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1- Master student level of writing.

2- Referencing Harvard style.

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3- there has to be critical analysis and excellent reasoning for the answers.

4- I want it to be in around 24- 27 slides Rather than 17.

5- the design of the presentation Has to be outstanding and out of the ordinary.

1. In what ways are elements of Classical Management evident in how things are done at Zara International?

Define and describe Classical Management. Mention one Classical Management Theory that you would use to discuss if Zara uses it. In this presentation, I would be using Taylor’s SM Theory.

Outline the features of Classical Management or Taylor’s SM Theory

Feature of the theory – then provide evidence from the case study to show the theory

2. Which model of management could better explain the success of Zara: Systems Theory or Contingency Theory? Critically justify your answer.

Argue if you are arguing you need to select one theory and explain with evidence why it is a better explanation of Zara’s success.

Critically justify:

3. Based on your research on Zara and the apparel industry, has the company been doing well (performance or being effective) in the last 12 months? Critically justify your answer.

A good answer would evaluate Zara’s performance using relevant performance Metrics:

Sales

Profit

Brand image

Value of its assets (fixed, liquid, debts, etc.)

Company’s Innovations (e.g., product, service, etc.)

Sustainability successes and/or failures

Customer satisfaction

Employee satisfaction

How To Structure Your Work

Slide 1: Cover slide: Presentation Title | Name | Student ID

Slide 2: Objectives

1. To explain evidence of Classical Management at Zara International or To explain the use of Classical Management in Zara

2. To argue whether the Systems Theory or the Contingency Theory is a better explanation of Zara’s success or To determine the Contingency Theory is a better explanation of Zara’s success

3.

Slide 3: Classical Management and its Use at Zara

Defining and describing Classical Management

Slide 4: Taylor’s Scientific Management

Defining and describing Taylor’s SM

Slide 5 – 6/7: Evidence of Taylor’s SM at Zara

Slide 8 – 10: Zara’s Success: Systems Theory or Contingency Theory

Define and describe the theories properly

Slide 11 – 12: Systems Theory is Responsible for Zara’s Success

Arguing with evidence

Slide 13 – 16: Evaluating Zara’s Performance for the last 12 months

Slide 17: Reference List

Introduction to Business and Management

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Assignment One

Coursework: Oral Presentation | Case study

Module: Introduction to Business and Management Module Code: IFP6009

Date Issued: 4 October 2021 Due Date: Thursday, 4 November 2021 (UK)

Total Marks: 100% Pass Mark: 40% Weight: 25%

Format: PowerPoint slides and audio-visual recording Length: 15 minutes (max)

Delivery Mode: MS Teams and QM Plus

Task

Read the case study and answer the questions below.

Zara International: Fashion at the Speed of Light

Zara’s parent company Inditex is known for year-on-year strong sales gains. Low prices and a rapid response to fashion trends

have pushed it into the top ranks of global clothing vendors. The chain specialises in lightning-quick turnarounds of the latest

designer trends at prices tailored to the young—about $27 an item. Louis Vuitton fashion director Daniel Piette has described

Zara as “possibly the most innovative and devastating retailer in the world.”

Inditex shortens the time from order to arrival using a complex system of just-in-time production and inventory management that

keeps Zara ahead of the competition. Its distribution centres can have items in European stores within 24 hours of receiving an

order, and in North American and Asian stores in under 48 hours. “They’re a fantastic case study in terms of how they manage to get product to their stores so quick,” said Stacey Cartwright, executive vice president and CFO of Burberry Group PLC. “We

are mindful of their techniques.”

The firm carefully controls design, production, distribution, and retail sales to optimise the flow of goods, without having to share

profits with wholesalers or intermediary partners. Customers win with access to new fashions while they are still fresh off the

runway. Twice a week Zara’s finished garments are shipped to physical distribution centres that all simultaneously distribute

products to stores worldwide. These small production batches help the company avoid the risk of oversupply. Because batches

always contain new products, Zara’s stores perpetually energize their inventories. Most clothing lines are not replenished.

Instead, they are replaced with new designs to create scarcity value—shoppers cannot be sure that designs in stores one day

will be available the next day.

Store managers track sales data with handheld devices. They can reorder hot items in less than an hour. This lets Zara knows

what is selling and what is not. When a look does not pan out, designers promptly put together new products. New arrivals are

rushed to store sales floors still on the black plastic hangers used in shipping. Shoppers who are in the know recognise these

designs as the newest of the new; soon after, any items left over are rotated to Zara’s standard wood hangers.

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Inside and out, Zara’s stores are designed to strengthen the brand. Inditex considers this to be very important because that is

where shoppers ultimately decide which fashions make the cut. In a faux shopping street in the basement of the company’s

headquarters, stylists craft and photograph eye-catching layouts that are emailed every two weeks to store managers for

replication.

Zara stores sit in some of the glitziest shopping locations—including Queen Street West in Toronto, Rue Sainte-Catherine in

Montreal, Robson Street in Vancouver, and a 2,500-square-metre store in Toronto’s Eaton Centre, near the flagship stores of

leading international fashion brands—which make its reasonable prices stand out. It is all part of the strategy. “Inditex gives

people the most up-to-date fashion at accessible prices, so it is a real alternative to high-end fashion lines,” said Luca Solca,

senior research analyst with Sanford C. Bernstein in London. That is good news for Zara as many shoppers trade down from

higher priced chains.

A Single Fashion Culture

With a network of over 1,500 stores around the world, Zara International is Inditex’s largest and most profitable brand, bringing home 72% of international sales and nearly 67% of revenues. The first Zara outlet opened shop in 1975 in La Coruña. It remained

solely a Spanish chain until opening a store in Oporto, Portugal, in 1988. The brand reached the United States and France in

1989 and 1990 with outlets in New York and Paris, respectively. Zara went into mainland China in 2001, expanded into India in

2009, and began online sales one year later.

The Inditex group began in 1963 when Amancio Ortega Gaona, chairman and founder of Inditex, got his start in textile

manufacturing. After a period of growth, he assimilated Zara into a new holding company, Industria de Diseño Textil. Inditex has

a tried-and-true strategy for entering new markets: start with a handful of stores and gain a critical mass of customers. Generally,

Zara is the first Inditex chain to break ground in new countries, paving the way for the group’s other brands, including Pull and

Bear, Bershka, and Massimo Dutti—the latter of which continues to expand in Canada.

Inditex farms out much of its garment production to specialist companies, located on the Iberian Peninsula, which it supplies with

its own fabrics. Although some pieces and fabrics are purchased in Asia—many of them not dyed or only partly finished—the

company manufactures about half of its clothing in its hometown of La Coruña, Spain. Inditex CEO Pablo Isla believes in cutting

expenses wherever and whenever possible. Zara spends just 0.3 percent of sales on ads, making the 3–4 percent typically spent

by rivals seem excessive in comparison. Isla disdains markdowns and sales as well.

H&M, one of Zara’s top competitors, uses a slightly different strategy. Around one-quarter of its stock is made up of fast-fashion

items that are designed in-house and farmed out to independent factories. As at Zara, these items move quickly through the

stores and are replaced often by fresh designs. But H&M also keeps a large inventory of basic, everyday items sourced from

inexpensive Asian factories.

Fast Fashion on the Move

Inditex launched its Zara online store by offering free two- to three-day shipping and free returns in the model of uber-successful

U.S. e-retailer Zappos. A Zara iPhone app was downloaded by more than a million prospective clients in the United States in just

three months. But when will Inditex’s rapid expansion bring undue pressure to its business? The rising number of overseas stores

increases cost and complexity and could strain operations. Is Zara expanding too quickly—opening about 400 stores per year?

Will its existing logistics system carry it into another decade of intense growth? Can fast fashion win the long-term retailing race?

Source of case study: Schermerhorn, John; Bachrach, Daniel; and Wright, Barry (2018), “Management”. 4th ed. Wiley

Introduction to Business and Management

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Questions

1. In what ways are elements of Classical Management evident in how things are done at Zara International?

2. Which model of management could better explain the success of Zara: Systems Theory or Contingency Theory?

Critically justify your answer.

3. Based on your research on Zara and the apparel industry, has the company been doing well in the last 12 months?

Critically justify your answer.

Assignment Guidelines

NB. The evidence used to support your answers to questions 1 and 2 must be from the case above. Plagiarism Plagiarism (to take and use another person’s thoughts, writings, computer programs, inventions etc. as one’s own) is theft.

Plagiarism will be punished in all cases, if proven. Reports or essays should be written in your own words without cutting or

pasting from books, journals, newspapers, or the web. This also applies to group-based assignments. Do not use the same work

for different module assignments. It is permissible to quote others’ work, provided it is cited as a reference. As a precaution,

ensure you close all files and logout when you have finished working on a computer, so others cannot copy your work, as this

may be treated as aiding and abetting.

Assignment Submission 1. Each piece of work must start with a cover page, which you can download from QM Plus. Do not write your name on the cover

page, just your student ID number. Also, write the full title of the assignment, the number of words written, and your tutor’s name.

2. Your assignment must be submitted in electronic form with an accurately and clearly completed title page.

3. All students must submit to QM Plus.

4. All works submitted MUST be original. If under any circumstances a student is found to be violating any of the academic

integrity rules, the final mark will be withheld, and the assessment board may deem the work to have failed.

Extenuating Circumstances If you are affected by any extenuating circumstances and cannot submit your work, for example illness or severe personal

difficulties, you must inform your programme leader, module leader, lecturer, or personal tutor immediately.

Grading Scheme Summary Assessment Criteria Score

Question 1 Knowledge, application, and evaluation of concepts, theories, etc. 10%

Question 2 Knowledge, application, and evaluation of concepts, theories, etc. 20%

Question 3 Knowledge, application, and evaluation of performance metrics 20%

Critical reasoning 30%

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Communication and presentation (language, clarity, tone, pace, professional demeanour) 10%

Referencing (range, quality, and format) 10%

See marking criteria and grading scheme below for further details.

Description of Assessment Criteria

Relevance Directly relevant to the requirements of the assessment

Read the question carefully and do what it asks rather than what you would prefer to do. Properly articulate the objectives of the oral

presentation and written report. Ensure the objectives are appropriate and written or communicated along the requirements of the question.

Avoid irrelevant details. Provide a focused analysis and solutions to the question.

Knowledge A substantial knowledge of relevant material, showing a clear grasp of themes, questions, and issues.

Show relevant knowledge and understanding of concepts, principles, theories, perspectives, and/or facts in your work. Ensure your work is

informed by theories and industry practices relevant to the question. Show substantive knowledge and strive to use credible and authoritative

information sources.

Analysis Explain ideas clearly. Be factual, orderly, meaningful, and coherent in your analysis.

Some learners struggle to differentiate between describing and analysing something. Consider the following. “What colour is this wall?”

“White”. The response “white” is a description. “Why is it called white?” “Because it is made up of x, x, x, and x properties. There are different

shades of white that are derived from other colours, such as….” The second response is an analysis. Marker’s feedback comments, such as

“vague”, “hanging thought”, “meaning?”, and “so?” in your work indicate a thought has not been explained clearly.

Use relevant analytical tools. Strive to use examples, evidence, and/or illustrations to explain a thought.

Argument and Critical Evaluation Explain an idea with argument and the degree to which it is useful, true, or impactful.

The difference between analysis and evaluation is hard to tell. However, evaluation is the degree to which something is useful, important,

impactful, relevant, or true. An analysis would have some element of evaluation. Critical evaluation has many forms. Developing contrasting

arguments, questioning the veracity, validity, and reliability of something, and highlighting or developing a limitation of something are forms

of critical awareness.

We want you to explain a thought, claim, or thesis carefully by providing arguments. We want you to show you have carefully thought about

the argument. It takes the form of identifying assumptions overlooked in a claim, theory, or thesis, questioning the methodology used to arrive

at a claim, principle, solution, etc., or showing a claim, theory, or thesis is true in one context but false in another. It takes the form of

highlighting a predicament or tension (i.e., an attempt of solving a problem creates a “new” problem); it takes the form of highlight the current

limit of human knowledge.

Communication and Presentation

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Well written and presented in in a readable, academic and/or professional style.

Communication is fluent, clear, and coherent, free from grammar and spelling errors. Message is presented clearly, confidently, and/or with

good visual effect. Make sure your work is properly structured and has a consistent layout. Ensure a logical flow of ideas. Observe a

professional demeanour in the oral delivery. Avoid very long sentences and paragraphs.

Reference to Literature Information sources used are acknowledged in the text and reference list and used to support the discussion.

Show evidence of broad and/or in-depth independent reading from appropriate information sources. Literature limited to the main text and/or

superficial or out-of-date sources would score badly. All work must be referenced correctly using the Harvard style.

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Marking and Grading Scheme Fail (0-29) Fail | Unsatisfactory (30-39) 3rd | Satisfactory (40-49) 2:2 | Competent (50-59) 2: 1 | Assured (60-69) First | Excellent (70-79) High first | Outstanding (80+) GRADE ASSESSMENT CRITERIA Relevance (10%)

Overall response to the task requirements including clarity of purpose and outcomes.

Little or no relevance to the task.

Relevance to the requirements of the task (maybe) very intermittent, and/or (maybe) reduced to its vaguest and least challenging terms.

Some correlation with the requirements of the assessment but there are instances of irrelevance.

Attempt to address the requirements of the task, may drift away from this in less focused passages

Directly relevant to the requirements of the task.

Directly relevant to the requirements of the task. Defines appropriate objectives in detail and addresses them comprehensively.

Directly relevant to the requirements of the task. Defines appropriate objectives in detail and addresses them comprehensively and imaginatively.

Knowledge (20%) Content and range of knowledge displayed

Little or no relevant knowledge included.

Some relevant and/or required knowledge missing or confused.

Adequate knowledge of topic and use of appropriate terminology.

Sound factual and/or conceptual knowledge base.

Comprehensive, well organised theoretical and/or substantive knowledge base.

Detailed, systematic, in-depth, theoretically informed knowledge base, with a clear appreciation of the provisional nature of knowledge.

detailed and in-depth knowledge base, the capacity to integrate theoretical and substantive knowledge, and a developed understanding of the limits to knowledge.

Analysis (20%)

Analysis

Lacks analysis.

Heavy dependence on description, and/or on paraphrase.

Makes satisfactory but limited use of established technique(s) of analysis relevant to the task.

Some analytical treatment, but (maybe) prone to description, or to narrative, which lacks clear analytical purpose.

Good analysis, clear and orderly. Makes good use of established technique(s) of analysis relevant to the task.

Very good use of a range of relevant analytic techniques and applies these to new and/or abstract information and situations. Shows well developed ability to compare alternative theories and/or analytic approaches (where relevant).

Demonstrates a command of relevant analytic techniques, and the ability to apply these to new and/or abstract information and situations. Shows an exceptional appreciation of the limits and/or appropriate uses of analytic approaches.

Arguments & Critical Reasoning (30%) Arguments

Lack of conclusions, or unsubstantiated and/or invalid conclusions drawn.

Limited or ineffective attempt to draw together arguments.

Adequate conclusions are drawn which are derived from limited understanding of evidence and/or theory and/or literature. Or a basic argument is evident, but mainly supported by assertions and (there may be) a lack of clarity and coherence.

Sound conclusions are drawn which are clearly derived from evidence and/or theory and/or literature. Or some attempt to construct a coherent argument, but (may) lose focus and consistency, with issues at stake stated only vaguely, or theoretical model(s) couched in simplistic terms.

Conclusions show some development and critical insight and relate clearly and logically to evidence and/or theory and/or literature.

Conclusions well developed, analytical, and show some originality. They are thoroughly grounded in theory and/or evidence and/or literature and use appropriate forms of conceptualisation, forming an integrated part of overall argument and/or discussion.

Conclusions exceptionally well developed and show considerable originality. They form an integrated part of the overall argument and/or discussion, reflecting commanding grasp of theory and/or evidence and/or literature and appropriate forms of conceptualisation.

Critical reasoning

No evidence of critical thought.

Critical thought and/or analysis very limited and/or incoherent.

Very basic evaluation starting to be formed.

Expresses a coherent position and evaluation only in broad term. Or conventional critical insight and ability to contrast alternative positions.

(May) contain some distinctive or independent thinking; (may) begin to formulate an independent position in relation to theory and/or practice.

Well-developed, theoretically and/or conceptually informed critical thinking is consistently integrated into the work.

Sophisticated, critical evaluation of theories and/or concepts and/or assumptions and/or data which informs the overall approach taken to the assignment. Arguments are clear, coherent, tenable, and demonstrate originality.

Presentation (10%) Clarity, spelling, grammar, punctuation

Meaning unclear. Poor spelling, grammar, and punctuation.

Meaning often unclear and/or frequent errors in grammar and/or spelling.

Generally understandable, but language contains errors which detract from the argument.

Meaning clear, but language not always fluent. Grammar and/or spelling contain errors.

Language fluent. Grammar and spelling mainly accurate.

Fluent writing style appropriate to the assignment. Grammar and spelling accurate.

Exceptional writing control, appropriate to assignment, which enhances the argument. Grammar and spelling accurate.

Coherence and organisation of assignment

Disorganised and/or incoherent.

Poorly presented and structured but partially understandable.

A simple basic style but with significant lapses in format that (may) pose obstacles for the reader.

Competently written, with lapses from acceptable format.

Well written or presented in a readable style and logical organisation with acceptable format.

Strong logical organisation and coherence enhances fulfilment of the assignment objectives.

Exceptional organisation and coherence clearly enhance the work.

Presentation (oral and visual) Presentation is incoherent and inaudible.

Delivery is disorganised, pace and/or audibility is poor. Lack appropriate support for visual.

Visual support, pace, audibility, and/or structure is adequate.

Delivery has structure, some visual impact; pace and audibility are satisfactory.

Confident delivery. Presentation is clear and has good visual impact. Pace and audibility are good.

Message is presented clearly and imaginatively with visual impact. Well- structured and engaging. Audibility and pace are appropriate to audience.

Exceptional and creative presentation with strong visual impact which enhances the message. Well- structured, imaginative, and engaging. Audibility and pace are appropriate to audience and used with good effect.

Referencing (10%) Referencing

Little or no acknowledgement of sources of information in text and/or reference list.

Some sources of information acknowledged but links between text and reference list unclear. Referencing does not follow a systematic approach. Elements of individual references are incomplete and/or absent.

Sources of information acknowledged but integration between text and reference list is inconsistent. Attempts to follow systematic approach, appropriate to the discipline. Some elements of individual references may be incomplete and/or absent.

Sources used are acknowledged in the text and reference list. Referencing follows a systematic approach, appropriate to the discipline. Most elements of individual references are present.

Sources used are acknowledged in the text and reference list and used to support discussion. Referencing follows a systematic approach, appropriate to the discipline. All elements of individual references are present.

Sources used are acknowledged in the text and reference list and used effectively to support discussion. Referencing follows a systematic approach, appropriate to the discipline. All elements of individual references are present.

Sources used are acknowledged in the text and reference list and used fluently to support discussion. Referencing follows a systematic approach, appropriate to the discipline. All elements of individual references are present.

Quality of sources used Uses no info sources, or unreliable and / or inappropriate sources. Some use of info sources, but also draws upon unreliable and / or inappropriate sources.

Mostly relies on lecture materials and/or module’s main textbook.

Uses a variety of literature which includes some recent texts and/or appropriate literature, though not necessarily including a substantive amount beyond library texts. Competent use of source material.

Very good use of high-quality source materials. Uses a range of sources.

Significant use high quality info. sources. Draws upon current research, info. and / or advanced scholarship.

Exceptional use high quality info. sources. Draws upon current research, info. and / or advanced scholarship.

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