There are many ideas that come from errors or accidents. Complete the following:
Research 1–2 game-changing ideas that came from an error or accident. Do something different from well-known accidental inventions such as sticky notes.
Write a paper of at least three pages about what you learned.
If it is a simple situation where you may only be able to get a page of material from it, choose two accidents or errors and continue.
Please talk about the forces that supported it.
This paper should be in APA format with a cover page and references.
Turn in the Word document with your paper.
Post your work to your blog.
Please submit your assignment.
For assistance with your assignment, please use your textbook, all course resources, and any external research and resources you have gathered.
Individual Project Rubric
The Individual Project (IP) Grading Rubric is a scoring tool that represents the performance expectations for the IP. This Individual Project Grading Rubric is divided into components that provide a clear description of what should be included within each component of the IP. It’s the roadmap that can help you in the development of your IP.
Expectation
Points Possible
Points Earned
Comments
Assignment-Specific: Researched and discussed 1-2 game-changing ideas that came from an error or accident.
35
Assignment-Specific: Articulated what they learned about the ideas and discussed the forces that support the idea(s).
35
Assignment-Specific: Submitted a paper and posted the work to their blog.
35
Assignment-Specific: Demonstrates the utilization of the course readings and other scholarly and/or professional materials to complete the assignment.
10
Professional Language: Assignment contains accurate grammar, spelling, and punctuation with few or no errors. (APA formatting is required or style specified in assignment).
10
Total Points
125
Total Points Earned
Unit 6 Assigned Reading:
Managing Innovation: Integrating Technological, Market and Organizational Change: Chapters 10–11
Each member of an organization is held accountable for managing risks. Therefore, it is essential to establish the context for a risk framework and risk process.
Prior to beginning this assignment, view “Risk Management and Assessment” within the “Video Playlist: Policy Management for Security Solutions,” located in the Class Resources.
Using your company from Topic 1, establish a risk management framework using industry standards for compliance.
Part 1
Refer to the “CYB-535 Risk Management Framework Guide,” and create a Risk Management Framework.
Part 2
Refer to “An Overview of Threat and Risk Assessment,” located in the topic Resources. In 750–1000 words, discuss various risk assessment models, methodologies, and processes that can be used to perform a risk assessment of a particular system. Make sure to:
Describe how risk relates to a system security policy.
Describe various risk analysis methodologies.
Considering your framework from Part 1, explain why it is important to evaluate and categorize risk a) with respect to technology; b) with respect to individuals, and c) in the enterprise.
Compare the advantages and disadvantages of various risk assessment methodologies.
Explain how one would select the optimal methodology based on needs, advantages, and disadvantages.
Then, submit both Parts 1 and 2.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies and professional standards:
MS Information Assurance and Cybersecurity
2.1 Establish a risk management framework using industry standards for compliance
MS Cybersecurity
1.5 Establish a risk management framework using industry standards for compliance.
Read: Managing SurvivalEconomic Realities for Vietnamese American Women (page 237) Linda Trinh Võ (I attached the file below)
Please write the summary ( Economic Realities for Vietnamese American Women (page 237))to include main points. Keep in mind your peers may have not read the chapter you selected so you would like to provide them with an overall summary of the chapter reading.
Requirement: In your summary/analysis, you must provide citations from the reading which should include title, page numbers, and a reference page. However, on the week of your final, there’s no “reading discussion” forum.
Your post should include:
Title of Article and Author
Summary of article selected: a paragraph with citations
Reflection of the reading: a paragraph
A reflection can include your own personal experience that’s related to the readings, a connection to the reading that you found in a news or academic article, movie, YouTube video, etc.
You can also include your thoughts, views, or opinion about the chapter reading you selected.
If you’re having trouble, you can answer the following questions:
What did you find interesting about the reading?
What would you have done in their situation?
How would the issues in the chapter be in today’s political climate?
Where does issue the issues stand today?
What policies or suggestions do you have to improve the issues?
Exp19 Excel Ch02 ML1 Metropolitan Zoo Gift Shop Weekly Payroll
Project Description:
As manager of the gift shop at the Metropolitan Zoo, you are responsible for managing the weekly payroll. Your assistant developed a partial worksheet, but you need to enter the formulas to calculate the regular pay, overtime pay, gross pay, taxable pay, withholding tax, FICA, and net pay. In addition, you want to include total pay columns and calculate some basic statistics. As you construct formulas, make sure you use absolute and relative cell references correctly in formulas
Start Excel. Download and open the file named Exp19_Excel_Ch02_ML1_Payroll.xlsx. Grader has automatically added your last name to the beginning of the filename.
Use IF functions to calculate the regular pay and overtime pay based on a regular 40-hour workweek in cells E5 and F5. Pay overtime only for overtime hours. In cell G5, calculate the gross pay based on the regular and overtime pay. Abram’s regular pay is $398. With 8 overtime hours, Abram’s overtime pay is $119.40.
Create a formula in cell H5 to calculate the taxable pay. Multiply the number of dependents (column B) by the deduction per dependent (B24) and subtract that from the gross pay. With two dependents, Abram’s taxable pay is $417.40.
Use a VLOOKUP function in cell I5 to identify and calculate the federal withholding tax. Use the tax rates from the range D21:E25. The VLOOKUP function returns the applicable tax rate, which you must then multiply by the taxable pay.
Calculate FICA in cell J5 based on gross pay and the FICA rate (cell B23), and calculate the net pay in cell K5. Copy all formulas down their respective columns to row 16.
With the range E5:K16 selected, use Quick Analysis tools to calculate the total regular pay, overtime pay, gross pay, taxable pay, withholding tax, FICA, and net pay on row 17.
Note, Mac users, with the range selected, on the Home tab, in the Editing group, click AutoSum.
Apply Accounting Number Format to the range C5:C16. Apply Accounting Number Format to the first row of monetary data and to the total row. Apply the Comma style to the monetary values for the other employees. Apply the Total cell styles format to the range E17:K17.
Insert appropriate functions to calculate the average, highest, and lowest values in the Summary Statistics area (the range I21:K23) of the worksheet. Format the # of hours calculations as Number format with one decimal and the remaining calculations with Accounting number format.
Insert a footer with your name on the left side, the sheet name code in the center, and the file name code on the right side of the worksheet.
Save and close the workbook. Submit the file as directed
Instructions: Each written paper requires in-depth and detailed responses to the assignment question(s). The written papers need to reference the text materials in the content of the paper as well as the Reference Page. You must ensure you reference and cite a source if you paraphrase or quote directly from an author or source. Likewise, written papers include real-world examples to support any general points. Keep your submissions clear, concise, focused, and succinct. Quality is preferred and not quantity of verbiage. Each written paper must be:
□ 2-3 pages maximum (500-700 words)□ APA format □ Title page, introduction, conclusion, and reference page (no short answer format)Answer the following:
1. Compare and contrast the just-in-time approach with the more traditional approach to managing inventory and manufacturing. You must include a title page, introduction, conclusion, and reference page
CLICK HERE TO MAKE YOUR ORDERon Compare and contrast the just-in-time approach with the more traditional approach to managing inventory and manufacturing
The Interview Report (Week 11). The purpose of the interview is to assess the extent and nature
of a relevant area/concept in HRM within an organization. The area of HRM that the interview will focus on will be chosen by you and the organization will be chosen by you too. For example, you could choose from Staffing the organization, developing human resources, Compensating human resources, Managing employee relations, or any other HRM area. You could look at the five sections of the textbook and pick an area from there. Select and interview a significant individual (preferably a HR professional) in this organization who can share insights of the organization’s HRM practices that impact the competitive advantage of the organization. Query them about the HRM functions within the organization, such as what recruitment and staffing strategies and practices they follow, or what training and development programs/ activities are in place; ask them how the organization views its investment in HRM; how such investments contribute to organizational performance; how does the organizational culture facilitate and/or hinder HRM activities; what sustainability challenge(s) does the organization face that increase(s) the role of human resource management practices. Get in-depth details that would help you assess the organization’s ability to overcome its sustainability challenges and leverage
«R_CourseNumber»220 B «R_SemesterYear» Page 7 of 12
a competitive advantage in the market. The concepts, theories, and practices you read from the textbook will help you in formulating your questions.In your report,
Present a clear picture of the context of your interview – name of company, location of the
company, who you interviewed (position in the organization), when you interviewed, duration of the interview, how did you interview – face to face or otherwise? Also, any reason why you chose this company and why you chose the specific HRM area (about 1 page) – worth 5 points
b. Present a summary of the information gathered at the interview (about 2 pages) – worth 7 points
c. Provide a critical analysis of the challenges and possibilities for this organization using the material you have covered in the textbook on the theory and practice of HRM (about 3-5 pages). – worth 8 points. The paper should be of the highest quality, about 8 pages (not less than 5 pages), written in APA 6 style, scholarly, clear, precise, and interesting. The 5-page bare minimum does not include the title page and references. The paper should be double spaced with 1-inch margins. Make sure you cite your sources within the paper as well as on the reference page.
NB: Appropriate and relevant rubrics would be provided to guide students
References: Don’t forget to list all the sources you use at the end of the paper. Provide a full reference of each source (author’s name, year of publication, title of publication, publisher, pages (if a book chapter or journal article). For Internet sources, reference the URLs.
General: Here are some additional guidelines that will help you avoid the most common problems students have with their term papers:
Organization: Make sure that your paper is well organized by using headings and sub- headings. Headings and sub-headings provide a structure and guide to the reader as the discussion evolves from one issue to another.
Content: Remember this class is on Leadership. Your paper should be focused on this throughout.
Literature: You must use the literature to support your arguments. Put differently, do not make arguments that are not supported by evidence. Integrate your literature sources into the manuscript. By so doing, you will be able to ground your arguments.
Quotes: When you quote, make sure than you clearly provide the author(s) name(s), year of publication, and page number(s).
Tables: If you present tables, clearly label, and relate them to the paper.
Conclusions: Use the conclusions section to summarize your findings and provide
relevant, practical, and workable recommendations. Do not introduce new issues in this section
In a essay describe the unique challenges of managing the intangible assets of organization for a manufacturing company that has operations in four countries (USA, Mexico, France, and Turkey). Address human capital, information capital, and organizational capital in terms of their alignment to strategy. Note: By “unique” we mean that you should name and describe those special circumstances such a business faces in operating trans‐nationally (specifically, in those four locations). For example, is the labor pool in Turkey educated enough to operate and maintain modern manufacturing technologies? What might be the environment for organizational capital in Mexico? What kind of IT capital is needed for a company to operate in four such dispersed locations? Special Instructions Your final exam essay is an integrative assignment which will require you to synthesize and apply what you have learned. If you use graphics (tables, strategy maps, et cetera), insert them directly into the narrative (submit one file). Do not work on this with other students. Refer any questions to your instructor. Requirements Prepare a minimum of a 1,500-word to 2,000-word maximum, APA formatted paper in Times New Roman 12 point font, excluding the title page and reference page of which both are required. Please note that the minimum word count is simply a minimum and you will most likely exceed that in order to effectively address the objectives. An abstract is not required: however, the paper should provide an Introduction (which is not headed), Conclusion, and major section headings. This paper is a formal paper, so formal writing style and conventions are expected. Be sure to attend to the question(s) in a complete and substantive manner with academic peer reviewed or professional support for your positions and conclusion
ASSESSMENT 3 BRIEF Subject Code and Title PROJ6003 – Project Execution and Control Assessment Project Status Reporting Module 4-5 Discussion Forum Individual/Group Individual Length 1000 words (+/- 10%) or equivalent Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include: b) Critically reflect on the project leadership and communication skills required to maximise project outcomes in the execution, control and closure phases of projects. Weighting 20% Total Marks 100 marks Task Summary In this assessment, you will further analyse the case study that was introduced in Assessments 1 and 2. You will participate in the discussion with your classmates demonstrating your understanding of Project Status reporting by: Identifying effective project status reports and discussing their challenges and pitfalls, explaining the difference between the status reports provided for teams, sponsors, and steering committee considering their unique needs, as well as creating and justifying a sample of a status report that would be submitted to a chosen stakeholder of the project from the given case study. This assessment allows you to practice professional communication with peers, either face-to-face or virtually. Note: At the discretion of the Learning Facilitator, this assessment can be delivered in class as a presentation/discussion, using recordings or writing directly on the discussion forum. This might require to initiate the task ahead of the submission deadline and will be communicate by the Learning Facilitator. Please refer to the Task Instructions for details on how to complete this task. Context As a Project Manager, you are managing the execution and control of the project, but you are also ensuring that your stakeholders are aware of the project’s progress with the level of detail that they need. How would you communicate project progress and status to key stakeholders? How would you ensure that they have sufficient information to make key decisions and assist you in further progress of your project? This will depend on the stakeholder group, their power and interest and their communication preferences and requirements. Task Instructions To complete this assessment task, you must: 1. Ensure that you have read the given case study and resources from the subject, as all as any additional research you may find relevant and that will add value to your report. Review your subject notes, as well the Lecture slides and any other information provided by the Learning Facilitator in support of this assessment. Note: At the discretion of the Learning Facilitator, this assessment can be delivered in class as a presentation/discussion, using recordings or writing directly on the discussion forum. Options of can be combined to suit class size and schedule. 2. Prepare a script/essay for the main post/presentation to be submitted on the discussion forum of 850 words (+/-10%) containing: a) Identify, at least 3, effective status reports used in project management. b) Discuss challenges and pitfalls for each of these status reports. c) Explain the difference between the status reports provided for teams, sponsors, and steering committee considering their unique needs. d) Create and justify a sample of a project status report that would be submitted to a chosen stakeholder of the project from the given case study. OPTION 1 – Discussion in class – Presentation & Responses If presenting in class (F2F/Virtual/Online): 3. You will, then, present your script and respond to at least one (1) other classmate in class. • Students will have between 5-8 minutes to present their script. • Students can use a number of visual aids to support the presentation. • Students will provide a response between 2-3 minutes to another classmate’s presentation. • Students will be marked for the presentation and response to other classmates in class and the scripts they have submitted on the forum. OPTION 2 – Discussion in writing or as recording on Blackboard – Presentation & Responses If submitting on the discussion forum – recording/written post (F2F/Virtual/Online): 3. You will, then, present your script and respond to at least one (1) other classmate on the discussion forum directly, either in writing or as a recording, as instructed by the Learning Facilitator. a. If submitting a recording: i. Students will have between 5-8 minutes to present their script. ii. Students can use a number of visual aids to support the presentation. iii. Students will respond to at least (1) other classmate either in writing (250 words) or as a recording (2-3 minutes). iv. Students will be marked for the recording and response to other classmates on the forum and the scripts they have submitted on the forum. b. If submitting only a written discussion: i. Main post submission will contain 750 words (+/-10%). ii. At least one (1) responding post to a classmate of 250 words (+/- 10%). iii. Students will be marked for the main post and response to other classmates. 4. The essay/script should consist of the following structure: a. A brief Introduction paragraph that will also serve as your statement of purpose for the discussion—this means that you will tell the reader what you are going to cover in the discussion. b. Body paragraphs in which you will cover all four (4) requirements listed above (a to d). This section will contain the information that is required to demonstrate your understanding of the case study and key Project Management concepts under discussion by applying them into your project. i. Any visual aids – tables/diagrams/illustrations – can be used to support the discussion. c. A brief Conclusion paragraph summarising any findings or recommendations from the discussion. i. There should not be any new information in the conclusion. d. A list of References providing every source cited within your report. i. Only cited sources are listed in the References. ii. They should be listed alphabetically. iii. They need to be valid and linked with the topic/content provided within the report. Referencing It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here in the Academic Writing Guide found via the Academic Skills website. Submission Instructions In submitting the written portion of your Assessment 3, you will use the Assessment link in the main navigation menu in PROJ6003 – Project Execution and Control. The link will take you to the discussion forum where you will select the existing thread created by the Learning Facilitator and reply to the first post by the Learning Facilitator and write directly on the forum (do not attach files). The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. If submitting recording/pictures: If your submission includes items (illustrations, recordings), you may attached them by clicked to add content and selecting to insert local files, click ‘Browse Your Computer’ to attach your extra files. Academic Integrity All students are responsible for ensuring that all work submitted is their own and is appropriately referenced and academically written according the Academic Writing Guide. Students also need to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure and subsequent penalties for academic misconduct. These are viewable online. Students also must keep a copy of all submitted material and any assessment drafts. Assessment Rubric Assessment Attributes Fail (Yet to achieve minimum standard) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75-84% High Distinction (Exceptional) 85-100% Identify different status reports and critically analyse their challenges and pitfalls Percentage for this criterion = 20% Fails to contribute to the identification of different status reports and their challenges and pitfalls by: • Identifying other project reports that are not status reports. • Critical analysis of their challenges and pitfalls are missing. • Key components are missing from the discussion. Demonstrates limited awareness of project status reporting. • A generic discussion of status reports focused on aspects and not format/use/content – e.g. only based on frequency. • Challenges and pitfalls are addressed for status reports in general and not specific to the ones identified. Shows some understanding of project status reporting. • Provides a discussion of different status reports. • Challenges and pitfalls are addressed for each specific status reports with minor errors present in the analysis. Presents a coherent and detailed analysis of project status reports. Well demonstrated capacity to explain status reports and their challenges and pitfalls, including making connections with the case study. Critically analyses and evaluates project status reports with detailed challenges and pitfalls that are well linked with the case study and its key stakeholders. Contribution is comprehensive and advances the class discussion. Explain the difference between key stakeholders in regards to their information needs Percentage for this criterion = 20% Fails to demonstrate knowledge in stakeholders and communication management by: • Not addressing stakeholders in the discussion. • Lack of explanation of the differences of each stakeholder. Limited awareness of stakeholders and communication management principles. Resembles a recall or summary of key ideas. No link between the analysis of stakeholders and the status report suited for them. Demonstrates awareness of the communication needs and preference of key stakeholders. Link between the analysis of stakeholders and the status report suited for them is ill-developed. Demonstrates advanced knowledge of the communication needs and preference of key stakeholders. Link between the analysis of stakeholders and the status report suited for them is well-developed. Demonstrates high level of communication and stakeholder analysis by identifying the uniqueness of each key stakeholder with added insights into how to engage them. Link between the analysis of stakeholders and the status report suited for them is very welldeveloped, including examples to support discussion. Develop and justify a sample project status report for the given case study Percentage for this criterion = 20% Limited application/recommendat ions based upon analysis. No status report sample is provided. Resembles a recall or summary of key ideas. Provides a sample status report that is generic and not aligned with the case study or its stakeholders. Little to no justification provided for the sample. Demonstrates a capacity to explain and apply relevant concepts into the development of the status report. Justification of the report is ill-developed or unclear in regards to the stakeholder of the case study. Well demonstrated capacity to explain and apply relevant concepts into the development of the status report. Justification of the report is well-developed and aligned with the stakeholder from the case study. Highly sophisticated and creative application of concepts into the developed of the status reports, including the use of trending software in the field. Justification of the report is very well-developed and presents additional insights that contribute to further learning. Effective Communication Adheres to structure of report and word count requirements. Appropriate use of terminology, paragraphs, sentence construction, spelling, and grammar. Presents using a range of techniques to engage and sustain audience’s interest. Specialised language and terminology from Project Management is rarely or inaccurately employed. Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure, sequence, spelling, grammar, punctuation and/or the acknowledgment of sources. Difficult to understand for audience, no logical/clear structure, poor flow of Generally employs specialised language and terminology from Project Management with accuracy. Meaning is sometimes difficult to follow. Information, arguments and evidence are structured and sequenced in a way that is not always clear and logical. Some errors are evident in spelling, grammar and/or punctuation. Presentation is sometimes difficult to follow. Information, arguments and evidence are presented in a Accurately employs specialised language and terminology from Project Management. Meaning is easy to follow. Information, arguments and evidence are structured and sequenced in a way that is clear and logical. Occasional minor errors present in spelling, grammar and/or punctuation. Presentation is easy to follow. Information, arguments and evidence are well presented, mostly Accurately employs a wide range of specialised language and terminology from Project Management. Engages audience interest. Information, arguments and evidence are structured and sequenced in a way that is, clear and persuasive. Spelling, grammar and punctuation are free from errors. Engages audience interest. Information, arguments and evidence are very well presented; the presentation Discerningly selects and precisely employs a wide range of specialised language and terminology from Project Management. Engages and sustains audience’s interest. Information, arguments and evidence are insightful, persuasive and expertly presented. Spelling, grammar and punctuation are free from errors. Engages and sustains audience interest. Expertly presented; the presentation is logical, Percentage for this criterion = 20% ideas, argument lacks supporting evidence. Limited use of engaging presentation techniques. (e.g. posture; eye contact; gestures; volume, pitch and pace of voice) way that is not always clear and logical Sometimes uses engaging presentation techniques (e.g. posture; eye contact; gestures; volume, pitch and pace of voice) clear flow of ideas and arguments. Uses engaging presentation techniques (e.g. posture; eye contact; gestures; volume, pitch and pace of voice) is logical, clear and wellsupported by evidence. Confidently and consistently uses a range of engaging presentation techniques (e.g. posture; eye contact, expression; gestures; volume, pitch and pace of voice; stance; movement) persuasive, and well- supported by evidence, demonstrating a clear flow of ideas and arguments. Dynamic, integrated and professional use of a wide range of engaging presentation techniques (e.g. posture; eye contact, expression; gestures; volume, pitch and pace of voice; stance; movement) Constructive feedback to peers Percentage for this criterion = 10% Fails to offer any feedback. No support or encouragement to peers. No awareness or sensitivity to diversity amongst peers. Offers feedback but rarely constructive or useful. Feedback is not always clear or specific to guide peers. Little support or encouragement to peers. Demonstrates little awareness of and/or sensitivity to diversity amongst peers. Offers feedback that is sometimes constructive or useful. Feedback is provided with examples to guide peers. Some support and encouragement to peers. Demonstrates some level of awareness of and sensitivity to diversity amongst peers. Offers constructive feedback regularly. Formulates the merits of alternative ideas or proposals and communicates them to peers. Offers support and encouragement to peers. Demonstrates a high level of awareness of and sensitivity to diversity amongst peers. Always offers detailed constructive feedback that is specific and appropriate. Expertly articulates the merits of alternative ideas or proposals and communicates them effectively to peers. Provides expert assistance, support, and encouragement to peers. Consistently demonstrates a high level of awareness of and sensitivity to diversity amongst peers. Correct citation of key resources and evidence Percentage for this criterion = 10% Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas. Referencing is omitted or does not resemble APA. Different formats are provided and references do not align with content. Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. Referencing resembles APA, with frequent or repeated errors. Different formats are provided and references do not fully align with content. Demonstrates use of credible resources to support and develop ideas. Referencing resembles APA, with occasional errors. References align with content. Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements. Shows evidence of wide scope within the organisation for sourcing evidence. APA referencing is free from errors. References align with content. Demonstrates use of highquality, credible and relevant resources to support and develop arguments and position statements. Shows evidence of wide scope within and outside the organisation for sourcing evidence. APA referencing is free from errors. References align with content
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cybersecurity assignment, mostly the answer should be based on book, Management of Information Security. But we have to act as doing the risk assessment for university so outside information is required as well with proper references. Task Description You are interviewed by Southern Cross University for a position of cybersecurity consultant to work in a universitys cybersecurity program. As part of the interview, you are required to complete the following tasks: • Task 1: discuss why risk assessment is the most critical step in developing and managing cyber security in the university and identify the limitations of the current risk assessment methods. • Task 2: develop five questions that allow you to identify the most critical information assets of the university. Create a WFA template to rank the assets. • Task 3: identify the top five threats to the university information assets. Support you finding by quoting reputable sources of information. • Task 4: lets assume that the university website is one of the most critical information asset of the university. Discuss how the top five threats could/could not impact the asset. Rank the threats based on their levels of impact on the asset. Support your discussion by quoting reputable sources of information. Assignment-1 guideline Task 1: The importance of risk assessment To complete this task, use the following questions to guide your discussion: • What is risk assessment? • What do you know by performing cybersecurity risk assessment? • What do you think is difficult for you to do/obtain in the risk assessment process? • How risk assessment results are used to develop and manage cybersecurity and how they can affect the business decision making process? Task 2: Critical asset identification To complete this task, use the following questions to guide your thought: • What is an information asset? • What make an information asset critical? • What can be included in WFA to classify the university information assets? Task 3: Threat identification To complete this task, use the following guidelines: • Clearly understand the difference between important security concepts including threats, hazards, attacks and incidents. • Search for security threat, incident and trend reports and use the results from reputable sources such as government organisations and security companies. • Identify relevant threats by studying statistics and figures found in the reports. • Summarize each threat, threat agent, method of delivery and working mechanism Task 4: Threat assessment To complete this task, use the following guidelines: • Identify potential weaknesses (vulnerabilities) of the asset based on three information security components: confidentiality, integrity and availability. • Study the working mechanism of each threat to assess the potential impact of the threat on the asset by exploiting the vulnerabilities. Use your own and public domain knowledge to help you with the impact assessment. Format and Presentation You are recommended to present the assignment in a standard report format with the title page that details your name, student-id, unit, course and date/time information. You will also provide a TOC page for the navigation. There is no report template to be used in this assignment so you can design your own template or refer to online resources. However, the report should be well presented with clear headings, titles and subtitles with references
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BSc (Hons) Human Resource Management Cohort: BHRM/20A/FT [Batch 2 ] Semester II 2020/2021 & SEMESTER I 2021 Assignment I I for Year 2021 Module Name: Leadership, Teams & Empowerment M odule Code: HRMT 2109 Lecturer’s Name: Mr. Jessen Seringhen Coopoomootoo 2 INSTRUCTIONS & INFORMATION TO CANDIDATES 1. There are TWO questions in the assignment (Case Study) . You have to answer BOTH questions. 2. Each question carries 25 marks . 3. State clearly the question number that you are answering. 4. You should properly reference your answers using Harvard referencing style and include a bibliography at the end of each essay properly arranged in alphabetical order. Note that plagiarism may be penalized. 5. Use Times New Roman as font, 1 .5 line spacing and font size 12. 6. Each answer should not exceed 1500 words (excluding graphs, charts, appendixes and referencing list). 7. This assignment will account for a total of 50% for the module . 8. Deadline for submission of assignment is 01 August 2021 . Kindly note that the rules and regulations of the university governing submission of assignment after the deadline will be enforced. 9. You need to include a cover page in your answer showing clearly your full name, student ID number , programme of st udy, cohort name, level of study, module name and module code . 10. You are required to submit your assignment in soft co py either in Microsoft W ord or Adobe Acrobat format on the following email address: jcoopoomootoo @umail.utm.ac.mu and to forward a copy of same on cssbmfexams@umail.utm.ac.mu . 11. Note that this is an individual assignment. The onus for maintaining confidentiality of your work rests on you. Make sure that you do not share your answers with anyone from your batch or from any other batches. In case any cheating is suspected, you may be penalized , as per the university regulations. 3 Creating a High -Performing Workplace It’s well known that the Beyster Institute provides consulting guidance to companies and their leaders on the development of effective employee ownership programs. Less familiar to many is the work we do in classroom education. In fact, one of the most i mportant ways that we build understanding and support for employee ownership among business leaders is through the teaching we do in the MBA program at the UC San Diego Rady School of Management. Our offerings include a whole range of classes from Equity Compensation to Managing an Employee -Owned Company. Among those is one especially interesting course with a human resource slant. Currently, Beyster Institute Senior Consultant Martin Staubus is teaching a course entitled “Creating a High -Performing Wor kplace,” which is offered as an elective course in the organizational development area. In a recent interview, Professor Staubus described the content of the course. “In Creating a High -Performing Workplace , we explore five themes. As a bit extra fun, I play a theme song for each theme – students get extra course credit for naming the song and the artist.” The themes are: High Performance in the Innovation Age. Before we can explore how to create a high -performing workplace, it only makes sense that we know what that is. If you don’t know what you’re trying to create, how can you talk about the steps to create it? Our first theme, therefore, begins with the observation that, in the U.S. and other developed economies, the Industrial Age that dominat ed most of the last century has evolved into the Innovation Age of the 21st century. Yes, there is still traditional manufacturing in the U.S., and there are workers who do repetitive manual tasks. But the work that really drives economic growth in the U .S. now involves activities that require employees to use independent judgment and creativity and to collaborate effectively with others. There simply aren’t many jobs left where employees just carry out the instructions handed down by the boss. If your organization isn’t constantly striving to make your customer experience better and/or cheaper, it’s unlikely to see long -term growth. An important point here is that innovation doesn’t only mean “product innovation” – coming up with the next iPad or other big hit. And innovation doesn’t just mean 4 one heroic individual coming up with a brilliant insight. Rather, companies thrive when its people are constantly figuring out lots of small ways to make the company’s existing products or services a little better, a little easier to produce or a little cheaper. And most innovation actually results from people i nteracting, pooling their knowledge, bouncing ideas off each other, and collaborating to come up with improvements on the status quo. In the Innovation Age, then, a high -performing workplace is one in which the people in the organization are proactively a pplying not only their technical training, but their creativity and good judgment, collaborating as a team to continuously improve their company’s ability to deliver value to customers. One of the great challenges of American business – and the reason for this course – is that the management methods that were developed for the Industrial Age now are very poorly suited to meet these needs of the Innovation Age. Yet American business is being led by old guys who in turn were mentored in their younger days b y executives who cut their management teeth in the heyday of the Industrial Age. Too much of current management remains rooted in Industrial Age practice. Our theme song? “The Times They Are a -Changin’” by Bob Dylan. Historical Development of Workp lace Management. American business didn’t just wake up last week and decide that perhaps it should try to get its workplaces to operate at a high level. In fact, since the industrial revolution, when large -scale production first became dominant, people h ave been trying to figure out how best to organize people in workplaces so as to achieve high productivity and performance. What have they learned along the way? The “science” of management as an applied technology dates to Frederick Taylor, a man origin ally trained as a mechanical engineer, who became a management consultant around the start of the 20th century. Interestingly, he also was from a Quaker family, and was deeply troubled by the often -bloody workplace conflict that was prevalent in industria l America at that time . As other manager s, Taylor deemed ignorant and applied brute force in his efforts to maximize productivity. As might be expected of a mechanical engineer, he conceived of the workplace as a great machine, with efficient productivity being achieved through an engineering process that assigned clear, consistently repeatable tasks to employees, so that they functio ned like parts in a machine. In this model, it was imperative that the workers never depart from the assigned process. Not even managers were authorized to engage in improving the production process. That authority was reserved to “industrial engineers” specially trained to design workplaces as machines. 5 Ultimately, Taylor’s methods never did quite achieve his goal of harmonious, high productivity in the workplace. Despite the failure of this approach, the mental model of “workplace as machine,” with t op management manning the controls, has had tremendous staying power. As the 20th century went on, people with advanced training in human psychology began to study workplace performance issues, and soon identified the fatal flaw in Taylor’s machine model of the workplace: people aren’t cogs, and don’t react well to being deployed that way. Leading thinkers of the time – Abraham Maslow, Kurt Lewin and Douglas McGregor – developed better -informed ideas about fostering workplace productivity, taking into acc ount the unique emotional make -up of human beings that make us so different from machines. Perhaps the biggest flaw in Taylor’s machine model, however, is that it fails to take advantage of the remarkable creative capacity that is in everyone. Indeed, he insisted that employees do only what they are told and nothing more. “Don’t ever change a thing!” was the old message to employees. In the Innovation Age, that command and control system is a recipe for failure. Our theme song? “We Didn’t Start the Fi re,” by Billy Joel. Human Motivation in the Workplace. So, people are not cogs and can’t simply be deployed like machine parts. They have wills of their own, and will perform at a high level only if they want to. So, when it comes to motivating employ ees – to get them to want to – what works? The most popular motivational method traditionally used by business management is a collection of carrots and sticks – more than anything, monetary incentives. These practices endure despite a mountainous pile o f research studies showing that monetary incentives are minimally ineffective in most cases – and , in fact , can be counterproductive ; actually, lowering output. They are especially ineffective in a context where workers need to be engaged in creative, jud gment -based, innovative activity – exactly the kind of work that is central to today’s Innovation Economy. So, if monetary incentives don’t drive high performance in the Innovation Age, what does? This question gets to the heart of the course. The concepts we explore suggest that in today’s innovation -oriented economy, companies foster a high level of performance by: First and foremost, establishing a clear sense of mission and purpose that establishes the venture as something meaningful and wo rthwhile to the people in the organization. 6 Second, assembling a group of dedicated people around that mission and purpose – a community of people who have come together to pursue that purpose successfully. Third, establish operating values, principles and practices for that workplace community that enable people to assume responsibility, deliver valuable contributions, and earn a sense of achievement and self -worth from what they accomplish . People want to be part of something worthwhile, something larger than themselves, and as individuals they want to grow, develop and progress. Workplace communities will be highly productive when they enable people, through their contributions and accomplishments, to fee l that they are achieving valuable things and that they are respected and appreciated for that by their peers. Our theme song? “Can’t Buy Me Love,” by the Beatles. A Stake in Business Success. If an organization’s mission is to find a cure for cancer, end world hunger, or create break -through technologies, clearly that’s something that will provide a compelling sense of purpose and meaning to many people who might want to work there. But what about a company with a more mundane mission: supplying comm onplace components or providing routine services? How can such a company create compelling meaning that provides motivation and determined drive to the people working there? An answer may be found by looking at what motivates the typical entrepreneur who works hard to build a successful venture. The rewards from doing that are apparent: the creation of personal wealth; providing abundantly for one’s family; a sense of achievement; pride of accomplishment; a sense of identity with a successful venture; sa tisfaction in making a contribution to the community; etc. Even in industries that aren’t inherently sexy and compelling, then, companies can build a motivated community of employees by drawing them into the challenge and rewards of building and running a successful business. The foundation of this workplace strategy is the practice of employee ownership. The rewards of entrepreneurship, after all, are mainly ones that flow only to those who own the business. Ownership is a formal claim to both the fina ncial and the emotional benefits that are generated by successful business outcomes. Owners claim the wealth that is generated by business success, and also claim the sense of pride, 7 accomplishment and identity that comes from that success. In short, the cause of building and operating a successful business can provide the sense of purpose that will support the sense of purpose that is needed to support a high -performing venture. A key take -away here is that it’s not enough to simply distribute shares of stock among the workforce as though it were pixie dust. People need to understand the rules of the game – how the business works, what the team needs to do to succeed, and how to track progress against budgets and goals to see how well the team is doing. In short, they need to be “business -literate.” This not blazing a virgin trail. It is a well – established strategy known as “open book management.” Our theme song? “Reasons” by Earth, Wind and Fire. Hire for Attitude; Train for Skills. We have spent most of the course exploring how to build a workplace that encourages and enables employees to deliver their best ideas, their best judgment, and their best performance. Yet logically, even if the people are highly committed and motivated, i sn’t the capacity of a workforce to perform at a high level going to be constrained by the extent of their knowledge, skills and abilities? Of course , it is. So , companies need employees who have both: a) excellent technical skill sets; and b) constructi ve attitudes that foster teamwork, effective collaboration, a willingness to take responsibility and show leadership, and that align with the company’s mission, purpose and values. The challenge for business is that few hiring candidates come to your door with all of the desired skills and attitudes. Given that reality, what hiring and development strategies will support a high -performing workplace? Organizations that continue to adhere to the machine model of the workplace, seeing employees as “units” t o be plugged into slots, continue to focus on the technical “specs” of the unit. High -performing companies in today’s Innovation Economy, however, have found that it is essential to prioritize the constructive attitudes that will fit with the company’s in novation culture. Specific skills can be taught; but attitudes about how we deal with others tend to be a fundamental aspect of individual outlook and personality, and thus much harder to change. Ego -driven individualists, for example, are unlikely ever to really dedicate themselves to achievement of team goals. So, if a new hire has the right attitudes, but not all of the needed skills, the skills gap can be remedied through training. But if a new hire has the full technical skill set but lacks the con structive, mission -oriented, team -player attitudes that are desired, it may be 8 difficult to turn that person into a high -functioning member of the organization. Thus, the motto of these companies is, hire for attitude, train for skills. Our theme song? “Higher Ground” by Stevie Wonder. That’s it! Those are the five themes that comprise the curriculum of Management 269: Creating a High -Performing Workplace as taught at the Rady School of Management at UC San Diego. By Martin Staubus Answer ALL questions a. Make a critical evaluation of the challenges faced by today’s leaders in businesses in relation to the shift in employees’ expectations , mentioned in the article above , in creating a high performing workplace. [25 Marks] b. Analyze how em powerment and motivation of employees may be influenced by attitudes of colleagues and leaders of today’s organization. [25 Marks]
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