Building on your earlier experience with leadership competencies and.docx

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Building on your earlier experience with leadership competencies and emotional intelligence, leaders must also be aware of the context in which they lead. Zeitgeist leadership requires the ability to adapt to changing business conditions. As you reflect on your own leadership development and challenges, provide examples in which you as leader had to discern from taking action or allowing others to share leadership responsibilities? How did you recognize the difference? What was your approach? Must be: Must be: At required length or longer Written in American English at graduate level Received on or before the deadline Must pass turn it in Written in APA with references .

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BUS310ASSIGNMENT Imagine that you work for a company with an age diverse workforce. You have baby boomers working with millenials. Their backgrounds are different, and how they view work is different. This is causing some friction within the workforce. Before the tension escalates, you need to have a meeting to discuss the issue. Prepare a five to seven (5-7) slide PowerPoint presentation for your staff meeting that addresses this issue and proposes a solution. Create a five to seven (5-7) slide PowerPoint presentation in which you: 1. Propose a solution that will relieve friction in your company’s age diverse workforce. 2. Format your assignment according to the following formatting requirements: a. Format the PowerPoint presentation with headings on each slide and at least one (1) relevant graphic (photograph, graph, clip art, etc.). Ensure that the presentation is visually appealing and readable from up to 18 feet away. Check with your professor for any additional instructions. b. Include a title slide containing the title of the assignment, your name, your professor’s name, the course title, and the date. The specific course learning outcomes associated with this assignment are: · Explain effective approaches to the broad spectrum of employee relations, including career development, fostering ethical behavior, discipline, labor relations, and dismissals. · Use technology and information resources to research issues in human resource management. · Write clearly and concisely about human resource management using proper writing mechanics. Click here to view the grading rubric for this assignment. Team Project Deliverable and Presentation You team works for XYZ Company, which has a directional strategy focused on expanding the company through horizontal integration. Your team can determine the official name of the company and industry. The company does a great job keeping close watch on its cash position and consistently maintains a positive cash flow; is very solvent; controls its overhead expenses; has solid marketing and sales, production, and human resources performance metrics, and fosters a culture of strategic thinkers. Historically, your company has expanded through a combination of organic (new startups) and inorganic growth and feels it’s time to consider acquisition opportunities. The Board is looking to engage in a friendly acquisition of a company that will not only increase its market share, but allow it to penetrate new markets and increase the company’s abilities to meet current and future consumer needs and expectations. Since management’s attitude is to pursue a friendly acquisition as opposed to a hostile takeover, your team may consider looking at conglomerates that have experienced significant growth through inorganic growth (acquisitions) and may now be looking to refocus on their core business and are willing to consider divesting some of its businesses that are within your industry. There could be other companies.

BUS357 Copyright © 2020 Singapore University of Social Science.docx

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BUS357 Copyright © 2020 Singapore University of Social Sciences (SUSS) Page 1 of 11 ECA – January Semester 2020 BUS357 End-of-Course Assessment – January Semester 2020 Starting and Managing a Business __________________________________________________________________________________________ INSTRUCTIONS TO STUDENTS: 1. This End-of-Course Assessment paper comprises ELEVEN (11) pages (including the cover page). 2. You are to include the following particulars in your submission: Course Code, Title of the ECA, SUSS PI No., Your Name, and Submission Date. 3. Late submission will be subjected to the marks deduction scheme. Please refer to the Student Handbook for details. IMPORTANT NOTE ECA Submission Deadline: 09 March 2020, 12noon BUS357 Copyright © 2020 Singapore University of Social Sciences (SUSS) Page 2 of 11 ECA – January Semester 2020 ECA Submission Guidelines Please follow the submission instructions stated below: A - What Must Be Submitted You are required to submit the following THREE (3) items for marking and grading:  A Report (you should submit this item first as it carries the highest weightage).  A Video Presentation: o SUSS conducts Hands-on workshop on how to record ECA video presentation for SBIZ students every semester. Students will receive an invite to the workshop via Student Portal, Canvas as well as email, a month before the ECA cut-off date. o The ECA video recording and submission guides are also available as an external links/downloads in the invite.  The set of PowerPoint slides, converted to PDF, upon which the video presentation is based. Please verify your submissions after you have submitted the above THREE (3) items. B - Submission Deadline  The THREE (3) items of Report, Video and Presentation Summary are to be submitted by 12 noon on the submission deadline.  You are allowed multiple submissions till the cut-off date for each of the THREE (3) items.  Late submission of any of the THREE (3) items will be subjected to mark-deduction scheme by the University. Please refer to Section 5.2 Para 2.4 of the Student Handbook. C - How the (3) Items Should Be Submitted  The Report: submit online to Canvas via TurnItIn (for plagiarism detection)  The Video: submit online to Canvas (refer to workshop invite for the user guide)  The Presentation Summary: o submit online to Canvas via TurnItIn (PPT must be converted to PDF and submission is in PDF only) o The PPT must contain at least 20 words o Refer to workshop invite for the user guide  Avoid using a public WiFi connection for submitting large video files. If you are using public wireless (WiFi) connection (e.g. SG Wireless at public areas), you might encounter a break in the connection when sending large files. BUS357 Copyright © 2020 Singapore University of Social Sciences (SUSS) Page 3 of 11 ECA – Janu.

BUS308 – Week 1 Lecture 2 Describing Data Expected Out.docx

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BUS308 – Week 1 Lecture 2 Describing Data Expected Outcomes After reading this lecture, the student should be familiar with: 1. Basic descriptive statistics for data location 2. Basic descriptive statistics for data consistency 3. Basic descriptive statistics for data position 4. Basic approaches for describing likelihood 5. Difference between descriptive and inferential statistics What this lecture covers This lecture focuses on describing data and how these descriptions can be used in an analysis. It also introduces and defines some specific descriptive statistical tools and results. Even if we never become a data detective or do statistical tests, we will be exposed and bombarded with statistics and statistical outcomes. We need to understand what they are telling us and how they help uncover what the data means on the “crime,” AKA research question/issue. How we obtain these results will be covered in lecture 1-3. Detecting In our favorite detective shows, starting out always seems difficult. They have a crime, but no real clues or suspects, no idea of what happened, no “theory of the crime,” etc. Much as we are at this point with our question on equal pay for equal work. The process followed is remarkably similar across the different shows. First, a case or situation presents itself. The heroes start by understanding the background of the situation and those involved. They move on to collecting clues and following hints, some of which do not pan out to be helpful. They then start to build relationships between and among clues and facts, tossing out ideas that seemed good but lead to dead-ends or non-helpful insights (false leads, etc.). Finally, a conclusion is reached and the initial question of “who done it” is solved. Data analysis, and specifically statistical analysis, is done quite the same way as we will see. Descriptive Statistics Week 1 Clues We are interested in whether or not males and females are paid the same for doing equal work. So, how do we go about answering this question? The “victim” in this question could be considered the difference in pay between males and females, specifically when they are doing equal work. An initial examination (Doc, was it murder or an accident?) involves obtaining basic information to see if we even have cause to worry. The first action in any analysis involves collecting the data. This generally involves conducting a random sample from the population of employees so that we have a manageable data set to operate from. In this case, our sample, presented in Lecture 1, gave us 25 males and 25 females spread throughout the company. A quick look at the sample by HR provided us with assurance that the group looked representative of the company workforce we are concerned with as a whole. Now we can confidently collect clues to see if we should be concerned or not. As with any detective, the first issue is to understand the.

BUS308 – Week 5 Lecture 1 A Different View Expected Ou.docx

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BUS308 – Week 5 Lecture 1 A Different View Expected Outcomes After reading this lecture, the student should be familiar with: 1. What a confidence interval for a statistic is. 2. What a confidence interval for differences is. 3. The difference between statistical and practical significance. 4. The meaning of an Effect Size measure. Overview Years ago, a comedy show used to introduce new skits with the phrase “and now for something completely different.” That seems appropriate for this week’s material. This week we will look at evaluating our data results in somewhat different ways. One of the criticisms of the hypothesis testing procedure is that it only shows one value, when it is reasonably clear that a number of different values would also cause us to reject or not reject a null hypothesis of no difference. Many managers and researchers would like to see what these values could be; and, in particular, what are the extreme values as help in making decisions. Confidence intervals will help us here. The other criticism of the hypothesis testing procedure is that we can “manage” the results, or ensure that we will reject the null, by manipulating the sample size. For example, if we have a difference in a customer preference between two products of only 1%, is this a big deal? Given the uncertainty contained in sample results, we might tend to think that we can safely ignore this result. However, if we were to use a sample of, say, 10,000, we would find that this difference is statistically significant. This, for many, seems to fly in the face of reasonableness. We will look at a measure of “practical significance,” meaning the likelihood of the difference being worth paying any attention to, called the effect size to help us here. Confidence Intervals A confidence interval is a range of values that, based upon the sample results, most likely contains the actual population parameter. The “most likely” element is the level of confidence attached to the interval, 95% confidence interval, 90% confidence interval, 99% confidence interval, etc. They can be created at any time, with or without performing a statistical test, such as the t-test. A confidence interval may be expressed as a range (45 to 51% of the town’s population support the proposal) or as a mean or proportion with a margin of error (48% of the town supports the proposal, with a margin of error of 3%). This last format is frequently seen with opinion poll results, and simply means that you should add and subtract this margin of error from the reported proportion to obtain the range. With either format, the confidence percent should also be provided. Confidence intervals for a single mean (or proportion) are fairly straightforward to understand, and relate to t-test outcomes simply. Details on how to construct the interval will be given in this week’s second lecture. We want to understand how to interpret and understa.

BUS308 – Week 1 Lecture 1 Statistics Expected Outcomes.docx

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BUS308 – Week 1 Lecture 1 Statistics Expected Outcomes After reading this lecture, the student should be familiar with: 1. The basic ideas of data analysis. 2. Key statistical concepts and terms. 3. The basic approach for this class. 4. The case focus for the class. What we are all about Data, measurements, counts, etc., is often considered the language of business. However, it also plays an important role in our personal lives as well. Data, or more accurately, the analysis of data answers our questions. These may be business related or personal. Some questions we may have heard that require data to answer include: 1. On average, how long does it take you to get to work? Or, alternately, when do you have to leave to get to work on time? 2. For budget purposes, what is the average expense for utilities, food, etc.? 3. Has the quality rejection rate on production Line 3 changed? 4. Did the new attendance incentive program reduce the tardiness for the department? 5. Which vendor has the best average price for what we order? 6. Which customers have the most complaints about our products? 7. Has the average production time decreased with the new process? 8. Do different groups respond differently to an employee questionnaire? 9. What are the chances that a customer will complain about or return a product? Note that all of these very reasonable questions require that we collect data, analyze it, and reach some conclusion based upon that result. Making Sense of Data This class is about ways to turn data sets, lots of raw numbers, into information that we can use. This may include simple descriptions of the data with measures such as average, range, high and low values, etc. It also includes ways to examine the information within the data set so that we can make decisions, identify patterns, and identify existing relationships. This is often called data analysis; some courses discuss this approach with the term “data-based decision making.” During this class we will focus on the logic of analyzing data and interpreting these results. What this class is not This class is not a mathematics course. I know, it is called statistics and it deals with numbers, but we do not focus on creating formulas or even doing calculations. Excel will do all of the calculations for us; for those of you who have not used Excel before, and even for some who have, you will be pleasantly surprised at how powerful and relatively easy to use it is. It is also not a class in collecting the data. Courses in research focus on how to plan on collecting data so that it is fair and unbiased. Statistics deals with working on the data after it has been collected. Class structure There are two main themes to this class. The first focuses on interpreting statistical outcomes. When someone says, the result is statistically significant with a p-value of 0.01; we need, as professionals, to know what it means. .

BUS308 Statistics for ManagersDiscussions To participate in .docx

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BUS308 Statistics for Managers Discussions To participate in the following discussions, go to this week's Discussion link in the left navigation. Language Numbers and measurements are the language of business.. Organizations look at results, expenses, quality levels, efficiencies, time, costs, etc. What measures does your department keep track of ? How are the measures collected, and how are they summarized/described? How are they used in making decisions? (Note: If you do not have a job where measures are available to you, ask someone you know for some examples or conduct outside research on an interest of yours.) Guided Response: Review several of your classmates’ posts. Respond to at least two of your classmates by providing recommendations for the measures being discussed. Levels Managers and professionals often pay more attention to the levels of their measures (means, sums, etc.) than to the variation in the data (the dispersion or the probability patterns/distributions that describe the data). For the measures you identified in Discussion 1, why must dispersion be considered to truly understand what the data is telling us about what we measure/track? How can we make decisions about outcomes and results if we do not understand the consistency (variation) of the data? Does looking at the variation in the data give us a different understanding of results? Guided Response: Review several of your classmates’ posts. Respond to at least two classmates by commenting on the situations that are being illustrated. .

BUS308 Week 4 Lecture 1 Examining Relationships Expect.docx

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BUS308 Week 4 Lecture 1 Examining Relationships Expected Outcomes After reading this lecture, the student should be familiar with: 1. Issues around correlation 2. The basics of Correlation analysis 3. The basics of Linear Regression 4. The basics of the Multiple Regression Overview Often in our detective shows when the clues are not providing a clear answer – such as we are seeing with the apparent continuing contradiction between the compa-ratio and salary related results – we hear the line “maybe we need to look at this from a different viewpoint.” That is what we will be doing this week. Our investigation changes focus a bit this week. We started the class by finding ways to describe and summarize data sets – finding measures of the center and dispersion of the data with means, medians, standard deviations, ranges, etc. As interesting as these clues were, they did not tell us all we needed to know to solve our question about equal work for equal pay. In fact, the evidence was somewhat contradictory depending upon what measure we focused on. In Weeks 2 and 3, we changed our focus to asking questions about differences and how important different sample outcomes were. We found that all differences were not important, and that for many relatively small result differences we could safely ignore them for decision making purposes – they were due to simple sampling (or chance) errors. We found that this idea of sampling error could extend into work and individual performance outcomes observed over time; and that over- reacting to such differences did not make much sense. Now, in our continuing efforts to detect and uncover what the data is hiding from us, we change focus again as we start to find out why something happened, what caused the data to act as it did; rather than merely what happened (describing the data as we have been doing). This week we move from examining differences to looking at relationships; that is, if some measure changes does another measure change as well? And, if so, can we use this information to make predictions and/or understand what underlies this common movement? Our tools in doing this involve correlation, the measurement of how closely two variables move together; and regression, an equation showing the impact of inputs on a final output. A regression is similar to a recipe for a cake or other food dish; take a bit of this and some of that, put them together, and we get our result. Correlation We have seen correlations a lot, and probably have even used them (formally or informally). We know, for example, that all other things being equal; the more we eat. the more we weigh. Kids, up to the early teens, grow taller the older they get. If we consistently speed, we will get more speeding tickets than those who obey the speed limit. The more efforts we put into studying, the better grades we get. All of these are examples of correlations. Correlatio.

BUS225 Group Assignment1. Service BlueprintCustomer acti.docx

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BUS225 Group Assignment 1. Service Blueprint Customer actions include the choice of visiting a Calvin Klein retail store, browsing clothes and asking for recommendations from a sales representative. Visible actions performed by Calvin Klein’s sales representative include greet customers upon arrival, check for inventory, bring clothes to customers and process payment. These actions are visible to customers and one invisible action performed by the sales representative would be finding customer clothes in the back room. The support processes include inventory-tracking system, inventory in the back room and POS systems, which allow the sales representative to deliver service smoothly. 2. Introduction Calvin Klein is one amongst the leading fashion style and marketing studios within the world. It styles and markets women’s and men’s designer assortment attire and a variety of different products that area unit factory-made and marketed through an intensive network of licensing agreements and different arrangements worldwide. 2.1 Target Market Calvin Klein targets male and female, and the millenials. The demographics of the people that would be receiving these messages from the “My Calvins” campaign would be men and women between the ages of 15-30, not married and have a median income. Millenials believe that the next generation of robots are not going to replace people, but instead help to improve the effectiveness and service of industries. In today’s world, to suggest that automation will eliminate the need for human workers is proving to be as ridiculous as suggesting that tablets will replace laptops. In the industrial world, robot design is pivoting from giant mechanical arms that take up factory floors, to smaller, more collaborative bots, that are designed to work alongside people. While these collaborative bots only make up 3% of the market today, they will make up 34% of the market by 2025. 3. Trend and importance of robotics 3.1. Role of robotics The service sector is at an inflection point with regard to productivity gains and service industrialization similar to the industrial revolution in manufacturing that started in the eighteenth century. Robotics in combination with rapidly improving technologies like artificial intelligence (AI), mobile, cloud, big data and biometrics will bring opportunities for a wide range of innovations that have the potential to dramatically change service industries. The purpose of this paper is to explore the potential role service robots will play in the future and to advance a research agenda for service researchers (Wirtz et al. 2018). Advancements in technology are radically transforming service, and increasingly providing the underlying basis for service strategy. Technological capabilities inevitably advance, firms will tend to move from standardized to personalized and from transactional to relational over time, implying that firms should be alert to technological opportunities to .

BUS301 Memo Rubric Spring 2020 - Student.docx BUS301 Writing Rubric Performance Dimensions N/A Not Met Met Comments Organization (OABC) Opening gets attention, provides context, and introduces topic 0 1 Agenda previews content of the document 0 1 Body 0 2 Sound paragraphing decisions (length and development) Paragraphs limited to one topic per paragraph Complete discussion of one topic before moving to next topic Transitions and flow between paragraphs smooth The overall flow/logic/structure of document is apparent Closing summarizes and concludes, recommends, if appropriate 0 1 Content The content of the document is relevant; information meaningful 0 2 The document is developed with adequate support and examples 0 2 The content is accurate and appropriate, with insightful analysis 0 2 Proofreading The grammar and spelling are correct (proofread) 0 3 Punctuation—comma usage, capitalization, etc.—used correctly 0 3 The sentence structure and length are appropriate 0 1 Format Appropriate formatting is used for type of document written 0 1 Good use of font, margins, spacing, headings, and visuals 0 1 [11/2016] Example - Good - Corrected student example Spring 2020.docx TO: Professor __________ FROM: Suzy Student DATE: February 1, 2020 SUBJECT: Out of Class Experience – Cybersecurity Conference Cybersecurity is a topic everyone should be concerned about, so I attended the 3rd Annual Cybersecurity Event held in the Grawn Atrium. I gained insight and knowledge from listening to the speakers that came from different kinds of industries. In this memo, I will discuss what I learned from the speaker and two takeaways: 1) cybersecurity is everywhere, 2) personal identifiable information, and 3) cybersecurity for the business student. Cybersecurity is Everywhere The conference was an opportunity to learn about cybersecurity. The first speaker talked about how companies are attacked in many different ways every day. The “bad guys” are trying to steal company information as well as employee information. Both kinds of information are valuable on the black market. The second speaker talked about the internet of things (IoT). These are things that are attached to the internet. The speaker talked about autonomous cars and medical equipment (heart) that talks to the internet. She talked about how cyber can and should influence designs. “Things” must be created with cybersecurity included in every step of the design. The last speaker talked about how my information has value. The “bad guys” steal my information and people want to buy it. Making money is one reason hackers steal millions of records. Personal Identifiable Information Personal Identifiable Information (PII) is any information relating to an identifiable person. There are laws in place to help make sure this information is secure. This topic is a takeaway for me because I had no idea my data had any value t.

BUS1431Introduction and PreferencesBUS143 Judgmen.docx

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BUS143 1 Introduction and Preferences BUS143: Judgment and Decision Making Ye Li All rights reserved ® Why you decided to take this class “Decisions are the essence of management. They’re what managers do—sit around all day making (or avoiding) decisions. Managers are judged on the outcomes, and most of them—most of us—have only the foggiest idea how we do what we do.” Thomas Stewart Former editor (2002-2008), Harvard Business Review BUS143 2 Decision Making: Two Questions • Why is decision making difficult? • What constitutes a good decision? Decision Making: Good Process • What is a decision? – A costly commitment to a course of action. • Outcomes versus Process Outcomes Good Bad Process Good Bad Bad “luck” Good “luck” BUS143 3 Components of a Good Decision • I have considered my ABCs – Alternatives – Beliefs – Consequences • I am devoting an appropriate amount of resources • I have avoided major decision traps Decision Making Components: The ABCs • Alternatives – Identification and articulation – Construction/refinement • Beliefs – Identification and quantification of uncertainties – Information collection/gathering • Consequences – Identification of consequences (and objectives addressed by consequences) – When possible, quantification of tradeoffs among objectives BUS143 4 Decision Making: Good Process • Putting it all together (for now)… Good decision making is choosing the alternative that best meets your objectives in the face of uncertainty about what consequences will ensue. 3 Perspectives on Decision Making • Normative – How should people make decisions?  Related concepts: rational; optimizing; forward-looking • Descriptive – How do people make decisions?  Related concepts: boundedly rational; limited cognitive capacity; heuristics or rule-based; myopic • Prescriptive – How can we help people make better decisions? – Prescriptive advice via practical applications, in…  Management  Marketing  Finance  HR  Life! BUS143 5 Example • Problem – Imagine two 1-mile-long (1.61km) pieces of railroad track, put end to end, and attached to the ground at the extremes. When it gets hot, each piece of track expands by 1 inch (2.54cm), forcing the pieces to rise above the ground where they meet in the middle. How high will the track be in the middle? • Normative rule: – Pythagorean Theorem: • Descriptive reality: – Most people underestimate x. (We anchor on 1 inch.) • Prescription: – Use normative rule (geometry). Don’t rely on intuition. More Examples • Normative rule: – Lighter objects should be judged as lighter. • Descriptive reality: – Sometimes our vision tricks us. • Prescription: – Use an outside reference or instrument – Note: Pilots have specific strategies for counteracting visual illusions Which box looks lighter? BUS143 6 Class Philosophy • Overarching goal: – Help you to.

BUS210 analysis – open question codesQ7a01 Monthly OK02 Not .docx

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BUS210 analysis – open question codes Q7a 01 Monthly OK 02 Not trading hours 03 Every 2 weeks 05 Don’t know Q8 01 More information wanted 02 More security/Police 03 More involvement from business 04 Inconvenient times 05 Street activation needs improvement 06 Too busy to be involved 08 More outside main areas Q11 01 Toilets 02 Security/Police 03 Problems with access 04 Better parking needed 05 Has been positive improvement Q14 01 Pedestrian flows 02 Tourist/visitor information 03 Business statistics – local and general D2 Business Types 01 Accommodation/hospitality 02 Retail 03 Bank 04 Café/fast food 05 Professional services 06 Travel 07 NGO/Charity 08 Manufacturing 09 Media/art Questionnaire Introduce: We have been commissioned by the X Sydney Council to conduct independent research of its BID members. The research will be used to improve Council activities. Your comments will be confidential. For the following statement, can you tell me whether you agree or disagree? Then ask: is that strongly/mildly agree/disagree? 1 = strongly agree 2 = mildly agree 3 = mildly disagree 4 = strongly disagree 5 = Don’t know (don’t say) 6 = N/A (don’t say) READ OUT AS INDICATED IN QUESTIONS BELOW Write in rating START QUESTIONS HERE: Firstly, some questions about Council BID membership and street activation groups Q1 (read out scale options) I’m active in the Council BID Q2 (read out scale options again) Local businesses support the BID Q3 The BID should be doing more for businesses in X Sydney Q4 I am satisfied with the street activation activities organised by the Council BID Q5 I participate in the BID street activation groups (yes/no question) if yes go to Q7 Yes/No Q6 I am interested in participating in a BID street activation group Q7 Do you think BID member meetings should be more frequent? If yes, how often (write in) …………………………………………… YES/NO/Don’t know Q8 Do you have any comments in relation to the questions I’ve just asked? (write in) …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… (read out) Now, Just a few questions about safety and amenities Q9 (Read out scale again) Being able to access safety, crime prevention tools information and reporting forms all in one place through the BID website is something I value Q10 The public space and amenity quality is good in the Council area Q11 Do you have any comments about safety and amenities (write in) …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… And finally a few questions about communications (read out) Q12 I a.

Bus101 quiz (Business Organizations)The due time is in 1hrs1 .docx

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Bus101 quiz (Business Organizations) The due time is in 1hrs 1/ Both socialism and communism are variations of: Select one: a. command economies. b. competitive economies. c. free-market economies. d. plutocratic systems. 2 / To be effective, empowerment will require lower-level workers to : Select one: a. have more training. b. accept less responsibility and lower wages. c. receive less training. d. have written policies regulating each aspect of their work. 3) As a small business owner, Tanika can't afford to provide her employees with the high wages and benefits offered by big corporations. One way to retain her employees and create a high level of motivation would be to: Select one: a. threaten to fire her existing employees and hire new workers. b. adopt a policy of promoting the workers who have been employed the longest. c. empower her employees to develop their own ideas. d. hire only family members, since they are more loyal. 4/ Anita is employed as plant manager for Mojo Industries, Incorporated. Though she spends some time performing all management functions, she is particularly concerned with tactical planning and controlling. Anita's position would be classified as part of Mojo's: Select one: a. top management. b. lateral management. c. supervisory management. d. middle management. 5/ Which of the following policies would tend to foster entrepreneurship? Select one: a. establishing a currency that is tradable on world markets. b. establishing more regulations to protect the environment. c. developing policies to reduce corruption between individuals. d. allowing public ownership of businesses. 6) All else held equal, socially responsible firms: Select one: a. are viewed more favorably by consumers. b. enjoy significantly higher profits. c. often experience customer loyalty problems. d. fail to earn sufficient profits for their owners. 7) After personal savings, the next largest source of capital for entrepreneurs is from: Select one: a. large multinational banks. b. the Small Business Administration. c. state and local governments. d. friends and family. 8/ Patrick's Products has a manufacturing plant near Chicago. The plant specializes in compact washers and dryers for countries in which consumers have less living space. Patrick's Products participates in the global market through: Select one: a. importing. b. dumping. c. exporting. d. balancing trade. 9/ Managers who listen to their subordinates and allow them to participate in decision-making are using the ____________ style of leadership. Select one: a. autocratic b. free-rein c. participative d. bureaucratic 10/ Which of the following statements about partnerships is the most accurate? Select one: a. A partnership is simply a corporation with fewer than 100 owners. b. A major advantage of a partnership is that it offers owners limited liability. c. A major drawback of a partnership is that it is difficult to terminate. d. Partnerships are taxed at the lowest corporate tax .

BUS 625 Week 4 Response to Discussion 2Guided Response Your.docx

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BUS 625 Week 4 Response to Discussion 2 Guided Response: Your initial response should be a minimum of 300 words in length. Respond to at least two of your classmates by commenting on their posts. Though two replies are the basic expectation for class discussions, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you. Below there are two of my classmate’s discussion that needs I need to response to their names are Umadevi Sayana and Britney Graves Umadevi Sayana TuesdayMar 17 at 7:50am Manage Discussion Entry Twitter mining analyzed the Twitter message in predicting, discovering, or investigating the causation. Twitter mining included text mining that designed specifically to leverage Twitter content and context tweets. With the use of text mining, twitter was able to include analysis of additional information that associates to tweets, which include hashtags, names, and other related characteristics. The mining also employs much information as several tweets, likes, retweets, and favorites trying to understand the considerations better. Twitter using text mining was successful in capturing and reflecting different events that relate to other conventional and social media. In 2013, there were over 500 million messages per day for twitter and became impossible for any human to analyze. It became important than to develop computer-based algorithms, including data mining. Twitter implements text mining in analyzing the sentiment that associates with twitter messages. It based on the analysis of the keyword that words are having a negative, positive, or neutral sentiment (Sunmoo, Noémie& Suzanne, (Links to an external site.)n.d). Positive words, for example like great, beautiful, love, and negative words of stupid, evil, and waste, do regularly have lexicons. Using text mining, Twitter was able to capture sentiments by capturing many dictionary symbols. Moreover, the sentiment applied to abbreviations, emoticons, and repeated characters, symbols, and abbreviations. The sentiments on topics of economics, politics, and security are usually negative, and sentiments related to sports are harmful. Twitter also used text mining to collect and analyze for topic modeling techniques over time. To pull out the data from Twitter, TwitterR used. “Someone well versed in database architecture and data storage is needed to extract the relevant information in different databases and to merge them into a form that is useful for analysis” ( Sharpe, De Veaux & Velleman, 2019, p.753). It provides the interface that connects to Twitter web API; retweetedby/ids also used combined with RCurl package in finding out several tweets that retweeted. Text mining is also used in Twitter to clean the text by taking out hyperlinks, numbers, stop words, punctuations, followed by stem completion. Text mining also implemented for social network analysis. Web mining focus on data knowledge discovery .

BUS 625 Week 2 Response for Discussion 1 & 2Week 2 Discussion 1 .docx

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BUS 625 Week 2 Response for Discussion 1 & 2 Week 2 Discussion 1 Response Guided Response: Your initial response should be a minimum of 300 words in length. Respond to at least two of your classmates by commenting on their posts. In your response, provide your own interpretation of their distribution graph. Note any differences between your classmate’s interpretation and your own. Though two replies are the basic expectation for class discussions, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you. Continuing to engage with peers and the instructor will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with the discussion topics. Below there are two of my classmate’s discussion that needs I need to response to their names are Kristopher Wentworth and Ashley Thiberville Kristopher Wentworth This graph is a representation of single people versus married couples from the year 1950 to the year 2019. This information was gathered and presented by the U.S. Department of Commerce and the U.S. Census Bureau who have a good record of presenting accurate data and are highly credible. The U.S. Department of Commerce is responsible for promoting economic growth in the united states. The U.S. Census Bureau is an agency of the Federal government that is responsible for producing data about the people of America and the economy. So, the graph that I chose to talk about is one showing the gap between how many people are married and how many people are single in the united states from 1950 - 2019. I chose this graph because it caught my attention right away because of the contrasting colors but also because of the information displayed. It is crazy to think that since 1950 the American population has more than doubled according to this graph and with the growing population, the numbers of married couples and singles rise too. However, if you look at the percentages of singles they haven't changed all too much. For example, the number of single Americans in 1950 was 37.3M and in 2019 it was 125.7M. Even with such a large population boom the percentage that was never married really hadn't changed going from 69% to 68%. The presentation of this graph is excellent with the line graph being yellow and on a blue backdrop, it allows it to really stand out. The shape of the graph shows a sharp incline as the population in us explodes. Since this graph is focused on the single population of America it puts the focus on that with stats like "never been married, divorced, widowed" because there are multiple ways to be single and really only one way to be married. Ashley Thiberville The above histogram was compiled by the United States Census Bureau to show the rise of one-person households in the US. The Census Bureau is a branch of the Department of Commerce within the United States gov.

Bus 626 Week 6 - Discussion Forum 1Guided Response Respon.docx

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Bus 626 Week 6 - Discussion Forum 1 Guided Response: Respond to at least two of your fellow students’ and to your instructor’s posts in a substantive manner and provide information or concepts that they may not have considered. Each response should have a minimum of 100 words. Support your position by using information from the week’s readings. You are encouraged to post your required replies earlier in the week to promote more meaningful and interactive discourse in this discussion forum. Continue to monitor the discussion forum until Day 7 and respond with robust dialogue to anyone who replies to your initial post. Jocelyn Harnett Egypt has a sizable trade deficit that has continued to grow through the 21st century. The country has imports that make up a third of GDP and exports that make up one tenth of GDP. Egypt has many critical trade partners that include China, the United States, and the Gulf Arab countries. Throughout history Egypt has had an unstable government which has led to an unstable economy. This is related to the fluctuations the country has experienced in tariffs and taxes. The country has stabilized in recent years, but the historic instability still remains a critical factor when considering the expansion of Wal-Mart into Egypt. The trade deficit would not be a concern under normal conditions due to the fact that this means money is flowing into the country and creating new opportunities, but because the government is not stable Wal-Mart would want to ascertain that money was being invested properly in the future. If money is not being utilized correctly than the trade deficit becomes a concern because future generations are inheriting a debt that had no payback associated with it. The exchange rate of the Egyptian pound has gotten stronger to the US Dollar, which is a good indicator the economy is heading in the correct direction. Wal-Mart expansion could benefit from getting into the market in Egypt at the right time to see major profits. Egypt is a market that will continue to grow as the internal government becomes stabilized and the country continues to focus on improving the economic welfare of the people. Currently the market in Egypt is volatile and companies that select to make an investment here must be aware of the many different cultural aspects that will affect success. The government is working to “find solutions and solve difficulties for people and businesses” (Bawaba, 2019) and has seen success in the first half of 2019. “At the time of May 31, 2019, the whole country had 721,516 businesses doing business, increasing 23,921 enterprises (3.43 %) compared to the end of 2018.” (Bawaba, 2019). This sort of success validates a foreign company wanting to make an investment, but continued analysis of the country’s government stability will be needed before each new storefront is added. References: Bawaba, A. (2019). Egypt : "Reviewing tax policies, finding solutions to solve difficulties for people and .

BUS 499, Week 8 Corporate Governance Slide #TopicNarration.docx

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BUS 499, Week 8: Corporate Governance Slide # Topic Narration 1 Introduction Welcome to Senior Seminar in Business Administration. In this lesson we will discuss Corporate Governance. Please go to the next slide. 2 Objectives Upon completion of this lesson, you will be able to: Describe how corporate governance affects strategic decisions. Please go to the next slide. 3 Supporting Topics In order to achieve these objectives, the following supporting topics will be covered: Separation of ownership and managerial control; Ownership concentration; Board of directors; Market for corporate control; International corporate governance; and Governance mechanisms and ethical behavior. Please go to the next slide. 4 Separation of Ownership and Managerial Control To start off the lesson, corporate governance is defined as a set of mechanisms used to manage the relationship among stakeholders and to determine and control the strategic direction and performance of organizations. Corporate governance is concerned with identifying ways to ensure that decisionsare made effectively and that they facilitate strategic competitiveness. Another way to think of governance is to establish and maintain harmony between parties. Traditionally, U. S. firms were managed by founder- owners and their descendants. As firms became larger the managerial revolution led to a separation of ownership and control in most large corporations. This control of the firm shifted from entrepreneurs to professional managers while ownership became dispersed among unorganized stockholders. Due to these changes modern public corporation was created and was based on the efficient separation of ownership and managerial control. The separation of ownership and managerial control allows shareholders to purchase stock. This in turn entitles them to income from the firm’s operations after paying expenses. This requires that shareholders take a risk that the firm’s expenses may exceed its revenues. Shareholders specialize in managing their investment risk. Those managing small firms also own a significant percentage of the firm and there is often less separation between ownership and managerial control. Meanwhile, in a large number of family owned firms, ownership and managerial control are not separated at all. The primary purpose of most large family firms is to increase the family’s wealth. The separation between owners and managers creates an agencyrelationship. An agency relationship exists when one or more persons hire another person or persons as decision- making specialists to perform a service. As a result an agency relationship exists when one party delegates decision- making responsibility to a second party for compensation. Other examples of agency relationships are consultants and clients and insured and insurer. An agency relationship can also exist between managers and their employees, as well as between top- level managers and the firm’s owners. The sep.

BUS 499, Week 6 Acquisition and Restructuring StrategiesSlide #.docx

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BUS 499, Week 6: Acquisition and Restructuring Strategies Slide # Topic Narration 1 Introduction Welcome to Business Administration. In this lesson we will discuss Acquisition and Restructuring Strategies. Please go to the next slide. 2 Objectives Upon completion of this lesson, you will be able to: Identify various levels and types of strategy in a firm. Please go to the next slide. 3 Supporting Topics In order to achieve this objective, the following supporting topics will be covered: The popularity of merger and acquisition strategies; Reasons for acquisitions; Problems in achieving acquisition success; Effective acquisitions; and Restructuring. Please go to the next slide. 4 The Popularity of Merger and Acquisition Strategies The acquisition strategy has been a popular strategy among U.S. firms for many years. Some believe that this strategy played a central role in an effective restructuring of U.S. business during the 1980s and 1990s and into the twenty-first century. An acquisition strategy is sometimes used because of the uncertainty in the competitive landscape. A firm may make an acquisition to increase its market power because of a competitive threat, to enter a new market because of the opportunity available in that market, or to spread the risk due to the uncertain environment. The strategic management process calls for an acquisition strategy to increase a firm’s strategic competitiveness as well as its returns to shareholders. Thus, an acquisition strategy should be used only when the acquiring firm will be able to increase its value through ownership of the acquired firm and the use of its assets. Please go to the next slide. 5 Mergers, Acquisitions, and Takeovers A merger is a strategy through which two firms agree to integrate their operations on a relatively coequal basis. Few true mergers actually occur, because one party is usually dominant in regard to market share or firm size. An acquisition is a strategy through which one firm buys a controlling, or one hundred percent, interest in another firm with the intent of making the acquired firm a subsidiary business within its portfolio. In this case, the management of the acquired firm reports to the management of the acquiring firm. Although most mergers are friendly transactions, acquisitions can be friendly or unfriendly. A takeover is a special type of an acquisition strategy wherein the target firm does not solicit the acquiring firm’s bid. The number of unsolicited takeover bids increased in the economic downturn of 2001 to 2002, a common occurrence in economic recessions; because the poorly managed firms that are undervalued relative to their assets are more easily identified. On a comparative basis, acquisitions are more common than mergers and takeovers. Please go to the next slide. 6 Reasons for Acquisitions There are a number of reasons firms decide to acquire another company. These are: Increased market power; Overcoming entry barriers; Co.

BUS 499, Week 4 Business-Level Strategy, Competitive Rivalry, and.docx

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BUS 499, Week 4: Business-Level Strategy, Competitive Rivalry, and Competitive Dynamics Slide # Topic Narration 1 Introduction Welcome to Senior Seminar in Business Administration. In this lesson, we will discuss Business-Level Strategy, Competitive Rivalry, and Competitive Dynamics. Next slide. 2 Objectives Upon completion of this lesson, you will be able to: Identify various levels and types of strategy in a firm. Next slide. 3 Supporting Topics In order to achieve this objective, the following supporting topics will be covered: Customers: their relationship with business-level strategies; The purpose of a business-level strategy; Types of business-level strategies; A model of competitive rivalry; Competitor analysis; Drivers of competitive actions and responses; Competitive rivalry; Likelihood of attack; Likelihood of response; and Competitive dynamics. Next slide. 4 Customer Relationships Strategic competitiveness results only when the firm is able to satisfy a group of customers by using its competitive advantages as the basis for competing in individual product markets. A key reason firms must satisfy customers with their business-level strategy is that returns earned from relationships with customers are the lifeblood of all organizations. The most successful companies try to find new ways to satisfy current customers and/or meet the needs of new customers. The firm’s relationships with its customers are strengthened when it delivers superior value to them. Strong interactive relationships with customers often provide the foundation for the firm’s efforts to profitably serve customers’ unique needs. The reach dimension of relationships with customers is concerned with the firm’s access and connection to customers. Richness is concerned with the depth and detail of the two-way flow of information between the firm and the customer. Affiliation is concerned with facilitating useful interactions with customers. Deciding who the target customer is that the firm intends to serve with its business-level strategy is an important decision. Companies divide customers into groups based on differences in the customers’ needs to make this decision. Dividing customers into groups based on their needs is called market segmentation, which is a process that clusters people with similar needs into individual and identifiable groups. Next slide. 5 Customer Relationships, continued After the firm decides who it will serve, it must identify the targeted customer group’s needs that its good or services can satisfy. Successful firms learn how to deliver to customers what they want and when they want it. In a general sense, needs are related to a product’s benefits and features. Having close and frequent interactions with both current and potential customers helps firms identify those individuals’ and groups’ current and future needs. As explained in previous lessons, core competencies are resources and capabilities that serve as a source of.

BUS 437 Project Procurement Management Discussion QuestionsWe.docx

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BUS 437 Project Procurement Management Discussion Questions Week 2 Discussion “Effective Management.” There are three (3) recommendations for effective management of projects in concurrent multiphase environments: Organizational System Design, System Implementation, and Managing in Concurrent Engineering.· Which of these three (3) recommendations for effective management would you or do you use most often? Why? Week 3 Discussion Top of Form “Managing Configuration and Data for Effective Project Management.” The process protocol model consists of thirteen (13) steps from Inception to Feedback.· What are the steps?· Can any be skipped in this process model? What are the steps? Week 4 Discussion“Organizational Project Management Maturity Model.” Students will respond to the following:· What is the four-step process of innovation and learning and how can your organization apply these steps to manage a project?· Of the five (5) levels of an organizational project management maturity model, which level is often the most difficult to manage? Why? INTEGRATED SEMESTER ASSIGNMENT (FINC 300, INFO 300, MGMT 300, MKTG 300) DUE: April 12, 2019 INSTRUCTIONS: The objective of the integrated semester is to help you extend your knowledge of how the finance, operations, management, and marketing disciplines work and how they integrate their functioning in the real world of business. This assignment is an assessment of how well you understand this integration. It is worth 10% of your course grade. YOUR ASSIGNMENT IS TO ANSWER ALL OF THE QUESTIONS, IN A SINGLE DOCUMENT: • The assignment should be prepared as a Word document, 12 -14 pages in length (approx. 3 pages for each discipline’s questions). • The document should be double spaced, using Ariel font #12. • Label each section (e.g., FINANCE) to indicate which discipline’s questions you are answering. • Add any Appendices at the end of the Word document. • Upload the entire Word file through the link on Canvas to each of your Integrated Semester courses by the due date. Note: Your reference sources, in addition to the base case and question sets, should be online sites and articles, Bloomberg terminals, your Integrated Semester textbooks and PowerPoint slides. Also note, Turnitin, a software tool that improves writing and prevents plagiarism, will be used to assess your sourcing of information. Do your own work. FINANCE ASSIGNMENT The objective of the integrated semester is to help you extend your knowledge of how the finance, operations, management, and marketing disciplines work and how they integrate their functioning in the real world of business. This assignment is an assessment of how well you understand this integration. It is worth 10% of your course grade. Use either the Bloomberg terminals located at the Feliciano School of Business or other reputable sources such as finance.yahoo.com, morningstar.com or Wall Street Jo.

BUS 480.01HY Case Study Assignment Instructions .docx

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BUS 480.01HY Case Study Assignment Instructions Instructions: Each of you have been assigned a company to complete a case study analysis report. The case distribution can be found on BlackBoard (course content -> case study analysis - > case study distribution). Complete a thorough research on your company in order to complete the analysis. It is required for you to use scholarly journals and peer-reviewed articles, which can be found on the University’s website in the library section. I have provided you with very detailed information on how to complete a thorough case analysis report. I am available during my office hours to discuss. I will also schedule a case analysis session during lunch time this week. If you are able to make it, please attend for one-on-one assistance. Your “draft is due this Thursday, October 11th. I am not looking for perfection here, but please do your best in writing and researching. Your final product will be due on Thursday, October 18th. BUS 480.01HY Case Study Assignment Instructions 1. Format – please review the case study format guidelines placed on BlackBoard The use of headers and sub-headers is strongly suggested 2. Submission 1. Submit to BlackBoard (course content -> case study analysis - > Case Study Analysis Report). Failure to submit in proper area will result in a 0. 3. Introduction In 3-4 paragraphs describe the case facts and background. This should include BRIEF information about the firm, however do NOT simply duplicate what is in the case itself. As things change quickly in business, you may wish to check the current status of the firm and briefly discuss the most current information. 4. Body This should be about 4-5 pages in length (minimum – this is only a guideline). Review posted guidelines for more information/detail a) State the Problem/Key Issues What are the key marketing or business issues in the case? These might be problems, opportunities or challenges the firm is facing. For example: o Sales have declined by 10 percent in the last year. o The competition has launched a new and innovative product. o Consumer tastes have changed and the firm’s most successful product is at risk. o The CEO made a public racial slur and has affected the company internally and externally. 5. Conclusion (include recommendations in this section) For the issues you identified above, you must identify potential solutions and analyze each of them. For example, for the decline in sales noted above we might try any of the following, among other options: 1. increase advertising 2. develop a new product 3. implement diversity training 4. launch a brand awareness campaign For each of the alternatives, you should analyze the costs, benefits, resources required and possible outcomes. Typically, you will have 3-4 of these alternatives. Any given alternative solution might address multiple issues. If t.

BUS 308 Week 5 Lecture 3 A Different View Effect Sizes .docx

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BUS 308 Week 5 Lecture 3 A Different View: Effect Sizes Expected Outcomes After reading this lecture, the student should be familiar with: 1. What effect size measures exist for different statistical tests. 2. How to interpret an effect size measure. 3. How to calculate an effect size measure for different tests. Overview While confidence intervals can give us a sense of how much variation is in our decisions, effect size measures help us understand the practical significance of our decision to reject the null hypothesis. Not all statistically significant results are of the same importance in decision making. A difference in means of 25 cents is more important with means around a dollar than with means in the millions of dollars, yet with the right sample size both groups can have this difference be statistically significant. Effect size measures help us understand the practice importance of our decision to reject the null hypothesis. Excel has limited functions available for us to use on Effect Size measures. We generally need to take the output from the other functions and generate our Effect Size values. Effect Sizes One issue many have with statistical significance is the influence of sample size on the decision to reject the null hypothesis. If the average difference in preference for a soft drink was found to be ½ of 1%; most of us would not expect this to be statistically significant. And, indeed, with typical sample sizes (even up to 100), a statistical test is unlikely to find any significant difference. However, if the sample size were much larger; for example, 100,000; we would suddenly find this miniscule difference to be significant! Statistical significance is not the same as practical significance. If for example, our sample of 100,000 was 1% more in favor of an expensive product change, would it really be worthwhile making the change? Regardless of how large the sample was, it does not seem reasonable to base a business decision on such a small difference. Enter the idea of Effect Size. The name is descriptive but at the same time not very illuminating on what this measure does. We will get to specific measures shortly, but for now, let’s look at how an Effect Size measure can help us understand our findings. First, the name: Effect Size. What effect? What size? In very general terms, the effect we are monitoring is the effect that occurs when we change one of the variables. For example, is there an effect on the average compa-ratio when we change from male to female. Certainly, but not all that much, as we found no significant difference between the average male and female compa-ratios. Is there an effect when we change from male to female on the average salary? Definitely. And it is much larger than what we observed on the compa-ratio means. We found a significant difference in the average salary for males than females – around $14,000. The Effect Siz.

BUS 308 Week 2 Lecture 1 Examining Differences - overview .docx

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BUS 308 Week 2 Lecture 1 Examining Differences - overview Expected Outcomes After reading this lecture, the student should be familiar with: 1. The importance of random sampling. 2. The meaning of statistical significance. 3. The basic approach to determining statistical significance. 4. The meaning of the null and alternate hypothesis statements. 5. The hypothesis testing process. 6. The purpose of the F-test and the T-test. Overview Last week we collected clues and evidence to help us answer our case question about males and females getting equal pay for equal work. As we looked at the clues presented by the salary and comp-ratio measures of pay, things got a bit confusing with results that did not see to be consistent. We found, among other things, that the male and female compa-ratios were fairly close together with the female mean being slightly larger. The salary analysis showed a different view; here we noticed that the averages were apparently quite different with the males, on average, earning more. Contradictory findings such as this are not all that uncommon when examining data in the “real world.” One issue that we could not fully address last week was how meaningful were the differences? That is, would a different sample have results that might be completely different, or can we be fairly sure that the observed differences are real and show up in the population as well? This issue, often referred to as sampling error, deals with the fact that random samples taken from a population will generally be a bit different than the actual population parameters, but will be “close” enough to the actual values to be valuable in decision making. This week, our journey takes us to ways to explore differences, and how significant these differences are. Just as clues in mysteries are not all equally useful, not all differences are equally important; and one of the best things statistics will do for us is tell us what differences we should pay attention to and what we can safely ignore. Side note; this is a skill that many managers could benefit from. Not all differences in performances from one period to another are caused by intentional employee actions, some are due to random variations that employees have no control over. Knowing which differences to react to would make managers much more effective. In keeping with our detective theme, this week could be considered the introduction of the crime scene experts who help detectives interpret what the physical evidence means and how it can relate to the crime being looked at. We are getting into the support being offered by experts who interpret details. We need to know how to use these experts to our fullest advantage. 😊😊 Differences In general, differences exist in virtually everything we measure that is man-made or influenced. The underlying issue in statistical analysis is that at times differences are important. When measu.

BUS 340 Week 5BUS 340 Business CommunicationsWee.docx

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BUS 340 Week 5 BUS 340 Business Communications Week 5 It is imperative that we make this last week of class a priority. You’ve made it this far – you are almost to the finish line! Take advantage of your peers knowledge and experience in the discussion forums Ask questions if you have them. I am here to help you succeed BUS 340: Business Communications Introduction to Week 5 In our last week together, we will examine practices for creating and delivering oral presentations. Since ours is a virtual classroom, this means that what we are unable to convey verbally will be that much more critical to demonstrate via the written word. As such, this topic will expand to evaluate the component of effective online presentations. Overview & Requirements Read: Chapters 13-176 in our text book Two Discussion Questions: Original Post due by Thursday, 11:59pm Respond to at least two classmates (or your instructor) for each discussion question: Due by Monday 11:59 pm Week 3 Assignment: Business Proposal Due by Monday 11:59 pm Review: Coughlin and Mishra’s article (located under Required Resources) Week 5 Bovee, C. L. & Thill, J. V. (2016). Business communication today. (13th ed.). Chapter 13: Finding, Evaluating, and Processing Information Chapter 14: Planning Reports and Proposals Chapter 15: Writing and Completing Reports and Proposals Chapter 16: Developing Presentations in a Social Media Environment Chapter 17: Enhancing Presentations with Slides and Other Visuals Coughlin, D. (2014). Focusing on the fundamentals of effective communication within an organization. Effective Executive, 17(1). Mishra, S. (2015). Effective communication for corporate sector: A need for a paradigm shift. Indian Journal of Health and Wellbeing, 6(7). Week 5 Required Reading London, M., & Mone, E. (2012). Leadership for today and the future. (1st. ed.). San Diego, CA: Bridgepoint Education, Inc. 5 This week we will: Craft an effective message for electronic media Assess practices for creating and delivering oral presentations Evaluate the components of effective online presentations Create a business proposal that identifies the benefits of change Week 5 Objectives for Week 5 ActivityDue DateFormat Grading Percent Read Chapters 13-17Forecast PresentationsDay 3 (1st post) Discussion 4Respond to at least two classmates’ (or your instructor’s) postsDay 7DiscussionIncluded as part of 2 pts Enhancing Presentations Day 3 (1st post) Discussion 4Respond to at least two classmates’ (or your instructor’s) postsDay 7DiscussionIncluded as part of 4 pts Business ProposalDay 7 Assignment 25 Week 5 7 In our contemporary organizations, business communication is far more detailed and complex than most people in the workplace realize. Without acute attention to detail, many people in the workplace miss details that prove critical to successful business communication Week 5 8 Tips for Creating & Delivering effective oral present.

BUS 308 – Week 4 Lecture 2 Interpreting Relationships .docx

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BUS 308 – Week 4 Lecture 2 Interpreting Relationships Expected Outcomes After reading this lecture, the student should be able to: 1. Interpret the strength of a correlation 2. Interpret a Correlation Table 3. Interpret a Linear Regression Equation 4. Interpret a Multiple Regression Equation Overview As in many detective stories, we will often find that when one thing changes, we see that something else has changed as well. Moving to correlation and regression opens up new insights into our data sets, but still lets us use what we have learned about Excel tools in setting up and generating our results. The correlation between events is mirrored in data analysis examinations with correlation analysis. This week’s focus changes from detecting and evaluating differences to looking at relationships. As students often comment, finding significant differences in gender-based measures does not explain why these differences exist. Correlation, while not always explaining why things happen gives data detectives great clues on what to examine more closely and helps move us towards understanding why outcomes exist and what impacts them. If we see correlations in the real world, we often will spend time examining what might underlie them; finding out if they are spurious or causal. Regression lets us use relationships between and among our variables to predict or explain outcomes based upon inputs, factors we think might be related. In our quest to understand what impacts the compa-ratio and salary outcomes we see, we have often been frustrated due to being basically limited to examining only two variables at a time, when we felt that we needed to include many other factors. Regression, particularly multiple regression, is the tool that allows us to do this. Linear Correlation When two things seem to move in a somewhat predictable way, we say they are correlated. This correlation could be direct or positive, both move in the same direction, or it could be inverse or negative, where when one increases the other decreases. The Law of Supply in economics is a common example of an inverse (or negative) correlation, where the more supply we have of something, the less we typically can charge for it; the Law of Demand is an example of a direct (or positive) correlation as the more demand exists for something, the more we can charge for it. Height and weight in young children is another common example of a direct correlation, as one increases so does the other measure. Probably the most commonly used correlation is the Pearson Correlation Coefficient, symbolized by r. It measures the strength of the association – the extent to which measures change together – between interval or ratio level measures as well as the direction of the relationship (inverse or direct). Several measures in our company data set could use the Pearson Correlation to show relationships; salary and midpoint, salary and yea.

BUS 308 Week 3 Lecture 1 Examining Differences - Continued.docx

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BUS 308 Week 3 Lecture 1 Examining Differences - Continued Expected Outcomes After reading this lecture, the student should be familiar with: 1. Issues around multiple testing 2. The basics of the Analysis of Variance test 3. Determining significant differences between group means 4. The basics of the Chi Square Distribution. Overview Last week, we found out ways to examine differences between a measure taken on two groups (two-sample test situation) as well as comparing that measure to a standard (a one-sample test situation). We looked at the F test which let us test for variance equality. We also looked at the t-test which focused on testing for mean equality. We noted that the t-test had three distinct versions, one for groups that had equal variances, one for groups that had unequal variances, and one for data that was paired (two measures on the same subject, such as salary and midpoint for each employee). We also looked at how the 2-sample unequal t-test could be used to use Excel to perform a one-sample mean test against a standard or constant value. This week we expand our tool kit to let us compare multiple groups for similar mean values. A second tool will let us look at how data values are distributed – if graphed, would they look the same? Different shapes or patterns often means the data sets differ in significant ways that can help explain results. Multiple Groups As interesting as comparing two groups is, often it is a bit limiting as to what it tells us. One obvious issue that we are missing in the comparisons made last week was equal work. This idea is still somewhat hard to get a clear handle on. Typically, as we look at this issue, questions arise about things such as performance appraisal ratings, education distribution, seniority impact, etc. Some of these can be tested with the tools introduced last week. We can see, for example, if the performance rating average is the same for each gender. What we couldn’t do, at this point however, is see if performance ratings differ by grade, do the more senior workers perform relatively better? Is there a difference between ratings for each gender by grade level? The same questions can be asked about seniority impact. This week will give us tools to expand how we look at the clues hidden within the data set about equal pay for equal work. ANOVA So, let’s start taking a look at these questions. The first tool for this week is the Analysis of Variance – ANOVA for short. ANOVA is often confusing for students; it says it analyzes variance (which it does) but the purpose of an ANOVA test is to determine if the means of different groups are the same! Now, so far, we have considered means and variance to be two distinct characteristics of data sets; characteristics that are not related, yet here we are saying that looking at one will give us insight into the other. The reason is due to the way the variance is an.

BUS 308 Week 2 Lecture 3 Setting up the F and T tests in E.docx

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BUS 308 Week 2 Lecture 3 Setting up the F and T tests in Excel After reading this lecture, the student should know: 1. How to set up data lists for the F and T tests. 2. How to set-up and conduct the F test (both options) produced by Excel 3. How to set-up and conduct the T-test produced by Excel Overview One of the nice characteristics of Excel is that setting up and running most functions and tests is done in a very similar fashion, only having specific test related differences showing up in the different functions and tests. This lecture will cover setting up data ranges that will be used for all of our statistical functions. It will then move into setting up the F and T tests specifically. Setting up Data While in the hypothesis testing procedure it was said to set up steps 1 – 4 before even looking at the data, we can set up the data columns to be used at any time. The set-up is simple and straightforward. But, we have a couple of questions to answer before we set things up. Since this week needs us to compare male and female outcomes (and Degree outcomes in Question 3), we need to decide how we want our data to look. Sticking strictly with the gender related data (you can do similar things with the degree data when ready), we need to decide if we want our key data (compa-ratios, salary, etc.) to be in a long column or in two columns. An example of both is shown in the screen shot below. Notice that Column S contains all of the compa-ratio values (all 50 if we could see the entire range) and that they are grouped by gender, with the first 25 rows being female values and the last 25 rows being male values. The other way to display the data values is to have them listed in separate columns, such as shown in columns Q and R – each having a label heading. Start by looking at what variables the questions are asking for. For week 2, we have Questions 1 and 2 asking for the same variables – compa-ratio and gender1, so we can use the same location for both questions. Question 3 asks for a different set of variables, compa-ratio and degree, so we should set up a different area for that question. Remember, it is best to NEVER sort the data on the data tab. An error in sorting that missed a column could mess up the data set and make it unusable for other problems. In either case, copy the entire data column of interest (for example, compa-ratio, Gender1, Degree, etc.) from the Data Tab to the weekly worksheet. Highlight the entire data range of interest including the label in row 1, then press Control + C at the same time. Go over to the weekly work sheet and find a column to the right of the work area (generally columns Q or higher will be OK) and press Control + V at the same time. Repeat this for all the variables you need. After pasting the variables, use the Sort function in the Data tab to arrange them in whatever order you want. You can do multiple sorts at the same time w.

BUS 308 Week 3 Lecture 3 Setting up ANOVA and Chi Square .docx

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BUS 308 Week 3 Lecture 3 Setting up ANOVA and Chi Square Expected Outcomes After reading this lecture, the student should know how to: 1. Set-up the data for an ANOVA analysis. 2. Set-up and perform an ANOVA test. 3. Set-up a table of mean differences. 4. Set-up and perform a Chi Square test. Overview Setting up the ANOVA test is quite similar to how the t and F tests were set up. The Chi Square set-up is a bit more complex, as it is not found in the Data Analysis list of tools. ANOVA The set-up of ANOVA within Excel is very similar to how we set up the F and T tests last week; place the data set in appropriate groups and then use the ANOVA input box. One difference this week is that the Fx (or Formulas) list does not include an option for ANOVA, so we need to use the Data | Analysis tools. Data Set-up Single Factor. As with the t-test, ANOVA has a couple of versions to select between. Each is used to answer slightly different questions, and these will be examined below. The most significant difference lies in the data table used for each version. We will be working primarily with the ANOAV Single Factor, which deals with examining possible differences between the means of a single variable within different groups. A question of whether or not the mean compa-ratios are equal across the grades is an example of the kind of question answered with this approach. Question 1. Week 3’s first question is about salary mean equality across the grades. Our lecture example will deal with compa-ratio mean equality across the grades. The set-up for the Single Factor ANOVA we just went through assumed this. The initial steps in the hypothesis testing process are similar to what we have done before: Step 1: Ho: All Compa-Ratio means are equal across the grades Ha: At least one compa-ratio mean differs Notice that these are the standard ANOVA – Single factor null and alternate hypothesis statements that identify the specific variable (compa-ratio) and statistic (mean) that we are testing, and merely say “no difference” and “at least one differs.” Step 2: Alpha = 0.05 Step 3: F statistic and Single Factor ANOVA; used to test multiple means Step 4: Decision Rule: Reject Ho if the p-value < 0.05 Step 5: Conduct the test – place the test function in cell K08. As with the F and T tests, we need to group the data into distinct groups. For example, if we are going to test the compa-ratio mean across grades, then the data must be set-up in a table with grades across the top, as in the screen shot below. Note that as was done with the T and F test input data, the raw or initial data was listed and then sorted. Values were then copied into related groups; we used male and female groups for the F and t tests and grade groups for this test. Test Set-up. Go to the Data | Analysis and select ANOVA Single Factor gives us the following input screen. This is completed for our compa-ratio.

BUS 307 Final Project Guidelines and Rubric Overview .docx

curwenmichaela

BUS 307 Final Project Guidelines and Rubric Overview Business law plays an integral part in both our personal and professional lives. A solid grasp of essential business law concepts is critical for the successful navigation of complex and diverse business environments. You will assess relevant legal issues as well as apply the discipline-specific knowledge necessary to successfully address real-world business situations such as business formation and management, liability issues, and compliance with government and industry regulations, as well as to effectively communicate issues and facts to peers and professionals. The final project represents an authentic competency, as you will have the opportunity to present your analysis of the legal and ethical issues involved in three hypothetical business scenarios as well as to evaluate and make recommendations to avoid such issues in the future. This assessment addresses the following course outcomes:  Apply the law regarding business relationships, such as agency law, partnership, and corporate law as strategies for appropriate and effective business management  Analyze issues of real and personal property as they pertain to business formation and management  Determine the legal rights and duties of the parties to commercial paper for their impact on fundamental business operations  Analyze the rights and duties of the parties in credit transactions, including secured transactions and bankruptcy law, as they apply to fundamental business operations  Evaluate the impact of government regulation on business practices for strategic and compliance purposes Prompt The final project for this course consists of two milestones and the final project submission. Milestones One and Two take the form of short answers crafted in memo format from the perspective of a corporate attorney making recommendations to a client. For Case Studies 1 and 2, craft a professional memo for each, appropriate in format, tone, and content, to send to your clients Fred and Sally, with your preliminary thoughts on the issues within. Your memos should illustrate the issues and relevant law, apply the facts, and support your conclusions with regard to each issue. Always remember to be clear, kind, and professional in your communications. The third element, Case Study 3, will be a short, 2–3-page essay in APA format that will require you to independently issue-spot as well as provide a factual analysis of relevant law and recommendations. You will receive feedback on both milestones and the initial element of Case Study 3. Make any necessary revisions and then include them all in the final submission, where you will label them as Case Study 1, 2, and 3. Case Study 1 Fred is well known in his town for his homeopathic cough syrup. After years of encouragement, he has decided to take his miracle cough remedy to market as “Fred’s Miracle Cough Syrup.” While his cough syrup is homeop.

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