CourseOutline HBMN230 1 Jan Jun2024 LMG V.2 09022024

BOSTON CITY CAMPUS
COURSE OUTLINE
Business Management 2
(HBMN230-1)
Assessment Strategy: AS4
January- June 2024
About the Institution

Boston City Campus (Pty) Ltd, Reg. No. 1996/013220/07, is registered with the Department of Higher
Education and Training (DHET), as a private higher education institution, No. 2003/HE07/002, in terms
of Section 54(1)(c) of the Higher Education Act, 1997 (Act No 101 of 1997), and Regulation 16(4)(a) of
the Regulations for the Registration of Private Higher Education Institutions, 2002.
Disclaimer
This Course Outline forms part of the ‘Boston Student Rules and Regulations’ and is accurate at the
time of publication. Boston City Campus (Pty) Ltd reserves the right to alter any of the content due to
changes in regulations, market requirements and other reasons.
Website: www.boston.co.za
1 Course Outline-HBMN230-1-Jan-Jun2024-LMG-V.2-09022024
CONTENTS
1. COURSE INTRODUCTION 4
1.1 Overview
1.2 The Module
1.3 Notional Hours
1.4 Introduction to SAQA, QCs and the NQF
2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME 7
3. TEACHING, LEARNING AND ASSESSMENT 10

3.1 Learning Philosophy
3.2 Learning Methodology
3.3 Assessment Strategies and Types of Assessments
3.3.1 Self-Assessment and Recommended Reading
3.3.2 Report Writing
3.3.3 True-False Tests
3.3.4 Open-Book Test/Assignment
3.3.5 Multiple-Choice Question Examination
3.3.6 Student-Centred Interaction
3.3.7 Sample Assignment and Examination Papers and Memoranda
3.4 Feedback to Students
4. STUDENT ACCESS TO IT, LIBRARY AND OTHER RESOURCES 15

4.1 Distance Learners and Support Centres
4.2 Hours of Operation
4.3 Head Office Resource Centre
5. COMMUNICATION AND SUPPORT 17

5.1 Student Support
5.2 General and Administrative Support (Administrative – Not course related)
5.3 Academic Support (Course related – Not administrative)
5.4 Student Wellness
5.5 Summary of Contact Procedure
6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY 21

6.1 General
6.2 Comments on the Study Guide and/or Prescribed Textbook
6.3 Prescribed Course Material
6.4 Recommended Reading
6.5 Additional Teaching and Learning Activities
7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS 23

7.1 Module Structure
7.2 Formative Assessments
7.3 Summative Assessments
8. GRADE REQUIREMENTS 26
8.1 General
8.2 Summative Assessment (Examination) Entry Requirements
8.3 Requirements for Promotion and Distinction
8.4 Supplementary Assessments
9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS 27
10. PLAGIARISM 28
10.1 Copyleaks
11. CONCLUSION 30
ANNEXURES:
A. EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS 32
B. PROPOSED STUDY PROGRAMME 34
C. ACADEMIC CALENDAR FOR 2024 48
D. PLAGIARISM INFORMATION SHEET 57
E. BREAKDOWN OF PROPOSED COURSE MATERIAL - IF APPLICABLE 61
F. FORMATIVE ASSESSMENT 1 63
G. SAMPLE FORMATIVE ASSESSMENT 1 71
H. SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM 77
I. FORMATIVE ASSESSMENT 2 – IF APPLICABLE 88
J. SUMMATIVE ASSESSMENT 2 – IF APPLICABLE 107
K. SAMPLE SUMMATIVE ASSESSMENT 1 – IF APPLICABLE 116
L. SAMPLE SUMMATIVE ASSESSMENT 1: MEMORANDUM 128
1. COURSE INTRODUCTION
1.1 Overview
Welcome to the Business Management 2 (HBMN230-1) module. This Course Outline is

intended to assist students by providing a detailed support document to help you with
navigating this specific module.
Students are regarded as adult learners who are self-motivated and are treated as such.
Boston places students at the centre of the learning process, emphasising learning as an
“individual act”, thus students take full responsibility for their own learning. Educators will
facilitate learning to enable students to achieve the learning outcomes required in each
module.
The purpose of Business Management 2 (HBMN230-1) is to provide students with detailed

knowledge and understanding of Strategic Management, and to equip students with the
skills required to formulate and implement a strategy successfully.
1.2 The Module
This module is part of a learning programme or qualification that is registered by the South
African Qualifications Authority (SAQA) on the Higher Education Qualifications Sub-
Framework (HEQSF), which is a sub-framework of the National Qualifications Framework
(NQF) and is structured as follows.
• Module name: Business Management 2 (Module Code)

• Learning type: Core
• Course level: 6
• Module credits: 18
• Notional hours: 160
1.3 Notional Hours
The South African Qualifications Authority (SAQA) introduced the model of credits related to
notional hours as part of Outcomes-Based Education (OBE). Notional hours are defined as the
amount of time it takes the average student to achieve the learning outcomes as defined for
each course. The model of notional hours prescribes for this 18 credit module, the notional
hours will be 160.
Notional hours can consist of any combination of the following activities: reading, tasks or
self-evaluation exercises, listening or viewing of tapes and videos, attendance of tutorial or
lecture sessions, participation in discussions or online forums, undertaking experiential or
collaborative learning, completing assignments and research work, conducting interviews,
and preparing for and sitting of examinations. It is important to note that this model considers
workload from a student’s perspective and how much time it would take the average student
to comprehend the knowledge, skills, attitudes and values that are embodied in a particular
course (Kilfoil, 2009)1.
1
Kilfoil. W.R. 2009. Credits, Notional Hours and Workload. [Web Access] http://www.unisa.ac.za/ [Access Date:
27 June 2011].
Within Annexure B of each Course Outline is a detailed Proposed Study Programme to assist
students with the planning of their studies according to a specific academic workload model,
to ensure success in meeting the required learning objectives and activities within the
required timelines as stipulated in the Academic Calendar (Annexure C).
1.4 Introduction to SAQA, QCs and the NQF
Who is the South African Qualifications Authority (SAQA)?
In terms of the NQF Act 67 of 2008, the South African Qualifications Authority (SAQA) is a
juristic person, given a legal personality by law. SAQA has a Board, whose members are
appointed by the Minister of Higher Education and Training. Identified stakeholders in
education, training and related support practices, nominate these members. SAQA's role is
to:
• Advance the objective and oversee the further development of the NQF;
• Coordinate with the Quality Councils, three sub-frameworks of the NQF; and
• Regulate professional bodies.
In terms of qualifications and professional bodies, SAQA must:

• Develop and implement policy and criteria, after consultation with the QCs, for the
development, registration and publication of qualifications and part-qualifications.
• Develop policy and criteria, after consultation with the QCs, for assessment,
recognition of prior learning and credit accumulation and transfer.
• Develop and implement policy and criteria for recognising a professional body and
registering a professional designation.
What are Quality Councils (QCs)?
Quality Councils (QCs) are sector-based structures responsible for the development and
quality assurance of qualifications on the NQF. There are three QCs for the three main sectors,
namely:
• General and Further Education and Training;
• Higher Education; and
• Trades and Occupations.
The three QCs are:

• UMALUSI, the QC for General and Further Education and Training, which encompasses
schools, and public and private TVET Colleges.
• The Council on Higher Education (CHE), the QC for Higher Education and concerns
itself with universities and private higher education institutions.
• The Quality Council for Trades and Occupations (QCTO), the QC for occupations, which
deals with workplace learning and skills development. Such an example is a
learnership.
What is the National Qualifications Framework?
The National Qualifications Framework (NQF) is a comprehensive system for the

classification, registration, publication and articulation of quality assured national
qualifications. The NQF is the set of principles and guidelines that enables national recognition
of acquired skills and knowledge, thereby ensuring an integrated system that encourages life-
long learning.
NQF Objectives
The objectives of the NQF, as outlined in the NQF Act 67 of 2008, are as follows:
• To create an integrated national framework for learning achievements;
• To facilitate access to, and mobility and progression within, education, training and
career paths;
• To enhance the quality of education and training;
• To accelerate the redress of past unfair discrimination in education, training and
employment opportunities; and
• To contribute to the full personal development of each citizen/learner and the socio-
economic development of the nation at large.
What Does the NQF Look Like?
The NQF is organised as a series of levels of learning achievement, arranged in ascending

order from one to ten. A statement of learning achievement, known as a level descriptor,
describes each level on the NQF. A level descriptor provides a broad indication of learning
achievements or outcomes that are appropriate to a qualification at that level. The content
of the level descriptors are developed and determined by SAQA, in agreement with the three
QCs.
2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME
The generic, cross-curricular outcomes of a programme supports all aspects of the learning
process, and a disciplinary specialist within Boston’s Faculty formulates them.
The table below provides information about the critical cross-field outcomes, an explanation
thereof, the associated assessment criteria, and their alignment with the appropriate NQF
standards, which inform all of the teaching and learning within this module.
This ensures that the intended purpose of the qualification is realised with the intended type
of graduate by providing:
• A well-rounded, broad education.
• Knowledge that emphasises the theory and methodology of disciplines in the
professional context.
• Principles and theory that are emphasised as a basis for entry into professional
practice, in a wide career range.
NQF LEVEL DESCRIPTORS:
Description NQF 5 NQF 6 NQF 7 NQF 8

SCOPE OF KNOWLEDGE Demonstrate an informed Detailed knowledge of main areas in Integrated knowledge of the central areas Demonstrate knowledge of and
understanding of the core areas of one or more fields. An of one or more fields. The ability to apply engagement in an area at the forefront of
one or more fields… an informed understanding and the ability to and evaluate the key terms, concepts, a field. An understanding of the theories,
understanding of the key terms, apply the key terms, concepts, facts, facts, principles, rules and theories of that research methodologies, methods and
concepts, facts, general principles, principles, rules and theories to field. techniques relevant to the field, discipline
rules and theories of that field. unfamiliar but relevant contexts. or practice. Understand how to apply such
knowledge in a particular context.
KNOWLEDGE LITERACY Demonstrate awareness of how Demonstrate an understanding of Demonstrate an understanding of Demonstrate the ability to interrogate
knowledge or a knowledge system different forms of knowledge, knowledge as contested and the ability to multiple sources of knowledge in an area
develops and evolves within the schools of thought and forms of evaluate types of knowledge and of specialisation and to evaluate
area of study or operation explanation within a specific study explanations typical within the area of knowledge and processes of knowledge
area, and an awareness of study. production.
knowledge production processes.
METHOD AND PROCEDURE Demonstrate the ability to select Demonstrate an ability to evaluate, Understanding of range of methods of Understanding of the complexities and
and apply standard methods, select and apply appropriate enquiry in a field, and their suitability to uncertainties of selecting, applying or
procedures and techniques to a methods, procedures and specific investigations, and the ability to transferring appropriate standard
particular field, and to plan and techniques in investigation or select and apply a range of methods to procedures, processes or techniques to
manage such implementation. application of processes within a resolve problems or introduce change unfamiliar problems in a specialised field.
defined context. within a practice.
PROBLEM SOLVING Ability to identify, evaluate and Ability to identify, analyse and solve Ability to identify, analyse, evaluate, Ability to use a range of specialised skills
solve defined, routine and new problems in unfamiliar contexts, critically reflect on and address complex to identify, analyse and address complex
problems within a familiar context. gathering evidence and applying problems, applying evidence-based or abstract problems drawing
Ability to apply solutions based on solutions based on evidence. solutions and theory-driven arguments. systematically on the body of knowledge
relevant evidence, demonstrating and methods appropriate to a field.
an understanding of the
consequences.
ETHICS AND PROFESSIONAL PRACTICE Ability to take account of, and act Demonstrate an understanding of Ability to take decisions and act ethically Ability to identify and address ethical
in accordance with, prescribed the ethical implications of decisions and professionally and the ability to justify issues based on critical reflection on the
organisational and professional and actions within an organizational those decisions drawing on appropriate suitability of different ethical value
ethical codes of conduct. or professional context. ethical values. systems to specific contexts.
ACCESSING, PROCESSING, MANAGING Ability to gather information from Ability to evaluate different sources Ability to develop appropriate processes of Ability to critically review information
INFORMATION a range of sources and to select of information and to select information gathering for a given context gathering, synthesis of data, evaluation
information appropriate for the information appropriate for the of use, and the ability to independently and management processes in specialised
task. task and to apply well-developed validate the sources of information and contexts in order to develop creative
processes of analysis, synthesis and evaluate and manage information. responses to problems and issues.
evaluation of that information.
PRODUCING AND COMMUNICATING Ability to communicate Ability to present and communicate Ability to develop and communicate his or Ability to present and communicate
INFORMATION information reliably, accurately complex information reliably and her ideas and opinions in well- formed academic, professional or occupational
and coherently, using conventions coherently using appropriate arguments, using appropriate academic, ideas and texts effectively to a range of
appropriate to the context… an academic and professional or professional and occupational discourse. audiences, offering creative insights,
understanding of and respect for occupational conventions. rigorous interpretations and solutions to
the conventions around problems and issues appropriate to the
intellectual property, copyright context.
and plagiarism
CONTEXT AND SYSTEMS Ability to operate in a range of Ability to make decisions and act Ability to manage processes in unfamiliar Ability to operate effectively within a system,
familiar and new contexts, appropriately in familiar and new and variable contexts, recognising that or manage a system based on an
demonstrating an understanding contexts, demonstrating an problem solving is context and system understanding of the roles and
of different systems, their parts understanding of the relationship bound relationships between elements within
and the relationships between between systems and how one the system.
these parts. impacts on another.
MANAGEMENT OF LEARNING Ability to evaluate his or her Ability to evaluate performance Ability to identify, evaluate and address his Ability to apply, in a self-critical manner,
performance and the performance against given criteria, and or her learning needs in a self-directed learning strategies which effectively
of others; and to take appropriate accurately identify and address his manner and to facilitate a collaborative address his or her professional and
actions where necessary and to or her task- specific learning needs learning process. ongoing learning needs and the
take responsibility for his learning in a given context. And to provide professional and ongoing learning needs
within a structured learning support for others where of others.
process. appropriate.
ACCOUNTABILITY Ability to take account for his or Ability to work effectively in a team Ability to take full responsibility for his or Ability to take full responsibility for his or
her actions, to work effectively or group and take responsibility for her work, decision making and use of her work, decision-making and use of
with and respect others and to his or her decisions and the actions resources… and limited accountability for resources, and full accountability for the
take supervisory responsibility in a of others in well-defined contexts. the decisions of others in varied or ill- decisions and actions of others where
well- defined context. defined contexts. appropriate.
3. TEACHING, LEARNING AND ASSESSMENT
3.1 Learning Philosophy
As an accredited and registered private higher education institution, Boston is committed to

the implementation of Outcomes-Based Education (OBE), and as such the learning and
assessment approach and methodology that facilitate the appropriate execution thereof.
Boston views learning as a complex interaction between students’ personal purpose, which
is to improve their knowledge and ability, their prior knowledge and disposition, and
requirements for specific subject matter enquiry. Therefore, Boston subscribes to an
approach that learning:
• Should be action-orientated and communicative

• Is not transferred but constructed
• Is the making of meaning and could be propositional or presentational
• Is a process shaped by learning perspectives and learning schemes
• Occurs through refinement and elaboration
• Should be authentic and true, instrumental, communicative and reflective
• Should be active and based on a reflective decision to act
• Should result in an acquisition of instrumental and communicative competence via
critical reflection and self-reflection on assumptions.
3.2 Learning Methodology
Teaching and learning at Boston is integrated into every aspect of the development,
evaluation and delivery of each module and learning programme.
Boston has moved from the traditional presentation of learning support materials i.e.
textbook and study handbook based only, which has a traditional instructor-centred
curriculum, to a student-centred approach that mandates the faculty and academic support
staff to:
• Encourage students to develop the ability to think critically and solve problems
creatively.
• Promote an understanding of the relevance of the intended learning outcomes.
• Encourage students to develop enquiring minds and to investigate relevant topics
further in order to enrich their learning experiences.
• Provide students with the opportunity to experience the demands of the working
world.
• Promote a positive and supportive learning environment where students, faculty and
support staff work towards common objectives.
• Encourage students to grasp the practical application behind the theory.
• Promote a sense of responsibility for learning and assessment.
Teaching at Boston consists of:

• Faculty and information, communication and technology (ICT) equipment
• Describing and unpacking of specific knowledge components
• Discussing examples within industry and/or the workplace
• Relating these with the purpose and objectives of the module and learning
programme
• Interaction with students
• Outcomes-based learning materials, filmed lectures on TMS2, online assessments,
course outlines, prescribed textbooks, study guides/workbooks, study plans and
sample assessments and memoranda
• Evaluation and feedback.
Learning consists of:

• Student access to information, communication and technology (ICT)
equipment/programme
• Readings, discussions and participation sessions of knowledge components and
practical application thereof
• Independent study and investigation into knowledge and practical components
• Interaction with faculty
• Experiential, peer and collaborative learning, self-evaluation exercises and learning
activities
• Outcomes-based learning materials, prescribed and recommended readings,
assessments and feedback.
3.3 Assessment Strategies and Types of Assessments
The following are examples of assessment strategies used:
Assessment Strategy C (ASC): Formative Assessments (FA1 and FA2), also known as quizzes,
will count fifty percent (50%) – twenty five percent (25%) each - towards the overall mark. A
summative assessment in the form of a final exam (SA1), will count fifty percent (50%) towards
the overall mark.
Due Performance (DP): These modules are not weighted nor credit-bearing. However, the
minimum hours required in continuous professional and career development must be
completed before progressing to the next year of study or certification. It is vital that students
in degree programmes develop greater breadth of understanding of interrelated disciplines
and practices as mimicked in the world of work, and therefore participation in opportunities
provided in this module is compulsory. A summative assessment in the form of reflective essay
is required.
Assessment Strategy 1 (AS1): The formative assessment 1 (FA1), formative assessment 2

(FA2), formative assessment 3 (FA3) and summative assessment 1 (SA1), all in the form of
practical assessments, will each count twenty five percent (25%) towards the overall mark.
Assessment Strategy 2 (AS2): The formative assessment (FA1), also known as an assignment
or test, will count fifty percent (50%) towards the overall mark. The summative assessment in
the form of a final exam or capstone project (SA1), will count fifty percent (50%).
Assessment Strategy 3 (AS3): The formative assessment (FA1), also known as an assignment
or test, will count forty percent (40%) towards the overall mark. Summative assessments in
2
TMS [Training/Telematic Management System incorporating a Learning Management System (LMS)]
the form of a final exam or capstone project (SA1), will count fifty percent (50%), and a
research or reflective essay (SA2) will count ten percent (10%) towards the overall mark.
Assessment Strategy 4 (AS4): Formative assessments (FA1 and FA2), also known as
assignments or tests, will count forty percent (40%) - twenty percent (20%) each - towards the
overall mark. Summative assessments in the form of a final exam or capstone project (SA1),
will count fifty percent (50%), and a research or reflective essay (SA2) will count ten percent
(10%) towards the overall mark.
Assessment Strategy 5 (AS5): Formative assessments (FA1 and FA2), also known as
assignments or tests, will count thirty percent (30%) - fifteen percent (15%) each - towards the
overall mark. Summative assessments in the form of a final exam or capstone project (SA1),
will count sixty percent (60%), and a research or reflective essay (SA2) will count ten percent
(10%) towards the overall mark.
Assessment Strategy 6 (AS6): Formative Assessments (FA1 & FA2), which may take the form
of assignments, research essays or tests will count forty percent (40%) – twenty percent (20%)
each – towards the overall mark. Summative Assessments (SA1 & SA2), which may take the
form of capstone projects, tasks, presentations, written or oral exams, or a research proposal
will count sixty percent (60%) – thirty percent (30%) each – towards the overall mark.
Assessment Strategy IS (ASIS): An integrated summative assessment 1 (SA1) in the form of a

final examination will count 100% towards the overall mark.
Assessment Strategy Research Report (ASRR): Formative Assessments (FA1, FA2, FA3, FA4
and FA5) are a series of critical reviews of Units 1, 2, 3, 4 and 5 of a sample Research Report
and will count twenty five percent (25%) – five percent (5%) each - towards the overall mark.
Formative Assessment 6 (FA6), includes the candidate’s original Research Proposal carried
forward from the module Research Methods, the Literature Review, the Research Instrument,
and the application for Ethical Clearance thereon, which will count twenty five percent (25%)
– towards the overall mark. Summative Assessment 1 (SA1) – in the form of the final submitted
Research Report (SA1) – will count forty percent (40%) towards the overall mark. Summative
Assessment 2 (SA2), in which the candidate presents the findings and recommendations from
the written Research Report, will count ten percent (10%) towards the overall mark.
Assessment Strategy W (ASW): Formative Assessments (FA1 and FA2), also known as
assignments, will count forty percent (40%) - twenty percent (20%) each - towards the overall
mark. Summative assessments in the form of a practicum, will count forty percent (40%), and
a research or reflective essay (SA2) will count twenty percent (20%) towards the overall mark.
There are a number of assessment types appropriate to the distance-learning environment,

of which the most common are report writing, true-false tests and multiple-choice
examinations (Foltz, 1990)3.
Distance learning is reliant on independent study. For this reason, most formative
assessments are considered open-book assessments, while summative assessments are
Invigilated Assessment Events. They all aim at assessing a student's mastery of certain or
specific subject matter.
3
Foltz, D. 1990. Toward Better Service and Testing. Occasional Paper Number 3. Washington, DC: DETC.
Regardless of the assessment type, any formative assessment in this environment should
have three main aims, which are:
• To encourage students to review

• To enable students to monitor their comprehension of the knowledge areas
• To reinforce the learning outcomes of a study unit or series of units.
Measured by these aims, outlined below are the various types of assessments utilised in the
module and the learning programme.
3.3.1 Self-Assessment and Recommended Reading
Students are guided by the course outlines and contents within study units to complete
specific self-assessment exercises, such as, self-evaluation questionnaires, activities or
practices, which appear in the prescribed textbooks and/or study guides. In addition, students
are encouraged to make use of the institution’s library, or any resource centre, to access the
recommended reading list which includes self-assessment exercises.
Students are also informed of the importance and relevance of self-assessment exercises, and
are encouraged to keep records of it to assist with reflection, examination preparation and
student-centred interaction.
3.3.2 Report Writing
With some study units or courses, writing and composition might be the only practical
method of assessment. Report writing requires a student to demonstrate their knowledge of
a particular subject through composing a written representation that communicates
understanding and insight.
3.3.3 True-False Test
Carefully constructed true-false questions can measure higher mental processes such as
understanding, application and interpretation. They are particularly suitable for testing
attitudes and beliefs, and can be adapted to most content areas, although they work best in
testing elementary subject matter. True-false tests do have the advantage of making it
possible to ask many questions on a larger number of knowledge areas in a limited amount
of time.
3.3.4 Open-Book Test/Assignment
Open-book testing is used to:

• Stimulate review
• Reinforce learning objectives
• Communicate goals
• Furnish feedback on misunderstood knowledge areas
• Separate those students who have reached a specific set of objectives from those who
have not, indicating further specific interventions by the Faculty.
Suitable open-book questions should require that students review the learning material
continuously. This assessment type should be thought of as context-dependent. If questions
are properly prepared, students have to demonstrate their ability to extrapolate and infer key
concepts from a specific knowledge area, rather than simply find an answer in the text and
“parrot” it back. Therefore, the emphasis is on repetition and inference, as students review
and re-review the learning materials in an effort to recognise, understand, synthesize and
select appropriate responses. Questions that can be answered on the basis of rote memory
should be kept to a minimum as students can simply "cram" to prepare for such testing and
little, if any, learning takes place.
3.3.5 Multiple-Choice Question Examination
Multiple-choice examinations, consisting of questions in the form of a stem and four or five
options (the correct answer along with distracters, or incorrect alternatives) have many
advantages. The greatest of these is perhaps their versatility: multiple-choice questions can
measure factual recall, as well as the students' ability to reason, exercise judgment, and
express themselves correctly and effectively. Students find them less ambiguous and
generally prefer them to true-false tests. This type of assessment can also be scored
accurately and provide immense per-item reliability.
3.3.6 Student-Centred Interaction
By encouraging students to continually ask questions and be comfortable with the

questioning of concepts and engaging in self-reflection, students are given ample opportunity
to assess and improve their knowledge and understanding by means of effective
communication with distance learning faculty and peers.
3.3.7 Sample Assignment and Examination Papers and Memoranda
Students receive a sample assignment and memorandum, as well as a sample examination

paper and memorandum, so as to familiarise themselves with the various assessment formats
and duration. This further enables them to determine their overall progress and level of
preparedness for the final summative assessment.
3.4 Feedback to Students
Boston’s approach to teaching, learning and assessment is strongly influenced by the belief
that students are entitled to feedback and a discussion on their performance. This is
interwoven into the teaching strategies. There are many sound educational reasons for doing
this in a comprehensive manner. Students are encouraged to contact Educators for personal
feedback on their assessments.
Where the formative assessment format makes this possible, graded scripts and the relevant
memorandum (with the correct responses and/or examples of model answers) accompany
the release of marks/grades for formal formative assessments.
This provides an opportunity to repeat important learning objectives and knowledge areas,
considering that repetition is a powerful element in learning.
4. STUDENT ACCESS TO IT, LIBRARY AND OTHER RESOURCES
4.1 Distance Learners and Support Centres
Essential to the effectiveness of the Boston network of Support Centres is granting distance
learners localised access to technology, library and the service support resources that are
provided to students by the Boston Head Office.
As guiding principles, it must be re-emphasised that Boston Support Centres do not form part
of the programme other than the centres being conveniently located throughout South Africa
which assist them in serving as a point of contact and access to provide support services for
students who:
• do not have access to resource rich infrastructure at home, an office or elsewhere in
a relative close proximity
• Experience difficulty with taking control of their study environments, for example,
mitigating excessive distractions, exercising sufficient self-discipline, implementing a
routine, and managing time
• Relate better to auditory and kinaesthetic learning styles.
In other words, every learner is registered with Head Office as a unique distance learner, and
the teaching, learning and assessment remains at a distance with appropriate quality assured
materials and services to complete their studies independently. No student accessing services
at a Support Centre will be placed at a discernible advantage over a student that elects not to
access services at a Support Centre. Support Centres will be utilised as examination venues
for invigilated sittings.
In considering all of the above information, the support services accessible at Boston Support
Centres may be delineated in the following manner by classifying them as:
• Venues for accessing the range of important career, study and motivational
counselling services, and the completing and submitting of an online Application for
Admission, or other administrative documents i.e. change of module, submitting
request for deferral, handing in ID etc.
• Venues for accessing Information Technology and Communication resources, to pre-
book4 time to utilise computers for accessing filmed lectures on TMS , typing
assessments, submitting assessments online, emailing Head Office re: Academic,
Assessment, and Administrative queries etc.
• Venues for facilitating logistical support i.e. a reliable address to receive and send
study guides, prescribed textbooks, assignments, feedback reports, certificates etc.
• Venues for facilitating the sitting of Invigilated Assessment Events.
4.2 Hours of Operation
Normal hours of operation within Boston for telephonic, email or access to premises are
Monday to Thursday 08:00 to 17:00 and on Friday from 08:00 to 13:00. An extension hereof
will be reviewed periodically in accordance with students’ needs.
4
It is important to pre-book and confirm bookings with the selected Support Centre for attendance of video
(TMS/LMS) sessions, assessment uploading and submission and sitting of tests within formative assessment weeks.
4.3 Head Office Resource Centre
Boston established a Resource Centre (RC) for students and staff at its Head Office in Orange
Grove. The RC provides students and Support Centres with access to national and
international databases for all its information searches. All research and information material
not available in the RC may be obtained for students, faculty, support staff and Support
Centres through inter-library lending or purchasing and disseminating of e-publications.
Head of Library Services Contact details

Nolubabalo Ncoko 087-255-4243
[email protected]
5. COMMUNICATION AND SUPPORT
5.1 Student Support
Students are encouraged to engage with Educators as and when they have academic queries
- as indicated in section 5.3 below. Educators will provide support during the semester within
office hours, Monday to Thursday.
PLEASE NOTE:
There will be no student support:
• From Educators on a Friday.
• From HE Faculty between Semester A and Semester B. See HE Academic Calendar for
relevant dates.
• From HE Faculty between Semester B and Semester A of the following year. See HE
Academic Calendar for relevant dates.
5.2 General and Administrative Support (Administrative – NOT Course Related)
When you communicate with Boston, or when you submit your assignments, it is important
that you provide your:
• Surname and initials
• Student number
• ID number
• Correct postal address and/or email address
• Cellular phone number and/or telephone numbers at home and/or work
• Name of Support Centre selected
Please note that all written communication such as emails, and all queries must be addressed
under specific topics. Please address your queries in writing to the relevant section at the
College i.e. the Administrative Coordinators deal with registrations, student accounts,
timetables, results, etc., the Educators deal with academic content matters such as a query
about a particular theory or concept.
When phoning the Institution please identify your specific query to the switchboard operator
to enable them to put you through to the relevant department and person who can address
your inquiry effectively.
Registrar: Administration Contact details

Ruan Venter 087-255-4290
[email protected]
Assessment Manager Contact details
Roman Adams 087-255-4292
[email protected]
Student Accounts Consultant Contact details
Your selected Support Centre Available on website
5.3 Academic Support (Course Related – Not Administrative)
An Educator who is a qualified and experienced subject specialist is appointed for each
module to support students throughout their studies. Academic matters should be addressed
directly with the Educator (see contact details below).
Educator support does not provide support for queries of an administrative nature, such as
due dates or late submissions. Educators deal only with academic content or subject matter-
related queries such as: “... please help clarify the distinction between a debit and a credit, as
appears on page 15 of my Study Guide for Fundamentals of Accounting.”
At least one Educator will be assigned to each module of study. The Educator will be available
to assist students with academic queries related to subject-matter content. They will also be
available to offer assistance and feedback on assessments upon request.
Educators are unable to provide students with answers to questions taken directly from
assignment/s which have not yet been marked. Your Educator may help you with any
topics/content of the prescribed courseware/module content however, your Educator will
not provide you with a direct answer or scrutinise/review your answer to any assignment
question before said assignment has been graded and marks have been released to all
students.
Support Centres are not staffed with Educators and students cannot expect to have their
academic queries addressed by Support Centre staff.
Registrar: Academic Contact details

Nadine Botha 087-255-4277
[email protected]
Academic & Quality Manager (AQM)
Zwelithini Mabhena 087-255-4305
[email protected]
Educator Contact details
Lady-Peace Gumbi 087-164-7965
[email protected]
Providing quality academic support is of the utmost importance to Boston. In order to ensure
this quality is maintained, Boston has undertaken to ensure the process of engaging with
Educators is as transparent as possible.
Students are able to contact an Educator by means of:

1. E-mail
2. Telephone
3. Face-to-face consultation
4. Video conferencing, such as Microsoft Teams, Zoom or Skype.
1. E-mail queries must be directed to the Educator for a particular module. The Educator will
reply directly to the student and will copy in the Academic Quality Manager.
2. Telephonic consultations will take place by appointment only. Firstly, this ensures that the
most suitable facilitator or tutor is allocated. Secondly, it will also serve to ensure that a
firm arrangement is made, and a sufficient time-slot is allocated to deal thoroughly with
the subject matter concerned. Thirdly, the Educator will call the student on the agreed
number at the agreed time. Confirmation of the agreed number and time will be
communicated to the student beforehand. To book a telephonic appointment, students
can either call or e-mail the Educator or Academic Quality Manager.
3. Face-to-face consultations will take place by appointment only. Face-to-face

appointments will take place exclusively at the Head Office in Orange Grove,
Johannesburg. Confirmation of the agreed time will be communicated to the student
beforehand. To request a face-to-face appointment, students can either call or e-mail the
Educator or Academic Quality Manager.
4. Video conferencing consultations will take place by appointment only. Firstly, this ensures
that the most suitable facilitator or tutor is allocated. Secondly, it will also serve to ensure
that a firm arrangement is made, and a sufficient time-slot is allocated to deal thoroughly
with the subject matter concerned. Thirdly, the Educator will video conference the
student at the agreed time. Confirmation of the agreed time will be communicated to the
student beforehand. To book a video conference appointment, students can either call or
e-mail the Educator or Academic Quality Manager.
Students must take note that any further or subsequent communication must be directed to
the Educator or Academic Quality Manager, who in turn will repeat the process described
above.
5.4 Student Wellness
Embarking on higher education studies is an exciting journey. It can also be a time of change
and pressure that may lead to unexpected challenges that affect your academic performance
and/or personal life. Student Wellness is an initiative that offers limited personal support to
our students for assistance and referrals due to personal, social or career issues/concerns.
A dedicated Student Wellness Module is available to all registered students on ColCampus.

The purpose of the module is to provide Boston’s students with information and guidance
regarding a variety of interpersonal, study, and wellness topics, with the aim of making the
transition to college and distance learning as seamless as possible.
Head of Institution/Academic Head Contact details

Dr. Hendrik Botha 087-255-4254
[email protected]
Registrar: Academic Contact details
Nadine Botha 087-255-4277
[email protected]
Student Wellness Contact details
Robyn Wright-Parkin 011-883-0933
[email protected]
5.5 Summary of Contact Procedure:
Forward your query or questions to the Academic Quality Manager or your Educator via e-
mail, or phone to request an appointment to speak with an Educator.
When contacting your Educator or the Academic Quality Manager, please be specific about
the support you require by providing the following information, together with your personal
information:
• Learning programme name and module code
• Page number and query or question
• Name and Surname
• Student or ID number
• Correct postal address and/or email address
• Correct cellular phone number and/or telephone numbers at home and work
Within two (2) business days (weekends and public holidays are excluded), an Educator will
respond or make direct contact with you. The Educator’s response will also be copied to the
Academic Quality Manager’s e-mail address for record keeping and quality control purposes.
PLEASE NOTE:
There will be no student support:

• From Educators on a Friday.
• From HE Faculty between Semester A and Semester B. See HE Academic Calendar for
relevant dates.
• From HE Faculty between Semester B and Semester A of the following year. See HE
Academic Calendar for relevant dates.
6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY
6.1 General
This is an examined module. To enable students to complete this module successfully

students must have the following:
• Access to TMS and the LMS
• A Course Outline, available on the LMS
• Prescribed textbook(s) and/or study guide, and, where applicable, recommended
textbooks and journal readings
• A file to keep printouts of own sourced additional readings, records, copies of
submitted formative assessments (assignments and/or reports) and any other
materials not stored electronically for reference purposes
• Completion of the learning activities in the LMS, and that appear throughout each unit
in the study guide and/or prescribed textbook; as well as the self-evaluation section
that appears at the end of each study unit, referencing the aligned chapter(s), which
should then be filed for reflective and preparation of summative assessment
(Invigilated Assessment Event (examination))
• Submission of the formative assessments (assignments and/or participation in the
tests) and summative assessments (Invigilated Assessment Events (examinations)
and/or assignments) within the LMS or at the Support Centre
• Commitment to viewing filmed lectures hosted in the LMS or available on TMS at the
Support Centres, especially those learners who study better through audio and/or
visual means
• Commitment in re-viewing filmed lectures when the sub-minima has not been
obtained in formal formative assessments
• Commitment in re-viewing specific sections of the filmed lectures when a topic and/or
specific unit is not yet completely mastered.
6.2 Comments on the Study Guide and/or Prescribed Textbook
• The point of departure is the module specific study guide and/or prescribed textbook.
• It is the core component of the learning material and guides the student structurally
through each module.
• The learning activities contained within the study guide and/or prescribed textbook
and the referencing to the self-assessment activities are of utmost importance to
ensure and assess understanding of the learning content.
• All the study material required for examination purposes is contained in the study
guide and/or prescribed textbook.
• Please note that students may have to consult additional sources to complete the
various formative or summative assessments such as academic or business journal
articles or a site visitation.
• Content in the study guide and/or prescribed textbook is presented in such a manner
that students will be able to master the study material through self-study.
• The formative assessment (assignment) is presented in such a manner that students
will be able to master completion through both self-study, and use of the study guide
and/or prescribed textbook.
• At the end of each unit in the study guide and/or prescribed textbook are a selection
of questions or self-evaluation tests and/or activities, through which students can
assess their ability to master the study material and make their own meaning of the
work covered in the unit.
• Above average results/marks will be allocated to answers in formative assessments
(assignments and/or tests) and in the summative assessments (Invigilated Assessment
Events (examinations)), if the examiner notes that the selected content was studied
thoroughly. Some questions may be aimed at assessing the insight students acquired
into the study material with application-based questions.
6.3 Prescribed Course Material
• Practising Strategy: A Southern African context (2022). Third edition, (Juta).
6.4 Recommended Reading
• De Beer, A., & Rossouw, D. (eds.). 2015. Focus on management principles – a generic
approach. 3rd Ed. Claremont: Juta. (e-Juta)
• Strydom, B. 2016. Applying strategic management in local economic development: a

challenge for municipalities in South Africa. Journal of public administration,
51(1):73- 84. (Sabinet)
• Joshi, M. 2016. Principles of strategic management. London: Bookboon.
• Any topical or related articles students may access, such as academic, newspapers,
trade magazines or through the Internet.
• References made to journals and other articles and websites in the bibliographies
contained in the e-prescribed textbook and recommended textbooks.
6.5 Additional Teaching and Learning Activities
• During the course of the semester, the Educators will provide students with additional
teaching and learning activities. These activities are aimed at enriching students’
learning experience and ensuring that students are exposed to a variety of resources.
• These learning activities are neither compulsory nor weighted, but it will be to the
students’ benefit to participate in these activities. These activities can also be helpful
to send to your Educator when you have a question related to a topic covered within
a relevant Additional Teaching and Learning Activity, as it will assist the Educator in
evaluating your current understanding of the topic.
7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS
7.1 Module Structure
Two different types of assessments are used in the module:

• Formative assessments (such as individual assignments and tests)
• Summative assessments (such as Invigilated Assessment Events (examinations) and
assignments).
In support hereof, the academic year is divided into two (2) semesters, each consisting of a
twenty (20) week cycle5 with provision for the following:
o Ten (10) weeks dedicated to teaching and learning of study units and prescribed texts
o Additionally, structured throughout, four (4) weeks dedicated to formative
assessment and feedback opportunities for semester marks
o Finally, four (4) weeks, depending on examination dates, are dedicated to preparation,
sitting and submission of summative assessments, plus two (2) weeks for the
finalisation and release of overall module results.
This module makes use of the: AS4 Assessment Strategy
o Two (2) Formative Assessment (FA) opportunities:

o Both are formally assessed for semester marks and contribute towards the final
module mark
o FA1 is in the form of an assignment
o FA2 is in the form of an assignment / a quiz
o Two (2) Summative Assessment (SA) opportunities:

o Both are formally assessed for semester marks and contribute towards the final
module mark
o SA1 is an Invigilated Assessment Event in the form of a Online Exam Invigilated
Assessment Event (online multiple-choice question (MCQ) examination) / an
assignment / a Paper Based Exam Invigilated Assessment Event (examination)
o SA2 is in the form of an assignment (research essay)
7.2 Formative Assessments
The purpose of formative assessments is to determine where students are in relation to where
they should be in terms of the specific outcomes for each module. Formative assessments assist
students and Educators with making a determination as to what work will have to be revisited.
Thus, formative assessments are very important for students to monitor their progress and their
readiness to sit for examinations (summative assessments).
Formative assessments, excluding Invigilated Assessment Events which follow the protocols of
examination sittings (see also section 7.3 below), must be submitted for marking by uploading
to the LMS (refer to Annexure C) which can be accessed at the Support Centre or from home.
To complete your formative assessment, please take note of the following:
5
For a detailed breakdown of the 20 week cycle, in table format, pertaining to this module, see Annexure B.
Formative Assessment (FA1)
• Read the instructions for the assessment carefully before commencing with the
assessment.
• Remember to provide your:
o initials
o surname
o student number
o ID number
o email address
• In cases of assignments, essays, research papers or reports remember the following:
o Provide your student number at the top of each page of your assignment.
o Make sure that pages are numbered correctly.
• Complete and submit your assessment well ahead of the due date.
• Every formative assessment must be submitted from the correct module page on the
LMS. If a student submits their assessment incorrectly (for example, submitting a
Company Law 1 assignment in the Business Management 1 module page), the student
forfeits the grade for the assignment and will be awarded 0%. Boston does not assume
responsibility for ensuring that a student’s assignment reaches the correct
Educator/grader. Students have to ensure that they submit their assignment correctly
in order for a mark to be awarded.
Formative Assessment 2 (FA2):

• For Formative Assessment 2 assignments in the format of an MCQ quiz: Formative
Assessments 2 MCQ quizzes consists of 50 multiple choice questions. The questions
can be found, along with Formative Assessment 1 and Summative Assessment 2, in
the Course Outline for this module. Use the assessment as provided in your Course
Outline to prepare your answers.
• It is important to note, however, that a Formative Assessment 2 MCQ quiz is not
submitted in document form online. Rather, it is an online quiz to be completed on
ColCampus. The online quiz will be open for student attempts at the start of the
semester, and students can attempt the quiz an unlimited amount of times.
• The quiz must be completed and submitted by the due date for the Formative
Assessment 2 as per the Academic Calendar. Failure to complete the quiz by that
date will cause a mark of 0% to be awarded for the Formative Assessment 2 event.
7.3 Summative Assessments
Summative Assessment 1 (SA1):

Students are required to sit for a final integrative summative assessment (Invigilated Assessment
Event) for the module at the end of the semester. This will be completed under invigilated
conditions as this is an Invigilated Assessment Event (examination).6
To prepare for the examinations, please take note of the following:

• Study all the content as outlined in the study guide and/or prescribed textbook.
• Do not take unnecessary risks and ensure that all module content is studied thoroughly.
• Identify themes and refer to the specific outcomes and assessment criteria of each unit
or chapter.
6
See inter alia HE Invigilated Assessment Event Rules
• Answer the learning activities questions provided at the end of each unit or referenced
self-assessment questions per chapter in the study guide and/or prescribed textbook. This
will provide an indication of the level of mastery of study material.
• Plan your studies according to the examination dates and the due date set for your
assessment in Annexure C: Academic Calendar.
Summative Assessment 2 (SA2):

In addition to SA1, students are required to complete and submit a final integrative summative
assessment (assignment) for the module per the HE Academic Calendar. This will be in the form
of a research essay. It must be in typed format and uploaded on the LMS.
8. GRADE REQUIREMENTS
The Formative and Summative assessments are weighted according to the following
guidelines:
• Formative assessment is weighted forty percent (40%) of the final module mark
• Summative assessment is weighted sixty percent (60%) of the final module mark
8.1 General
The combination of type of assessment, weighting per assessment, sub-minimum per

assessment, and overall module pass requirements are detailed in the Table below.
Assessment/Type Weight
Due Date: Formative 20%
Refer: Academic Calendar Assessment 1
Due Date: Formative 20%
Due Date: Summative 50%
Due Date: Summative 10%
8.2 Summative Assessment Entry Requirements
There are no entry requirements for the Summative Assessments, however the overall mark
will be calculated from the student’s performance on the formative assessment (FA) and
summative assessment (SA).
The two FAs will count forty percent (40%) – twenty percent (20%) each – towards the overall
mark. The two SA’s, in the form of a final exam will count fifty percent (50%) and a research
or reflective essay will count ten percent (10%) towards the overall mark.
8.3 Requirements for Promotion and Distinction
In order to obtain a pass result for a module and be awarded the module credits (promoted),
students must obtain a module average of fifty percent (50%) or higher. The average is
calculated according to the weightings as indicated in the table above. For a student intending
to be promoted with “Distinction”, a module average of seventy-five percent (75%) or higher
is required.
8.4 Supplementary Assessments
There are no supplementary opportunities available for the Formative Assessments. Students
who do not qualify for promotion (i.e. have not obtained a module average of 50%), are
eligible to participate in supplementary summative assessment/s.
9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS
• Study the content of each unit and/or chapter before proceeding to the next unit
and/or chapter.
• Complete the learning activities within each unit and self-assessment questions at
the end of each unit and/or chapter.
• Complete and submit your assessments as soon as possible.
• Students must keep in mind that although all Educators are professional
academics, they are also human. A well-presented answer, in typed or printed
format, will make it easier for the examiner to read answers and to evaluate the
student’s knowledge.
• Answers must be neat, well organised and grammatically edited.
• Formative Assessment questions may also be used as Summative Assessment
questions.
10. PLAGIARISM
Plagiarism (copying) is a serious offence and is a contravention of the Copyright Act (98 of
1978) of South Africa. Students are guilty of plagiarism when they appropriate the ideas and
work of others without due recognition. For detailed information about the nature of
plagiarism, as well as how to avoid committing plagiarism, refer to Annexure D.
It is important to note that plagiarism has been committed when two or more students
submit identical, verbatim copies of the same assessment and/or examination answers. The
Academic Committee reserves the right to take appropriate action in cases where plagiarism
is found. Should it be found that a student copied an assessment or examination answer from
a fellow student, both students involved will not receive their result for that particular
assessment.
10.1 Copyleaks
10.1.1 What is Copyleaks?
Copyleaks is a comprehensive anti-plagiarism software that is utilised by Boston to prevent
plagiarism and detect academic dishonesty and/or unethical behaviour where students
attempt to cheat or “fool” the anti-plagiarism software by making use of hidden characters
or software. Copyleaks also identifies AI-generated text.
10.1.2 How does Copyleaks work?

Copyleaks is an artificial intelligence platform that is able to compare text from online and
other sources and detect plagiarism and/or academic dishonesty. After submitting your
assignment, you will receive a comprehensive report with results, an aggregate similarity
percentage, and the ability to compare results against your original text. A Copyleaks Cheat
Detection Report (see below) will also indicate possible suspected cheating whereby
Copyleaks has identified attempts to cheat or “fool” the anti-plagiarism software by making
use of hidden characters or AI-generated text.
To ensure that students abide by ethical practices when completing and submitting
assignments, the plagiarism verification system, Copyleaks, has been implemented. This tool
will verify the levels of similarities between a student’s submitted assignment and other
original sources as well as suspected cheating (see below). With each FA1 and SA2 submission
that a student uploads onto ColCampus, a Copyleaks report will be issued, indicating a
similarity percentage. This report will serve as a plagiarism indicator to both the student, as
well as the grader. As students can submit assignments multiple times before the due date, a
Copyleaks report will be issued for the final submission.
For a Copyleaks report to be issued, students are required to take the following steps when
uploading FA1 and SA2 assignments onto ColCampus:
• No scanned PDF assignments are allowed to be submitted. Assignments MUST be directly

converted from MS Word to PDF format.
• For assignments with multiple file type submissions, as instructed in the specific
assignment, the required PDF document must be uploaded LAST.
• For HBMN230-1 – Formative Assessment 1 (FA1): You should be working towards a
similarity rating of 30% or less. If the incorrect document is uploaded, or if no Copyleaks
Report is issued, a mark of zero (0) will be awarded. If the Copyleaks Report indicates
that a 30% similarity rating has been exceeded, 25% of the assessment total will be
deducted from the final grade. Where a Copyleaks Cheat Detection Report is issued,
your submission will automatically be treated as if you received a similarity rating in
excess of 30% and 25% of the assessment total will be deducted from the final grade.
• For HBMN230-1 - Summative Assessment 2 (SA2): If the incorrect document is

uploaded, or if no Copyleaks Report is issued, or if the Copyleaks Report indicates that
a 30% similarity rating has been exceeded, a mark of zero (0) will be awarded. Where a
Copyleaks Cheat Detection Report is issued, your submission will automatically be
treated as if you received a similarity rating in excess of 30% and a mark of zero (0) will
be awarded.
• Delays in viewing the similarity report might intermittently be experienced, especially

in the last few hours before the cut-off time. Students should allow for at least 24 hours
for a report to be generated. Time management is thus critically important - uploading
and checking similarity scores should NOT be left until the last minute.
Please refer to the Copyleaks Guide for Students in the HE Library module (on ColCampus) for
a basic “how-to” guide to the system.
Suspected Cheating
A Cheat Detection Report will appear in the similarity report when a scan has detected an
abnormality in a submitted document. These abnormalities are usually present due to a
student’s efforts to cheat or “fool” the plagiarism scan. Certain software when utilised may
also result in a Cheat Detection Report being issued. In order to avoid this, please ensure that
you follow the abovementioned requirement whereby assignments must be directly
converted from MS Word to PDF before being submitted. Please refer to your relevant
Induction Letter wherein details are provided how to access inter alia the Microsoft Office
Suite, which includes access to MS Word.
Where a Cheat Detection Report is issued, the student’s submission will automatically be
treated as if it received a similarity rating in excess of 30%.
11. CONCLUSION
The best way to prepare for an assessment is to work methodically and continuously
throughout the semester. This requires students to:
• Plan and programme their studies, and the writing of assessments by taking into account
their personal and work schedules and other commitments.
• Make a habit of planning well ahead, and noting in advance those dates and events that
could affect their studies.
• Arrange study leave and study blocks well in advance.
We wish you every success in your studies!
ANNEXURE A:
EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS
Action verb Description

Analyse Describe the different parts of a topic and explain how they work
together or not. Give arguments for and against each situation. A
reasonable amount of insight must be shown in terms of knowledge
already gained in this regard.
Apply Show the application of acquired knowledge or given information in
practice or in relation to what is asked. Use knowledge to find an
answer to the question.
Comment Give your own opinion regarding the subject matter and illustrate it
through examples. Interpret and evaluate.
Compare Contrast facts, events or problems and indicate the similarities and
differences, or analyse the similarities and differences between
statements, ideas, etc.
Contrast Point out the differences between certain objects, facts, events or
characteristics.
Criticise Point out the good and bad characteristics or viewpoints and give your
own opinion after taking into account all the facts.
Define Give a clear, to the point, systematic explanation or description of
concepts; to reflect the precise meaning thereof.
Describe Give the characteristics, basic facts or results in a logical, systematic
and well-structured manner. Comments and your own interpretation
are not necessary.
Discuss Give terminology and concepts in your own words with comments or
your own interpretation. Compare, contrast and debate.
Design Create and plan. Portray by means of illustrations or concrete objects.
Create a model with a specific objective in mind and indicate the
planning phase.
Evaluate Make an assessment of values based on specific points of reference or
criteria and give your own opinion. Do not describe. Personal
viewpoints may be given.
Explain Clarify the term, concept or topic by presenting it with your own
knowledge and words. If required you can use illustrations, descriptions
or simple logical layout of the facts.
Illustrate Use a sketch, picture, diagram, graph or concrete item to explain a
concept or solve a problem. This can also mean to give examples in
well-chosen, descriptive words.
Motivate Provide reasons and comment.
Summarise State the key or most important aspects of a topic without detail,
illustrations, critical analysis and discussion.
ANNEXURE B:
PROPOSED STUDY PROGRAMME
Each semester has a 14-week duration from the last day of Registrations to the start of the
Examination Period. We strongly recommend that students follow the study programme for
the course outlined below closely. It is important not to fall behind. Students are expected
to apply a great deal of self-discipline otherwise they may be unprepared for the examination.
See Table overleaf.
ANNEXURE B: PROPOSED STUDY PROGRAMME
Business Management 2 (HBMN230-1)
WEEK LEARNING OUTCOMES TMS FORMATIVE SUMMATIVE

PRESCRIBED RECOMMENDED
After studying the prescribed and recommended (VIDEO) ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: HOURS: (FA) (SA)
Unit 1: Chapter 1: The evolution of management
theories
• Present an overview of the traditional theories
of management
Complete
Take note of
• Explain how the traditional theories of Self-
important
1 Relevant 200 Assessment
management evolve to responsible Chapter 1 dates in
Chapter(s) mins Activities and N/A
300 mins your
management 100 mins Learning
Academic
Activities
• Debate the drivers of responsible management Calendar
400 mins
• Explain the relationship between strategy and
responsible management
Unit 2: Chapter 2: Introducing the practice of

strategy
• Explain the origins of strategic management Complete
Self-
• Identify and explain the universal principles of Relevant 200 Assessment
Chapter 2 & 3
2 strategic management and apply it to real-life Chapter(s) mins Activities and N/A
300 mins
100 mins Learning
situations
Activities
• Define strategy and explain its importance to the 400 mins
organisation
34 ProposedStudyProgramme-HBMN230-1-Jan-Jun2024-LM-V.1-06022024

COURSEWARE BOOK(S)
• Identify the characteristics of strategic
decision-making, and provide guidelines to
strategic decision-makers to aid them in
making strategic decisions
• Explain how the success of strategy can be
measured and apply it in practical situations
• Discuss a contemporary strategic management
framework
Unit 2: Chapter 3: A process perspective of strategic
management
• Explain the process perspective of strategic

management
• Criticise the process perspective of strategic
management
• Distinguish between the various management
levels involved in strategic management
Explain strategic planning, recognise the
strategic direction and environmental analysis in

COURSEWARE BOOK(S)
organisations and integrate
• Explain strategy implementation, recognise
strategic programmes, projects, the various
drivers of strategy implementation and the
operationalising of strategy in organisations,
and integrate the principles of responsible
management in strategy implementation.
• Explain strategy review and control, identify the
main strategic control mechanisms in
organisations and integrate the principles of
responsible management in strategy review and
control.
Unit 3 Chapter 4: Strategising and strategists

• Differentiate between the process and practice
perspectives of strategic management
• Explain the term ‘strategising’
• Differentiate between deliberate, emergent and
emergent responsible strategising
• Explain the roles and responsibilities of
strategists
Complete
Unit 3 Chapter 5: The external context of strategic
Self-
planning Relevant 200 Assessment
3 Chapter 4 & 5
Chapter(s) mins Activities and N/A
• Recognise the implications of corporate 300 mins
100 mins Learning
citizenship for managing and governing Activities
400 mins
organisations
• Explain the process of strategic analysis
• Explain the levels and related analytical tools of
the external context and identify sustainability
and responsibility considerations
• Identify and analyse the external context to
recognise strategic imperatives at the global and
regional levels

COURSEWARE BOOK(S)
recognise strategic imperatives at the national
and local levels
recognise strategic imperatives at the industry
level.
recognise strategic imperatives at the functional
level of an organisation
• Consolidate an integrated external analysis of an
organisation.
Unit 4 Chapter 6: Strategic resources, capabilities

and core competencies
• Differentiate between resources, capabilities

and core competencies and explain the
importance thereof in strategic management
• Explain the appraisal of the value of resources
and capabilities
• Explain the resource-based view of an
organisation’s internal analysis
• Explain the identification of capabilities and core Complete
Self-
competencies to create value according to the Relevant Assessment
4
functional area and value chain analyses Chapter 6 Chapter(s) Activities and N/A
300 mins 100 mins Learning
• Discuss the contribution of resources, Activities
capabilities and core competencies towards 400 mins
competitive advantage, sustainable competitive

advantage and responsible competitiveness of
an organisation
• Argue for the
importance of capturing
the value generated by
resources, capabilities
and core competencies.

COURSEWARE BOOK(S)
N/A
Estimated
View/study preparation
Submit FA1
5&6 Sample time:6 hours
DUE: FORMATIVE ASSESSMENT 1 Review Review online on
Formative Due: Refer to
ColCampus
Assessments Academic
Calender

COURSEWARE BOOK(S)
Unit 5: Chapter 7: Developing and choosing
appropriate strategies
• Articulate the nature and use of strategic goals

and strategic choices in providing strategic
direction
• Differentiate between various corporate-level Complete
Self-
strategies that create corporate value and Chapter 7
Relevant 200 Assessment
7 synergy Chapter(s) mins Activities and N/A
100 mins Learning
• Explain the management of the multi-business 300 mins
Activities
organisation 400 mins
• Differentiate between the various business-

level strategies for creating and sustaining
competitive advantage
• Explain the evaluation of strategic choices
Unit 6: Chapter 8: Strategy implementation as

change management
• Explain ‘strategy implementation’

and differentiate between
strategy formation and
implementation
• Explain the various barriers to successful
strategy implementation
• Explain the principles of strategy Complete
Self-
implementation
Chapter 8 Relevant 200 Assessment
8 • Discuss change as a fundamental strategy Chapter(s) mins Activities and N/A
implementation element
Activities
• Differentiate between the various types of 400 mins
strategic change
• Differentiate between the various models of
planned change
• Explain the barriers to successful strategic
change and ways to overcome them.
Unit 7: Chapter 9: The learning organisation
• Explain what a learning organisation is, and why

organisational learning is important
• Explain the barriers to organisational learning
• Discuss how individuals learn and transfer
knowledge
• Explain the transfer of knowledge to others
Explain how an organisation can become a
learning organisation
Complete
Unit 7: Chapter 10: Resource allocation for Self-
Chapter 9 & 10 Relevant 200 Assessment
9 strategy implementation Chapter(s) mins Activities and N/A
• Explain what resource allocation for strategy Activities
400 mins
implementation entails
• Explain what the Strategic Project Management
Framework (SPM) entails
• Explain the management of strategic initiatives
• Explain the creation of an environment for
effective resource allocation

COURSEWARE BOOK(S)
Unit 8: Chapter 11: Organisational culture and

strategy
• Describe what organsational culture
encompasses
• Explain the various layers of organisational
culture
• Explain the use of the cultural web as an
Complete
approach to assess an organisation’s culture Chapter 11 Self-
10 • Explain how an organisation can instill an Chapter(s) mins Activities and N/A
organisational culture that supports 100 mins Learning
300 mins Activities
responsible strategy implementation 400 mins
• Explain the various culture indicators that can
be used to gauge the health of an
organisation’s culture
• Discuss the key considerations in organisational
culture and strategy

COURSEWARE BOOK(S)
11 N/A
Estimated
View / Study preparation
Complete
Due Formative Assessment 2 Sample time: 6hours
12 Review Review FA2 on
Formative Due: Refer to
ColCampus
Assessments Academic
Calendar
Unit 9: Chapter 13: Organisational structure and
strategy
Complete
Self-
13 • Explain what organisational structure entails
and the role of top management in Chapter(s) mins Activities and N/A
100 mins Learning
organisational design
Activities
• Explain the phases in creating a responsible 400 mins
organisational structure
Unit 10 Chapter 12: Responsible strategic leadership

• Define leadership and differentiate between
leadership and management
• Define strategic leadership and explain the role of
strategic leadership in strategy implementation
• Explain responsible strategic leadership with
specific reference to the three pillars thereof
Unit 10: Chapter 14: Strategic control and risk Complete

management Self-
Chapter 13 & 14 Relevant 200 Assessment
14
• Define strategic control Chapter(s) mins Activities and N/A
• Explain where strategic control fits into the
Activities
strategic management process 400 mins
• Differentiate between various types of strategic

control
• Explain stakeholder accountability and suggest a
process to follow in sustainable accounting
• Explain risk, strategic risk and the strategic risk
management process
• Discuss corporate governance with specific
reference to the three value dimensions thereof.

COURSEWARE BOOK(S)
View all
View/study Examination:
previous FA’s Submit SA2
Sample Refer to
15 - 17 EXAM WEEKS Review Review with online on
Summative Academic
suggested ColCampus
Assessments Calender
solutions
ANNEXURE C: ACADEMIC CALENDAR FOR 2024
Academic Calendar Sem A 2024

SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
February 16 17:00 Applications Close
February 17 13:00 Registrations Close
1 February 19 Studies Commence - Week 1
HPRM441-1 FA 1 – Assignment Due
Submit online via ColCampus no later than
1 February 25 23:59 25 February 2024 23:59. Feedback given in Week 2
2 March 3 23:59 3 March 2024 23:59. Feedback given in Week 3
FA 1 – Assignment Due
6 March 28 23:59 28 March 2024 23:59
HACP130-1, HADC401-1, HADC402-1, HADE400-1,
HADF400-1, HADL400-1, HADR1181, HADR230-1,
HADR400-1, HADV100-1, HADV1181, HADV200-1,
HADV300-1, HALL130-1, HALP1181, HALT130-1,
HANT130-1, HAPR300-1, HAPS1181, HASD200-1,
HAUD200-1, HAUD230-1, HAUD331-1, HAUD332-1,
HBFB1181, HBLE300-1, HBMN100-1, HBMN102-1,
HBMN1181, HBMN130-1, HBMN200-1, HBMN201-1,
HBMN230-1, HBMN231-1, HBMN232-1, HBMN233-1,
HBMN333-2, HBMN334-1, HBMT1181, HBRD1181,
HBRD300-1, HBRD330-1, HBTB1181, HCBB1181,
HCGA232-1, HCGE130-1, HCGE231-1, HCGE232-1,
HCHR1181, HCLT106-1, HCLT107-1, HCLT108-1,
HCML330-1, HCMLW230-1, HCNM1181,
HCONL330-1, HCOU1181, HCYLW230-1, HDBP200-1,
HECM1181, HECO130-1, HECO231-1, HECO232-1,
HEFA1181, HEMK1181, HENT100-1, HENT1181,
HENT130-1, HENT200-1, HENT230-1, HENT300-1,
HENT330-1, HEPSFA1181, HERL230-1, HERL330-1,
HETA231-1, HEVM100-1, HEVM1181, HEVM200-1,
HEVM300-1, HFAC130-1, HFAC131-1, HFAC132-1,
HFAC201-1, HFAC231-1, HFAC232-1, HFAC301-1,
HFAC334-1, HFMN230-1, HFMN233-1, HFMN300-1,
HFMN301-1, HFMN302-1, HFMN330-1, HFMN331-1,
HFOA100-1, HGOP330-1, HGPLC230-1, HGPLD230-1,
HHIVC1181, HHM1181, HHMP1181, HHP1181,
HHRD100-1, HHRD130-1, HHRD200-1, HHRD230-1,
48 AcademicCalendar2024-V11-04012024

HHRD300-1, HHRF1181, HHRM100-1, HHRM130-1,
HHRM200-1, HHRM230-1, HHRM300-1, HHRM331-1,
HHRM332-1, HHRM333-1, HHS1181, HHTD1181,
HHWPT1181, HIAI1181, HIAP1181, HICMA1181,
HIFSE1181, HIIR1181, HILFA1181, HIMC300-1,
HIND1181, HINT1181, HIPLW130-1, HIPM300-1,
HISL130-1, HISM100-1, HISM200-1, HISM300-1,
HIT1181, HITFA1181, HLAA130-1, HLGE330-1,
HLLW330-1, HLTX330-1, HLWC1181, HLWC130-1,
HLWC200-1, HLWC230-1, HLWE230-1, HLWH1181,
HLWI230-1, HLWL200-1, HLWL300-1, HLWM200-1,
HLWP130-1, HLWS130-1, HMAC200-1, HMAC202-1,
HMAC230-1, HMAC300-1, HMAC330-1, HMKR1181,
HMKT100-1, HMKT1181, HMKT130-1, HMKT200-1,
HMKT230-1, HMKT300-1, HMKT330-1, HMLW1181,
HNTS300-1, HODV1181, HPAA200-1, HPAD1181,
HPBM440-1, HPBM441-1, HPBM442-1, HPBM443-1,
HPBM444-1, HPCP440-1, HPDL230-1, HPFM440-1,
HPI1181, HPLM1181, HPLW230-1, HPLW440-1,
HPMK440-1, HPMK442-1, HPPC1181, HPPR1181,
HPPS1181, HPR1181, HPR200-1, HPRM1181,
HPRM440-1, HPSW200-1, HPSW230-1, HPSY131-1,
HPSY132-1, HPSY231-1, HPSY232-1, HPSY331-1,
HPSY332-1, HPX100-1, HPXN200-1, HPXS200-1,
HRDC1181, HRMB330-1, HRML330-1, HRMM330-1,
HRMS230-1, HRMS331-1, HRP1181, HSAD300-1,
HSAP1181, HSCI1181, HSDJ1181, HSEC1181,
HSEC200-1, HSEM1181, HSFT300-1, HSHE1181,
HSMB1181, HSMS1181, HSOC131-1, HSOC132-1,
HSOC231-1, HSOC232-1, HSOC331-1, HSOC332-1,
HSOS1181, HSPM300-1, HSPS1181, HSYD100-1,
HSYD201-1, HSYD202-1, HSYD300-1, HTAX201-1,
HTAX202-1, HTAX230-1, HTAX331-1, HTAX332-1,
HTCP300-1, HTDP1181, HTDS1181, HTDSA1181,
HTOP1181, HTSS100-1, HTTM1181, HWADE1181,
HWBAC230-1, HWBHR330-1, HWBLW330-1,
HWBMM330-1, HWBSS330-1, HWCACP1171,
HWCBMP1171, HWCGMT1181, HWCHAP1181,
HWCHCM1171, HWCHMP1181, HWCHPR1181,
HWCHRM1171, HWCHRP1181, HWCLSP1171,
HWCMDM1181, HWCMP1171, HWCMSM1181,
HWCMSP1181, HWCMTM1181, HWCPLP1181,
HWCTTMP1181, HWDBM300-1, HWDEM300-1,
HWDFA300-1, HWDHR300-1, HWDMM300-1,
HWFM300-1, HYFT1181
FA 1 – Online Quiz Due
Complete online via ColCampus no later than
6 March 28 23:59 28 March 2024 23:59
HCLT101-1, HCLT103-1, HCLT104-1, HCLT105-1,
HNTS221-1, HNTS222-1, HPXN301-1, HPXS301-1

9 April 18 17:00 FA 1 - Results Release
10 April 25 13:00 FA 1 - Results Appeal Close and Release
10 April 26 23:59 26 April 2024 23:59. Feedback given in Week 12
FA 2 - Assignment Due
12 May 10 23:59 10 May 2024 23:59
HACP130-1, HALL130-1, HALT130-1, HAUD230-1,
HAUD331-1, HAUD332-1, HBMN130-1, HBMN233-1,
HBMN330-1, HCGA232-1, HCGE231-1, HCGE232-1,
HCLT104-1, HCLT107-1, HCLT108-1, HECO130-1,
HEFA1181, HENT130-1, HETA231-1, HFAC130-1,
HFMN230-1, HFMN330-1, HFMN331-1, HGOP330-1,
HHRD130-1, HHRM130-1, HHRM332-1, HHRM333-1,
HISL130-1, HLAA130-1, HLGE330-1, HLWC130-1,
HLWP130-1, HMAC230-1, HMAC330-1, HMKT130-1,
HMKT330-1, HPBM440-1, HPBM441-1, HPBM442-1,
HPBM443-1, HPBM444-1, HPCP440-1, HPFM440-1,
HPI1181, HPLW440-1, HPMK440-1, HPMK442-1,
HPRM440-1, HSYD100-1, HSYD201-1, HTAX230-1,
HTAX331-1, HTAX332-1, HWBAC230-1, HWBHR330-1,
HWBLW330-1, HWBMM330-1, HWBSS330-1,
HWCACP1171, HWCBMP1171, HWCGMT1181,
HWCHAP1181, HWCHCM1171, HWCHMP1181,
HWCHPR1181, HWCHRM1171, HWCHRP1181,
HWCLSP1171, HWCMDM1181, HWCMP1171,
HWCMSM1181, HWCMSP1181, HWCMTM1181,
HWCPLP1181, HWCTTMP1181, HWDBM300-1,
HWDEM300-1, HWDFA300-1, HWDHR300-1,
HWDMM300-1
FA 2 – Online Quiz Due
Complete online via ColCampus no later than
12 May 10 23:59 10 May 2024 23:59
HADC401-1, HADC402-1, HADE400-1, HADF400-1,
HADL400-1, HADR230-1, HADR400-1, HANT130-1,
HBMN333-2, HBMN334-1, HBRD330-1, HCGE130-1,
HCLT101-1, HCLT105-1, HCML330-1, HCMLW230-1,
HCONL330-1, HCYLW230-1, HECO231-1, HECO232-1,
HENT230-1, HENT330-1, HEPSFA1181, HERL230-1,
HERL330-1, HFAC201-1, HFMN233-1, HGPLC230-1,
HGPLD230-1, HHRD230-1, HHRM230-1, HHRM331-1,
HIFSE1181, HILFA1181, HIPLW130-1, HLLW330-1,
HLTX330-1, HLWC230-1, HLWE230-1, HLWI230-1,
HLWS130-1, HMAC200-1, HMKT230-1, HPDL230-1,
HPLW230-1, HPSW230-1, HPSY131-1, HPSY132-1,
HPSY231-1, HPSY232-1, HPSY331-1, HPSY332-1,
HRMB330-1, HRML330-1, HRMM330-1, HRMS230-1,

HRMS331-1, HSOC131-1, HSOC132-1, HSOC231-1,
HSOC232-1, HSOC331-1, HSOC332-1
HPXN302-1 FA 1 Online Quiz and HPXN302-1 Draft
Project Proposal Assignment Due. Submit online via
12 May 10 23:59 ColCampus no later than 10 May 2024 23:59.
HPXS302-1 FA 1 – Online Quiz Due
12 May 10 23:59 10 May 2024 23:59.
13 May 17 13:00 FA 2 - Results Release
14 May 23 17:00 FA 2 - Results Appeal Close and Release
HCLT107-1, HCLT108-1, HSYD100-1, HSYD201-1,
FA 3 – Assignment Due. Submit online via
15 May 27 23:59 ColCampus no later than 27 May 2024 23:59.
SA 1 Time Table for PAPER BASED EXAM
INVIGILATED ASSESSMENT EVENTS only (with SA 2).
Remember: SA 2’s to be submitted online via
15 to 17 May – June 27 - 10 ColCampus as per due date on SA 2 cover page.
15 May 27 09:00-12:00 HFAC132-1, HFAC232-1, HTAX332-1
09:00-11:00 HANT130-1, HBMN201-1, HIFSE1181
12:00-14:00 HBMN230-1, HLWC200-1
15:00-17:00 HCMLW230-1, HHRM331-1
15 May 28 09:00-12:00 HFAC130-1, HFAC231-1, HFAC332-1
09:00-11:00 HADV300-1, HCGE130-1, HHRM200-1, HMAC300-1
12:00-14:00 HBMN200-1, HFAC201-1, HFMN302-1
15:00-17:00 HADV200-1, HCGE232-1, HCML330-1
15 May 29 09:00-12:00 HAUD332-1
09:00-11:00 HBMN231-1, HEVM100-1, HSOC332-1
12:00-14:00 HCYLW230-1, HFAC301-1, HPI1181
15:00-17:00 HENT200-1, HFMN330-1
15 May 30 09:00-12:00 HTAX230-1, HTAX331-1
09:00-11:00 HHRD200-1, HHRD300-1, HTAX201-1, HTAX202-1
12:00-14:00 HEVM200-1, HEVM300-1, HFMN301-1, HPSY132-1
15:00-17:00 HECO231-1, HECO232-1
15 May 31 09:00-12:00 HETA231-1, HFAC333-1
09:00-11:00 HGPLC230-1, HGPLD230-1, HLWC130-1, HPSW200-1
12:00-14:00 HBMN331-1, HERL230-1, HIMC300-1, HLWC230-1
15:00-17:00 HAUD200-1, HBLE300-1, HGOP330-1
16 June 3 09:00-12:00 HBMN233-1, HFAC302-1, HFAC331-1
09:00-11:00 HBMN333-2, HHRM230-1
12:00-14:00 HLWM200-1, HPSY231-1, HPSY331-1
15:00-17:00 HADR230-1, HENT230-1, HENT330-1, HFMN233-1
16 June 4 09:00-12:00 HFAC131-1, HFMN230-1
09:00-11:00 HBRD300-1, HLWI230-1, HPSY131-1
12:00-14:00 HAPR300-1, HCONL330-1, HEPSFA1181
15:00-17:00 HERL330-1, HPR200-1
16 June 5 09:00-12:00 HFAC334-1, HMAC230-1, HMAC330-1
09:00-11:00 HMAC200-1, HMAC202-1, HPSY332-1
12:00-14:00 HLWL300-1, HPDL230-1

15:00-17:00 HRMM330-1, HPSY232-1
16 June 6 09:00-12:00 HAUD230-1

09:00-11:00 HBMN301-1, HFMN300-1, HILFA1181, HSOC131-1
12:00-14:00 HHRD230-1, HLLW330-1
15:00-17:00 HLWE230-1, HRMB330-1, HSEC200-1
16 June 7 09:00-12:00 HCGA232-1, HFMN331-1
09:00-11:00 HBRD330-1, HRMS230-1, HPLW230-1, HSOC132-1
12:00-14:00 HMKT200-1, HMKT230-1, HLWL200-1
15:00-17:00 HBMN334-1, HPAA200-1
17 June 10 09:00-12:00 HAUD331-1
09:00-11:00 HBMN232-1, HLTX330-1, HSOC231-1, HSOC232-1
12:00-14:00 HBMN300-1, HPSW230-1, HSOC331-1
SA 1 Time Table for ONLINE EXAM INVIGILATED
ASSESSMENT EVENT which are open book and with
SA 2’s to submit. These exams must be completed
on the stipulated dates as indicated below, and be
invigilated. Remember: SA 2’s to be submitted
online via ColCampus as per due date on SA 2 cover
page.
16 June 3 09:00-12:00 HPBM440-1
16 June 6 09:00-12:00 HPMK440-1
17 June 10 09:00-12:00 HPBM443-1
ASSESSMENT EVENTS only.
No SA 2’s to submit. These exams must be
15 to 17 May – June 27 - 10 completed within the exam period.
HADR1181, HADV1181, HALP1181, HAPS1181,
HBFB1181, HBMN1181, HBMT1181, HBRD1181,
HBTB1181, HCBB1181, HCHR1181, HCLT101-1,
HCLT103-1, HCLT105-1, HCLT106-1, HCNM1181,
HCOU1181, HECM1181, HEMK1181, HENT1181,
HEVM1181, HHIVC1181, HHM1181, HHMP1181,
HHP1181, HHRF1181, HHS1181, HHTD1181,
HIIR1181, HIND1181, HINT1181, HIT1181,
HITFA1181, HLWC1181, HLWH1181, HMKR1181,
HMKT1181, HMLW1181, HODV1181, HPAD1181,
HPLM1181, HPPC1181, HPPR1181, HPPS1181,
HPR1181, HPRM1181, HRDC1181, HRP1181,
HSEM1181, HSHE1181, HSMB1181, HSMS1181,
HSOS1181, HSPS1181, HTDP1181, HTDS1181,
HTDSA1181, HTOP1181, HTTM1181, HWADE1181,
HYFT1181
ASSESSMENT EVENTS with SA 2’s to submit. These
exams must be completed within the exam period.
Remember: SA 2’s to be submitted online via
15 to 17 May – June 27 - 10 ColCampus as per due date on SA 2 cover page.

HACP130-1, HADV100-1, HALL130-1, HALT130-1,
HBMN100-1, HBMN102-1, HBMN130-1, HDBP200-1,
HECO130-1, HEFA1181, HENT100-1, HENT130-1,
HFOA100-1, HHRD100-1, HHRD130-1, HHRM100-1,
HHRM130-1, HIPLW130-1, HIPM300-1, HISL130-1,
HISM100-1, HISM200-1, HISM300-1, HLAA130-1,
HLWP130-1, HLWS130-1, HMKT100-1, HMKT130-1,
HNTS221-1, HNTS222-1, HNTS300-1, HPXN200-1,
HPXN301-1, HPXS301-1, HSFT300-1, HSPM300-1,
HSYD202-1, HTCP300-1, HTSS100-1, HWFM300-1
SA 1 & SA 2 Time Table for projects / internship /
assignments only. Submit online via ColCampus no
15 to 17 May – June 27 - 10 23:59 later than 10 June 2024 23:59
HADL400-1, HADR400-1, HASD200-1, HBMN330-1,
HCGE231-1, HENT300-1, HHRM300-1, HHRM332-1,
HHRM333-1, HLGE330-1, HMKT300-1, HMKT330-1,
HPBM441-1, HPBM442-1, HPBM444-1, HPCP440-1,
HPFM440-1, HPLW440-1, HPMK442-1, HPRM440-1,
HPRM441-1, HPX100-1, HPXN302-1, HPXS200-1,
HPXS302-1, HRML330-1, HRMS331-1, HSAD300-1,
HSYD300-1, HWBAC230-1, HWBHR330-1,
HWDMM300-1
HCLT104-1, HCLT107-1, HCLT108-1, HSYD100-1,
HSYD201-1
SA 1 – Assignment Due. Submit online via
17 June 10 23:59 ColCampus no later than 10 June 2024 23:59.
HBACC230-1 and HBACC330-1
SA 1 for PAPER BASED EXAM INVIGILATED
17 June 14 09:00-12:30 ASSESSMENT EVENTS
19 June 25 13:00 SA 1 & 2 Results Release
19 June 28 17:00 SA 1 & 2 Results Appeal Close and Release
Supplementary SA 1 Time Table for PAPER BASED
EXAM INVIGILATED ASSESSMENT EVENTS only (with
Supplementary SA2). Remember: Supplementary SA
2’s to be submitted online via ColCampus as per due
20 to 21 July 4 - 10 date on Supplementary SA 2 cover page.
HFAC132-1, HTAX230-1, HFAC232-1, HTAX331-1,
09:00-12:00
20 July 4 HFAC334-1
HANT130-1, HBMN230-1, HBMN300-1, HEVM100-1,
09:00-11:00
HGPLD230-1, HPSY332-1

HBMN200-1, HBMN334-1, HIFSE1181, HLWC200-1,
12:00-14:00
HLWC230-1
HADV200-1, HCGE232-1, HCMLW230-1, HHRM331-1,
15:00-17:00
HLWC130-1, HPAA200-1, HPSW230-1
20 July 5 09:00-12:00 HFAC231-1, HETA231-1, HAUD331-1, HFMN331-1
HADV300-1, HENT200-1, HENT230-1, HEPSFA1181,
09:00-11:00
HFMN330-1, HHRM230-1, HMAC300-1
HBMN231-1, HBMN333-2, HCGE130-1, HCYLW230-1,
12:00-14:00
HFAC201-1, HFAC301-1, HFMN302-1, HRMS230-1
HECO231-1, HECO232-1, HENT330-1, HEVM200-1,
15:00-17:00
HEVM300-1, HLWI230-1, HPSW200-1
HFAC131-1, HMAC230-1, HFMN230-1, HFAC331-1,
09:00-12:00
21 July 8 HTAX332-1, HFAC130-1, HFAC302-1
09:00-11:00 HAPR300-1, HGOP330-1, HPSY131-1
HBMN331-1, HBRD300-1, HERL330-1, HLWM200-1,
12:00-14:00
HPLW230-1, HSOC132-1
HAUD200-1, HGPLC230-1, HHRM200-1, HPR200-1,
15:00-17:00
HPSY231-1, HPSY232-1, HPSY331-1
21 July 9 09:00-12:00 HBMN233-1, HCGA232-1, HMAC330-1, HFAC333-1
HBMN201-1, HLWE230-1, HMAC200-1, HMAC202-1,
09:00-11:00
HPSY132-1, HRMB330-1, HSOC332-1
HBLE300-1, HCML330-1, HHRD200-1, HHRD300-1,
12:00-14:00
HIMC300-1, HPI1181, HRMM330-1
HBMN301-1, HERL230-1, HFMN233-1, HFMN300-1,
15:00-17:00
HFMN301-1, HMKT200-1, HMKT230-1, HPDL230-1
21 July 10 09:00-12:00 HAUD230-1, HFAC332-1, HAUD332-1
HADR230-1, HBMN232-1, HHRD230-1, HILFA1181,
09:00-11:00 HLTX330-1, HSEC200-1, HSOC131-1, HTAX201-1,
HTAX202-1
HBRD330-1, HCONL330-1, HLLW330-1, HLWL200-1,
12:00-14:00
HLWL300-1, HSOC231-1, HSOC232-1, HSOC331-1
Supplementary SA 1 Time Table for open book
ONLINE EXAM INVIGILATED ASSESSMENT EVENTS
with Supplementary SA 2’s to submit. These exams
must be completed on the stipulated dates as
indicated below, and be invigilated. Remember:
Supplementary SA 2’s to be submitted online via
ColCampus as per due date on Supplementary SA 2
cover page.
20 July 4 09:00-12:00 HPBM440-1
21 July 8 09:00-12:00 HPMK440-1
21 July 10 09:00-12:00 HPBM443-1
Supplementary SA 1 Time Table for ONLINE EXAM
INVIGILATED ASSESSMENT EVENTS only. No
Supplementary SA 2’s. These exams must be
20 to 21 July 4 - 10 completed within the exam period.
HADR1181, HADV1181, HALP1181, HAPS1181,
HBFB1181, HBMN1181, HBMT1181, HBRD1181,
HBTB1181, HCBB1181, HCHR1181, HCLT101-1,

HCLT103-1, HCLT105-1, HCLT106-1, HCNM1181,
HCOU1181, HECM1181, HEMK1181, HENT1181,
HEVM1181, HHIVC1181, HHM1181, HHMP1181,
HHP1181, HHRF1181, HHS1181, HHTD1181,
HIIR1181, HIND1181, HINT1181, HIT1181,
HITFA1181, HLWC1181, HLWH1181, HMKR1181,
HMKT1181, HMLW1181, HODV1181, HPAD1181,
HPLM1181, HPPC1181, HPPR1181, HPPS1181,
HPR1181, HPRM1181, HRDC1181, HRP1181,
HSEM1181, HSHE1181, HSMB1181, HSMS1181,
HSOS1181, HSPS1181, HTDP1181, HTDS1181,
HTDSA1181, HTOP1181, HTTM1181, HWADE1181,
HYFT1181
Supplementary SA 1 Time Table for ONLINE EXAM
INVIGILATED ASSESSMENT EVENTS with
Supplementary SA 2’s to submit. These exams must
be completed within the exam period. Remember:
Supplementary SA 2’s to be submitted online via
ColCampus as per due date on Supplementary SA 2
20 to 21 July 4 - 10 cover page.
HACP130-1, HADV100-1, HALL130-1, HALT130-1,
HBMN100-1, HBMN102-1, HBMN130-1, HDBP200-1,
HECO130-1, HEFA1181, HENT100-1, HENT130-1,
HFOA100-1, HHRD100-1, HHRD130-1, HHRM100-1,
HHRM130-1, HIPLW130-1, HIPM300-1, HISL130-1,
HISM100-1, HISM200-1, HISM300-1, HLAA130-1,
HLWP130-1, HLWS130-1, HMKT100-1, HMKT130-1,
HNTS221-1, HNTS222-1, HNTS300-1, HPXN200-1,
HPXN301-1, HPXS301-1, HSFT300-1, HSPM300-1,
HSYD202-1, HTCP300-1, HTSS100-1, HWFM300-1
Supplementary SA 1 & Supplementary SA 2 Time
Table for projects / internship / assignments only.
20 to 21 July 4 - 10 23:59 10 July 2024 23:59
HADL400-1, HADR400-1, HASD200-1, HBMN330-1,
HCGE231-1, HENT300-1, HHRM300-1, HHRM332-1,
HHRM333-1, HLGE330-1, HMKT300-1, HMKT330-1,
HPBM441-1, HPBM442-1, HPBM444-1, HPCP440-1,
HPFM440-1, HPLW440-1, HPMK442-1, HPRM440-1,
HPRM441-1, HPX100-1, HPXN302-1, HPXS200-1,
HPXS302-1, HRML330-1, HRMS331-1, HSAD300-1,
HSYD300-1, HWBAC230-1, HWBHR330-1,

HWDMM300-1
HCLT104-1, HCLT107-1, HCLT108-1, HSYD100-1,
HSYD201-1
Supplementary SA 1 – Assignment Due. Submit
20 to 21 July 4 - 10 23:59 online via ColCampus no later than 23:59.
HBACC230-1 and HBACC330-1 Supplementary SA 1
for PAPER BASED EXAM INVIGILATED ASSESSMENT
22 July 15 09:00-12:30 EVENTS
22 July 17 17:00 Supplementary SA 1 & 2 Results Release
Supplementary SA 1 & 2 Results Appeal Close and
23 July 22 13:00 Release
HE OFFICE CLOSED FROM 23 JULY – 26 JULY 2024
ANNEXURE D: PLAGIARISM INFORMATION SHEET
INFORMATION SHEET: PLAGIARISM
This document serves as a source of information regarding the nature of plagiarism, why it
is important to avoid it, and how to ensure that you do not commit plagiarism.
Definition
Plagiarism is the reproduction of somebody else’s work or ideas and presenting it as your own
without giving recognition to that person (Larney, 2012:5). Any piece of work that you present
under your own name must indeed be your own. If you used someone else’s ideas or words
without citing that person’s work, you have committed plagiarism.
Importance
If you have used someone else’s words or ideas in your work without giving them due credit,
that amounts to you presenting that person’s ideas as your own (AAUP, 2015:6). This affects
the academic integrity of your work and can also be considered an infringement on the
copyright of the author whose work you used. Therefore, it is very important to avoid
plagiarism when presenting academic work.
Examples
Plagiarism comes in many forms and is not limited to the direct quotation of another person’s
work without giving him credit. The most important cases of plagiarism are set out below:
Plagiarism of Ideas
Definition: Appropriating an idea (e.g. an explanation, a theory, a conclusion, a
hypothesis, a metaphor) in whole or in part, or with superficial modifications, without
giving credit to its originator (Roig, 2011:4)
Example: Original text: “Customer involvement is a fairly novel phenomenon in the

marketplace. By involving customers in the service delivery process, innovation and
productivity is improved.” (Axcell et al., 2015:217)
57 PlagiarismInformationSheet-HBMN230-1-Jan-Jun2024-V.1-06022024
Plagiarism of idea: “If one involves customers in the process of service delivery, this
generally increases innovation and productivity – even though this idea is still a
relatively new and foreign one in the marketplace.”
This is plagiarism because the idea of Axcell et al. was taken directly without providing
a reference to their work. The plagiariser only changed “novel idea” to “a relatively
new and foreign idea” to his own version – but this does not represent his own
thoughts. It is the idea of Axcell et al. written in a slightly different way.
This can be corrected by adding a reference to the source into the work. For example:
“If one involves customers in the process of service delivery, this generally increases
innovation and productivity – even though this idea is still a relatively new and foreign
one in the marketplace (Axcell et al., 2015:217).
Plagiarism of Text
Definition: Copying a portion of text from another source without giving credit to its
author and without enclosing the borrowed text in quotation marks (Roig, 2011:6).
Example: Original text: “The period from 1652 to 1870 was characterized by colonial
settlement and slavery. 1870 – 1924 bought the discovery of gold and diamonds,
limited trade unionism, industrialization and oppression of black workers. From 1924-
1956 the Industrial Conciliation Act was promulgated, which created dispute
settlement mechanisms through establishing industrial councils.” (Thompson, 2015:
94).
Plagiarism of text: The period from 1652 to 1870 was characterized by colonial
settlement and slavery. 1870 – 1924 bought the discovery of gold and diamonds,
limited trade unionism, industrialization and oppression of black workers.
This is plagiarism because you are quoting the work of Thompson directly without
putting it in between quotation marks and without providing a reference to his work.
This can be corrected by adding a reference to the source into the text and placing the
sentence in between quotation marks. For example: “The period from 1652 to 1870
was characterized by colonial settlement and slavery. 1870 – 1924 bought the
discovery of gold and diamonds, limited trade unionism, industrialization and
oppression of black workers” (Thompson, 2015: 94).
Plagiarism by Improper Paraphrasing

Definition: Taking portions of text from one or more sources, paraphrasing what was
said, and then adding some of your own ideas to that text to pass the entire thought
off as your own. (Roig, 2011:7).
Example: Original text: “The entrepreneur has to be sensitive to opportunities or
problems arising in the business or outside. This awareness is the stimulus for creative
ideas. It is also important to have clarity concerning the nature of the problem to
develop a creative solution. Therefore, it is of utmost importance to define the
problem clearly.” (De Beer et al., 2008, 168)
Plagiarism by improper paraphrasing: It is important for an entrepreneur to be
sensitive to opportunities as well as problems that occur inside or outside the
business. Such awareness will allow him to come up with creative ideas. Therefore it
is important to pursue the continuous generation of creative ideas.
This is plagiarism because you merely rephrased the idea of De Beer et al. and then
added your own sentence to that without referencing the authors for the first part of
your text.
This can be corrected by adding a reference to the source after the first part of this
paragraph. For example: “It is important for an entrepreneur to be sensitive to
opportunities as well as problems that occur inside or outside the business. Such
awareness will allow him to come up with creative ideas” (De Beer et al., 2008: 168).
Therefore it is important to pursue the continuous generation of creative ideas.
Tips to avoid plagiarism:

1) Ensure that you understand the source you are using and the ideas it is trying to
convey. A good rule of thumb is that if you can repeat what you have read in your
own words, you most likely have a good understanding of that work. And if you can
do that – you can be sure you are writing your own ideas.
2) Refer to a few sources (or at least more than one) before starting to write your own
work. This allows you to develop your own thoughts and opinions on the subject
matter.
3) Be sure to cite every source that you use. When you are collecting sources, ensure
that you have all the relevant detail for the source that you need to cite it correctly –
refer to the referencing guide in this regard
4) Use quotation marks around the text you have taken directly from an original
source.
5) Always include a list of references at the end of your work, with the relevant detail of
all the sources you referred to in your text.
6) Read and edit your work to make sure that you can confidently present it in your
own words and ideas.
Useful sources if you want more information on plagiarism

UT-Austin Academic Integrity “A Brief Guide to Avoiding Plagiarism” (2012) Available at:
[http://www.utexas.edu/cola/cwgs/_files/pdf-4/ai2012.pdf]
LIST OF REFERENCES:
AAUP 2015. Policy Documents and Reports 11ed. Baltimore: Johns Hopkins University Press.
Axcell S., Benedict E., Pria S.D., Kharsany K., Meyer S., Williams S.J. 2015. Marketing
Management 3. Cape Town: EDGE Learning Media.
De Beer A.A., Zeelie D., Groenewald H., Watson H., Rossouw D., Jacobs H. 2008.
Entrepreneurial Skills. Cape Town: Juta and Co Ltd.
Larney, T. 2012 NWU Referencing Guide. Potchefstroom: North-West University Library

Services.
Roig, A. 2011. Avoiding Plagiarism, Self-Plagiarism, and Other Questionable Writing Practices:
A Guide to Ethical Writing. ORI. Available at: [http://ori.hhs.gov/avoiding-plagiarism-self-
plagiarism-and-other-questionable-writing-practices-guide-ethical-writing. Last accessed:
9/11/2015]
Thompson, D. 2015 Company Law 2. Cape Town: EDGE Learning Media.
ANNEXURE E: BREAKDOWN OF PRESCRIBED MATERIAL
The prescribed book for this module is: Practising Strategy: A Southern African context
(2022). Third edition, (Juta). Please note that all the chapters are prescribed. The course
material is divided into 10 units. These 10 units should be studied according to your
proposed study programme (Annexure B). Below, you can find a detailed breakdown of
the chapters in the prescribed textbook that make up the respective units in your study
programme.

Week Chapter Unit Chapters in
prescribed
textbook
1 1 1 Chapter 1: The evolution of
management theories
Chapter 2: Introducing the practice of
2 2&3 2 strategy
Chapter 3: A process perspective of
strategic management
Chapter 4: Strategising and
3 4&5 3 strategists
Chapter 5: The external context of
strategy planning
4 6 4 Chapter 6: Strategic resources,
capabilities and competencies
Formative Assessment 1 therefore covers Units 1,2,3 & 4
7 7 5 Chapter 7: Developing and choosing
appropriate strategies
8 8 6 Chapter 8: Strategy implementation
as change management
Chapter 9: The learning organisation
9 9 & 10 7 Chapter 10: Resource allocation for
61 Breakdown of Prescribed Course Material-HBMN230-1-LM-Jan-Jun2024-06022024

ANNEXURE E: BREAKDOWN OF PRESCRIBED MATERIAL
strategy implementation
10 11 8 Chapter 11: Organisational culture
and strategy
Formative Assessment 2 therefore covers Units 5,6,7 & 8

13 13 9 Chapter 13: Organisational structure
and strategy
Chapter 12: Organisational structure
14 12 & 14 10 and strategy
Chapter 14: Strategic control and risk
management
61 Breakdown of Prescribed Course Material-HBMN230-1-LM-Jan-Jun2024-06022024

ANNEXURE F: FORMATIVE ASSESSMENT 1
HIGHER EDUCATION PROGRAMMES
Academic Year 2024: January - June

Formative Assessment 1: Business Management 2 (HBMN230-1)
NQF Level, Credits: 6, 18
Weighting: 20%
Assessment Type: Essay Questions
Educator: L.M Gumbi
Examiner: Tich Musikavanhu
Due date: 28 March 2024
Total: 100 marks
Instructions:
1. This assessment consists of five (5) questions.
2. Note the mark allocation of each question and answer accordingly.
3. It is based on Units 1 - 4 (Chapters 1 - 6) of your prescribed textbook.
4. All the questions are compulsory.
5. Your assessment must be typed using:
1. Font: Arial
2. Font size: 12
3. Line spacing: 1.5
4. A Copyleaks Report will be issued via ColCampus once the assignment is
submitted. Please ensure that you follow the correct steps when uploading
your assignment, to ensure that the Copyleaks Report is correctly issued. If
the incorrect document is uploaded, or if no Copyleaks Report is issued, a
mark of zero (0) will be awarded. If the Copyleaks Report indicates that a 30%
similarity rating has been exceeded, 25% of the assessment total will be
deducted from the final grade. Where a Copyleaks Cheat Detection Report is
issued, your submission will automatically be treated as if you received a
63 HBMN230-1-Jan-Jun2024-FA1-TM-V2-18012024
similarity rating in excess of 30% and 25% of the assessment total will be
deducted from the final grade.
The following Learning Outcomes are covered in this Assessment:
1. Define strategy and explain its importance to the organization
2. Identify the characteristics of strategic decision-making and provide guidelines

to strategic decision-makers to aid them in making more responsible strategic
decisions.
3. Explain how the success of strategy can be measured and apply it in practical
situations.
4. Distinguish between the various management levels involved in strategic

management.
5. Discuss the contribution of resources, capabilities and core competencies

towards competitive advantage, sustainable competitive advantage and
responsible competitiveness of an organization.
6. Consolidate an integrated external analysis of an organization.
7. Recognise the implications of corporate citizenship for managing and

governing organisations.
8. Debate the drivers of responsible management.
Read the excerpt below and answer the questions that follow. Please note that
you are expected to do additional research on the company below.
Toll Group
It all started with the vision, hard work and horse and cart of one man - Albert Toll. The
Toll business was founded in Newcastle, Australia in 1888 by Albert Toll when he
began hauling coal by horse and cart. From these modest beginnings, a transport
company was founded. By the time of his death in 1958 at the age of 95, Albert was
operating a fleet of trucks in five locations.
After Albert Toll: The business that Albert founded left the Toll family’s hands in 1959
when it was purchased by National Minerals. In the decade following, it became part
of mining conglomerate Peko Wallsend, which used the Toll business for the transport
activities of it entire operations. Under Peko Wallsend, Toll was developed into a
national carrier. The company subsequently underwent a name change to Toll-
Chadwick, as its new owners sought to integrate its businesses and expand into
containerised shipping. By the mid-1980s, Toll-Chadwick had grown into one of
Australia’s biggest transport operation outside the capital cities.
Into the modern era: In 1986, Toll was bought by its management team, led by then
Managing Director Paul Little and Toll's first Chairman, Peter Rowsthorn. They were
armed with a clear vision of growing the business through the acquisition of small
strategically-placed transport companies. Toll’s modern era of growth and expansion
began in earnest when this team led Toll’s 1993 listing on the Australian Stock
Exchange (ASX). After its listing on the ASX, Toll responded to increasing customer
demand for complete end-to-end logistics solutions by progressively building its reach
and service capabilities via a program of expansion and strategic acquisitions. In the
process, we became one of the Asia Pacific region's leading providers of integrated
logistics services, employing around 40,000 people across some 1,200 locations in
more than 50 countries. In 2014 we generated annual revenue of A$8.7 billion.
A new future with Japan Post: On 18 February 2015, Toll's Board announced that it
had accepted a proposal from Japan Post, one of the world's largest companies, to
acquire all of Toll's shares. Japan Post was looking to Toll to spearhead its global
operations. The reaction from Toll's shareholders was extremely positive and on 13
May 2015, they voted overwhelmingly in favour of the acquisition. On 28 May 2015,
Toll formally became a division of Japan Post. Toll continues to be headquartered in
Melbourne and retains the Toll brand. We're now growing globally with the support of
Japan Post behind us.
Toll Today: On 1 September 2021 the Toll Global Express business was sold to
Allegro Funds. Today, we have dual headquarters in Melbourne and Singapore and
retain the Toll brand. Our 20,000 team members can help solve any logistics, transport
or supply chain challenge – big or small. We have been supporting our customers for
more than 130 years. Today, we support more than 20,000 customers worldwide with
500 sites in 26 markets, and a forwarding network spanning 150 countries. We
continue our global growth with the support of Japan Post. We’ve come a long way
from hauling coal by horse and cart, but we’re still delivering the same essential service
– transporting what our customers need to where they need it.
South Africa: Operating in South Africa since 1989, Toll provides high-performing
logistics solutions across the country, and from South Africa to across the globe. Our
freight forwarding teams in Johannesburg are backed by our global resources – we
have the experience, the infrastructure, the fleets, and the networks to get your
freight moving. From bulk cargo to a single package, from perishable goods to fragile
freight, heavy outsized cargo and dangerous goods, we have the capability to move
almost any type of freight. So no matter what you’re moving or where you’re moving
it, let us take care of your logistics.
Sources:
1. Toll [website]. South Africa. Retrieved from

https://www.tollgroup.com/locations/emea/south-africa [Accessed 25 October
2023]
2. Toll [website]. History. Retrieved from https://www.tollgroup.com/about/history

[Accessed 25 October 2023]
Note to the student: You have been recruited by Toll as an expert in strategic
management to advise their board of directors on various strategic issues.
QUESTION 1 [19 MARKS]
1.1. In your own words, explain what “strategic management” means to Toll.
(3 marks)
1.2. In tabular format, distinguish the difference between “strategic thinking” and
“non-strategic thinking.” (4+4=8 marks)
1.3. In environments where Toll needs to make fast strategic decisions. Recommend
four (4) guidelines that can aid Toll strategists in making responsible decisions.
(4x2=8 marks)
2.1. After you have read and conducted your own research about Toll Group,
develop your own
(i) Vision & (5 marks)
(ii) Mission for the company. (7 marks)
Use the rubric below when answering this question
[Rubric] Developmental Good Exemplary
0-1 2-3 4-5
The vision fails to capture a The vision does not fully capture The vision is a compelling,
compelling, adaptable, and a compelling, adaptable, and adaptable, and easily
easily communicable depiction easily communicable depiction communicable depiction of
of a desirable future that guides of a desirable future that guides a desirable future that
decision-making and can be decision-making and can be guides decision-making and
readily understood and readily understood and can be readily understood
(i) Vision embraced by both the embraced by both the and embraced by both the
organisation and its organisation and its organisation and its
stakeholders. stakeholders. stakeholders.
0-2 3-5 6-7
The mission statement fails to The mission statement does not The mission statement
address four key elements: the fully address four key elements: succinctly addresses four
product or service offered, the the product or service offered, key elements: the product
target market served, the the target market served, the or service offered, the
technology used for delivery, technology used for delivery, target market served, the
and the organisation's and the organisation's technology used for
commitment to stakeholders. commitment to stakeholders. delivery, and the
The mission fails to outline the The mission does not fully organisation's commitment
organisation's orientation outline the organisation's to stakeholders. The
towards survival and growth, orientation towards survival and mission also clearly outlines
often expressed through its growth, often expressed through the organisation's
commitment to economic its commitment to economic orientation towards survival
(ii) Mission
objectives. The organisational objectives. The organisational and growth, often
values and philosophy were not values and philosophy were expressed through its
captured in the mission. partially captured in the mission. commitment to economic
objectives. The
organisational values and
philosophy were clearly
captured in the mission.
2.2. Toll should formulate strategic goals that meet the SMART principles. Name
each letter in the acronym and explain what it means to Toll. (5x2=10 marks)
2.3. Assuming that Toll would like to (i) expand its service range and (ii) increase its
market share. Based on this statement, formulate two (2) SMART goals for Toll.
(Note to students: use information from the Toll case or improvise to create SMART
goals). (5+5=10 marks)
3.1. In the dynamic and competitive world of logistics and supply chain management,
the effective utilisation of resources is crucial for an organisation's success. Resources
are not just the tools and materials a company uses but also encompass the broader
aspects that contribute to its operational efficiency and competitive edge. Toll, being
a prominent player in this sector, leverages a variety of resources to transform raw
inputs into valuable, marketable outputs. These resources are critical in maintaining
the company's operational fluency, ensuring customer satisfaction, and driving
business growth.
With the above in mind, describe five (5) primary categories of resources that Toll
uses to transform inputs into marketable outputs. (5x2=10 marks)
3.2. Propose how Toll can use the following strategies to create sustainable
competitive advantage.
(i) Differentiation (3 marks)
(ii) Cost leadership (3 marks)
3.3. Conduct a SWOT analysis to assess Toll Group’s competitiveness within the
South African market. (4x2=8 marks)
(Note to the students: conduct your own additional research about the Toll Group in
South Africa. Provide two (2) examples for each letter of the SWOT acronym.)
Organisations and even industries have recently become more responsible. Discuss
any five (5) drivers for responsible management shifting organisations like Toll
towards more sustainable, responsible and ethical practices. (5x3=15 marks)
Assess the significance and implications of corporate citizenship for managing and
governing organisations, with a focus on the case of Toll Group. (10 marks)
Use the rubric below when answering this question:

Word Count: about 150 - 500 words in total
Poor Fair Good Excellent
0-2 3-5 6-7 8-10
The student The student The student The student
demonstrates a lack demonstrates some demonstrates demonstrates evidence
of understanding of minimal evidence of evidence of a good of an in-depth
the significance and understanding of the understanding of the
implications of understanding of the
significance and significance and
Assess the corporate significance and
implications of implications of
significance and citizenship for implications of
corporate citizenship corporate citizenship
implications of managing and corporate citizenship
for managing and for managing and for managing and
corporate governing
governing governing
citizenship for organisations, with governing
organisations, with a organisations, with a
managing and a focus on the case organisations, with a
governing of Toll Group. The focus on the case of focus on the case of focus on the case of
Toll Group. The Toll Group. The Toll Group. The
organisations, with given answer is
a focus on the unrelated to the discussion does not discussion, to some discussion excellently
case of Toll Group. given question. OR fully address areas extent, encompasses addresses areas such
it is a mere theory such as ethics, areas such as ethics, as ethics, sustainability,
with no application sustainability, social sustainability, social social responsibility,
to the Toll brand. responsibility, and responsibility, and and community
community community engagement, which are
engagement, which engagement, which increasingly important
are increasingly
are increasingly in today's business
important in today's
important in today's landscape. The essay
business landscape.
business landscape. meets or exceeds
A fair attempt was
made to provide The answer is a good current expectations.
solid justifications. attempt with
reasonable practical
arguments.
[TOTAL= 100 MARKS]
ANNEXURE G: SAMPLE FORMATIVE ASSESSMENT 1
Academic Year 2024: January – June

Sample Formative Assessment 1: Business Management 2 (HBMN230-1)
Weighting: 20%
Educator: L.M Gumbi
Examiner: L.M Gumbi
Due date: Not Applicable
Total: 100 marks
Instructions:
• This assessment consists of four (4) questions.
• Note the mark allocation of each question, and answer accordingly.
• It is based on Unit 1 to Unit 6, Chapters 1-6 of your prescribed textbook.
• All the questions are compulsory.
• Your assessment must be typed using:
o Font: Arial
o Font size: 12
o Line spacing: 1.5
o A Copyleaks Report will be issued via ColCampus once the assignment is
71 HBMN230-1-Jan-Jun2024-SampleFA1-LMG-V1-29012024
o mark of zero (0) will be awarded. If the Copyleaks Report indicates that a 30%
similarity rating has been exceeded, 25% of the assessment total will be
Our Good Business Journey
The Good Business Journey is our commitment to care for our environment, people,
and communities.
With our vision to be one of the world’s most responsible retailers, sustainability is core
to our business – it impacts everything that we do. It has been entrenched into the
culture of our organisation, and is put into action through our Good Business Journey
programme.
Our Good Business Journey enables a consistent approach to managing sustainability

issues across the Group. The programme focuses on eight focus areas: people, social
development, health and wellness, sustainable farming, ethical sourcing, packaging
and waste, water and energy and climate change. Underlying each focus area is a set
of goals.
We believe that setting ambitious sustainability goals challenges our business to do

more, inspiring others to collaborate on and contribute to this vital endeavour.
Meaningful, enduring impact and progress require deliberate collaboration among all
our stakeholders.”
In 2020, we closed out our first Group-wide Good Business Journey goals and
commitments and were pleased with our performance and achievements. See more
information here:
In 2021, we launched our new Good Business Journey strategy and related Group-
wide goals, Vision 2025 . It is intended to facilitate the Group’s vision of being one of
the world’s most responsible retailers by addressing the complex and interconnected
sustainability challenges and opportunities we face now and into the future. It is also
intended to ensure that our Good Business Journey keeps us at the forefront of
sustainability leadership, pushing us to innovate and collaborate with others.
Source: Woolworths. 2022. Our good business journey. Available [Online]:

https://www.woolworthsholdings.co.za/sustainability/our-good-business-journey/ [Accessed
4 May 2023].
Question 1 [12 Marks]
1.1. From the article above, discuss the duties of each of the three levels of
management when implementing the new strategy. Your answer must consist of
practical examples related to the article. (4x3=12 Marks)
2.1 Briefly explain the importance of strategy for any organisation in South Africa.
(10 marks)
2.2. Apply the following universal principles of strategic management to Woolworths.
Note to students: Use your knowledge of Woolworths and some evidence from the
case study.
Principle 1: (10 marks)
3.1 In table format differentiate the role of consultants as strategists to the board of
directors as strategists. (20 marks)
Note to students: Clearly prove their differences in your differentiation and avoid any
similarities, as the question has not required this. A table should be used to present
the differences noted.
An analysis of the environmental forces is an important task when planning any new
strategy, as any one of the environmental forces may impact the organisation’s micro
and macro environments.
Considering the above statement, conduct a detailed assessment of Woolworths’

external environment focusing on 2022 to 2023. Aid your discussion with examples of
your knowledge of Woolworths. (7x4=28 Marks)
Task Rating Scale/ Performance Criteria

Political Factors 4 3 2 1 0
-Government, Amount of Amount of Amounts of facts Inadequate facts No factual
political policy, facts is more facts is lacking regarding provided evidence
economic than expected. reasonable the political regarding the provided
interventions & Quite detailed regarding factors which political factors regarding the
policies regarding the political factors impact which impact political factors
political factors which impact Woolworths. Woolworths.. which impact
which impact Woolworths. Woolworths.
Woolworths.
Economic factors 4 3 2 1 0
Economic growth, Amount of Amount of Amounts of facts Inadequate hard No factual
rate, inflation rate, facts is more facts is are lacking facts provided. evidence
interest rates & than expected. reasonable regarding the provided
exchange rates. Quite detailed regarding the economic factors regarding the
Interdependent on regarding the economic for the chosen economic
socio-cultural factors economic factors for the product/brand. factors for the
factors for the chosen chosen
chosen product/brand. product/brand.
product/brand.
Social and cultural 4 3 2 1 0

factors
Amount of Amount of Amounts of facts Inadequate hard No factual
Social values, facts is more facts is are lacking facts provided. evidence
culture, lifestyles & than expected. reasonable regarding the provided
demographics Quite detailed regarding the social and regarding the
regarding the social and cultural factors social and
social and cultural factors for the chosen cultural factors
cultural factors for the chosen product/brand. for the chosen
for the chosen product/brand. product/brand.
product/brand.
Technological 4 3 2 1 0
factors
Research and facts is more facts is are lacking facts provided. evidence
development than expected. reasonable regarding the provided
Processes and new Quite detailed regarding the technological regarding the
technologies regarding the technological factors for the technological
technological factors for the chosen factors for the
factors for the chosen product/brand. chosen
product/brand.
Legal/government 4 3 2 1 0
environment
Registrations and facts is more facts is are lacking facts provided. evidence
laws than expected. reasonable regarding the provided
Quite detailed regarding the legal/governmen regarding the
regarding the legal/governm t factors for the legal/governme
legal/governme ent factors for chosen nt factors for
nt factors for the chosen product/brand. the chosen
the chosen product/brand. product/brand.
product/brand.
Environmental 4 3 2 1 0
Factors
Amount of facts Amount of facts Amounts of Inadequate hard No factual
Ecological, is more than is reasonable facts are facts provided. evidence
environmental expected. Quite regarding the lacking provided
forces ie. Climate, detailed environmental regarding the regarding the
climate change, regarding the factors environmental environmental
water shortages. environmental impacting factors factors
factors impacting Woolworths. impacting impacting
Woolworths Woolworths Woolworths
Global Factors 4 3 2 1 0
Global economy Amount of facts Amount of Amounts of facts Inadequate hard No factual
is more than facts is are lacking facts provided. evidence
expected. Quite reasonable regarding the provided
detailed regarding the global factors regarding the
regarding the global factors impacting global factors
global factors Woolworths
impacting impacting impacting

Woolworths Woolworths. Woolworths
[TOTAL= 100 MARKS]
ANNEXURE H: SAMPLE FORMATIVE ASSESSMENT 1-MEMORANDUM

MEMORANDUM

Sample Formative Assessment 1: Business Management 2 (HBMN230-1)
Weighting: 20%
Educator: L.M Gumbi
Examiner: L.M. Gumbi
Due date: Not Applicable
Total: 100 marks
Instructions:
• This assessment consists of four (4) questions.
• Note the mark allocation of each question, and answer accordingly.
• It is based on Unit 1 to Unit 6, Chapters 1-6 of your prescribed textbook.
• All the questions are compulsory.
• Your assessment must be typed using:
o Font: Arial
o Font size: 12
o Line spacing: 1.5
o A Copyleaks Report will be issued via ColCampus once the assignment is
mark of zero (0) will be awarded. If the Copyleaks Report indicates that a 30%
77 HBMN230-1-Jan-Jun2024-SampleFA1-MEMO-LMG-V4-29012024
ANNEXURE H- SAMPLE FORMATIVE ASSESSMENT 1- MEMORANDUM
o similarity rating has been exceeded, 25% of the assessment total will be
Our Good Business Journey
The Good Business Journey is our commitment to care for our environment, people,
and communities.
With our vision to be one of the world’s most responsible retailers, sustainability is core
to our business – it impacts everything that we do. It has been entrenched into the
culture of our organisation, and is put into action through our Good Business Journey
programme.
Our Good Business Journey enables a consistent approach to managing sustainability

issues across the Group. The programme focuses on eight focus areas: people, social
development, health and wellness, sustainable farming, ethical sourcing, packaging
and waste, water and energy and climate change. Underlying each focus area is a set
of goals.
We believe that setting ambitious sustainability goals challenges our business to do

more, inspiring others to collaborate on and contribute to this vital endeavour.
Meaningful, enduring impact and progress require deliberate collaboration among all
our stakeholders.”
In 2020, we closed out our first Group-wide Good Business Journey goals and
commitments and were pleased with our performance and achievements. See more
information here:
In 2021, we launched our new Good Business Journey strategy and related Group-
wide goals, Vision 2025 . It is intended to facilitate the Group’s vision of being one of
the world’s most responsible retailers by addressing the complex and interconnected
sustainability challenges and opportunities we face now and into the future. It is also
intended to ensure that our Good Business Journey keeps us at the forefront of
sustainability leadership, pushing us to innovate and collaborate with others.
Source: Woolworths. 2022. Our good business journey. Available [Online]:

https://www.woolworthsholdings.co.za/sustainability/our-good-business-journey/ [Accessed
4 May 2023].
1.1. From the article above, discuss the duties of each of the three levels of
management when implementing the new strategy. Your answer must consist of
practical examples related to the article. (4x3=12 Marks)
Note to the grader:
Award two (2) marks for an explanation of each management level and two (2) marks
for an example of each as it relates to the case study.
Discretion is advised as students’ examples from the case will differ but should fit each
measure correctly. Below is a sample answer for guidance.
Solution: Unit 2 Ch 2, Pages 51
Top management/Senior management
Top management is responsible for executing the management process. Top

management is responsible for strategic planning, including determining Woolworths'
vision, mission, strategic direction overall goals and plans. Top management is also
responsible for designing Woolworths’ broad organisational structure, leading and
controlling the organisation. Woolworths’ top management would continuously monitor
internal and external environments and identify any possible opportunity, threat,
weakness or strength. ✓ ✓
Example:
Woolworths’ top management would have identified the eight areas within the new
programme and set the goals for the underlying areas. Furthermore, the initiative
would have been driven by and approved by top management. ✓✓
Middle management/Functional management
Middle management is responsible for specific departments or functions within

Woolworths. The middle management of Woolworths’ would deal with the tactical
planning and implementation of the policies, plans and strategies formulated by
Woolworths’ top management. Woolworths’ middle management would monitor
environmental influences that may affect their departments✓✓
Example:
Woolworths’ middle managers would implement the new strategy in their various
departments, such as marketing, finance, human resources, and operations. An
example would be the procurement of produce from sustainable farmers who use
environmentally friendly farming techniques✓✓
Lower-level/supervisory/first-line management
At this level, the managers are responsible for daily operational activities. This level
would primarily focus on short-term planning and implementation of middle
management plans. Much of their time is spent overseeing their subordinates as they
hold the power to increase or decrease productivity and output for Woolworths ✓✓.
Example:
Lower-level managers for Woolworth’s would oversee the restocking of fresh produce,
ensuring that each functional area runs optimally and that any customer queries are
dealt with sufficiently and promptly✓✓.
The following learning outcome has been assessed in this question:
• Differentiate the various levels of management.
2.1 Briefly explain the importance of strategy for any organisation in South Africa.
(10 marks)
Solution: Unit 2 Chapter 2, page 53
Strategy is important for any organisation in South Africa as it guides any decisions
that will likely impact the future. ✓✓ Stakeholders in the organisation can then easily
apply strategy as a framework for decision-making within or outside the organisation.
✓✓ However, it should be noted that for a strategy to be successful and play its
intended role, the views of the varying members should be considered. ✓✓ ✓
A strategy, if correctly communicated and applied can play the crucial role of inspiring,
uniting and motivating people, in turn growing an organisation. ✓✓✓
2.2. Apply the following universal principles of strategic management to Woolworths.
Note to students: Use your knowledge of Woolworths and some evidence from the
case study.
Principle 1: Strategy is about positive change (10 marks)
Strategic management involves the overall positive change for Woolworths. Over the
years, Woolworths has strived to be regarded as a supermarket providing and
producing quality in its various departments and ventures. They strive for positive
change to be noted in producing and providing superior quality by securing the best
services in their supply chain. Woolworths' decision to be unique against their
competitors has enabled them to be considered superior and the best ahead of their
competitors.
Principle 5: Strategy is both deliberate and emergent (10 marks)
Important formal processes are followed to create deliberate strategies. Woolworths

can then set these deliberate strategies to achieve long-term goals. Also, strategising
in principle five can be viewed as a human activity that Woolworths staff can engage
in daily duties. According to Robert Grant strategy can exist in the heads of managers,
in daily activities and documents and finally, in their actions. Although strategists at
Woolworths might be regarded as top management, the role of strategists should be
extended to non-executive directors, strategic planners, middle managers and
consultants. By following this path, the mentioned will be able to influence the
allocation of resources.
Principle 7: Strategy happens at different hierarchical levels (10 marks)
In large multi-business organisations, strategic management and decision-making

takes place at different levels. At the highest level, decisions about the growth path of
the organisation are made by Woolworths board of directors. This level of strategy is
known as corporate-level strategy and the focus is on creating stakeholder value. At
this level, decisions are made about the scope of the organisation, for example,
mergers, acquisitions, divestments and globalisation. Business-level strategy takes
place at the level of the single business or business unit and the goal is for it to achieve
competitive advantage within the markets in which it is competing. It supports
corporate-level strategy by ensuring that it is successful in its markets, and draws on
the corporate centre to provide it with the means to compete successfully. Business
unit managers are responsible for attaining the overall goal of the organisation.
Functional strategies, such as human resource or marketing strategies, are developed
by functional managers to execute the business unit strategies developed by business
unit managers, and to support the implementation of business strategies.
Task 10-7 marks 6-5 marks 3-1 marks 0 marks

Principle 1 An excellent and A good and detailed A fair description of No factual
detailed description of description of Principle 1. evidence
Overall positive change Principle 1 Principle 1 provided or
question was
Providing quality above the Student was able to Student was able to Numerous errors and misunderstood or
competitors provide all facts with provide all facts with omissions were student copied
no errors noted. some errors noted. noted. and pasted
without proving
understanding.
Principle 3 An excellent and A good and detailed A fair description of No factual
detailed description of description of Principle 3 evidence
Complex and uncertain Principle 3 Principle 3 provided or
Numerous errors and question
Bad strategy has long-term Student was able to Student was able to omissions were misunderstood or
impact provide all facts with provide all facts with noted. student copied
no errors noted. some errors noted. and pasted
without proving
understanding.
An excellent and A good and detailed A fair description of No factual

Principle 5 detailed description of description of Principle 5 evidence
Deliberate strategies to Principle 5 Principle 5 provided or
achieve long term goals Numerous errors and question
Student was able to Student was able to omissions were misunderstood or
Human activity that staff provide all facts with provide all facts with noted. student copied
can engage daily no errors noted. some errors noted. and pasted
without proving
Strategists should be understanding.
extended to all
• Identify and explain the universal principles of strategic management.
3.1 In table format, differentiate the role of consultants as strategists to the board of
directors as strategists. (20 marks)
Note to students: Clearly prove their differences in your differentiation and avoid any
similarities, as the question has not required this. A table should be used to present
the differences noted.
Solution: Unit 3, Ch 4, Page 110 & 112
Note to grader:
Award one (1) mark for each difference stated. The answer in the book is in paragraph
form; the students in this question are being encouraged to note those differences
summarise them and add them in table format.
Consultants as strategists Board of directors as strategists

-Advise on best practices using Influences overall decision making ✓✓
extensive knowledge ✓✓
-Knowledgable about general business Monitors relationship between

environment and organisations ✓✓ management and stakeholders ✓✓
-Provide guidance using their external Monitoring and reviewing strategies ✓✓
experience ✓✓
-Can easily fill the role of full-time Focus on strategy annually or when
employees ✓✓ deemed necessary. ✓✓
-Advising on strategy ✓✓ Aligning purpose with strategy ✓✓
• Explain the roles and responsibilities of strategists.
An analysis of the environmental forces is an important task when planning any new
strategy, as any one of the environmental forces may impact the organisation’s micro
and macro environments.
Considering the above statement, conduct a detailed assessment of Woolworths’

external environment focusing on 2022 to 2023. Aid your discussion with examples of
your knowledge of Woolworths. (7x4=28 Marks)
Solution: Unit 4, Ch 5 Page 138
Note to grader:
Use the rubric for grading. Follow the points under each task for guidance on each
element.
Task Rating Scale/ Performance Criteria

Political Factors 4 3 2 1 0
-Government, Amount of Amount of Amounts of facts Inadequate facts No factual
political policy, facts is more facts is lacking regarding provided evidence
economic than expected. reasonable the political regarding the provided
interventions & Quite detailed regarding factors which political factors regarding the
policies regarding the political factors impact which impact political factors
political factors Woolworths. Woolworths..
which impact which impact which impact

Woolworths. Woolworths. Woolworths.
Economic factors 4 3 2 1 0
Economic growth, Amount of Amount of Amounts of facts Inadequate hard No factual
rate, inflation rate, facts is more facts is are lacking facts provided. evidence
interest rates & than expected. reasonable regarding the provided
exchange rates. Quite detailed regarding the economic factors regarding the
Interdependent on regarding the economic for the chosen economic
socio-cultural factors economic factors for the product/brand. factors for the
factors for the chosen chosen
product/brand.
Social and cultural 4 3 2 1 0

factors
Social values, facts is more facts is are lacking facts provided. evidence
culture, lifestyles & than expected. reasonable regarding the provided
demographics Quite detailed regarding the social and regarding the
regarding the social and cultural factors social and
social and cultural factors for the chosen cultural factors
cultural factors for the chosen product/brand. for the chosen
for the chosen product/brand. product/brand.
product/brand.
Technological 4 3 2 1 0
factors
Research and facts is more facts is are lacking facts provided. evidence
development than expected. reasonable regarding the provided
Processes and new Quite detailed regarding the technological regarding the
technologies regarding the technological factors for the technological
technological factors for the chosen factors for the
factors for the chosen product/brand. chosen
product/brand.
Legal/government 4 3 2 1 0
environment
Registrations and facts is more facts is are lacking facts provided. evidence
laws than expected. reasonable regarding the provided
Quite detailed regarding the legal/governmen regarding the
regarding the legal/governm t factors for the legal/governme
legal/governme ent factors for chosen nt factors for
nt factors for the chosen product/brand. the chosen
the chosen product/brand. product/brand.
product/brand.
Environmental 4 3 2 1 0
Factors
Amount of facts Amount of facts Amounts of Inadequate hard No factual
Ecological, is more than is reasonable facts are facts provided. evidence
environmental expected. Quite regarding the lacking provided
forces ie. Climate, detailed environmental regarding the regarding the

climate change, regarding the factors environmental environmental
water shortages. environmental impacting factors factors
factors impacting Woolworths. impacting impacting
Woolworths Woolworths Woolworths
Global Factors 4 3 2 1 0
Global economy Amount of facts Amount of Amounts of facts Inadequate hard No factual
is more than facts is are lacking facts provided. evidence
expected. Quite reasonable regarding the provided
detailed regarding the global factors regarding the
regarding the global factors impacting global factors
global factors impacting Woolworths impacting
impacting Woolworths. Woolworths
Woolworths
The following learning outcome is covered in the above questions:

• Explain the external environment in the context of strategic management.
[TOTAL= 100 MARKS]
ANNEXURE I: FORMATIVE ASSESSMENT 2
Academic Year 2024: January – June

Formative Assessment 2: Business Management 2 (HBMN230-1)
Weighting: 20%
Assessment Type: Multiple Choice Questions
Educator: L.M Gumbi
Due Date: 10 May 2024
Total: 50 marks
Instructions:
This assignment consists of 50 multiple-choice questions.
It is based on Units 5 – 8 (Chapters 7 – 11) of your prescribed textbook.
All questions are compulsory.
Question 1 (1 mark)
A participative strategy development process will result in less of which of the following
challenges?
A. Resistance to change
B. Lack of human resources
C. Lack of financial resources
D. Company losses
Question 2 (1 mark)
Absorptive capacity refers ….
A. to the ability of an organisation to recognise the value of new, internal information,

to assimilate it and to use it to address business problems.
B. to the ability of an organisation to recognise the value of new, external information,
C. to the inability of an organisation to recognise the value of new, external information,
D. to the inability of an organisation to recognise the value of new, internal information,
Question 3 (1 mark)
Which of the following statements is correct about reconstruction in the context of
strategic change?
A. Transformational change that is implemented gradually (or incrementally) through

inter-related initiatives.
B. Transformational change that occurs through simultaneous initiatives in many
aspects.
C. Change undertaken to realign the way in which the organisation operates with many
initiatives implemented simultaneously.
D. Change undertaken to realign the way in which the organisation operates.
Question 4 (1 mark)
Which of the following is NOT a two-dimensional matrix that provides a snapshot view
of an organisation’s investments?
A. General Electric–McKinsey matrix.

B. Boston Consulting Group (BCG) matrix.
C. Pareto matrix.
D. Parenting matrix.
Question 5 (1 mark)
In the context of Zando.com, an e-commerce platform specialising in fashion, what
does "niche differentiation" most likely mean?
A. Implementing advanced technology to streamline the online shopping experience.

B. Targeting a specific segment of the fashion market to distinguish themselves from
competitors.
C. Diversifying the range of products to include non-fashion items.
D. Expanding their service to international markets outside their current operational
region.
Question 6 (1 mark)
Molase Bakery deployed several interventions, such as adapting the organisational
structure and implementing control systems to support managing change to fight the
COVID-19 pandemic. Which of the options describes the above scenario according to
Balogun and Hope-Hailey’s change kaleidoscope?
A. Change path
B. Change style
C. Change target
D. Change levers
Question 7 (1 mark)
------- considers whether the proposed strategies address the key issues related to the
strengths, weaknesses, opportunities and threats the organisation faces.
A. Suitability
B. Profitability
C. Acceptability
D. Feasibility
Question 8 (1 mark)
Which of the following is incorrect about strategic change?
A. Strategic change involves a significant shift in the organization's direction, often

altering its overall goals and objectives.
B. It encompasses the implementation of new strategies that can redefine how the
organization operates and competes.
C. The scope of strategic change can vary, ranging from incremental adjustments to
transformational overhauls.
D. Strategic change is primarily focused on maintaining the status quo and reinforcing
existing operational methods.
Question 9 (1 mark)
The strategy implementation phase requires change within the organisation. Which of
the following is less likely to be affected directly by change when implementing a new
strategy?
A. Business structure
B. Working hours
C. Rewards systems
D. Organisational culture
Question 10 (1 mark)
Most of the following options are true about ‘strategic formation’ EXCEPT which one?
A. Also known as the intellectual phase.

B. It follows a bottom-up approach.
C. It requires strategists to have good analytical skills.
D. It is the primary responsibility of senior management.
Regarding organisational culture, most of the following give rise to ‘taken-for-granted
assumptions’, except which one?
A. Values
B. Norms
C. Organisational artefacts
D. Change
Which of the following is the last step in the process of managing strategic initiatives?
A. Defining strategic initiatives.

B. Identification of the strategic initiatives
C. Reporting and management.
D. Aligning individual behaviour.
Organisations use the SWOT analysis to study their business environment. What does
SWOT stand for?
A. Special weapons for operations for timeless.

B. Strengths, weaknesses, opportunities and threats.
C. Strength worldwide overcomes threats.
D. Services worldwide optimization and transport.
What does a differentiation strategy in business typically involve?
A. Achieving the lowest cost status within an industry by a substantial margin,

generally appealing to a wide range of consumers.
B. Focusing on a specific, narrow market segment and customizing products or

services to meet the unique demands of this group, often excluding other segments.
C. Offering distinctive features or aspects in products or services that are highly valued
by customers, allowing the company to charge a premium price.
D. Combining elements of cost leadership and differentiation to provide superior value

to customers, offering high-quality products at lower production costs than
competitors.
In executing a strategic plan, resistance to change most commonly emerges as a
barrier in which of the following areas?
A. People
B. Vision
C. Management
D. Resource
Which one of the following statements is true regarding the strategy formation, strategy
implementation and the balanced scorecard (BSC)?
A. The BSC can only be used towards strategy formation

B. The BSC can only be used towards strategy implementation
C. The BSC can be used towards strategy formation and strategy implementation
D. The BSC can neither be used towards strategy formation nor implementation
Which statement is true about learning organisations based on the understanding that
individuals learn, not organisations?
A. Learning in an organisation begins and ends at the individual level, without any
sharing among team members.
B. The process of learning in an organisation starts with individual learning and
progresses to sharing this knowledge with others until it becomes a common practice.
C. Organisational learning is independent of individual learning and focuses solely on
group training activities.
D. In learning organisations, individual learning is discouraged to promote uniformity
in knowledge and practices.
During your first day at Tovomby Inc., you realised how the employees are rooted in
their organisational culture. Below are some of the statements you recall during
conversations with them. Which of the following does NOT relate to a good
organisational culture?
A. We believe in competing with each other.

B. We treat each other like family.
C. We are hard workers.
D. It’s the way we do things around here.
A well-accepted approach to analysing an organisation’s culture is -------.
A. Paradigm forms.
B. The cultural web.
C. Customer surveys.
D. Organisational profits.
Which of the following are the correct dimensions that determine the absorptive
capacity of an organisation?
A. Assimilation of acquired information; transformation of new knowledge; acquisition

of competitors' information and applying prior knowledge.
B. Transformation of knowledge; acquisition of internal information; applying prior
knowledge and assimilation of acquired information.
C. Assimilation of information; transformation of new knowledge; acquisition of
customers' information and applying prior knowledge.
D. Transformation of knowledge; acquisition of external information; applying new
knowledge; and assimilation of acquired information.
If a company plans to implement a business-level strategy that prioritizes maintaining
low operational costs while targeting a wide and diverse customer base, which of the
following options best describes this approach?
A. Cost leadership: Emphasizing efficiency and cost reduction across the board to
offer lower prices to a broad market.
B. Focused low-cost: Concentrating on a specific market segment or niche, offering
the lowest possible costs within that segment.
C. Niche focus: Specialising in a unique aspect for a specific, narrow market segment.
D. Broad differentiation: Offering unique and distinct products or services across a
wide customer base, not necessarily focusing on low costs.
Analyse the statements below and answer the following question:
(i) They are autonomous.

(ii) Each SBU aims to create its competitive advantage.
(iii) SBUs are also known as corporate centers.
(iv) Each SBU aims to create a competitive advantage for other SBUs.
(v) Head office provides corporate shared services to SBUs.
Which of the following options consists of true statements relating to SBUs?
A. (i), (ii) and (v)

B. (ii), (iii) and (iv)
C. (i), (iii) and (iv)
D. (iii), (iv) and (v)
The business environment today demands new and integrated management
approaches for strategy implementation, other than the standard ‘top-down’ and silo-
treated approaches. This is necessary so that someone at the lowest level in any
function can answer the question: “What is the plan for the business over the next few
years?” Another question to be answered: “What am I doing to contribute to this plan
that will make a difference?”
The above statement represents a development from:
A. ‘embodying strategy’ to ‘making strategy happen’.

B. ‘making strategy happen’ to ‘implementing strategy’.
C. ‘making strategy happen’ to ‘embodying strategy’.
D. ‘embodying strategy’ to ‘implementing the strategy’.
In the shorter term, the most successful turnaround strategies focus on reducing direct
operational costs and improving productivity gains. Which of the following are the three
strategic options that can be used to achieve these objectives?
A. Retrenchment, recovery, and revenue growth.

B. Retrenchment, buyout, and revenue growth.
C. Retrenchment, recovery, and liquidation.
D. Retrenchment, recovery, and divestiture.
Regarding the cultural web of an organisation, which of the following relates to special
events that reinforce what is important in the organisation’s culture?
A. Paradigm
B. Symbols
C. Routines
D. Rituals
There are many barriers to successful strategic change. Reinforcing mechanisms is
an example of which of the following barriers to successful strategic change?
A. Structural
B. Cultural
C. Process
D. System
Initiatives are the major efforts required to make progress towards strategic goals,
and they must be clearly described during the implementation process to facilitate the
selection of the most viable initiatives. Which of the following questions best defines
the interdependence initiative?
A. What are the major events, accomplishments, or key decision points that are
anticipated? How will you know when and if your initiative is on or off track?
B. When will the initiative begin and end? At what milestone will you judge if your initial
timeline is correct?
C. What investments (people, equipment, time, and finances) will be needed to carry
out the initiative?
D. How will the initiative impact other functions or areas of the organisation? How will
it affect other initiatives?
Regarding the corporate strategy, which of the following forms part of the corporate
scorecard?
A. Corporate citizenship
B. Public relations
C. Business units
D. Corporate customer.
Which of the following options represents the benefits of being a learning
organisation?
(i) Adapt more quickly to environmental change.

(ii) Senses and reacts to threats earlier than competitors.
(iii) Apply newly acquired knowledge leading to innovation.
(iv) Attains responsible competitiveness through applying responsible
management principles.
A. (i), (ii) & (iii)

B. (ii), (iii), & (iv)
C. (i), (iii) & (iv)
D. All the above.
Assume that you are a Marketing intern at Bokomo Inc. Your supervisor has been
working for the company for 14 years and seems unwilling to consider your
suggestions. In meetings, the supervisor purports that he has mastered the industry
and needs no one’s input. Which of the below organisational learning barriers is
described in the above scenario?
A. Management ignorance
B. Absorptive capacity
C. Dominant general management logic
D. Knowledge acquisition
Mikola Inc. 2020’s budget shows an increase in the following allocations: reward
systems, training and development. This indicates that the company wants to align its
strategy with which of the following?
A. Internal environment
B. Organisational units
C. Individual behaviour
D. Strategic initiatives
Which of the following is a solution to dominant management logic, a barrier to
organisational learning?
A. Organisational vision should only be understood by top-level managers.

B. Unlearning must take place to pave the way for new learning and new mental
models.
C. Minimise collaboration to avoid disagreements that stifle speedy decision-making.
D. Allowing lower-level management to make strategic decisions.
Which of the following is a functional level decision?
A. Optimal staffing.
B. Competitive strategies.
C. Maximizing stakeholder value.
D. Corporate strategies.
Which of the following balanced scorecard perspectives relate to the need to improve
product/service offerings?
A. Learning and growth

B. Financial
C. Internal business processes
D. Customer
Which of the following forces drive both strategic formation and strategic
implementation?
A. Internal forces
B. External forces
C. Competitive forces
D. Five forces
After the lockdown declared by the South African president on 21 March 2020 due to
the COVID-19 pandemic, Busani Traders had to allow its employees to work from
home. As a General Manager at the above-mentioned company, you saw the need to
determine the attitudes of individuals affected by this change in the organisation. In
which of the following core segments of Balogun and Hope-Hailey’s change
kaleidoscope can the needs of the manager of Busani Traders be categorised?
A. Scope
B. Readiness
C. Preservation
D. Capacity
Assume that you, as an entrepreneur, attended a business seminar, and the expert
presenter, Robin Sharma, suggested using Ansoff Matrix as the best model for
business expansion. You then decided to implement the Ansoff Matrix model as a
growth strategy. You also set quarterly reviews to determine if the model works or
needs adjustments. Which of the following best describes the above situation?
A. Abstract conceptualisation
B. Active experimentation
C. Concrete experience
D. Thinking and reflection
During your internship at Jerok Marketers, you questioned their marketing guidelines
documents, citing it as the reason why the business does not appeal to small
businesses. This has caused Jerok Marketers to re-evaluate its goals, values and
beliefs.
Which one of the following describes the above scenario?
A. Systems thinking
B. Collaboration
C. Legitimising dissent
D. Double-loop learning
Which of the following combinations indicate the correct statements about becoming
a learning organisation?
(i) Encouraging double-loop learning

(ii) Encouraging homogeneity.
(iii) Leadership commitment to learning
(iv) Building shared visions
A. (i), (ii) and (iv)

B. (ii), (iii) and (iv)
C. (i), (iii) and (iv)
D. All the above.
Which of the following actions is NOT used to define power in organisational culture?
A. Collaboration
B. Coercion
C. Persuasion
D. Encouragement
Your organisation is considering implementing a hybrid working system. Which of the
following is NOT a potential benefit of a hybrid workplace solution?
A. Employees can manage their time better.

B. It increases the office footprint.
C. Can improve diversity and inclusion.
D. Improve employee well-being.
Which of the following is NOT a direct benefit of corporate combination strategies?
A. Increased business opportunities.

B. Increased client base.
C. Illiquidity.
D. Shared risk.
Which of the following statements is true?
A. Organisational learning is continuous and experimental because the acquisition of

knowledge provides guarantees that mistakes will not be made.
B. Organisational learning is continuous and experimental because the acquisition of
knowledge does not provide guarantees that mistakes will not be made.
C. Organisational learning is continuous but not experimental because the acquisition
of knowledge does not provide guarantees that mistakes will not be made.
D. Organisational learning is experimental but not continuous because the acquisition
of knowledge does provide guarantees that mistakes will not be made.
Process maturity, executive sponsorship and process methodology are key
performance areas of which of the following elements of the Strategic Execution
Framework?
A. Transition
B. Engagement
C. Synthesis
D. Ideation
An organisation’s culture is described as at risk when which of the following signs are
identified?
A. Financial measures are part of the business’ primary purpose

B. Sales measures are part of the business’ primary purpose
C. Production measures are part of the business’ primary purpose
D. All of the above
Which of the following directly forms part of creating an environment for effective
resource allocation?
(i) Developing a clear process for resource allocation.

(ii) A participative process for strategy development.
(iii) Sourcing resources internationally instead of locally.
(iv) Management development.
A. (i), (ii) & (iii)

B. (i), (ii) & (iv)
C. (i), (iii) & (iv)
D. All the above.
A lack of values and principles that are consistently preached or widely shared leads
to.
A. A strong culture company.

B. A versatile culture company.
C. A weak culture company.
D. A unique cultural company.
Diagnosing and managing organisational cultures are complicated by the number of
layers within the organisational strategy. Which of the following statements best
describes the nature of this complexity?
A. The ‘tone at the top’ always corresponds with the ‘tone in the middle’ or the ‘tone
below’.
B. The ‘tone at the top’ may not always correspond with the ‘tone in the middle’ or the
‘tone below’.
C. The ‘tone at the top’ always corresponds with the ‘tone in the middle’ but not with
the ‘tone below’.
D. The ‘tone at the top’ may not always correspond with the ‘tone in the middle’ but
does correspond with the ‘tone below’.
Resource allocation is a challenging and complex process, and it is underpinned by
which of the following most important enablers?
A. the ability of the organisation to recruit more employees, communication of the

vision and mission, and the allocation of all resources.
B. the ability of the organisation to learn and adapt, communication of the strategy,
and the allocation of adequate resources.
C. the ability of the organisation to enforce an effective management style,
communication of the vision and mission, and the allocation of resources.
D. the ability of the organisation to acquire more capital, communication of the
business strategy, and the allocation of resources.
------- power is based on charisma, shared identities, personality personification or
idolisation.
A. Referent
B. Expert
C. Legitimate
D. Reward
[TOTAL = 50 MARKS]
Summative Assessment 2: Business Management 2 (HBMN230-1)
NQF Level, Credit: 6, 18
Weighting: 10 %
Assessment Type: Research Essay
Educator: L.M. Gumbi
Due Date 10 June 2024
Total 20 Marks
Instructions
1. The essay must be a minimum of 600 (six hundred) words, and should not exceed
750 (seven hundred and fifty) words.
2. The essay structure must be as follows:
● Cover Page:
107 HBMN230-1-Jan-Jun2024-SA2-TM-V2-18012024
o Name
o Surname
o Student Number
o Name of your Support Centre (i.e. Boston, Braamfontein)
● Introduction: Tells the reader what the essay is about.
● Body / Main Content: Is based on research and relates to the essay question or
topic that has been set.
● Conclusion: Is a summary of what has been covered in the essay, it may also
include suggestions / recommendations.
● Reference list: (not included in the word count): the Harvard Referencing Method
must be adhered to with regards to in-text citations and the reference list.
Please make sure you read and adhere to Boston’s Harvard Method of Referencing: A
Beginner’s Guide when referencing, as well as The Beginners Guide to Plagiarism,
both are available in the HE Library module on ColCampus.
3. The essay must be typed, using the following format settings only:
o Font: Arial
o Font Size: 12
o Line Spacing: 1.5
4. For this assessment the following must be adhered to:
● You have been provided with two (2) academic sources (see below) these sources
are compulsory and must be consulted and referenced when answering the research
question.
● The compulsory sources must be accessed using the HE Library module on

ColCampus unless otherwise stated e.g. through a hyperlink.
Compulsory sources to use:
• Matthews, R. L., MacCarthy B. L., & Braziotis, C. 2017. Organisational Learning in

SMEs: A Process Improvement Perspective. International Journal of Operations and
Production Management. Retrieved from https://nottingham-
repository.worktribe.com/index.php/preview/832805/Organisational%20Learning%20i
n%20SMEs%20191216%20RG.pdf [Accessed 24 October 2023]. (Google Scholar)
• Wang, K.Y., Hermens, A., Huang, K.P. & Chelliah, J., 2015. Entrepreneurial
orientation and organizational learning on SMEs' innovation. International Journal of
Organizational Innovation. Retrieved from
https://opus.lib.uts.edu.au/bitstream/10453/35479/3/Wang.pdf [Accessed 24 October
2023]. (Google Scholar)
5. Academic sources and accessing credible e-Resources:
Not all sources / texts can be classified as academic sources. Wikipedia, for example,
is not a credible academic source since authors are not identifiable, and editing an
article on this site is very easy. Also, blog posts often provide valuable information, but
are not academically sound. To judge whether a source is credible, consider the
following criteria:
• The author should be identifiable through author information, affiliations, and/or qualifications.
• An academic source has usually been peer-reviewed.
• Academic textbooks or academic journals should be published by a recognised

authority/publisher like a university, an academic publishing house, research organisation etc.
• A list of references should be present, that is, full citations for sources used. Thorough
reference to research is a crucial characteristic of legitimate academic work.
6. You must make use of the Harvard Method of Referencing. Refer to the examples
of referencing below:
Book, single author:
Holt, D.H. 2017. Management principles and practices. Sydney: Prentice-Hall.
Book, 2 or 3 authors:
McCarthey, E.J., William, D.P. & Pascale, G.Q. 2017. Basic marketing. Cape Town:
Juta.
Book, more than 3 authors:
Bond, W.R., Smith, J.T., Brown, K.L. & George, M. 2016. Management of small firms.
Sydney: McGraw-Hill.
Book, no author:
Anon. 2009. A history of Greece. Athens: Cengage.
eBook:
Case, J., Marshall, D. & McKenna, S. 2018. Going to university: The influence of
higher education on the lives of young South Africans [E-book]. Cape Town: African
Minds. Retrieved from https://www.africanminds.co.za/wp-
content/uploads/2017/06/9781928331698_web.pdf [Accessed 3 June 2019].
Academic journal article with one author:
Waghid, Y. 2019. On the polemic of academic integrity in higher education. South

African Journal of Higher Education, 33(1):1–5.
Academic journal with 2 or more authors:
Waghid, Y. & Davids, N. 2019. On the polemic of academic integrity in higher

education. South African Journal of Higher Education, 33(1):1–5.
Newspaper article from a webpage:
Motshwane, G. 2019. A missed opportunity: Shakes slams Bafana's Afcon plans.

Sowetan Live, 7 June. Retrieved from
https://www.sowetanlive.co.za/sport/soccer/2019-06-07-a-missed-opportunity-
shakes-slams-bafanas-afcon-plans/ [Accessed 8 June 2019].
Court case:
Gold Circle (Pty) Ltd v Maharaj (1313/17) [2019] ZASCA 93 (3 June 2019).
Web based images (figures, graphs, maps, artwork):
Boston City Campus & Business College. 2019. Welcome [Image]. Retrieved from
https://www.boston.co.za/ [Accessed 3 June 2019].
Music or recording:
Makeba, M. 1960. The Click Song [Recording]. YouTube. Retrieved from

https://www.youtube.com/watch?v=Qg4Fp-A7IRw [Accessed 8 June 2019].
Chapter in an edited book (collected work):
Velez, C. 1978. Youth and aging in central Mexico. In B. Myerhoff & A. Simic (eds.).
Life′s career-aging: Cultural variations on growing old. San Francisco, CA: Sage,
107–162.
7. Boston expects you to approach your work with honesty and integrity. Honesty is the
basis of respectable academic work. Whether you are working on a formative
assessment, a project, a paper (read at a conference), an article (published by a
journal), or a summative assessment essay, you should never engage in plagiarism,
unauthorised collaboration (collusion), cheating, or academic dishonesty.
Plagiarism occurs when a writer duplicates another writer's language or ideas, and then
calls the work their own. Simply put, plagiarism is academic fraud. This includes the
‘copy and paste’ of work from textbooks, study guides, journal articles, etc. Refer to
the Plagiarism Information Sheet in your Course Outline for further information.
8. A Copyleaks Report will be issued via ColCampus once the assignment is submitted.
Please ensure that you follow the correct steps when uploading your assignment, to
ensure that the Copyleaks Report is correctly issued. If the incorrect document is
uploaded, or if no Copyleaks Report is issued, or if the Copyleaks Report indicates
that a 30% similarity rating has been exceeded, a mark of zero (0) will be awarded.
Where a Copyleaks Cheat Detection Report is issued, your submission will
automatically be treated as if you received a similarity rating in excess of 30% and a
mark of zero (0) will be awarded.
9. To obtain maximum results, please consult the rubric included in this brief to ensure
that you adhere to and meet all the given criteria.
RESEARCH ESSAY QUESTION
“While we can agree that knowledge and organisational learning are important concepts
for the success and survival of organisations, it is also important to think about how
organisational learning takes place” Venter et al., 2022.
Required:
• With the above statement in mind, write a research essay in which you assess the
impact of organisational learning on the sustainable growth and competitiveness of
Small and Medium Enterprises (SMEs) in South Africa. (20 marks)
Note to students:
• Use the rubric below as additional guidance in writing and structuring this
research essay.
• Read and use the compulsory sources below. Ensure to reference sources
correctly both in the intext (throughout the essay) and reference list. Also, consult
additional sources.
• The research essay should be practically sound from a South African SMEs
context.
Compulsory source to peruse:
• Matthews, R. L., MacCarthy B. L., & Braziotis, C. 2017. Organisational Learning in

SMEs: A Process Improvement Perspective. International Journal of Operations and
Production Management. Retrieved from https://nottingham-
repository.worktribe.com/index.php/preview/832805/Organisational%20Learning%20i
n%20SMEs%20191216%20RG.pdf [Accessed 24 October 2023]. (Google Scholar)
• Wang, K.Y., Hermens, A., Huang, K.P. & Chelliah, J., 2015. Entrepreneurial
orientation and organizational learning on SMEs' innovation. International Journal of
Organizational Innovation. Retrieved from
https://opus.lib.uts.edu.au/bitstream/10453/35479/3/Wang.pdf [Accessed 24 October
2023]. (Google Scholar)
The following Learning Outcomes are assessed in this assessment:
• Explain what a learning organisation is, and why organisational learning is important.
• Explain the barriers to organisational learning.
• Explain the transfer of knowledge to others.
• Explain how an organisation can become a learning organisation.
Introduction 1 2 3
The extent to which the The introduction is The introduction is The introduction is
introduction states the purpose of inadequate and does not adequately addressed but sufficient and situates the
the essay and provides an explain the aim of the lacks in situating the reader well within the aim
overview of the coverage and essay. reader within the aim of of the essay.
structure of the writing. the essay.
Developmental Good Exemplary
0-3 4-5 6-8
Demonstrates Demonstrates evidence of Demonstrates excellent
minimal/limited. considerable research and in-depth research and
evidence of research and relevant understanding of understanding of the
Research topic:
relevant the research topic. The research topic that meets
understanding of the essay is a good or exceeds current
Assess the impact of research topic. assessment of the impact expectations. The essay
organisational learning on the of organisational learning is an excellent
sustainable growth and The essay is an on the sustainable growth assessment of the impact
unsatisfactory assessment and competitiveness of of organisational learning
competitiveness of Small and Small and Medium on the sustainable growth
of the impact of
Medium Enterprises (SMEs) in organisational learning on Enterprises (SMEs) in and competitiveness of
South Africa. the sustainable growth and South Africa. Small and Medium
competitiveness of Small Enterprises (SMEs) in
and Medium Enterprises It is clear that the student South Africa.
(SMEs) in South Africa. has conducted some
research; however, the It is clear that the student
The student failed to essay is not balanced. has conducted detailed
articulate what Although some practical and well-balanced
organisational learning is examples were provided, research. The student
and its role in the the arguments are not robustly articulated what
sustainable growth and solid enough. The organisational learning is
competitiveness of SMEs research essay does not and its role and
in SA. The link between have a clear golden importance in the
organisational learning and thread/ flow of arguments sustainable growth and
SMEs' growth and that explains the impact of competitiveness of South
competitiveness is absent. organisational learning in African SMEs. The
The student failed to helping or ensuring the research essay shows an
contextualise the essay to sustainable growth and excellent flow of
South African SMEs. competitiveness of SMEs arguments from the
in South Africa. introduction to the
The body of the essay conclusion. The essay is
shows unorganised The structure of the essay contextualised to South
thoughts or ideas and has meets the required African SMEs.
major errors. The research standard with minor
essay is a mere theory errors. The structure of the
extracted from the essay meets the required
textbook or the internet standard.
with no practical
application to South
African SMEs.
1 2 3
Conclusion The conclusion is The conclusion is The conclusion is
The extent to which the inadequate and does not adequately addressed but sufficient and excellently
conclusion summarises the key
points of the essay and uses highlight the main points of lacks in rounding off the ends off the essay for the
these key points to make final the essay. essay for the reader. reader.
judgements / comments.
0-1 2 3
Presentation Structure & Fair overall impression Good overall impression Excellent overall
Overall impression: impression
Formatting issues e.g., Some formatting issues,
Layout, formatting and use of incorrect font, incorrect e.g., incorrect font or • Correct layout and
headings + subheadings, spacing. incorrect spacing.
structure.
grammar & spellings.
• Incorrect layout and The structure is mostly • An excellent use of
structure correct.
headings + sub-
• Contains many • A good use of headings
grammar/spelling + sub-headings. headings
mistakes. • Contains some
• Excellent evidence of
• Average evidence of grammar/spelling
creativity and critical mistakes. creativity and critical
thinking. • Good evidence of
thinking.
creativity and critical
thinking. • Contains no
grammar/spelling
mistakes.
0 1 2-3
Incorrect format for intext One (1) compulsory All two (2) compulsory
Bibliography and Referencing. referencing and sources were cited sources and other non-
bibliography/reference list. correctly both on the compulsory sources were
Correct intext referencing and bibliography/reference list cited correctly both on
reference list/bibliography format. No references were and intext referencing. the
included. bibliography/reference list
OR only non-compulsory and intext referencing.
sources were cited/used.
(Award three (3) marks if
OR only reference list was the student cite the two
included with no intext (2) compulsory sources
referencing. and one (1) additional
non-compulsory source
correctly)
ANNEXURE K: SAMPLE SUMMATIVE ASSESSMENT 1

Sample Summative Business Management 2 (HBMN230-1)
Assessment 1:
Weighting: 50%
Assessment Type: Examination
Pass Requirement: 50%
Educator: L.M Gumbi
Examiner: L.M Gumbi
Due Date: Not Applicable
Total: 70 Marks
Time: 2 Hours
Instructions:
1. This examination consists of Section A (Multiple Choice
Questions) and Section B (Essay-Type Questions). Answer both
sections.
2. Good Luck
116 HBMN230-1-Jul-Dec2023-SA1-Memo-NV-V.1-12072023
SECTION A: [25 MARKS]
Question 1 [1 Mark]
On which level are decisions are taken about the overall purpose, scope, range and
diversity of the organisations?
A. Business Level.
B. Functional Level.
C. Corporate Level.
D. Operational Level.
Question 2 [1 Mark]
Which one of the following statements on strategy formulation and implementation is

correct?
A. Strategy implementation is regarded as the intellectual phase of strategic

management.
B. Internal organisational forces drive strategy formulation
C. Strategy formation is the main responsibility of senior management.
D. Strategy formation follows a down-top approach.
Question 3 [1 Mark]
__________ refers to the ability of an organisation to recognise the value of new, external
information, to assimilate it and to use it to address business problems.
A. Organisational capability
B. Organisational knowledge
117 HBMN230-1-Jan-Jun2024-SampleSA1-LMG-V.1-29012024
C. Organisational learning
D. Absorptive capacity
Question 4 [1 Mark]
Which of the following is NOT an element of resource allocation for strategy

implementation?
A. Successful implementation of strategic initiatives
B. Define and approve strategic initiatives
C. Successful alignment of individual behaviour with strategic direction
D. Successful alignment of organisational units with strategic directions
Question 5 [1 Mark]
______________ relates to the formal roles and reporting relationships in an

organisation.
A. Paradigm.
B. Position.
C. Organisational structure.
D. Power.
Question 6 [1 Mark]
Market development strategies can be defined as:
A. Strategies to grow turnover by selling the organisation’s existing products and/or
services into new markets.
B. Aim to increase market share by selling more of the organisation’s existing

products and/or services to its existing markets.
C. Strategies to introduce advancements in technology and/ or services.
D. Strategies to grow turnover by selling new products or services to the

organisation’s existing market.
Question 7 [1 Mark]
Which one of the following barriers to successful strategy implementation refer to the
overlap of strategy formation, implementation and control?
A. The people barrier
B. The resource barrier
C. The vision barrier
D. The management barrier
Question 8 [1 Mark]
Which one of the following is not a benefit of being a learning organization?
A. Being able to adapt more quickly to environmental changes through more

flexible and agile strategic responses.
B. Being able to benefit from opportunities and sensing and reacting to threats
earlier than competitors, leading to superior performance.
C. Being able to apply newly acquired knowledge to business problems and

opportunities, leading to innovation.
D. Would provide a foundation for profit growth and development of new products
and services.
Question 9 [1 Mark]
What is the main goal of the Strategic Executive Framework?
A. To increase productivity
B. To align activities and strategic direction better
C. To assist with strategy creation
D. Assist management decisions
Question 10 [1 Mark]
Which of the following are not a sign that an organisations culture is at risk?
A. Performance and talent systems that reinforce desired behaviours are misaligned.
B.
C. When undue pressure is placed within the organisations on achieving those

metrics
D. Employees take risk to attain financial, sales and production targets.
E. Leaders fail to uphold the organisation’s values, thereby creating discord between
the organisation’s image and how it operates.
____________ is a formal agreement between two or more separate organisations in

which they agree to work collaboratively toward some strategically relevant goal.
A. Joint venture strategies
B. Merger strategies
C. Strategic alliance
D. Acquisition strategies
__________ can be defined as, the execution of all the activities, deliverables and the
outcomes of the portfolios should lead to the attainment of strategic goals.
A. Capital barrier
B. The people barrier
C. The management barrier
D. The vision barrier
Which of the following is not considered a barrier to organizational learning?
A. Lack of management support
B. Dominant general management logic
C. Management ignorance
D. Limits to absorptive capacity
The aim of the ________ ___________ strategies is to grow turnover by selling new
products or services to the organisation’s existing market.
A. Market development
B. Innovation strategies
C. Product development
D. Service development
Which option is the correct learning process cycle of activities?
A. Concrete experience, thinking and reflecting, abstract conceptualisation, and active

experimentation
B. Concrete experience, evaluating situation, contexualisation, and performance

appraisal
C. Assessment of material, evaluating and participating, conceptualizing, and re-

evaluating results.
D. Reflecting on assessments results, readdressing shortcomings, active learning and

performance appraisal
_____________ considers the proposed strategies to address the key issues related to
the strengths, weaknesses, opportunities and threats the organization faces.
A. Suitability
B. Profitable
C. Acceptable
D. Feasible
Which one of the following options contains the four different types of strategic change
that can materialize within an organisation?
A. Evolution, adaption, evolution, reconstruction

B. Action, change, reaction, post-action
C. Negotiations, strike, work-slow, stay-away
D. Destruction, evaluation, construction, remodelling
One of the key roles of Communities of practice is to define what competence entail sin
its context, and there are three elements, namely, joint enterprise, relationship og
mutuality and ___________________
A. Knowledge management
B. Double-loop learning
C. Shared repertoire of stories
D. Team learning
What must be aligned for successful resource allocation?
A. Corporate, business and functional dimensions

B. Operational, strategic and management dimensions
C. Business, strategic and individual dimensions
D. Strategic, operational and management dimension
Company beliefs can be best described as:
A. The beliefs, traits and behavioural norms that management has determined should
guide the pursuit of its vision
B. Someone’s sense of what ought to be and can typically be discerned in how people
talk about issues the organisation faces.
C. Beliefs reflects someone’s sense of what ought to be and can typically be
discerned in how people talk about issues the organisation faces.
D. The day-to-day ways in which an organisation operates.
A _______________ strategy implies that the entire organisation be sold-off, either as a
whole or in parts of it.
A. Strategic alliance
B. Divestiture
C. Liquidation
D. Merger.
Which one of the following is not a step in Kotter’s eight-step change process?
A. Establishing a sense of urgency

B. Creating a guiding coalition
C. Developing a divergence plan
D. Communicating the vision for buy-in
Which of the following statements is not correct in terms of communities of practice
(CoP)?
A. CoP are the building blocks of the learning system

B. Members must be accepted and trusted, and be able to interact with other
members.
C. The CoP for organisations occurs when sharing of information takes place
across the boundaries of the CoP, either between the individuals or with other
CoPs as a whole.
D. People may not form part of more than one CoP or act as a broker between
communities.
The purpose of the engagement process is to________
A. Prioritise actions in a way to eliminate guesswork

B. Translate strategy into action
C. Play part in the allocation of resources
D. All of the above
Regarding the cultural web of an organisation, which of the following relates to important
personalities?
A. Stories
B. Routines
C. Paradigm
D. Symbols
SECTION B [45 MARKS]
Read through the Vodacom case study and answer the questions that follow.
Volkswagen South Africa planning seven new or updated models in 2023
Johannesburg - While some car companies like to hold their cards close to their chests,
Volkswagen South Africa is playing open cards with its 2023 product plans.
And it’s certainly going to be a busy year for the country’s second-biggest carmaker, which sold
63 601 units last year for a passenger car market share of 16.4%. The most popular model was
the Polo Vivo with 20 866 sales, followed by the Polo (15 697) and T-Cross (10 384).
Here’s what Volkswagen South Africa has up its sleeve for 2023:
Golf 8 R - First quarter
Polo Vivo GT upgrade – First quarter
New Amarok – First quarter
Tiguan TDI - Second quarter
T-Cross Trendline - Second quarter
Polo Sedan TSI – Fourth quarter
Touareg facelift – Fourth quarter
Among the most keenly anticipated is the new Volkswagen Golf R, and were it not for global supply chain
bottlenecks, it would have been with us long ago. As a reminder, the performance hatch flagship is
powered by a new 235kW, 400Nm 2.0-litre turbo four, which gets it from 0-100km/h in a claimed 5.1
seconds. We have already driven the new Golf R at a preview event last year, so you can read our
impressions here.
The other blockbuster launch for 2023 is the all-new Volkswagen Amarok, which also arrives in the first
quarter. It’s built right here in South Africa alongside its Ford Ranger cousin in Silverton. However,
Volkswagen has gone to great lengths to differentiate its product and lend a more Germanic feel. Click
here to read our review from the international launch.
Full article available at:
Source: Woosey, J.2023 IOL. Volkswagen South Africa planning seven new or updated models
in 2023. Available online https://www.iol.co.za/motoring/industry-news/volkswagen-south-africa-
planning-seven-new-or-updated-models-in-2023-13e35279-bb76-42ef-a9cc-46d4fa7db7bd
[Accessed 5 September 2022].
Using Porter’s Five Forces framework, outline how the new strategy could provide a
strategic advantage to Volkswagen. Provide an example of each. (25 Marks)
Question 2
The decision to design and manufacture new vehicle models for the South African market
was made at the highest level. Discuss in your own words the three levels of decision-
making and provide a practical example of a decision made on each level. (20 Marks)
ANNEXURE L:SAMPLE SUMMATIVE ASSESSMENT 1-MEMORANDUM

MEMORANDUM

Sample Summative Business Management 2 (HBMN230-1)
Assessment 1:
Weighting: 50%
Assessment Type: Examination
Pass Requirement: 50%
Educator: L.M Gumbi
Examiner: L.M Gumbi
Due Date: Not Applicable
Total: 70 Marks
Instructions:
1. This examination consists of Section A (Multiple Choice Questions) and Section B

(Essay-Type Questions). Answer both sections.
2. Good Luck
128 HBMN230-1-Jan-Jun2024-SampleSA1-Memo-LMG-V.1-29012024
ANNEXURE L: SAMPLE SUMMATIVE ASSESSMENT 1-MEMORANDUM
SECTION A: [25 MARKS]
Question 1 [1 Mark]
On which level are decisions are taken about the overall purpose, scope, range and
diversity of the organisations?
A. Business Level.
B. Functional Level.
C. Corporate Level.
D. Operational Level.
The answer is C. (Unit 5, Chapter 7, Page. 204)
The following Learning Outcomes are assessed in this question: Understand the
nature and use of strategic goals and strategic choices in providing strategic direction
Question 2 [1 Mark]
Which one of the following statements on strategy formulation and implementation is

correct?
A. Strategy implementation is regarded as the intellectual phase of strategic

management.
B. Internal organisational forces drive strategy formulation
129 HBMN230-1-Jul-Dec2024-SampleSA1-Memo-LMG-V.1-29012024
C. Strategy formation is the main responsibility of senior management.
D. Strategy formation follows a down-top approach.
The answer is C. (Unit 6, Chapter 8, Pages. 232)
The following learning outcome is covered in the above question:
Explain ‘strategy implementation’ and differentiate between strategy formation and

implementation.
Question 3 [1 Mark]
__________ refers to the ability of an organisation to recognise the value of new, external
information, to assimilate it and to use it to address business problems.
A. Organisational capability
B. Organisational knowledge
C. Organisational learning
D. Absorptive capacity
The answer is D. (Unit 7, Chapter 9, Pp. 265)
The following learning outcome is covered in the above question
Explain the principles of strategy implementation.
Question 4 [1 Mark]
Which of the following is NOT an element of resource allocation for strategy

implementation?
A. Successful implementation of strategic initiatives
B. Define and approve strategic initiatives
C. Successful alignment of individual behaviour with strategic direction
D. Successful alignment of organisational units with strategic directions
The following Learning Outcomes are assessed in this question:
Explain what resource allocation for strategy implementation entails
Question 5 [1 Mark]
______________ relates to the formal roles and reporting relationships in an

organisation.
A. Paradigm.
B. Position.
C. Organisational structure.
D. Power.
Explain the various layers of organisational culture
Question 6 [1 Mark]
Market development strategies can be defined as:
A. Strategies to grow turnover by selling the organisation’s existing products and/or

services into new markets.
B. Aim to increase market share by selling more of the organisation’s existing

products and/or services to its existing markets.
C. Strategies to introduce advancements in technology and/ or services.
D. Strategies to grow turnover by selling new products or services to the

organisation’s existing market.
The answer is A. (Unit 5, Chapter 7, Page. 208)
Differentiate between the various corporate-level strategies that create corporate value
and synergy.
Question 7 [1 Mark]
Which one of the following barriers to successful strategy implementation refer to the
overlap of strategy formation, implementation and control?
A. The people barrier
B. The resource barrier
C. The vision barrier
D. The management barrier
The answer is D. (Unit 6, Chapter 8, Page. 234)
Explain the various barriers to successful strategy implementation.
Question 8 [1 Mark]
Which one of the following is not a benefit of being a learning organization?
A. Being able to adapt more quickly to environmental changes through more

flexible and agile strategic responses.
B. Being able to benefit from opportunities and sensing and reacting to threats
earlier than competitors, leading to superior performance.
C. Being able to apply newly acquired knowledge to business problems and

opportunities, leading to innovation.
D. Would provide a foundation for profit growth and development of new products
and services.
Explain what is learning organisation is
Question 9 [1 Mark]
What is the main goal of the Strategic Executive Framework?
A. To increase productivity
B. To align activities and strategic direction better
C. To assist with strategy creation
D. Assist management decisions
The answer is B. (Unit 7, Chapter 10, Page. 290)
Explain what the strategy execution framework entails.
Which of the following are not a sign that an organisations culture is at risk?
A. Performance and talent systems that reinforce desired behaviours are misaligned.
B. When undue pressure is placed within the organisations on achieving those

metrics
C. Employees take risk to attain financial, sales and production targets.
D. Leaders fail to uphold the organisation’s values, thereby creating discord between
the organisation’s image and how it operates.
Explain how an organisation can instill an organisational culture that supports good
strategy implementation.
____________ is a formal agreement between two or more separate organisations in

which they agree to work collaboratively toward some strategically relevant goal.
A. Joint venture strategies
B. Merger strategies
C. Strategic alliance
D. Acquisition strategies
Differentiate between the various corporate-level strategies that create corporate value
and synergy.
__________ can be defined as, the execution of all the activities, deliverables and the
outcomes of the portfolios should lead to the attainment of strategic goals.
A. Capital barrier
B. The people barrier
C. The management barrier
D. The vision barrier
Explain the various barriers to successful strategy implementation.
Which of the following is not considered a barrier to organizational learning?
A. Lack of management support
B. Dominant general management logic
C. Management ignorance
D. Limits to absorptive capacity
The answer is A. (Unit 5, Chapter 7, Pp. 208)
Explain the barriers to organizational learning
The aim of the ________ ___________ strategies is to grow turnover by selling new
products or services to the organisation’s existing market.
A. Market development
B. Innovation strategies
C. Product development
D. Service development
The answer is C. (Unit 7, Chapter 9, Pp. 266)
Differentiate between various corporate-level strategies that create corporate value

and synergy
Which option is the correct learning process cycle of activities?
A. Concrete experience, thinking and reflecting, abstract conceptualisation, and active

experimentation
B. Concrete experience, evaluating situation, contexualisation, and performance

appraisal
C. Assessment of material, evaluating and participating, conceptualizing, and re-

evaluating results.
D. Reflecting on assessments results, readdressing shortcomings, active learning and

performance appraisal
Discuss how individuals learn and transfer knowledge.
_____________ considers the proposed strategies to address the key issues related to
the strengths, weaknesses, opportunities and threats the organization faces.
A. Suitability
B. Profitable
C. Acceptable
D. Feasible

Explain the evaluation of strategic choices.
Which one of the following options contains the four different types of strategic change
that can materialize within an organisation?
A. Evolution, adaption, evolution, reconstruction

B. Action, change, reaction, post-action
C. Negotiations, strike, work-slow, stay-away
D. Destruction, evaluation, construction, remodelling
The answer is A. (Unit 6, Chapter 8, Page. 242-243)
Differentiate between the various types of strategic change.
One of the key roles of Communities of practice is to define what competence entail sin
its context, and there are three elements, namely, joint enterprise, relationship og
mutuality and ___________________
A. Knowledge management
B. Double-loop learning
C. Shared repertoire of stories
D. Team learning
The answer is C. (Unit 7, Chapter 9, Pp. 270)

Explain how an organisation can become a learning organisation.
What must be aligned for successful resource allocation?
A. Corporate, business and functional dimensions

B. Operational, strategic and management dimensions
C. Business, strategic and individual dimensions
D. Strategic, operational and management dimension

Explain what resource allocation for strategy implementation entails.
Company beliefs can be best described as:
A. The beliefs, traits and behavioural norms that management has determined should
guide the pursuit of its vision
B. Someone’s sense of what ought to be and can typically be discerned in how people
talk about issues the organisation faces.
C. Beliefs reflects someone’s sense of what ought to be and can typically be
discerned in how people talk about issues the organisation faces.
D. The day-to-day ways in which an organisation operates.

Explain the various layers of organisational culture.
A _______________ strategy implies that the entire organisation be sold-off, either as a
whole or in parts of it.
A. Strategic alliance
B. Divestiture
C. Liquidation
D. Merger.
The answer is C. (Unit 5, Chapter 7, Pages. 215)

Differentiate between the various corporate level strategies that create corporate value
and synergy.
Which one of the following is not a step in Kotter’s eight-step change process?
A. Establishing a sense of urgency

B. Creating a guiding coalition
C. Developing a divergence plan
D. Communicating the vision for buy-in
Differentiate between the various models of planned change.
Which of the following statements is not correct in terms of communities of practice
(CoP)?
A. CoP are the building blocks of the learning system

B. Members must be accepted and trusted, and be able to interact with other
members.
C. The CoP for organisations occurs when sharing of information takes place
across the boundaries of the CoP, either between the individuals or with other
CoPs as a whole.
D. People may not form part of more than one CoP or act as a broker between
communities.

Explain how an organisation can become a learning organisation.
The purpose of the engagement process is to________
A. Prioritise actions in a way to eliminate guesswork

B. Translate strategy into action
C. Play part in the allocation of resources
D. All of the above
The answer is D. Investment portfolio. (Unit 10, Chapter 10, Page. 268)
Explain what the Strategy execution framework entails.
Regarding the cultural web of an organisation, which of the following relates to important
personalities?
A. Stories
B. Routines
C. Paradigm
D. Symbols

Explain the use of the cultural web as an approach to assess an organisation’s
culture.
SECTION B [45 MARKS]
Read through the Vodacom case study and answer the questions that follow.
Volkswagen South Africa planning seven new or updated models in 2023
Johannesburg - While some car companies like to hold their cards close to their chests,
Volkswagen South Africa is playing open cards with its 2023 product plans.
And it’s certainly going to be a busy year for the country’s second-biggest carmaker, which sold
63 601 units last year for a passenger car market share of 16.4%. The most popular model was
the Polo Vivo with 20 866 sales, followed by the Polo (15 697) and T-Cross (10 384).
Here’s what Volkswagen South Africa has up its sleeve for 2023:
Golf 8 R - First quarter
Polo Vivo GT upgrade – First quarter
New Amarok – First quarter
Tiguan TDI - Second quarter
T-Cross Trendline - Second quarter
Polo Sedan TSI – Fourth quarter
Touareg facelift – Fourth quarter
Among the most keenly anticipated is the new Volkswagen Golf R, and were it not for global supply chain
bottlenecks, it would have been with us long ago. As a reminder, the performance hatch flagship is
powered by a new 235kW, 400Nm 2.0-litre turbo four, which gets it from 0-100km/h in a claimed 5.1
seconds. We have already driven the new Golf R at a preview event last year, so you can read our
impressions here.
The other blockbuster launch for 2023 is the all-new Volkswagen Amarok, which also arrives in the first
quarter. It’s built right here in South Africa alongside its Ford Ranger cousin in Silverton. However,
Volkswagen has gone to great lengths to differentiate its product and lend a more Germanic feel. Click
here to read our review from the international launch.
Full article available at:
Source: Woosey, J.2023 IOL. Volkswagen South Africa planning seven new or updated models
in 2023. Available online https://www.iol.co.za/motoring/industry-news/volkswagen-south-africa-
planning-seven-new-or-updated-models-in-2023-13e35279-bb76-42ef-a9cc-46d4fa7db7bd
[Accessed 5 September 2022].
Using Porter’s Five Forces framework, outline how the new strategy could provide a
strategic advantage to Volkswagen. Provide an example of each. (25 Marks)
Note to grader:
Award three (3) mark for outlining each strategy and a further two (2) marks for an
example of each strategy related to the case study. No mark should be awarded for only
identifying a strategic advantage as this is an open-book assessment.
Discretion is advised as students’ examples from the case will differ but should fit each
measure correctly. Below is a sample answer for guidance.
Competition from substitutes:
Influenced and determined by the buyers’ propensity to substitute or buy substitute

products and the relative prices and performance of substitutes. ✓ ✓✓
Example:
With Volkswagen’ new strategy of managing sustainability across eight focus areas, the
possibility of obtaining substitute products that meet all those stringent criteria and quality
would be hard to find or not at a similar price or convenience. ✓✓
Competition from new entrants:
It would be influenced by various factors such as capital needed to enter the industry,
product differentiation and legal barriers to enter the industry. ✓✓✓
Example:
Volkswagen has set a high benchmark for any new entrants, especially considering the
eight sustainability focus areas. The quality that they produce and is expected by their
customers has set a benchmark that will not be easily reached by new entrants ✓✓
Competition from established rivals:
It is influenced by factors such as the diversity of these rivals, product differentiation to be

found in industry exit barriers and cost conditions. ✓ ✓✓
Example:
Volkswagen’ strategy of procuring vendors that meet their high requirements in regard to
the eight focus areas of sustainability means that they have ensured a constant supply of
sustainable products. Ensuring high exit barriers and cost. ✓✓
The power of suppliers:
Determined by various factors such as price sensitivity of suppliers, and their relative
bargaining power. ✓✓✓
Example:
With their procurement strategies focused on sustainability, Volkswagen' has ensured

that they have a supplier of the highest quality that meets the highest quality and ethical
requirements. ✓✓
Power of buyers:
Influenced by factors such as competition between buyers, product differentiation,

information made available to buyers and the size and concentration of buyers relative to
suppliers. ✓✓ ✓
Example:
With Volkswagen' procurement strategies focused on sustainability, they have procured

vendors and products that meet their highest quality, sustainability and ethical
requirements, thus ensuring their supply of quality products. ✓✓
• Differentiate between the terms ‘competitive, advantage’, ‘sustainable competitive

advantage’ and ‘transient competitive advantage’.
Question 2
The decision to design and manufacture new vehicle models for the South African market
was made at the highest level. Discuss in your own words the three levels of decision-
making and provide a practical example of a decision made on each level. (20 Marks)
Note to Marker. Sample answer is provided below. Additional mark awarded if all levels
are identified.
• Organisational or corporate level. Decisions are taken about the overall purpose,
scope range and diversity of Volkswagen. On this level the decision was made to
design and manufacture the new models for the South African market.
• Business Level. General managers of each line of business or strategic business
unit determine which business strategy would be suitable to achieve sustainable
competitive advantage. The Marketing Manager for VW SA would constitute the
marketing strategies for the new models.
• Functional level. Managers lower down make decisions about how to best support
business-level strategies by performing strategy-critical activities. R&D managers
would research what improvements can be implemented on the new models by

interviewing old customers or reviewing customer surveys.

Understand the nature and use of strategic goals and strategic choices in providing
strategic direction

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BOSTON CITY CAMPUS

Assessment Strategy: AS4

January- June 2024

About the Institution

2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME 7

3. TEACHING, LEARNING AND ASSESSMENT 10

4. STUDENT ACCESS TO IT, LIBRARY AND OTHER RESOURCES 15

5. COMMUNICATION AND SUPPORT 17

6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY 21

7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS 23

9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS 27

A. EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS 32

B. PROPOSED STUDY PROGRAMME 34

C. ACADEMIC CALENDAR FOR 2024 48

D. PLAGIARISM INFORMATION SHEET 57

E. BREAKDOWN OF PROPOSED COURSE MATERIAL - IF APPLICABLE 61

G. SAMPLE FORMATIVE ASSESSMENT 1 71

H. SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM 77

I. FORMATIVE ASSESSMENT 2 – IF APPLICABLE 88

J. SUMMATIVE ASSESSMENT 2 – IF APPLICABLE 107

K. SAMPLE SUMMATIVE ASSESSMENT 1 – IF APPLICABLE 116

L. SAMPLE SUMMATIVE ASSESSMENT 1: MEMORANDUM 128

Welcome to the Business Management 2 (HBMN230-1) module. This Course Outline is

The purpose of Business Management 2 (HBMN230-1) is to provide students with detailed

1.2 The Module

• Module name: Business Management 2 (Module Code)

1.3 Notional Hours

1.4 Introduction to SAQA, QCs and the NQF

Who is the South African Qualifications Authority (SAQA)?

In terms of qualifications and professional bodies, SAQA must:

What are Quality Councils (QCs)?

The three QCs are:

The National Qualifications Framework (NQF) is a comprehensive system for the

What Does the NQF Look Like?

The NQF is organised as a series of levels of learning achievement, arranged in ascending

Description NQF 5 NQF 6 NQF 7 NQF 8

3.1 Learning Philosophy

As an accredited and registered private higher education institution, Boston is committed to

• Should be action-orientated and communicative

3.2 Learning Methodology

Teaching at Boston consists of:

Learning consists of:

3.3 Assessment Strategies and Types of Assessments

The following are examples of assessment strategies used:

Assessment Strategy 1 (AS1): The formative assessment 1 (FA1), formative assessment 2

Assessment Strategy IS (ASIS): An integrated summative assessment 1 (SA1) in the form of a

There are a number of assessment types appropriate to the distance-learning environment,

• To encourage students to review

3.3.1 Self-Assessment and Recommended Reading

3.3.2 Report Writing

3.3.3 True-False Test

3.3.4 Open-Book Test/Assignment

Open-book testing is used to:

3.3.5 Multiple-Choice Question Examination

3.3.6 Student-Centred Interaction

By encouraging students to continually ask questions and be comfortable with the

3.3.7 Sample Assignment and Examination Papers and Memoranda

Students receive a sample assignment and memorandum, as well as a sample examination

3.4 Feedback to Students

4.1 Distance Learners and Support Centres

4.2 Hours of Operation

Head of Library Services Contact details