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Assessment Support Pack
SCQF level 8
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International Purchasing and Supply — H2X3 35
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www.sqa.org.uk © Scottish Qualifications Authority 2013

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Published by the Scottish Qualifications Authority The Optima Building, 58 Robertson Street, Glasgow, G2 8DQ Lowden, 24 Wester Shawfair, Dalkeith, Midlothian, EH22 1FD

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The information in this publication may be reproduced to support SQA qualifications. This publication must not be reproduced for commercial or trade purposes. This material is for use by teaching staff only.

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Publication date: April 2013 Publication code: H2X3 35/ASP001

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Introduction
This Assessment Support Pack incorporates assessment templates for both Higher National and National Qualifications (other than CfE) and can be used in a variety of ways including, for example:  to generate evidence which demonstrates that learners have achieved all Outcomes and Knowledge and/or Skills for the Unit  as exemplification of the standard of performance expected of learners achieving the Unit, ie as a benchmark  to help centres develop an appropriate assessment for the Unit  to give teachers/lecturers/assessors new ideas  as a staff development tool

Security and confidentiality

The information in this publication may be reproduced in support of SQA qualifications. Where the publication includes materials from sources other than SQA (secondary copyright), this material should only be reproduced for the purposes of examination or assessment. If it needs to be reproduced for any other purpose it is the centre’s responsibility to obtain the necessary copyright clearance. SQA’s Support Materials team may be able to direct you to the secondary sources. Every effort has been made to contact copyright holders and SQA apologises if any have been overlooked.

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In addition to a centre’s own security procedures, any suspected breach of the above must be reported immediately to SQA’s Quality Assurance department within SQA Operations marked ‘Security breach — Support Materials’.

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The assessment and marking information in this publication can be used or adapted by staff in approved SQA centres subject to the guidelines above. Adapted materials must be verified prior to use and stored securely within the presenting centre.

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Support Materials are distributed only to SQA approved centres and may be downloaded from SQA’s secure website by authorised personnel. For added security, SQA discourages the downloading of this material for; the maintenance of paper-based libraries, stockpiling ahead of assessment events and saving to portable storage devices and laptop computers.

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This material is intended solely for the purpose of assessment of learners against Higher National and National Unit standards in SQA approved centres and must not be released prior to examination/practical test or distributed more widely for any other purpose.

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Scottish Qualifications Authority Assessment Support Pack/H2X3 35/ASP001 V1 SCQF level 8 International Purchasing and Supply

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General information
Before using this Assessment Support Pack centres should read the relevant Unit specification which details the standard of performance expected of learners. It is important to ensure that this Assessment Support Pack is used in a context appropriate to the Unit and, if applicable, the associated Group Award. A copy of the Unit specification can be found on SQA’s website www.sqa.org.uk. This Assessment Support Pack supplements the section Guidance on Approaches to Assessment for this Unit found in the Support Notes. It provides an example of assessment that is valid, reliable and practicable. The assessment tasks correspond to the guidance contained in the Unit specification. Centres must ensure the integrity and confidentiality of the Instrument of assessment. Although the content of this Assessment Support Pack has been verified as a suitable assessment, centres should note that using it does not automatically guarantee successful external verification. It is the centre’s responsibility to make sure that all the appropriate internal quality assurance procedures are satisfactorily followed. A valid and effective internal verification system should be in place.

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It is expected that learners will carry out research into an organisation engaged in international purchasing.

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It is recommended that this Unit is delivered middle to late in the award when candidates will have knowledge and understanding of the major business functions such as finance, inventory management, distribution and logistics.

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This Assessment Support Pack supports the assessment of the Unit International Purchasing and Supply H2X3 35 as taught within the HND Global Trade and Business at SCQF level 8. Centres are required to develop the assessment in accordance with the validated Unit specification.

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Guidance on content and context for this qualification

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Scottish Qualifications Authority Assessment Support Pack/H2X3 35/ASP001 V1 SCQF level 8 International Purchasing and Supply

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Opportunities for developing Core and other essential skills
There are no Core Skills embedded in this Unit. However, the following table gives some examples of the opportunities for developing Core Skills within this Unit. Core Skill Communication SCQF level Level 6 Opportunities for development All three Outcomes can contribute to the reading and writing aspects of this Core Skill.

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Problem Solving

Level 6

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Written Communication (Writing)

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Level 6

There are opportunities to develop written communication where candidates produce written responses as these have to be well-structured and clear, addressing the Evidence Requirements. Evidence is required in the form of the production of a structured report. In researching an organisation involved in overseas sourcing and the analysis and evaluation of its activities, there are opportunities to develop the Core Skill of the components Problem Solving (Critical Thinking), Problem Solving (Planning and Organising) and Problem Solving (Reviewing and Evaluating) at SCQF level 6.

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Written Communication (Reading)

Level 6

Candidates are expected to read and understand complex written information.

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Core Skill Information Technology

SCQF level Level 5

Details of these and other SQA publications are available on our website. Most publications can be downloaded free of charge from our website at www.sqa.org.uk on the ‘Publications, Sales and Downloads’ section. If you require a publication to be sent to you, please telephone our Business Development and Customer Support team on 0303 333 0330 quoting the product code and, where a charge is applicable, have a purchase order number or credit card details available.

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 Guide to Assessment  Introduction to Assessment Arrangements  SQA’s Quality Framework: a guide for centres

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Before using this Assessment Support Pack centres might find it useful to look at some of our other publications, in particular:

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Related publications

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Working with others

Level 4

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Throughout the Unit the candidate may have the opportunity to take part in group discussion and group work.

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Numeracy

Level 5

Candidates may also be able to gain Numeracy skills throughout the Unit but particularly in their examination and evaluation of transport and freight costs.

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Opportunities for development Candidates are likely to use Information Technology when undertaking research into their chosen organisations. Finished reports may include graphics, tables or spreadsheets to illustrate points.

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Section 1 — How to generate assessment evidence
The following information indicates the evidence which should be retained for external verification. The Scottish Qualification Authority’s system of assessment measures the evidence of a learner’s attainment of knowledge, understanding and skills against a defined criteria. Assessment must demonstrate competence at the level of the qualification and allow evidence of each learner’s performance to be generated and collected. This evidence must then be judged against the standards set out in the Unit specification. To achieve a Unit, learners must generate the evidence required in relation to all Outcomes and Knowledge and/or Skills. This information is found in the Statement of Standards in the relevant Unit specification. This Assessment Support Pack is consistent with the Statement of Standards for the International Purchasing and Supply Unit at SCQF level 8 and the following information applies when using it to generate evidence of learner achievement.

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Conditions of Assessment
To achieve this Unit, learners must produce satisfactory assessment evidence that shows they have achieved all of the Unit Outcomes. This will be done by producing a four part report corresponding to the four Unit Outcomes. Each part should be approximately 750 words in length and where appropriate diagrams should be included. 5
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Explain the operation of an International Purchasing Department (IPD). Evaluate the reasons for using distribution channel intermediaries.

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Evaluate the key challenges involved in overseas sourcing.

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Four part report

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Evaluate the reasons why a business would consider sourcing overseas.

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Assessment

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Examples of suggested evidence to be retained will always include the assessment, marking information and learner assessment records.

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Assessment

Evidence to be retained The learner’s assessed report together with assessor comments and feedback and the internal verification report with feedback.

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It is recommended that the report be submitted in parts, ie after each Outcome, so that the individual learner’s progress can be monitored and, where necessary, remediation can take place before progressing to the next part. The report will be completed under open-book conditions, in the learner’s own time, with each part being submitted on a date agreed with the course tutor.

Quality assurance

The Unit specification has been designed to ensure that there are no unnecessary barriers to learning or assessment. The individual needs of learners should be taken into account when planning learning experiences, selecting assessment methods or considering alternative evidence. Further advice can be found on our website http://www.sqa.org.uk/assessmentarrangements.

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E-assessment may be appropriate for some assessments in this Unit. By e-assessment we mean assessment which is supported by Information and Communication Technology (ICT), such as e-testing or the use of e-portfolios or social software. Centres which wish to use e-assessment must ensure that the national standard is applied to all learner evidence and that conditions of assessment as specified in the Evidence Requirements are met, regardless of the mode of gathering evidence. The most up-to-date guidance on the use of e-assessment to support SQA’s qualifications is available at www.sqa.org.uk/e-assessment.

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For all modes of delivery, assessment conditions and quality assurance arrangements must ensure that the same standard is applied for all learners.

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Opportunities for e-assessment

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Time is allowed within Units for assessment and re-assessment of Outcomes. Where learners have not attained the standard necessary to achieve a particular Outcome or Outcomes, they should have the opportunity to be re-assessed. SQA’s advice is that there should normally be one Unit re-assessment opportunity, or in exceptional circumstances two. In some cases learners may be required to resubmit original work which has been revised to take account of earlier weaknesses. In other cases, learners may be required to undertake a new assessment designed to assess the particular Outcome(s) in which they were unsuccessful. In all cases, evidence from the original assessment should be used for formative purposes prior to re-assessment.

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Re-assessment

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Centres should retain assessment evidence and internal verification records. Units are subject to external verification by SQA.

Scottish Qualifications Authority Assessment Support Pack/H2X3 35/ASP001 V1 SCQF level 8 International Purchasing and Supply

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Section 2 — Assessment
The assessment example(s) below can be used by centres, or alternatively centres can develop their own assessment.

Assessment 1
Outcomes covered 1, 2, 3, and 4

You should acknowledge any references to the company being researched. As per the brief from the MD, you have agreed that the report will consist of four parts and will cover the following:

 evaluate the effect of the international business environment on the IPD  explain how the IPD can increase business competitiveness  evaluate the contribution of national and international quality standards to successful overseas sourcing  evaluate how technology affects the company’s decision to source overseas  evaluate the strategic nature of a decision to purchase overseas

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You are required to evaluate the reasons why a business would consider sourcing overseas. For the company you have chosen to investigate you will need to:

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Part 1

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A new Managing Director (MD) has been appointed to your company and following meetings with the Board of Directors a new Purchasing Strategy has been agreed which includes the formation of a new International Purchasing Department (IPD) to source components and materials from overseas. The timescale for establishing this new department is one year, and you as the Purchasing Director, have been tasked with writing a report on how to progress this. The MD met with you personally to provide a brief as to what the report should contain and has suggested that you research a company which is already experienced in purchasing overseas.

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Scenario

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Learners must produce a report of approximately 3,000 words under open-book conditions. This will include appropriate diagrams. The report will comprise of four parts reflecting each Outcome and will be completed in your own time and should be informative.

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Assessment instructions

Scottish Qualifications Authority Assessment Support Pack/H2X3 35/ASP001 V1 SCQF level 8 International Purchasing and Supply

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Part 2 You are required to evaluate the key challenges in overseas sourcing. For the company you have chosen to investigate you will need to:       explain how culture, language and communication affect overseas purchasing evaluate the factors affecting foreign exchange rates evaluate how currency exchange results in financial risk evaluate the effect of counter-trade on overseas sourcing explain the benefits of forward buying to the company evaluate the need for the IPD to achieve continuity and security of supply requirements.

Part 3

You are required to explain the operation of an Internal Purchasing Department (IPD). For the company you have chosen to investigate you will need to:     explain the strategic role of the IPD in reducing costs analyse the objectives of the IPD in making a decision to source overseas analyse the components of the comapany’s international purchasing cycle explain the relationships between Purchasing and the departments of Design, Research and Development (R&D), and Finance  explain the contribution of the IPD to the appraisal of overseas suppliers  evaluate the need for payment documentation when importing goods  evaluate the impact of Incoterms when assessing the price of imported goods

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 describe the intermediaries involved in international distribution channels  evaluate the role of freight forwarders in distribution channels  evaluate the contribution of Information and Communication Technology (ITC) to integrating channels of distribution  evaluate the contribution of transport modes to minimise freight costs

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You are required to evaluate the reasons for using distribution channel intermediaries. For the company you have chosen to investigate you will need to:

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Part 4

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Scottish Qualifications Authority Assessment Support Pack/H2X3 35/ASP001 V1 SCQF level 8 International Purchasing and Supply

Guidance for making an assessment decision
Assessment 1
The assessor should expect to evidence the following information, or similar, in the answers to the task. The report should address each issue as detailed in the task and learners should focus on these issues. The report should contain any diagrammatical illustrations and recommendations.

Part1

 Evaluate the effect of the international business environment on an IPD. The learner’s response is likely to include, for example, changes in the business environment which may increase the need to source globally and therefore a greater load on the work of the IPD.  Explain how an IPD can increase business competitiveness. The learner’s response is likely to include, for example, by finding suitable suppliers that will allow the company to increase competitiveness through lower prices, improved deliveries and better quality.  Evaluate the contribution of national and international quality standards to successful overseas sourcing. Responses may include, for example, the use of ISO (International Organisation for Standards) standard to ensure the quality and reliability of goods. These standards may also help companies to access new suppliers to improve the competitiveness of the company even further.  Evaluate how technology affects the decision to source overseas. Responses may include, for example, the internet which is an inexpensive method for companies to find out about potential suppliers and their products, information is much easier to transfer vie EDI (Electronic Data Interchange) and it is also possible to talk direct to suppliers through video conferencing, Skype, etc.  Evaluate the strategic nature of a decision to purchase overseas. Responses may include, for example, that a strategic decision to purchase overseas will be part of the company’s purchasing strategy and is likely to involve other strategic decisions in how the company will approach this major step. It may be that domestic buyers within the company will receive training, or if the company has subsidiaries in other countries personnel from there may be used, because of the language advantage to seek suppliers, etc. Part 2  Explain how culture, language and communication affect overseas purchasing. Responses may include, for example, the complexity of culture, the problems with languages that may be open to misinterpretation. Language is a major element in communication and could make it very difficult in terms of negotiating contracts, etc. 9
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Scottish Qualifications Authority Assessment Support Pack/H2X3 35/ASP001 V1 SCQF level 8 International Purchasing and Supply

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Learners will need to provide evidence to demonstrate their Knowledge and/or Skills across all Outcomes by showing that they can:

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 Explain the strategic role of an IPD in reducing costs. Responses may include, for example, that the role of IPD in reducing costs is similar to domestic procurement and that it is not necessarily the cheapest items that should be purchased but items where the price reflects the quality and on time deliveries which in turn will save overall costs.  Analyse the objectives of an IPD in making a decision to source overseas. This should follow on from the previous task in that the difference in an IPD is they must ensure that they will achieve the objectives from an overseas supplier more effectively than from a domestic supplier  Analyse the components of the international purchasing cycle. The responses may include, for example, that the cycle itself is no different from the basic procurement cycle but the difference will include such things as the currency of the transaction, payment method, insurances, transport, customs, etc.

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Part 3

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 Evaluate the factors affecting foreign exchange rates. Learners may choose to evaluate from a number of factors including interest rates, employment outlook, economic growth expectations, etc.  Evaluate how currency exchange rates result in financial risk. Responses may include, for example, that when purchasing overseas there is always a risk that currencies will fluctuate and the buyer may pay more than expected. This can be a complex issue but the risk can be limited by setting limits, agreed in advance, on how much variation will be accepted.  Evaluate the effect of counter-trade on overseas trading. This is a very specialised, though not uncommon, practice. The learner may define countertrade as an international reciprocal trade, which basically means that when an order is placed by a purchaser in another country there is a condition that goods to a specific value, usually the same, are sold in the opposite direction. This is used particularly where countries have currencies that are not convertible. There are a number of advantages and disadvantages of countertrade which the learner should mention.  Explain the benefits of forward buying to an importer. Responses should explain the benefits in that where the company felt that an exchange rate would worsen say in six months time, when the company had an actual requirement for the goods in question, for example, they could make a forward purchase that would be at the current exchange rate but the goods would be delivered in six months time. If this was a fairly large order the saving on a forward purchase could be substantial.  Evaluate the need for an IPD to achieve continuity and security of supply requirements. Continuity and security of supply requirements is not peculiar to IPD it is also a requirement of domestic purchasing but where learners may make a distinction, for example, in purchasing overseas is where the commodities are not readily available in the home market or there is insufficient capacity in the home market, etc.

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Scottish Qualifications Authority Assessment Support Pack/H2X3 35/ASP001 V1 SCQF level 8 International Purchasing and Supply

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 Describe the intermediaries involved in international distribution channels. Responses may include the use of different types of intermediary such as freight forwarders, import agent, import dealers, etc.  Evaluate the role of freight forwarders in distribution channels. Responses may be similar to — a company would prefer to concentrate on their core business and leave the import of supplies to the expertise of a freight forwarder. The expertise will include being able to combine smaller shipments with other shipments thus saving money and perhaps time. The freight forwarded will have detailed knowledge of the regulations that need to be met, etc.  Evaluate the contribution of Information and Communication Technology (ICT) to integrating channels of distribution. Responses may include the following or similar. With the increase in global trading the use of ICT is increasingly important to provide better information in terms of supply chains. The types of ICT would be the use of RFID, for example to quickly identify goods and their destination. Another example may be the use of satellite navigation systems to rack goods in transport.

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Part 4

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 Explain the relationships between Purchasing and the Departments of Design, Research and Development (R&D) and Finance. Learner should respond similar to — It is important that all departments work together but for those stated design should work closely with R&D to ensure what is being proposed is feasible and with finance to ensure that costs are within budgets and Purchasing must also be aware of what is happening in order to make an initial survey of suppliers that would be required to meet the need of the organisation.  Explain the contribution of an IPD to the appraisal of overseas suppliers. Learners may respond with the following or similar. Appraisal of potential suppliers is an expensive exercise but for overseas suppliers it can be very important, especially where the potential supplier does not have ISO 9001. Either through contacts in the suppliers country or by a direct visit members of the IPD need to check out the following — finance, production facilities, performance, quality, etc of a potential supplier. There should be some initial survey carried out on potential suppliers so that only the most likely are appraised.  Evaluate the need for payment documentation when importing goods. Responses may be along the lines of — getting the correct documentation in place is important to avoid delays. In terms of payments documentation there should be a contract between the buyer and the seller and this should state the currency in which the payment will be made. Payment documentation for imported goods is also important so that the correct import duty and taxes paid, such as VAT is accurate.  Evaluate the impact of Incoterms when assessing the price of imported goods. Incoterms are predefined terms used for international commercial transactions. In terms of the price of imported goods, Incoterms should be used to determine exactly what is being agreed. For example who is responsible for insuring the goods and who pays the insurance and who handles customs procedures and who is responsible for handling the payment of duty and taxes.

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wEvaluate the contribution of transport modes to minimising freight costs. Responses may include the following, for example, the type of transport used to import components and materials will depend on a number of factors such as the originating country, a company’s business requirements, types of goods, costs, etc, when minimising freight costs.

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History of changes to Unit
Version Description of change Date

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SQA acknowledges the valuable contribution that Scotland’s educational institutes have made to the development of HN qualifications.

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Acknowledgements

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Class Tutor

(SCQF 8) H2X3 35 — International Purchasing and Supply Outcome 1 Outcome 2 Outcome 3 Outcome 4

*Achieved/not achieved — (Enter A or NA in the box to indicate whether the learner has achieved or not achieved each Outcome. The comments column can be used to highlight any re-assessment that may be needed.)
Scottish Qualifications Authority Assessment Support Pack/H2X3 35/ASP001 V1 SCQF level 8 International Purchasing and Supply

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Outcome 1 — Evaluate the reasons why a business would consider sourcing overseas. Outcome 2 — Evaluate the key challenges involved in overseas sourcing. Outcome 3 — Explain the operation of an International Purchasing Department (IPD). Outcome 4 — Evaluate the reasons for using distribution channel intermediaries.

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Learner’s name

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Overall comments

Assessor’s signature

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Internal verifier’s signature

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...PEOPLE MANAGEMENT Table of Contents Introduction3 Organizational structure………3 Organizational Culture4 Leadership styles4 People Management5 Hilton UK6 The workforce6 Recommendations8 References9 Introduction An organization is a unit consisting of people structured in a particular manner and managed so that they could achieve one particular goal. It is basically a system of coordinated activities of a number of people together. Organizations have different structures that create positions and determine different members, positions, activities and relationships. How jobs need to be assigned, responsibilities and authority to be given to carry out different tasks. Organization is usually set up in different manners as to achieve their target. An organization structure helps it to excel and achieve those targets, if the structure is not correct it can play a major role in hindering the progress of the organization. It is structure of an organization that ensures that the organization will work smoothly as per the intentions. It is something that needs to be decided in the early development of organization as it is a way to maximize and enhance the efficiency and profitability of the organization. By defining a structure; the lines of authority in an organization are cleared hence helping to know who has what responsibilities. (Business dictionary, 2012) By taking under consideration Hilton Hotel UK, we can explain what their business management is all about....

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...little income that they cannot satisfy socially defined basic needs. But lack of income is not the only kind of deprivation people may suffer. Indeed, people can suffer acute deprivation in many aspects of life, beyond those defined as basic needs, even if they possess adequate command over commodities (for example, ill health or lack of education and so on). The conceptual distinction between deprivation of this kind and that primarily resulting from inadequacy of income is of fundamental importance (Kakwani, 2006). The higher a person’s income the greater is his or her command over commodities. The possession and consumption of commodities (including services) provides people with the means to lead a better life. However, possession of commodities is only a means to an end. As Sen (1985) points out “ultimately, the focus has to be on what we can or cannot do, can or cannot be”. Thus, the standard of living enjoyed by people must be seen in terms of individual achievements that are feasible and not in terms of the means individuals possess to achieve them. This line of reasoning led Sen to develop the ideas of functioning’s and capabilities. A functioning is an achievement, and a capability is the ability to achieve. Thus, the functioning’s are directly related to the kind of life people actually lead, whereas capabilities are the opportunities people have to lead lives of their choosing (Kakwani, 2006). According to the capability approach, an individual is defined as......

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...Chapter 12 People, Roles, and Responsibilities This chapter discusses the major players involved with a process improvement (PI) task. Group and individual responsibilities are highlighted. However, your organization may require more—or fewer—groups. Also note that one person can fulfill many of these roles simultaneously or serially, depending on the size of your organization and the complexity of your process improvement effort. Process Improvement Champions, Sponsors, and Groups Process improvement efforts generally require the following individuals and groups: PI Sponsor—The person from the organization responsible for overseeing the entire PI effort. This person generally has the power to allocate funds and personnel. This person is usually at the directorate level or above. PI Champion—This is the public relations person for the PI effort. This personmay or may not also serve as the EPG Lead. This person markets the idea, approach, and results of PI. Engineering Process Group (EPG) Lead—This person leads the group thatreviews processes. This person assigns tasks to the EPG members, monitors their efforts, and plans the daily duties of the EPG. Interpreting the CMMI. A process Improvement Approach. Second Edition. Margaret K.Kulpa, Kent A.Johnson Página 1 EPG Members—these individuals serve on the EPG as committee members. They are responsible for ensuring that process improvement documentation is written and followed. They are also responsible for generating......

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...this thesis will be the matter of the choice of target group. The first analysis will be done according to the Minerva model on the basis of a questionnaire conducted. The Minerva model divides people into 5 different lifestyle segments based on their values and each of these segments is designated a colour; blue, green, rose, violet and the grey segment in the middle. Furthermore the model consists of a horizontal axis and a vertical axis. By using the Minerva model it will be established that it is difficult to place the target customers of respectively the landline telephone and the mobile telephone due to the fact that the model does not provide an opportunity to blend two or more of the coloured segments. The Mosaic model will be used to provide another possibility to determine the target customers of respectively the landline telephone and the mobile telephone. It is based on geodemographic values i.e. it combines the study of people with where they live. In this thesis the results of the model will, as the Minerva model, be based on the questionnaire conducted. On the basis of the descriptions and the responses it will be concluded that the mobile telephone tends to be preferred by people living in the centre of Aarhus whereas the landline telephone tends to be preferred by people living in a suburb of Aarhus. With the theoretical explanation and the analysis’ a framework of exemplifying how market segmentation can determine the right target customers, in this case......

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...Nov 29, 2006 5 Environment and the Community Many of our factories are ZERO WASTE DISCHARGE – treated waste water is recovered for inhouse irrigation In Moga factory part of the Waste Water is treated and supplied to farmers for crop irrigation. Financial Analysts Meet, Nov 29, 2006 5 Community Projects Providing access to Clean Drinking Water in Village schools • Creating awareness in the communities around its factories • Children in local village schools are the key beneficiaries Financial Analysts Meet, Nov 29, 2006 5 Community Projects Water Education Program Posters, Demonstrations are used as a medium to teach students water basics like the water cycle, ground water table, uses of water, water resources, ground water depletion etc. Financial Analysts Meet, Nov 29, 2006 6 Summary and Conclusions A Win-Win situation for all… …benefits the Farmer Results in steady incremental income for the farmers Generates Employment for rural residents Significant improvements in the standards of living of rural communities Affords a profitable alternative to traditional farming practices Financial Analysts Meet, Nov 29, 2006 6 Summary and Conclusions A Win-Win situation for all… …benefits the milk processor Nestlé does not own any agricultural land or farms, but is committed to develop long-term credible relationships with dairy farmers based on mutual trust This makes mutual economic sense and ensures long-term sustainability......

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...Graduation with Distinction in Psychology & Neuroscience Duke University 2014-2015 1 Table of Contents The Graduation with Distinction Basics General Information………………………………………………………………. Sample Timeline…………………………………………………………………... Important Deadlines and Contacts……………………………………………… Additional Resources……………………………………………………………... Honors and Awards………………………………………………………………. 4 8 9 10 12 Elements of Graduation with Distinction The Written Honors Thesis………………………………………………………. 14 The Research Poster……………………………………………………………... 16 The Oral Defense…………………………………………………………………. 18 Helpful Hints for Graduation with Distinction Designing a Plan for Writing: Creating a Timeline and Sticking to It………… How to be a Good Mentee……………………………………………………….. Tips for Navigating the Mentoring Relationship……………………………….. Words of Wisdom from Former GwD students………………………………… Appendix A: Forms Independent Study Form…………………………………………………………. Graduation with Distinction Application Form………………………………….. Evaluation of the Written Thesis………………………………………………… Evaluation of the Oral Thesis Presentation…………………………………….. 20 23 26 29 31 35 37 38 2 Graduation with Distinction Basics 3 General Information What is Graduation with Distinction (GwD)? The Graduation with Distinction Program (GwD) in Psychology & Neuroscience is intended for students interested in completing a significant research project during their undergraduate career. This project is more than an independent study. In fact, it’s like a......

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... |# | Definitions | |Hop Count | |An arbitrary value that is assigned by network administrator to compare various paths | |Bandwidth | |The time between initiation of a transaction by sender and first response received by sender | |Delay | |A router to which all unroutable packets are sent | |Load | |The amount of activity on a network resource, such as router or link | |Reliability | |Maximum packet size, in bytes, that an interface can handle | |Ticks | |The IP address that is computed by the IP routing protocol and software | |Cost | |Updates that indicate that a network is unreachable, used to defeat large loops | |Next-hop address | |The ratio of expected to received keepalives from a link. If high, line is reliable ...

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...material perks (bonuses, game rooms, free food) in the hopes of making employees happier. However, research suggests that these efforts, while appreciated, do not address more effective drivers of long-term well-being. Instead, leaders should be mindful about giving their employees three things: Inspiration. No matter what your organization does — whether it’s offering a service or building products — it is important that your culture be infused with meaning. Studies show that people who have a sense of purpose are more focused, creative, and resilient, so leaders should make a point of reminding employees how their work is improving people’s lives. Distributing client or customer testimonials and announcing when corporate profits are donated to charities are just a couple of examples of how to do so. Research from Wharton’s Adam Grant shows that even unsatisfied employees feel better about their jobs when they devote time to good causes, and that workplace support programs are effective not only because people gethelp, but also because they can give it.  Leaders, too, can be great sources of inspiration to employees. Studies show that when they act selflessly, proving they care more about the group than themselves, workers are more trusting, cooperative, dedicated, loyal, collegial, and committed. Bosses who show they are fair also inspire greater dedication, citizenship, and productivity, as Wayne Baker of the University of Michigan has shown. Make sure to work alongside......

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...PEOPLE Our People make Southwest Airlines one of the world’s most admired companies. As our greatest asset, our People create a FUN travel experience; respond with compassion when travel plans change; generate innovative ideas that enhance the Customer Experience; and donate their time and LUV to those who need it. At Southwest Airlines, we’re a Family dedicated to our Employees, our Customers, and the communities we serve. Our unique corporate Culture, commitment to giving back, and putting Employees first contributes to our being recognized as a best place to work. Southwest Airlines offers our Employees the freedom to pursue good health, create financial security, travel, make a positive difference, learn and grow, create and innovate, work hard and have FUN, and stay connected. In return, our Employees respond with passion, commitment, and a rich diversity of perspectives that translate into better Customer Service and a dedication to doing the right thing. Our Customers fly Southwest Airlines not only for programs like Bags Fly Free,® but because they like us. Together, as the hometown carrier that cares, we aspire to make a positive difference by giving back to the communities we serve. Our commitment to giving back gives our Employees a sense of pride and purpose that Southwest Airlines does the right thing. With a Warrior Spirit, a Servant’s Heart, and Fun-LUVing Attitude, we strive to do what’s right by our stakeholders and each other. It’s the......

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...Effects on GPA  A major factor in determining the positive or negative effects of employment on the  academic performance of students is their GPA.  One would intuitively conclude that,  because time and energy are finite resources, jobs would detract from studying and be  harmful to a student’s GPA.  Most studies conclude that this is only the case when the  student’s number of hours worked per week exceeds 20 hours.  In fact, students who  work fewer than 15­20 hours often report higher GPAs than those who do not work  at all (Dundes).  The National Center for Education Statistics (NCES), which is run by  the U.S. Department of Education, found that students working 1­15 hours weekly  have a significantly higher GPA than both students working 16 or more hours and  students who don’t work at all.  The NCES is the primary federal entity for collecting  and analyzing data related to education. Dundes and Marx (2006) reported that 74 percent of student­workers believed that  employment forced them to become more efficient.  However, 64 percent reported  that employment also increased their level of stress.  Many sources concluded that working had little or no effect on GPA.  Following an  in­depth study of the topic, included in the Journal of Human Resources, Ehrenberg  and Sherman (1987) stated, “We do not find any strong evidence…that hours of work  during the academic year in the range that students worked significantly reduced  grade point averages.” ......

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