CIPS Examination Techniques Guide - Oct09

Examination techniquesA guide for students

The Chartered Institute of Purchasing & SupplyExamination techniquesA guide for studentsContents

Part 1 Guidance on examination techniques1.0 Introduction2.0 About case studies3.0 Reviewing case studies4.0 Reading the exam questions5.0 Allocating time6.0 Understanding command words7.0 Planning,writing and reviewing answers to

exam questions8.0 A note about CIPS’ answer formats9.0 Using CIPS’materials for further guidance10.0 About the assessor11.0 Useful sources and materials on exam

technique12.0 Conclusions

Part 2 Guidance on the CIPS open bookexamination for Level 6 Supply chainmanagement in practice unit

1.0 Guidance on the supply chain managementin practice – open book examination

2.0 Important things to consider3.0 The analysis4.0 What can you take into the open book

examination?5.0 Last minute hints and tips

Part 3 Guidance on International certificateand Advanced certificate inpurchasing and supply

1.0 Introduction2.0 Multiple-choice questions for Section A of

the paper3.0 Short-answer questions for Section B of the

paper4.0 Long-answer questions for Section C of the

paper5.0 Last minute hints and tips

List of figuresFigure 1 CIPS three-step approach to answering

exam questions

Figure 2 How long…? [does it take to plan andwrite an answer]

List of tablesTable 1 Typical word count, approx number of

pages and recommended reading times forCIPS exams by level of exam paper

Table 2 Question options for all levels

Table 3 Typical command words and theirdefinitions

Table 4 Time allocations for questions and sub-component questions

Table 5 CIPS guidance for answer formats

2

The Chartered Institute of Purchasing & SupplyPart 1Examination techniquesA guide for students

1.0 Introduction

Part 1 focuses on the examinations for the unitswithin the qualifications at Levels 3 to 6. Part 2focuses on the case study examination for the L6-03 supply chain management unit. Part 3 focuseson examinations for the units within theInternational Qualification,however it isimportant for candidates studying these units toread the guidance relating to examinationtechnique in Part 1.

This guide has been written by experienced CIPSassessors to provide you with tips and hints onpreparing for CIPS examinations. Comments areintended as a guide only, as it is appreciated thateveryone works in different ways. We hope thatyou will find the guidance useful as you preparefor your examinations.

The guide focuses on the short-mini case studiesthat are contained within all CIPS examinationpapers, but also provides a short focus on how toapproach the major case study for Supply ChainManagement in Practice,which is the integrativeunit for the CIPS Level 6 Graduate Diploma inPurchasing and Supply,which can be found onpage 11, in Part 2.

2.0 About the CIPS examination case studies

The case study is a brief overview of a businesssituation.The purpose of the case study is to allowyou to demonstrate your ability to analyse apurchasing and supply situation underexamination conditions.To do this effectively youneed to know,understand and have experience ofthe application of the relevant theory.This is anactive process, not a memory exercise, so practiceon a range of past mini-case studies is essential.

You need to learn analysis and problem solvingskills that you can use quickly and easily as youaim to analyse the short mini-case studies that areposed at the start of each examination paper.This needs active practice, not just passivereading revision.On analysing the case study youmay need to make realistic assumptions –something that will be addressed later in theguidance. A good knowledge of currentpurchasing and supply practices and generalbusiness climate developments, demonstrated inthe exam,will gain you marks.

All CIPS examination papers are written byassessors and peer reviewed by an AssessmentPanel. The process is very thorough andconcentrates on ensuring that the content is fitfor purpose and that the case studies will aidstudents’ success as they have a full and detailedbasis for application of answers, thus being able

to demonstrate to an extent, purchasing inpractice.

CIPS examination case studies are writtenscenarios about some aspect of business relevantto the unit content within each unit. Often thecase studies are based on real companies, but re-named to retain anonymity, thus enhancing thereal and relevant nature of the case studies.Othertimes the companies are fictitious but designedto test your application of knowledge.

The case studies are used to test the candidates’knowledge and understanding of the unitcontent. It is a test also of how the candidates’knowledge is applied during the examination, forexample, to an industry sector, an organisation, anindividual within an organisation, a relationshipbetween a number of organisations, a process, aprinciple or product context.Other informationwill be about the substantive key issues relatedto the unit content.

Case studies vary in word length by Level, asindicated inTable 1, so it is important thatcandidates are able to read and assimilate thecase material within the suggested timeframe,indicated in the table below for each level.

Table 1: Typical word count, approximatenumber of pages and recommended readingtimes for CIPS examinations by level ofqualification

The case studies contain information thatcandidates will need to use in answering the casestudy questions. It is important that as acandidate, you realise that this case study must beused to answer questions from Section A. If thematerial from within the case study is not used,then it is likely that your answers will not be ofthe expected quality, as the answers will not beapplied to the case study context. This will bereflected in the marks awarded,which are likelyto be fewer than they would had the case studybeen used.

The case study questions may cover any aspectof the unit content for the examination you aretaking.

Part 1 Page 3

Qualfication Approx Approx RecommendedLevel word number reading time

count pages

3 400 1 30 minutes4 500 1 1/2 30 minutes5 700 1 ½ - 2 30 minutes6 900 2 30 minutes

The Chartered Institute of Purchasing & SupplyExamination techniquesA guide for students

Case studies are written so that candidates donot need to have any specific industry or sectorknowledge in order to answer the questions.Youmay,however, be able to use your ownknowledge about the specific case context but, ifyou do, take care there is no contradictoryinformation in the case.

3.0 Reviewing the case study

The time allocation for the examinations is quitegenerous, so you have plenty of opportunity toreview the case, think about the informationprovided and make a few notes for use inanswering the questions – but make sure you donot exceed the time you allocate for reviewing!

When reviewing the case, the following tips andhints may be useful:

• Read the case study and the case questionsthrough quickly to start with, in order to geta general overview of what it is about, and tohelp you settle down to thinking. Rememberyou have approximately 30 minutes toreview the case study information.

• Then, read the case study through againmore carefully, this time with a pen at theready to make a few notes and annotate thecase study throughout. Often, taking ahighlighter pen into the examination is agood idea to be able to highlight key areas asyou read through.

• Firstly, identify the contextual information,that is, background data that sets the scenefor the key issues. For example, if there isfinancial information, or information ontrends, size of the business or purchasingspend, then it is useful to highlight these andconsider their relevance to the case study.Often these issues are insightful in terms ofthe approaches you might take to the answer.Possible contexts might include:• B2C and /or• B2B and /or• Product and /or• Services and /or• International and /or• Not for profit / social

• Secondly, identify the key issues that arepresented in the case and try to prioritisethese, including any that appear to beperipheral to the main case. For example, ifyou were to undertake a SWOT analysis inLevel 6 Strategic Supply Chain Management,you should first prioritise the weaknessesthat need addressing and would have themost beneficial impact upon theorganisation. In terms of threats to theorganisation, identify the most viable threat

to the organisation that needs to be managedquickly and effectively to reduce the risk tothe business. A further example in terms ofLevel 5 Risk Management and Supply ChainVulnerability might be prioritising the risksby using a rating scale and thus be able toidentify the highest risk to the organisation.

• Make notes about the main points in the casestudy as they relate to the unit content (forexample,‘this section is about conflictmanagement approaches in negotiation…’).It might be useful to do this for sections orparagraphs of the case. Remember, it is yourknowledge and understanding of the CIPSqualifications unit content that is beingtested.

• Try to determine if the case study makes anyassumptions that are not clearly stated.Business reports often include assumptions,and it is useful to identify them;often thisdemonstrates a mature approach to thinkingmore broadly and logically and is viewed aspositive by the assessor. However, do notspend too much time on it either, as it canact as a distraction during the examination.

• When you have considered the case, you areready to look in more detail at the questions

• When you begin writing your answers youare likely to want to go back to the case tore-read portions of it, so if you are makingnotes on the case itself, take care to keep thepages as clean as possible! It is beneficial towrite any notes in your answer booklet (youcan cross them out at the end). That way, ifyou run out of time, the assessor can readyour notes which may give him or her aninsight to you analysis.

4.0 Reading the examination questions

With the exception of L3-05 purchasing in actionand L6-03 supply chain management in practice,examination papers are divided into twosections: Section A questions are those that relatespecifically to the case study; Section B questionsare more general and will include questionsrelated to any aspect of the unit content. L3-05purchasing in action is the integrative unit for theLevel 3 qualification. It comprises a case studyand four compulsory questions based on the casestudy each worth 25 marks. L6-03 supply chainmanagement in practice is the integrative unit forthe Level 6 qualification and there are moredetails about the examination within Part 2 ofthis guide.Table 2 summarises the format of theexamination papers.

Part 1 Page 4


Part 1 Page 5Section Selection

A Answer the two compulsory questions,worth 25 marks each

B Answer two questions from a choice offour. Each question is worth 25 marks.

Table 2: Examination paper format for all unitsexcept L3-05 and L6-03

Tips and hints for reading questions:• Spend 10 minutes to read the questions

through at least twice – it is worth reading allquestions on the paper so that you have anoverall picture of what is being asked beforeyou focus attention on SectionA,which CIPSrecommends you attempt first.

• At the first reading identify what is beingasked of you, in general, for each question• Determine which part of the subject unit

content the question relates to• Consider what key issues the question is

asking you to write about• Number the tasks the question is asking

you to answer so that you are sure youfully understand the demands of thequestion.

• At the second reading, identify the questionsfrom Section B that you can answer best andthen again when working on them, identifyhow many things the question demands ofyou. Format, context, task and outputs arevery important.

• Next,highlight the command words in eachquestion.• identify if it is asking you more than one

thing• make sure you have not misread any part

of the question – if you have,be preparedto attempt a different question (althoughyou only have a choice of questions inSection B).

• Be sure that, even if a question sounds familiarto one you may have practised, the wording isas you expect it to be – a difference in thecommand word may require a completelydifferent type of answer. In essence,do notregurgitate answers you have already preparedpreviously and remembered,make sure youanswer the specific question asked,using yourknowledge and understanding.

• Remember to write down a few notes aboutthe question, so that you can refer back tothese when you begin to plan your answer

later on. Use your answer booklet to do this– notes should be crossed out towards theend of the exam;your assessor will not markthese.

• When selecting questions to answer (fromSection B of the paper),pick those that you canwrite answers to all components, rather thanonly one component,even though you knowyou can do it well. This strategy clearly givesyou a chance of gaining maximum marks.

5.0 Understanding command words

When developing the unit content for the CIPSqualifications,much attention was paid to using arange of command words, appropriate to thelevel of qualifications being undertaken. Thesecommand words do cross the levels on occasion,but they often determine the demands ofquestions, and are therefore important. If youread the unit content carefully, you will see thewords below linked very much to differentlearning outcomes and learning objectives. Youshould familiarise yourself with the demands ofthe words below,because it will aid yourunderstanding of the question and its overalldemands.CIPS exam questions may include anyof the following command words, or others.Table 3 provides you with definitions of typicalcommand words.

CommandWord Definition

Analyse Examine a topic together withthoughts and judgments about it, bydividing the topic into its separateparts and looking at each part in detail

Appraise Evaluate, judge or assess something

Argue Provide reasons for or againstsomething, clearly and in properorder, using or citing evidence sothat a case can be proved. Also,compare with Discuss

Assess Evaluate or judge the importance ofsomething, referring to the specialknowledge of experts wherepossible. This may involve quotingfrom other texts

Comment on Write notes explaining your owncriticism and observations of something

Compare Examine one thing in relation to anotherthing, so that points of similarity ordifference become evident

Consider Take something in to account, ormake allowance for something. Thinkcarefully about something or reflectupon it


Table 3: Typical command words and theirdefinitions

You must take special care with commandwords, so as not to confuse common terms andrespond inappropriately. For example, candidatesoften confuse“explain”,“evaluate”,“criticise”instead choosing to“discuss”.

6.0 Allocating time

CIPS recommends you allocate time to answereach question using the marks available as aguide. All papers ask you to answer fourquestions, each worth a total 25 marks. The totaltime allocated to complete exam papers at allLevels is three hours.

Time has already been allocated for you to readthe case study (30 minutes) and a further 10minutes has been suggested as recommendedquestion reading time.Hence, the time you haveavailable to prepare and answer the four examquestions is around 2 hours and 20 minutes. Thisgives you 35 minutes to spend on each answer.

It may help you to break the time allocationdown further, depending on how many marksand sub-components of questions have beenallocated. Table 4 gives you a quick referencebreakdown that you may find helpful.

Table 4: Time allocations for questions andsub-component questions

Part 1 Page 6

Suggested SuggestedMarks time Marks time

allocation allocation

25 35 minutes 5 7 minutes20 28 minutes 3 4 minutes15 21 minutes 2 3 minutes10 14 minutes 1 1 ½ minutes


Contrast Emphasise the differences betweentwo opposite or dissimilar things

Criticise Give your judgments about the goodor bad qualities of theories oropinions, supporting your decisionwith evidence

Define Explain the exact meaning of a wordor phrase

Describe Give a full account or a detailedrepresentation of something

Discuss Consider something by writing aboutit from different points of view.Compare with Argue

Evaluate Calculate or judge the value ofsomething; include your personalopinion in your evaluation togetherwith appropriate reasons for youropinion

Explain Give reasons for, or account forsomething, so that it is clear or easyto understand

Identify Identify to state or briefly mentionitems of information

Illustrate Clarify or explain something by usingexamples or diagrams

Interpret Use your own ideas to explain thesignificance of something

Justify Show good reasons for decisions,recommendations or conclusions,perhaps by referring to other texts

List Mention items separately in numberorder or by using bullet points

Outline Give the main features, facts or thegeneral idea of something, omittingminor details

Propose Put forward (for example a point ofview, idea, argument, suggestion) forconsideration or action

Reconcile Show how two apparentlyconflicting things can appear similaror compatible

Relate Establish a connection orassociation between things to showhow they affect each other or howthey are alike

Review Examine and assess a subjectcritically


Show Explain thoroughly or prove something,so that the truth can be established

State Put something into words clearlyand briefly

Suggest This means that there may be morethan one answer. You must give themost appropriate answer, oranswers. and it is good practice tostate why it is the most appropriateanswer.

Summarise Give a brief, concise account of themain points of something, leavingout details and examples

7.0 Planning, writing and reviewing answers toexamination questions

The purpose of the CIPS examinations is for youto(a) demonstrate you have knowledge about the

subject area, and(b) show that you can adhere to instructions

when answering questions.

Thus, it is important to consider both theseaspects when preparing for examinations. Figure1 summarises a three-step approach to planningand writing examination answers.

Figure 1: CIPS 3-Step approach to answeringexamination questions

It is obviously easier to write answers to shortquestions,worth relatively few marks. For longeranswers, however, it is worthwhile taking time toplan your answer in order to organise yourthoughts. It is also recommended that you allowtime to review your written answers.

Step 1

• Plan by noting down any and all relevantpoints that come to mind. At this stage, donot worry about order or structure

• Once you have some notes, you can thenbegin to organise your thoughts. Use acoloured pen (easily distinguishable fromyour written notes) to identify which pointscan be drawn together for, say, a paragraph ofyour answer. Identify any models, theories orexamples which will add value to youranswer if appropriate.

Step 2

• Then, you can write to the plan you havemade,making each substantive point clear

and concise, and written in a way thatanswers the question.

• To ensure you draw the assessor’s attentionto points in your answer, you may wish touse signposting such as sub-headings andunderlining of key points in your text, suchas have been included in this section of theguide.

• Unless you are otherwise asked to write to aspecific structure, such as a report or memo,you do not need to include an introduction,preamble, summary or conclusions. Thesewill not attract marks. Where an introductionis asked for, however, this may be used tospecify the scope of the answer, or providedefinitions.

• Show how you reach any conclusions you domake, for example,when answering number-based questions.

• Remember also when writing to use the fullpage space for answers. Start each answeron a new page. This enables you to include afew words more on review of your answershould another aspect of the point you havemade come to mind. Leaving space alsomakes it easier for the assessor to see thepoints you have made clearly whenallocating marks.

• Make handwriting as legible as possible.Using a fountain pen or even a fibre tip penhelps this. Practice handwriting. In an agewhere increasingly we use IT, this is veryimportant. Illegible handwriting does notbode well. Assessors can only mark whatthey can read and interpret fully.

• Stop writing the answer when your allocatedtime runs out! If you do not move on to thenext question, you are certainly going to failto gain marks overall. Clearly, it is importantto attempt all sub-components of a questionas this gives you the maximum chance ofgaining marks. However, four partlyanswered questions will not bode well either.If you are struggling with completing yourfirst and second answer in the time, then youneed to review your plans for the otherquestions, in order to make sure youcomplete as many answers to questions aspossible.

Step 3

• Use time at the end to review youranswers. CIPS recommends that you donot leave the examination room beforethe full time allocation.

• Check your answer against the questionand the plan you made, so that you are sureall relevant points have been included,written correctly and the question has beenanswered appropriately.


Part 1 Page 7

Assessor experience, particularly on longer examanswers, highlights that most marks are awarded forthe first half of a candidate’s answer. This is usuallybecause of a lack of focus and often some repetition inthe second half, indicating poor planning in answeringthe question. Candidates should always plan acomplete and balanced answer.

Plan Write Review

Step 1 Step 2 Step 3


Part 1 Page 8

Assessors do not negatively mark, that is, they do nottake away marks for any incorrect points or even poorstructure unless it is a requirement of the question.However, the more clearly structured you present youranswers, the easier it will be for an assessor to allocatemarks to your correct points. Good structure requiresplanning.

depends on howlong it takes to write

depends on howgood the plan is

how long does ittake to plan?

how long does ittake to write?

• Use the space you have left to add anylast minute points – do not amend youranswers substantively at this stage, it is toolate for that, but you can add any points youhave missed out easily.

Note: the time you allocate to planning ananswer rather depends on how long it takes youto write answers,which depends on howplanned your answers are (see Figure 2). So,when preparing for examinations in general, youshould practice planning and writing answers toexamination questions. This will give you a guideon the length of time you can spend on planningand writing.

Figure 2: How long to spend planning andanswering?

8.0 A note about CIPS answer formats

CIPS examination questions may ask you to writeanswers using a specific format, or from theperspective of different characters, such as apurchasing manager or a consultant. Aspreviously mentioned, the use of formats is oneway that assessors can test your ability to followinstructions.Up to 2 marks will be awarded forthe correct use of an answer format.Therefore ifyou do not adhere to the instruction given youcould fail to gain up to 2 marks.

Formats and features of those that assessors mayuse are inTable 5. Table 5: CIPS guidance on answer formats

Format Key features

Informalreport

• Report heading• Introduction• Sections with headings• Summary or conclusion• Recommendations

Briefing notes Note format with appropriatesub-headingsBulleted or numbered lists under eachsub-heading within the notes

Memo • To and from• Date• Subject heading for each section of

the memo• Salutation (Dear xxxx)• Paragraphed body text• Signature

E-mail • To and from• Date• Subject heading• Salutation• Paragraphed body text• Signatory

Power PointPresentation

• A series of slides, usually nomore than10-15, but determined by the brief.

• Use appropriate structure, headings,bullet points and where possiblegraphics and inserts.

• Include notes and present the slidesas note pages, so that assessors canunderstand the context of yourpresentation

Letter Addressee informationDateRE: MeetingSalutation (Dear Sir/Madam – Yoursfaithfully – Dear Mr or Mrs – Yourssincerely)Subject headingParagraphed body textSignatoryUsing correct English and not textEnglish will be important. Emails areformal documents and should notinclude any shorthand.

Signatory is important. You shouldalways make sure your name, date andposition/job title are included. Withinemails in particular, full contact detailsshould be included directly below thesignatory.


9.0 Using CIPS’ materials for further guidance

Past examination papers and reports can befound in the study and qualify area of the CIPSwebsite – www.cips.org. You should have a username and password,which was allocated whenyou registered as a student member. These pastpapers are designed to give you a useful insightinto the types of questions that will be asked inyour examination, and can be used to practice aspart of your examination preparation.

The reports also provide some answer guidance,that is, consideration of potential answers.However, do remember this is only guidance andnot a specimen answer. Each answer providedby you will be assessed on its own merits andnot on a framework of answer guidance.

10.0 About the assessor

When you start answering your questions, youshould give some thought to the assessor,whoare they,what will they want to see,what dothey expect?

A good way to think about an assessor is as apotential employer, almost as if you are in aninterview situation and your job on the day is toconvince the assessor that you know what youare talking about, and you know what you aredoing. This is quite a useful approach to take.

Alternatively, you could think of an assessor as akey customer or even your boss.Think of themas somebody you need to impress in terms ofyour ability to apply knowledge andunderstanding of subject areas in practice,welltime managed and well presented.

Assessors are selected because of theirexperience and knowledge of the subject area,and, therefore, they are very aware of what isneeded to be able to complete a questioneffectively.

Remember, first impressions are important in aninterview. It is equally important in anexamination paper. If the assessor is put off inthe beginning by poorly presented papers, poorhandwriting and lack of knowledge orapplication, this is going to influence the way inwhich they perceive your answers. They markvery strictly to mark schemes,but even though,their views will be formulated.

11.0 Useful sources and materials onexamination technique

www.bbc.co.uk/dna/h2g2/A520859 - offersreliable tips and hints on written examinationtechnique,albeit aimed at secondary educationstudents in the UK.Cottrell S (2003)The Study Skills Handbook,second ed,Palgrave Macmilan,ISBN 1-4039-1135-5 – a useful text on study skillsbut covers more than just examination technique.Associated with the publisher of this text, there isa general skills website to be found atwww.skills4study.com which is potentially useful.If you click on ‘useful resources’, you will find anumber of links to different UK universities, alloffering advice on examination and revisiontechnique.

Tony Buzan has written various books on makingbetter use of your brain capacity, includingTheUltimate Book of Mind Maps. Mind maps are apotentially useful way to plan a question answerduring an examination,but it’s a technique thatdoes not suit everyone. Information about hisvarious techniques can be found athttp://www.mind-mapping.co.uk andhttp://www.buzanworld.com where he discussesa full range of ‘cortical skills’ - word, image,number,logic, rhythm,colour and spatial awareness.

12.0 Conclusion

In summary below, you will find a table settingout the key approaches you need to take topreparing for an examination.

Part 1 Page 9

Understanding of purchasing and supply theory andcurrent issues

Read and analyse the case study

Key issues

What is the question?

What is the theory being tested? In what context?

What is the format: Report, letter, memo etc

Question plan [cover total question and time plan]

Good balanced answer earning high marks

PurchasingContext B2B

and / or B2C etc

StakeholdersInternal andexternal

Environmentalanalysis

Macro / micro& internal


Finally, in the flow chart below, there are somefinal hints and tips on the advance preparationsfor the examination,not just what you arepreparing to do on the day.

Good luck!

Part 1 Page 10

Prepare a realistic balanced revision plan

Revision is an active process - not only read - apply anddo example case studies

Check arrangements at examination centre - arrive ingood time with all relevant items (calculator etc)

Read and analyse case study

Read questions

Select questions

Time plan

Analyse selected question. What theory is being tested?In what context?What answer format is required?

Write answer in required format, answering the actualquestion, with relevant theory and in case context

Keep to examination time plan - complete answer on time

Well balanced answers to each question to give a highmark earning answer

Learn, understand andbe able to apply

purchasing and supplytheories

Read around the subjectand keep up with newsand developments

The Chartered Institute of Purchasing & SupplyPart 2Guidance on the CIPS open book examinationLevel 6 Supply chain management in practice

1.0 Supply Chain Management in Practice –Level 6 integrative unit case study optionpreparation guidance for the CIPS openbook examination

Much of what you have already read in Part 1 ofthis guidance document is relevant to this casestudy approach, in particular references to:

Section 4 - Reading the examination questionSection 5 - Understanding command wordsSection 7 - Planning,writing and reviewing

answers to examination questionsSection 10 - About the assessorSection 11 - Useful sources and materials on

examination techniques

If you have not read these sections, then it isparticularly important that you should do so.

2.0 Important things to consider

Firstly, the information given to you in the casestudy is the only information you will berequired to work with. You do not need togather any additional information for the purposeof the examination, it is complete.

Secondly, yes, you can take your examinationpreparation into the examination, so make it asuser friendly as possible,well referenced,wellsourced; if not, you are likely to lose time tryingto find key aspects of your analysis. You musttake your copy of the case study to theexamination.

Thirdly, do not try and cram all of your analysisinto the examination answers for the sake of it,or just because you have prepared it. Only usethe information relevant to the examinationquestions set. Again, you will waste time andpotentially fail to gain marks if you just pouranalysis into your answers without any substanceof application.

Fourthly and importantly, use analysis to form thebasis of your answers, to give you back-up,support your recommendations and justifications,and ensure that it is articulated appropriately.

Remember, the purpose of this case study is todemonstrate:• Analysis and critical thinking• Decision-making• Judging between courses of action• Handling assumptions and inferences• Presenting a point of view• Listening to and understanding others• Relating theory to practice.

In addition you will be expected to alsodemonstrate the following:• use of relevant models for the sector in

which the case study is based• use of your own practical and business

experience using any illustrative examples• use of labelled and referenced diagrams if

appropriate• an awareness and application of strategic

supply chain management ideas andsolutions

• understanding of the topics within the unitcontent for the other compulsory core unitswithin the CIPS Level 6 Graduate Diploma,namely Leading and Influencing inPurchasing and Strategic Supply ChainManagement.Remember this is an integrativeassessment and it is important to synthesiseyour ideas across the board, relating to theother two subject areas. Furthermore thecontent of the Level 5 care units is assumedto be underpinning knowledge.

The role of analysis

One of the purposes of the case study is to testyour analysis of the situation that the companyfinds itself in. In doing this, you will need to applymany of the key concepts that you would havelearnt in the other units. A case study has to beread several times before a clear idea of the keyissues can be established.This enables you toestablish a picture of the environment in whichthe company is operating, as well as thecompany’s position within it. Eventually, based onthis analysis, you will make a series of decisions totake the company forward into the future. Adetailed and effective analysis of a case shouldinclude the following:• The key historical events that have

contributed to the development of thecompany

• A PESTLE analysis,which looks at Political,Economic, Social,Technological, Legal andEnvironmental issues surrounding the case

• A SWOT analysis and its evaluation• Product/service analyses and the links to

strategic supply chain management linked tothe purpose of the case study

• Analyses of a range of issues that pertain tothe particular case study.Often, case studiesare not straightforward and different types ofanalyses are required.These may be morecontemporary in nature, including theidentification of new and emerging themes

• Any constraints that the company faces froma resource point of view.These could behuman, financial, technical or environmental

• Any structural features or control systems• A list of key issues that emanate from the

above.

Part 2 Page 11

The Chartered Institute of Purchasing & SupplyGuidance on the CIPS open book examinationLevel 6 Supply chain management in practice

3.0 The analyses

The key historical events that havecontributed to the development of thecompany or sector

Cases often contain a history of the company. Itis important to analyse this history and to list thekey critical events that helped to shape thecompany’s development.At the same time ananalysis of the history will also offer insights intothe evolution of a particular industry. Historicalanalysis and charting can help in understandingany supply chain management decisions thathave been made by the company.

A PESTLE analysis

A PESTLE analysis looks at Political, Economic,Social,Technological, Legal and Environmentalissues surrounding the case.

Cases will contain some or all of the key PESTLEfactors.This type of analysis allows you tounderstand the macro-environment facing theindustry sector that the company is immersed in.The PESTLE factors also help to highlight keytrends within the markets.Amongst others, thesecould be demographic profile trends, sociologicalissues, trends in different markets or ethics andsustainability issues. Some of the technologicalfactors may show up,particularly because of theincreasing emphasis on e-based initiatives such ase-procurement and e-tendering.Analysing each ofthese factors gives some idea of theopportunities and threats facing a company.

A SWOT analysis and its evaluation

In addition to the PESTLE analysis, a review ofthe company’s strengths and weaknesses isrequired.This is an internal audit of the company,allowing you to examine each relevant businessfunction in which the company is currentlystrong or weak.Companies could have aweakness in their supply chain or supplymanagement strategies. Is a company in anoverall strong position in supply markets? Can itoperate profitably in its current market sectors?How can the company minimise the threats to itsposition and expand on its opportunities to moreeffectively improve its supply chain managementpractices? Can the company turn its weaknessesrelating to its current business practice intostrengths? A good SWOT analysis helps you tounderstand, in a clear and succinct manner, howthe company is positioned.

Any constraints that the company facesfrom a resource point of view

Companies face a variety of constraints whendeveloping their strategies.These constraintscould be supply market constraints (size andgrowth potential of a market), financialconstraints (the ability to finance supply chaininitiatives, or introduce supply chain strategiesbecause of poor cash flow, ability to raise money,and so on) or indeed environmental constraints(these could be pollution management capability,or public concerns, something majormanufacturing industries often face).

.Any structural features or control systems

Analyses should include an understanding of thepresent structural pattern of the organisation andthe way in which this contributes to or detractsfrom developing its strategies. For instance, isthere a defined purchasing or supply chainmanagement structure? Are there systems formonitoring supply chain effectiveness? Are thesystems rigid or flexible?

Key issues

As a result of these analyses, you should be ableto list a number of key issues which are facingthe company described in the case study.Thesekey issues form a valuable resource whenanswering the questions set in the examination.

These types of analyses can then be linked to anystrategic plan that you may have considereddeveloping.

A generalised approach to formulating strategieswould probably contain the following:

1. Statement of the problem –This willcontain a situation analysis of the company,its problem areas and its general capability.

2. Analysis of data(a) Industry –This would cover an analysis

of the growth potential in the varioussupply chain markets and the demandsthis places upon the organisation.

(b) Product/Service analysis –This wouldconsider areas such as consideration ofthe supply markets the organisationservices, and implications for purchasingand supply management deliveryrequirements, such as sourcing, buyingand service delivery requirement.

(c) Financial analysis –The financialperformance of a company givesguidelines on its profitability, return oninvestment, shareholder value, liquidity,

Part 2 Page 12

The Chartered Institute of Purchasing & SupplyGuidance on the CIPS Open Book ExaminationLevel 6 Supply Chain Management in Practice

inventory levels and possible resourcerequirements for growth (see section onFinancial Analysis). However, it should benoted that not all of the Supply ChainManagement in Practice case studies willhave finance within them,but shouldthey have sufficient information this is avery important aspect. Additionally, it isalways helpful to suggest that financialassessments for initiatives areundertaken.

(d)Management – If organisation charts areavailable any gaps in the structure shouldbe ascertained.Also, issues such asmission, values and objectives should betaken into account.

3. Generation of options and anevaluation of these – In this section, theoptions regarding the development of supplychain strategies, inclusive of suggestionsrelating to Leading and Influencing inPurchasing and Strategic Supply ChainManagement practices integrated into thisunit, should be undertaken.

4. Recommendations (decisions) andsupply chain strategies –This should bethe crucial element of any proposed supplychain management initiatives, encompassingkey decisions that may be taken, givingreasons for choosing these, understandingthe possible reactions to these allstakeholders involved in the process. Thejustifications for these must be fully detailedand of substance, as such recommendationsform the strategic thrust of potential supplychain management strategies for the future.Resource implications also need to beconsidered.Clear and decisive objectivesmust be set.Again, remember this is an integrative unitand you should be cognisant of the breadthand scope of the case study and its inclusionof Leading and Influencing in Purchasing andStrategic Supply Chain Management issues,ensuring they are appropriately addressed.When analysing a case study, it would besurprising if only one course of action waspossible.Often there are several alternativesto a problem and a company has to weigh upthe chances of success and pursue aparticular course of action.As an examinationcandidate, you are expected to pursuecourses of action which are possible, realisticand sustainable.The assessors are not lookingfor right or wrong answers; they aresearching for solutions that will work withinthe given scenario of the case study.

4.0 What can you take into the examination?

In addition to the usual pens,pencils,highlighters, ruler, calculator etc, you can take thefollowing into the supply chain management inpractice open-book examination:

• Pre-prepared case analysis• Relevant text books, but ensure that you

mark them up clearly and do not spend toomuch time referencing them or else you willnot finish the exam

• Any useful journals• Your copy of the case study marked up and

annotated for your use• Any materials from Leading and Influencing

in Purchasing or Strategic Supply ChainManagement that you may also find useful.

Remember, you only have one desk and limitedspace,be prepared, do not rely on text books,you should know your stuff, take them just incase you need them.

5.0 Final hints and tips

When working on the case study, and during theexamination, do not repeat in summary form anylarge pieces of factual information from the casestudy, just reference it within your answer forexample ‘on page number 6 of the case study,figure one shows financial information…….’ .The assessors are fully aware of the case study.Avoid being descriptive when you should bebeing analytical.

You need to ensure the layout of your answersare carefully considered,using sections and sub-sections for your answers,which will aid thediscussion flow from one section of your answerto the next.

Try and build on what has gone before and letyour approach build. Taking a piecemealapproach to analysis results in fragmentedanswers and lacks coherence and then impactsupon the logic of the answer.

It is important to write in the required format,using clear English and provide clarity ofapproach. When using diagrams always labelthem and reference them,making sure they havea clear purpose.

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The Chartered Institute of Purchasing & SupplyGuidance on the CIPS Open Book ExaminationLevel 6 Supply Chain Management in Practice

Finally, you should undertake the following:

• Exam practice, get used to writing in timeconstrained conditions

• Read and digest any assessor reports andguidance provided

• Ensure you are up to date with the latestthinking in strategic supply chainmanagement, reading Supply Managementand relevant press articles, journals andreference books

• If referencing authors in your answer,reference them properly, and perhaps discusstheir views in loose terms. Poor quotationsor incorrect quotations do not bode well foryou in examinations

• Give your time and commitment to your pre-exam analysis and hopefully it will pay off onthe day and remember, answer the questionsasked,not the questions that can use youranalysis!

Good luck!

Part 2 Page 14

The Chartered Institute of Purchasing & SupplyPart 3Guidance on the International Certificate andInternational Advanced Certificate

1.0 Introduction

This section of the guidance seeks to outline howstudents should approach preparation for the CIPSInternational Certificate and InternationalAdvancedCertificate examinations,which in terms of formatare different to the CIPS qualification,at Levels 3,4,5 and 6.

This guidance seeks to outline the format of thepaper and key things that students should do inorder to prepare effectively for the examination.

1.1 Examination Format

The format of the International Certificate andAdvanced Certificate examination papers is asfollows:

The exam paper has three sections:SectionA - has 10 compulsory multiple-choice

questions worth 2 marks each.Section B - has six compulsory short-answer

questions,worth 5 marks each.Section C - has three compulsory longer-

answer questions. Questions 17and 18 are worth 15 marks each.Question 19 is worth 20 marks.

.In Part 1 of this guidance, there is already some veryuseful and relevant information,which appliesdirectly to this examination, including the following:

Section 4 - Reading the examination questionsSection 5 - Understanding command wordsSection 7 - Planning,writing and reviewing

answers to exam questionsSection 9 - Using CIPS materials for further

guidanceSection 10 - About the assessorSection 11 - Useful sources and materials on

exam techniques.

In addition to this,CIPS feels it important tosupport you through revising and preparing for theInternational Certificate andAdvanced Certificateexaminations specifically and the next threesections take each type of exam question andconsider useful approaches to completing thequestions effectively.

2.0 Multiple-choice questions for Section A of theexamination paper

There are 10 multiple-choice questions,and youmust select one correct answer from a choice offour options for each question. You are advised tospend 30 minutes on this section of the paper. Thetemptation will,of course,be to rush through thispart of the examination and,often,guess theanswers.

However, given the time allocation, you shouldbe able to do a much better job if you paceyourself and think carefully about the content ofeach of the possible answers.

When looking at multiple-choice questions donot try to find a pattern of answers or options interms of your thinking because it does not workon this basis; rather observe the question and theanswer options and identify the correct option.

In most multiple-choice questions there is oftenone answer that is obviously not correct, andwhich you should discount immediately and,through process of elimination, arrive at the rightanswer. Obviously, this type of question,therefore, requires you to have revised yoursubject area well and be able to identify the mostappropriate answer.

A typical question would look like this:

Q. Which of the following best definesthe term ‘quality’? (2 marks)A. Easy to useB. Guaranteed to operate for a long timeC. Supported by a warrantyD. Conformance to specification.

Process of elimination immediately tells you thatoption A is incorrect. You cannot necessarilyequate quality to ease of use, in fact, sometimesto the contrary.

The next obvious option for elimination is Csupported by a warranty. Just because somethingis supported by a warranty does not meanquality.

The next option for elimination of course is Bbecause if something is of good quality it mightlast for a long time,but quality is somethingmuch greater than this.

Quality can be defined as ‘conformance tospecification’. If the builder/manufacturer ofgoods/products works to a specification andconforms to the specification at all stages, then itis likely that quality will be at the centre of theoutput. It allows for standardisation of theproduct and consistency of quality in theproduct build.

Part 3 Page 15

The Chartered Institute of Purchasing & SupplyGuidance on the International Certificate andInternational Advanced Certificate

Let’s take another example:

Q. Which of the following is a keyaspect of services? (2 marks)A. Services can be seen prior to purchaseB. Services cannot be owned like a

product canC. Services can be storedD. Services can be tangible

If you know about services you will immediatelyrecognise that there is no way that you can see aservice prior to purchase A because a serviceonly happens at the time of delivery, not before,not after, and indeed never in the same wayagain. A service is completely intangible,whichultimately eliminates D. In other words, a servicecannot be touched,will never be the same again,a bit like a haircut, or going to a concert. Onenight the band might be excellent, the next nightthey might all have sore throats.

As a result,we have eliminated the third option Cservices can be stored.Of course they cannot bestored,because we have already recognised thatthey can only be experienced at the point ofdelivery, again, not before nor after.

This process of elimination is very important interms of multiple choice, so you must apply logicand sense, along with your knowledge of thesubject, and if you use the allocated time, youshould stand a much stronger chance ofidentifying the correct answer for each of thequestions concerned.Remember 20 marks is afifth of the total marks available for your exampaper,which is a considerable amount, so youshould take your time in getting things right.

3.0 Short-answer questions for Section B

This part of the examination paper requires youto answer six short-answer questions, and it isrecommended you spend 60 minutes, that is, onehour to answer this section.This is 10 minutesper question and each of the questions is worth5 marks.Because they are short-answer questions,this 10 minutes should be adequate, giving youtime to think through your answers and toformulate them in a structured way.

A key point for you to consider is that a short-answer question is not always a one line or oneword answer, or a list of bullet points. Sometimesa question requires you to include some dialogue,perhaps even a couple of brief paragraphs.

You will note that in the main each question willask you to complete a specific number of items.Do not include more items than the question

requires as the assessor will only mark thenumber specified. Examples:

Q. Name FIVE of the stages used in aVE exercise.

This question essentially requires you to identifythe name of the five stages.

Q. Identify FIVE advantages for a buyerpurchasing products that are made toan international standard.

This question requires you to provide a list offive advantages. We recommend that you clearlywrite a sentence on each of the advantages, andtry to avoid just providing a list of one-wordanswers.Often if you can demonstrate some in-depth understanding the assessor will view thatfavourably.

Q. Outline TWO advantages for a buyerof using brand names when requestingquotations.

Again a brief sentence on each of theseadvantages is required and it might be useful togive an example. There are up to 2.5 marks peradvantage, so you could include ‘for example…..’

You have one hour to complete this section, souse it, do not rush on to the next section, or youmay not answer the questions successfully andaffect your chances of achieving a pass grade.Importantly for you, this section is worth 30marks of the entire paper. You are halfwaythrough the examination when you completesection B and if you do well in this section youwill strengthen the possibility of success.

4.0 Long-answer questions for Section C

The principles applied to this section are verymuch the same principles as those outlined inSections 4, 5 and 7 of Part 1 of this guidance.

For many of you, this may be the first time youhave undertaken time constrained examinationsfor a while, or you might be quite new tolearning in a professional sense, and you will beunsure what is required. Well, the key to successis quite straightforward:1. Read the question2. Answer the question posed using your

knowledge and understanding gainedthrough learning

3. Structure the answer well4. Give examples to show a greater

understanding5. Manage your time effectively.

Part 3 Page 16


In this final section you are advised to spend halfan hour on each question,which gives you timeto plan and think about how you might approachyour answer.

The questions are generally structured in such away that they give you a significant lead in termsof the way in which the marks are allocatedwithin the question. For example:

Q. Many disputes between a buyer anda seller occur because it is unclearwhich party's terms and conditions areapplicable to the transaction. This canlead to the ‘Battle of the Forms’

(a) Identify the SIX typical documents used inthe ‘Battle of the Forms’ and explain theirlegal relevance in this context.

(12 marks).

This question gives you a very clear steer interms of what it expects:1. It expects you to identify six documents2. It expects you to explain the legal relevance

of each form; a short sentence for each of thesix documents would be sufficient.

Essentially, you will be awarded 1 mark foridentifying each of the six documents and 1 markfor an explanation on their legal relevance.Thismeans that if you only list the six forms, you willonly get half the marks, it is as simple as that.Many candidates in exam conditions, read onlythe first part of the question and not the whole,and as a result fail to gain necessary marks to passthe question. Reading the question andanswering it accordingly is essential.

(b) ExplainTHREE ways in which a buyer cantry to ensure the ‘Battle of the Forms’doesnot occur.

This question is the second part of a two-partquestion, and requires you to give three‘explanations’, not three bullet points nor a list,but an ‘explanation’. This means either asentence or a brief paragraph. This level ofobservation and interpretation, is therefore,essential.

A further example is

Q. Name and explain FIVE of thefactors as stated by the CIPS EthicalCode

(10 marks)

As with the former question, it is clear that thequestion requires you to do a number of things:

1. It requires you to name FIVE factors2. It requires you to explain the factors you

have named.

Your question should therefore consist of fivefactors and five explanations. Again, the markingwill be on the basis of 1 mark for each factornamed and 1 mark fo each explanation. Theexplanation will again be either a sentence or ashort paragraph.

If you give only a bullet-point list, you will onlybe awarded a maximum of 5 marks because youhave now answered the entire question.

4.1 Question 19 – Mini-case study and question

Finally,we need to tackle question 19,which isworth 20 marks. A number of key points toconsider are:1. The case study is only very short, usually

about four paragraphs maximum,giving youa scenario against which to apply youranswers

2. This should not be considered a 20 markquestion,but a section of the examinationworth 20 marks. The question will usuallyconstitute three to four shorter questions. Inessence, it is very like the 15 mark questionsin terms of the approach outlined above, sothe same principles apply.

The only key difference is that you are given adescription of a company and some background,and you should answer the questions with this inmind.

If you give a theoretical answer only,withoutrelating it to the case study, then you will notgain full marks.However, if you answer withinthe context of the case study, then you will gainmarks for application of your knowledge andunderstanding.

The questions again give you a clear steer interms of what is expected and the marksallocated. For example:

Q. Outline SIX practices which wouldbe ethically unacceptable in a potentialsupplier for XXX Clothing Limited.

First point here is that an ‘outline’ is much morethan a bullet point list or one-word answers. It isat a minimum a sentence and at a maximum abrief paragraph for each of the six practices youare to determine.

You may find that the question requires you todo two things,make sure you identify them both.

Part 3 Page 17


When reading the question you could take thestrategy of ringing the tasks or number the tasksrequired of each question and then tick them offas you have done them.Doing this you avoidleaving anything out.

5.0 Last minute hints and tips

In closing, do not forget to read the sections inPart 1 of the guidance as outlined at thebeginning of this section.Doing so will reallyhelp you understand the examination process.

Secondly, remember, use the full amount of timeavailable to each section, do not rush, and readthe questions carefully, identifying what eachquestion requires you to do.

Do not automatically provide bullet points, butread the words in the question, such as ‘identify','describe',‘explain’. All of these require morethan just a bullet point or one-word answer. Thisis where so many students fall down.

Revise,make sure you are able to recall yourknowledge at the right time,do not go in theexam room and work on a pure guess basis.Thequestions are designed to test knowledge andunderstanding,not exam tactics.

Good luck!

©The Chartered Institute of Purchasing & Supply September 2009

Part 3 Page 18

Easton House, Easton on the Hill, Stamford, Lincolnshire PE9 3NZ, UKTel: +44 (0)1780 756777 • Fax: +44 (0)1780 751610 • Email: [email protected] • Web: www.cips.org

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CIPS Examination Techniques Guide - Oct09