Business Applications, Analytical Decision Making and Problem Solving
In this assignment we take a little turn from what we’ve been working on so far this session in that it is necessary to take a look back at MGT301—5 SLP as the present course is conceptually linked to MGT301. You should recall attention given to building business analytical decision making, critical thinking and problem solving skills in MGT301.
Your capstone course BUS499, which will be taken during your final session, will also be conceptually linked to this course as well. In short, this strategic management course is a second in a series specically developed to assess your analytical decision making, critical thinking and problem solving skills. Your writing and essay delivery skills will also be assessed.
Assignment:In this assignment you are asked to prepare a final paper to prospective investors based on the work you have done to date in this course. In this course you have identified the major mission, vision and goals, you know the stakeholders, you looked at the organization from a SWOT perspective, and you know what challenges the company faces. What do investors need to know based on your analysis?
Also, please keep in mind that this SLP submission is the second in a series of three SLP submissions (which are administered in Module 5 of three core courses) and designed to assess your analytical decision making, critical thinking and problem solving skills. In order to assist you in understanding what is required in the present assignment, the following rubric has been developed. This rubric was developed to measure student success in meeting the BUS499 SLP 5 expectations related to business analytical decision making, critical thinking and problem solving. Note that your writing and delivery skills are also assessed. Rubrics for the other two courses are included in their respective written assignments.
|Organization||Demonstrates the ability to organize content logically, concisely, and in a manner appropriate to a paper given to investors.||There is no logical sequence of information. Paper is rambling and unfocused||Paper does not follow a logical sequence (jumps around in the paper).||Paper follows a logical sequence. There are some minor problems with topic transitions. Introduction and/or conclusion are not clear.||Paper follows a logical sequence with an effective introduction and conclusion. Each segment relates to others in a carefully planned framework.|
|Demonstrates the ability to support a central point or viewpoint throughout the paper—persuading investors that recommendations you present are vital to this organization’s future success.||Insufficient elaboration and/or support (e.g., summaries, listings) in the paper.||Limited elaboration and/or support in the paper.||Support with some specific details and elaboration in the paper.||Support through both specific details and elaboration apparent in the paper.|
|Content||Demonstrate the ability to address an identifiable purpose in the paper—the fact that these business recommendations are vital to this organization’s future success.||The purpose is not identified, is unclear, or inappropriate in the paper.||Purpose is occasionally unclear in the paper.||Clear purpose, but not consistently sustained throughout the paper.||Clear purpose sustained throughout the paper.|
|Demonstrates the ability to gather and sort information on a particular subject matter or topic.||Author does not have a grasp of information. Topic is poorly developed. Supporting materials are absent or vague. Trite ideas and/or unclear wording reflect a lack of understanding of topic.||Author seems uncomfortable with information. Topic is evident but with little or no elaboration.||Author seems comfortable with the information. Topic is evident with some supporting details.||A demonstrates full knowledge of the topic with explanation and elaboration. The topic is well developed, effectively supported, and appropriate for the assignment. Critical thinking is clearly and creatively expressed.|
|Adaption to Audience||Demonstrate the ability to present information to varying audiences in such a way that the information is meaningful to that group.||Doesn’t respond to the needs of the audience.||Limited sense of the needs of the audience.||Addresses the needs of the audience.||Effectively addresses the needs of the audience.|
|Delivery||Demonstrate the Ability to use data and graphs effectively in the paper.||Data and graphs are poorly prepared or used inappropriately. Too much material is included or unimportant information is highlighted.||Data and graphs could be improved. There are no significant errors, but adds little to the paper.||Data and graphs are articulated clearly, but not engaging.||Data and graphs are easy to read, attractive, informative and error free. Communication aids greatly enhance the paper. Excellent integration of communication aids.|
|Demonstrate the ability to use appropriate word choice and grammar in paper.||There are many sentences with grammatical errors. Some sentences are incomplete/halting, and/or vocabulary is somewhat limited or inappropriate. Presenter mumbles and mispronounces several terms.||There are a few sentences that are complete and grammatical. Word choice is not always appropriate for paper. Presenter mispronounces some terms.||Sentences are generally complete and grammatical, and they flow together easily. With a few exceptions, words are chosen for their precise meaning. Presenter pronounces most terms correctly.||All sentences are complete and grammatical, and they flow together easily. Words are chosen for their precise meaning. Word choice illustrates grasp of content and enhances paper. All terms are pronounced correctly and precisely.|
|Demonstrates the ability to make an effective paper that is free from bias (e.g. sexism, racism, ageism, heterosexism, etc).||Written language is inappropriate and exhibits bias. Uses clichés, slang, jargon, racist, or sexist language. Some listeners may be offended.||Written language is free from bias with one or two minor exceptions.||Written language has no apparent bias. There is some inappropriate language.||Written language is completely free from bias.|
For guidance on writing papers, citing sources, proper referencing, and so forth, visit Trident’sStudent Guide to Writing a High-Quality Academic Paper.
SLP Assignment Expectations
In this paper, your ability to think critically and provide insightful analysis is the key. You do not want to just “rubber stamp” the organization and say they are doing great, but you want to identify specific areas where they fall short as well as where they do very well. Remember to organize your paper for clarity and document any outside resources.
This paper should include:
An introduction stating the thesis, position, or central theme you plan to take in your paper, a main body discussing focusing on the key assignment specifications, and a conclusion concisely stating the main points of your analysis and the conclusions you reached.
Be sure to document your sources and provide in-text citations whenever you use information you obtained from a background reading or other outside source, as well as a separate reference list at the end of the paper. You may use footnotes instead, if you prefer, but youmustdocument where you got the information you are using in your papers!
The following criteria will also be used to assess your paper:
1. Precision: Does the paper address the question(s) or task(s)?
2. Breadth: Is the full breadth of the subject (i.e., all the keys to the assignment) addressed?
3. Depth: Does the paper/report address all elements of the topic in sufficient depth? Does it include and apply the background readings and other background resources? Are they included as references?
4. Critical thinking: Are the concepts of this module applied accurately, logically, and relevantly?
5. Organization: Is the paper organized in a coherent and systematic manner? Are headings included in all papers longer than 2 pages?
6. Clarity: Is the writing clear and are the concepts articulated properly? Are paraphrasing and synthesis of concepts the primary means of response to the questions, or are thoughts conveyed through excessive use of quotations?