The Masters of Business and Technology Program offer a range of study skills webinars for students. This is the exam prep webinar. For any copyright issues or to request a takedown please contact a.chambers@unsw.edu.au. Note this work is not at present under a CCSA licence.

1. Australian School of Business
MBT Program Semester 2 2011
Preparing for and Performing
in Exams
Andrew Chambers
Educational Development Manager
MBT Program

2. Webinar Overview
1. Purpose of exams in MBT program
2. Preparing for an exam
3. Performing in an exam
4. What is valued by examiners
5. Question types
6. Model topics, questions and responses –
analysis of them
7. Discussion and questions

3. 1 Purpose of exams
 Exams require you to consider theories,
concepts and approaches, to analyse and
critique them and to apply them to practical
contexts and problems and to do this while
under time pressure.
 Exams are considered good indicators of what
you have learned and can do

4. Open book exams mainly test:
o Understanding of course material
o Ability to use and apply course material to:
– Anal yse si t uat i on or i ssue
– Eval uat e si t uat i on, t heor y or debat e
– Devel op sol ut i ons t o pr obl em and/ or
s
m ake r ecom endat i ons
m
– Const r uct a per suasi ve ar gum ent , whi ch
synt hesi ses cour se m er i al and answer s
at
t he quest i on

5. 2 Preparing for exams involves
 Revising and understanding important content
and skills, as for a closed book exam
 Preparing and organising your notes so that
information, formulas can be referred to quickly
and effectively during exam
 This can mean MORE work for an open exam!

6. The ‘big picture’ in a course
o Learning outcomes for the course/ weekly units
o Develop an appreciation and understanding of
the main theories, themes, topics, issues
o Types of practice/ assessment activities and the
knowledge and skills they develop
o What has been emphasised in course by your
facilitator, course coordinator
o The relationships between units, topics, theories

7. Revising: Write up an overview or
summary
M n t opi c s /
ai Sub- t opi c s M n poi nt s
ai R erenc es ,
ef
l earni ng pg nos
out c omes

8. Visual Revising: Mind map

9. Strategies for preparing
Review feedback/ marking criteria
– How have you per f or m ed so f ar ?
– Suggest i ons f or i m ovem
pr ent f r om
f aci l i t at or
• Pr edi ct quest i ons and t ypes of
quest i ons
– Exam es pr ovi ded on assessm
pl ent
docum ent
• Pr act i ce answer i ng quest i ons
– Under exam condi t i ons

10. 3 Performing in Exams
• Use reading time to read exam paper carefully
– Anal yse quest i ons: com pul sor y? M ks;
ar
t ype of answer
– Br ai nst or m i deas; pl an answer s
• Pl an t i m and st r at egy
e
• Al l ocat e t i m f or each quest i on – be
e
st r i ct wi t h t hi s
• Deci de whi ch quest i ons t o begi n wi t h.
St ar t wi t h easi est
• Read quest i ons car ef ul l y
• Good r esponses ar e r el evant t o quest i on
• I nt er pr et i nst r uct i ons and f ol l ow t hem

11. 4 What examiners are looking for
o Demonstrated knowledge and understanding of
the course material
o Skills in analysis, critical reflection, written
communication [Graduate Attributes, ASB,
UNSW]
o Relevant answers to questions
o What they wanted in assignments…

12. Question types
o Multiple choice questions
e.g., The type of processing which occurs when data is entered directly into a
computer and processed immediately is called:
(A) batch processing
(B) on-line processing
(C) immediate transaction processing
(D) online ready time transaction processing
o Calculations
e.g., Financial / Statistical calculations based on formulas
o Short answer questions
E.g., What are business rules? Why are they important to a database designer?
o Essay questions, simple reports
Case Studies, Business problems (example to follow)

13. Some tips about answering questions
MCQuestions:
Survey layout and check where/how answers are recorded
Read all questions carefully. For each qn, form an answer
before looking at options.
Read each option before answering.
Note how meaning is shaped by modifiers, such as always,
never; comparatives e.g., more, same as, least;
negatives, e.g., do not include; and double negatives,
e.g., not unlikely (the latter has a positive meaning, i.e., it
is likely)

14. Short answer questions and calculations
o Short answer questions
Analyse question and what it requires
Answer concisely, i.e., directly to the point
Clearly – setting out is an aspect of this
Completely – provide all relevant details
o Calculations
Selecting the right formula
Set out working clearly
Check work

15. Essay questions are designed to test:
o your knowledge of theory and concepts from a
course
o your application of knowledge to analysing and
discussing specific real world business issues
and practices
o Your ability to organise ideas and create a
logical argument in a relevant response to a
particular problem/question

16. Essay Requirements
 Analyse the question
e.g, Discuss the selection, training and other policies likely to be relevant to
the successful management of executives on international assignments.
o Task word – discuss is different to describe. Need to say why these
policies are relevant, how they can best be implemented, advantages and
disadvantages, compare different policies and evaluate them
http://tlu.fbe.unimelb.edu.au/pdfs/helpsheets/text_types/task_words.pdf
o Content words – provide the topic. Essay must cover/ be relevant to these
topics
o Limiting words – executives, on international assignments – provide focus
or circumstantial aspects of topics in the question

17. Essay Structure
Introduction (short: state topic, thesis and outline), body (main statement), conclusion (short)
Full sentences and paragraphs, avoiding bullet points
Some courses will allow bullet points and less formal essay structure – check with your lecturer for
specific requirements

18. Model Topics and Responses
1. Sample question and critical response - written
by Janis Wardrop, Course coordinator.
2. Sample students texts assessed highly - with
analysis

19. Example essay question
Critically evaluate these two different views of
organisational culture using the concepts and
materials you have encountered in the course to
answer the question:
Can an existing organisation ever successfully
create a ‘new’ organisational culture?

20. Writing the answer
o Decide on the argument – ‘can an existing
organisation ever successfully create a ‘new’
organisational culture? – yes, no, or maybe?
o Need to support your argument with evidence
o A credit level answer may simply provide
support for argument
o A distinction level response is likely to consider
evidence from both sides of argument

21. Point: Organisational Cultures Can’t be
Changed:
An organisation's culture is made up of relatively stable[1]
characteristics. It develops over many years and is rooted in
deeply held values to which employees are strongly
committed. In addition there are a number of forces continually
operating to maintain a given culture (such as mission
statements, design of physical spaces [2], myths and stories
about the founders).
Selection and promotion polices [3] are particularly important
devices that work against cultural change. Employees choose
an organisation because [4] they perceive their values to be a
‘good fit’ with the organisation.
Attempts to change a culture by going outside the organisation
to hire a new chief executive are unlikely to be effective[5]. The
evidence indicates that the culture is more likely to change the
executive than the other way around.
Anything less than a crisis [6] unlikely to be effective in

22. A critical response to the first point
1. This would only be the case if the culture was
unitarist/imposed/non-organic. But org’ culture is organic,
constantly evolving and changing as a result of contextual factors
and people (unit 2)
2. Schein’s pyramid ... Artifacts of culture
3. Unit 9, maybe 10
4. Employees chooses where to apply but employers decide who
works there
5. This fits into the ‘organic’ type of model for culture
6. External environment
7. This covers unit 7, unit 5 and unit 3

23. Counterpoint: Cultures can be changed
with effort!
Changing an organisation's culture is extremely difficult, but culture can
be changed. The evidence suggests that cultural change is most
likely to take place when most or all of the following conditions exist:
a dramatic crisis; turnover in leadership; young and small
organisation; weak dominant culture [1].
The following actions may lead to change: new stories and rituals need
to be set in place by top management[2]; employees should be
selected and promoted [3]who espouse the new values; the reward
system needs to be changed to sup[ort the new values [4]; and
current subcultures need to be undermined through transfers, job
rotation and terminations [5]. Under the best of conditions, these
actions won’t result in an immediate or dramatic shift in the culture.
This is because in the final analysis, cultural change is a lengthy
process – measured in years rather than in months. But cultures
can be changed! Adapted from Robbins, et al
2001

24. A critical response to the counterpoint
1. This covers unit 7, unit 5, unit 3 and online
discussions
2. Artefacts
3. Unit 9
4. Unit 11
5. Unit 8

25. Samples of successful student texts
The question (paraphrased from Supply Chain
Management GBAT9127):
Discuss the causes of the bullwhip effect in
supply chain management and to explain how
particular strategies such as ‘safe harbour’,’
panic’ and rational decision making relate to the
bullwhip effect in supply chain management.
Both student texts (next slides) were assessed
as good responses, scoring above 80%.

26. Extract from Response 1
Safe harbor & panic human strategies.
- order more than actually necessary to increase their safety stock.
- raise higher capital & stock levels
- forces suppliers to increase their orders or pay for stock out situations.
- with only one level implementing the safe harbor strategy the whole supply chain is negatively
impacted.
- panic is the other extreme human behavior
- empty the stock before the customers’ demand increases.
Causes of the bullwhip effect are largely caused by human behavior. The more humans are
presented in the beer distribution game, the higher the total supply chain costs are.
Other causes of the bullwhip effect are: lack of information exchange (uncertainty with customer order
and rate of stock being replenish).
This decentralized the demand for information. The lead time of information and material are also key
reasons for the bullwhip effect. MBT Summer Program 2011 Moderator: Louise Fitzgerald
Underestimating the value of information for customers & suppliers rises the lead time of information
and exaggerates the effect of the bullwhip effect.
Therefore humans act as obstacles for information flow in supply chains in practice and increase the
lead time of information as a consequence of the bullwhip effect

27. Comments on Response 1
Demonstrates knowledge and understanding by:
Comprehensive use of theory, technical/ specialist terms, e.g. Safe
harbor, panic strategies, demand forecast updating, order batching,
price fluctuations, rationing and shortage gaming
defining, explaining theory, terms; elaborating on how theory works,
applies to question
Answers question in relevant way by:
Relating aspects of theory logically, e.g. Layout, numbering
Relating text to question, e.g, ‘causes of bullwhip effect are...’; ‘rational
decision making causing bullwhip effect...’
Writes succinctly, note-form/ bullet points, incomplete sentences – and
seems to be acceptable

28. Extract from Response 2
The bullwhip effect is caused by the change in the upstream supply generated by a small change in
demand downstream in the supply chain. In other words, a small response to demand variables
downstream, has the effect of creating a much magnified change upstream resulting usually, in
significant overproduction.
Forecasting is very often inaccurate. One of the 4 laws of forecasting is that it will be just that, and
further, that the longer term the forecasting is developed for, the less accurate it will be.
The bullwhip effect seems to happen in response to demand signaling going upstream & the natural,
‘rational’ reaction to this, being to adjust demand to meet this. However, the number of times that
this adjustment is made further amplifies its effect.
The lead times involved in the various stages of the supply chain also contribute to the effect of the
bullwhip. The longer the lead times, the more significant the fluctuations are. Order cycles may
even overlap & this creates an even greater surge in demand.
Sales patterns contribute to this effect also. Sales quotas need to be met & may be achieved with
price incentives and other inducements & this demand push is then signaled upstream.
It appears rational for people to want to create some ‘safety stock’ when demand is experienced
upstream this way. They do not want to let their customers down & they may decide in this case
to produce extra just in case! Better more than less (obviously not the financial manager!) MBT
Summer Program 2011 Moderator: Louise Fitzgerald
Other reasons for demand surge can be rationing of a very popular product which is in short supply.
Customers may over order in hope to receive a reasonable proportion of the order. This demand
is inaccurate but it is none the less the best information the manufacturer has & if responded to,
continues to exacerbate the problem. ..

29. Comments on Response 2
o Writing is more fluent – essay style, complete sentences;
Text structure is more clearly developed – introduction
answers question
o Answers question in a relevant way – information is
introduced and developed as causes of the bullwhip
effect – satisfying and reassuring for examiner
o Demonstrates knowledge and understanding, e.g.
‘demand downstream, upstream supply, forecasting,
sales patterns, safe harbor, panic responses, rational,
irrational human behaviour. All terms defined clearly; Not
as extensive in use of theory as previous response

30. Example of less effective response
The cause of the Bullwhip effect is the change in position from the supplier
which is led by the information or order placement of the downstream supply
chain. This is why businesses carry safety stock to smooth out this
fluctuating area.
The problem for suppliers is that it causes either excessive inventory or
inefficient production and poor customer service levels.
Despite having safety stock, stock outs can and do occur due to poor
planning and forecasting, employed by partners in the supply channel.
The problems associated with the Bullwhip are greatly enhanced the further
up the supply chain you go. The effects are not only to the supply of the
product but significantly effect the resources of the business.
Result: 10/25

31. Why is this less effective?
o Too short – does not provide sufficient
information to answer question
o Answer is not supported by theory, concepts
o Writer demonstrates understanding but
response is too general
o Further ideas – how do you respond to this
response? Why do you think the mark is so low?

32. Further Suggestions and Resources
Ebook: How to pass exams every time. Mike Evans, 2004
http://www.e-booksdirectory.com/details.php?ebook=2678
ASB EDU - F2F and Skype consultations/resources:
http://www.asb.unsw.edu.au/learningandteaching/studentservices/P
ages/default.aspx
UNSW Learning Centre Exam Skills Resources:
http://www.lc.unsw.edu.au/olib.html#3
Consultations are also available (in person) through the UNSW
Learning Centre: http://www.lc.unsw.edu.au/consult.html
Feedback/concerns on exam process contact MBT Student services
http://www.student.mbt.unsw.edu.au/ContactUs.html

33. References
MBT and EDU, Preparing for Postgraduate Exams.
MBT and School of Organisation and
Management, Advice for preparing for
examinations – tips for preparing for
examinations,
Previous MBT examination papers and student
responses
ASB Graduate Attributes, at:
http://www.asb.unsw.edu.au/learningandteaching/aboutlearningandt
eaching/graduateattributes/Pages/default.aspx