Planning process

A is correct because selecting an alternative is a central planning decision, and expert analysis must ask whether that decision was supported by evidence, objectives and a rational comparison of available choices. A sound plan normally identifies the alternatives, evaluates their expected benefits, costs, risks, resources and feasibility, and then explains why one option was preferred. Without reasons, the decision cannot be properly reviewed, defended or improved. The absence of justification may indicate personal bias, incomplete analysis or arbitrary decision-making, although it does not automatically prove that the choice was wrong. B and C concern irrelevant physical or aesthetic matters. D concerns the timing of reporting and does not test the quality of the original selection. Therefore the key analytical question is whether the chosen alternative followed a rational basis.

Problem identification is an early and essential stage of the planning process because it defines what the organisation is actually trying to solve or improve. If the problem is misunderstood, managers may set an irrelevant objective, select unsuitable alternatives, allocate resources to the wrong activity, and later evaluate success against an inappropriate standard. Option A correctly describes the likely consequence: both the objective and the course of action may move away from the real need. Option B is an unjustified guarantee. Option C denies the importance of diagnosis, and D wrongly assumes that a decision becomes correct without accurate information and analysis.

Fixing the target is objective and estimating future price is premise. In exams connect target plus future assumption with the first two steps.

Objectives must be clear before choosing an alternative. In exams identify sequence errors carefully.

Estimating future policy and competition comes under premises. In exams treat future factors as planning premises.

The three different paths are alternative courses. In exams connect ways to achieve target with identifying alternatives.

Comparison of cost time risk and benefit is evaluation. In exams treat multi factor comparison as evaluation.

Adopting the final option after evaluation is selection. In exams write adopted alternative as selection.

Budget responsibility and deadline turn a plan into action during implementation. In exams connect execution arrangements with implementation.

Finding reasons and correcting is follow up action. In exams treat after implementation correction as follow up.

Alternatives are identified first then evaluated and then selected. In exams remember the sequence alternatives evaluation selection.

A good objective is clear measurable and time bound. In exams treat percentage and time as strong objective clues.

After alternatives are found they are evaluated. In exams remember evaluation after identifying alternatives.

Common premises help all departments plan on similar assumptions. In exams connect common assumptions with developing premises.

Planning should search many options to achieve the target. In exams treat only one way as weak alternative identification.

Evaluation should consider quality and risk along with cost. In exams treat single criterion evaluation as incomplete.

Resources and instructions are needed for implementation. In exams look for implementation when selected plan is not acted upon.

Follow up includes review along with corrective action. In exams write review plus correction as follow up.

Objectives provide the basis for evaluation. In exams treat missing objective as missing direction.

Estimate of raw material availability is a premise. In exams connect wrong estimate with weak premises.

Examining alternatives against the objective is evaluation. In exams treat alternatives not examined as evaluation gap.

Selection may choose one option or a combination of options. In exams connect combined alternative with selection.

Supporting plans help implement the main plan. In exams treat budgets programmes rules as implementation support.

Learning from follow up can improve premises. In exams connect review learning with improvement in next planning.

Sales target is objective but unchecked demand is a weak premise. In exams distinguish objective and premise.