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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 examiner11.0 Useful sources and materials on exam

technique12.0 Conclusions

Part 2 Guidance on the CIPS Open BookExamination for Level 6 Supply Chainin Practice unit

1.0 Guidance on the Supply ChainManagement in Practice – Open BookExamination

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 SectionA 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 CIPSThree-step approach to answering

exam questions

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

List of TableTable 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

This guide has been written by experienced CIPSexaminers 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 case studies and questionsfor SectionA of the examination papers arewritten by examiners and peer reviewed by anAssessment Panel. The process is very thoroughand concentrates on ensuring that the casestudies are fit for purpose and that they will aidstudents’ success as they have a full and detailedbasis for application of answers, thus being ableto demonstrate to an extent, purchasing inpractice.

CIPS examination case studies are writtenscenarios about some aspect of business relevantto the syllabus content within each unit. Oftenthe case studies are based on real companies, butre-named to retain anonymity, thus enhancing thereal and relevant nature of the case studies.Other

times the companies fictitious but designed totest your knowledge and understanding in thesame way.

The case studies are used to test the candidates’knowledge and understanding of the syllabus. Itis a test also of how the candidates’ knowledge isapplied during the examination, for example, toan industry sector, an organisation, an individualwithin an organisation, a relationship between anumber of organisations, a process, a principle orproduct context.Other information will be aboutthe substantive key issues related to the syllabuscontent.

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

Table 1: Typical word count, approx number ofpages and recommended reading times forCIPS exams by level of exam paper

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 SectionA. 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 as expected. This will be reflected in themarks awarded,which are likely to be less thanthey would had the case study been used.

The case study questions may cover any aspectof the syllabus content for the paper you aretaking.

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 well able to use your externalknowledge about the specific case context but, ifyou do, take care there is no contradictoryinformation in the case.

Part 1

Approx RecommendedLevel Word count number minimum

pages reading time

3 500-600 1 – 1 ½ 30 minutes4 500-700 1 - 2 30 minutes5 700-800 1 ½ - 2 30 minutes6 800-1000 2 – 2 ½ 30 minutes

The Chartered Institute of Purchasing & SupplyExamination TechniquesA Guide for Students

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 allocated 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 toabsorb 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 threatto 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 of the CIPS qualifications unitcontent that is being tested.

• 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 examiner. 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!

4.0 Reading the exam questions

Exam paper questions are divided into twosections*: SectionA questions are those thatrelate specifically to the case study; Section B ismore general and will include questions relatedto any aspect of the syllabus. Table 2 summariseswhat is expected of you.

Table 2:Question options for all levels

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 CIPSrecommend to 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

Part 1

Section Selection

A Answer the two compulsory questions(*the integrative paper includes four

compulsory questions and no Section B)

B Answer two from four questions


• Consider what key issues the question isasking you to write about

• Number the tasks the question is askingyou to answer so that you are sure youfully understand the demands of thequestion.

• At the second reading,mark those questionsfrom Section B that you could answer bestand then again when working on them,identify how many things the questiondemands of you. Format, context, task andoutputs are very 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,beprepared to attempt a different question(although you only have a choice ofquestions in Section B).

• Be sure that, even if a question soundsfamiliar to one you may have practised, thewording is as you expect it to be – adifference in the command word mayrequire a completely different type of answer.In essence, do not regurgitate answers youhave already prepared previously andremembered,make sure you answer thespecific question asked,using your priorknowledge and understanding.

• Remember to write down a few notes aboutthe question, so that you can refer back tothese when you begin to plan your answerlater on. Use your answer booklet to do this– notes should be crossed out towards theend of the exam;your examiner will notmark these.

• When selecting questions to answer (fromSection B of the paper), pick those that youcan write answers to all components, ratherthan only one component, even though youknow you can do it well. This strategy clearlygives you a chance of gaining maximummarks.

5.0 Understanding command words

When developing the unit content for the CIPSqualifications,much attention was paid toutilising a range of command words, appropriateto the level of qualifications being undertaken.These command words do cross the levels onoccasion,but they often determine the demandsof questions, and are therefore important. If youread the unit content carefully, you will see the

words 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 any of thefollowing command words, or others. Table 3provides you with definitions of typicalcommand words.

Part 1

Command Definitionword

Analyse Examine a topic together with thoughtsand judgments about it, by dividing thetopic into its separate parts and lookingat each part in detail

Appraise Evaluate, judge or assess something,giving views based on strengths andweaknesses of a given situation

Argue Provide reasons for or against something,clearly and in proper order, using or citingevidence so that a case can be proved.Also, compare withDiscuss

Assess Evaluate or judge the importance ofsomething, referring to the specialknowledge of experts where possible.This may involve quoting from othertexts

Comment on Write notes explaining your own criticismand observations of the issues. Base yourcomments on a balance of fact versuspersonal views. Often involves evaluation

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

Contrast Emphasise the differences between twoopposite or dissimilar things. This mayinclude approaches to a particularaspect of purchasing

Criticise Give your judgments about the good orbad qualities of theories or opinions,supporting your decision with evidence,and where appropriate literature

Define Explain the exact meaning of a wordor phrase

Describe Give a full account or a detailedrepresentation of something


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 recommend you allocate time to answereach question using the marks as a guide. Allpapers ask you to answer four questions, eachworth 25 marks. The total time allocated tocomplete exam papers at all Levels is threehours.

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 question.

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 Command Definitionword

Discuss Consider something by writing about itfrom different points of view.Compare with Argue or evaluate

Enumerate List and mention items separately innumber order. Compare with List

Evaluate Calculate or judge the value of something;include your personal opinion in yourevaluation. Often includes an assessmentof strengths and weaknesses

Explain Give reasons for, or account forsomething, so that it is clear or easy tounderstand.

Illustrate Clarify or explain something by usingexamples or diagrams

Interpret Use your own ideas to explain thesignificance of something. This may bequalitative or quantative

Justify Show good reasons for decisions orconclusions, perhaps by referring toother texts or evidence with a casestudy

List Mention items separately in numberorder or by using bullet points.Compare with Enumerate

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 apparently conflictingthings can appear similar or compatible

Relate Establish a connection or associationbetween things to show how they effecteach other or how they are alike

Review Examine and assess a subject critically

Show Explain thoroughly or prove somethingso that the truth can be established

State Put something into words clearlyand briefly

Command Definitionword

Suggest This means that there may be morethan one answer. You must give themost appropriate answer oranswers.

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

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

7.0 Planning, writing and reviewing answers toexam 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 exams. Figure 1summarises a three-step approach to planningand writing exam answers.

Figure 1: CIPS 3-Step approach to answeringexam 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 marker (easily distinguishable fromyour written notes) to identify which pointscan be drawn together for, say, a paragraph ofyour answer.

Step 2

• Then, you can write to the plan you havemade,making each substantive point clearand concise, and written in a way thatanswers the question.

• To ensure you draw the examiner’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. This enables you toinclude a few words more on review of youranswer should another aspect of the pointyou have made come to mind. Leaving spacealso makes it easier for the examiner to seethe points you have made clearly whenallocating marks. Beware,however, of leavinglarge gaps in your answers, as examiners maythink you have finished and stop marking.

• 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. Examiners 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 losemarks overall. Clearly, it is important toattempt all sub-components of a question asthis 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 your answers.CIPS recommend that you do not leave theexam room before the full time allocation.

• Check your answer against the plan youmade, so that you are sure all relevant pointshave been included,written correctly andthe question has been answeredappropriately.


Part 1

Examiner 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


• Use the space you have left to add any lastminute points – do not amend your answerssubstantively at this stage, it is too late forthat, but you can add any points you havemissed 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 exams in general, you shouldpractice planning and writing answers to examquestions. This will give you a guide on thelength of time you can spend on planning andwriting.

Figure 2: How long

8.0 A note about CIPS answer formats

CIPS exam papers may ask you to write answersto questions using a number of different formats,as well as writing from the perspective ofdifferent characters, such as a purchasingmanager or a consultant. As previouslymentioned, the use of formats is one way thatexaminers can test your ability to followinstructions.Two marks will be awarded for thecorrect use of an answer format.Therefore if youdo not adhere to the instruction given you couldlose up to two marks.

Formats and features of those that examinersmay use are inTable 5.

Table 5: CIPS guidance on answer formats

Part 1

Examiners 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 examiner toallocate marks to your correct points. Good structurerequires planning.

Format Key Features

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

Briefing notes • Note format• Bulleted or numbered lists

within the report

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

of the report• Salutation (dear xxxx)• Paragraphed body text• Signatory

Letter • Addressee information• Date• RE: Meeting• Salutation (Dear Sir/Madam –

Yours faithfully – Dear Mr or Mrs– Yours sincerely)

• Subject heading• Paragraphed body text• Signatory

Email • To and from• Date• Subject heading• Salutation• Paragraphed body text• Signatory• Using proper English and not text

English will be important. E-mailsare formal documents andshould not include anyshorthand

• Signatory is important. Youshould always make sure yourname, date and position areincluded. Within e-mails, inparticular, full contact detailsshould be included directlybelow the signatory.

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?


9.0 Using CIPS’ materials for further guidance

CIPS have provided an exemplar paper for eachCIPS qualifications unit. These can be found inthe student area of the CIPS website –www.cips.org. You should have a user name andpassword,which was allocated when youregistered as a student member. These exemplarsare designed to give you a useful insight into thetypes of questions that will be asked in yourexamination, and in particular the case studiesprovide a strong indication of the case studiesyou will experience in the examination.

The size of case study and types of questions willprovide a useful indication of case study andquestion demands. The exemplars also providesome answer guidance, that is, consideration ofpotential answers. However, do remember this isonly guidance and not a specimen answer. Eachanswer provided by you will be assessed on itsown merits and not on a framework of answerguidance.

10.0 About the examiner

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

A good way to think about an examiner is as apotential employer, almost as if you are in aninterview situation and your job on the day is toconvince the examiner 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 examiner 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.

Examiners 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 examiner 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 paper. They mark verystrictly to mark schemes,but even though, theirviews will be formulated.

11.0 Useful sources and materials on examtechnique

www.bbc.co.uk/dna/h2g2/A520859 - offersreliable tips and hints on written examtechnique, 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 exam 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 exam and revision technique.

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 exam,but it’s a technique that does notsuit everyone. Information about his varioustechniques can be found at http://www.mind-mapping.co.uk and http://www.buzanworld.comwhere he discusses a full range of ‘cortical skills’ -word, image,number, logic, rhythm,colour andspatial 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

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 & 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

Prepare a realistic balanced revision plan

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

Check arrangements at exam centre - arrive in goodtime with all relevant items (calculator etc)

Read and analyse case study

Read questions

Select questions

Time plan

Analyse selected question. What theory 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 exam time plan - end question on time

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

Learn, understand andbe able to apply

purchasing and supplytheories

Read around the subjectand keep up with news

and 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 throughoutthis guidance document is relevant to this casestudy approach, in particular references to:

Section 3 - Reading the exam questionSection 5 - Understanding command wordsSection 6 - Planning,writing and reviewing

answers to exam questionsSection 9 - About the examinerSection 10 - Useful sources and materials on

exam 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 you exam preparationinto the examination, so make it as user friendlyas possible,well referenced,well sourced; if not,you are likely to lose time trying to find keyaspects of your analysis.

Thirdly, do not try and cram all of your analysisinto the exam answers for the sake of it, or justbecause you have prepared it. Only use therelevant information on the day. Again, you willwaste time and potentially fail to gain necessarymarks if you just pour analysis into your answerswithout any substance of 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.

The candidate brief

The brief is an integral part of the case study,giving a lead on the focus of the case study,potential themes and questions.On occasionsyou may also be expectd to play a role e.g. eitheran external consultant or an internal manager.Onthe day of the examination, candidates areexpected to answer the questions set from thepoint of view of the role that has been allocated.The brief is likely to contain the following:• A brief analysis of the company situation• An attempt to place you at the centre of the

action, asking you to prepare reports onsome critical strategic issues/problems facingthe organisation.

In addition to the above, as a candidate you willbe expected to also ensure the following:• The use of relevant models for the sector in

which the case study is based• The use of each candidate’s practical and

business experience using any illustrativeexamples

• The use of labelled and referenced diagrams.• An awareness and application of strategic

supply chain management ideas andsolutions

• Revisiting relevant syllabi from the othercompulsory core subjects within the CIPSLevel 6 Graduate Diploma,namely Leadingand Influencing in Purchasing and StrategicSupply Chain Management, and whereappropriate including it within the answersyou provide. Remember this is an integrativeassessment and it is important to synthesiseyour ideas across the board, relating to theother two subject areas.

The role of analysis

One of the purposes of the case study is to letyou analyse the situation that the company findsitself in. In doing this, you will need to applymany of the key concepts that you would havelearnt in the other modules.A case study has tobe read several times before a clear idea of thekey issues 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 decisionsto take 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

Part 2

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

• 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.

3.0 The analyses

The key historical events that have contributed tothe development of the company 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 minimize the threats toits position and expand on its opportunities tomore effectively improve its supply chainmanagement practices? Can the company turn itsweaknesses relating to its current businesspractice into strengths? A good SWOT analysishelps you to understand, in a clear and succinctmanner, how the company is positioned.

Any constraints that the company faces from aresource 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 organization 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.

Part 2


A generalized approach to formulating strategieswould probably contain the following:

1. Statement of the problem –This will containa situation analysis of the company, itsproblem 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,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 organization 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 an evaluation ofthese – In this section, the options regardingthe development of supply chain strategies,inclusive of suggestions relating to Leadingand Influencing in Purchasing and StrategicSupply Chain Management practicesintegrated into this unit, should beundertaken.

4. Recommendations (decisions) and supplychain strategies –This should be the crucialelement of any proposed supply chainmanagement initiatives, encompassing keydecisions that may be taken, giving reasonsfor choosing these, understanding thepossible reactions to these all stakeholdersinvolved in the process. The justifications forthese must be fully detailed and of substance,as such recommendations form the strategicthrust of potential supply chain managementstrategies for the future.Resourceimplications also need to be considered.Clear and decisive objectives must 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 examiners are notlooking for 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?

You can take the following into the examination,in the same way you could for the old CIPS casestudy exams:

• 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 examiners are fully aware of the case study.Avoid being descriptive when you should bebeing analytical.

You need to ensure the layout of your case studyanswers are carefully considered,using sectionsand sub-sections for your answers,which will aidthe discussion flow from one section of youranswer to the next.

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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.

Finally, you should undertake the following:

• Exam practice, get used to writing in timeconstrained conditions

• Read and digest any examiner reports andguidance provided

• Ensure you are up to date with the latestthinking in strategic supply chainmanagement, reading journals and referencebooks

• If referencing authors in your answer, eitherreference 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

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

1.0 Introduction

This section of the guidance seeks to outlinehow students should approach preparation ofthe CIPS International Certificate andInternational Advanced Certificate Examinations,which in terms of format are different to the newCIPS qualifications, 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 papers is as follows:

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

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

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

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

In Part 1 of this guidance, there is already somevery useful and relevant information,whichapplies directly to this examination, including thefollowing:

Section 2 - Reading the exam questionsSection 5 - Understanding command wordsSection 6 - Planning,writing and reviewing

answers to exam questionsSection 8 - Using CIPS materials for further

guidanceSection 9 - About the examinerSection 10 - Useful sources and materials on

exam techniques.

In addition to this,CIPS feel it important tosupport you through revising and preparing forthe International Certificate andAdvancedCertificate approach specifically and the nextthree sections take each type of exam questionand consider useful approaches to completingthe examinations effectively.

2.0 Multiple-choice questions for Section A ofthe paper

As already stated there are 10 multiple-choicequestions, and you must select one correctanswer from each question. You are advised inthe rubric of the paper to take 30 minutes overthis section of the paper. The temptation will, ofcourse, be to rush through this part of thequestion and,often, guess the answers.

However, given the time allocation, you shouldbe able to do a much better job if you paceyourself and think about the content of each ofthe 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 theoptional answer stems and search for the rightoption.

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 paper, therefore,requires you to have revised your subject areawell and be able to identify the most appropriateanswer.

A typical question would look like this:

QuestionWhich of the following best defines the term‘quality’? (2 Marks)(a) Easy to use(b) Guaranteed to operate for a long time(c) Supported by a warranty(d) Conformance to specification

Process of elimination would immediately tellyou that option (a) is incorrect. You cannotnecessarily equate quality to ease of use, in fact,sometimes to the contrary.

The next obvious one for elimination is (c)supported by a warranty. Just because somethingis supported by a warranty does not meanquality.

The next one for elimination of course is (b)because if something is of good quality it mightlast for a long time,but quality is somethingmuch greater than this.

As you may have guessed quality is about‘conformance to specification’. If thebuilder/manufacturer of goods/products worksto a specification and conforms to thespecification at all stages, then it is likely thatquality will be at the centre of the output. Itallows for standardisation of the product andconsistency of quality in the product build.

Part 3

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

Let’s take another example:

Question 2Which of the following is a key aspect ofservices? (2 marks)(a) Services can be seen prior to purchase(b) Services cannot be owned like a

product can(c) Services can be stored(d) 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, aservice cannot be touched,will never be thesame again, a bit like a haircut, or going to aconcert. One night the band might be excellent,the next night they might all have sore throats.

As a result,we have eliminated the thirdpossibility (c) services can be stored. Of coursethey cannot be stored,because we have alreadyrecognised that they can only be experienced atthe point of delivery, 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 take the allocated time, youshould stand a much stronger chance of passingeach of the questions concerned. Remember 20marks is a fifth of your exam paper,which is aconsiderable amount, so you should take yourtime in getting things right.

3.0 Short-answer questions for Section B

This part of the paper asked you to answer sixshort-answer questions, and you have 60 minutes,that is, one hour to answer this,which is 10minutes per question, each of the questionsoffering five marks.Because they are short-answer questions, this 10 minutes should beadequate, giving you time to think through youranswers and to formulate them in a structuredway. In fact, you have two minutes per markbroken down.

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 often requires you to include somedialogue,perhaps even a couple of briefparagraphs.

You will note that in the main each question willask you to complete a specific number of itemsfor example:

Name five of the stages used in aVE exercise.

This question does essentially require you toidentify the name of the five stages, but toenhance your change of passing the questionalso, you should define what is meant byVE.

Identify five advantages for a buyerpurchasing products that are made to aninternational standard.

This question requires you essentially to providea list of advantages. We would recommend thatyou write a sentence on each of the advantages,and try to avoid just providing a bullet-point list.Although you are short on time,often if you candemonstrate some in-depth understanding theexaminer will view that favourably.

Outline two advantages to a buyer of usingbrand names when requesting quotations.

Again a brief sentence on each of theseadvantages would be useful, giving on thisoccasion an example. There are 2.5 marks peradvantage, so you could include ‘for example…..’

You have one hour, so use it, don’t rush on to thenext stage, or else you will not conclude the jobsuccessfully and affect your chances of success.Importantly for you, this is 30 marks against theentire paper,when you get to this stage.You arenow halfway through and if you do well in thissection and section cumulatively, then you willdefinitely strengthen the possibility of a goodlevel of success.

4.0 Long-answer questions for Section C

The principles applied to this question are verymuch the same principles as those outlined inparticular in Section 3, 5 and 6 of Part 1 of thisguidance.

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, they key tosuccess is quite straightforward:1. Read the question2. Answer the question posed using your

knowledge and understanding gainedthrough learning

3. Structure the answer well

Part 3


4. Give examples to show a greaterunderstanding

5. Manage your time effectively.

In this final section you have half an hour for eachquestion,which gives you time to plan and thinkabout how you might approach your 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 going to beallocated within the paper. For example:

Many disputes between a buyer and a selleroccur because it is unclear whose terms andconditions are applicable to the transaction. Thiscan lead 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 very briefly the

legal relevance of each form; a shortsentence for each of the six documentswould be sufficient.

Essentially, you will get one mark for identifyingeach of the six documents and one mark for abrief explanation on their legal relevance. It isstraightforward. If you only list the six forms, youwill only get half the marks, it is as simple as that.It is amazing how many students in examconditions, read only the first part of the questionand not the whole, and as a result fail to gainnecessary marks to pass. Reading the questionand answering it accordingly is essential.

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

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

A further example is

The Chartered Institute of Purchasing andSupply’s (CIPS) code of ethics is divided into‘principles’ and ‘guidance’ in applying theprinciples:

(a) Name and explain FIVE of the factors asstated by the CIPS Ethical Code

(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 one mark per factor andone mark per explanation. The explanation willagain be either a sentence or a short paragraph.

If you give only a bullet-point list, you will onlyget a maximum of five marks because you havenow answered the entire question.

4.1 Question 17 – Mini-case study and question

Finally,we need to tackle question 17,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 is not a 20 mark question,but a sectionof the paper worth 20 marks, and will usuallyconstitute three to four shorter questions. So,in essence, it is very like the 15 markquestions in terms of the approach outlinedabove, so the same principles apply.

The only key difference is that you are given arole, a company and some background, and youshould answer your question with this in mind.

If you give a theoretical answer only,without anyapplication, then you will not gain full marks.However, if you answer within the pre-determined role, then you will gain marks forapplication of your knowledge andunderstanding.

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

Outline SIX practices which would beethically unacceptable in a potential supplierfor XXX Clothing Limited.

First point here is that an ‘outline’ is much morethan a bullet point, it is at a minimum a sentenceand at a maximum a brief paragraph for each ofthe six practices you are to determine.

Part 3


You will find in most instances that the questionrequires you to do two things,make sure youidentify them.

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 that you avoidleaving anything out.

5.0 Last minute hints and tips

In closing, don’t 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 ina much fuller way.

Secondly, remember, use the full amount of timeavailable to each section, don’t rush, and read thequestions carefully, identifying what eachquestion requires you to do.

Do not automatically provide bullet points, butread the words in the question, such as ‘identifyand explain’ or name and explain’, or provide anoverview. All of these require more than just abullet point. This is where so many students falldown.

Revise,make sure you are able to recall yourknowledge at the right time,do not go in thereand work on a pure guess-work basis.Thequestions are designed to test knowledge,notexam tactics.

Good luck!

©The Chartered Institute of Purchasing & Supply December 2006

Part 3

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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