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Talk to an Expert| Category | Assignment | Subject | Business |
|---|---|---|---|
| University | Chartered Institute of Personnel and Development (CIPD) | Module Title | CIPD Level 3 3CO01: Business Culture and Change in Context |
Level 3 Foundation Certificate in People Practice
Provide a written answer to each of the nine questions, referring to the case study below.
Shiva first opened her pharmacy, Best Pharmacy Ever (BPE), in 1995 and over the years has successfully developed a business of five local pharmacies all within a 20-mile radius of each other.
Each pharmacy provides prescriptions, health and beauty products and pharmacy services including health advice, blood pressure checks and more recently consultations and vaccinations.
The company has a flat structure with each branch manager reporting directly to Shiva, who manages the business on a day-to-day basis. As a local pharmacist, Shiva prides herself on her reputation for providing a personal service to all her customers and, over the years, has been able to successfully maintain a family culture.
More recently, Shiva has been presented with an opportunity to further grow the business, as her son, who has gradually become more involved in the organisation and provided investment, proposes the acquisition of Emrosu a national chain of pharmacies, which will increase the size of BPE to 100 stores. Emrosu also has an internet pharmacy allowing customers to request their medicines online and either have them delivered or collect them in person.
Emrosu has a typical hierarchical structure headed by a Board of Directors. Due to its size, Emrosu is supported by a functional head office including sales & marketing, purchasing, finance and a small people team, in addition to a separate warehouse and distribution team.
As she contemplates this acquisition, Shiva looks to tap into your knowledge of the people profession to gain some insight into what she believes are the key factors to be considered. She has asked you to provide written answers to the following nine questions.
Q1. Examine two key external factors likely to impact BPE’s acquisition of Emrosu. (AC 1.1)
Q2. Discuss two business goals that BPE might set once the acquisition has been completed, explaining the reasons why they must plan to achieve these. (AC 1.2)
Q3. Discuss:
a) the products and services that BPE and Emrosu deliver, and
b) their main customers. (AC 1.3)
Q4. Review the range of technology that could be available to the people professionals working at BPE and Emrosu and how these could be utilised to improve working practices and collaboration after the acquisition. (AC 1.4)
Q5. Define what is meant by ‘organisational culture’ and why it will be important to foster an appropriate and effective workplace culture in BPE after the acquisition. (AC 2.1)
Q6. Explain how organisations function as whole systems and how the work and actions of the people professionals at BPE, after the acquisition, could impact the organisation. (AC 2.2)
Q7. Explain the main reasons why it is important that any changes made following the acquisition are planned and effectively managed. (AC 3.1)
Q8. Consider the importance and role that the people professionals in BPE and Emrosu could play during the changes. (AC 3.2)
Q9. Discuss how the changes could impact people working at BPE and Emrosu. (AC 3.3)
Your evidence must consist of:
Written answers to the nine questions, approximately 2500 words (+/- 10%) – refer to CIPD word count policy.
You may find the following checklist helpful to make sure that you have answered all the questions. You don’t have to use it if you don’t want to.
| Task – Written answers Questions |
Answered Y/N |
|
Q1. Examine two key external factors likely to impact on BPE’s Q2. Discuss two business goals that BPE might set once the acquisition has |
|
| Q5. Define what is meant by ‘organisational culture’ and why it will be important to foster an appropriate and effective workplace culture in BPE after the acquisition. (AC 2.1) Q6. Explain how organisations function as whole systems and how the work and actions of the people professionals at BPE, after the acquisition, could impact the organisation. (AC 2.2) Q7. Explain the main reasons why it is important that any changes made following the acquisition are planned and effectively managed. (AC 3.1) Q8. Consider the importance and role that the people professionals in BPE and Emrosu could play during the changes. (AC 3.2) Q9. Discuss how the changes could impact people working at BPE and Emrosu. (AC 3.3) |
You should mark in line with the marking descriptors set out on page 10 of this brief. You must provide a mark from one to four for each question set. You must provide constructive, developmental feedback against each question where you award a mark of one, so refer/fail and rich summary feedback at the end of the feedback form, following the instructions provided there.
To pass the unit assessment learners must achieve a mark of two (Low Pass) or above for each of the questions. You must refer/fail them if you award a mark of one for any of the questions.
Please ensure that you use the correct terminology. Learners have three attempts at the assessment. They only ‘fail’ the assessment if they do not achieve a mark of two for any of the questions at their third attempt. Until then they are ‘referred’.
When you have marked each question, you should total the marks awarded and determine the unit outcome. The table below shows the marking bands for each outcome for this unit.
| Overall mark | Unit outcome |
| 0 to 17 | Refer/ Fail |
| 18 to 22 | Low Pass |
| 23 to 29 | Pass |
| 30 to 36 | High Pass |
Please note that the unit outcome is provided:
• to help learners understand where they are performing well and where they may need to develop
• to help inform your teaching practice
• for moderation purposes
The qualification is not graded and unit outcomes do not appear on learners’ certificates.
| Mark | Range | Descriptor |
| 1 | Refer/ Fail |
The response DOES NOT •demonstrate the knowledge, understanding or skill required to meet the AC. •include any or appropriate examples where these are required to support the answer. •refer to the case study or scenario where these are provided in the assessment brief. •respond clearly to the question/task and is not well expressed. •have an appropriate format or structure which meets the requirements set out in the brief. |
| 2 | Low Pass |
The response DOES •demonstrate the minimum level of knowledge, understanding or skill required to meet the AC. •include an appropriate example where this is required to support the answer. •refer to the case study or scenario where these are provided in the assessment brief. •respond to the question or task although it could be clearer and/or better expressed. •have an appropriate format or structure which meets the requirements set out in the brief. |
| 3 | Pass | The response •demonstrates a good level of knowledge, understanding or skill required to meet the AC. •includes use of a good example or examples where these are required to support the answer. •makes good reference to the case study or scenario where these are provided in the assessment brief •directly addresses the question/task and is well expressed. •has a good format or structure which meets the requirements set out in the brief. |
| 4 | High Pass |
The response •demonstrates an excellent level of knowledge, understanding or skill required to meet the AC. •includes use of an excellent example or examples where these are required to support the answer. •includes evidence of wider reading to help inform the answer* •makes excellent reference to the case study or scenario where these are provided in the assessment brief •responds very clearly to the question/task and is particularly well expressed. •has an excellent format or structure which meets the requirements set out in the brief. *Whilst reference to wider reading may contribute a mark of four, it is not essential for a mark of four to be awarded. A response which is strong in other ways, for example, by providing strong examples or being particularly well expressed may be sufficient to merit a four without evidence of wider reading. |
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