CIPS Guidebook for Students Dissertation

CIPS Guide for Students

CIPS Exam Report to get Learner Community:

Qualification:

Device:

Exam series:

Diploma in Procurement and provide

D2, Business Needs in Purchase and Supply

Come july 1st 2013

INFORMATION FOR INDIVIDUALS

The Principal Marker's report can be written to supply the novice community with feedback relating to the evaluation. It is designed as a tool for individuals - both equally those who have sitting the assessment and those who would like to use as part of their revising for long term examinations. Applicants are advised to label the Evaluation Techniques Guideline on the CIPS website along with this Principal Marker's statement.

The Principal Marker's report aims to provide the next information: The of how to approach the examination query

An indication in the points the answer should include

An indication of candidate performance to get the assessment question Each question provides a syllabus reference which features the learning targets of the syllabus unit content that the query is testing. The unit content guides can be found to download at the pursuing link: http://www.cips.org/studyqualify/cipsqualifications/syllabuses/ ADDITIONAL OPTIONS FOR INFORMATION

The Supply Management publication is a useful source of info and candidates are advised to include it within their reading during their study. You should see the pursuing link to the Supply Management internet site: http:/www.supplymanagement.com/

SEPTEMBER 2013 D2 EXAM SURVEY - NOVICE COMMUNITY

1/6

Leading global excellence in procurement and supply

Question you – Learning Outcome you

Q1(a) Using examples, explain the difference among direct and indirect costs (5 marks) Good answers to this element of this issue should have stated that immediate costs could be clearly and directly owing to a particular products or services; whereas roundabout costs cannot be so invested in a particular services or products. Higher represents were awarded for answers that also gave instances of each type of cost, mainly because these were a great intrinsic element of this problem. Typical examples given of direct costs were parts and supplies; typical samples of indirect costs were the rent of buildings, and nonproduction incomes. Up to 3 marks had been awarded for an explanation with the differences among direct and indirect costs, and up to two marks to get the illustrations given. This part of this question was generally responded extremely well, while using large most of candidates getting the full five marks readily available. A small number of answers gave direct and indirect costs the wrong manner round; or maybe gave guesses at the meaning of the keyword phrases ‘direct costs' and ‘indirect costs'. Some responses had been far for a longer time than could possibly be justified by maximum of five marks available: some candidates wrote a complete side plus more. This is not ‘wrong' at all, nonetheless it uses up beneficial time which can be spent on various other questions.

Q1(b) Describe FIVE factors which a buyer may well expect a supplier to consider when environment the selling price of their item

(20 marks)

This part of this issue was likewise generally responded very well, numerous candidates getting high signifies. Factors that have been included in answers typically included: recovering most costs (labour, materials overheads, etc); desired levels of earnings; the degree of competition in the marketplace; wider economic factors; the nature of the actual/desired relationship with the buyer; and the desirability of the buyer as a customer. All other valid responses were accepted, and gained signifies. Higher represents were awarded for more thorough descriptions, and for illustrative cases. Weaker answers gave little more than five bullet details, without explanations; and a very few answers here had been shorter compared to the associated response to part (a) of this query, despite component (b) having up to 20 or so marks offered. Where, while here, problem asks for a specific number of cases or factors, typically ‘THREE', or ‘FIVE', such number will usually come in...