In this assignment, you will use the scenarios from our Week 2 assignment as the basis for a block business letter in which you communicate bad news to the recipient. Note that this is an ongoing situation, and the recipient has previously requested a review via email, letter, or personal meeting with management. Refer to your textbook for clarity, writing mechanics, professional language, and style guidelines.
Instructions
Choose one of the professional scenarios outlined in this document:
Write a letter from the perspective of a company manager who must communicate the bad news to one of the characters in the scenario you selected.
Use the guidelines outlined in Chapter 7 “Delivering Bad-News Messages” in your BCOM text to help you structure your message, shape your language, select your content, and format your message.
Focus on clarity, writing mechanics, and professional language and style requirements.
Requirements
Content:
Address the communication issue from your chosen scenario.
Provide bad news from the company to the recipient.
Concentrate on the facts of the situation.
Use either the inductive or deductive approach to structure your message.
Address the current and past context of the situation considering your recipient has previously requested a review of the situation.
Include the proper introductory elements of the sender’s address, date, recipient’s address.
You may create any details necessary in the introductory elements to complete the assignment.
Provide an appropriate and professional greeting or salutation.
Format:
Your block business letter should follow the form of Model 7B. Developing the Components of a Bad-News Message example in the textbook:
Reveals subject of message and transitions into reasons.
Supports refusal with logical reasoning.
States refusal positively and clearly using complex sentences and positive language and ends with a forward-looking message to enhance goodwill.
Use single-space paragraphs and double-space between paragraphs.
ASSESSMENT BRIEF Subject Code and Name ACCT6001 Accounting Information Systems Assessment Assessment 3 – Case Study – Excel Individual/Group Individual Learning Outcomes (d) Apply technical knowledge and skills in creating information for the workplace using spreadsheets and relational databases (e) Communicate with IT professionals, stakeholders and user groups of information systems Weighting 25% Total Marks 100 marks Context: The spreadsheet is a powerful tool that has become entrenched in business processes worldwide. A working knowledge of Excel is a crucial skill for accountants. This assignment aims to assess the student’s ability to create spreadsheets. Students will be using raw data and summarising them in a user-friendly format to aid decision making. Students will need to recommend additional excel-based analysis that facilitates business decision making. Submission Instructions: Students need to submit their Excel Workbook which includes the analysis and recommendation sheet. The file should be provided in the following format: Student ID_ Student Name_ ACCT6001 Assessment 3.xlxs Example: 0009989t_Adam Smith_ACCT6001 Assessment 3.xlxs Eljay School A large Australian School has recently opened an online education division called Eljay. The school provides online education services to students from around the world. In an effort to improve the services offered to students, a job management system was developed to improve the responses provided to student queries. At the end of every week, a manager from the administration team archives an excel file that contains data about student queries for that week. The manager of the administration team believes that the data within this spreadsheet would be valuable for business decision making. However, employees within the team lack the technical knowledge to analyse and interpret this data. Subsequently, the manager is unsure how to utilise this data to gain insights on how to improve response times and outcomes for students. The administration team manager decided to hire you to assist in analysing and interpreting the data. The table below shows a data file that was archived containing information on student queries for one week. Table 1 Job Code Student ID Student Name Date Opened (d/mm/yyyy h:mm) Date Closed (d/mm/yyyy h:mm) Hours Charged Job Type Job Priority Job Status 0001 0009990t Charles Brody 01/08/2020 10:30:49 01/08/2020 12:30:49 2 IT Important Closed 0002 0001090t John Lucas 02/08/2020 15:23:26 02/08/2020 16:23:26 1 IT Normal Closed 0003 0009989t Adam Smith 02/08/2020 18:21:46 04/08/2020 16:20:23 1 Teaching Less Important Closed 0004 0001100t Maree Sarah 03/08/2020 09:36:21 05/08/2020 12:20:23 4 Teaching Normal Closed 0005 0009988t Eve Bonny 04/08/2020 12:24:20 6 Assessment Important Re Process 0006 0001120t Adelle Smith 04/08/2020 09:28:26 1 Assessment Less Important Open 0007 0009987t Jill Water 05/08/2020 11:30:33 3 Assessment Important In Process 0008 0001130t Jack Hill 06/08/2020 12:10:33 06/08/2020 14:30:33 2 Assessment Important Closed While only a small number of queries were received from students in the first week of the month, student queries are expected to go up over the remainder of the month. However, before getting actual data from the job management system in the coming weeks, Eljay school has asked you to explore the possible analyses that can be performed if using the current output. Eljay provided you with a document listing specific instructions on what you are expected to do in Excel. The instructions are listed below. Requirements (1) Open an Excel Workbook and name it as ‘Student ID_ Student Name_ ACCT6001 Assessment 3’ (i.e. 0009989t_Adam Smith_ACCT6001 Assessment 3). Create a worksheet labelled as ‘Job Data’. Make a table similar to the one above using hypothetical details for 50 students. The table should include the following columns: Job Code, Student ID, Student Name, Date Opened, Date Closed, Job Type, Job Priority, Job Status. In your hypothetical data, assume: a) all student queries were made by students located in Australia, b) at least 30 jobs that have a job status of “closed” c) at least one of each Job Status is included in the data set for each Job Type. For example, include at least: • “open”, “in process”, “re process”, and “closed” entries for “IT”, • “open”, “in process”, “re process”, and “closed” entries for “Teaching”, and • “open”, “in process”, “re process”, and “closed” entries for “Assessment” d) All queries are made between 01/08/2020 and 28/08/2020. e) Each student lodges a query in the job management system only once. So, each row of data contains information about a specific student. (2) In the ‘Job Data’ worksheet, add a column labelled as ‘Time taken to close job. This column should show the time spent resolving each job (e.g. student query). The values for this column should be reported using the “number” format and calculated using a: a) combination of the date opened and date closed columns. b) formula that only includes entries with a “Job Type” equal to “Closed”. (3) Create a new worksheet in your workbook and label it as ‘Job Duration’. In this worksheet: a) Report the descriptive statistics (i.e. mean, median, maximum, minimum) for both the “Time taken to close job” column added to the ‘Job Data’ worksheet and the “Hours Charged” column. A brief commentary on the results should be provided (between 50 and 100 words). b) Include another table in this worksheet showing for each week the: • Total number of jobs, • Total number of jobs “Closed”, • Total number of “Important” jobs “Open”, and • Average time taken to close “Important” jobs. The values for each week should be calculated using Excel formulas based on values from the ‘Job Data’ worksheet (e.g. the values in your table should change if values in the ‘Job data’ table change). The table may look like Table 2. Table 2 Week 1 Week 2 Week 3 Week 4 Job Count 8 13 9 15 Jobs Closed 5 6 7 12 “Important” Jobs “Open” 1 1 2 3 Average time taken to close “Important” jobs 1.5 1.8 2.6 3.9 The administration team believe that the problem with Key Performance Indicators focused on the number of jobs closed each week was that “important” jobs were not being prioritised. Do you find support for this belief? Use a chart(s) to report the results for correlation to support your answer. (4) Create a worksheet labelled as ‘Job Type’. Include a table in this worksheet showing the number of jobs for each week grouped by the three different job types. The values should be directly linked to the ‘Job Data’ worksheet. The table may look like Table 3. Table 3 Job Type Week 1 Week 2 Week 3 Week 4 Total Assessment 4 6 4 7 21 IT 2 3 2 3 10 Teaching 2 4 3 5 14 Total 8 13 9 15 45 (5) Create a worksheet and label it as ‘Pivot Tables and Charts’. Build tables and charts that show the average Job Duration by Job Type and Job Priority. Provide these by creating 2 pivot tables/charts (one for each Job Type and Job Priority). Place both of these tables and charts on the same worksheet. A sample for output of Job Duration by Job Type is shown in Figure 1. For each table/chart, comment on whether you think the school would be able to introduce a policy of no more than 2 working days (48 hours) to resolve students queries. Figure 1 (6) Of the employees directly responsible for resolving student queries, the school currently has 3 contract-employees working in the administration team, 2 in the teaching team, and 1 in the corporate services team. Contract employees from the administration team charge the school $60 per hour, teaching team employees charge $80 per hour and corporate services $110 per hour. The administration team manager, who receives a salary of $70,000 per annum, asked you about using data from the job management system to develop a monthly budget. The following information was gathered for you to use in developing this budget. 1. “Hours charged” for “Assessment” jobs are invoiced by the administration team 60% of the time and the remaining 40% of the “Hours charged” are invoiced by the teaching team. 2. All “Hours charged” for “IT” jobs are invoiced by corporate services team 3. The “Hours charged” to “Teaching” jobs are invoiced by the teaching team 90% of the time while the remaining 10% are invoiced by the administration team. Create a ‘Budget Summary Report’ worksheet. Include a table with a column for the Team, Estimated hours, and Total Costs. The values for the estimated hours charged column should be linked to the ‘Job Data’ worksheet. Use appropriate functions to fill out the remaining cells of the table. A sample table is shown in Table 5. Table 5 Team Estimated hours Cost (per hour) Total costs Administration 33 60 71,890.00 Corporate Services 48 110 5,280.00 Teaching 51 80 4,080.00 Generate a pie chart to show the distribution of expected costs across different teams. (7) Due to the recent economic crisis around the world, the school would like to cut costs and automate several processes. Given strong industry demand for using Artificial Intelligence (AI) tools to manage customer queries, you believe that a large number of student queries could be managed using an AI bot. However, to implement this technology at the school, a part-time employee will need to be employed along with a software-as-a-service (SAAS) subscription. The part-time employee will cost $35,000 per year. However, you expect that the budgeted costs (in requirement 6) will be significantly reduced. If the school purchases the AI bot, it will half the amount of time required by the administration manager to manage student queries, reducing this cost to $35,000 per year. The percentage of “Hours charged” will also decrease for all job types and only a small charge per “Closed” job will be incurred for the SAAS subscription (as shown in Table 6). Table 6 Team Reduction in “Hours charged” (%) Charge per “Closed” job Assessment 60% $1.20 IT 30% $2.20 Teaching 20% $1.60 If the School does not implement the AI bot tool, the number of jobs performed by employees will remain unchanged. Do you recommend the School purchases the AI bot? (8) Create a worksheet labelled as ‘Analysis and Recommendation’. This worksheet should contain the following three sections. a) Findings – Briefly summarise your findings based on the analysis performed in requirement 2 to requirement 7. b) Recommendation for additional analysis – In this section, you should comment on whether additional analyses can be performed using the types of data that the administration team manager currently receives from the job management system. You should provide one example of an additional analyses that can be performed using the given data and explain how to perform the analysis. Comment on how the additional analysis would help the administration team manager to make business decisions. c) Recommendation for additional data – Currently there is an option for the administration manager to get other types of data from the job management system. Provide one practical example of an additional type of data that should be collected about student queries (e.g. jobs). Suggest the type of analysis that can be done using the additional data. Comment on how the analysis on additional data would help the administration department improve business decision making. Learning Rubric: Assessment 1 Assessment Criteria Fail (Unacceptable) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75 -84% High Distinction (Exceptional) 85-100% Formulae, formatting and cell references 20 % Formulae, formatting and cell reference are mostly incorrect and incomplete. Incorrect calculations and major mistakes in formulas are present. More than 50% of the formulae, formatting and cell references are correct. Several mistakes are present in calculations and formulas that have been used. Majority of the formulae, formatting and cell references are correct. There are minor discrepancies or mistakes in calculations and formulas used. Almost all formulae, formatting and cell references are correct. All calculations are correct and appropriate formulas have been used. All formulae, formatting and cell references are correct. All calculations are correct and appropriate formulas have been used. Tables, graphical presentation of data, Pivot Table 40 % Some tables, graphs, pivot tables are missing or created with wrong or incomplete data. Poor visual presentation of data. Some mistakes are present in creating tables, graphs and pivot tables. Some mistakes have been done in data used, but overall student has proven working knowledge of the Excel tools used. Visual presentation of data needs improvement in some cases. Tables, graphs and pivot tables have been created with minor mistakes. Visual presentation could be improved. There are minor mistakes in table creation, graphs and pivot table. Overall very good understanding of the Excel tools with professional presentation of data. Tables, graphs and pivot table have been created correctly with excellent presentation of data. The student has shown excellent understanding of the Excel tools used in the assessment. ACCT6001_Assessment Brief 3_Case Study – Excel Page 6 of 7 Analysis and Recommendation 40% Recommendations and analysis are not provided or very weak. Limited application/ recommendations based upon analysis. The student demonstrated the ability to analyse and summarise data for the purpose of decision making. Recommendations are valid, but could be improved. Well-developed analysis and with Excel application and recommendations linked to the analysis. Thoroughly developed and creative analysis and synthesis with application. Well developed recommendations linked to the analysis undertaken. Highly sophisticated and creative analysis. Excellent recommendations linked to the analysis undertaken.
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ASSESSMENT BRIEF Subject Code and Name ACCT6001 Accounting Information Systems Assessment Assessment 3 – Case Study – Excel Individual/Group Individual Learning Outcomes (d) Apply technical knowledge and skills in creating information for the workplace using spreadsheets and relational databases (e) Communicate with IT professionals, stakeholders and user groups of information systems Weighting 25% Total Marks 100 marks Context: The spreadsheet is a powerful tool that has become entrenched in business processes worldwide. A working knowledge of Excel is a crucial skill for accountants. This assignment aims to assess the student’s ability to create spreadsheets. Students will be using raw data and summarising them in a user-friendly format to aid decision making. Students will need to recommend additional excel-based analysis that facilitates business decision making. Submission Instructions: Students need to submit their Excel Workbook which includes the analysis and recommendation sheet. The file should be provided in the following format: Student ID_ Student Name_ ACCT6001 Assessment 3.xlxs Example: 0009989t_Adam Smith_ACCT6001 Assessment 3.xlxs Eljay School A large Australian School has recently opened an online education division called Eljay. The school provides online education services to students from around the world. In an effort to improve the services offered to students, a job management system was developed to improve the responses provided to student queries. At the end of every week, a manager from the administration team archives an excel file that contains data about student queries for that week. The manager of the administration team believes that the data within this spreadsheet would be valuable for business decision making. However, employees within the team lack the technical knowledge to analyse and interpret this data. Subsequently, the manager is unsure how to utilise this data to gain insights on how to improve response times and outcomes for students. The administration team manager decided to hire you to assist in analysing and interpreting the data. The table below shows a data file that was archived containing information on student queries for one week. Table 1 Job Code Student ID Student Name Date Opened (d/mm/yyyy h:mm) Date Closed (d/mm/yyyy h:mm) Hours Charged Job Type Job Priority Job Status 0001 0009990t Charles Brody 01/08/2020 10:30:49 01/08/2020 12:30:49 2 IT Important Closed 0002 0001090t John Lucas 02/08/2020 15:23:26 02/08/2020 16:23:26 1 IT Normal Closed 0003 0009989t Adam Smith 02/08/2020 18:21:46 04/08/2020 16:20:23 1 Teaching Less Important Closed 0004 0001100t Maree Sarah 03/08/2020 09:36:21 05/08/2020 12:20:23 4 Teaching Normal Closed 0005 0009988t Eve Bonny 04/08/2020 12:24:20 6 Assessment Important Re Process 0006 0001120t Adelle Smith 04/08/2020 09:28:26 1 Assessment Less Important Open 0007 0009987t Jill Water 05/08/2020 11:30:33 3 Assessment Important In Process 0008 0001130t Jack Hill 06/08/2020 12:10:33 06/08/2020 14:30:33 2 Assessment Important Closed While only a small number of queries were received from students in the first week of the month, student queries are expected to go up over the remainder of the month. However, before getting actual data from the job management system in the coming weeks, Eljay school has asked you to explore the possible analyses that can be performed if using the current output. Eljay provided you with a document listing specific instructions on what you are expected to do in Excel. The instructions are listed below. Requirements (1) Open an Excel Workbook and name it as ‘Student ID_ Student Name_ ACCT6001 Assessment 3’ (i.e. 0009989t_Adam Smith_ACCT6001 Assessment 3). Create a worksheet labelled as ‘Job Data’. Make a table similar to the one above using hypothetical details for 50 students. The table should include the following columns: Job Code, Student ID, Student Name, Date Opened, Date Closed, Job Type, Job Priority, Job Status. In your hypothetical data, assume: a) all student queries were made by students located in Australia, b) at least 30 jobs that have a job status of “closed” c) at least one of each Job Status is included in the data set for each Job Type. For example, include at least: • “open”, “in process”, “re process”, and “closed” entries for “IT”, • “open”, “in process”, “re process”, and “closed” entries for “Teaching”, and • “open”, “in process”, “re process”, and “closed” entries for “Assessment” d) All queries are made between 01/08/2020 and 28/08/2020. e) Each student lodges a query in the job management system only once. So, each row of data contains information about a specific student. (2) In the ‘Job Data’ worksheet, add a column labelled as ‘Time taken to close job. This column should show the time spent resolving each job (e.g. student query). The values for this column should be reported using the “number” format and calculated using a: a) combination of the date opened and date closed columns. b) formula that only includes entries with a “Job Type” equal to “Closed”. (3) Create a new worksheet in your workbook and label it as ‘Job Duration’. In this worksheet: a) Report the descriptive statistics (i.e. mean, median, maximum, minimum) for both the “Time taken to close job” column added to the ‘Job Data’ worksheet and the “Hours Charged” column. A brief commentary on the results should be provided (between 50 and 100 words). b) Include another table in this worksheet showing for each week the: • Total number of jobs, • Total number of jobs “Closed”, • Total number of “Important” jobs “Open”, and • Average time taken to close “Important” jobs. The values for each week should be calculated using Excel formulas based on values from the ‘Job Data’ worksheet (e.g. the values in your table should change if values in the ‘Job data’ table change). The table may look like Table 2. Table 2 Week 1 Week 2 Week 3 Week 4 Job Count 8 13 9 15 Jobs Closed 5 6 7 12 “Important” Jobs “Open” 1 1 2 3 Average time taken to close “Important” jobs 1.5 1.8 2.6 3.9 The administration team believe that the problem with Key Performance Indicators focused on the number of jobs closed each week was that “important” jobs were not being prioritised. Do you find support for this belief? Use a chart(s) to report the results for correlation to support your answer. (4) Create a worksheet labelled as ‘Job Type’. Include a table in this worksheet showing the number of jobs for each week grouped by the three different job types. The values should be directly linked to the ‘Job Data’ worksheet. The table may look like Table 3. Table 3 Job Type Week 1 Week 2 Week 3 Week 4 Total Assessment 4 6 4 7 21 IT 2 3 2 3 10 Teaching 2 4 3 5 14 Total 8 13 9 15 45 (5) Create a worksheet and label it as ‘Pivot Tables and Charts’. Build tables and charts that show the average Job Duration by Job Type and Job Priority. Provide these by creating 2 pivot tables/charts (one for each Job Type and Job Priority). Place both of these tables and charts on the same worksheet. A sample for output of Job Duration by Job Type is shown in Figure 1. For each table/chart, comment on whether you think the school would be able to introduce a policy of no more than 2 working days (48 hours) to resolve students queries. Figure 1 (6) Of the employees directly responsible for resolving student queries, the school currently has 3 contract-employees working in the administration team, 2 in the teaching team, and 1 in the corporate services team. Contract employees from the administration team charge the school $60 per hour, teaching team employees charge $80 per hour and corporate services $110 per hour. The administration team manager, who receives a salary of $70,000 per annum, asked you about using data from the job management system to develop a monthly budget. The following information was gathered for you to use in developing this budget.
“Hours charged” for “Assessment” jobs are invoiced by the administration team 60% of the time and the remaining 40% of the “Hours charged” are invoiced by the teaching team.
All “Hours charged” for “IT” jobs are invoiced by corporate services team
The “Hours charged” to “Teaching” jobs are invoiced by the teaching team 90% of the time while the remaining 10% are invoiced by the administration team. Create a ‘Budget Summary Report’ worksheet. Include a table with a column for the Team, Estimated hours, and Total Costs. The values for the estimated hours charged column should be linked to the ‘Job Data’ worksheet. Use appropriate functions to fill out the remaining cells of the table. A sample table is shown in Table 5. Table 5 Team Estimated hours Cost (per hour) Total costs Administration 33 60 71,890.00 Corporate Services 48 110 5,280.00 Teaching 51 80 4,080.00 Generate a pie chart to show the distribution of expected costs across different teams. (7) Due to the recent economic crisis around the world, the school would like to cut costs and automate several processes. Given strong industry demand for using Artificial Intelligence (AI) tools to manage customer queries, you believe that a large number of student queries could be managed using an AI bot. However, to implement this technology at the school, a part-time employee will need to be employed along with a software-as-a-service (SAAS) subscription. The part-time employee will cost $35,000 per year. However, you expect that the budgeted costs (in requirement 6) will be significantly reduced. If the school purchases the AI bot, it will half the amount of time required by the administration manager to manage student queries, reducing this cost to $35,000 per year. The percentage of “Hours charged” will also decrease for all job types and only a small charge per “Closed” job will be incurred for the SAAS subscription (as shown in Table 6). Table 6 Team Reduction in “Hours charged” (%) Charge per “Closed” job Assessment 60% $1.20 IT 30% $2.20 Teaching 20% $1.60 If the School does not implement the AI bot tool, the number of jobs performed by employees will remain unchanged. Do you recommend the School purchases the AI bot? (8) Create a worksheet labelled as ‘Analysis and Recommendation’. This worksheet should contain the following three sections. a) Findings – Briefly summarise your findings based on the analysis performed in requirement 2 to requirement 7. b) Recommendation for additional analysis – In this section, you should comment on whether additional analyses can be performed using the types of data that the administration team manager currently receives from the job management system. You should provide one example of an additional analyses that can be performed using the given data and explain how to perform the analysis. Comment on how the additional analysis would help the administration team manager to make business decisions. c) Recommendation for additional data – Currently there is an option for the administration manager to get other types of data from the job management system. Provide one practical example of an additional type of data that should be collected about student queries (e.g. jobs). Suggest the type of analysis that can be done using the additional data. Comment on how the analysis on additional data would help the administration department improve business decision making. Learning Rubric: Assessment 1 Assessment Criteria Fail (Unacceptable) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75 -84% High Distinction (Exceptional) 85-100% Formulae, formatting and cell references 20 % Formulae, formatting and cell reference are mostly incorrect and incomplete. Incorrect calculations and major mistakes in formulas are present. More than 50% of the formulae, formatting and cell references are correct. Several mistakes are present in calculations and formulas that have been used. Majority of the formulae, formatting and cell references are correct. There are minor discrepancies or mistakes in calculations and formulas used. Almost all formulae, formatting and cell references are correct. All calculations are correct and appropriate formulas have been used. All formulae, formatting and cell references are correct. All calculations are correct and appropriate formulas have been used. Tables, graphical presentation of data, Pivot Table 40 % Some tables, graphs, pivot tables are missing or created with wrong or incomplete data. Poor visual presentation of data. Some mistakes are present in creating tables, graphs and pivot tables. Some mistakes have been done in data used, but overall student has proven working knowledge of the Excel tools used. Visual presentation of data needs improvement in some cases. Tables, graphs and pivot tables have been created with minor mistakes. Visual presentation could be improved. There are minor mistakes in table creation, graphs and pivot table. Overall very good understanding of the Excel tools with professional presentation of data. Tables, graphs and pivot table have been created correctly with excellent presentation of data. The student has shown excellent understanding of the Excel tools used in the assessment. ACCT6001_Assessment Brief 3_Case Study – Excel Page 6 of 7 Analysis and Recommendation 40% Recommendations and analysis are not provided or very weak. Limited application/ recommendations based upon analysis. The student demonstrated the ability to analyse and summarise data for the purpose of decision making. Recommendations are valid, but could be improved. Well-developed analysis and with Excel application and recommendations linked to the analysis. Thoroughly developed and creative analysis and synthesis with application. Well developed recommendations linked to the analysis undertaken. Highly sophisticated and creative analysis. Excellent recommendations linked to the analysis undertaken. ACCT6001_Assessment Brief 3_Case Study – Excel Page 7 of 7
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H&H accredited training australasia inc 98 south street granville | 02 9682 0100 | www.hnh.org.au I rto 90784 Student Assessment Book CHCCOM002 Use communication to build relationships Student Name: Student Email Address: Unit Start Date: ** Please note that for the purpose of you gaining a full understanding of the current subject matter and how it is part of the workplace, we refer to ‘your work’ even though you may not be currently employed in the sector Accredited Training 05.0519 (VI)
Student Assessment Cover Sheet Unit Code: CHCCOM002 Unit Name: Use communication to build relationships Student Name: Trainers/Assessors to complete this section Assessor Overall Comments: Trainers / Assessors are required to complete this section with feedback for overall result. For re-submission informaton, trainers/assessors are required to complete thefollowing pages. Student Assessment Booklet: Satisfactory Unsatisfactory O Date: Trainers/Assessors please note — all the above requirements need to be met for overall competency FINAL RESULT: Competent O Not Yet Component Withdrawn Date Assessor Name: Assessor Signature: Assessment Item 1: Short Questions and Answers Comments: First attempt: Satisfactory O Unsatisfactory (for further attempts — maximum 2 — please copy this assessment item check list and attach here) Resubmission Details (including date and outcome): Resubmission Outcome: Satisfactory Unsatisfactory H&H Accredited Training (VI) Student Name: 05.05.19 Assessment Item 2: Activity Comments: First attempt: Satisfactory Unsatisfactory (for further attempts — maximum 2 — please copy this assessment item check list and attach here) Resubmission Details (including date and outcome): Resubmission Outcome: Satisfactory Unsatisfactory Student 6 1 P a g e 05 Assessment Item 3: Meeting minutes Comments: First attempt: Satisfactory C] Unsatisfactory (for further attempts — maximum 2 — please copy this assessment item check list and attach here) Resubmission Details (including date and outcome): Resubmission Outcome: Satisfactory Unsatisfactory Student Assessment Item 4: Effective communication Comments: First attempt: Satisfactory Unsatisfactory (for further attempts — maximum 2 — please copy this assessment Item check list and attach here) Resubmission Details (including date and outcome): Resubmission Outcome: Satisfactory Unsatisfactory Student How to Lodge Assessments (Student Instructions) Recognition of Prior Learning /Credit Transfer Instructions All students are entitled to apply for Recognition of Prior Learning (RPI) and/or Credit Transfer (CT), Please ask for a copy from front reception of the H&H RPL/CT Application Forms should this apply to you, RPL is a process that assesses an individual’s non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of, a qualification. CT assesses the initial qualification or unit that an individual is using to claim access to, or the award of credit in, a destination course. The assessment determines the extent to which the client’s initial qualification or unit is equivalent to the required learning outcomes, competency outcomes, or standards in a qualification. Please note that H&H recognises AQF qualifications and Statements of Attainments issued by other Registered Training Organisation (RTO). Completing Your Assessment Items – Please send all assessments to PO Box 1 Granville NSW 2142 or email granville@hnh.org.au When presenting your written assessment/s it is important that you follow the guide below, as assessments determine your competency. Your assessment should: • be typed or hand written (neatly and clearly), including use of the provided assessment cover sheet • using black or blue pen only, pencil is not allowed • if additional paper is required, please see front reception for A4 paper to insert into your assessment. Please do not staple or glue paperwork into your assessment • give clear references (if external information sources are used) Please use the following points as a guide when submitting your assessment items: • have your name on front cover sheet and Pre-assessment checklist attempt to answer all assessment items show that you have researched the topic thoroughly • write/type in simple, clear language • use correct grammar, punctuation (check your spelling) ensure you put your name on any additional assessment items (portfolio, posters etc.) these are required to be collected from trainer/assessor after assessment is complete. Submitting Your Own Work Your assessment must be in your own words. When you commenced your course, you signed an H&H Student Declaration Form, which states that you are completing and handing in your own work. Copying someone else’s work is plagiarism and a form of cheating. Plagiarism is a serious act and may result in a student’s exclusion from a unit or course. If a trainer/assessor is concerned about a student’s authenticity within their submission, the trainer/assessor may request a verbal appointment with the student to assess their gained knowledge through a series of questions from the student assessment booklet. This is overseen by the Training Manager. A suitable time will be organised with both student and trainer/assessor. If a group activity has been assessed in the classroom or on site, the trainer/assessor will mark the student’s assessment booklet with detailed information regarding this assessment i.e. a detailed outline of a role play that was delivered and assessed. 9 1 Assessments should be presented in a plastic sleeve without staples, assessment Items are not returned as they are kept for compliance purposes, as a part of our quality assurance commitment It is important to keep a copy of your assessments in case they are lost in transit. Classroom students will receive feedback on their assessment items within 14 days of submission (via trainer/assessor conversation or email). Distance students Will receive their feedback/results via telephone or email within a 14-day timeframe. Assessment Results Students are aiming to receive an overall competent result for the unit they are studying. To achieve competency, the students must obtain satisfactory results for all assessment items within the unit. Example assessment items are questions and answers, projects and work experience How a trainer/assessor determines the assessment item results: Overall Unit of Competency results. If all unit requirements have been met (theory, work experience, checklists etc) then the result will be Competent (C) If the unit requirements have not been met the result will be Not Yet Competent (NYC) Assessment items results (for example theory only): Satisfactory (S) — this result indicates that you have met the relevant criteria in this assessment item, to gain a satisfactory result. Unsatisfactory (US) — this result indicates some of the below reasons: o the evidence was not of a satisfactory standard (in this case, you will be required to re-submit the relevant evidence) o the evidence you submitted was not complete o the evidence you submitted was not your own work the evidence submitted was outside the course timeframe If you obtain an unsatisfactory result, the trainer/assessor will organise a time to go through the assessment item and work with you to devise a suitable action plan to re-submit. Students are able to resubmit their assessment items twice after the initial submission. Additional support is provided to the student during this time in the form of meetings, extra classes, email and phone support and one on one trainer/assessor discussions. Upon the third unsatisfactory result, the student will be required to re-enrol into the unit of competency. A fundamental element of the H&H training system is the provision of additional support and/or reasonable modifications/adjustment for students requiring further assistance. For example, cultural barriers may limit a student’s understanding in units delivered. Trainers, in these instances, may investigate a different approach to their training style that adapts to the particular cultural background. Appeals against Assessment Results Please note students have 30 days from the date that the assessment was deemed Unsatisfactory or NYC to appeal the assessment result. Please see front reception for an appeal against assessment form. This appeal can be submitted on the grounds that the student: I. was not informed about the assessment process for the course
assessment process differed significantly from what the student was told
assessment environment adversely affected the student’s performance
believed that they had demonstrated competency in the assessment/s Good Luck with your studies, from the H&H team Student Checklist (to be completed by the student) CHCCOM002 – Use communication to bulld relationships Student Name: Assessment Location- (please tick below location/s you have been advised as where you may be assessed) Classroom Traineeship Distance Other l, confirm that this assessment is in my own words, I have read the ‘how to lodge assessments’ section in this booklet regarding plagiarism I (as the student) confirm my readiness to be assessed Date, time and location of the assessment has been provided How my performance will be assessed, has been explained Assessment methods, processes and documentation requirements have been explained Any factors that may interfere with the completion of the assessment, have been discussed with the assessor Confidentiality of the assessment outcome has been explained I understand that feedback will be provided to me within 14 days of submission from my trainer / assessor I understand my right to appeal the assessment decision (within 30 days of assessment results) Any possible hygiene/Work Health and Safety hazards for this assessment have been identified and discussed Student Comments: By signing this checklist, the student acknowledges the assessment requirements. Student Signature: Date: 2- 11 | 05.05.19 (VI) (.H(COM002 Foundation Skills The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency. Assessment requirements Performance Evidence The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has: Skill Evidence obtained feedback from 3 clients or colleagues on effectiveness of communication and responded appropriately prepared 3 types of written correspondence in accordance with organisation communication protocols facilitated resolution of 1 difficult situation with a client, colleague or service provider facilitated 1 meeting around a workplace issue Knowledge Evidence The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: Knowledge Evidence • organisation communication policies and protocols different communication styles and techniques, and how they impact on interpersonal communication, including: strategies for effective interpersonal communication person centred and rights-based approaches • cross-cultural communication protocols non-verbal communication cues group processes and dynamics motivational interviewing versus coercive approach • collaboration versus confrontation communication strategies to: build and maintain relationships and trust facilitate workplace meetings • negotiate for optimal outcomes deliver business presentations • address barriers solve problems and resolve conflict types of interpretation and translation services specific to the client group, and how to access them factors that commonly contribute to the development of communication barriers including high emotions, mistrust or misunderstandings 14 1 05.05.19 (VI) CHCCOM002 Unit Compliance Application This unit describes the skills and knowledge to apply specific communication techniques to establish, build and maintain relationships with clients, colleagues and other stakeholders based on respect and trust. This untt applies to work across a range of workplace contexts where workers at all levels may communicate with individuals and/or groups both In person and in writing The skills in this unit must be applied In accordance with Commonwealth and State/Terr1tory legislation, Australian/New Zealand standards and industry codes of practice. Elements and Performance Criteria ELEMENT PERFORMANCE CRITERIA Elements describe the essential outcomes Performance criterio describe the performance needed to demonstrate achievement of the element 1, Communicate with clients and co-workers 1.1 Identify and use appropriate communication techniques to communicate with clients and colleagues 1.2 Communicate in a manner that demonstrates respect, accepts individual differences and upholds rights 1.3 Represent the organisation appropriately and in accordance with communication policies and protocols 1.4 Provide information to clients and service providers in accordance with communication policies and protocols
Address communication needs 2.1 Recognise and support communication needs of clients, colleagues and external networks 2.2 Facilitate access to interpreter and translation services as required 2.3 Identify and address problems and communication barriers 2.4 Defuse conflict or potentially difficult situations with clients and colleagues and refer in accordance with organisauonal requirements 2.5 Seek and respond to feedback on the effectiveness of communication with clients, colleagues and external networks 3, Facilitate meetings 3.1 Develop an agenda and list of invited participants in consultation with appropriate people 3.2 Communicate details of the meeting to the participants and other stakeholders in accordance with organisation communication protocols 3.3 Contribute to and follow objectives and agendas for meeting 3.4 Provide opportunities to fully explore all relevant issues and provide relevant information 3.5 Use strategies that encourage all members to participate equally, including seeking and acknowledging contributions from all members 3,6 Implement strategies to ensure the specific communication needs of individuals within the meeting are identified and addressed 3.7 Facilitate the resolution of conflict between participants 3.8 Minute or record meeting in accordance with organisation requirements 3.9 Evaluate meeting processes and identify lessons learned or opportunities for improvement 13 1 P a g e Knowledge Evidence cont. professional relationship boundaries digital media and use in community services and health sector, including: web email social media podcast and videos tablets and applications newsletters and broadcasts intranet written correspondence protocols and style guides, including letters, emails, minutes, case notes, reports Assessment Conditions Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit: • use of suitable facilities, equipment and resources, including use of real workplace policies and procedures • modelling typical workplace conditions, including: • interactions with clients and co-workers from a range of diverse backgrounds facilitation of groups of at least 3 people typical workplace reporting processes interpreter and translation services where required • use of digital media Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors. Assessment item 1: Short Questions and Answers The following section contains questions you are required to complete in the spaces provided. If you require more space for your response, please use the student notes sections on the back of each page, Include your name on the bottom of this additional page For multiple choice or true/false questions, please circle your response, This assessment includes all elements below.
Communicate with clients and co-workers
Address communication needs
Facilitate meetings
Describe your communication style: (a) In a personal setting (b) in a professional setting 05.05.19 (VI) Student Notes: (b) Describe what body language is used to greet a person (including posture, eye contact and gestures) I. Confidently
Nervously Training 05.05.19 (VI) Student Notes: (b) How can you demonstrate respect when communicating with somebody who has a disability? budd 22 | P D g e (b) How can you build this relationship and maintain a level of trust? 24 1 (c) What procedures would be in place within an organisation relating to communication?
(a) What types of information can you provide to a client of an or anisation? 25 | 26 1
H&H Accredited Training 0505.19 (VI) (b) Your manager has requested that you commence some training with new staff members on some strategies to assist specific needs with clients. What are some strategies you could assist the new staff members with to assist the communication barriers? (c) What do you suggest if your clients and co-workers are struggling with communication barriers? H&H Accredited 30 | P a g e 05.05.19 (VI) H&H Accredited Training 05.05.19 (VI) (b) Research two translation services that are in your local area. Provide contact details for the service or the name(s) of the relevant personnel. commumcauon Training 34 | 0505 19 8 (a) Describe a cultural or language communication barrier that you have encountered in the past and describe how you overcame it, Tramjng communication Trajning 05.05.19 (b) Describe a confidence communication barrier that you have encountered in the past and describe how ytou overcame It (c) Describe a miscommunication communication barrier that you have encountered in the past and describe how you overcame it. CHCCOMOO? cotnrnuni( ation Student Notes: 05 05 (b) Imagine you are communicating at work with an irritated colleague who feels you didn’t do your fair share of work on a recent team project, How do ou diffuse the situation? 39 | P a g e 05 05.19 (VI) 10 (a) You are required to write an email to your supervisor requesting feedback from the supervisor on how you handled the situation in the previous question (b) (b) Imagine you have received feedback from your supervisor, how will you respond? Draft an acknowled ment email response: 42 1 P a g e 05.05 (b) Who do you need to consult With before sendin out the agenda to staff? Name: (c) Write a sample email that you would sepuout to staff to invite them to the fundrat%ing meeting 12 (a) Describe what ‘organisation protocols’ are: H&H Accredited 45 1 P a g e commumcatjon 13, (a) Imagine you have arranged a meeting in your workplace, the agenda has been set and you have some concerns about getting your ‘message across’ within the allocated timeframe. What are some potential concerns relating to the individual and group dynamics you may have whilst conducting the meeting? Accredited 47 1 P a e c 05 48 1 P a g e (b) How can you avoid the above concerns from happerung within your meeting)
(a) You are holding a group meeting and you really would like input from the attendees. What can you budd HAH Accred’ted Tralning 05.05 19 (VI) H&H Accredited Training 54 05.05.19 (VI) CHCCOMO()? 16 (a) Research Relationship Conflict. (b) Research Value Conflict. H&H Training 55 1 P a g e 05.05.19 (VI) H&H 56 1 P a g e 0505.19 (VI) (b) Conflict resolution refers to collaboration and confrontation. Research and describe these terms: commumcauon budd 18 (a) Research – What are_person centred and rights – based approaches? (b) How can these approaches be considered in our communication? 59 | P o p e 05 05.19 (VI) commumcatton H&H 60 1 p o p e OS,OS.19 (VI) 61 1 ? a g e 05.05 19 (VI) H&H 62 | P a c e 05 05.19 (VI) CHCCOM()()2 (c) What would be some Signs that professional boundaries are being over stepped* Student Name: 63 1 P a p e 05.05.19 CHC( comrnunjcation 20 Desenbe how the following forms of digital media is used in cornmunjcauon in the workplace Websites Description Emails Social media Podcasts Tablets and Applications Newsletters Intranet Accredited o a g z 05 Accredited P a g e Assessment item 2. Activity (a) Read the foilowtng transcript of a meeting and then answer the questions that follow John. Why don’t we owanise a charity raffle? Natalie That’s silly, they never work David’ How about we — Natalie. We could do a fancy dress day instead, that would get people interested John That might work Natalie. Or what about charity run? We could get loads of people involved jn that. David. I liked the fancy dress day idea John So, moving on, what charity shall we raise money for? 1 Is every member of the meeting participating equally? Explain the group dynamics you have interpreted in this transcript (100 words). Student Name: Accredited P a g e H&H Accredited Training 05 OS 19 (VI) 2 It you were this meeting, what strategies could you hove employed to ensure that contributions were sought from each partlopant, and that each contnbution was acknowledged? List at teast three strat081es Student Name: Accredited Traimng 69 05.05.19 (VI) Student Notes: 70 | 05 05.19 (b) You are planning a WOlk meeting to refresh the team’s knowledge of two or three Of your organisatton•s procedures One member of your team has English as a second language, One member of your team is hearing impaired. In no more than 500 words, plan a strategy to ensure the communication needs of these two Individuals are the additional services and resources that may be required Student Name: H&H Accredited Training 71 1 05.05 19 (VI) CHCCOM002 (c) You ave playjng the role of a person employed within the Community Services sector You are chatnng a meeting With your team to discuss the divjston of work for an upcoming project You have two team members that do not agree on how the workload should be divided They are becomtng quite heated within the meeting and it becomtng very uncomfortable the room. H&H Accredited Training 05.05.19 (VI) You are required to facilitate the resolution of this conflict. (ii) What non-verbal actions might be demonstrated by the team members in this meeting? (ommuntta%on buNd (a) There has been a meeting at your orgamsation, and you are required to write up the minutes of this meeting using the following information (in a professional format), Meeting Information: The meeting was held on 22nd January at 5pm It was decided that the organisatton would like to participate in a charity run competition. The participants of the meeting (Tm, Sarah, John, Natalie and David) voted a-I in favour of it. Discussion points were raised by Sarah concerning how many participants would participate In the run, and David raised his concern about weather restrictions for the day. Tim forgot to bring the information about the charity to the meeting. Finalising a date has been held over until the next meettng, which will be held at the same time on 30th January, and no new business was raised. 05.05.19 76 | p a g e Answer the following questions Were the meeting oblectvves achieved P Did everybody partictpate? Were the resources suitable? Were there any conflicts? What went well? (c) Draft an email requesting feedback on the meeting: P a g e 05.05.19 commumcatwon 78 1 P a g e Assessment Item 4, Effective Communication this assessment tequires some students to complete the discussions (based on your mode of study) please tind details below Classroom Students — are required to complete the discussions and worksheets, With 3 others in a classroom setting and assessed by trainer/assessor Trainer/assessor completes checklist. Distance Students — are required to complete the dlscussjons with 3 others and have them sign and verify below Traineeship Students — supervisor / manager completes checklist section only. The trainer/assessor will complete the comments section on site visit. This assessment contains the following: 3 x role plays (discussions With 3 x nominated people) 3 x worksheets Step by Step Instructions
You are required to have discussions With 3 nominated people regarding their idea of effective workplace communication and document their responses, followed by feedback you provide to them on the information they provided you in the discussion.
The nominated person is required to sign the section below (at the bottom of this table) Student Name: Signature: Nominated Person (a): Signature: Nominated Person (b): Signature: Nominated Person (c): Signature: 05 CHCCOM002 communication Trainer / Assessor practical skills instructions What is the assessor looking for? What are the requirements? Communicate effectively Use respectful approaches Understand conflict resolution Address communication needs Attend, participate and document meetings Verbal and nonverbal communication Understands sustainable approaches Understands the guidelines for assessment task Assessor Comments: (Of is What in your opinion is effective communication? What do you believe are barriers to effective communication? Have you been involved in conflict resolution? Can you provide some detaiP Worksheet for res onses: Feedback you provided to nominated person (a): P a g e 05 Student Notes: H&H Accredited Training 82 05.0519 (VI) IS What in your opimon is effective communication? What do you believe are barriers to effective communication? Have you ever facilitated a meeting at work? Can you provide some detail? Feedback you provided to nominated person (b): is What In your opinion is effective communication? What do you believe are barriers to effective communication? How would you Identify and address problems with communication? Worksheet for responses, Feedback you provided to nominated person (c): 85 1 Student Notes: Checklist Student Practical Skills Demonstration — Assessor Checklist Student name. Date’ 242 Task descriptions Yes No Does the identify and use appropriate communication techniques to communicate With clients and colleagues? Can the student communicate in a manner that demonstrates respect, accepts individual differences and upholds ri hts? Can the student represent the organisation appropriately and in accordance with communication policies and protocols? Can the student provide information to clients and service providers in accordance with communication policies and protocols? Does the student recognise and support communication needs of clients, colleagues and external networks? Does the student facilitate access to interpreter and translation services as required? Can the student identify and address problems and communication barriers? Can the student defuse conflict or potentially difficult situations with clients and colleagues and refer in accordance with organisational requirements? Can the student seek and respond to feedback on the effectiveness of communication with clients, colleagues and external networks? Can the student develop an agenda and list of invited participants in consultation with appropriate people? Does the student communicate details of the meeting to the participants and other stakeholders in accordance with organisation communication protocols? Can the student contribute to and follow objectives and agendas for meeting? Can the student provide opportunities to fully explore all relevant issues and provide relevant information? Does the student use strategies that encourage all members to participate equally, including seeking and acknowledging contributions from all members? Can the student implement strategies to ensure the specific communication needs of individuals within the meeting are identified and addressed? Can the student facilitate the resolution of conflict between participants Can the student minute or record meeting in accordance with organisation requirements Does the student evaluate meeting processes and identify lessons learned or opportunities for improvement Assessor Comments: Satisfactory Unsatisfactory Trainer / Assessor Name: Signature: Third Party Name: Signature:
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The essay should demonstrate a student’s ability to integrate and synthesize course concepts with selected readings to communicate his/her understanding of financial management concepts their application in organizations. The essay should also demonstrate a student’s ability to communicate as a manager. This includes proper writing style, organization, grammar, and spelling, as well as integration of course-related material. The writing style must follow the Publication Manual of the American Psychological Association , 5 th edition. Citations for online sources should include the online address (URL) and access date as well as the citation for the specific reference.
Publications that may be relevant for the topics listed below include: Strategic Finance, The Journal of Business Finance and Accounting, CFO Magazine, Nonprofit World, Harvard Business Review, or other accounting and financial journals.
The paper should:
Be based on your reading and research relevant to the topic.
Be 7 – 10 pages, plus appendices, exhibits, and references.
Include a one-page Executive Summary immediately following the title page that includes a statement of the major issue(s) and your conclusions and specific recommendations. The content of an Executive Summary is similar to an abstract.
Properly cite reference sources: these may include course material, information from magazines, journals, and online sources. All reference sources must have a publication date within the last three years. Students who wish to use an older source publication should contact the instructor with the request and reason.
Essay Topic List
Financial Management in Nonprofit Organizations – Discuss financial management in nonprofit organizations and write an essay that compares and contrasts the application of financial management techniques in nonprofit and for-profit organizations. Sources of funds, use of debt, performance evaluation (efficiency in use of contributions and meeting the organization’s objectives), governance mechanisms in non-profits, etc. would be good topics/issues for discussion in the essay.
ASSESSMENT 2A BRIEF Subject Code and Title BIZ101: Business Communications Assessment Source Analysis Individual/Group Individual Length 1000 words (+/- 10%) Learning Outcomes This assessment addresses the following subject learning outcomes: a) Demonstrate information literacy and critical analysis appropriate to the level of study. b) Understand and demonstrate academic integrity and authentic engagement with information. d) Identify and apply effective communication skills within a variety of business environments, including the use of technology. Submission By 11:55pm AEST/AEDT Sunday of Module 3.2 (Week 6) Weighting 25% Total Marks 100 marks Task Summary Identify, summarise and evaluate four (4) sources that will be useful for completing the Assessment 2B Written Report. Please refer to the Task Instructions for details on how to complete this assessment. Context In business, you need to be able to research sources of information, read and evaluate their credibility to ensure they are appropriate when building and communicating an argument or a line of reasoning. Beyond this context, these skills will assist you for academic purposes in writing summaries and critically reviewing sources of information for your current and future studies. Task Instructions To complete this assessment task you must: 1. Select one (1) of the following topics (You will use this topic for both this assessment task (2A Source Analysis) and Assessment 2B Written Report): a. Using Social Media in the workplace to communicate with staff. b. Communicating a companywide employee recognition program using digital technology. c. Boosting workplace motivation through innovative communication tools. d. Implementing instant messaging/group messaging, discussion forums and workplace chatrooms. e. Podcasts, internal blogs/vlogs as a means to communicate to employees. f. Using an internal intranet/social intranet for employee interactions. 2. Conduct research on your chosen topic. 3. Identify four (4) sources that will be useful for completing Assessment 2B Written Report (read Assessment 2B Brief to inform your choice of sources). a. Two (2) of the sources must be from reliable academic sources, such as academic journals and books. The other two (2) sources can come from YouTube or TEDtalks or other non-academic sources. 4. Provide the following for each source: a. Name of the source in full according to the APA 6th ed. style. b. A brief summary of each source (100-150 words each), justifying why it is relevant to the topic of your written report. c. Evaluate the reliability of each source by applying the Five Tests for Reliability, covered in Module 3. You must cover: 1. Authority 2. Audience 3. Transparency 4. Objectivity 5. Currency d. Include a final reference list for all four (4) sources in APA 6th ed. style. Please note the following additional information: • You should adhere to the correct use of academic writing, presentation and grammar. • You are advised to include a minimum of two (2) academic references and two (2) mediabased references as described above. • You must check the Similarity Report for your assessment task in Turnitin before submitting it in Blackboard. All highlighted sentences must be either paraphrased in your own words or put in as direct quotes and referenced accordingly. • For additional support on academic skills, please visit: https://laureateau.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&am p;content_id=_2498849_1 Referencing • It is essential that you use appropriate APA 6th edition style for citing and referencing your research. • Please comply with all academic standards of legibility and referencing details (including a reference list). Please see more information on referencing here: http://library.laureate.net.au/research_skills/referencing Submission Instructions Upload your Source Analysis to Turnitin and check your Turnitin Similarity Report. When the Turnitin Similarity Report is less than 20%, submit your Source Analysis via the Assessment link in the main navigation menu in BIZ101 Business Communications. Your learning facilitator will provide feedback via the Grade Centre in Blackboard. Feedback can be viewed in My Grades. The below assessment rubric guides the marker when awarding marks for your assessment. You should use this rubric to review your assessment task prior to submission, ensuring there is nothing you have missed. Assessment Rubric Assessment Attributes Fail (Unacceptable) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75 -84% High Distinction (Exceptional) 85-100% Number of sources 10% Identifies less than 4 sources useful to complete the Assessment 2B Written Report on the chosen topic. Identifies 4 sources, however there are less than 2 reliable academic sources identified. The usefulness and/or suitability of the sources identified to complete the Assessment 2B Written Report on the chosen topic is debatable. Identifies 4 sources, from which at least 2 are from reliable academic sources. The sources identified are generally useful and appropriate to complete the Assessment 2B Written Report on the chosen topic. Identifies 4 sources, from which at least 2 are from reliable academic sources. All sources identified are useful and pertinent to complete the Assessment 2B Written Report on the chosen topic. Identifies 4 sources, from which at least 2 are from reliable academic sources. The academic sources identified are critical in the discipline to the discussion of the chosen topic. All sources identified are highly pertinent to complete the Assessment 2B Written Report on the chosen topic. Referencing 25% Does not include correct references or in-text citations; does not use APA 6th ed. style. Attempts to include references or in-text citations; however, these are sometimes insufficient or incorrect; uses APA 6th ed. style, however may contain some citation or referencing errors. Includes in-text citations and references from suitable sources; uses APA 6th ed. style, however may contain minor citation or referencing errors. Includes in-text citations and references from suitable sources; uses APA 6th ed. style, containing minimal and or no errors. Includes in-text citations and references from suitable sources; uses APA 6th ed. style, containing no errors. Summary 30% Sources have not been summarised (i.e. more than one summary missing for one of the sources). There is no/ a limited attempt at justifying relevance of selected sources. Most sources have been summarised (i.e. all sources have partial summaries or there is one summary missing for one of the sources). The summaries are inconsistently appropriate to the task, as demonstrated by an interrupted flow of ideas and at times lack of clarity. All sources have been summarised appropriately, however this still needs some work to achieve a clear and coherent flow of ideas. There is a generally adequate attempt at justifying the relevance of all selected sources, however this still needs some work (i.e. relevance to topic and task inconsistently clear). All sources have been summarised appropriately, coherently and clearly. All sources are justified in relation to their relevance to the topic of the written report clearly and consistently. All summaries are consistently clear and coherent; in the summaries, the main ideas are synthetised as they are needed to justify the source selection in relation to the topic of the written report (i.e. main ideas from sources are used to justify selection and relevance to chosen topic). BIZ101 Assessment 2A Brief Page 4 of 5 There is a basic attempt at justifying the relevance of all selected sources, however this needs substantial work (i.e. relevance to topic and task not entirely clear, appropriate). Reliability evaluation 35% The reliability evaluation shows no understanding of source authority, audience, transparency, objectivity and currency, with omissions in all of the tests. The reliability evaluation shows superficial understanding of source authority, audience, transparency, objectivity and currency, with weaknesses in all of the tests and some omissions. The reliability evaluation shows a generally competent understanding of source authority, audience, transparency, objectivity and currency, with only weaknesses in some of the tests and no omissions. The reliability evaluation shows a clearly competent understanding of source authority, audience, transparency, objectivity and currency, with no more than one or two weaknesses and no omissions in all of the tests. The reliability evaluation is comprehensive, thorough and appropriate in all tests, demonstrating a highly competent understanding of source authority, audience, transparency, objectivity and currency, with no weaknesses and no omissions in all of the tests. BIZ101 Assessment 2A Brief Page 5 of 5
ASSESSMENT 2A BRIEF Subject Code and Title BIZ101: Business Communications Assessment Source Analysis Individual/Group Individual Length 1000 words (+/- 10%) Learning Outcomes This assessment addresses the following subject learning outcomes: a) Demonstrate information literacy and critical analysis appropriate to the level of study. b) Understand and demonstrate academic integrity and authentic engagement with information. d) Identify and apply effective communication skills within a variety of business environments, including the use of technology. Submission By 11:55pm AEST/AEDT Sunday of Module 3.2 (Week 6) Weighting 25% Total Marks 100 marks Task Summary Identify, summarise and evaluate four (4) sources that will be useful for completing the Assessment 2B Written Report. Please refer to the Task Instructions for details on how to complete this assessment. Context In business, you need to be able to research sources of information, read and evaluate their credibility to ensure they are appropriate when building and communicating an argument or a line of reasoning. Beyond this context, these skills will assist you for academic purposes in writing summaries and critically reviewing sources of information for your current and future studies. Task Instructions To complete this assessment task you must: 1. Select one (1) of the following topics (You will use this topic for both this assessment task (2A Source Analysis) and Assessment 2B Written Report): a. Using Social Media in the workplace to communicate with staff. b. Communicating a companywide employee recognition program using digital technology. c. Boosting workplace motivation through innovative communication tools. d. Implementing instant messaging/group messaging, discussion forums and workplace chatrooms. e. Podcasts, internal blogs/vlogs as a means to communicate to employees. f. Using an internal intranet/social intranet for employee interactions. 2. Conduct research on your chosen topic. 3. Identify four (4) sources that will be useful for completing Assessment 2B Written Report (read Assessment 2B Brief to inform your choice of sources). a. Two (2) of the sources must be from reliable academic sources, such as academic journals and books. The other two (2) sources can come from YouTube or TEDtalks or other non-academic sources. 4. Provide the following for each source: a. Name of the source in full according to the APA 6th ed. style. b. A brief summary of each source (100-150 words each), justifying why it is relevant to the topic of your written report. c. Evaluate the reliability of each source by applying the Five Tests for Reliability, covered in Module 3. You must cover: 1. Authority 2. Audience 3. Transparency 4. Objectivity 5. Currency d. Include a final reference list for all four (4) sources in APA 6th ed. style. Please note the following additional information: • You should adhere to the correct use of academic writing, presentation and grammar. • You are advised to include a minimum of two (2) academic references and two (2) mediabased references as described above. • You must check the Similarity Report for your assessment task in Turnitin before submitting it in Blackboard. All highlighted sentences must be either paraphrased in your own words or put in as direct quotes and referenced accordingly. • For additional support on academic skills, please visit: https://laureateau.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&am p;content_id=_2498849_1 Referencing • It is essential that you use appropriate APA 6th edition style for citing and referencing your research. • Please comply with all academic standards of legibility and referencing details (including a reference list). Please see more information on referencing here: http://library.laureate.net.au/research_skills/referencing Submission Instructions Upload your Source Analysis to Turnitin and check your Turnitin Similarity Report. When the Turnitin Similarity Report is less than 20%, submit your Source Analysis via the Assessment link in the main navigation menu in BIZ101 Business Communications. Your learning facilitator will provide feedback via the Grade Centre in Blackboard. Feedback can be viewed in My Grades. The below assessment rubric guides the marker when awarding marks for your assessment. You should use this rubric to review your assessment task prior to submission, ensuring there is nothing you have missed. Assessment Rubric Assessment Attributes Fail (Unacceptable) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75 -84% High Distinction (Exceptional) 85-100% Number of sources 10% Identifies less than 4 sources useful to complete the Assessment 2B Written Report on the chosen topic. Identifies 4 sources, however there are less than 2 reliable academic sources identified. The usefulness and/or suitability of the sources identified to complete the Assessment 2B Written Report on the chosen topic is debatable. Identifies 4 sources, from which at least 2 are from reliable academic sources. The sources identified are generally useful and appropriate to complete the Assessment 2B Written Report on the chosen topic. Identifies 4 sources, from which at least 2 are from reliable academic sources. All sources identified are useful and pertinent to complete the Assessment 2B Written Report on the chosen topic. Identifies 4 sources, from which at least 2 are from reliable academic sources. The academic sources identified are critical in the discipline to the discussion of the chosen topic. All sources identified are highly pertinent to complete the Assessment 2B Written Report on the chosen topic. Referencing 25% Does not include correct references or in-text citations; does not use APA 6th ed. style. Attempts to include references or in-text citations; however, these are sometimes insufficient or incorrect; uses APA 6th ed. style, however may contain some citation or referencing errors. Includes in-text citations and references from suitable sources; uses APA 6th ed. style, however may contain minor citation or referencing errors. Includes in-text citations and references from suitable sources; uses APA 6th ed. style, containing minimal and or no errors. Includes in-text citations and references from suitable sources; uses APA 6th ed. style, containing no errors. Summary 30% Sources have not been summarised (i.e. more than one summary missing for one of the sources). There is no/ a limited attempt at justifying relevance of selected sources. Most sources have been summarised (i.e. all sources have partial summaries or there is one summary missing for one of the sources). The summaries are inconsistently appropriate to the task, as demonstrated by an interrupted flow of ideas and at times lack of clarity. All sources have been summarised appropriately, however this still needs some work to achieve a clear and coherent flow of ideas. There is a generally adequate attempt at justifying the relevance of all selected sources, however this still needs some work (i.e. relevance to topic and task inconsistently clear). All sources have been summarised appropriately, coherently and clearly. All sources are justified in relation to their relevance to the topic of the written report clearly and consistently. All summaries are consistently clear and coherent; in the summaries, the main ideas are synthetised as they are needed to justify the source selection in relation to the topic of the written report (i.e. main ideas from sources are used to justify selection and relevance to chosen topic). BIZ101 Assessment 2A Brief Page 4 of 5 There is a basic attempt at justifying the relevance of all selected sources, however this needs substantial work (i.e. relevance to topic and task not entirely clear, appropriate). Reliability evaluation 35% The reliability evaluation shows no understanding of source authority, audience, transparency, objectivity and currency, with omissions in all of the tests. The reliability evaluation shows superficial understanding of source authority, audience, transparency, objectivity and currency, with weaknesses in all of the tests and some omissions. The reliability evaluation shows a generally competent understanding of source authority, audience, transparency, objectivity and currency, with only weaknesses in some of the tests and no omissions. The reliability evaluation shows a clearly competent understanding of source authority, audience, transparency, objectivity and currency, with no more than one or two weaknesses and no omissions in all of the tests. The reliability evaluation is comprehensive, thorough and appropriate in all tests, demonstrating a highly competent understanding of source authority, audience, transparency, objectivity and currency, with no weaknesses and no omissions in all of the tests. BIZ101 Assessment 2A Brief Page 5 of 5
ASSESSMENT 2A BRIEF Subject Code and Title BIZ101: Business Communications Assessment Source Analysis Individual/Group Individual Length 1000 words (+/- 10%) Learning Outcomes This assessment addresses the following subject learning outcomes: a) Demonstrate information literacy and critical analysis appropriate to the level of study. b) Understand and demonstrate academic integrity and authentic engagement with information. d) Identify and apply effective communication skills within a variety of business environments, including the use of technology. Submission By 11:55pm AEST/AEDT Sunday of Module 3.2 (Week 6) Weighting 25% Total Marks 100 marks Task Summary Identify, summarise and evaluate four (4) sources that will be useful for completing the Assessment 2B Written Report. Please refer to the Task Instructions for details on how to complete this assessment. Context In business, you need to be able to research sources of information, read and evaluate their credibility to ensure they are appropriate when building and communicating an argument or a line of reasoning. Beyond this context, these skills will assist you for academic purposes in writing summaries and critically reviewing sources of information for your current and future studies. Task Instructions To complete this assessment task you must: 1. Select one (1) of the following topics (You will use this topic for both this assessment task (2A Source Analysis) and Assessment 2B Written Report): a. Using Social Media in the workplace to communicate with staff. b. Communicating a companywide employee recognition program using digital technology. c. Boosting workplace motivation through innovative communication tools. d. Implementing instant messaging/group messaging, discussion forums and workplace chatrooms. e. Podcasts, internal blogs/vlogs as a means to communicate to employees. f. Using an internal intranet/social intranet for employee interactions. 2. Conduct research on your chosen topic. 3. Identify four (4) sources that will be useful for completing Assessment 2B Written Report (read Assessment 2B Brief to inform your choice of sources). a. Two (2) of the sources must be from reliable academic sources, such as academic journals and books. The other two (2) sources can come from YouTube or TEDtalks or other non-academic sources. 4. Provide the following for each source: a. Name of the source in full according to the APA 6th ed. style. b. A brief summary of each source (100-150 words each), justifying why it is relevant to the topic of your written report. c. Evaluate the reliability of each source by applying the Five Tests for Reliability, covered in Module 3. You must cover: 1. Authority 2. Audience 3. Transparency 4. Objectivity 5. Currency d. Include a final reference list for all four (4) sources in APA 6th ed. style. Please note the following additional information: • You should adhere to the correct use of academic writing, presentation and grammar. • You are advised to include a minimum of two (2) academic references and two (2) mediabased references as described above. • You must check the Similarity Report for your assessment task in Turnitin before submitting it in Blackboard. All highlighted sentences must be either paraphrased in your own words or put in as direct quotes and referenced accordingly. • For additional support on academic skills, please visit: https://laureateau.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&am p;content_id=_2498849_1 Referencing • It is essential that you use appropriate APA 6th edition style for citing and referencing your research. • Please comply with all academic standards of legibility and referencing details (including a reference list). Please see more information on referencing here: http://library.laureate.net.au/research_skills/referencing Submission Instructions Upload your Source Analysis to Turnitin and check your Turnitin Similarity Report. When the Turnitin Similarity Report is less than 20%, submit your Source Analysis via the Assessment link in the main navigation menu in BIZ101 Business Communications. Your learning facilitator will provide feedback via the Grade Centre in Blackboard. Feedback can be viewed in My Grades. The below assessment rubric guides the marker when awarding marks for your assessment. You should use this rubric to review your assessment task prior to submission, ensuring there is nothing you have missed. Assessment Rubric Assessment Attributes Fail (Unacceptable) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75 -84% High Distinction (Exceptional) 85-100% Number of sources 10% Identifies less than 4 sources useful to complete the Assessment 2B Written Report on the chosen topic. Identifies 4 sources, however there are less than 2 reliable academic sources identified. The usefulness and/or suitability of the sources identified to complete the Assessment 2B Written Report on the chosen topic is debatable. Identifies 4 sources, from which at least 2 are from reliable academic sources. The sources identified are generally useful and appropriate to complete the Assessment 2B Written Report on the chosen topic. Identifies 4 sources, from which at least 2 are from reliable academic sources. All sources identified are useful and pertinent to complete the Assessment 2B Written Report on the chosen topic. Identifies 4 sources, from which at least 2 are from reliable academic sources. The academic sources identified are critical in the discipline to the discussion of the chosen topic. All sources identified are highly pertinent to complete the Assessment 2B Written Report on the chosen topic. Referencing 25% Does not include correct references or in-text citations; does not use APA 6th ed. style. Attempts to include references or in-text citations; however, these are sometimes insufficient or incorrect; uses APA 6th ed. style, however may contain some citation or referencing errors. Includes in-text citations and references from suitable sources; uses APA 6th ed. style, however may contain minor citation or referencing errors. Includes in-text citations and references from suitable sources; uses APA 6th ed. style, containing minimal and or no errors. Includes in-text citations and references from suitable sources; uses APA 6th ed. style, containing no errors. Summary 30% Sources have not been summarised (i.e. more than one summary missing for one of the sources). There is no/ a limited attempt at justifying relevance of selected sources. Most sources have been summarised (i.e. all sources have partial summaries or there is one summary missing for one of the sources). The summaries are inconsistently appropriate to the task, as demonstrated by an interrupted flow of ideas and at times lack of clarity. All sources have been summarised appropriately, however this still needs some work to achieve a clear and coherent flow of ideas. There is a generally adequate attempt at justifying the relevance of all selected sources, however this still needs some work (i.e. relevance to topic and task inconsistently clear). All sources have been summarised appropriately, coherently and clearly. All sources are justified in relation to their relevance to the topic of the written report clearly and consistently. All summaries are consistently clear and coherent; in the summaries, the main ideas are synthetised as they are needed to justify the source selection in relation to the topic of the written report (i.e. main ideas from sources are used to justify selection and relevance to chosen topic). BIZ101 Assessment 2A Brief Page 4 of 5 There is a basic attempt at justifying the relevance of all selected sources, however this needs substantial work (i.e. relevance to topic and task not entirely clear, appropriate). Reliability evaluation 35% The reliability evaluation shows no understanding of source authority, audience, transparency, objectivity and currency, with omissions in all of the tests. The reliability evaluation shows superficial understanding of source authority, audience, transparency, objectivity and currency, with weaknesses in all of the tests and some omissions. The reliability evaluation shows a generally competent understanding of source authority, audience, transparency, objectivity and currency, with only weaknesses in some of the tests and no omissions. The reliability evaluation shows a clearly competent understanding of source authority, audience, transparency, objectivity and currency, with no more than one or two weaknesses and no omissions in all of the tests. The reliability evaluation is comprehensive, thorough and appropriate in all tests, demonstrating a highly competent understanding of source authority, audience, transparency, objectivity and currency, with no weaknesses and no omissions in all of the tests. BIZ101 Assessment 2A Brief Page 5 of 5