Task 2.1 business competency simulation

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Task 2.1: Strategy Evaluation Presentation

The student is to submit a Power Point presentation with the strategy evaluation.

Description: Evaluate the progress on the first two rounds of the CompXM 

Website link: https://ww2.capsim.com/login/ 

login details in Screenshot attachment

*Important: Put detailed speech notes under each slide that explains each slide in depth. 

  • Slide 1 – Cover Slide
  • Slide 2 – Evaluation of results in segment Thrift or Core
  • Slide 3 – Evaluation of results in segment Nano or Elite
  • Slide 4 – Issues
  • Slide 5 – Strengths
  • Slide 6 – Proposed changes to strategy (Issues)
  • Slide 7 – Proposed changes to strategy (Strengths)

ACTIVITY BRIEF FOR ASSESSMENT 2

ACADEMIC YEAR 2022 – 2023 – TERM III

Course BCOMPS – Business Competency Report (2CH/3ECTS)

Instructor Juan P. Lema

Participation in all assessment activities stated in this document is required. An overall course total of 70
points is required to pass the course. Due dates and times are always in Geneva time.

Assessment 2

Description Due date and
time

Weight of
course total

Task 2.1: Strategy Evaluation Presentation

Assessment type: Video and/or audio presentation
Description: Evaluate the progress on the first two rounds of the
CompXM

12/05/2023 17:00 25%

Task 2.2: Simulation Results

Assessment type: Other (details in description)
Description: Results of the Simulation

02/06/2023 17:00 25%

Task 2.3: Report Parts 1+2+3

Assessment type: Written assignment
Description: First three parts of the report
Assessment brief with more details will be published on the course
site on week 6.

09/06/2023 17:00 10%

Task 2.1

The student is to submit a video presentation with the strategy evaluation.

• Slide 1 – Cover Slide
• Slide 2 – Evaluation of results in segment Thrift or Core
• Slide 3 – Evaluation of results in segment Nano or Elite
• Slide 4 – Issues
• Slide 5 – Strengths
• Slide 6 – Proposed changes to strategy (Issues)
• Slide 7 – Proposed changes to strategy (Strengths)

A Template with more details will be published on the course website on week 6.

Task 2.2

No submission is required. Grade is based on your Comp-XM individual results. Comp-XM has 1000 possible
points, 500 for your Board Query results and 500 for your Balanced Scorecard.

Task 2.3

Introduction: An introduction is mandatory. It should clearly state the purpose and relevance of applying the
experience of the Business Simulation to the reality of the chosen company. The reasons why this report is
useful to the company should be stated.

Part One: In this part of the report the student reviews the Strategy, Tactics and Decisions taken by their team
in the Capstone Business Simulation. The student evaluates the success of the Strategy and Tactics used
and of the Decisions taken using the results of both the performance and budget products in the different
markets they operated in.
Part Two: In this part of the report the student identifies the differences in the competitive environment
between the Capstone simulation and the Comp-XM one. The student analyses how these differences could
affect the success of the Strategies they had used in the Capstone. On the basis of this analysis and the
experience gained from the Capstone simulation, the student identifies the strategies that could maximize
their firm’s performance in the Comp-XM simulation.
Part Three: In this part of the report, the student evaluates the success of the strategy that they have used in
the CompXM. This evaluation is continuous over all the four rounds but specifically refers to the situation after
the first two rounds and the situation at the end of the simulation. It should also cover the changes made to
the strategy after the first two rounds and the effectiveness of those changes by the end of the simulation
Word count guide approx. 4000 words.

ASSESSMENT CRITERIA

Task 2.1 – Rubric: Presentation

Criteria Accomplished
(A)

Proficient
(B)

Partially
proficient (C)

Borderline
(D)

Fail (F) Weight
on

grade
Visuals Professionally

designed. Attractive,
relevant and add to
understanding.
Support the
development of the
presentation.

Professionally
designed but
there are too
many (some
irrelevant) or are
missing. Support
the development
of the
presentation.

Visuals are well
designed.
Generally, they
support the
argument, but
some are
irrelevant or
unclear.

Visuals are
mundane and
not always
relevant to the
presentation
development.
Fewer than five
spelling
mistakes.

Visuals are poorly
designed,
containing only
words and are
used as notes.
More than five
spelling mistakes.
Relevance is not
clear.

50%

Content The content is clear,
well developed and
interesting.
Conclusions are
clearly justified.
Appropriate
language style and
shows thorough, in-
depth understanding
of the subject area.

Competent
development of
content showing
in-depth
knowledge of
subject area.

The content is
clear showing
knowledge of the
area.
Improvements
would help to
justify
conclusions.

The content is
generally clear
but there are
gaps in the
development or
information
which is not
relevant is given
too much
importance.

The content is a
simple repetition
of written work
with no
amendments to
language or style.
The development
is confusing and
does not justify
the conclusions.

50%

Task 2.3 – Rubric: Written Assessment

Criteria Accomplished
(A)

Proficient (B) Partially
proficient (C)

Borderline (D) Fail (F) Weight
on

grade
Problem
identification

The business issue
has been correctly
identified, with a
competent and
comprehensive
explanation of key
driving forces and
considerations.
Impact on company
operations has been
correctly identified.
Thorough analysis of
the issue is
presented.

The student correctly
identified the
issue(s), taking into
account a variety of
environmental and
contextual drivers.
Key case information
has been identified
and analyzed.

The student
correctly identified
the case (issues),
considering obvious
environmental/conte
xtual drivers. There
is evidence of
analysis, but it lacks
depth.

The student
correctly identified
the issue(s) but
analysis was
weak. An absence
of context – the
work is basically
descriptive with
little analysis.

The student failed
to correctly
identify the
issue(s); analysis
was incorrect or
too superficial to
be of use;
information was
misinterpreted.

30%

Information
gathering

The student showed
skill in gathering
information and
analyzing it for the
purposes of filling the
information gaps

Relevant information
gaps were identified
and additional
relevant information
was found to fill
them. At least two

The student
correctly identified at
least one
information gap and
found relevant
information, but

An information
gap was identified
and the student
found additional
information to fill it.
However, this was

Information was
taken at face
value with no
questioning of its
relevance or
value. Gaps in

20%

identified.
Comprehensive and
relevant.

different types of
sources were used.
The student
demonstrates
coherent criteria for
selecting information
but needs greater
depth.

which was limited in
scope. Some
evidence of sound
criteria for selecting
information but not
consistent
throughout. Needs
expansion.

limited in scope.
Weak criteria for
the selection of
necessary
information.

the information
were not
identified or were
incorrect.

Conclusions The student
evaluated, analyzed,
synthesized all
information provided
to create a perceptive
set of conclusions to
support the decisions
and solutions.

The student
evaluated, analyzed
and synthesized to
create a
conclusion(s) which
support decisions
and solutions.

The student reached
conclusions, but
they were limited
and provided
minimal direction for
decision-making and
solutions.

The conclusion
was reasonable
but lacked depth
and would not be
a basis for suitable
strategy
development.

The student
formed a
conclusion, but it
was not
reasonable. It
was either
unjustified,
incorrect or
unrelated to the
case in hand.

25%

Solutions The student used
problem solving
techniques to make
thoughtful, justified
decisions about
difficult and
conflicting issues. A
realistic solution was
chosen which would
provide maximum
benefit to the
company. Alternative
solutions were
explored and ruled
out.

The student used
problem solving
techniques to make
appropriate decisions
about complex
issues. Relevant
questions were
asked and answered.
A realistic solution
was chosen.
Alternatives were
identified, explored
and ruled out.

The student used
problem-solving
techniques to make
appropriate
decisions about
simpler issues. The
solution has limited
benefit but does
show understanding
of implications of the
decision.
Alternatives were
mentioned but not
explored.

The student used
problem solving
techniques to
make decisions
about simpler
issues but
disregarded more
complex issues.
Implications of the
decision were not
considered.
Alternatives were
not offered.

The student
formed a
conclusion, but it
was not
reasonable. It
was either
unjustified,
incorrect or
unrelated to the
case in hand.

25%

ADDITIONAL INFORMATION

Click or tap here to enter text.

PRESENTATION

[Andrews]

Evaluation of results in segment

Thrift or Core
Proposed Strategy The strategy that you planned to implement at the beginning of the simulation (set out in the Part 2 of report)
Decisions (In Rounds 1 and 2) The decisions you have taken so far based on the strategy defined above
Outcome Your situation after two rounds
Evaluation Connect the outcome to the decisions and evaluate if these were the right decisions or not – why/why not?

Evaluation of results in segment

Nano or Elite
Proposed Strategy The strategy that you planned to implement at the beginning of the simulation (set out in the Part 2 of report)
Decisions (In Rounds 1 and 2) The decisions you have taken so far based on the strategy defined above
Outcome Your situation after two rounds
Evaluation Connect the outcome to the decisions and evaluate if these were the right decisions or not – why/why not?

4

CONTRIBUTION MARGIN
CASH (EMERGENCY LOAN)
PRODUCT
MARKET
SHARE PRICE

ISSUES (these are examples – you can substitute them with other issues)

5

CONTRIBUTION MARGIN
NEW PRODUCTS
AUTOMATION
MARKET
CUSTOMER SATISFACTION

STRENGTHS (these are examples – you can substitute them with other strengths)

6

PROPOSED CHANGES TO STRATEGY (How to deal with issues)

7

PROPOSED CHANGES TO STRATEGY (How to develop strengths)

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