Evaluate and apply procedures relating to effective and efficient administration.
FDPP1226 Provision of Effective and Efficient Administration
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FDPP1226 Provision of Effective and Efficient Administration |
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Words: |
2500 |
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Weighting: |
100% |
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Submission date: |
As per key date schedule |
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Learning Outcomes Assessed: |
All |
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Module Leader: Verified by: |
CIPP Heart of Worcestershire College |
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Electronic copy available: |
Student website |
Introduction
Using your own work area as the subject for study assess the effectiveness of the internal procedures that are used to administrate the payroll function and provide information to other stakeholders.
Your assignment should be in the form of a written report.
Note well: Throughout your work you must relate appropriate theory and/or professional practice to the area on which you are commenting.
Learning outcomes
- Evaluate and apply procedures relating to effective and efficient administration.
- Assess audit requirements to ensure workplace compliance.
- Design, analyse and distribute financial and management information.
- Evaluate and apply quality standards to the activities of the payroll function.
Assessment criteria
Set within the context of your workplace:
- Pay methods and procedures
- Appropriateness of methods and procedures against audit requirements
- Design and distribution of payroll outputs
- Application of quality standards to the payroll function
Handing in
Electronic submission of assignments is mandatory. Please note that every assessment must be submitted clearly noting the student’s name and number. Work must be word-processed/typed.
You are required to keep a copy of work handed in.
Late submission of work
It is essential that you submit your work, in order to be able to pass the module. Full details of the regulations regarding late submission and applying for mitigation are available via the Student Handbook and website.
Academic Misconduct Penalties
When a student is found guilty of academic misconduct (cheating), the penalties are severe.
- The assignment will be awarded a fail grade, with zero credit.
- Penalties may extend beyond the single assignment, and may affect the module grade, and even the classification of the final award.
- The academic misconduct will be mentioned in any reference given by the university. This means that graduates will find it very difficult to enter careers that involve trust, including Accountancy, Law, Computer Systems Administration, and Computer Security.
- If the course (or module) is recognised or accredited by a professional organisation, that recognition or accreditation may be withheld from the student.
The normal penalties for a first offence are as below. Penalties for later offences (of any nature) are escalated, and the ultimate penalty is exclusion from the university. The list of offences below is not exhaustive.
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Offence |
Penalty (all points apply) |
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Word Limits
Included in the word limit is:
Anything contained within the main body of your report, between the contents page and the reference list. All quotations, citations and the captions to pictures and diagrams. The contents of any tables within the main body.
Not included in the word limit is:
The title page, contents page or reference list. Any computer programme code listings, content within diagrams, or any appendices.
The following penalties can be applied to work which exceeds the stated word limit of 2500 words:
- Up to 10% over: no penalty
- 10% to 20% over: one grade point penalty (e.g. B+ to B)
- 20% to 30% over: two grade points penalty (e.g. B+ to B-)
- More than 30% over: three grade points penalty (e.g. B+ to C+)
FDPP1226 Provision of Effective and Efficient Administration: Level 4 Grade Descriptor
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L4 |
Relationship to assessment criteria |
Knowledge and understanding |
Evidence of independent study and relevant academic sources |
Application of conceptual understanding |
Communication skills |
Quality of argument |
Relevant technical/creative/ transferable skills development |
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A+ - A- |
Exceptional response to all the assessment criteria for the task |
Excellent knowledge and understanding of terminology, principles, theories, and concepts of discipline, showing independent insight |
Goes well beyond what is taught in reading/researching and use of academic sources and references to inform independent insight and understanding |
Evidence of strong conceptual understanding applied to analytical evaluation and interpretation of issues/problems/ data |
Excellent communication/ presentation skills demonstrating clarity, and coherence that is well judged |
Evidence of a sustained, logical and well substantiated argument, through good synthesis of materials and insightful analysis |
Excellent demonstration of relevant technical/ creative/ transferable skills in problem-solving |
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B+ - B- |
Strong response to most of the assessment criteria for the task |
Knowledge and understanding demonstrates thorough learning of terminology, theories, principles and concepts of discipline |
Evidence of good judgement in selection and use of relevant academic sources/ references to go beyond what is taught |
Evidence of thorough conceptual understanding applied to the evaluation and interpretation of issues/problems/ data |
Very good communication/ presentation skills demonstrating clarity and coherence |
Evidence of a logical, well substantiated argument, through good synthesis of materials and thoughtful interpretation |
Very strong demonstration of relevant technical/ creative/ transferable skills in problem-solving |
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C+ - C- |
Good response to most of the assessment criteria for the task |
Knowledge and understanding demonstrates sound learning of terminology, theories, facts and concepts of discipline |
Evidence of sound use of taught content and engagement with standard academic reading/references |
Evidence of sound application of conceptual understanding and some evaluation to interpret issues/ problems/data |
Good clear communication/ presentation perhaps with some minor weaknesses |
Evidence of a logically constructed coherent argument, with supporting evidence but possible minor weaknesses |
Sound demonstration of relevant technical/ creative/ transferable skills in structured predictable contexts |
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D+ - D- |
Adequate response to main assessment criteria for the task |
Knowledge and understanding sufficient to demonstrate learning of terminology, theories, facts and concepts of discipline |
Relies on limited selection of taught content, set materials/standard readings and references |
Evidence of some ability to apply conceptual understanding to issues/problems/ data but limited evidence of evaluation or interpretation |
Competent communication/ presentation with some weaknesses |
Evidence of a logically structured argument with supporting evidence, but with some weaknesses |
Adequate demonstration of relevant technical/ creative/ transferable skills in structured predictable contexts |
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E - Fail |
Some engagement and understanding, but overall does not quite meet criteria for task |
Some knowledge and understanding to demonstrate effective learning |
Some evidence of study from taught content and/or relevant academic sources and references |
Some ability to apply conceptual understanding to evaluate and interpret issues/ problems/data |
Communication/pre sentation is weak and problematic in conveying understanding |
Some evidence of a logically structured argument but with weak supporting evidence |
Some evidence of relevant skills development or application |
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F - Fail |
Weak response to main assessment criteria for the task |
Weak or insufficient knowledge and understanding to demonstrate effective learning |
Very limited evidence of study from taught content and/or relevant academic sources and references |
Limited ability to apply conceptual understanding to evaluate and interpret issues/ problems/data |
Communication of information is inaccurate, incomplete or otherwise problematic in conveying understanding |
Argument/ explanation is weak and poorly constructed, and/or unsubstantiate d |
Weak evidence of relevant skills development or application |
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G - Fail |
Very poor response to main assessment criteria for the task |
Very poor knowledge and understanding to demonstrate effective learning |
Very little evidence of study from taught content and/or relevant academic sources and references |
Very weak conceptual understanding and little or no evidence of application, evaluation or interpretation |
Very poor communication indicating incoherence and/or seriously incomplete understanding |
Very poor argument/ explanation, lacking in logic and/or unsubstantiate d |
Seriously lacking in evidence of skills development or application |
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H - Fail |
Seriously inadequate or insufficient response to the task |
Seriously inadequate or insufficient response to the task |
Seriously inadequate or insufficient response to the task |
Seriously inadequate or insufficient response to the task |
Seriously inadequate or insufficient response to the task |
Seriously inadequate or insufficient response to the task |
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* The number of references for a 2500 word essay will depend on the number of points made, however, there should be approximately one reference per paragraph. You can use general textbooks to support general comments on theory, or to support definitions/terms, or to cover assessment techniques. You should use research articles (available through e-resources) to support specific aspects of theory. Be wary of other web sites (unless they are .ac or .edu, as these are generally university-based sites) unless you can verify the source. Under no circumstances should you use user-generated web sites (such as wikipedia). There is guidance on Harvard referencing available on the student website.
