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COLLEGE OF BANKING AND FINANCIAL STUDIES

DEPARTMENT OF PROFESSIONAL STUDIES

Assignment front sheet

Assignment - 1

Qualification

Unit number and title

Pearson BTEC Level 5 HND Diploma in Business

Human Recourses Management Specialization

Unit 45: Business Ethics

Semester

Batch

IV

Fall 2016-17

Student name

Assessor name

Ms. Kifah Al-Saleh

Student No.

Internal Verifier (IV) name

Mr. NiranjanShetty

Date issued

Completion date

Submitted on

20.10.2016

04.11.2016

Assignment title

Understand different ethical perspectives in business & business objectives from an ethical perspective

In this assessment you will have the

Learning Learning Assessment opportunity to present evidence that Task Evidence

Outcome outcome Criteria shows you are able to: no. (Page no)

Understand 1.1 Explain the background and development

1

different of theoretical ethical approaches

ethical

1.2

perspectives in Compare and contrast absolute and 2

LO1 relative ethics

business

1.3 Explain the ethical issues which can affect

3 the operational activities of a business

Understand 2.1 Explain how business objectives are 4 business affected by ethical considerations

LO2

objectives 2.2 Evaluate the implications for a business 5

from an ethical and its stakeholders to operate ethically perspective

Learner declaration

I certify that the work submitted for this assignment is my own and research sources are fully acknowledged.

Student signature: Date:

In addition to the above PASS criteria, this assignment gives you the opportunity to submit evidence in order to achieve the following

MERIT and DISTINCTION grades

Grade Descriptor

Indicative characteristic/s

Contextualisation

M1 Identify and apply strategies to find appropriate solutions

Effective judgements have been made.

Effective approach to study and research

To achieve M1, you will make effective judgements while comparing and contrasting absolute and relative ethics (task 2).

To achieve M1, you will have made an effective approach to study and research for studying the background and development of theoretical ethical approaches (task 1)

M2 Select / design and apply appropriate methods / techniques

A range of sources of

information has been used

To achieve M2, you will have used a range of sources of information while explaining the background and development of theoretical ethical approaches (task 1).

M3 Present and communicate appropriate findings

The appropriate structure and approach has been used

To achieve M3, you will have produced your answer with appropriate structure and approach while explaining the ethical and operational issues of Oman Arab Bank (task 3)

D1 Use critical reflection to evaluate own work and justify valid conclusions

Conclusions have been arrived at through synthesis of ideas and have been justified

To achieve D1, you will have reached cconclusions through synthesis of ideas while evaluating implications for stakeholders and company of operating ethically (task 5).

To achieve D1, you will have arrived at conclusions through synthesis of ideas and have been justified the effect of objectives on ethical considerations (task 3).

D2 Take responsibility for

managing and organising activities

Demonstrated autonomy/independence

To achieve D2, you will have demonstrated autonomy/independence while explaining the objectives and ethical considerations for ABC company (task 4)

D3 Demonstrate creative thinking

Ideas have been generated and decisions taken

To achieve D3 you will have generated ideas and decisions taken while evaluating the implications for stakeholders and company of operating ethically (task 5).

Page 2 of 7

Source: Customised by CBFS@PSD@HND based on Pearson BTEC format: Annexure 5

Assignment brief

Purpose of this assignment

This assignment will develop learner to understand different ethical perspectives in business & to understand business objectives from an ethical perspective

Task 3 – LO1 - Assessment Criteria 1.3 (M3/D1):

“Oman Arab Bank attaches considerable importance to the good corporate governance practices and the Board of Directors committed to applying the highest standards of professional competence in all its activities. The Bank follows the guidelines of the Central Bank of Oman, Basel Committee recommendations, Accounting and Auditing Standards, it also apply the Capital Market Authority that match with the Bank legal form”.

To achieve PASS you must;

1. Explain three ethical issues of Oman Arab Bank

1. Explain the operational activities of Oman Arab Bank

1. Explain how these three ethical issues can affect the operational activities of Oman Arab Bank.

To achieve M3, you will have produced your answer with appropriate structure and approach while explaining the ethical and operational issues of Oman Arab Bank.

To achieve D1, you will have arrived at conclusions through synthesis of ideas and have been justified the effect of objectives on ethical considerations.

Task 4 – LO2 - Assessment Criteria 2.1 (D2):

ABC is a national company and its main objective is to increase its profits by cutting costs and going international. With the current economical conditions and recession phase for the company, the CEO has been faced with some difficult issues for decision making that affects the company’s different business operations to reach to its main objective, Profit!

To achieve PASS you must;

1. Explain the rationality of few objectives for ABC company

1. Explain the ethical considerations for ABC company

1. Explain how the objectives can affect the ethical considerations of ABC company

To achieve D2, you will have demonstrated autonomy/independence while explaining the objectives and ethical considerations for ABC company.

Task 5 – LO2 - Assessment Criteria 2.2 (D1/D3):

Mohammed and Mohammed (M&M) is a global company at growth phase in its business cycle. Mr. Ali being the CEO of the company is trying to balance the objectives of the company’s different stakeholders by applying the quote “bigger is always better”. Applying such a business practice to the company’s operations to reach to the peak will cause the company’s management of using poor business ethics.

To achieve PASS you must;

1. Find three stakeholders for Mohammed and Mohammed company

1. Evaluate the implications for these stakeholders of M&M Company operating ethically.

To achieve D1 you will have reached conclusions through synthesis of ideas while evaluating implications for stakeholders and company of operating ethically.

To achieve D3 you will have generated ideas and decisions taken while evaluating the implications for stakeholders and company of operating ethically.

Guidance notes:

1. Use standard document formats and structures.

1. Word process the documents.

1. Use 12 point Arial or Times New Roman script.

1. Provide a list of references and use the Harvard referencing system.

1. Complete the title page and sign the statement of authenticity.

1. Upload the entire assignment in MS word format only on Turnitin.

1. Staple only once to keep the pages of your work together.

1. Late submission, late work will only be marked on the next occasion the unit is taught.

1. Submit the work along with the Turnitin report to the respective assessors in their offices.

Evidence

chec

klist

Summary of evidence required by student

Evidence

presented

Task 1

E

xplain the background and development of theoretical ethical approaches

Task 2

C

ompare and contrast absolute and relative ethics

Task 3

E

xplain the ethical issues which can affec

t the operational activities of a

business

Task

4

E

xplain how business objectives are affected by ethical considerations

Task

5

E

valuate the implications for a business and its stakeholders to operate

ethically

11.

Grades are subject to External Verification.

1. Collect the assignment submission form duly signed by the assessor and the learner.

Achievement Summary

Qualification

Pearson BTEC Level 5 HND Diploma in

Business

Human Recourses Management

Specialization

Assessor

name

Ms. Kifah Al-Saleh

Unit Number and title

Unit 45: Business Ethics

I.V. name

Mr. NiranjanShetty

Student

Number

Student name

Criteria

Reference

To achieve the criteria the evidence must show that the student is able to:

Achieved? (tick)

LO1

1.1

Explain the background and development of theoretical ethical approaches

1.2

Compare and contrast absolute and relative ethics

1.3

Explain the ethical issues which can affect the operational activities of a business

LO2

2.1

Explain how business objectives are affected by ethical considerations

2.2

Evaluate the implications for a business and its stakeholders to operate ethically

Higher Grade achievements (where applicable)

Grade descriptor

Achieved?

(tick)

Grade descriptor

Achieved?

(tick)

M1: Identify and apply strategies to find appropriate solutions

D1: Use critical reflection to evaluate own work and justify valid conclusions

M2: Select/design and apply

appropriate methods/techniques

D2: Take responsibility for managing and

organising activities

M3: Present and communicate

appropriate findings

D3: Demonstrate

convergent/lateral /creative thinking

Assignment Feedback

Formative Feedback: Assessor to Student

Action Plan

Summative feedback

Feedback: Student to Assessor

Assessor Signature

Kifah Al-Saleh

Date

IV Signature

Date

Student Signature

Date

Reacting to Parents or Caregivers Who Display a Sense of Entitlement

The teachers should recognize their right to teach professionally without disruptions as suggested by Charles (2011) and use this position to address the problem. Like teachers, parents and caregivers have their rights in fostering the education of their children. However, parents and caregivers should avoid evoking a climate that would undermine the development of students as stated in the Bible (Colossians 3:20-21). In this history assignment help, some parents might overstep their rights and display a sense of entitlement. Teachers have a responsibility to intervene based on the best interests of students. The appropriate reaction from teachers is to engage the parents in dialogue to achieve an understanding of relevant rules and policies as well as their roles as partners in promoting the development of their children.

The dialogue should entail three key elements. In the first element, the teachers should listen to the perspectives and attitudes of the parents towards the students. This element would help the teachers to avoid yelling or arguing with the parents (Emmer & Evertson, 2013). As teachers operate in increasingly more diverse classroom environments, it becomes easier to overlook the diverse perspectives of the parents and caregivers about teaching and school at large. Some attitudes of the parents and caregivers might encourage them to display a sense of entitlement and diverge from the policies of the school. Seeking to understand such attitudes would be an important initial step for the teachers in addressing the problem.

In the second element, the teachers should explain the roles, policies, rules, and procedures to the parents. Upon gaining an understanding of the attitudes of the parents, the teachers would be in a strong position to provide explanations or parent education that would improve the situation. Perhaps a lack of understanding on the part of the parents or caregivers regarding their role might be a contributing factor in displaying a sense of entitlement. Teachers might be dealing with parents from diverse backgrounds, but the established policies, rules, and procedures provide an opportunity to foster common ground. An explanation of the roles of the parents as partners with teachers in the learning environment, as well as the rules, policies, and procedures, might influence the parents to adopt a cooperative approach rather than display a sense of entitlement (assignment help).

The final element regards the teachers taking specific measures to cultivate a relationship of trust and respect with the parents. These values are consistent with the Christian worldview and would help the teachers to reach a consensus with the parents. Overall, the dialogue would help teachers and parents or caregivers to build solidarity and create a environment of collective agreements, mutual-respect, and collective responsibility for the education of the students.

References

Charles, C. M. (2011). Building classroom discipline(10thed.). Boston, MA: Pearson Education, Inc. https://historyassignmenthelp.com/tag/writing/

Emmer, E. T. & Evertson, C. M. (2013). Classroom management for middle and high school teachers. Boston, MA: Pearson Education, Inc.

Colossians 3:20-21 20“Children, always obey your parents, for this pleases the Lord. 21Fathers, do not aggravate your children, or they will become discouraged.” https://learnedwriters.com/category/assignment-help/