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Multivariate Data Analysis

Instructions:

One of the more interesting topics for laypeople and academics alike is adolescent substance use.  Suffice it to say, illuminating the many covariates of this behavior is a topic of great relevance and concern for scholars, community leaders, and most importantly, parents.  Based on this consideration, you have been tasked wish uncovering the most consequential correlates of adolescent substance use.

 

There is probably no better inventory of adolescent substance use in the United States than the Monitoring the Future (MTF) survey – collected by sociologists and criminologists at the University of Michigan’s Institute for Social Research.  This time-series study (first wave of data collected in the 1970’s) follows trajectories in substance use, along with the many factors related to this behavior.  Now that UNA is an ICPSR member institution, we have access to leading data sets in the field of sociology, political science, and criminology – including MTF.  In this project, you will directly analyze data from one of the most recent waves of the 12 grade sample of the MTF.  In particular, you will be looking for causal relationships between a host of independent/control variables, and the frequency of adolescent substance abuse, across 7 different drug types.

 

Going back to the 1960’s – and perhaps even beyond – there has been a pervasive fear of the encroachment of drug use into the suburbs.  The fear of free thought and the Hippie movement bred an active distrust of certain types of music – and even certain brands of politicians.  One would imagine that the left-leaning tendencies of progressives and liberals would possess a more permissive view of drug use, and in turn, will be more likely to engage in a variety of personal drug use.   Hence, the opening assumption that students will examine is that individuals that identify themselves as politically liberal will be more likely to use drugs.   

 

That being said, perhaps there is more to the story than one’s personal leanings.  For instance, your instructor has an undying passion for the scientific study of religion and personal religiosity.  Both his Master’s Thesis and Doctoral Dissertation positioned religiosity as a potential correlate of criminal behavior (the former), and a conditioning factor or buffer in the relationship between negative life events and criminal coping (the latter).  Unfortunately, both projects led to the ultimate conclusion that religiosity isn’t particularly consequential when it comes to the prevention of serious criminal behavior, but perhaps it does have more of an impact on acts that are somewhat analogous to crime (e.g., sexual deviance, suicidal tendencies, substance use).  I passionately contend that if religiosity in fact “matters”, it is most likely to matter here.  Thus, your instructor strongly contends that religiosity will add a degree of explanatory power to the regression model predicting frequency of drug use across 7 different types of drugs.  There will be a host of other demographic (e.g., sex, race, paternal education – a proxy for social class) and theoretically relevant (e.g., religiosity, school abilities, employment) control variables added to the model.

So, let’s get busy.  I have provided students with a reduced version of the 2012 MTF survey in Canvas (Module V/Class Projects/reduced MTF for class project VIII).  Students will be using this data to answer a series of questions relating to output on two separate regression equations.  The first equation will be a simple regression between political ideology and drug use frequency; and the second will be a fully nested model predicting drug use with the following control variables:  sex, race, father’s education, religiosity (church attendance frequency), school abilities, and hours worked.  A description of the variables that you will be using is provided below.

 

R_DRUG_FREQ:  This is a measure of the frequency of drug use across seven different types of drugs (pot; LSD; other hallucinogens, like PCP/shroms; amphetamines; barbiturates or sedatives; tranquilizers like Xanax or Valium; narcotics like cocaine, heroin) over the past year.  Higher scores indicate greater frequency.

 

POLITICS:  6-item measure of respondent’s political views (1 = Extremely Conservative, 6 = Radical Liberal).

 

V2169:            This is a measure of respondent’s religiosity (attendance at religious service), with scores ranging from 1 = NEVER, to 4 = ONCE A WEEK OR MORE.

 

CONTROLS

 

V2150:              Sex of Respondent (1 = Male, 2 = Female)

NONWHITE:  Dummy Variable for Nonwhite (0 = “White”, 1 = “Nonwhite”

PA_EDUC:      Highest Education attained by Father (1 = “Grade School, 6 = “Grad School”)

V2173:              Respondent’s assessment of school abilities, compared to others (1 = “Far Below Average….7 = “Far Above Average”

V2191:             On Average, How many hours per week do you work during the school year?  (1 = “None”, 8 =”Over 30 Hours”

 

 

Exercise I

 

Students will first be asked to perform a baseline, simple regression between political ideology (POLITICS) and frequent drug use (R_DRUG_FREQ). Since you will be performing a fully specified/nested model after this simple regression, students should choose the NEXT option in the regression window (above and slightly to the right of the Independent box in regression).

 

Based on the regression output, students are to answer the following questions.

 

1.     What is the independent and dependent variable in this regression equation? 

 

2.     Does the simple regression model significantly predict our dependent variable?  How were you able to determine this – i.e., what statistical test did you use to make this decision? 

a.     How good of a “fit” does our simple regression model offer of our dependent variable? Offer a specific explanation to this answer (interpret how good of a fit this model offers).      

b.     What did you use (coefficient) to make this determination? 

 

3.     Does the independent variable significantly predict the dependent variable? 

a.     Indicate the direction and strength of this association.

b.     What coefficients did you use to determine strength?

 

4.     What can you say about the relationship between political orientation and frequent drug use? 

a.      Based on the analysis performed (simple regression), can we say this relationship is causal in nature?  Why or why not?

 

 

Exercise II

 

Due to the methodological limitations of your first regression equation (it was simple, after all), you now wish to offer a more comprehensive explanation of the correlates of frequent drug use – and to additionally test the hypothesis that the relationship between political ideology and frequent drug use is causal in nature – by performing a fully specified regression model that contains a host of theoretically relevant and demographic controls. You also wish to simultaneously assess your professor’s claims that religiosity will only significantly affect less serious, analogous measures of crime/deviance – e.g., drug use.   In particular, your job is to (a) assess whether adding these theoretical/demographic control variables to the model significantly improves the ability of our model to predict or fit frequent drug use; (b) to assess what those significant predictors are – and their direction; and lastly (c) to assess the strongest predictors of frequent drug use, based on the regression results.  In order to do this, students need to be sure to use this as block 2 of their regression analysis (the simple regression was block 1).   Also, students should select the option R-Square Change in the statistics tab of the regression analysis.  (Hint: Students are more than welcome to use the PowerPoint presentation that was delivered in class  – Chapter 16 on Multiple Regression – to help you out with the proper procedures to be used here). 

 

Based on your regression output, please answer the following questions?

 

1.     Does the fully specified regression model significantly predict our dependent variable?  How were you able to determine this – i.e., what statistical test did you use to make this decision?

a.     How good of a “fit” does our fully-specified regression model offer of our dependent variable? Offer a specific explanation to this answer (interpret how good of a fit this model offers).     

b.     What did you use (coefficient) to make this determination? 

 

2.     Does this full regression model, with all of the demographic (race, sex, paternal education) and theoretical controls (religiosity, employment, intelligence) SIGNIFICANTLY  (Remember the R-Square change test) improve our ability to predict the dependent variable, when compared to the simple regression model in Exercise I? 

a.     Offer a full explanation of this significance in change (if relevant) in the two regression models. 

b.     What coefficients/significance tests did you use to determine strength?

 

3.     What variables SIFNIFICANTLY predict frequent drug use?

a.     Specify the direction of these relationships – i.e., talk a little about the relationship. 

b.     Discuss the coefficients used to make this determination.    

 

4.     Discuss the STRENGTH or substantive significance of the predictors. 

a.     i.e., which variable exerts the strongest effect on frequent drug use? 

b.     What coefficients did you use to make this determination? 

 

5.     Now that you have done the relevant analyses, speak to the primary predictors of frequent drug use, offering justification for your choices. 

a.     How important is political orientation?

b.     What about your professor’s fascination with religiosity as an inhibitor of ascetic deviance – is he on to something? 

 

6.     Based on the analysis performed (simple regression), can we say these relationships properly address nomothetic causal criterial #3, and are causal in nature?  Why or why not?

 

 

Format: 

 

Assignments MUST be typed, with 1” margins throughout the document.  All students must use 12-point, Times New Roman Font.  Students should single-space within each answer (including the letters – e.g., 1a, 1b), but double space between answers (e.g., 1, 2, 3).

BTEC Level 3 Unit 4 Assignment Brief 

Learning Aims

In this unit you will:

A, Examine business functions and trade considerations that help engineering organisations thrive

B. Explore activity-based costing as a method to control costs and to determine if an engineering product or service is profitable

C. Explore how engineering organisations use quality systems and value management to create value.

Vocational Scenario or Context

You are working as a final year apprentice in a small engineering company. Your supervisor is pleased with the work that you have done so far to investigate the ways in which your company could gain a competitive advantage over other organisations, and your application of activity based costing.

Your supervisor has now asked you to investigate quality management systems and how these can be used to give your engineering organisation a competitive advantage over your rivals. Once you have done this, your supervisor would like you to carry out a value analysis exercise for a product or service so that you can identify areas where the value of the outputs could be increased.

Task 1

You are going to investigate how an engineering organisation can use quality management systems and value management processes to improve the value of the products or services that they manufacture or provide. You will also investigate international quality standards and the various quality systems that are used by engineering organisations to improve the quality of their outputs.

To do this:

Your tutor will provide you with a case study with background information for an engineering organisation that either produces a product or provides an engineering service. You should use this as a starting point from which to carry out your own research.

You should then investigate and report on:

• the quality standards that engineering organisations use to demonstrate that they have quality management systems in place. You should include information about both the ISO9000 and ISO14000 families of standards in your report.
• how an engineering organisation can apply quality assurance systems. To do this, you should investigate the implications of implementing Total Quality Management, including the PDCA cycle, for an engineering organisation.
• the reasons why an engineering organisation would want to apply a quality system; this should include reference to the fundamental purposes of implementing a quality system.
• how engineering organisations make use of quality control systems, and the activities employed to check the quality of a product or service; you should include information about inspection, sampling, testing, condition monitoring, planned maintenance and some of the other tools employed within a quality system, as well as the benefits of employing a ‘right first time’ philosophy.
• the principles and purpose of value management and its tools, including the impact of efficiencies on engineering activities.
• how quality management systems and value management can be used to give an engineering organisation a competitive advantage.

Having completed your research you are now going to carry out a value analysis exercise for an engineering activity. You will use your results from this activity to identify which aspects of the activity can be improved to increase the profitability and efficiency of the process being investigated. You should also suggest methods to improve the activity, identifying those aspects that will offer the greatest benefit to the organisation.

To do this:

Your tutor has already provided you with a case study with information for an engineering activity, such as the manufacturing of a product or the carrying out of a service. You should use this as the basis from which you carry out your value analysis exercise.

You should then:

• investigate and record the reasons for poor value for your given product or service; this could include aspects such as a lack of innovation within the organisation or factors such as poor communication.
• use your investigation as a starting point to complete and record a value analysis exercise for your given engineering product or service. Your value analysis should be divided into five distinct sections: information phase; analysis phase; creative phase; evaluation phase; and development and reporting phase.
• include information about the key issues relating to the engineering activity, including costings for the processes that make up the activity. You should determine which processes add value, and which are non-value added processes.
• evaluate the outcomes of your value analysis exercise to suggest and prioritise possible improvements for your given engineering activity and its processes.
• evaluate your findings from the quality management/standards report and the value analysis exercise to identify which areas can increase the profitability and efficiency of the process being investigated. In doing this, you should suggest methods to improve the activity, and identify those aspects that will offer the greatest benefit to the organisation, using evidence to back up your suggestions.

Checklist of Evidence Required

A report that includes: a) research exploring the quality management systems and value management processes used by engineering organisations; and b) an applied value analysis exercise to determine if further value can be created from a given engineering product or service, and an evaluation of findings based around the principles of value management and quality systems.

Criteria Covered by this Task

Other assessment materials attached to this Assignment Brief

Case Study: SY16 Engineering (provided with the assignment brief)

SY16 Engineering produces a range of shelving and racking systems that are supplied to customers in a modular form, for use in stores, warehouses and similar storage units. The company employs a number of processes to produce the racking systems, although they use a range of common components and materials, including angled steel sections of various dimensions, 6mm steel plate, and a range of fixtures and fittings. Materials are supplied in stock form, and are cut to the required dimensions in a machine shop, prior to the units being assembled in the assembly shop.

The company supplies a range of large and multinational companies with shelving and racking units, and must demonstrate to these customers that they have quality systems in place in order to be awarded orders and contracts.

The production manager at SY16 Engineering has had a number of complaints from members of staff who use corner brackets to connect racking units together. Each racking unit can have up to 36 brackets. The complaints can be summarised as follows:

• The brackets have 10 holes; however the holes on each face are different sizes.
• The design of the bracket makes it very difficult to tighten joints when the shelving units are joined together with nuts and bolts, with the fixings often being difficult to access.
• It is a time consuming process to use a range of fixings to assemble the units, which results in pressure from supervisors to meet production targets.

It has been decided that the bracket could be redesigned, although the current solution does work as intended. Identifying an improved bracket as a method of improving efficiency, the production manager has decided that carrying out a Value Analysis will help to identify costs and values.

Working with one of the supervisors in the assembly shop, he first identified the basic function and measurements of an ideal bracket as fixing two horizontal angle sections of steel to upright sections. Each horizontal piece is cut from the same stock section which is 40 x 40 mm, with a 5 mm flange thickness. The vertical angled sections are 60 x 60, with a 9 mm flange thickness.

 

With an engineering team, this was broken down into secondary functions, which were evaluated and are given below:

• Primary function – to join together sections of the shelving unit
• Secondary functions – to support loads without bending; to be able to be used in any orientation; to allow for standardised fixings to be used; to remove the necessity to use nuts.

Costs related to the existing brackets are given as:

The mean time to attach the components together with the original bracket is 3.6 minutes.

Assembly workers are paid at a rate of £6.86 per hour.

BTEC Level 3 Unit 4 Assignment Brief 

Learning Aims

In this unit you will:

A, Examine business functions and trade considerations that help engineering organisations thrive

B. Explore activity-based costing as a method to control costs and to determine if an engineering product or service is profitable

C. Explore how engineering organisations use quality systems and value management to create value.

Vocational Scenario or Context

You are working as a final year apprentice in a small engineering company. Your supervisor is pleased with the work that you have done so far to investigate the ways in which your company could gain a competitive advantage over other organisations, and your application of activity based costing.

Your supervisor has now asked you to investigate quality management systems and how these can be used to give your engineering organisation a competitive advantage over your rivals. Once you have done this, your supervisor would like you to carry out a value analysis exercise for a product or service so that you can identify areas where the value of the outputs could be increased.

Task 1

You are going to investigate how an engineering organisation can use quality management systems and value management processes to improve the value of the products or services that they manufacture or provide. You will also investigate international quality standards and the various quality systems that are used by engineering organisations to improve the quality of their outputs.

To do this:

Your tutor will provide you with a case study with background information for an engineering organisation that either produces a product or provides an engineering service. You should use this as a starting point from which to carry out your own research.

You should then investigate and report on:

• the quality standards that engineering organisations use to demonstrate that they have quality management systems in place. You should include information about both the ISO9000 and ISO14000 families of standards in your report.
• how an engineering organisation can apply quality assurance systems. To do this, you should investigate the implications of implementing Total Quality Management, including the PDCA cycle, for an engineering organisation.
• the reasons why an engineering organisation would want to apply a quality system; this should include reference to the fundamental purposes of implementing a quality system.
• how engineering organisations make use of quality control systems, and the activities employed to check the quality of a product or service; you should include information about inspection, sampling, testing, condition monitoring, planned maintenance and some of the other tools employed within a quality system, as well as the benefits of employing a ‘right first time’ philosophy.
• the principles and purpose of value management and its tools, including the impact of efficiencies on engineering activities.
• how quality management systems and value management can be used to give an engineering organisation a competitive advantage.

Having completed your research you are now going to carry out a value analysis exercise for an engineering activity. You will use your results from this activity to identify which aspects of the activity can be improved to increase the profitability and efficiency of the process being investigated. You should also suggest methods to improve the activity, identifying those aspects that will offer the greatest benefit to the organisation.

To do this:

Your tutor has already provided you with a case study with information for an engineering activity, such as the manufacturing of a product or the carrying out of a service. You should use this as the basis from which you carry out your value analysis exercise.

You should then:

• investigate and record the reasons for poor value for your given product or service; this could include aspects such as a lack of innovation within the organisation or factors such as poor communication.
• use your investigation as a starting point to complete and record a value analysis exercise for your given engineering product or service. Your value analysis should be divided into five distinct sections: information phase; analysis phase; creative phase; evaluation phase; and development and reporting phase.
• include information about the key issues relating to the engineering activity, including costings for the processes that make up the activity. You should determine which processes add value, and which are non-value added processes.
• evaluate the outcomes of your value analysis exercise to suggest and prioritise possible improvements for your given engineering activity and its processes.
• evaluate your findings from the quality management/standards report and the value analysis exercise to identify which areas can increase the profitability and efficiency of the process being investigated. In doing this, you should suggest methods to improve the activity, and identify those aspects that will offer the greatest benefit to the organisation, using evidence to back up your suggestions.

Checklist of Evidence Required

A report that includes: a) research exploring the quality management systems and value management processes used by engineering organisations; and b) an applied value analysis exercise to determine if further value can be created from a given engineering product or service, and an evaluation of findings based around the principles of value management and quality systems.

Criteria Covered by this Task

Other assessment materials attached to this Assignment Brief

Case Study: SY16 Engineering (provided with the assignment brief)

SY16 Engineering produces a range of shelving and racking systems that are supplied to customers in a modular form, for use in stores, warehouses and similar storage units. The company employs a number of processes to produce the racking systems, although they use a range of common components and materials, including angled steel sections of various dimensions, 6mm steel plate, and a range of fixtures and fittings. Materials are supplied in stock form, and are cut to the required dimensions in a machine shop, prior to the units being assembled in the assembly shop.

The company supplies a range of large and multinational companies with shelving and racking units, and must demonstrate to these customers that they have quality systems in place in order to be awarded orders and contracts.

The production manager at SY16 Engineering has had a number of complaints from members of staff who use corner brackets to connect racking units together. Each racking unit can have up to 36 brackets. The complaints can be summarised as follows:

• The brackets have 10 holes; however the holes on each face are different sizes.
• The design of the bracket makes it very difficult to tighten joints when the shelving units are joined together with nuts and bolts, with the fixings often being difficult to access.
• It is a time consuming process to use a range of fixings to assemble the units, which results in pressure from supervisors to meet production targets.

It has been decided that the bracket could be redesigned, although the current solution does work as intended. Identifying an improved bracket as a method of improving efficiency, the production manager has decided that carrying out a Value Analysis will help to identify costs and values.

Working with one of the supervisors in the assembly shop, he first identified the basic function and measurements of an ideal bracket as fixing two horizontal angle sections of steel to upright sections. Each horizontal piece is cut from the same stock section which is 40 x 40 mm, with a 5 mm flange thickness. The vertical angled sections are 60 x 60, with a 9 mm flange thickness.

 

With an engineering team, this was broken down into secondary functions, which were evaluated and are given below:

• Primary function – to join together sections of the shelving unit
• Secondary functions – to support loads without bending; to be able to be used in any orientation; to allow for standardised fixings to be used; to remove the necessity to use nuts.

Costs related to the existing brackets are given as:

The mean time to attach the components together with the original bracket is 3.6 minutes.

Assembly workers are paid at a rate of £6.86 per hour.

Unit 16 Visual Merchandising Assessment Brief

Unit in brief

Learners study the practice and techniques used to visually promote the sale of products in retail outlets.

Unit introduction

Every time you go to a shopping centre you are faced with stimulating and engaging displays designed to encourage the sales of products or services. Visual merchandising (or VM) is the art of setting out stores in ways that customers will find attractive and appealing. Window and internal displays, product positioning and effective promotional techniques are all important aspects of visual merchandising designed to increase store traffic and sales volume.

In this unit, you will look at different visual merchandising and display techniques. These techniques will vary according to the type and size of a retail business and the products it sells. If customers are to be persuaded to spend money there are many issues that have to be considered, such as health and safety and other legislation, as well as creative and psychological factors.

This unit will give you an insight into the elements used to create attractive displays, including product information, colour, light, space, smell, touch and sound. Digital technology can also be used to create displays and interactive installations. You will have the opportunity to investigate and demonstrate some of the practical skills and techniques that retailers use to tempt customers into their stores. The unit will also help you to decide if you would like to work in or continue to further study in this area.

Learning Aims

In this unit you will:

A. Explore how retail outlets apply visual merchandising and display techniques in line with legislation and safety considerations

B. Examine the psychological and technological merchandising techniques used to influence customers

C. Create a successful display for a retail outlet through the use of appropriate visual merchandising techniques.

Summary of Unit

Content

Learning aim A: Explore how retail outlets apply visual merchandising and display techniques in line with legislation and safety considerations

A1 Visual merchandising

• Promoting the sale of products and services by the way they are presented in retail outlets and on online retail sites; combining product, environment and space into a stimulating and engaging display to encourage the sale of a product or service; the physical and digital display of goods in the most attractive manner possible.

A2 Display techniques

• Product placement: website, window, front end, aisle ends, near stairs, at entrance, near escalators/lifts, high-traffic aisles, complementary merchandise placement.
• Product segmentation: by theme, promotion, event, and season; across business.
• Techniques: themes/stories, coordination, colour/style blocks, complementary/contrasting colours, repetition, mirror imaging and triangular formulation, focal points, branding/signage, mass display, micro-merchandising.
• Props: mannequins/busts/forms, furnishing enhancements, product demonstration.
• Fixtures: gondolas, end caps, dump tables/bins, garment rails, slat walls, counters, shelves, platforms, showcases, forms.
• Free-standing displays: stacks, islands.

A3 Legislation and safety considerations

• Point of sale (POS) and ticketing:
  • price marking regulation: obligation to indicate selling price in sterling on display, on goods, on shelf-edge price, ticket positioning.
  • product labelling: quantity, size, composition, origin.
• Trade description legislation.
• Food safety legislation and regulations.
• Display safety: height of merchandise, stability, weight distribution/capacity, correct temperature, signage.

Learning aim B: Examine the psychological and technological merchandising techniques used to influence customers

B1 Psychology of visual merchandising

• How consumers are influenced by the use of visual merchandising; effective use of an environment’s design through visual communications, lighting, colours, music and scent to stimulate customers’ perceptual and emotional responses, and ultimately to affect their purchasing behaviour.

B2 Psychological techniques

• Tangible techniques: store location, design and aesthetics, store windows, transition zones, use of company/brand names, fixtures positioning, signage, promotions, odd versus even pricing, fitting rooms, packaging design, angles and sight lines, composition (vertical and horizontal), point of sale (POS), displays, in-store announcements.
• Intangible techniques: atmospherics (music, mirrors, lighting), sensual environment (sight, touch, scent, taste, sound, temperature), visual effects (light, colour, texture, shape and dimension combined).

B3 Technological techniques

• Electronic displays to broadcast in-store advertising messages and information on services.
• Demonstrations of new products and services.
• Interactive/touch screen/windows, interactive point of sale, QR (Quick Response) codes, digital media.

Learning aim C: Create a successful display for a retail outlet through the use of appropriate visual merchandising techniques

C1 Retail outlets

• Department stores, discount stores, supermarkets, hypermarkets, convenience tobacco newsagents (CTNs), factory outlets, not-for-profit organisations, ‘pop-up’ shops, farm shops, outdoor/indoor markets, online.

C2 Success factors

• Appropriate merchandising style for product and outlet type, incorporation of appropriate props and displays, effective use of signage and graphics.

C3 Legal and safety aspects

• Health and safety, risk assessment.

Assessment criteria

Essential information for assignments

The recommended structure of assessment is shown in the unit summary along with suitable forms of evidence. Section 6 gives information on setting assignments and there is further information on our website.

There is a maximum number of two summative assignments for this unit. The relationship of the learning aims and criteria is:

Learning aims: A and B (A.P1, A.P2, B.P3, B.P4, A.M1, B.M2, A.D1, B.D2)

Learning aim: C (C.P5, C.P6, C.M3, C.D3)

Further information for teachers and assessors

Resource requirements

For this unit, learners will need access to a range of current business information on websites and from printed resources.

Essential information for assessment decisions

Learning aims A and B

For distinction standard, learners will have relevant evidence from contrasting businesses of the differing approaches to visual merchandising to support the evaluation given. Learners should draw some conclusions about how far the success each of the two contrasting retail outlets is down to their merchandising and display techniques. They should also include the extent to which the psychological and technological techniques influence costs and ultimately the success of the business.

For merit standard, learners will demonstrate clear analysis of the range of approaches and techniques used in visual merchandising. Evidence of independent research should be included to support the analysis with examples being included from the contrasting businesses. Learners will also use examples from their research to support their analysis of how the psychological and technological merchandising techniques are used to influence customers and increase business success.

For pass standard, learners will explain how visual merchandising techniques can be affected by legislative and safety requirements using their research of merchandising and display techniques from different businesses. Learners should also explain how psychological and technological techniques are used in two contrasting retail outlets.

Learning aim C

For distinction standard, learners will participate in a practical activity to create a successful display that has been informed by their prior research. Learners should have demonstrated an independent approach throughout their work, together with good research skills, initiative and creativity that demonstrate a high standard of individual technical ability. There should be an attention to detail and precision throughout their work. A creative approach is one where a learner develops their own ideas or develops ideas in distinctive ways. It is not a measure of artistic design skills.

Preparation and planning documents, photographic evidence of the assembly and completion of a suitable display should evidence this criterion. Observation records and witness statements should also be included.

For merit standard, learners will create an individual visual merchandising display.

For pass standard, learners will present evidence of planning to produce an appropriate visual merchandising display.

Links to other units

This unit links to:

• Unit 2: Developing a Marketing Campaign
• Unit 15: Investigating Retail Business.

Employer involvement

This unit would benefit from employer involvement in the form of:

– guest speakers and interview opportunities
– work experience
– business material as exemplars
– participation in audience assessment of presentations
– visits to appropriate businesses.

Unit 13 Cost and Management Accounting Assessment Brief

Unit in Brief

Learners study cost and management accounting and its involvement with financial planning, controlling, monitoring and evaluation of business costs and revenues.

Unit Introduction

Cost and management accountants are concerned with providing information to help the decision making process in business. Cost accountants are primarily involved with the identification, classification and calculation of costs vital to helping managers make decisions about prices and potential profits. Management accountants provide management with the information they need to forecast, control and evaluate costs.

In this unit, you will learn how to develop a more in- depth understanding and application of management accounts and their role in financial planning. Typical cost accounting methods and budgets will be applied to appropriate business scenarios. Control measures will involve calculating and analysing the difference between standard and actual costs. Finally, long- term management accounting decisions will be considered using capital investment appraisal. Management accounting is not just about numerical calculations, you will need to use your analytical skills to weigh up alternative courses of action, evaluate options and make reasoned judgements and recommendations.

Cost and management accounting has clear links to all the other finance units and will help you to progress to employment and accounting apprenticeships. This unit will give you an excellent foundation for higher education routes, such as accounting or professional courses.

Learning Aims

In this unit you will:

A Explore absorption and marginal costing techniques for decision making
B Carry out standard costing and variance analysis statements
C Explore budgets for financial planning and control
D Undertake investment appraisal of long- term capital investment.

Summary of Unit

Content

Learning aim A: Explore absorption and marginal costing techniques for decision making

A1 Classification of costs and costing methods

• Difference between cost and management accounting.
• Definition of cost
  • fixed costs, e.g. rent and rates, insurance, salaries
  • variable costs, e.g. raw materials, components, production wages
  • semi- variable costs, e.g. heat and light, telephone
  • stepped costs
  • total cost
  • unit cost.
• Cost centres, departmental overheads.
• Definition of absorption and marginal costing and their main uses.

A2 Use of costing methods

• Absorption costing: allocation of variable (direct) costs to each unit of production, apportioning of fixed costs (overheads) to each unit of production.
• Calculating total cost (per unit) using absorption costing, calculation of markup and profit margin to set prices.
• Preparing job cost sheets using absorption costing, including variable cost, fixed cost, total cost, profit markup/margin and price.
• Marginal costing: allocation of variable (direct) costs only to each unit of production.
• Calculation and application of marginal costing in decision making, including: the acceptance of special orders, make or buy policy, limiting factor/constraint.

A3 Analysis of costing methods

• Comparison and contrasting of absorption and marginal costing methods, benefits and limitations of marginal and absorption costing, significance of non- financial factors in the use of marginal costing.

Learning aim B: Carry out standard costing and variance analysis statements

B1 Purpose and stages of standard costing

• Definition of a standard costing, types of standards: ideal and attainable.
• Stages in setting up standard costing, including standard materials, labour and overheads.
• Advantages and limitations of standard costing.

B2 Type and calculation of variances

• Calculation and explanation of the following variances (and sub- variances): material variances (price and usage), labour variances (rate and efficiency), sales variances (price and volume), overheads variances.

B3 Variance analysis

• Reasons for variances, including the interrelationships of sub- variances, including sales volume and sales price variance, labour rate and labour efficiency variance, material price and material usage variance.

Learning aim C: Explore budgets for financial planning and control

C1 Type and purpose of budgets

• The importance of budgeting for operational and tactical planning by management.
• Subsidiary budgets, including purchase, sales, production, debtor and creditor budget, cash budget.
• Master budgets, including profit and loss budget and budgeted statement of financial position/balance sheet.
• How to prepare budgets, including ideal and attainable standards, fixed and flexible budgets.
• Main purposes of budgets, including forecasting, monitoring, control, planning, coordination, communication and motivation.

C2 Usefulness of budgetary control

• Variance analysis as a way of monitoring and controlling budgets, management by exception (management response to the analysis of budgets).
• Benefits and limitations of budgetary control, including reliability of data, rigidity, assistance with cost control and setting prices, motivation/involvement of staff, greater awareness of cost control, external factors.

C3 Preparation of budgets

• Calculation and completion of the subsidiary and master budgets.

Learning aim D: Undertake investment appraisal of long- term capital investment

D1 Investment appraisal methods

• Importance of investment appraisal methods for strategic planning by management, examples of long-term projects of at least five years, e.g. purchase of fixed assets, expansion plans, new product development.
• Definition, purpose and analysis of the main methods of investment appraisal: payback, accounting rate of return and net present value.
• Calculation and application of net cash flows, payback period, accounting rate of return and net present value.
• Concept of the time value of money.

D2 Financial and non-financial perspectives

• Analysis and evaluation of investment opportunities from a financial perspective appreciating the importance of time, short- and long-term cash flow priorities and the relative merits of each method.
• Analysis and evaluation of the non-financial perspectives, including social and responsibility accounting, key stakeholders (internal and external), health and safety, the environment and sustainability, unemployment and ethics.
• Justified recommendations of capital investment proposals using financial and non-financial considerations.

 

 

Essential information for assignments

The recommended structure of assessment is shown in the unit summary along with suitable forms of evidence. Section 6 gives information on setting assignments and there is further information on our website.

There is a maximum number of two summative assignments for this unit. The relationship of the learning aims and criteria is:

Learning aims: A, B and C (A.P1, A.P2, B.P3, C.P4, C.P5, A.M1, B.M2, C.M3, A.D1, BC.D2)
Learning aim: D (D.P6, D.P7, D.M4, D.D3)

Further information for teachers and assessors

Resource requirements

For this unit, learners will need access to a range of current business information from websites and printed resources.

Essential information for assessment decisions

Learning aims A, B and C

For distinction standard, learners will use the results of their calculations to make justified recommendations on improving the future costing and budgetary performance of the business in the given scenario. They will also evaluate the usefulness of costing and budgetary control using independent research, and examples from the given scenario.

For merit standard, learners will show they are able to assess how the business in the given scenario can use absorption and marginal costing techniques to make appropriate business decisions. Learners will give evidence of analysis and reasons why sub- variances have occurred and how viable the completed budgets will be.

For pass standard, learners will explain different types of costs and costing methods in relation to a given scenario and an explanation regarding how the business uses budgeting in their financial planning and control. Learners will produce accurate absorption and marginal cost statements, sub- and overall variances used in standard costing, and accurate subsidiary and master budgets.

Learning aim D

For distinction standard, learners will use the results of their investment appraisal calculations, together with a consideration of other factors to evaluate the long- term capital investment appraisal. Fully supported and justified recommendations will also be expected.

Learners will have shown accuracy, individuality and independence in their presented assessment evidence throughout the unit.

For merit standard, learners will analyse the results of their capital investment appraisal calculations.

For pass standard, learners will produce accurate calculations using three main investment appraisal techniques, together with a written explanation regarding how other non- financial factors, such as sustainability and ethics, may have a bearing on the final decision.

Links to other units

This unit links to:

• Unit 3: Personal and Business Finance
• Unit 7: Business Decision Making
• Unit 10: Recording Financial Transactions
• Unit 11: Final Accounts for Public Limited Companies
• Unit 12: Financial Statements for Specific Businesses

Employer involvement

This unit would benefit from employer involvement in the form of:

• guest speakers
• design/ideas to contribute to unit assignment/case study/project materials.

Unit 14: Investigating Customer Service

Unit in Brief

Learners will study how excellent customer service contributes to business success. The unit gives learners the opportunity to develop their customer service skills.

Unit Introduction

How is excellent customer service linked to business success? In this unit you will learn that attracting new customers costs a business more than keeping existing customers, so it is important to keep existing customers happy. You can do this by building relationships with internal and external customers and giving them excellent service that exceeds their needs and expectations.

When working in a customer service role you need to understand the procedures to follow when dealing with customer requests and complaints. This unit will help you develop communication and interpersonal skills when dealing with customers, and to understand the importance of having good product or service knowledge. You will explore how a business builds effective relationships with customers through identifying and confirming the customer’s needs. You will examine how businesses monitor and evaluate their level of customer service provision through obtaining feedback and see how this helps inform improvements to the level of service provided.

The unit will enable you to evaluate your own customer service skills and to create a development plan for improvement. The unit also supports further training, study or employment in a business environment.

Learning Aims

In this unit you will:

A. Explore how effective customer service contributes to business success

B. Investigate the methods used to improve customer service in a business

C. Demonstrate customer service in different situations, using appropriate behaviours to meet expectations.

Summary of Unit

Content

Learning aim A: Explore how effective customer service contributes to business success

A1 Customer service in business

• Definition of customer service.
• Customer service roles and importance of teamwork.
• Importance of following organisational rules and procedures.
• Different approaches to customer service across industries need different skills and knowledge, such as:
  • retail shops selling tangible goods, need for detailed product knowledge and effective selling skills
  • offices, such as those offering a non-tangible service, either face-to-face with customers, online, written or telephone customer contact
  • contact centres with telephone/online contact with customers, time limitations o hospitality industry, such as serving skills for food or drinks.

A2 Customer expectations and satisfaction

• Different types of customer, including:
  • internal and external customers and the differences between them o customer personalities, such as aggressive, quiet, demanding o customers with special requirements, e.g. different language or culture, age, gender, families, special needs such as visual, hearing or mobility.
• Customer complaints:
  • understanding the risk to the business of not dealing with complaints.
• Customer expectations and satisfaction, including:
  • anticipation of good service, reliable information or service, offering different options, impact of advertisements, reputation, word of mouth, recommendations from others
  • importance of responding to customer needs, exceeding customer expectations through providing additional help and assistance, dealing promptly with problems, offering discounts, offering additional products or services, providing exceptional help and assistance for customers with special requirements
  • balancing customer satisfaction with business goals, aims and objectives.

A3 Benefits of building customer relationships

• Enhanced reputation of business.
• Repeat business.
• Customer confidence in business.
• Job satisfaction for employees.

A4 Customer service legislation and regulations

• Industry and sector-specific codes of practice, ethical issues and standards.
• Implications for the business of not meeting all legal and regulatory requirements, including consumer rights, consumer protection (including distance selling), eCommerce regulations, health and safety, General Data Protection Regulations (GDPR), equality.

Learning aim B: Investigate the methods used to improve customer service in a business

B1 Monitoring and evaluating customer service provision

• Using research from customers to identify improvements and monitor complaints.
• Monitoring using:
  • customer profiles, data, e.g. types of customer, products or services provided, customer care and service
  • sources of information, e.g. customers, colleagues, management
  • methods, e.g. questionnaires, comment cards, quality circles, suggestion boxes, staff surveys, mystery shoppers, recording and sharing information.
• Evaluating customer service, including:
  • analyse responses, e.g. level of customer satisfaction, quality of product or service, meeting regulatory requirements, balancing cost and benefits
  • planning for change, resolving problems/complaints.

B2 Indicators in improved performance

• Reduction in numbers of complaints.
• Increase in profits.
• Reduction in turnover of staff.
• Repeat business from loyal customers.

Learning aim C: Demonstrate customer service in different situations, using appropriate behaviours to meet expectations

C1 Customer service skills and behaviours

• Communication skills:
  o face-to-face, written, email or other electronic media, telephone
  o verbal, e.g. pitch and tone of voice, open and closed questions, using the telephone
  o non-verbal, e.g. sign and body language, listening skills
  o barriers to communication.
• Interpersonal skills:
  • personal presentation approach, e.g. attitude, behaviour, hygiene, personality, conversation skills, giving a consistent and reliable response.
• Behaviours, e.g. being positive, offering assistance, showing respect.

C2 Dealing with customer service requests and complaints

• Customer service situations:
  • providing information, products or services, promoting additional products and services, giving advice, taking and relaying messages
  • limitations of role and authority, keeping records
  • dealing with problems, handling complaints, remedial measures, emergency situations, organisational policy.

C3 Individual skills audit and development plan

• Skills audit of customer service skills.
• Personal SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis to assess any gaps, e.g. interpersonal and communication skills – body language, listening skills, handling complaints, working with others.
• Set objectives to meet skills development goals for a specified customer services role by:
  • identifying resources and available support needed to meet the objectives o setting review dates
    o monitoring the plan to assess progress against targets.

Assessment Criteria

Essential information for assignments

The recommended structure of assessment is shown in the unit summary along with suitable forms of evidence. Section 6 gives information on setting assignments and there is further information on our website.

There is a maximum number of two summative assignments for this unit. The relationship of the learning aims and criteria is:

Learning aims: A and B (A.P1, A.P2, B.P3, A.M1, B.M2, A.D1, B.D2)

Learning aim: C (C.P4, C.P5, C.P6, C.M3, C.D3)

Further information for teachers and assessors

Resource requirements

For this unit, learners will need access to a range of current business information from websites and printed resources.

Essential information for assessment decisions

Learning aims A and B

For distinction standard, learners will prepare evidence based on research. Learners will give details of what is required to ensure that good customer service leads to business success. Examples of how to enhance customer service will be original and imaginative. The evidence will include references to legislation and how a business ensures that customer expectations are exceeded. There will be clear examples of monitoring and how effective customer service can be in ensuring that customers are happy.

For merit standard, learners will analyse examples of how legislation and regulation impact on customer service. Details of how to make improvements and monitor customer service will be included, with examples of good practice.  

For pass standard, learners will prepare evidence that covers the approaches that businesses take to customer service and will include details of how improvements can be made.

Learning aim C

This learning aim will be completed with a number of customer service situations or, if a learner is working part-time in customer service, real evidence from their employment can be included in the form of witness statements. Activities and role play will be developed to challenge learners and should include dealing with difficult situations.

For distinction standard, learners will produce a development plan after the customer service situations have taken place. The plan will give realistic details of how they need to work on their individual skill sets to enhance their customer service and communication skills. Learners will produce a clear critique, highlighting their strengths and weaknesses. They will have fully embraced the role-play scenarios, demonstrated their skills with confidence and used initiative when dealing with challenging situations.

For merit standard, learners will produce a clear analytical development plan showing how their skills should be improved. Participation in customer service situations will have been good with levels of confidence shown across the activities.

For pass standard, learners will show effective customer service and communication skills in the customer service situations and a realistic plan for addressing weaknesses will have been developed.

Links to other Units

This unit links to:

• Unit 1: Exploring Business
• Unit 15: Investigating Retail Business
• Unit 25: Aspects of Civil Law Affecting Business
• Unit 26: Aspects of Criminal Law Impacting on Business and Individuals.

Employer Involvement

This unit would benefit from employer involvement in the form of:

• guest speakers and interview opportunities
• work experience
• business material as exemplars

Unit 15 Investigating Retail Business Assessment Brief

Unit in Brief

Learners will explore the current structure of the retail sector and its supply chain through practical activities.

Unit Introduction

Retail is a broad sector and encompasses businesses of all sizes. You will probably already have some experience of the sector, either simply through purchasing goods, or selling them – perhaps while employed in a part-time capacity in a clothing or food outlet.

In this unit, you will carry out research into local and national retail businesses, exploring how the supply chain supports retailing. You will consider how the sector responds to change, the opportunities for employment in the sector, and the types of job roles available. You will apply your research and findings to current businesses in the sector.

Retail is important for the UK economy and trends in retail sales often mirror those of the country’s economy as a whole. It is a sector with good opportunities for your future career and there is a tradition amongst the larger employers of excellent in-house training schemes that support progression opportunities and career advancement for employees. The unit will provide a useful opportunity for you to consider whether you wish to pursue employment or further specialist study in retail management at higher education level.

Learning Aims

In this unit you will:

A. Explore the current structure of the sector through investigation of the local retail environment

B. Investigate how the retail sector has responded to change and trends

C. Examine the importance of the supply chain and stock control management to the success of retail business

Summary of Unit

Content

Learning aim A: Explore the current structure of the sector through investigation of the local retail environment

A1 The nature of retailing

• Definition of retailing, adding value to products and services, development of retailing, meeting customer needs through different retail formats and distribution channels, e.g. high street shopping, out-of-town shopping centres, direct delivery from internet orders, bricks and clicks.

A2 Classification of retailers

• Store based, non-store based, product/service retailing.
• Ownership, e.g. independents, multiples, chain stores, franchises, cooperatives, social enterprises
  • size, e.g. number of employees, sales area, number of branches, turnover, type of activity, product range
  • location, e.g. town centre, local, out of town, retail parks, regional centres, online o store formats, e.g. convenience stores, department stores, supermarkets, hypermarkets, specialist/niche, premium/value.

A3 Structure of retailing

• Retail sub-sectors, e.g. food, fashion, sports.
• Business models used by retail businesses: their advantages and disadvantages,

e.g. value stores, premium brand stores, artisan stores.

A4 Employment in retail

• Job roles, training and promotion prospects in both small and large businesses.

Learning aim B: Investigate how the retail sector has responded to change and trends

B1 The retail environment

• Macro- environment, e.g. external factors including political, legal, economic, sociocultural and technological factors.
• Response to external changes, e.g. new products, new online formats, government policy on store trading hours and planning permission.
• Tensions and competing priorities, e.g., reorganisation in response to changing circumstances, environmental issues, sustainability, fair trade, packaging.

B2 Impact of social change

• Demographics, household occupancy, mobility, new technologies, diverse communities, ageing population, migration, changing lifestyles, cultural differences, leisure time.

B3 Changes due to new technologies used in the sector

• Growth of online shopping.
• Mobile apps for shopping.
• Chip and PIN, contactless payment and payment technology apps.

B4 The competitive environment and trends

• Competitors, market position, barriers to entry, pricing, product development.
• New products and services, retailers’ power over manufacturers, new retail concepts, i.e. social enterprise stores.
• Global influences on UK retailing.

Learning aim C: Examine the importance of the supply chain and stock control management to the success of retail business

C1 Distribution channels

• Availability of products, e.g. time, place, quantity, movement of goods through the supply chain, different channels for different types of goods and services, the role of wholesalers, intermediaries, transport, storage, after- sales service.

C2 Retail supply chains and logistic processes

• Movement of goods and services, sourcing from the UK and internationally, suppliers, distributors, warehousing, transport, carriers, storage locations, disposal of unsold products, recycling, impact of ICT in supply chain management.
• Competing supply chain issues, e.g. communication, coordination, collaboration, costs, delays, targets, power issues in chains.

C3 Stock control

• Links to merchandising, business objectives.
• Types of stock control, e.g. manual and computerised.
• Factors affecting stock control, e.g. sales forecasts, planning, targets, risks.
• Stock management, e.g. total quality management (TQM), stock management systems: Just in Time (JIT), Last in, First out (LIFO) and First in, First out (FIFO).
• Stock control security systems, e.g. CCTV and tags.

C4 Impact of digital technology

• Information flows, supply and demand information between suppliers and customers, B2B and B2C, EDI, internet and electronic trading, networks, intranets, e- commerce, integrated systems.
• Customer Relationship Management (CRM) systems, Electronic Point of Sale (EPOS), Electronic Funds Transfer at the Point of Sale (EFT POS), stock control systems, hands- free ordering.

Assessment criteria

Essential information for assignments

The recommended structure of assessment is shown in the unit summary along with suitable forms of evidence. Section 6 gives information on setting assignments and there is further information on our website.

There is a maximum number of two summative assignments for this unit. The relationship of the learning aims and criteria is:

Learning aims: A and B (A.P1, A.P2, B.P3, A.M1, B.M2, AB.D1)

Learning aim: C (C.P4, C.P5, C.M3, C.D2, C.D3)

Further information for teachers and assessors

Resource requirements

For this unit, learners will need access to a range of current business information from websites and printed resources.

Essential information for assessment decisions

Learning aims A and B

For distinction standard, learners will select two different retail businesses and provide an individual evaluation on how developments and change in the UK and globally have impacted these two specific retail businesses. Clear examples of how and why should be evidenced. This could be, for example, linked to opening smaller stores in prime locations, going into partnerships, mergers or acquisitions, entering new markets or changes in employment patterns. At least two examples of change for each business would be expected in the evaluation.

For merit standard, learners will investigate and report on the structure of different retail businesses, they will select businesses from different sub sectors of the retail area and business models which would meet customer needs in that locality. Learners will assess how one retail business has responded to change. This will need to be assessed in depth with examples included relating to how it has enhanced its competitiveness. Some evidence may be drawn from an interview conducted with a member of the retail profession.

For pass standard, learners will clearly show the make- up of the local retail facilities. Evidence of employment and job roles in contrasting businesses in the sector will be included. Evidence will include an explanation on how the retail sector has responded to change and trends by perhaps streamlining its operations, expanding globally, looking at the size and location of its outlets or diversifying.

Learning aim C

It will be useful to use individual research from visits to retail businesses and interviews with employees to gain the information required for this assignment.

For distinction standard, learners will evaluate how important the management of the supply chain and stock control have been in one particular business. It is important that the right business is chosen to allow development of a detailed individual evaluation. The evaluation must be supported by appropriate examples. Learners will also evaluate how digital technology has impacted on the range of processes in a selected retail business.

For merit standard, learners will analyse, by reference to one sub- sector, how digital technology developments have impacted on retailing, the supply chain and how they are used for controlling stock and monitoring delivery to the end user.

For pass standard, learners will investigate the process of distribution from manufacture to end customer in two different businesses. The businesses need to be sufficiently different with the differences clearly explained. To give a contrast learners may select businesses from different sub sectors so that the processes are varied. Stock control methods in the different businesses will need to be explained. They will also need to explain the importance of digital technology on the retail and logistic process, and how integrated stock control systems are important.

Links to other units

This unit links to:

Unit 1: Exploring Business
Unit 14: Investigating Customer Service
Unit 16: Visual Merchandising
Unit 27: Work Experience in Business.

Employer involvement

This unit would benefit from employer involvement in the form of:

– guest speakers and interview opportunities
– work experience
– business material as exemplars
– participation in audience assessment of presentations
– visits to appropriate businesses.

Your  final project is a culmination of activities you have been working on  during class. The main objective of this final assignment is to teach  what you have learned about the Hospitality Management industry –  specifically careers available, skills and knowledge necessary, and how  to identify issues that are affecting the industry.

You  will be choosing one segment of the Hospitality Industry. Choose the one  in which you are most interested in pursuing a career, because you will  be identifying a career goal.

The  following is a list of topical slides that should be included in your  presentation. The overall presentation should be narrated and your voice  recorded and you will need to include a word document that is a  “script” or narration of your presentation (i.e. what you are saying in  your presentation, broken down by slide number). You should not simply  read what is on the slide – your slides should not be “wordy”, but  should be visually appealing and relevant to the topic you are  addressing. You will be attaching your narrated powerpoint presentation  as well as a word document of your script. (2 attachments)

Slide 1 – Title slide – just introduce yourself and the topic

Slide 2 – Industry Segment – Provide  a definition of the industry segment that interests you most,  presumably the one in which you will pursue a career. This may be  foodservice, lodging, travel & tourism, event planning or a segment  like recreation or casinos. The definition of the industry segment  should be in your own words, but you will be including a reference that  you used to help form that definition. This source should be from the  Trefry library and this slide should include an APA formatted reference  for that source on the bottom of the slide. You may use a source that  you identified in your Week 2 Assignment submission – just be sure to  apply any corrections to format that you may have received on your  feedback. This source needs to be an academic source – a peer-reviewed  journal or a textbook. This should not be a wiki page or an internet  source.

Slide 3 – Career Goal – Describe  your dream position within that industry segment and the steps you will  have to take to achieve that position. This goes back to your work on  your Week 4 Assignment. Describe the steps you will need to take to  become qualified for that position – in terms of education and  experience.

Slide 4 – Industry Issue – Using  an industry association source (such as the National Restaurant  Association, the American Hotel & Lodging Association, U.S. Travel  Association, The Events Industry Council, etc.) and their data,  legislative issues page, or current issues page – identify one major  industry issue that is currently having an impact on the state of the  industry and beyond just the industry (economy, environment, security,  etc.). Include a link to the page you used as a reference – this does  NOT have to be APA formatted. In your narration (and script), summarize  the issue, the stance the organization is taking on the issue, and what  it means for the future of the industry. You may use an issue you  identified in your Week 6 Assignment. 

Slide 5 – Application to Future Management Roles – Wrap  up your presentation with a summary of how you will utilize your  particular skills and talents – and your personality traits identified  early in class – to help you advance in your hospitality career and  solve issues such as the one identified in this project. Define one  specific theory or concept covered during class and relate how it will  impact your future role in Hospitality Management.

Be  sure you are submitting both your narrated recorded PowerPoint  presentation AND your written script as a word document. This means  there will be two attachments.

Do  not wait until the last moment of class to begin this project. If you  have any questions or concerns please contact your instructor through  email or post a public question in the Q&A discussion.

Refer to the grading rubric for details on how your project will be evaluated.

AI Guidance:  This presentation must be your own original creation. You may use AI  tools to generate images used within the presentation, but remember,  those must be cited properly – the source attribution should include the  AI tool and version used.

AI may  be used to help you organize your ideas or generate an outline for the  topics you cover in this presentation. Make sure you keep the transcript  from any AI tool you use, including the prompts and the output given to  you by the AI tool. Your instructor may ask for a copy to validate  originality.

AI tools  may NOT be used to generate the narration/script for the presentation,  nor should your narration be computer generated. AI is not considered an  academic resource and facts it gives you may or may not be accurate.  Use the resources from class or other valid academic resources for  supporting the facts you present in this presentation

Log In info EHRGo Clinical Reminder Data Visualization V (https://web21.ehrgo.com/activity/index/id/13403#!/step10 ) username: QuayCooper password: Beautiful1!!

The goal of data visualization is to extract meaningful insights from data to help identify trends, support decisions, and communicate findings clearly. In healthcare, data visualization can support clinical interpretation, mortality analysis, quality reporting, and organizational decision-making.

 Instructions:

Part 1: For this assignment, you will log back into your EHRGo [webpage] account. Navigate to the assignment titled Orientation to Data Visualization IV [webpage].

Use this activity to:

• review the patient case and associated diagnoses
• distinguish between causation and correlation
• identify the listed cause of death
• classify the patient’s death according to the CDC leading cause of death categories
• review and recreate the CDC age-adjusted death rate bar chart

⚠️ Important:
You will not submit screenshots, or files from EHRGo. The simulation is used only as your data source for the academic analysis below.

Part 2: Data Visualization and Analysis 

Using data from the EHRGo activity, prepare a PowerPoint presentation that includes the following components: 

Presentation Topics

1. Clinical Case Findings

• Identify the diagnosis that caused the admission
• Identify diagnoses that were correlated with the admission
• Explain the difference between causation and correlation using examples from the case

2. Cause of Death Interpretation

• State the listed cause of death
• Identify which CDC category the death falls under
• Briefly explain why this classification is appropriate

3. Data Visualization

Recreate a bar chart representing Age-adjusted Death Rates for Leading Causes of Death in the United States using Microsoft Excel and the provided CDC dataset excerpt.

Make sure the chart includes:

• proper labels
• accurate values
• clear visual presentation

4. Interpretation and Compliance Considerations

Interpret what the bar chart reveals about healthcare trends.

Explain how accurate data visualization supports:

• regulatory reporting
• audit readiness
• organizational decision-making

Discuss the importance of:

• data accuracy
• correction practices
• validation of healthcare data before presentation

5. Recommendations

Provide at least two data-driven recommendations based on your analysis.

Address how improved data visualization and reporting can:

• support compliance
• reduce reporting risk
• improve transparency and accountability

Part 3: Presentation Requirements

• Format: PowerPoint or similar presentation tool
• Slides Required: Minimum of 10 slides, excluding title and reference slides
• Visual Aids: Include your recreated bar chart and any additional visuals you create to support your analysis
• Explanation: Each slide should include concise explanations or speaker notes

Submission Guidelines

✔ Submit only:

• Your PowerPoint presentation

✖ Do not submit:

• EHRGo screenshots
• Raw simulation output
• EHRGo files or exports

2018 AHIMA Entry-Level Competencies Health Information Management Baccalaureate Degree

Domain I. Data Structure, Content, and Information Governance

Competency

I.2. Analyze strategies for the management of information.

I.5 Utilize classification systems, clinical vocabularies, and nomenclatures.

III.6. Manage data within a database management system.

Domain III. Informatics, Analytics, and Data Use

III.2. Analyze technologies for health information management.

III.3. Interpret statistics for health services.

CAHIIM Digital Health Professional Competency

Domain X Data Management and Analytics – Data Management and Analytics

10.2. The learner will be able to demonstrate effective use of data analysis tools for digital healthcare technology.

Assignment Description

Social justice problems may affect different populations in unique ways. Social workers must understand the special challenges that may arise when providing services and supports for these populations, as well as the policies that may address the social justice problems that impact them.

The purpose of this assignment is to explore a social justice problem that addresses a specific population or subgroup (for example, access to health care, social services, immigration, or veterans’ mental health and services). This should be a problem that presents current challenges for social workers providing services and support. You will need to investigate the various forms and mechanisms of oppression and discrimination within this social justice problem and identify policies that are currently enacted to address this problem. Ultimately, you will choose one of these policies as the topic for your policy analysis in the coming assignments in this course.

To ensure you choose a viable and scholarly topic, explore the literature in your area of interest by doing article and book searches through electronic resources, including government, educational, and organizational websites. Exploring scholarly, respected literature will be the preliminary work for this assignment. The United States Congress website— reading list—will be an invaluable resource for your research during this assignment if you are exploring a federal-level issue.

 

Assignment Instructions – 4 PAGES –   Apa format

To complete this assignment:

Choose a social justice problem that addresses the needs of a specific population or subgroup that interests you. Use the Internet, United States Congress website, or any relevant state or local website that provides policy and social justice information to help guide your research. Also, refer to the resources above as needed to help guide your search.

After you have chosen a problem, write a 4 PAGES exploration of the topic and address the following:

·        Analyze the forms and mechanisms of oppression and discrimination of your chosen population or subgroup that exist within this social justice topic (for example, based on race, religion, disabilities, gender orientation, socioeconomic status, or access to services).

o   In your analysis, describe how the oppression and discrimination impacted this population or subgroup.

§  Support this with data on the number of people affected that you have found during your research.

·        Analyze ethical problems associated with your selected social justice problem.

o   Use the NASW Code of Ethics web page, to guide your analysis:

§  What ethical considerations in your selected social justice problem must be addressed?

§  What are implications for social work practice and positive client outcomes?

·        Describe the current enacted policies for this social justice problem.

o   Research current enacted policies that seek to address this social justice problem. Important: These policies must be passed legislation currently in practice. Legislation can be at the local, state, or federal level.

·        Analyze how effective these policies are in addressing the needs of your chosen population or subgroup.

o   Do the policies effectively address the social justice problem? Provide a rationale that includes scholarly, peer-reviewed research.

·        Assess the impact these policies have had on your selected population or subgroup.

o   What policy constraints exist for this population or subgroup?

·        Compare advocacy methods for the selected social justice problem.

o   What are the strengths and challenges of advocacy methods? What additional steps could be taken to address the challenges?