonstrate problem solving skills.

3. Aware of ethical issues impacting on business and professional practice
Objectives:
Students will be able to:

1.    Identify an ethical dilemma in a business situation

2.    Suggest ethical solutions to this dilemma

4. Employable as graduates
Objectives:
Students will be able to:

x    1.    In the context of securing graduate employment demonstrate the skills of self presentation.

Assessment Criteria (NBS)

Module Specific Assessment Criteria – Part 2 – all tasks:

Trait    0 – 29    30 – 39    40 – 49    50 – 59    60 – 69    70 – 79    80 – 100
Knowledge and Understanding
(accounts for 50%)    Poor grasp of topic concepts or of awareness of what concepts are in relation to the tasks of Part 2 of the assessment.    Minimal awareness of

subject area in relation to the concepts referred to in the tasks of Part 2 of the assessment.    Knowledge is adequate but limited and/or superficial in relation to the

concepts referred to in the tasks of Part 2 of the assessment.    Sound comprehension of topic in relation to the concepts referred to in the tasks of Part 2 of the

assessment.    Knowledge base is up-to-date and relevant, but also may be broad or deep in relation to the concepts referred to in the tasks of Part 2 of the

assessment.    Knowledge and understanding is comprehensive both as to breadth and depth in relation to the concepts referred to in the tasks of Part 2 of the

assessment.    Exceptional scholarship for subject in relation to the concepts referred to in the tasks of Part 2 of the assessment.
Structure and Alignment
(accounts for 50%)    Failure to apply relevant skills.  Work is inarticulate and/or incomprehensible in relation to the concepts referred to the tasks of Part 2 of

the assessment.    Communication of knowledge frequently inarticulate and/or irrelevant in relation to the concepts referred to the tasks of Part 2 of the assessment.

In the most part, description/ assertion rather than argument or logical reasoning is used.  Insufficient focus is evident in work presented in relation to the

concepts referred to in the tasks of Part 2 of the assessment.    Reasoning and argument are generally relevant but not necessarily extensive.  Awareness of concepts and

critical appreciation are apparent, but the ability to conceptualise, and/or to apply theory is slightly limited in relation to the concepts referred to in the tasks

of Part 2 of the assessment.    Higher order critical appreciation skills are displayed.  A significant ability to apply theory, concepts, ideas and their inter-

relationship is illustrated in relation to the concepts referred to in the tasks of Part 2 of the assessment.    A mature ability to critically appreciate concepts and

their inter-relationship is demonstrated.  Clear evidence of independent thought.  Presentation of work is fluent, focused and accurate in relation to the concepts

referred to in the tasks of Part 2 of the assessment.    Outstanding ability to apply, in the right measure, the skills necessary to achieve highly sophisticated and

fluent challenges to received wisdom in relation to the concepts referred to in the tasks of Part 2 of the assessment.

Note:     For those assessments or partial assessments based on calculation, multiple choice etc.  Marks will be gained on an accumulative basis.  In these cases, marks

allocated to each section will be made clear.

Students must retain an electronic copy of this assignment and it must be made available within 24 hours of them requesting it be submitted.

These assessment criteria apply to the group presentation only (Part 1):

Criteria    Above 70%    Between 69 and 60%    Between 59 and 50%    Between 49 and 40%    Below 40%
Category 1 (70%):

Does the content of the presentation relate to the title and or purpose of the presentation?

Is the breadth of the content sufficient?

Is the depth of the content sufficient?

Is the message of the presentation clearly put / argued?

Is sufficient evidence given to support arguments?

Is there evidence of appropriate critical thinking?

Are conclusions drawn appropriately?

Category 2 (10%):

Is the presentation:
•    audible
•    clear (articulation)

Does the speaker have presence’ and adequate confidence

Is her posture appropriate

Does she make appropriate eye contact

Is the pacing appropriate?

Category 3 (10%):

Is the use of resources effective in quality, fitness for purpose etc:
•    Power Point
•    overhead transparencies
•    handouts
•    board or flipchart etc.
•    use of other resources?
Category 4 (10%):

Is the presentation  well structured:

–    Coherent approach
–    Clear identity of beginning (summary), middle and end (conclusion)
–    Well ‘signposted’ structure?

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