Stage 2 template
docx
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School
Griffith University *
*We aren’t endorsed by this school
Course
7610ICT
Subject
Industrial Engineering
Date
Jan 9, 2024
Type
docx
Pages
4
Uploaded by JusticeMeerkat3185
Stage 2
Activity systems
10%
Due: Week 6
Tuesday 23:59
via link on Learning at Griffith
Approx.200-500 words (guide only) Rules:
** complete the task reflection at the end of the assessment item to make possible gaining full marks or to gain bonus mark.
** use this template to complete assessment. Save it with name and student number and leave as a word
document (do not convert to .pdf or any other format)
Hint: To help identify a potentially problematic activity system refer back to stage 1 where you wrote about how successful the business appears to be and when you wrote about what the business does and the list of activity systems
In relation to the case study business organisation answer these questions in this template:
a)
Of the activity systems that you identified in Stage 1 part d,
select just one activity system that you think could (potentially
) have some issues about how ‘things are done’ which would impact negatively on the organisation’s value creation. Briefly describe the activity system you chose and discuss the (hypothetical) issues that could arise from it. (remember this is hypothetical but it should be realistic)
Implementation and conduction of permaculture education workshops and short courses. Discussion:
A large premise of the value creation for the education workshops and short courses are learning practical skills in living a sustainable lifestyle, which in turn are a real-life succession example of living sustainably. This practice is strongly emphasised and encouraged by the Education and Farming Manager who is assisted by the adult and youth education co-ordinators to teach course content to students and adults. Some practices that are implemented in the workshops/ courses which highlight the goal of
living sustainably are, learning how to design your own garden, the steps of how to 1
plant vegetation and plants and keep it thriving, how to manage water usage and the history of permaculture and agriculture. It is crucial all facilitators involved in educating are ensuring the methods in how these practices are implemented are in alignment with their goal which can only be achieved through effective communication. Tasks or practices that could impact the value creation of the workshops and courses are the management and introduction of supplies and materials be used by the students and facilitator classes. It is crucial for implementors to be well informed on the material production and environment impacts of all products and materials used for demonstrations and hands on interactions, to be reviewed and approved. The mismanagement of this can lead to the use of unsustainable materials like plastic, aluminium, or Styrofoam in the supplies or, to the extent of the use of pesticides or harmful chemicals in hopes of eliminating pests and insects from destroying crops. These practices oppose the goal of teaching sustainability and if management of supplies are not reviewed and approved on how it is produced and its impact on the environment, it affects the validity of workshops and courses and decreases value creation. b)
Represent the ‘problematic situation’ of the activity system you chose in a) by drawing a rich picture. You may draw the rich picture in tools such as powerpoint etc.. You can submit the rich picture as a separate file (e.g. .pdf, .jpeg, .png etc)
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Task reflection (must completed to make full marks possible)
How confident are you that your answers are fully correct? Indicate your level of confidence
by marking on the line below.
What (if anything) do you believe are the most surely correct elements your work?
I feel 50/50 in my ability to understand how to create and produce a rich picture. I believe I was able to reflect the knowledge and understanding I have on how activity systems impact value creation. After receiving feedback from stage 1 my understanding of activity systems has become more clearer and I was able to identify an appropriate issue.
What (if anything) are you unclear or not sure of in the work you have completed? What questions do you have?
My interpretation of the content may still be lacking in how this potential issue would realistically be addressed by the organisation. Will need expand understanding on H.A.S.
Feedback for your teachers:
Was anything unclear to you as you undertook this part of the assessment? If so, what was it? Was there anything that was particularly helpful? If so what was it?
No feedback as assessment was clear and concise and was able to understand deeper with the help of lecture notes, assignment help session and thorough cohort feedback from Stage 1. 4