Lesson 9 Administrative Management Responses
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
Lesson 9 Administrative Management Responses
Lesson 9
(Respond with 150 words) Paula – In chapter nine of Principles of Management, talks about job specialization that is described by easy steps, high repetition, and low variety. Consequently, to maintain a good satisfying job experience in a company, employees should demonstrate their skills and abilities. Employees need to have compensation from their company and be flexible between life and work.
Making a difference by compensating employees and giving them flexible schedules will benefit an organization and workers will perform better. The job itself must present opportunities for achievement, recognition, progress, responsibility, and growth. Job enrichment is a kind of job redesign that causes significant increases in job satisfaction.
A common motivational technique is job enrichment in which worker has more authority and control to make decisions about their job. Also, job enrichment increases the number of tasks given to an employee and more self-management in their duties. For example, if a company decides to perform job enrichment with some of its employees, this will benefit the firm. Giving autonomy to employees will free them to focus more on their tasks than sending reports to the superior. The employee needs to feel valuable in order to be motivated to produce quality results. Therefore, employees will learn vertical loading skills for those cases where they do not need management’s approval.
In other words, workers need to have the same authority as managers to solve clients’ problems. This technique of job enrichment will benefit employees to learn skills that equip them for a higher position. Additionally, given more authority helps the employee provide an opportunity for psychological and mental growth in decision making.
(Respond with 150 words) Carolina – After reading the chapter, I am able to identify the three methods of job specialization. First, is job enrichment, which attempts to overcome the deficiencies in specialized work by increasing the number of tasks and giving authority and control to make meaningful decisions about the employee’s work (Williams, 2018).
Second is job enlargement, which increases the task an employee performs; finally, job rotation, which rotates employees from one specialized job to another to give them more variety and the opportunity to use different skills (Williams, 2018).
The reason I left my previous job was for the lack of job enrichment.I was capable of making some decisions, but I still had to check with the boss first before we could move forward with the transaction. Because of this, many closings got delayed at the pick of the market. Many people were disappointed by the way we handled things. I think managers have to get to know their employees a little better and figure out their strengths and weaknesses by studying and monitoring their employee’s performance. This way, managers can decide whether or not it is a good idea to increase the number of tasks, including the control of their outcomes (job enrichment) to the employee.
Lesson 10
(Respond with 150 words) Paula – A small number of people with shared purpose and mutual interest in goals achievements know as work teams. Working in teams improve skills, increase capabilities, and present quality work. On the other side, teams are not for everyone.
Some people like to work by themselves, while others are open to work and share with more people. We all have experienced the presence of having a lazy team member working on the same group. Social loafers can lead to distractions that impede team success.
I remember when I was at school, my teamwork was good enough to complete the task that was to paint a mural in two days. We were a group of four persons, and we ended up doing the job only three of us. One of my team members was more focused on taking selfies than painting the wall.
She was a slacker; she did not contribute to anything more than her presence. Finally, we finish the mural on time, and we all get a good grade. I could do better by telling my classmate to please help us, at least with a small part. However, I was so concentrated on finishing the task that I did not want to lose time creating conflict with my team. I did not feel good that we could not work in a team we were supposed to be, but the professor did not notice and was satisfied with our job.
(Respond with 150 words) Chrisnel – One time I recalled working with a slacker was last year from one of my business class we had to work on a big project which was about 50 percent of our final grades, and my partner would always claimed to be busy and making excuses for not working and participating on the project, so a week before the project was due I went to the professor and explained everything to her because it was the right things to, I spends my hard earn money for the class, as well works hard to do my best, so there was no way I was going to let a slacker messed my grades up. So after I talked to the professor I decided to work on the project by myself since my partner wasn’t reliable enough and I didn’t want to fail the class.
Looking back now I don’t know how I could have improved the team’s effectiveness because I tried everything that I wa suppose to, sometime it’s up to the other members/person to make the necessary changes enable to move forward, but since the slacker was not willing to try,I did what I thought was best for me at the end and move for I was forward like I was supposed to.
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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