The senior assessor s report aims to provide the following information: An indication of how to approach the examination question

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2 INFORMATION FOR CANDIDATES The senior assessor s report is written in order to provide candidates with feedback relating to the examination. It is designed as a tool for candidates - both those who have sat the examination and those who wish to use as part of their revision for future examinations. Candidates are advised to refer to the Examination Techniques Guide (see the following link: ( as well as this senior assessor s report. The senior assessor s report aims to provide the following information: An indication of how to approach the examination question An indication of the points the answer should include An indication of candidate performance for the examination question Each question has a syllabus reference which highlights the learning objectives of the syllabus unit content that the question is testing. The unit content guides are available to download at the following link: ADDITIONAL SOURCES OF INFORMATION The Supply Management magazine is a useful source of information and candidates are advised to include it in their reading during their study. Please see the following link to the Supply Management website: L5-01/SA report/nov 10 2

3 SECTION A Q1 Assess the influence of key external stakeholders groups on these forthcoming changes at CAST and explain how their expectations might be managed. The question requires candidate to identify external stakeholders and consider their expectations and suggest actions that can be taken to address them. Planning the answer; Candidates should approach this question by considering the range of stakeholders that CAST are dealing with maybe by using the Mendelow matrix. Candidates should then identify the priorities and needs of each stakeholder and think of the best way to deal with each. Answering the question; Good answers will identify the full range of stakeholders which include Government, Service Users, Police Force, Unions, NHS, Healthcare professionals, local MPs, businesses and suppliers. Stakeholder expectations include value for money, improved services, better partnership working and good PR. These expectations can be met by a number of initiatives including meetings/briefing, visits, s, telephone calls, website, newsletters and reports. The key consideration for this question involved meeting stakeholder expectations. Candidates were expected to show an appreciation of the full range of stakeholders, their expectations and ways to meet them. A variably answered question in which candidates identified stakeholders, many using the Mendelow mapping matrix. Candidates showed a varying confidence when using the model and did not always place stakeholders in the right quadrant of the model. Responses varied on the detail given to assess the influence of stakeholders and their expectations. The latter often being omitted or covered in less detail. Also most candidates used a range of common methods to keep stakeholders informed including meetings, briefings, letters, s and newsletters. Q2 Explain how the purchasing department can build relationships and encourage integration with other parts of the business, in order to deliver the MIRU initiative. This question required candidates to show an awareness of the different functions and staff within an organisation that the purchasing department can work with to improve performance and increase integration. L5-01/SA report/nov 10 3

4 Planning the answer; Candidates should approach this question by deciding what is needed to deliver the MIRU initiative by consulting with other parts of the business. Different ways of doing this need to be identified. Answering the question; Good answers will consider the range of stakeholders which include current paramedic teams, Ambulance Support Centre, vehicle maintenance centre, site managers, Human Resources, Finance and Administration. Candidates should discuss how they can work with different stakeholders by linking responses to the different roles that are required such as advisory/consultancy, project management, specification development/tendering and advocacy. The main consideration with this question is how does the purchasing function encourage integration with other parts of the business and different roles that can assist with this. A variable response to this question. Most candidates identified different functions that the purchasing department can work with. Answers varied in the methods and roles that could be played to deliver the MIRU initiative. Many candidates highlighted the specification development aspect but covered other roles such as advisory/consultancy, project management and advocacy in less detail. Some candidates focused on team development rather than delivering a project. These responses achieved limited marks. Q3 It has been suggested that a combination of management and leadership skills are now needed by purchasing managers Evaluate the suggestion, using relevant theories and examples. This question required candidates to consider whether a purchasing manager needs both management and leadership skills using both theories and real examples. Planning the Answer; Candidates need to consider the differences between leadership and management and the skills that are relevant for a purchasing manager by using relevant theories and examples. Answering the Question; Good answers might typically start with definitions of what leadership and management are by using appropriate theories such as Cole, Brech, Fayol, Mintzberg and Drucker (Management) and Hersey and Blanchard, Adair and Tannebaum and Schmidt (Leadership). Candidates should then consider, using their own examples or from the wider business world, how using these different skills can help purchasing managers do their jobs. L5-01/SA report/nov 10 4

5 Candidates are expected to identify the range of skills which for management includes planning, directing, organising, controlling and commanding; and leadership includes motivating, influencing, and setting an example. Drawing on these skills, candidates need to use examples to explore and finally conclude whether a purchasing manager needs a combination of both management and leadership skills. A variable response was given to this question. Most candidates were able to distinguish between leadership and management. Unfortunately managers varied in their depth and linkage with real examples. Some responses also addressed the main theme in a closing paragraph which is good practice. Stronger answers used theories (which should be quoted correctly) and real examples from industry, sport and their own workplace. Q4 Compare and contrast the different models of culture that exist in organisations, using appropriate examples. This question required candidates to consider the different types of culture used in organisations and the impact that they have on organisational performance. Planning the Answer; Candidates should consider the different models of culture to identify the factors that could be used such as myths, beliefs, traditions, behaviours, rules etc. These can be applied to real company examples. Answers should also consider the various theories which include the Cultural Web, E Schien, C Handy and Deal and Kennedy and their implications for organisations. Answering the Question; Good answers may typically start with a definition of what culture is. Candidates should then go on to explore the components of culture and how they impact on organisational performance by referring to models of culture in their responses. The core theme of this question is that culture strongly impacts on an organisation. A variable response was given to this question in which candidates often used their own organisation as a starting point to discuss a cultural model. Unfortunately, some L5-01/SA report/nov 10 5

6 candidates failed to continue and discuss models for other organisations and compare and contrast hence achieving low marks. Stronger answers were able to use good company examples such as NHS, armed forces and small companies to explore different cultural models in their answers. Candidates that did explore different cultural models cited communication, decision making, control and bureaucracy as common factors to consider. Disappointingly many candidates failed to cite many theorists for this subject area suitable theories include Hofstede and Handy and models such as the cultural web. Q5 Explain and justify why organisations should comply with employment and equality of opportunity legislation. This question requires candidates to show an appreciation of the range of employment and equality of opportunity legislation and to explore the reasons why companies should comply. Planning the answer; Candidates should approach this question by highlighting the full range of acts and regulations in place to monitor and control the workplace and maintain equality. Candidates should then consider either from their own experience or the general business world the actions or penalties that can take place as a result of noncompliance. Answering the question; Good answers might typically start with an overview of why legislation is needed and why workplace regulation is so important. The relevant legislation includes The Equal Pay Act, Employment Act, HSWA, EU Employment Directives, Disability and Discrimination Acts, Employment Equality (age) Regulations and Sex Discrimination Act. The new umbrella legislation, the Equality Act, can also be cited. Non-compliance measures may include legal disputes, fines, bad publicity, low staff morale, loss of business, inability to attract staff and a reduction in conflict. This question should enable candidates to show an appreciation of the range of acts that regulate the workplace and the consequences of non-compliance. A surprisingly mixed response to this question in which candidates showed a varying knowledge of the appropriate legislation and consequences of non-compliance. Stronger answers were both aware of the range of legislation available and the penalties and consequences of not adhering to the laws. L5-01/SA report/nov 10 6

7 Q6 Examine the impact that organisational structure has had on the development and performance of an organisation with which you are familiar. This question requires candidates to consider their own organisation or another of their own choice and discuss the impact of the structure on its performance. Planning the answer; Firstly candidates need to choose a suitable organisation that they can explore. The organisational structure then needs to be examined and how it has affected the organisation. Answering the question; A candidate may start off with an overview or definition of what an organisational structure is. Candidates should then explore the different types of organisational structure used in the chosen organisation which includes flat, tall, hierarchical, functional, geographical, matrix and centralised/decentralised structures. The impact on company performance should then be discussed. The core theme of this question is about the important part that structure plays in the performance of an organisation. A variable response was given to this question. Most candidates cited an organisation and organisational structure but failed to explore the full range of factors affected by them. Most common considerations included speed of decision making, communication, power and motivation. Stronger answers not only fully explored a structure and the context of the organisation and industry but went onto examine the full range of issues including (in addition to those factors mentioned earlier) control, empowerment, flexibility, responsiveness and entrepreneurship. L5-01/SA report/nov 10 7

8 APPENDIX: Syllabus matrix indicating the learning objectives of the syllabus unit content that each question is testing L5-01/SA report/nov 10 8