BUS101 Case 4 Strategic Planning Oral Presentation Essay

April 18, 2020

BUS101 Case 4 Strategic Planning Oral Presentation Essay

Order ID 53563633773

Type Essay

Writer Level Masters

Style APA

Sources/References 4

Language English

Pages 5-10 pages

Description/Paper Instructions

STRATEGIC PLANNING, ORAL PRESENTATION, AND CAGE ANALYSIS

Assignment Overview

Jack Devereux is a manager for Company XYZ. He has been with the company for about seven years and was recruited from Company XYZ’s main competitor. Jack is a forward-thinking individual and wants to figure out ways to help retain “star” employees. He is noticing that many of his better employees have left the company because of better job offers. He decides that it is time to have a serious conversation with his employees.

After holding a town hall meeting with his employees, he learns that employees feel that they are being micro-managed and that they are being overworked. One employee mentions that she does not agree with the “zero tolerance for cyberloafing” policy and that several of her colleagues left this company because of this unnecessary policy. Cyberloafing is a term used to describe the actions of employees who use their Internet access at work for personal use while pretending to do legitimate work. Jack didn’t think his “zero tolerance for cyberloafing” policy was such a bad idea when it was first implemented a year ago. After the meeting, Jack shares the newly revealed information with the CEO who asks him to consider revisiting the policy. Jack is hesitant about revising the policy for a number of reasons.

Jack decides to call his old college Business Professor and discuss this issue affecting retention levels. His old college professor is disappointed with the zero tolerance for cyberloafing policy. He explains, “Employees deserve some autonomy at work.” Jack thanks him for his time and decides to consider all feasible options.

Some specific articles on this topic to get you started:

Kim, K., Del Carmen Triana, M., Chung, K., & Oh, N. (2016). When Do Employees Cyberloaf? An Interactionist Perspective Examining Personality, Justice, and Empowerment. Human Resource Management, 55(6), 1041-1058. doi:10.1002/hrm.21699

Huma, Z., Hussain, S., Thurasamy, R., & Malik, M. I. (2017). Determinants of cyberloafing: A comparative study of a public and private sector organization. Internet Research, 27(1), 97-117. Retrieved from https://search-proquest-com.ezproxy.trident.edu/docview/1857362107?accountid=28844

Lim, V. K. G. (2002). The IT way of loafing on the job: Cyberloafing, neutralizing and organizational justice. Journal of Organizational Behavior, 23(5), 675-694. Retrieved from https://search-proquest-com.ezproxy.trident.edu/docview/224894847?accountid=28844

Case Assignment

Once you have finished reading about this topic and reviewing the background materials, please write a 2- to 3-page paper (either in essay format or Q & A format) addressing the following questions:

From an employee’s perspective, what are the pros and cons to cyberloafing while at work? From a management perspective, what are the pros and cons to cyberloafing while at work?

Should Jack consider revising the current policy? Should a policy be changed once it is implemented? Will he be sending mixed messages to his employees?

Should all policies be revisited from time to time to see if they are relevant and practical? If so, how often?

Do you agree that employees deserve some autonomy at work? Do you think retention levels will improve if employees have more autonomy? Justify your response.

If employees have time for cyberloafing, does that mean that they need more work to do? Should managers conduct a work flow analysis? What are some options?

As a future manager, discuss your internet-usage policy in detail so there is no confusion among the employees.

Be sure to support your arguments with references to the background readings and your research

RUBRIC

Quality of Response No Response Poor/Unsatisfactory Satisfactory Good Excellent

Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing.

Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6^th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6^th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6^th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6^th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment.

Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free.

Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6^th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6^th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6^th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6^th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.

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