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.
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Running Head FINAL REPORT1FINAL REPORT3TitleNam.docx
Running Head: FINAL REPORT
1
FINAL REPORT
3
Title
Name
Class
Professor
Date
Title
Introduction
References
88 VIRTUAL TEAM SUCCESS
So why don’t leaders deal with performance issues? One of the
most common reasons leaders fail to hold team members account-
able is that they don’t effectively communicate expectations — or
for that matter, what ‘‘good’’ behaviors or deliverables even
look like.
In addition, when leading a team of people who are geo-
graphically distributed, timely feedback also poses a challenge.
Time zone differences or infrequent contact can increase the
‘‘lag time’’ between when the problem occurs, when the leader
becomes aware of the problem, and when the opportunity to
provide feedback arises.
Conflict avoidance is another reason. Many leaders would
rather attempt to wait out a problem than risk getting into a
potentially contentious conversation with a team member.
And dealing with poor performers is particularly difficult
when you can’t regularly observe your team members. How can
virtual team leaders regularly monitor team members’ work when
they have limited or no physical contact? To make matters worse,
how can a virtual team leader provide timely feedback and/or
hold team members accountable when leading a team whose
members do not report directly to him or her?
Raygen Company Slump: How Would You Handle It?
Before we introduce the factors that separate the best virtual team
leaders from the rest of the pack and provide some practical tips
for enhancing your effectiveness, take a few minutes to assess how
you would deal with a virtual team that is having performance
problems.
Read the following case study and think about how you would
handle it. Write down how you would approach each situation.
After you complete that process, use the scoring guidelines to
evaluate how you did. Then when you’ve reviewed the tips and
guidelines for leading from a distance, revisit the case study to
determine what you might do differently.
Lepsinger, R. D. D. (2010). Virtual Team Success. Hoboken: Center for Creative Leadership. Retrieved from
http://ebookcentral.proquest.com/lib/apus/detail.action?docID=589145
Created from apus on 2017-03-09 19:28:25.
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How to Lead Virtual Teams 89
Case Study: Raygen Company
Raygen Company is a global professional services firm that pro-
vides consulting services to its clients. One key to Raygen’s
success is its innovative marketing strategies.
Three years ago, the SVP of marketing formed a cross-
functional virtual team made up of ten geographically dispersed
employees from marketing, sales, consulting, and finance.
Throughout this three-year period, the team was extremely
successful in generating and implementing new marketing
strategies.
However, it appears as though the team has hit a plateau in
terms of its performance. Both the quality and ...
BBA 3361, Professionalism in the Workplace 1 Course Desc.docx
BBA 3361, Professionalism in the Workplace 1
Course Description
Presents an overview of the challenges associated with workplace expectations regarding business etiquette, appropriate
use of technology, and proper attire. It is designed to assist students in gaining knowledge of how to appropriately
communicate with others and how to effectively deal with conflict, teamwork, and accountability in a fair and ethical
manner. The basic skills necessary for obtaining a job and achieving success in today’s challenging economy and
increasingly competitive work environment are enhanced through this course.
Course Textbook
Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (4th ed.). Boston, MA: Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate the effect of attitude, personality, and goal setting on work performance development.
2. Describe the impact of time management in the workplace.
3. Explain the meaning of ethical behavior in the workplace.
4. Analyze the advantages to an organization offering quality customer service and human resources.
5. Analyze techniques used to promote effective communication, accountability, and positive relationships within the
workplace.
6. Explain the dynamics of teamwork, to include motivation, conflict resolution, and leadership.
7. Construct a resume package that demonstrates methods for highlighting job-related skills.
8. Critique interview techniques.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources. Chapter presentations are provided in each unit study guide as Required Reading to
aid students in their course of study.
5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3361, Professionalism in
the Workplace
Course Syllabus
BBA 3361, Professio ...
1. Individual Development Plan (IDP) Due 616The purpose of.docx
1. Individual Development Plan (IDP)
Due: 6/16
The purpose of this exercise is to:
Help you develop and improve goal-setting skills, a critical element for all facets of one’s personal and professional life;
Provide the opportunity for you to take personal responsibility for your development by helping you reflect on where you are and where you want to go for this term and beyond;
Serve as a guide for conversations between you and your mentors (internship supervisor and program advisor) to ensure that you are getting the help you need in achieving your goals.
Discuss your Individual Development Plan with your internship mentor so that he/she can provide appropriate assistance and guidance to you throughout the semester.
The plan has three parts that are described below. Each is a critical element of the goal-setting process.
Part 1: Analysis of Your Strengths and Areas for Improvement
In this section, you should answer a series of reflective questions as a way to assist you with identifying the strengths you should leverage, as well as areas of improvement. The format for responses to these questions can be in a narrative format or presented as a series of direct responses. Please review the questions in the Individual Development Plan Supplement at the end of this document for further guidance on this section.
Part 2: Summary of Goals and Action Steps
After you complete Part 1, you will create the goals section of your plan. The goals should be related to specific goals you want to accomplish this semester and should take into consideration your responses from Part 1. There are five areas we want you to consider. They include: Leadership, Professional Development, Civic Engagement, Academic Development, and Personal Growth. You should identify one to two (1-2) goals in each area, and then create two to three (2-3) specific action steps you will take to achieve each of the goals. You should have a total of eight to ten (8-10) goals. More guidance on each of the five areas is provided in the Individual Development Plan Supplement at the end of this document.
Part 3: Putting it all Together
After you have written your goals section, you will write a brief (100-200 word) summary explaining how the action steps you plan to take to achieve your short-term goals will enable you to ultimately accomplish your long-term plans as identified in Part 1. While writing your summary, be sure to indicate what resources you may need beyond this semester to accomplish your long-term plans.
II. Informational Interview
After the interview, write a reflection of your informational interview. Your reflection must address:
Who you interviewed (including the interviewee’s name, title and organization) and why you chose this person;
How the interview has helped guide your future career or academic choices;
How the interviewee’s process of understanding leadership impact your own definition and development of leadership;
How you prepared for this ...
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Final Reflection for SOM 301Due DatesDuring your lab the week .docx
Final Reflection for SOM 301
Due Dates:During your lab the week of April 25-29, 2016 (Week 15)
Points:50 points maximum
Objective:To reflect on your learning process and experience
Format: Provide numbered responses that correspond to the questions below. Each response (for each question) should be between one to four paragraphs long. Add your name, lab section, and date along the top of your submission. Use Microsoft Word.
Audience: Self (and instructor)
Blackboard: Submit a digital copy to Blackboard by the start of lab on the due date
Grading:See page 2 of this document
Honor Code:All instances of plagiarism–intentional or unintentional–will result in a report sent to the University Honor Committee and a recommendation of a zero for the assignment, and possibly the course.
Reflections are for students to think about their learning process (metacognition), and help students “own” their learning through considering the assignment or experience in an academic and/or personal context. Students should take this assignment seriously.
NOTE: The reflection process is not a place for students to evaluate their courses or their instructors; student evaluations of instructors and courses that are provided in the final weeks of class are a much better venue for students to express those impressions. Instead, reflections are a place for students to critically think about their individual learning and to focus on self-investigation.
You are expected to reflect on each of the following seven (7) questions.
Process Reflection on the Final Persuasive Memo
1. What challenges did you face in completing the final persuasive memo? How did you address/troubleshoot them?
2. Describe the strategies that led to the completion of the final persuasive memo. How did your thinking about it evolve over time (point to specific experiences while working on the assignment)? How did your assignment evolve (or not evolve) along with your thinking (again, point to specific experiences) about it? What went according to plan, and what surprises did you encounter? What still needs work?
Summative Reflection
3. In what ways have you improved as a communicator throughout this course? What brought about those improvements? Cite specific experiences, readings, assignments, or discussions from this course that support your reflection.
4. What was your biggest accomplishment in the course? How did an assignment and/or other course elements help you reach it? What was your biggest challenge in this course? How did an assignment and/or other course elements help you improve on it? Be specific.
5. What career skills did you improve on in this course? How were they reflected in one of your assignments? What will you take away from this course to help you as you build your career? Be specific.
Process Reflection on the Course
6. How did participation in the course assignments (peer reviews, individual and group presentations, individual and group activities, in-class writin ...
Recommended
Running Head FINAL REPORT1FINAL REPORT3TitleNam.docx
Running Head: FINAL REPORT
1
FINAL REPORT
3
Title
Name
Class
Professor
Date
Title
Introduction
References
88 VIRTUAL TEAM SUCCESS
So why don’t leaders deal with performance issues? One of the
most common reasons leaders fail to hold team members account-
able is that they don’t effectively communicate expectations — or
for that matter, what ‘‘good’’ behaviors or deliverables even
look like.
In addition, when leading a team of people who are geo-
graphically distributed, timely feedback also poses a challenge.
Time zone differences or infrequent contact can increase the
‘‘lag time’’ between when the problem occurs, when the leader
becomes aware of the problem, and when the opportunity to
provide feedback arises.
Conflict avoidance is another reason. Many leaders would
rather attempt to wait out a problem than risk getting into a
potentially contentious conversation with a team member.
And dealing with poor performers is particularly difficult
when you can’t regularly observe your team members. How can
virtual team leaders regularly monitor team members’ work when
they have limited or no physical contact? To make matters worse,
how can a virtual team leader provide timely feedback and/or
hold team members accountable when leading a team whose
members do not report directly to him or her?
Raygen Company Slump: How Would You Handle It?
Before we introduce the factors that separate the best virtual team
leaders from the rest of the pack and provide some practical tips
for enhancing your effectiveness, take a few minutes to assess how
you would deal with a virtual team that is having performance
problems.
Read the following case study and think about how you would
handle it. Write down how you would approach each situation.
After you complete that process, use the scoring guidelines to
evaluate how you did. Then when you’ve reviewed the tips and
guidelines for leading from a distance, revisit the case study to
determine what you might do differently.
Lepsinger, R. D. D. (2010). Virtual Team Success. Hoboken: Center for Creative Leadership. Retrieved from
http://ebookcentral.proquest.com/lib/apus/detail.action?docID=589145
Created from apus on 2017-03-09 19:28:25.
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How to Lead Virtual Teams 89
Case Study: Raygen Company
Raygen Company is a global professional services firm that pro-
vides consulting services to its clients. One key to Raygen’s
success is its innovative marketing strategies.
Three years ago, the SVP of marketing formed a cross-
functional virtual team made up of ten geographically dispersed
employees from marketing, sales, consulting, and finance.
Throughout this three-year period, the team was extremely
successful in generating and implementing new marketing
strategies.
However, it appears as though the team has hit a plateau in
terms of its performance. Both the quality and ...
BBA 3361, Professionalism in the Workplace 1 Course Desc.docx
BBA 3361, Professionalism in the Workplace 1
Course Description
Presents an overview of the challenges associated with workplace expectations regarding business etiquette, appropriate
use of technology, and proper attire. It is designed to assist students in gaining knowledge of how to appropriately
communicate with others and how to effectively deal with conflict, teamwork, and accountability in a fair and ethical
manner. The basic skills necessary for obtaining a job and achieving success in today’s challenging economy and
increasingly competitive work environment are enhanced through this course.
Course Textbook
Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (4th ed.). Boston, MA: Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate the effect of attitude, personality, and goal setting on work performance development.
2. Describe the impact of time management in the workplace.
3. Explain the meaning of ethical behavior in the workplace.
4. Analyze the advantages to an organization offering quality customer service and human resources.
5. Analyze techniques used to promote effective communication, accountability, and positive relationships within the
workplace.
6. Explain the dynamics of teamwork, to include motivation, conflict resolution, and leadership.
7. Construct a resume package that demonstrates methods for highlighting job-related skills.
8. Critique interview techniques.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources. Chapter presentations are provided in each unit study guide as Required Reading to
aid students in their course of study.
5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3361, Professionalism in
the Workplace
Course Syllabus
BBA 3361, Professio ...
1. Individual Development Plan (IDP) Due 616The purpose of.docx
1. Individual Development Plan (IDP)
Due: 6/16
The purpose of this exercise is to:
Help you develop and improve goal-setting skills, a critical element for all facets of one’s personal and professional life;
Provide the opportunity for you to take personal responsibility for your development by helping you reflect on where you are and where you want to go for this term and beyond;
Serve as a guide for conversations between you and your mentors (internship supervisor and program advisor) to ensure that you are getting the help you need in achieving your goals.
Discuss your Individual Development Plan with your internship mentor so that he/she can provide appropriate assistance and guidance to you throughout the semester.
The plan has three parts that are described below. Each is a critical element of the goal-setting process.
Part 1: Analysis of Your Strengths and Areas for Improvement
In this section, you should answer a series of reflective questions as a way to assist you with identifying the strengths you should leverage, as well as areas of improvement. The format for responses to these questions can be in a narrative format or presented as a series of direct responses. Please review the questions in the Individual Development Plan Supplement at the end of this document for further guidance on this section.
Part 2: Summary of Goals and Action Steps
After you complete Part 1, you will create the goals section of your plan. The goals should be related to specific goals you want to accomplish this semester and should take into consideration your responses from Part 1. There are five areas we want you to consider. They include: Leadership, Professional Development, Civic Engagement, Academic Development, and Personal Growth. You should identify one to two (1-2) goals in each area, and then create two to three (2-3) specific action steps you will take to achieve each of the goals. You should have a total of eight to ten (8-10) goals. More guidance on each of the five areas is provided in the Individual Development Plan Supplement at the end of this document.
Part 3: Putting it all Together
After you have written your goals section, you will write a brief (100-200 word) summary explaining how the action steps you plan to take to achieve your short-term goals will enable you to ultimately accomplish your long-term plans as identified in Part 1. While writing your summary, be sure to indicate what resources you may need beyond this semester to accomplish your long-term plans.
II. Informational Interview
After the interview, write a reflection of your informational interview. Your reflection must address:
Who you interviewed (including the interviewee’s name, title and organization) and why you chose this person;
How the interview has helped guide your future career or academic choices;
How the interviewee’s process of understanding leadership impact your own definition and development of leadership;
How you prepared for this ...
Comm 102 week 4 assignment social media policy new
comm 102 week 4 assignment social media policy,uop comm 102 week 4 dq 1,uop comm 102 week 4 dq 2,uop comm 102 week 4 dq 3,uop comm 102 week 4 learning team assignment effective group communication action plan,uop comm 102,comm 102,uop comm 102 week 4 tutorial,comm 102 week 4 assignment,uop comm 102 week 4 help
Comm 102 week 4 assignment social media policy new
comm 102,uop comm 102,uop comm 102 entire course,uop comm 102 week 1,uop comm 102 week 2,uop comm 102 week 3,uop comm 102 week 4,uop comm 102 week 5,comm 102 communication basics worksheet,comm 102 assignment interpersonal communication,comm 102 assignment interpersonal communication,comm 102 assignment employee morale proposal,comm 102 assignment social media policy,comm 102 assignment presentation skills,uop comm 102 tutorials,comm 102 assignments,comm 102 help
Final Reflection for SOM 301Due DatesDuring your lab the week .docx
Final Reflection for SOM 301
Due Dates:During your lab the week of April 25-29, 2016 (Week 15)
Points:50 points maximum
Objective:To reflect on your learning process and experience
Format: Provide numbered responses that correspond to the questions below. Each response (for each question) should be between one to four paragraphs long. Add your name, lab section, and date along the top of your submission. Use Microsoft Word.
Audience: Self (and instructor)
Blackboard: Submit a digital copy to Blackboard by the start of lab on the due date
Grading:See page 2 of this document
Honor Code:All instances of plagiarism–intentional or unintentional–will result in a report sent to the University Honor Committee and a recommendation of a zero for the assignment, and possibly the course.
Reflections are for students to think about their learning process (metacognition), and help students “own” their learning through considering the assignment or experience in an academic and/or personal context. Students should take this assignment seriously.
NOTE: The reflection process is not a place for students to evaluate their courses or their instructors; student evaluations of instructors and courses that are provided in the final weeks of class are a much better venue for students to express those impressions. Instead, reflections are a place for students to critically think about their individual learning and to focus on self-investigation.
You are expected to reflect on each of the following seven (7) questions.
Process Reflection on the Final Persuasive Memo
1. What challenges did you face in completing the final persuasive memo? How did you address/troubleshoot them?
2. Describe the strategies that led to the completion of the final persuasive memo. How did your thinking about it evolve over time (point to specific experiences while working on the assignment)? How did your assignment evolve (or not evolve) along with your thinking (again, point to specific experiences) about it? What went according to plan, and what surprises did you encounter? What still needs work?
Summative Reflection
3. In what ways have you improved as a communicator throughout this course? What brought about those improvements? Cite specific experiences, readings, assignments, or discussions from this course that support your reflection.
4. What was your biggest accomplishment in the course? How did an assignment and/or other course elements help you reach it? What was your biggest challenge in this course? How did an assignment and/or other course elements help you improve on it? Be specific.
5. What career skills did you improve on in this course? How were they reflected in one of your assignments? What will you take away from this course to help you as you build your career? Be specific.
Process Reflection on the Course
6. How did participation in the course assignments (peer reviews, individual and group presentations, individual and group activities, in-class writin ...
Week 4 Assignment 1 Team Outline ExerciseDue Monday by 1.docx
Week 4 Assignment 1: Team Outline Exercise
Due Monday by 1:59am Points 25 Submitting a file upload
Submit Assignment
Required Resources
Read/review the following resources for this activity:
Instructions
This week, you will have an opportunity to work in a team and to put into practice many of the communication
strategies about which we are learning. Your instructor has already assigned you to a group of team members.
You need to solve a communication business problem outline together by the end of the week. Remember,
what makes a group a team is a shared common goal, and this team will be no exception. In this case, your
shared goal is to create and deliver an A+ solution to a communication business outline.
The following is a list of ideas that were brainstormed in a meeting with your company employees. The
company needs to include all these ideas in an all-company presentation, but the list is very disorganized right
now. What would be the best way to sort these ideas into some sequence of main points with sub points?
Hints
Discuss
With your assigned team, unscramble the following statements to create a logical outline for an upcoming
business presentation. Use standard outline format as described in your textbook.
Textbook: Chapter 8, 11
Lesson
There are 3 main points, and the rest are sub points.
There is no introduction or conclusion.
Use your Group Home Page to converse.
!
11/19/19, 1:52 PM
Page 1 of 4
All team members must collaborate and submit the same version of the outline.
As part of your individual submission, reflect on the group process. Was there miscommunication? Were there
any listening barriers? How did the group handle it?
Writing Requirements (APA format)
Grading
This activity will be graded based on the W4 Team Outline Grading Rubric.
Course Outcomes (CO): 2, 3, 5, 8
Due Date: By 11:59 p.m. MT on Sunday
1. Ensure that the language is used correctly.
2. Speaker credibility influences how listeners feel about the speaker.
3. Character is the quality of being honest, trustworthy, and showing goodwill.
4. Deliver the speech with confidence.
5. Credibility is an extremely important factor in determining speaker effectiveness.
6. Connect the audience to the topic.
7. Practice your delivery.
8. Verbally cite personal subject knowledge.
9. Present error-free written materials.
10. Credibility has three primary characteristics: the three Cs.
11. Ensure that typographical errors are eliminated.
12. Charisma is the quality of being assertive, confident, and enthusiastic.
13. Speaker credibility influences the listener's ability to learn or to believe.
14. Demonstrate expertise.
15. Verbally cite expert sources.
16. Connect yourself to the topic.
17. Plan your delivery.
18. Ensure that facts are correct.
19. Competence is the quality of being an expert and being intelligent.
20. Connect with the audience on a personal level.
21. Establish common ground.
22. Credibility is established in four ways.
1 ...
Course SyllabusCourse DescriptionPresents the fundamen.docx
Course Syllabus
Course Description
Presents the fundamentals of business principles and practices. Business strategies emphasized are decision-making and
planning, teamwork, technology, and communication. Topics include analysis of the business environment, starting a new
business, managing business and employees, marketing, accounting, and finance.
Course Textbook(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Identify basic business concepts.
2. Examine the different environments in which businesses operate, to include social, technological, economic, legal,
and market.
3. Explain management functions of planning, organizing, leading, and controlling.
4. Identify the basic principles of marketing.
5. Determine the function and role of human resources, including key aspects of human resource management.
6. Discuss the importance of ethics and social responsibility in business.
7. Evaluate concepts associated with entrepreneurship.
8. Explain how outsourcing, offshoring, and foreign entities affect the operation of businesses in the United States.
Credits
Upon completion of this course, the students will earn 3 hours of college credit.
Course Structure
1. Study Guide: Course units contain a Study Guide that provide students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material.
4. Reading Assignments: Units contain Reading Assignments from one or more chapters from the textbook and/or
outside resources.
5. Suggested Reading: Suggested Readings are listed within the Study Guide. Students are encouraged to read the
resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.
6. Discussion Boards: Discussion Boards are part of all CSU Term courses. More information and specifications can
be found in the Student Resources link listed in the Course Menu bar.
7. Unit Quizzes: This course contains Unit Quizzes. It is suggested that the quizzes be completed before students
complete the Unit Assessments. Quizzes are used to give students quick feedback on their understanding of the unit
material.
8. Unit Assessments: This course contains Unit Assessments, which test student knowledge on important aspects of
the course. These tests may come in many different forms, ranging from multiple choice to written response
questions.
9. Unit Assignments: Students are required to submit for grading Unit Assignments. Specific information and
instructions regarding these assignments are provided below. Grading rubrics are included with each assignment.
Specific information about a.
948 PM (CDT)Privacy Statement Terms and Conditions Contac.docx
9:48 PM (CDT)
Privacy Statement Terms and Conditions Contact Us
© 2015 American InterContinental University.
All Rights Reserved. Authorized Users Only.
Unit 5 - Discussion Board
Assignment Details
Assignment Description
The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor
to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by
responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of
the contribution to the discussion.
At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least
two other posts from students. The first contribution must be posted before midnight (Central Time) on Wednesday of each week. Two additional responses are required after
Wednesday of each week. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class
attendance and participation.
The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is
not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.
What competencies were you able to develop in researching and writing the Comprehensive Project that is due in Unit 5? How did you leverage feedback from your peers in
the Discussion Boards for Units 1–4 in completing the project? How will these competencies and knowledge support your career advancement in management?
In your own words, please post a response to the Discussion Board and comment on other postings. You will be graded on the quality of your postings.
Your assignment will be graded in accordance with the following criteria. Click here to view the grading rubric.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Reading Assignment
Assignment Objectives
Construct and manage successfully conceptualized business ventures
Other Information
There is no additional information to display at this time.
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Extra Credit View Assignment Rubric
Assignment Details
Assignment Description
The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor
to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by
responding to posts created by others throughout the we.
Stephanie Fernandez-Cruz posted· · What are you good at- a.docx
Stephanie Fernandez-Cruz posted
·
· What are you good at?- am very good at using good personal judgement and decision implementation. I can take a situation and make a decision for an effective alternative route.
· What do you need to improve? I need to work on not second guessing my self. This causes me to have uncertainty.
· What do you enjoy doing? I enjoy making a difference in a positive way. I like feeling involved in important decisions.
· What are some of the things that you find unpleasant? I don't like dealing with conflict. It is hard for me to make decisions that can negatively impact others.
· Give examples that support your ideas for each statement. when I worked with United healthcare's training department I discovered much about what I was good at and what I was not good at. I was tasked to make group decisions on how to improved the training material and process. I was also faced with walking trainees in not so pleasant processes such as QA.
· Identify career opportunities and threat by researching (cite them) job prospects in the industry you’re interested in. The biggest threat I found in my research would be technology.
Sierra Defrancisco- posted
What are you good at? Within the workplace I am good at staying on task and focused. I am good at following directions given and helping out others that are confused or overwhelmed. I have always been good at following directions which has helped me to learn so many new things about cooking in the kitchen.
What do you need to improve? I can improve on multitasking, working quickly and efficiently, and striving to move up in the workplace. I talk quite a lot and I find it hard to talk to the servers and work at the same time so i need to find the happy medium.
What do you enjoy doing? I enjoy helping others, completing tasks from start to finish, and bettering the environment around me any way possible. Every time I come into work I create a to do list and it is very satisfying being able to cross stuff off of the list.
What are some of the things that you find unpleasant? I don't like drama, a dirty workplace, liars within the workplace, and cheaters. The kitchen that I work in can get very dirty sometimes and a dirty workplace leads to messy products.
There are career opportunities as a cake decorator or assistant bakery manager at a company called Nothing Bundt Cakes. This business has been open for a while and they do wedding and party cakes. This could possibly be competition for the bakery I am looking at opening. There are also positions available at Sam's club, Walmart, and Panera. Nothing Bundt Cakes would be the most competition for the bakery.
MGT 301: Principles of Management
Course Description:
It is an introduction in management as a discipline and a process. Major topics include the evolution
and scope of management, decision-making, planning and strategy, organizing and staffing, leading
and control and change. The importance of .
Performance Management for HR Practitioners - Week 2 Webinar
What is the difference between coaching and counseling? How can you better provide feedback? This presentation focuses on the communication skills required to effectively use performance management.
Running head How to succeed in College13How to succee
Running head: How to succeed in College 1
3
How to succeed in College
How to succeed in College
Latonya Louden
Dr. Horner
05/05/2019
How to succeed in College
Topic: How to Succeed in College
Introduction – Striving for success without hard work is like trying to harvest where you haven’t planted. – David BlyI never thought that in my forty’s that I would be about to graduate from college, never in a million years would I have dreamed this.
Thesis Statement - I decided to enroll back in college about three months prior to my son was about to graduate from high school, it was my goal to complete what I started many years ago.
I. First Main Point – Personal Reasons
A. It has always in a goal of minds to earn a college degree, so I first decided to go for nursing degree, so I did some research on where to get started with a nursing career.
B. And that led me to become a nursing assistant in a skilled nursing home. I would be able to help take care of people directly. Which I loved to do.
A certified nursing assistant (CNA) provides varying levels of care and support to physically and/or mentally disabled individuals who are unable to care for themselves. CNAs care for patients of all ages in hospitals, inpatient mental health facilities, and clinics. Some certified nurse assistants are employed by a patient’s family and make in-home visits, where they physically care for the patient and provide companionship. Many CNAs are employed at nursing homes and assisted living facilities for the elderly.
These workers fill an important and necessary role in society. Without the help of CNAs, many patients would not receive the physical and mental care they need and deserve. A career as a certified nursing assistant invites both challenges and rewards. As the baby-boomer generation ages, CNAs should be in greater demand; the Bureau of Labor Statistics projects the number of these workers to increase by 11% between 2016 and 2026. The median annual CNA salary is around $29,000, and certified nurse assistants employed by the government earn almost $34,000 a year.
C. So I spoke with my adviser on the college campus that I was about to attend for my nursing classes, I wanted to know how to get help with classes that I might struggle in and what was the passing rates with students entering this program.
II. Second Main Point – Financial Reasons
A. I didn’t want to struggle all of my life as I had watched other people around me as teenager, I wanted to be comfortable with a stable career.
B. So after having my son while I was in my last year of high school, I knew that financially I need to make some stable money to take care of the both of us.
C. And I knew that I wanted to travel the world, so this career financially would help me achieve that goal.
III. Third Main Point – Emotional Reasons
A. being able to show my child that life comes with ups and downs but long as you got family an friends there to support you in any way, that you c ...
Throughout the course, you have learned a wide array of business con.docx
Throughout the course, you have learned a wide array of business concepts and theories. This assignment is designed to have you demonstrate knowledge of the material learned in the course applying concepts and theories to a case scenario.
Outcomes Met With This Assignment:
After completing this course, you should be able to:
identify the critical business functions and how they interact in order to position the organization to be effective in the current business environment
explain the importance of the integration of individuals and systems to organizational effectiveness
describe the ethical and social responsibilities that confront a business
Assignment Instructions:
This assignment is the second of two assignments. In this paper, you will analyze and discuss small business growth in terms of growth strategy, business forms, short and medium term goals, financing assistance, organizational structure and staffing needs, customers and promotion, and ethics and social responsibility. You will apply business and management concepts learned throughout the course to the case scenario provided.
Step 1: Preparation for Writing the Assignment
Before you begin writing the paper, you will read the following requirements that will help you meet the writing and APA requirements. Not reading this information will lead to a lower grade:
Review “How to Analyze a Case Study” under Week 4 Content. You will use the facts from the case scenario focusing on using this information to determine opportunities and solve problems.
Read the grading rubric for the assignment. Use the grading rubric while writing the paper to ensure all requirements are met that will lead to the highest possible grade.
In writing this assignment, you will read and following these tasks:
Task 1: Third person writing is required. Third person means that there are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or your” (second person writing). If uncertain how to write in the third person, view this link:
http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person
.
Task 2: Contractions are not used in business writing, so DO NOT use contractions in writing this assignment.
Task 3: You are expected to paraphrase and are NOT to use direct quotes. You are expected to paraphrase, which can be learned by reviewing this link:
https://writing.wisc.edu/Handbook/QPA_paraphrase2.html
.
Task 4: You are responsible for APA only for in-text citations and a reference list.
Task 5: You are expected to use the facts from the case scenario paired with the weekly courses readings to develop the analysis and support the reasoning.
No more than two (2) external resources can be used in completing the assignment.
The expectation is that you provide a robust use of the course readings. If any material is used from a source document, it must be cited and referenced. A reference within a reference list cann ...
I attached another student post powerpoint.Response GuidelinesRe.docx
I attached another student post powerpoint.
Response Guidelines
Review the posts of your peers and respond to one of them. Address the items they would like you to focus on, but make sure your feedback considers both the content of the material and its presentation. Tell them what you liked about the presentation. Make a suggestion or two for improvement. The thoughtful feedback you give your peers will not only help them improve their work but will also provide you with insights about your own work.
This is the information:
THE ETHICAL DILEMMA SPYING ON UNILEVER INTRODUCTION In Business Ethics as a Rational Choice, John Hooker cited a case study to analyze rational choice based on an issue with espionage. In 2001, John Pepper, Chairman of the Board at
Procter
and Gamble, found out that some of his contractors were spying on
Unilever
, one of his competitors. Information they found was also in the business media a day before, he discovered. Was this ethical, based on generalizable, utilitarian, and virtue ethics? Was it GENERALIZABLE? Generalizable means there must be a reason behind an action, and the action is justified for everyone (p.7). Was it utilitarian? Utilitarian analysis states that the rational choice must maximize utility (p. 6). The marketing professionals did not have to search in the trash for information since the day before they did it, similar information was already in the media. Therefore their actions were unjustifiable. no: it was not generalizable Was it virtue ethics? Virtue ethics must be consistent with broad cultural acceptable behaviors Conclusion P &G's espionage activity did not pass the code of ethics test, since it needed to pass all three to be considered rationally ethical. Therefore, John Pepper's reactions to the issue was valid and justified. Their actions failed in the generalization, utilitarian, and virtue ethics tests. The net usage of the information they found in the trash did not surpass the information found in the news, because it was the same exact information. Therefore it was useless of them to go into the trash in search of secrets. no: it was not utilitarian It is unacceptable in our culture to have our professionals diving into dumpsters to spy on other firms in order to get ahead. Especially after the information was aired in the media, why was this company conducting this espionage. no: it was not virtue ethical References Hooker, J. (2011). Business ethics as rational choice. Upper Saddle River, NJ: Pearson Education.
OK
Study Information:
·
Program Skill Assessments
Activity Context
This study helps you develop the skills to master the following course competency:
Communicate in a manner that is professional and consistent with expectations for members of the business professions.
Activity Instructions
Two key competencies that will help you throughout your academic program and business career are the abilities to communicate effectively in writing and to work accurately an.
Topic- Data Base Securities8-10 - page double spaced paper (ma.docx
Topic:- Data Base Securities
8-10 - page double spaced paper (max 12-point font) that will contain the following: Please Check the page 2 how to divide the Sub Topics length
• Cover Page
• Outline (on its own page)
• Abstract
• Introduction for your topic. Also, include a few major statistics about related threats
• What are the top 3 concerns about your topic and why?
• What are your proposed countermeasures to solve the problem?
• Summary
Need 8 References with Citations
Each of the above bullet points should have their own paragraph with substantial detail provided. (not including the references section) Please use proper APA and a minimum of eight unique scholarly references will be needed. Please add a title page to this assignment with the names of all of the group members and the Group Number and provide a final summary Each group will complete an 8-10-page double spaced paper (max 12-point font) that will contain the following: •
SECURITY
OUTLINE
ABSTRACT (4-6 sentences)
· A brief summary of a research article
· Understand the purpose of the paper
INTRODUCTION (1-2)
· Introduce the topic
· Data Base Securities, for example (what is it)
· Define the topic
· References that defines your topic
· Define what the paper is about (your topic with security) and the general problem (not specific here, just general)
ISSUES (3-4 pages)
· Concern 1 and why (Ex. Data Breaches
· Concern 2 and why (Ex. Data Corruption and/or loss
· Concern 3 and why (Ex. Stolen Database Backups
· Add your statistics with concerns or separate
COUNTERMEASURES (2-4 pages)
· How do we address it (Countermeasures, fix, eliminate it, remove it, slow it down)
· How do you address Concern 1
· How do you address Concern 2
· How do you address Concern 3
SUMMARY
Summary (half page)
· A concise restatement of what you just wrote
· Re-introduce the topic
· Brief summary of the concern or concerns
· Brief update of how the overall problem can be solved
· What knowledge has the reader now acquired
REFERENCES
· References (minimum 8 references) with matching in-text citations
BUS407 Week 9 Scenario Script: Additional Training
Slide #
Scene/Interaction
Narration
Slide 1
Scene 1 / Taormina Conference Room
(Talking to the student)
Deborah: Hello!
Last week, we reviewed the importance of evaluating training programs and we reviewed the steps of the evaluation process.
We also understood how important it is to evaluate the process data and the outcome data. During the past eight weeks, we have covered the steps of the training design process.
Using the training process model, we have successfully created a training program for Taormina’s call center employees. Creating this training program for the call center is a great short-term plan. However, the company will need many other training programs in the long-term.
Today, we will review five key areas of organizational training. These areas are orientation training, diversity train ...
Performance Management for HR Practitioners - Week 3
How do you reach an agreement with between a supervisor and an employee? How do do you document and track progress toward performance goals? This presentation focuses on the communication skills required to effectively assist supervisors to engage in better performance management techniques.
Desperate Need to Reinvent the L&D professional in Australia – Learning Cafe ...
The L&D profession is facing stress in Australia bought about reduced budgets, outsourcing, increased speed of business and the impact of technology. This is being reflected in the changing quality and quantity of L&D jobs and career paths available. We cogitate on the skills needed to ensure L&D professionals keep themselves in demand including digital and business skills. We discuss the options and alternative career options and pathways for L&D professions.
Interview Research and Preparation communicate your brandLate.docx
Interview Research and Preparation: communicate your brand
Late assignments are not accepted
Introduction Once your brand is created, you need to communicate it in writing and verbally. An interview is a prime example of verbally communicating your brand to the employer you are following. In this assignment, compose responses to some popular first interview questions. The effort it takes to consider and formulate responses, and then compose them, pays off in our ability to articulate them clearly in a face-to-face interview.
Directions
1. Reflect upon and apply what you learned about researching a company in weeks two and three of class.
2. Drawing from the information you have researched through business databases, company websites, and other resources, you will compose informed, branded responses to the first round interview questions listed below. (Questions 1 through 11 replicate the questions you will respond to for the Mock Interview assignment).
3. Use the tips located under each question as you consider and compose your responses for the company and job vacancy you submitted the first week of class.
4. Once completed and proofread, you will submit the Microsoft Word document in the Blackboard Assignment Drop Box by Sunday, February 5, 11:59 p.m.
Ensure that you observe the Blackboard verification for submission. An assignment that you think was submitted, yet is not in the Grade Center, will not be considered. Take a screen shot of the verification message and save it to ensure there are no questions regarding the validity of the submission.
Interview Research and Preparation Questions (55 points—5 points for each response)
Compose written responses to the questions below as if you were interviewing for the position you selected for your Job Vacancy assignment. Each response will be given a value of 0 through 5 points (0-2=Needs Improvement, 3-4=Acceptable, 5=Excellent). Please be specific, not general! Use the Sample Submission on pages 3 through 6 as a guide.
1. Tell me about yourself.
· This introduces you to the employer and allows him or her to see the potential fit between brands.
· Consider your motivation for pursuing the company and how your brand aligns with its.
· Focus on the skills that you possess that you know are required.
· Remember to use “SEAT:”
· Skills
· Examples
· Achievements
· Tie it back to employer
2. What most interests you about working for this company?
· This question can go many ways emanating from personal desire to facts and financials. Prepare to respond in a manner that presents you as a knowledgeable, qualified, valued candidate.
· Access Carlson Library Business Databases including Business Insights Global and Business Source Complete
· What are the strengths or opportunities of the company?
· What do you like about the product or industry?
· What is appealing about the size of the company?
· What is appealing about the location of the company?
· Why this company and not one.
CGC Career Day 25-Sep-2011
“Career Day” event is important for young graduates they will get a chance to hear and know from industry experts about the industry expectation more inclined towards recruitment’s. Event also gives an opportunity to hear speakers from senior Management, Professional Trainers, HR Managers and Experiences professional from across verticals.
BUS310ASSIGNMENTImagine that you work for a company with an ag.docx
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
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
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.
More Related Content
Similar to BUS 340 Week 5BUS 340 Business CommunicationsWee.docx
Week 4 Assignment 1 Team Outline ExerciseDue Monday by 1.docx
Week 4 Assignment 1: Team Outline Exercise
Due Monday by 1:59am Points 25 Submitting a file upload
Submit Assignment
Required Resources
Read/review the following resources for this activity:
Instructions
This week, you will have an opportunity to work in a team and to put into practice many of the communication
strategies about which we are learning. Your instructor has already assigned you to a group of team members.
You need to solve a communication business problem outline together by the end of the week. Remember,
what makes a group a team is a shared common goal, and this team will be no exception. In this case, your
shared goal is to create and deliver an A+ solution to a communication business outline.
The following is a list of ideas that were brainstormed in a meeting with your company employees. The
company needs to include all these ideas in an all-company presentation, but the list is very disorganized right
now. What would be the best way to sort these ideas into some sequence of main points with sub points?
Hints
Discuss
With your assigned team, unscramble the following statements to create a logical outline for an upcoming
business presentation. Use standard outline format as described in your textbook.
Textbook: Chapter 8, 11
Lesson
There are 3 main points, and the rest are sub points.
There is no introduction or conclusion.
Use your Group Home Page to converse.
!
11/19/19, 1:52 PM
Page 1 of 4
All team members must collaborate and submit the same version of the outline.
As part of your individual submission, reflect on the group process. Was there miscommunication? Were there
any listening barriers? How did the group handle it?
Writing Requirements (APA format)
Grading
This activity will be graded based on the W4 Team Outline Grading Rubric.
Course Outcomes (CO): 2, 3, 5, 8
Due Date: By 11:59 p.m. MT on Sunday
1. Ensure that the language is used correctly.
2. Speaker credibility influences how listeners feel about the speaker.
3. Character is the quality of being honest, trustworthy, and showing goodwill.
4. Deliver the speech with confidence.
5. Credibility is an extremely important factor in determining speaker effectiveness.
6. Connect the audience to the topic.
7. Practice your delivery.
8. Verbally cite personal subject knowledge.
9. Present error-free written materials.
10. Credibility has three primary characteristics: the three Cs.
11. Ensure that typographical errors are eliminated.
12. Charisma is the quality of being assertive, confident, and enthusiastic.
13. Speaker credibility influences the listener's ability to learn or to believe.
14. Demonstrate expertise.
15. Verbally cite expert sources.
16. Connect yourself to the topic.
17. Plan your delivery.
18. Ensure that facts are correct.
19. Competence is the quality of being an expert and being intelligent.
20. Connect with the audience on a personal level.
21. Establish common ground.
22. Credibility is established in four ways.
1 ...
Course SyllabusCourse DescriptionPresents the fundamen.docx
Course Syllabus
Course Description
Presents the fundamentals of business principles and practices. Business strategies emphasized are decision-making and
planning, teamwork, technology, and communication. Topics include analysis of the business environment, starting a new
business, managing business and employees, marketing, accounting, and finance.
Course Textbook(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Identify basic business concepts.
2. Examine the different environments in which businesses operate, to include social, technological, economic, legal,
and market.
3. Explain management functions of planning, organizing, leading, and controlling.
4. Identify the basic principles of marketing.
5. Determine the function and role of human resources, including key aspects of human resource management.
6. Discuss the importance of ethics and social responsibility in business.
7. Evaluate concepts associated with entrepreneurship.
8. Explain how outsourcing, offshoring, and foreign entities affect the operation of businesses in the United States.
Credits
Upon completion of this course, the students will earn 3 hours of college credit.
Course Structure
1. Study Guide: Course units contain a Study Guide that provide students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material.
4. Reading Assignments: Units contain Reading Assignments from one or more chapters from the textbook and/or
outside resources.
5. Suggested Reading: Suggested Readings are listed within the Study Guide. Students are encouraged to read the
resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.
6. Discussion Boards: Discussion Boards are part of all CSU Term courses. More information and specifications can
be found in the Student Resources link listed in the Course Menu bar.
7. Unit Quizzes: This course contains Unit Quizzes. It is suggested that the quizzes be completed before students
complete the Unit Assessments. Quizzes are used to give students quick feedback on their understanding of the unit
material.
8. Unit Assessments: This course contains Unit Assessments, which test student knowledge on important aspects of
the course. These tests may come in many different forms, ranging from multiple choice to written response
questions.
9. Unit Assignments: Students are required to submit for grading Unit Assignments. Specific information and
instructions regarding these assignments are provided below. Grading rubrics are included with each assignment.
Specific information about a.
948 PM (CDT)Privacy Statement Terms and Conditions Contac.docx
9:48 PM (CDT)
Privacy Statement Terms and Conditions Contact Us
© 2015 American InterContinental University.
All Rights Reserved. Authorized Users Only.
Unit 5 - Discussion Board
Assignment Details
Assignment Description
The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor
to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by
responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of
the contribution to the discussion.
At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least
two other posts from students. The first contribution must be posted before midnight (Central Time) on Wednesday of each week. Two additional responses are required after
Wednesday of each week. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class
attendance and participation.
The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is
not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.
What competencies were you able to develop in researching and writing the Comprehensive Project that is due in Unit 5? How did you leverage feedback from your peers in
the Discussion Boards for Units 1–4 in completing the project? How will these competencies and knowledge support your career advancement in management?
In your own words, please post a response to the Discussion Board and comment on other postings. You will be graded on the quality of your postings.
Your assignment will be graded in accordance with the following criteria. Click here to view the grading rubric.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Reading Assignment
Assignment Objectives
Construct and manage successfully conceptualized business ventures
Other Information
There is no additional information to display at this time.
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Extra Credit View Assignment Rubric
Assignment Details
Assignment Description
The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor
to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by
responding to posts created by others throughout the we.
Stephanie Fernandez-Cruz posted· · What are you good at- a.docx
Stephanie Fernandez-Cruz posted
·
· What are you good at?- am very good at using good personal judgement and decision implementation. I can take a situation and make a decision for an effective alternative route.
· What do you need to improve? I need to work on not second guessing my self. This causes me to have uncertainty.
· What do you enjoy doing? I enjoy making a difference in a positive way. I like feeling involved in important decisions.
· What are some of the things that you find unpleasant? I don't like dealing with conflict. It is hard for me to make decisions that can negatively impact others.
· Give examples that support your ideas for each statement. when I worked with United healthcare's training department I discovered much about what I was good at and what I was not good at. I was tasked to make group decisions on how to improved the training material and process. I was also faced with walking trainees in not so pleasant processes such as QA.
· Identify career opportunities and threat by researching (cite them) job prospects in the industry you’re interested in. The biggest threat I found in my research would be technology.
Sierra Defrancisco- posted
What are you good at? Within the workplace I am good at staying on task and focused. I am good at following directions given and helping out others that are confused or overwhelmed. I have always been good at following directions which has helped me to learn so many new things about cooking in the kitchen.
What do you need to improve? I can improve on multitasking, working quickly and efficiently, and striving to move up in the workplace. I talk quite a lot and I find it hard to talk to the servers and work at the same time so i need to find the happy medium.
What do you enjoy doing? I enjoy helping others, completing tasks from start to finish, and bettering the environment around me any way possible. Every time I come into work I create a to do list and it is very satisfying being able to cross stuff off of the list.
What are some of the things that you find unpleasant? I don't like drama, a dirty workplace, liars within the workplace, and cheaters. The kitchen that I work in can get very dirty sometimes and a dirty workplace leads to messy products.
There are career opportunities as a cake decorator or assistant bakery manager at a company called Nothing Bundt Cakes. This business has been open for a while and they do wedding and party cakes. This could possibly be competition for the bakery I am looking at opening. There are also positions available at Sam's club, Walmart, and Panera. Nothing Bundt Cakes would be the most competition for the bakery.
MGT 301: Principles of Management
Course Description:
It is an introduction in management as a discipline and a process. Major topics include the evolution
and scope of management, decision-making, planning and strategy, organizing and staffing, leading
and control and change. The importance of .
Performance Management for HR Practitioners - Week 2 Webinar
What is the difference between coaching and counseling? How can you better provide feedback? This presentation focuses on the communication skills required to effectively use performance management.
Running head How to succeed in College13How to succee
Running head: How to succeed in College 1
3
How to succeed in College
How to succeed in College
Latonya Louden
Dr. Horner
05/05/2019
How to succeed in College
Topic: How to Succeed in College
Introduction – Striving for success without hard work is like trying to harvest where you haven’t planted. – David BlyI never thought that in my forty’s that I would be about to graduate from college, never in a million years would I have dreamed this.
Thesis Statement - I decided to enroll back in college about three months prior to my son was about to graduate from high school, it was my goal to complete what I started many years ago.
I. First Main Point – Personal Reasons
A. It has always in a goal of minds to earn a college degree, so I first decided to go for nursing degree, so I did some research on where to get started with a nursing career.
B. And that led me to become a nursing assistant in a skilled nursing home. I would be able to help take care of people directly. Which I loved to do.
A certified nursing assistant (CNA) provides varying levels of care and support to physically and/or mentally disabled individuals who are unable to care for themselves. CNAs care for patients of all ages in hospitals, inpatient mental health facilities, and clinics. Some certified nurse assistants are employed by a patient’s family and make in-home visits, where they physically care for the patient and provide companionship. Many CNAs are employed at nursing homes and assisted living facilities for the elderly.
These workers fill an important and necessary role in society. Without the help of CNAs, many patients would not receive the physical and mental care they need and deserve. A career as a certified nursing assistant invites both challenges and rewards. As the baby-boomer generation ages, CNAs should be in greater demand; the Bureau of Labor Statistics projects the number of these workers to increase by 11% between 2016 and 2026. The median annual CNA salary is around $29,000, and certified nurse assistants employed by the government earn almost $34,000 a year.
C. So I spoke with my adviser on the college campus that I was about to attend for my nursing classes, I wanted to know how to get help with classes that I might struggle in and what was the passing rates with students entering this program.
II. Second Main Point – Financial Reasons
A. I didn’t want to struggle all of my life as I had watched other people around me as teenager, I wanted to be comfortable with a stable career.
B. So after having my son while I was in my last year of high school, I knew that financially I need to make some stable money to take care of the both of us.
C. And I knew that I wanted to travel the world, so this career financially would help me achieve that goal.
III. Third Main Point – Emotional Reasons
A. being able to show my child that life comes with ups and downs but long as you got family an friends there to support you in any way, that you c ...
Throughout the course, you have learned a wide array of business con.docx
Throughout the course, you have learned a wide array of business concepts and theories. This assignment is designed to have you demonstrate knowledge of the material learned in the course applying concepts and theories to a case scenario.
Outcomes Met With This Assignment:
After completing this course, you should be able to:
identify the critical business functions and how they interact in order to position the organization to be effective in the current business environment
explain the importance of the integration of individuals and systems to organizational effectiveness
describe the ethical and social responsibilities that confront a business
Assignment Instructions:
This assignment is the second of two assignments. In this paper, you will analyze and discuss small business growth in terms of growth strategy, business forms, short and medium term goals, financing assistance, organizational structure and staffing needs, customers and promotion, and ethics and social responsibility. You will apply business and management concepts learned throughout the course to the case scenario provided.
Step 1: Preparation for Writing the Assignment
Before you begin writing the paper, you will read the following requirements that will help you meet the writing and APA requirements. Not reading this information will lead to a lower grade:
Review “How to Analyze a Case Study” under Week 4 Content. You will use the facts from the case scenario focusing on using this information to determine opportunities and solve problems.
Read the grading rubric for the assignment. Use the grading rubric while writing the paper to ensure all requirements are met that will lead to the highest possible grade.
In writing this assignment, you will read and following these tasks:
Task 1: Third person writing is required. Third person means that there are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or your” (second person writing). If uncertain how to write in the third person, view this link:
http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person
.
Task 2: Contractions are not used in business writing, so DO NOT use contractions in writing this assignment.
Task 3: You are expected to paraphrase and are NOT to use direct quotes. You are expected to paraphrase, which can be learned by reviewing this link:
https://writing.wisc.edu/Handbook/QPA_paraphrase2.html
.
Task 4: You are responsible for APA only for in-text citations and a reference list.
Task 5: You are expected to use the facts from the case scenario paired with the weekly courses readings to develop the analysis and support the reasoning.
No more than two (2) external resources can be used in completing the assignment.
The expectation is that you provide a robust use of the course readings. If any material is used from a source document, it must be cited and referenced. A reference within a reference list cann ...
I attached another student post powerpoint.Response GuidelinesRe.docx
I attached another student post powerpoint.
Response Guidelines
Review the posts of your peers and respond to one of them. Address the items they would like you to focus on, but make sure your feedback considers both the content of the material and its presentation. Tell them what you liked about the presentation. Make a suggestion or two for improvement. The thoughtful feedback you give your peers will not only help them improve their work but will also provide you with insights about your own work.
This is the information:
THE ETHICAL DILEMMA SPYING ON UNILEVER INTRODUCTION In Business Ethics as a Rational Choice, John Hooker cited a case study to analyze rational choice based on an issue with espionage. In 2001, John Pepper, Chairman of the Board at
Procter
and Gamble, found out that some of his contractors were spying on
Unilever
, one of his competitors. Information they found was also in the business media a day before, he discovered. Was this ethical, based on generalizable, utilitarian, and virtue ethics? Was it GENERALIZABLE? Generalizable means there must be a reason behind an action, and the action is justified for everyone (p.7). Was it utilitarian? Utilitarian analysis states that the rational choice must maximize utility (p. 6). The marketing professionals did not have to search in the trash for information since the day before they did it, similar information was already in the media. Therefore their actions were unjustifiable. no: it was not generalizable Was it virtue ethics? Virtue ethics must be consistent with broad cultural acceptable behaviors Conclusion P &G's espionage activity did not pass the code of ethics test, since it needed to pass all three to be considered rationally ethical. Therefore, John Pepper's reactions to the issue was valid and justified. Their actions failed in the generalization, utilitarian, and virtue ethics tests. The net usage of the information they found in the trash did not surpass the information found in the news, because it was the same exact information. Therefore it was useless of them to go into the trash in search of secrets. no: it was not utilitarian It is unacceptable in our culture to have our professionals diving into dumpsters to spy on other firms in order to get ahead. Especially after the information was aired in the media, why was this company conducting this espionage. no: it was not virtue ethical References Hooker, J. (2011). Business ethics as rational choice. Upper Saddle River, NJ: Pearson Education.
OK
Study Information:
·
Program Skill Assessments
Activity Context
This study helps you develop the skills to master the following course competency:
Communicate in a manner that is professional and consistent with expectations for members of the business professions.
Activity Instructions
Two key competencies that will help you throughout your academic program and business career are the abilities to communicate effectively in writing and to work accurately an.
Topic- Data Base Securities8-10 - page double spaced paper (ma.docx
Topic:- Data Base Securities
8-10 - page double spaced paper (max 12-point font) that will contain the following: Please Check the page 2 how to divide the Sub Topics length
• Cover Page
• Outline (on its own page)
• Abstract
• Introduction for your topic. Also, include a few major statistics about related threats
• What are the top 3 concerns about your topic and why?
• What are your proposed countermeasures to solve the problem?
• Summary
Need 8 References with Citations
Each of the above bullet points should have their own paragraph with substantial detail provided. (not including the references section) Please use proper APA and a minimum of eight unique scholarly references will be needed. Please add a title page to this assignment with the names of all of the group members and the Group Number and provide a final summary Each group will complete an 8-10-page double spaced paper (max 12-point font) that will contain the following: •
SECURITY
OUTLINE
ABSTRACT (4-6 sentences)
· A brief summary of a research article
· Understand the purpose of the paper
INTRODUCTION (1-2)
· Introduce the topic
· Data Base Securities, for example (what is it)
· Define the topic
· References that defines your topic
· Define what the paper is about (your topic with security) and the general problem (not specific here, just general)
ISSUES (3-4 pages)
· Concern 1 and why (Ex. Data Breaches
· Concern 2 and why (Ex. Data Corruption and/or loss
· Concern 3 and why (Ex. Stolen Database Backups
· Add your statistics with concerns or separate
COUNTERMEASURES (2-4 pages)
· How do we address it (Countermeasures, fix, eliminate it, remove it, slow it down)
· How do you address Concern 1
· How do you address Concern 2
· How do you address Concern 3
SUMMARY
Summary (half page)
· A concise restatement of what you just wrote
· Re-introduce the topic
· Brief summary of the concern or concerns
· Brief update of how the overall problem can be solved
· What knowledge has the reader now acquired
REFERENCES
· References (minimum 8 references) with matching in-text citations
BUS407 Week 9 Scenario Script: Additional Training
Slide #
Scene/Interaction
Narration
Slide 1
Scene 1 / Taormina Conference Room
(Talking to the student)
Deborah: Hello!
Last week, we reviewed the importance of evaluating training programs and we reviewed the steps of the evaluation process.
We also understood how important it is to evaluate the process data and the outcome data. During the past eight weeks, we have covered the steps of the training design process.
Using the training process model, we have successfully created a training program for Taormina’s call center employees. Creating this training program for the call center is a great short-term plan. However, the company will need many other training programs in the long-term.
Today, we will review five key areas of organizational training. These areas are orientation training, diversity train ...
Performance Management for HR Practitioners - Week 3
How do you reach an agreement with between a supervisor and an employee? How do do you document and track progress toward performance goals? This presentation focuses on the communication skills required to effectively assist supervisors to engage in better performance management techniques.
Desperate Need to Reinvent the L&D professional in Australia – Learning Cafe ...
The L&D profession is facing stress in Australia bought about reduced budgets, outsourcing, increased speed of business and the impact of technology. This is being reflected in the changing quality and quantity of L&D jobs and career paths available. We cogitate on the skills needed to ensure L&D professionals keep themselves in demand including digital and business skills. We discuss the options and alternative career options and pathways for L&D professions.
Interview Research and Preparation communicate your brandLate.docx
Interview Research and Preparation: communicate your brand
Late assignments are not accepted
Introduction Once your brand is created, you need to communicate it in writing and verbally. An interview is a prime example of verbally communicating your brand to the employer you are following. In this assignment, compose responses to some popular first interview questions. The effort it takes to consider and formulate responses, and then compose them, pays off in our ability to articulate them clearly in a face-to-face interview.
Directions
1. Reflect upon and apply what you learned about researching a company in weeks two and three of class.
2. Drawing from the information you have researched through business databases, company websites, and other resources, you will compose informed, branded responses to the first round interview questions listed below. (Questions 1 through 11 replicate the questions you will respond to for the Mock Interview assignment).
3. Use the tips located under each question as you consider and compose your responses for the company and job vacancy you submitted the first week of class.
4. Once completed and proofread, you will submit the Microsoft Word document in the Blackboard Assignment Drop Box by Sunday, February 5, 11:59 p.m.
Ensure that you observe the Blackboard verification for submission. An assignment that you think was submitted, yet is not in the Grade Center, will not be considered. Take a screen shot of the verification message and save it to ensure there are no questions regarding the validity of the submission.
Interview Research and Preparation Questions (55 points—5 points for each response)
Compose written responses to the questions below as if you were interviewing for the position you selected for your Job Vacancy assignment. Each response will be given a value of 0 through 5 points (0-2=Needs Improvement, 3-4=Acceptable, 5=Excellent). Please be specific, not general! Use the Sample Submission on pages 3 through 6 as a guide.
1. Tell me about yourself.
· This introduces you to the employer and allows him or her to see the potential fit between brands.
· Consider your motivation for pursuing the company and how your brand aligns with its.
· Focus on the skills that you possess that you know are required.
· Remember to use “SEAT:”
· Skills
· Examples
· Achievements
· Tie it back to employer
2. What most interests you about working for this company?
· This question can go many ways emanating from personal desire to facts and financials. Prepare to respond in a manner that presents you as a knowledgeable, qualified, valued candidate.
· Access Carlson Library Business Databases including Business Insights Global and Business Source Complete
· What are the strengths or opportunities of the company?
· What do you like about the product or industry?
· What is appealing about the size of the company?
· What is appealing about the location of the company?
· Why this company and not one.
CGC Career Day 25-Sep-2011
“Career Day” event is important for young graduates they will get a chance to hear and know from industry experts about the industry expectation more inclined towards recruitment’s. Event also gives an opportunity to hear speakers from senior Management, Professional Trainers, HR Managers and Experiences professional from across verticals.
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948 PM (CDT)Privacy Statement Terms and Conditions Contac.docx
948 PM (CDT)Privacy Statement Terms and Conditions Contac.docx
Stephanie Fernandez-Cruz posted· · What are you good at- a.docx
Stephanie Fernandez-Cruz posted· · What are you good at- a.docx
Performance Management for HR Practitioners - Week 2 Webinar
Performance Management for HR Practitioners - Week 2 Webinar
Running head How to succeed in College13How to succee
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Throughout the course, you have learned a wide array of business con.docx
Throughout the course, you have learned a wide array of business con.docx
I attached another student post powerpoint.Response GuidelinesRe.docx
I attached another student post powerpoint.Response GuidelinesRe.docx
Topic- Data Base Securities8-10 - page double spaced paper (ma.docx
Topic- Data Base Securities8-10 - page double spaced paper (ma.docx
Performance Management for HR Practitioners - Week 3
Performance Management for HR Practitioners - Week 3
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BUS310ASSIGNMENTImagine that you work for a company with an ag.docx
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
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
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
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
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
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
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
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.docxBUS301 Writing Ru.docx
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
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
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
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
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
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
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
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
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
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
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
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.
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- 1. 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.
- 2. 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).
- 3. 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
- 4. 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 presentationsSame 3-Step Process as Written PresentationsWhen creating and delivering oral presentations, analyzing the situation means we have committed to determining our specific audience, their specific needs, and our specific message (Bovee & Thill, 2013). As we gather information, it becomes critical that our research skills are fine-tuned. Our main idea needs to be clearly defined by limiting our scope. Another fundamental aspect to oral presentations is the use of examples as evidence. This can be in the form of data, statistics, and/ or other professionals published material. The goal is to defend our assertion using credible sources.
- 5. Week 5 Reference: Bovee, C. L. & Thill, J. V. (2016). Business communication today (13th ed.). Failure to build a strong relationship with our audience by neglecting attention to proving our integrity will result in a demise of credibility. Once that has been depleted, it is extremely difficult to regain. Week 5 10 According to Bovee and Thill (2016), as a standard rule, we should allot approximately 50% of our time to planning, another 25% to writing, and the last 25% to completely. This is fairly consistent in the business world, as planning projects requires approximately 80% of our time and the latter 20% is dedicated to execution. . Week 5 Reference: Bovee, C. L. & Thill, J. V. (2016). Business communication today (13th ed.).
- 6. 11 Situations like the one presented in DQ #1 aren’t uncommon in the business world, so what we have covered in class will serve you very well. I highly recommend reflecting on the core topics of what we’ve covered throughout class to help formulate your response. For our second DQ this week, when responding to each of the questions listed in the discussion question requirements, be sure to cite the information you’ve retrieved from Chapter 16. This is also an ideal situation to share some of the research you’ve conducted to further strengthen your response. Week 5 Tips for Discussion questions 12 Lakshmi, B. (2014). Leadership ethics in today’s world: Key issues and perspectives. ASCI Journal of Management, 44(1), 66-72. Tips for Final Project Consider the importance of creating an outline based on the assignment’s detailed requirements Each of the points made in the assignment’s requirements are areas that should be elaborated upon Use level headings to ensure organization Refer to Chapter 5 and take advantage of the notes you’ve
- 7. acquired throughout class Be sure to stay within 10% of the assignment six-eight pages The title page and reference page are not included in this page count requirement Submit your work to the Writing Center prior to submitting for a grade! Once you’ve submitted your assignment, double check to make sure it is there, that it can be opened, and that there aren’t any glitches in the system Remember that assignments submitted after class has officially concluded are ineligible for grading Week 5 Required reading Bovee, C. L. & Thill, J. V. (2016). Business communication today (13th ed.). Retrieved from https://content.ashford.edu/ 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).
- 8. Week 5 Week 3 MISCELLENAEOUs tips Please note that as instructors, we must adhere to the late policy. If you have an emergency, the burden of responsibility falls on your shoulders to contact your instructor prior to any given due date. In most cases you will be offered an extension Keep in contact with your academic advisor. He or she is also committed to your success and we work closely with academic advisors on behalf of our students Unless an assignment specifically states that using first person is acceptable, we only use third person in academic writing. Learn how to reword your sentences to remove the use of first and second person. This will also force a more formal writing tone Keep your APA Manual (6th ed) your best buddy throughout your entire degree program. While it’s impossible to learn and memorize everything, it’s extremely helpful as a resource guide Week 3 Greatest tips for Week 3 & Will serve you well throughout your educational journey If you aren’t already watching the Announcements, I highly recommend checking those daily. Anytime your professor posts an Announcement, it contains information that is either pertinent to the any given week, the class topic in general, or to
- 9. benefit you throughout your educational journey If you are noticing a gradual decline in your grades, but aren’t checking your feedback, you are likely missing extremely useful information. Information that can and will help correct the problem(s) that are causing a continuous decline in your grade Make your education a priority. Your employer will be expecting a higher level of knowledge and critical thinking abilities when you graduate. Show him or her how much you’ve gained through your degree program! AMAZING SUPPORT SYSTEM Listed under ‘Writing Center & Library’ are links to the following: TAKE ADVANTAGE OF AVAILABLE RESOURCES Listed under the email tab on the left hand menu is an icon similar to this. Click here for access to tech supports phone number, email, and chat options The Writing Center http://writingcenter.ashford.edu Any questions about the content you’ve developed? Formatting concerns?
- 10. APA questions? I highly recommend getting into the habit of submitting all work to the Writing Center prior to submitting for a grade. They will help you catch errors that will help you avoid running the risk of submitting erroneous errors in your written assignments 18 Any questions? Please post your questions in the Ask Your Instructor thread For question that are private, be sure to reserve those for email correspondence References Bovee, C. L. & Thill, J. V. (2016). Business communication today (13th ed.). Week 3 20