Benchmarking is the process by which organisations measure themselves against their competitors

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Context:
Benchmarking is the process by which organisations measure themselves against their competitors. There are different types and forms of benchmarking, different purposes, different measures and different outcomes. This assessment asks you to demonstrate your understanding of benchmarking by providing a benchmarking analysis of an organisation of your choice against its competitors or lead competitor in the field (depending on the form of benchmarking you choose to undertake).
Instructions:
Select an organisation and undertake a benchmarking exercise to conclude as to the positioning of the organisation against its competitors in its industry.
Your report should outline the following elements:

  1. Criteria and justification for selection of benchmarks
  2. The benchmark measures themselves and interpretation of the results
  3. Recommendations for action stemming from the benchmarking data

Output/deliverables and parameters of the assessment:
You should submit a report for the attention of the CEO/Managing Director of the organisation of your choice, which should be no more than 12 pages in length, including references and appendices, and should include a minimum of 4 benchmark measures in the discussion.
Marking Criteria

  • Selection of appropriate benchmarks, measures and data for the organisation and its strategic goals and competitor positioning. MGMT6014 Organisational Best Practice Page 2 of 7
  • Appropriate analysis of benchmarking data supporting the conclusions being drawn.
  • Critical reasoning skills, including ethical and moral consideration.
  • Presentation of the report including referencing and use of appendices, and use of academic conventions.
  • Effective communication of the benefits of benchmarking to the organisation through the presentation of recommendations for future action.

 
Learning Outcomes

  • Examine the role of best practice and its relationship to organisational competitiveness and develop an effective plan for benchmarking best practice which can practically be applied to an organisation.
  • Evaluate organisational performance against best practice benchmarks and apply these benchmarks to establish organisational improvements.
  • Critically analyse the role of qualitative and quantitative tools which support the improvement of key processes in an organisation.
  • Critically evaluate organisational culture, team structures and the effective management of human resources and how these can contribute to the achievement of organisational best practices.

 
Learning Rubrics
Assessment Attributes
Grade Description (Grading Scheme)
Selection of appropriate benchmarks, measures and data for the organisation and its strategic goals and competitor positioning. 25%
Appropriate analysis of benchmarking data supporting the conclusions being drawn. 25%
Critical reasoning skills, including ethical and moral consideration. 20%
Presentation of the report including referencing and use of appendices, anduse of academic conventions. 10%
Effective communication of the benefits of benchmarking to the organisation through the presentation of recommendations for future action. 20%
 
Fail (Unacceptable)
Evidence of unsatisfactory achievement of one or more of the learning objectives of the course, insufficient understanding of the course content and/or unsatisfactory level of skill development.
Does not meet minimum standard Demonstrates no awareness of context and/or purpose of the assignment.
Limited understanding of required concepts and knowledge Key components of the assignment are not addressed.
Specific position (perspective or argument) fails to take into account the complexities of the issue(s) or scope of the assignment.
Makes assertions that are not justified. Difficulty in formulating own opinion and lack of recognition of ethical principles and competing interests. Does not clearly demonstrate moralethical reasoning.
Poorly written with errors in spelling, grammar. Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas. There are mistakes in using the APA style.
Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence. No effort is made to keep audience engaged, audience cannot follow the line of reasoning. Little use of presentation aids, or the presentation aids and material used are irrelevant.
 
Pass (Functional)
learning objectives of the course, insufficient understanding of the course content and/or unsatisfactory level of skill development. Evidence of satisfactory achievement of course learning objectives, the development of relevant skills to a competent level, and adequate interpretation and critical analysis skills.
Meets minimum standard Demonstrates limited awareness of context and/or purpose of the assignment
Knowledge or understanding of the field or discipline. Resembles a recall or summary of key ideas. Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials.
Specific position (perspective or argument) begins to take into account the issue(s) or scope of the assignment. Justifies any conclusions reached with arguments not merely assertion. Difficulty in justifying conclusions based on moral-ethical principles but recognises different viewpoints.
Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction. Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed. There are no mistakes in using the APA style.
Information, arguments and evidence are presented in a way that is not always clear and logical. Attempts are made to keep the audience engaged, but not always successful. Line of reasoning is often difficult to follow. Presentation aids are used more for effect than relevance
 
Credit (Proficient)
Evidence of a good level of understanding, knowledge and skill development in relation to the content of the course or work of a superior quality on the majority of the learning objectives of the course. Dem
onstration of a high level of interpretation and critical analysis skills.
Moves beyond minimum standard Demonstrates consistent awareness of context and/or purpose of the assignment.
Thorough knowledge or understanding of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the research/course materials. Demonstrates a capacity to explain and apply relevant concepts.
Specific position (perspective or argument) takes into account the complexities of the issue(s) or scope of the assignment. Others’ points of view are acknowledged. Justifies any conclusions reached with well-formed arguments not merely assertion. Conclusions are justified based on moral-ethical principles.
Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary). Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas. There are no mistakes in using the APA style.
Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments. The audience is mostly engaged, line of reasoning is easy to follow
Effective use of presentation aids
 
Distinction (Advanced)
Evidence of a high level of achievement of the learning objectives of the course demonstrated in such areas as interpretation and critical analysis, logical argument, use of methodology and communication skills.
Exceeds minimum standard Demonstrates an advanced and integrated understanding of context and/or purpose of the assignment.
Highly developed understanding of the field or discipline/s. Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Well demonstrated capacity to explain and apply relevant concepts
Specific position (perspective or argument) is expertly presented and accurately takes into account the complexities of the issue(s) and scope of the assignment. Justifies any conclusions reached with well-developed arguments. Formulates and justifies conclusions based on moral-ethical principles. Can recognise the competing interests in arguments and identify ethical issues embodied in them.
Is very wellwritten and adheres to the academic genre. Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading There are no mistakes in using the APA style.
Information, arguments and evidence are very well presented, the presentation is logical, clear and well supported by evidence. Engages the audience, demonstrates cultural sensitivity. Carefully and well prepared presentations aids are used.
 
High Distinction (Exceptional)
Evidence of an exceptional level of achievement of learning objectives across the entire content of the course demonstrated in such areas as interpretation and critical analysis, logical argument, creativity, originality, use of methodology and communication skills.
Exceeds minimum standard and exhibits high levels of independence Consistently demonstrates a systematic and critical understanding of context and purpose of the assignment.
A sophisticated understanding of the field or discipline/s. Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Mastery of concepts and application to new situations/further learning.
Specific position (perspective or argument) is presented expertly, authoritatively and imaginatively, accurately taking into account the complexities of the issue(s) and scope of the assignment. Limits of position are acknowledged. Justifies any conclusions reached with sophisticated arguments. Uses ethical principles to identify competing interests and views. Sophisticated understanding of the ethical and moral positions. Well-articulated viewpoint based on moral-ethical reasoning.
Expertly written and adheres to the academic genre.
Demonstrates expert use of high-quality, credible and relevant research sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key reading There are no mistakes in using the APA Style.
Expertly presented; the presentation is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and arguments. Engages and sustains audience’s interest in the topic, demonstrates high levels of cultural sensitivity Effective use of diverse presentation aids, including graphics and multimedia.

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