Decision-making in the Workplace Stress and Procrastination Discussion
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Please respond to each of the six questions with a 3-5 sentence response.
1st Topic Situation
Dylan has been suffering from headaches and exhaustion. He recognizes the headaches and weariness are a result of stress after reflecting on recent activities. There seemed to be little time for relaxing with college and a job. Dylan realizes that something needs to change in his life or his physical symptoms will worsen. He schedules time to reevaluate his goals, establish a plan, and learn stress management strategies to assist him get through this difficult moment. Dylan soon felt more in charge of juggling school and work, and he discovered free time to unwind.Question 1: What additional stress symptoms could Dylan be experiencing?
Situation 2 (topic)
Grace has noticed that one of her coworkers, Zoey, has been irritable and gloomy lately. Grace decides to ask Zoey if anything is wrong because she is generally a cheerful coworker. When Grace pays a visit to Zoey, she discovers that she is being bullied at work. Zoey expresses to Grace how difficult this situation has been and how it is affecting her career and personal life. Zoey is encouraged by Grace to take action to end the harassment (presented in Chapter 12). Grace also offers some stress-relieving advice. Grace notes a nice improvement in Zoey after a few weeks. Dealing with the problem, as well as applying stress relievers, is assisting Zoey in regaining her happy self.Question 2: What advice would you provide to a buddy who appears to be under a lot of pressure?
Topic Situation 3 Jonelle was enrolled in a chemistry class where she was assigned a semester-long research project by the instructor. When the project was given to the students at the beginning of the semester, the instructor encouraged them to establish a plan and set dates for completing sections of the research throughout the semester in order to produce a high-quality project. Jonelle struggled with the content in class and put off completing the project. Unfortunately, Jonelle became engrossed in other courses, a job, and personal concerns as the semester progressed, delaying the research assignment. Jonelle felt increasingly stressed as she considered the project. Finally, the instructor reminded the class two weeks before the end of the semester that all research projects were due the day before the final. Jonelle realized she couldn’t study for her examinations and finish her research project at the same time. Because she gave up and did not even attempt to write the paper or take the final exam as a result of her procrastination, she became anxious and received a failing grade in the chemistry course. The inability to say no to coworkers, supervisors, or others is a final issue that adds to both stress and poor time management. Our goal at work is to be as productive as possible by putting our present workload first. We run the danger of sacrificing quality for quantity if we overcommit. When you’re short on time and someone asks you to help with a project, consider whether the project is related to your major job responsibilities. If you have the time and it is not your job, accept the new project if it does not interfere with your current ones. If you don’t have time and have more important things to do, decline the project. If your supervisor makes the request, gently tell him or her that you want to help whenever and wherever you can, but that you are presently working on another priority project and ask which one should take precedence. Because many supervisors are ignorant of an employee’s present workload, your goal is to explain your current priorities.Question 3: In this situation, what steps may Jonelle have taken to avoid procrastinate-nation?
Situation 4 (topic)
Briggs noted that everyone was dressed professionally when he arrived to the technology conference, and he was delighted to be dressed professionally as well. Briggs made sure to make eye contact, smile, and shake hands appropriately as he was presented to others. While networking, Briggs also acquired a large number of business cards. Throughout the meal, he was mindful of proper dining decorum. Briggs immediately sent a thank-you email to the management who asked him to the event the next day at work. Briggs’ manager called him at the end of the day to compliment him on his performance at the conference. Several coworkers had expressed their admiration for Briggs’ professionalism to his boss. Briggs found that doing some study and maintaining a professional demeanor were well worth the effort.Question 4: If you were attending a business conference, how would you dress and act appropriately?
Question 5: How Do You Think Like a Boss?
1. You’ll need to hire a cashier for your receptionist. What actions would you take to ensure that you hire the best individual for the job?
2. Why should you stress the necessity of personal financial management to your employees? What are some innovative approaches to this?Question 6: How Do You Think Like a Boss?
1. On a Monday morning, one of your employees arrives with a pierced tongue and purple hair. So, what are your options?
2. You’ve recently recruited a new employee who has no idea what proper business etiquette is. What actions would you take to teach your new employee how to conduct themselves professionally?
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 6th 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 6th 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 6th 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 6th 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 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th 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 6th edition paper. They 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 6th 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. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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