Download
1 / 27
270 likes | 361 Views
Case Study - 2013. Axel Computers, an American transnational corporation has had a manufacturing facility in Claragh since 1991. The Claragh plant manufactures components for desktop computers. It has been the
E N D
Axel Computers, an American transnational corporation has had a manufacturing facility in Claragh since 1991. The Claragh plant manufactures components for desktop computers. It has been the main -------- in the town since the early 1990s. With the increase in popularity of laptops, tablet computers and smartphones the demand for larger desktop computers has fallen in recent years. As a result the workforce of the Claragh branch of Axel Computers has fallen to 500 compared to 1,300 at the peak of production in 1995. In 2012, the American head office of Axel Computers announced that the Claragh plant will close in July 2013. There is obvious distress among staff and local business people. Although Axel Computers is not as important to the local -------as before it is still the main ---------in the town. The Claragh Chamber of ---------------- and ClaraghTown------------- have decided to come together and devise a ‘---- of Action' to deal with the closure of the factory. It is hoped that they will come up with ----- and strategies to minimise the negative effects of the closure. Emphasis will be on job creation, training and community enterprise development. Their first task will be to contact relevant government --------for support. A town meeting has been arranged so that locals can voice their opinions on developments. Mark Ryan has worked at Axel Computers since he left school twelve years ago. He started working on the assembly line and worked his way up to his present position 'Manufacturing Technician'. Over the years he participated in as many ---------- opportunities and courses as possible. His most recent job involved installing microprocessors into PC's. Like all other staff of the computer manufacturing firm, he is greatly concerned about the future. He is worried that his lack of a third level ------------and lack of varied work experience will make it more difficult to find ------------in the current economic climate. As Mark has worked for Axel Computers for twelve years he will receive a generous -------------package. He is considering using this money to gain a formal qualification. The I.T. industry is still strong in Ireland but Mark knows that the major I.T. companies operate in the area of software development. He is interested in achieving a suitable qualification in Computer ------------Development and Engineering but is not sure how to get the information on the relevant third level courses. Axel Computers, in an attempt to help staff prepare themselves to re-enter the jobs market, has arranged for everyone to meet with recruitment experts. These professionals will advise on Curriculum Vitae preparation and help each worker to devise his/her strategy to gain employment. Axel will also organise support for staff who wish to set up a--------------------of their own.
Axel Computers, an American transnational corporation has had a manufacturing facility in Claragh since 1991. The Claragh plant manufactures components for desktop computers. It has been the main employer in the town since the early 1990s. With the increase in popularity of laptops, tablet computers and smartphones the demand for larger desktop computers has fallen in recent years. As a result the workforce of the Claragh branch of Axel Computers has fallen to 500 compared to 1,300 at the peak of production in 1995. In 2012, the American head office of Axel Computers announced that the Claragh plant will close in July 2013. There is obvious distress among staff and local business people. Although Axel Computers is not as important to the local economy as before it is still the main employer in the town. The Claragh Chamber of Commerce and Claragh Town Council have decided to come together and devise a 'Plan of Action' to deal with the closure of the factory. It is hoped that they will come up with ideas and strategies to minimise the negative effects of the closure. Emphasis will be on job creation, training and community enterprise development. Their first task will be to contact relevant government agencies for support. A town meeting has been arranged so that locals can voice their opinions on developments. Mark Ryan has worked at Axel Computers since he left school twelve years ago. He started working on the assembly line and worked his way up to his present position 'Manufacturing Technician'. Over the years he participated in as many training opportunities and courses as possible. His most recent job involved installing microprocessors into PC's. Like all other staff of the computer manufacturing firm, he is greatly concerned about the future. He is worried that his lack of a third level qualification and lack of varied work experience will make it more difficult to find employment in the current economic climate. As Mark has worked for Axel Computers for twelve years he will receive a generous redundancy package. He is considering using this money to gain a formal qualification. The I.T. industry is still strong in Ireland but Mark knows that the major I.T. companies operate in the area of software development. He is interested in achieving a suitable qualification in Computer Software Development and Engineering but is not sure how to get the information on the relevant third level courses. Axel Computers, in an attempt to help staff prepare themselves to re-enter the jobs market, has arranged for everyone to meet with recruitment experts. These professionals will advise on Curriculum Vitae preparation and help each worker to devise his/her strategy to gain employment. Axel will also organise support for staff who wish to set up a business of their own.
Section A – Audio-visual Compulsory and worth 30 marks Answer all 8 questions on: What you see? What you hear? Application of LCVP Knowledge, learning and skills 25 minutes
Audio-visual tips Read the eight questions carefully before the DVD commences. • Use the BUG technique. • Ensure to take notes on the rough work sheet on the inside cover of the answer booklet. • Questions 7 & 8 are worth 12 marks. They require detail. • Ensure to elaborate and always give examples if appropriate.
Section B – Case Study Compulsory and worth 30 marks • Answer all 3 questions • Questions may be sub-divided into parts The Case Study for 2013 is now available
Case study analysis tips • Use the case study to revise the entire course by posing relevant questions. • The case study mind map can be a vehicle to revise all the specific learning outcomes.
Suggested Methodologies • Make a clozed test from the case study. • Facilitate students to discuss the blanks. • Revise past exam questions on previous case studies and papers • Ask students to make a list of possible questions on this years case study. • Ask students to complete their own mind maps. • Fold A3 page in half and summarise the three pieces of legislation on one side and planning, evaluation & skills on the other.
Case Study – TIPS for exam • Read the questions carefully. • Stop and think. • Use the BUG technique. • Ensure detail and always elaborate. 25 minutes
23 minutes per question Section C Answer 4 out of 6 questions that cover the entire syllabus. • Questions may be sub-divided into parts. • Choose questions that may deliver the most marks for you. • Ensure you can answer all parts of the question. • Take account of mark allocations for questions and parts of questions and plan the use of time accordingly. • Always state your answer, explain your answer with at least two different points and give an example supporting your answer. • Do not leave blank spaces or give one word answers. • Use BUG technique.
BUG technique BOX, UNDERLINE & GLANCE BACK • Explain three objectives that the class might have for organising the visit. • This is a prompt to students that they needed to explain three objectives for organising a visit rather than misinterpreting the question and focusing solely on visiting the organisation.
Compare & contrast questions Compare - what is common to both and what is different to both Contrast - distinguish what is unique to each Differences Differences Similarities
Integral themes in LCVP • Planning • Evaluation • Skills • My Own Place • Legislation • Activities
Planning Ensure to cover all areas of Planning: • Define planning, • Why Plan? • The advantages and challenges of a plan. • Can you draft a Business plan? • What are the main headings? • Can you draft an Enterprise/ Action Plan?
Evaluating • Why evaluate? • The advantages and challenges of evaluating. • How to evaluate? • Advantages and disadvantages of methods. When evaluating use the DAR approach. • Describe: Reflect on the experience, What happened? What did you do? Did you meet your objectives? • Assess: Think back on the experience, what went well?, what did not work? Was it useful? What subjects were useful? What about teamwork? • Recommend: What would you recommend for future activities? Are there any follow on activities.
Skills Be able to articulate the following: • Communication Skills • Team Work Skills • Organisation Skills • Research Skills • Administrative Skills • Presentation Skills • InformationTechnology Skills • Skills of Analysis
My own place • Be aware of employment, social services, job creation agencies, transport , financial institutions, industrial relations, economic activities, tourism, Business Enterprises, voluntary/ community enterprises and issues in your local area.
Legislation • Safety, Health and Welfare at work Act • The Employment Equality Act • The protection of Young Persons Act
Activities • Visit to a Training Scheme/Business Enterprise /Voluntary Organisation • My Own Place Investigation • Simulated Job Interviews • Career Investigations • Work Placements • Presentations/Interviews • Local business investigations • Visitors to the classroom • Voluntary/ Community organisation investigations • Use of ICT • An Enterprise Activity.
Outcome verbs • Ensure you understand the difference between terms like: • State, Explain, Outline, Describe, Analyse, Discuss, Evaluate, Illustrate. • PEP approach: Pre-experience, experience and Post experience
Common misinterpretations • Is the question on a Visit in or a Visit out? • Are you asked to evaluate the organising of an event or evaluate the organisation? • Are you evaluating the Career or the Activity itself, i.e. the Career Investigation? • Why evaluate an activity v’s evaluating an activity. • Work experience v’s work shadowing. • Ensuring you know the differences between Strengths, Weaknesses, Opportunities and Threats. Ensure you can draft a SWOT analysis for an Entrepreneur, Business or Voluntary organisation that you studied.
Common misinterpretations • What makes an Activity successful v’s discussing the Activity. • The role of the entrepreneur v’s the role of the manager. • How to improve on a skill v’s rather than describing the skill. • Entrepreneur skills, qualities and characteristics. • Personal risks v Business risks when establishing a Business. • Business Plan and Enterprise/Action Plan. • Obligations of an Employer and Employee. • What makes a business successful v’s measuring the success of a Business?
Final tips • Be aware of all 93 Specific learning outcomes • Revise your Portfolio as this is an excellent revision tool and refer to the learning, skills and knowledge gained • Read all questions carefully and answer all the required parts • Always State, Explain, at least two different points and give an example • Ensure that all work is neat and legible • Ensure to develop points made and give meaningful evaluations if required.
Final tips • Take a critical look at each answer before leaving it to ensure that all relevant • details are included • Ensure to use the learning gained through the completion of the Portfolio • Take account of mark allocations for questions and parts of questions and plan the • use of time accordingly • Use the published marking scheme as a resource and a guide when preparing for • the Written Examination. These are available at the State Examinations Commission’s website www.examinations.ie
