Archive for month: November, 2023

Barriers in achieving work-life balance Implementing of work-life practices for organizational effectiveness may be compromised by lack of use these practices. Research conducted amongst organizations in the UK suggests that employees often remain unaware of their work-life entitlements following the implementation of work-life balance practices (Kodz et al, 1998). For example, in a survey of 945 employees in six different organizations across three sectors of employment (local government, supermarkets, and retail banking), found that 50% of employees were unaware of the familyfriendly practices offered by their organizations. (Yeandle et al 2002). Five distinct aspects of work-life culture have been identified from previous studies (McDonald et al 2005), all of which should be considered by organizations when attempting to improve employees’ work-life balance. These are outlined below: 210 European Research Studies Volume XIII, Issue (1), 2010 Managerial support is consistently emphasized in discussions and studies as a factor influencing work-life balance. Managers play an important role in the success of work/life programs because they are in a position to encourage or discourage employees’ efforts to balance their work and family lives. Where supervisors enthusiastically support the integration of paid work and other responsibilities, employees will be more likely to take up available work-life programs. On the other hand, it has been suggested that even in ‘family-friendly’ organizations, managers may send negative signals indicating that the use of flexible benefits is a problem for them, their colleagues and the organization as a whole (Hudson Resourcing, 2005) Career consequences: The second factor associated with a barrier to the successful implementation of work-life practices is the perception of negative career consequences. In a study of 463 professional and technical employees in biopharmaceutical firms, ( Eaton 2003, 145) found that the provision of work-life practices improved employees’ organizational commitment, but only to the extent that employees felt free to use the practices without negative consequences to their work lives—such as damaged career prospects. Similarly, (Cunningham, 2001), cites an American Bar Association report that although 95% of American law firms have a part-time employment policy, only 3% of lawyers have used it due to fear of career derailment. The perception that using work-life balance practices will have a negative impact on their career prospects appears to be a powerful demotivator for employees’ use of these practices (Kodz, Harper, Dench, 2002). Organizational time expectation: Another factor that influence the uptake and overall supportiveness of work-life policies is organizational time expectationsthe number of hours employees are expected to work; how they use their time (e.g., whether employees are expected to take work home); In several studies, however, long working hours have been identified as a signal of commitment, productivity and motivation for advancement. One study, based on interviews with engineers in a Fortune 100 company in the US, concluded: “If one is to succeed, one has to be at work, one has to be there for long hours, and one has to continuously commit to work as a top priority. To be perceived as making a significant contribution, productivity alone is not enough. One has to maintain a continual presence at work.” This is particularly the case in organizations with “presenteeism” cultures where those who succeed are the ones who come in early and stay late as a matter of course. Known as “face time” being visibly at workplace, often for long hours—is seen as a sign of commitment, of loyalty, of competence and high potential ( Beauregard and Lesley 2008, 9-12), but also is seen as a major barrier to achieving work/life balance. Employees who do not give the maximum amount of time possible to the organization are often defined as less productive and less committed, and are therefore less valued than employees working longer hours; We consider that the shift to evaluating performance on the basis of outputs rather than time spent physically at the workplace is, however, an essential part of developing a culture that supports work-life balance. It is very difficult to implement The Role of Work-Life Balance Practices in Order to Improve Organizational Performance 211 flexible work arrangements in organizations where the focus is on hours rather than output, and presence rather than performance. This means that organizations that want to increase work-life balance need to introduce new performance measures that focus on objectives, results and output. To do this, they need to reward output not hours and what is done, not where it is done. They also need to publicly reward people who have successfully combined work and non-work domains and not promote those who work long hours and expect others to do the same. Genders perceptions: Perceptions that work-life policy is developed only for women are the fourth factor related to their use. A review of men’s use of family-friendly employment provisions argues that barriers to men’s use arise from three major sources. First the culture of many workplaces casts doubt on the legitimacy of men’s claims to family responsibilities. Second, the business environment, imposing competitive pressures to maintain market share and increase earnings. Third, the domestic organization in employees’ own homes often precludes men from taking up available work/life options. Some work-life provisions, such as paternity leave, are intended specifically for men and aim to foster a greater sharing of responsibilities between men and women. Thus, encouraging more men to use opportunities for flexible work is important but clearly this requires a supportive work environment as well as changes in attitudes and expectations in the wider community. Co-worker support: An increasing amount shows that workers who make use of work-life practices suffer negative perceptions from colleagues and superiors. An experiment (Beauregard, Lesley, 2008) found that employees who used worklife balance practices were perceived by co-workers as having lower levels of organizational commitment, which was thought to affect the subsequent allocation of organizational rewards such as advancement opportunities and salary increases. Some staff that use flexible arrangements have reportedly experienced ‘familyfriendly backlash’ or resentment from co-workers In other organizations, employees without dependent care responsibilities (in this paper, defined as time spent performing childcare, eldercare or care for a disabled dependent) interpret “family friendly” as favoritism and complain that they are being “unfairly” or inequitably treated. We consider that such employees feel that their colleagues with childcare or eldercare responsibilities are “getting away with less work” and that the needs of childless employees are being ignored, but this kind of attitude should be changed. This backlash against “family friendly” makes it harder for organizations who wish to address the issue. In conclusion regarding such perceptions, it is therefore not surprising why work-life practices tend to be underused by male employees, single employees and career-oriented mothers; and that apprehension of negative career consequences for using practices has been associated with increased levels of work-life conflict. Conclusions 212 European Research Studies Volume XIII, Issue (1), 2010 Changing demographics are behind the move to embrace work-life programs. The decline of the traditional family, an increase in dual-career couples, and a rise in the number of single parents mean that employees are juggling more responsibilities outside work. In conclusion we want to enhance that everyone benefits from good practice in work-life balance. For instance: business, through easier recruitment, improved retention, and easier service delivery; the economy, as the labor market grows more skilled and experienced people are available to work; parents and careers, who can spend quality time at home as well as providing financial support through work; people with disabilities, through improved access to work; and the workforce generally where they are better able to balance their work with other aspects of their lives. The more control employees feel they have over their lives, the more able they are to balance work and family An overall conclusion of much of the research is that work-life balance practice are most effective when they enhance employees’ autonomy and increase their capacity to perform well in work and in family situation In summary, a successful convergence between work and non-work aspects can be a win-win situation for employees and employers alike. The ability to achieve satisfying experiences in all life domains enhances the quality of personal relationships and a range of organizational outcomes. Availability and use of work-life balance practices, when provided in the context of supervisor and organizational support can reduce work-life conflict and increase positive appraisals of one’s organization. These effects are often associated with employee attitudes such as increased job satisfaction and enhanced control over their work schedule. The results are: reduce absenteeism, intend to turnover, job stress levels and work-life conflict and increased productivity. A lower turnover intentions means: lower recruitment and training costs, increased retention of valuable employee and increased organizational commitment and loyalty. All of these aspects are associated, in turn, with costs savings, higher customer satisfaction and implicitly higher levels of organizational performance. This article argues that building an organizational culture which supports work-life balance is a long term process for large organizations. It involves changing the way people think and talk about their work and about work-life balance so that using flexible working options and other work-life initiatives becomes accepted and normal for everyone regardless of their gender, seniority within the organizational or personal commitments.

 

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Week 3 Assignment 1- Complete Round 2 of CAPSIM and Assess Company Performance

 

Review your results from Round 1 (year 1) of the CAPSIM simulation. You really want to dig deep into the data that you have and review the performance measures that you chose in Assignment 2 to determine whether your decisions in Round 1 (year 1) positively affected those performance measures. Based on that information, you will complete Round 2 of the CAPSIM simulation, making decisions to again try to increase performance in those key areas you are measuring.  Examine your results from Round 1 in the Courier and the Balanced Scorecard.  Compare your results with the competition and the customer’s need (Customer Buying Criteria; Courier, pp. 5-9) and make adjustments that will grow your simulated company.

Note: This round will introduce the Human Resources module within the simulation, so that is something to consider as you are making your decisions.  Your written assignment this week will examine the efficiency of those HR decisions. If you need technical assistance for CAPSIM, please call the student support number (877-477-8787) or email support at support@capsim.com. Once you have completed Round 2, update your Financial Measures Template from the prior round. Select a different financial measure from prior week/s and write one to two paragraphs describing how that financial measure is created (e.g., ROS=Profit/Sales) and cite your source, what this measure tells a firm about its performance, and how your performance compares with the competition and over time.

Length: 1-2 Paragraphs: See directions in Financial Measures Template

Upload the updated Financial Measures Template and click the Submit to Dropbox button.

 

 

 

Week 3 Assignment 2 – Calculate Investing in Productivity Improvements (HR)

 

Bottom of Form

Prepare a policy position that addresses the issue, “Does it make sense to invest in the productivity improvements offered by the HR module?”  Access the Spreadsheet in this week’s Resources titled Activity 3 ROI Analysis.

For this exercise, you need the spreadsheet and both the Capstone Courier and Annual Report. Use the Round 2 reports for the analysis. Human Resources statistics like workforce complement and turnover rate are on Courier page 12. Use Annual Report Income Statement’s total Labor cost to estimate payroll costs.

Listed below are the assumptions for this exercise:

1. These are the maximums for recruiting and training costs:

a. Recruiting costs per new worker are $5000.

b. Each employee trains 80 hours per year at $20 per training hour.

c. Workforce complement increases by 4.2% to cover the 80 hours people are in training.

2. Assume the following productivity payoffs:

a. Round 2 – 102%

b. Round 3 – 105%

c. Round 4 – 108%

d. Round 5 – 112%

e. Round 6 – 115%

f. Round 7 – 118%

Therefore, in Round 7 each worker would be 1.18 times as effective as the beginning worker, and your workforce complement would fall to 1/1.18 or 85% of its current level. For a quick evaluation, assume your total labor expenditure from the Annual Report Income Statement will stay flat for the next 6 years.

Part 1: Using this week’s course readings and supplemental readings, summarize (1-2 paragraphs) the importance of reviewing ROI for investments in human resources

Part 2: How much of a cost savings might you expect in the seventh year? What are the savings for all 6 years?  What are the Recruiting and Training costs? Would the total cost savings justify the necessary expenditures in recruiting and training made over time?

Part 3: Assume your turnover rate doubles and no increase in workforce size. Are the Recruitment and training costs still justified?

Length:  1 – 2 pages of analysis.  Please submit a copy of your spreadsheet as well.

Resources:  Supplement this weeks’ readings with a minimum of one additional scholarly article.

Your presentation should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Be sure to adhere to Northcentral University’s Academic Integrity Policy.

 

Chattopadhyay, D., Biswas, D. D., & Mukherjee, S. (2017). A new look at HR analytics. Globsyn Management Journal, 11(1/2), 41–51.

Dutton, G. (2016). The Roi of virtual training. Training, 53(5), 34–36.

 

Varney, J. (2018). The trend for just-in-time learning. Human Resources Magazine, 23(1), 4–6.

 

Dutton, G. (2016). The Roi of virtual training. Training, 53(5), 34–36.

 

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Assessment

Task 2

Communicate with influence

BSBCMM511

 

Student Declaration

To be filled out and submitted with assessment responses

◻ I declare that this task and any attached document related to the task is all my own work and I have not cheated or plagiarised the work or colluded with any other student(s)

◻ I understand that if I am found to have plagiarised, cheated or colluded, action will be taken against me according to the process explained to me

◻ I have correctly referenced all resources and reference texts throughout these assessment tasks.

◻ I have read and understood the assessment requirements for this unit

◻ I understand the rights to re-assessment

◻ I understand the right to appeal the decisions made in the assessment

Unit Title

Unit Code

Student name

Student ID number

Student signature

Date

Task Number

——OFFICE USE ONLY—–

For Trainer and Assessor to complete:

◻ Student requested reasonable adjustment for the assessment

Completed successfully

Did the student satisfactorily:

Comments

Y

N

DNS

The student has satisfactorily completed and submitted the following:

· Meeting agenda in Task 2.1.1

· Email to the marketing team in Task 2.1.1

· Meeting preparation table in Task 2.1.2

· Reflection – meeting with the Marketing Team in Task 2.1.3

· Meeting minutes in Task 2.1.4

· Email to the CEO in Task 2.1.5

· Meeting agenda in Task 2.2.1

· Email to stakeholders in Task 2.2.1

· Meeting, presentation and negotiation – preparation table in Task 2.2.2

· PowerPoint in Task 2.2.2

· Reflection – Meeting with stakeholders in Task 2.2.3

· Peer Review forms in Task 2.2.4

· Meeting minutes in Task 2.2.5

· Email to the CEO in Task 2.2.6

· Focus group presentation – preparation in Task 2.3

· PowerPoint in Task 2.3

· Testing feedback forms in Task 2.3

· Reflection on the focus group in Task 2.3

· Email to the CEO in Task 2.3

☐

☐

☐

The student organised and led the meeting with the marketing team (Role-Play):

· Explained the meeting objectives and seek consensus

· Assigned roles such as the meeting chair and note-taker

· Facilitated the brainstorming

· Made sure that all team members participate actively

· Led the meeting to achieve clear outcomes

· Used active listening and questioning to seek information and confirm understanding

· Adapted communication style to build trust with the team

· Sought consensus

· Created a positive work environment during the meeting

Feedback in comments.

☐

☐

☐

Demonstrated ability to:

· Confirm authority to present material on behalf of an organisation or work area, according to organisational policies and procedures

· Identify information that may be subject to confidentiality and manage appropriately

· Identify information needs of audience and prepare a position in line with purpose of communication

This is evidenced by:

· Meeting preparation table in Task 2.1.2

· Meeting, presentation and negotiation – preparation table in Task 2.2.2

☐

☐

☐

Demonstrated ability to:

· Identify the need for meeting and schedule according to stakeholder availability

· Prepare meeting materials and distribute to stakeholders

This is evidenced by:

· Meeting agenda in Task 2.1.1

· Email to the marketing team in Task 2.1.1

· Meeting preparation table in Task 2.1.2

· Meeting agenda in Task 2.2.1

· Email to stakeholders in Task 2.2.1

· Meeting, presentation and negotiation – preparation table in Task 2.2.2

· PowerPoint in Task 2.2.2

☐

☐

☐

Demonstrated ability to:

· Conduct meeting and contribute to discussions

· Seek consensus on meeting objectives

This is evidenced by:

· Reflection – meeting with the Marketing Team in Task 2.1.3

· Meeting minutes in Task 2.1.4

· Participation in the meeting with the marketing team (Refer to Marking Sheet)

· Reflection – Meeting with stakeholders in Task 2.2.3

· Peer Review forms in Task 2.2.4

· Meeting minutes in Task 2.2.5

· Participation in the meeting with the stakeholders (Refer to Marking Sheet)

☐

☐

☐

Demonstrated ability to:

· Summarise outcomes of meetings and distribute to stakeholders

This is evidenced by:

· Meeting minutes in Task 2.1.4

· Email to the CEO in Task 2.1.5

· Meeting minutes in Task 2.2.5

· Email to the CEO in Task 2.2.6

☐

☐

☐

The student participated in the meeting with relevant stakeholders (Role-Play):

· Explained the meeting objectives and sought consensus

· Assigned roles such as chair and note-taker

· Facilitated the conversation

· Ensured participation and engagement from stakeholders

· Led the meeting to achieve clear outcomes

· Used active listening and questioning to seek information and confirm understanding

· Adapted communication style to build trust with the team

· Created a positive work environment during the meeting

· Presented the promotional message and the mood board

· Answered questions from stakeholders and provide relevant information

· Established areas of common ground and potential compromise

· Managed the stakeholders’ different personalities and expectations

· Negotiated changes and improvements

· Achieved consensus and obtain approval for the promotional message and the mood board

Feedback in Comments.

☐

☐

☐

Demonstrated ability to:

· Identify objectives of negotiation, and needs and requirements of stakeholders

· Identify and document potential issues and problems

· Prepare positions and supporting arguments according to objectives

This is evidenced by:

· Meeting, presentation and negotiation – preparation table in Task 2.2.2

☐

☐

☐

Demonstrated ability to:

· Communicate with stakeholders, and establish areas of common ground and potential compromise

This is evidenced by:

· Reflection – Meeting with stakeholders in Task 2.2.3

· Peer Review forms in Task 2.2.4

· Meeting minutes in Task 2.2.5

· Participation in meeting with stakeholders (Refer to Marking Sheet)

☐

☐

☐

Demonstrated ability to:

· Confirm and document outcomes of negotiation

This is evidenced by:

· Email to the CEO in Task 2.2.6

☐

☐

☐

Demonstrated ability to:

· Identify forums to present according to organisational objectives

· Determine tone, structure, style of communication and presentation according to target audience

· Prepare presentation according to desired outcomes

This is evidenced by:

· Meeting, presentation and negotiation – preparation table in Task 2.2.2

· PowerPoint in Task 2.2.2

· Focus group presentation – preparation in Task 2.3

· PowerPoint in Task 2.3

☐

☐

☐

Demonstrated ability to:

· Provide an opportunity for audience to ask questions

This is evidenced by:

· Reflection – Meeting with stakeholders in Task 2.2.3

· Peer Review forms in Task 2.2.4

· Participation in meeting with stakeholders (Refer to Marking Sheet)

· Testing feedback forms in Task 2.3

· Reflection on the focus group in Task 2.3

· Participation in the focus group (Refer to Marking Sheet)

☐

☐

☐

Demonstrated ability to:

· Follow up with stakeholders following presentation

· Evaluate presentation and identify areas for improvement

This is evidenced by:

· Peer Review forms in Task 2.2.4

· Meeting minutes in Task 2.2.5

· Email to the CEO in Task 2.2.6

· Reflection – Meeting with stakeholders in Task 2.2.3

· Testing feedback forms in Task 2.3

· Reflection on the focus group in Task 2.3

· Email to the CEO in Task 2.3

☐

☐

☐

The student lead the focus group (Role-Play):

· Explained the objective of the focus group presentation

· Presented the finalised promotional message and mood board

· Ensured participation and engagement from the focus group

· Used active listening and questioning to seek information and confirm understanding

· Adapted communication style to build trust with the focus group

· Created a positive environment during the focus group

· Answered questions from the focus group and provided relevant information

· Collected feedback from the focus group

Feedback in Comments.

☐

☐

☐

When collaborating with the group, the student has actively participated in group work with a substantial contribution that can be assessed individually for all the requirements of this task.

☐

☐

☐

Task Outcome: Satisfactory ☐ Not Yet Satisfactory ☐

Student Name:

Assessor Name:

Assessor Signature:

Date:

Table of Content Student Declaration 2 Task 2 – Communicate with influence 10 Task 2.1 Meeting with the Marketing Team 14 Task 2.2 Present to and negotiate the draft work with relevant stakeholders 18 Task 2.3 Present to a focus group 26 References 30 Appendix 1 – Scenario 30

Task 2 – Communicate with influence
Task summary and instructions

What is this assessment task about?

Refer to and read the documents:

· MMI company scenario (Appendix 1)

· Policies and Procedures ( in a separate folder)

You have been recently engaged by XYZ Pty Ltd trading as MMI as a Marketing Manager.

The CEO asked you to develop the following:

· A promotional message to advertise the Diploma of Leadership and Management to international students

· A mood board to inspire the design of a new website dedicated to international students about business courses for the international market

This assessment requires you to:

· Work in collaboration with team members to draft your promotional message and mood board

· Present your draft work to relevant stakeholders for feedback and approval

· Negotiate changes to the promotional message and mood board

· Present and test the finalised work using a focus group

The above activities will require the skills and knowledge learned in this unit of competency.

Please note that the performance evidence for this unit requires you to:

A. participate in and lead at least two meetings

B. prepare and make a presentation to two different groups

This task comprises of the following assessment methods:

· Product-based ☒

· Direct observation of Role-Play ☒

· Case Study ☐

· Other (specify) ☐

It has been designed to evaluate your ability to/competency in:

· Confirm authority to present material on behalf of an organisation or work area, according to organisational policies and procedures

· Identify information that may be subject to confidentiality and manage appropriately

· Identify information needs of audience and prepare a position in line with purpose of communication

· Identify the need for meeting and schedule according to stakeholder availability

· Prepare meeting materials and distribute to stakeholders

· Conduct meeting and contribute to discussions

· Seek consensus on meeting objectives

· Summarise outcomes of meetings and distribute to stakeholders

· Identify forums to present according to organisational objectives

· Determine tone, structure, style of communication and presentation according to target audience

· Prepare presentation according to desired outcomes

· Provide an opportunity for audience to ask questions

· Follow up with stakeholders following presentation

· Evaluate presentation and identify areas for improvement

· Identify objectives of negotiation, and needs and requirements of stakeholders

· Identify and document potential issues and problems

· Prepare positions and supporting arguments according to objectives

· Communicate with stakeholders, and establish areas of common ground and potential compromise

· Confirm and document outcomes of negotiation

Your assessor will be looking for demonstrated evidence of your competency in the above.

You are required to address the following:

· Task 2.1 Meeting with the Marketing Team

· Meet with the marketing team to brainstorm ideas about the assigned task

· Task 2.2 Present to and negotiate the draft work with relevant stakeholders

· Present the draft work to stakeholders during a meeting

· Negotiate changes, improvements and approval

· Task 2.3 Present to a focus group

· Present the finalised work to a focus group for testing

Although the assessment requires group collaboration to simulate a work environment, the assessment submission is individual, and it will be marked as such.

What do I need to do to complete this task satisfactorily?

· submit the completed assessment tasks, according to instructions,

· complete the tasks with sufficient detail and present them in a professional manner,

· use your own words and reference sources appropriately,

· meet the word count where required,

· use the scenario provided,

· use the templates provided where required,

· for your performance to be deemed satisfactory in this assessment task you must satisfactorily address all of the assessment criteria,

· if part of this task is not satisfactorily completed you will be asked to complete further assessment to demonstrate satisfactory performance.

Specifications

You must deliver/participate in:

· Meeting with the marketing team (Role-Play) in week 3

· Meeting with relevant stakeholders in week 4 (Role-Play)

· Presentation for the focus group in week 5 (Role-Play)

You must submit to GOALS

· Meeting agenda x 2

· Email to the marketing team

· Meeting preparation table

· Reflection – meeting with the Marketing Team

· Meeting minutes x 2

· Email to the CEO x 3

· Email to stakeholders

· Meeting, presentation and negotiation – preparation table

· PowerPoint x 2

· Reflection – Meeting with stakeholders

· Peer Review forms

· Focus group presentation

· Testing feedback forms

· Reflection on the focus group

Resources and equipment

· Computer with Internet access

· Access to Microsoft Office suites or similar software

· Learning material

· Scenario for assessment as provided

· Appendices as provided

· Relevant policies and procedures as provided

· Templates as provided

Re-submission opportunities

You will be provided feedback on your performance by the Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task. If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt(s) will be arranged at a later time and date. You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal. You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment.

Complete the following activities:

Refer to and read the documents:

· MMI company scenario (Appendix 1)

· Policies and Procedures ( in a separate folder)

You have been recently engaged by XYZ Pty Ltd trading as MMI as a Marketing Manager.

The CEO asked you to develop the following:

· A promotional message to advertise the Diploma of Leadership and Management to international students

· A mood board to inspire the design of a new website dedicated to international students about business courses for the international market

This assessment requires you to:

· Work in collaboration with team members to draft your promotional message and mood board

· Present your draft work to relevant stakeholders for feedback and approval

· Negotiate changes to the promotional message and mood board

· Present and test the finalised work using a focus group

The above activities will require the skills and knowledge learned in this unit of competency.

Task 2.1 Meeting with the Marketing Team

Schedule a time with the trainer and assessor in week 3 of class to meet with the marketing team (played by a group of classmates). This is a Role-Play.

The meeting is about brainstorming ideas for the promotional message and the mood board.

The trainer and assessor will validate that the meeting took place and provide feedback on the marking sheet.

If you are absent from class, it is your responsibility to make alternative arrangements with the trainer and assessor to perform the Role-Play.

1. Organise the meeting (20-30 minutes)

Stakeholders availability is as follows:

Team Member

Role

Availability

Jason

Content Writer

Monday 10-12

Tuesday 16-17

Thursday 10-13

Friday 15-16

Maria

Marketing Officer

Monday 9-10

Wednesday 13-14

Thursday 12-13

Logan

Social Media Officer

(Part-Time)

Wednesday 16-17

Thursday 12:30-13:30

Friday 12-13

I. Develop a meeting agenda (Template 1).

Include 3-4 agenda items, consider staff availability when scheduling a time for the meeting.

Template 1 -Meeting Agenda

Meeting Agenda

Meeting Title

Date and Time

Location

Attendees

Content

Items for discussion

Presenter

Duration

<Add Item>

<Add Item>

<Add Item>

<Add Item>

Review of Action Items from the previous meeting

NA

Proposals for the next meeting agenda

II. Write an email to the team to inform them about the meeting.

Attach the meeting agenda and mention any other relevant meeting material in the message body (example: link to competitors’ website).

Use Template 2.

The email text should be grammatically correct and written in an appropriate (polite, business-like) style.

(50-100 words)

Template 2 -Email

Email to Marketing Team

To:

Cc:

Bcc:

Subject:

Date email is sent:

Attachments:

2. Prepare for the meeting

Reflect on the meeting requirements and prepare for the meeting. Complete the table below:

Meeting preparation

Authority to present

What is your authority to organise and facilitate this meeting?

Compliance

Identify any compliance requirements (2-3).

For instance:

· Information subject to confidentiality

· Adherence to policy and procedures

· WHS considerations

Information needs

What do participants need to know? What is the purpose of the meeting? (2-3 key items)

Position

Describe your position in line with the purpose of the meeting. For example, how will you ensure that the meeting has clear outcomes? How will you allow everybody to engage in the brainstorming? (30-50 words)

3. Conduct the meeting (20-30 minutes)

Facilitate the meeting with the marketing team:

· Explain the meeting objectives and seek consensus

· Assign roles such as the meeting chair and note-taker

· Facilitate the brainstorming

· Make sure that all team members participate actively

· Lead the meeting to achieve clear outcomes

· Use active listening and questioning to seek information and confirm understanding

· Adapt your communication style to build trust with the team

· Create a positive work environment during the meeting

Reflect on the meeting and answer the questions in the table below.

(50-100 words in total)

Reflection – meeting with the Marketing Team

How did you take notes during the meeting?

Who chaired the meeting?

How did you facilitate the meeting? Provide an example.

What did you do well? What could you improve?

4. Write the meeting minutes

Record the meeting minutes using Template 3.

Template 3 -Meeting Minutes

Meeting Minutes

Meeting Title

Date and Time

Location

Attendees

Apologies

Summary of Discussion

<Item>

<Item>

<Item>

Action Items

Responsibility

Deadline

<Add -Action Item >

<Add -Action Item >

5. Inform stakeholders of the outcome of the meeting

Write an email to the CEO, Ms Deborah Red, to inform her about the ideas brainstormed during the meeting and your choice with the promotional message and mood board.

Include a draft of the promotional message and mood board in the message body. Please note that the mood board can be as simple as a collage of images.

Attach the meeting minutes to the email.

Use Template 2.

The email text should be grammatically correct and written in an appropriate (polite, business-like) style.

(60-100 words)

Template 2 -Email

Email to the CEO

To:

Cc:

Bcc:

Subject:

Date email is sent:

Attachments:

Task 2.2 Present to and negotiate the draft work with relevant stakeholders
Schedule a time with the trainer and assessor in week 4 of class to meet with relevant stakeholders (played by a group of classmates). This is a Role-Play.

The meeting is about :

· Presenting your draft work for the promotional message and the mood board

· Gather feedback and input from stakeholders

· Negotiate changes and improvements

· Obtain approval

The trainer and assessor will validate that the meeting took place and provide feedback on the marking sheet.

If you are absent from class, it is your responsibility to make alternative arrangements with the trainer and assessor to perform the Role-Play.

1. Organise the meeting (20-30 minutes)

Stakeholders availability is as follows:

Stakeholder

Role

Availability

Deborah Red

CEO

Tuesday 11-12

Thursday 16-17

Leonard Black

CFO

Monday 12-13

Wednesday 10-11

Thursday 15-17

Taylor Duncan

Academic Manager

Monday 12-14

Tuesday 10-12

Thursday 12-17

Friday 9-10

I. Develop a meeting agenda (Template 1).

Include 3-4 agenda items, consider staff availability when scheduling a time for the meeting.

Template 1 -Meeting Agenda

Meeting Agenda

Meeting Title

Date and Time

Location

Attendees

Content

Items for discussion

Presenter

Duration

<Add Item>

<Add Item>

<Add Item>

<Add Item>

Review of Action Items from the previous meeting

NA

Proposals for the next meeting agenda

II. Write an email to the stakeholders to inform them of the meeting.

Attach the meeting agenda and mention any other relevant meeting material in the message body (example: link to competitors’ website).

Use Template 2.

The email text should be grammatically correct and written in an appropriate (polite, business-like) style.

(50-100 words)

Template 2 -Email

Email to Stakeholders

To:

Cc:

Bcc:

Subject:

Date email is sent:

Attachments:

2. Prepare for the meeting

Reflect on the meeting requirements and prepare for the meeting, the negotiation and the presentation.

Assume the following:

· The implementation of your proposal for the promotional message and the website would be 10% over budget. The CFO does not want to run any project over budget.

· The CFO is detailed oriented; he likes facts and data; he is efficient and to the point. He is not a risk-taker.

· The Academic Manager is not assertive but responsive; she values the quality of the courses. She is a low-risk taker and compliance-driven. She can be over-sensitive, emotional and sometimes dramatic.

· The CEO is a risk-taker, decisive and determined. She is strong-minded. She can be impatient, inflexible, and a poor listener.

· The CEO would be happy to spend additional money on your proposal, but she knows that the board would not accept a higher budget.

· The CEO wants an engaging and professionally structured presentation.

When conducting the meeting, please note that your classmates will play their roles based on the scenario described above.

Complete the table below:

Meeting, presentation and negotiation – preparation

Authority to present

What is your authority to organise and present in this meeting?

Compliance

Identify any compliance requirements (2-3).

For instance:

· Information subject to confidentiality

· Adherence to policy and procedures

· WHS considerations

Information needs

What do the stakeholders need to know? What is the purpose of the meeting? (2-3 key items)

Position

Describe your position in line with the purpose of this meeting. For example, how can you influence the stakeholders to approve your draft work? (30-50 words)

Forum

Outline the forum of choice for the presentation, including details. For instance, how the meeting will be structured.

Communication

Determine and outline the tone, structure and style of communication of the presentation according to the target audience.

Presentation

Prepare a brief PowerPoint presentation

(5-6 slides) to present the promotional message and the mood board.

Include a slide for Q&A.

Submit the PowerPoint with the assessment. Call this PowerPoint 1.

Objectives of the negotiation

Identify the objectives of the negotiation during the meeting (2-3)

Needs and requirements from stakeholders

Identify needs and requirements from stakeholders (4-5). Hint: refer to the scenario provided and the Case Study in Appendix 1.

Issues and problems

Identify potential issues and problems. (3-4)

Position and supporting arguments

Prepare position and supporting arguments for the negotiation.

3. Conduct the meeting (20-30 minutes)

Facilitate the meeting with the stakeholders:

· Explain the meeting objectives and seek consensus

· Assign roles such as chair and note-taker

· Facilitate the conversation

· Ensure participation and engagement from stakeholders

· Lead the meeting to achieve clear outcomes

· Use active listening and questioning to seek information and confirm understanding

· Adapt your communication style to build trust with the team

· Create a positive work environment during the meeting

· Present the promotional message and the mood board

· Answer questions from stakeholders and provide relevant information

· Establish areas of common ground and potential compromise

· Manage the stakeholders’ different personalities and expectations

· Negotiate changes and improvements

· Achieve consensus and obtain approval for the promotional message and the mood board

Reflect on the meeting and answer the questions in the table below.

(100-150 words in total)

Reflection – Meeting with stakeholders

How did you take notes during the meeting?

Who chaired the meeting?

How did you facilitate the meeting? Provide an example.

What negotiation technique/s did you use? Why?

What was the tone of your presentation? How did you positively influence stakeholders?

What did you do well? What could you improve?

4. Peer- review

· Provide the stakeholders with the feedback report form (Template 4) before the presentation, in soft or hard copy, to take notes.

· Ask your classmates to complete the feedback report, sign and date.

· Provide evidence that the feedback reports were completed: a scanned copy of the forms attached to your submission.

· Take the feedback received into consideration and finalise the promotional message and the mood board to present to the focus group in Task 2.3.

Template 4 -Feedback Report

Peer Review Form

Full Name and signature of the student completing the peer review.

Full Name:

Signature:

Date

The Marketing Manager facilitated the meeting effectively by encouraging participation and feedback.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

The Marketing Manager demonstrated positive reception of ideas and acknowledged suggestions, improvements and feedback.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

The presentation was engaging, informative and professionally delivered.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

The Marketing Manager established a relationship of mutual trust and respect with the stakeholders.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

The Marketing Manager negotiated effectively with the stakeholders.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

The Marketing Manager used active listening and questioning when discussing and clarifying information and to confirm understanding.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

The outcome of the meeting was….

Exceptional

Excellent

Very Good

Good

Fair

Poor

Very Poor

Overall, the meeting was …

Exceptional

Excellent

Very Good

Good

Fair

Poor

Very Poor

Feedback about organising and facilitating the meeting.

(30-50 words)

Feedback about negotiation skills.

(30-50 words)

Feedback about the presentation.

(30-50 words)

5. Write the meeting minutes

Record the meeting minutes using Template 3.

Template 3 -Meeting Minutes

Meeting Minutes

Meeting Title

Date and Time

Location

Attendees

Apologies

Summary of Discussion

<Item>

<Item>

<Item>

Action Items

Responsibility

Deadline

<Add -Action Item >

<Add -Action Item >

6. Inform stakeholders of the outcome of the meeting

Write an email to the CEO, Ms Deborah Red, to summarise the outcome of the meeting.

Summarise the agreed changes and improvements, and describe the actions taken to implement the agreed changes.

Attach the meeting minutes to the email.

Use Template 2.

The email text should be grammatically correct and written in an appropriate (polite, business-like) style.

(60-100 words)

Template 2 -Email

Email to the CEO

To:

Cc:

Bcc:

Subject:

Date email is sent:

Attachments:

Task 2.3 Present to a focus group
This task requires you to test the finalised promotional message and mood board with a focus group.

Schedule a time with the trainer and assessor in week 5 of class and present the finalised work to a group of classmates who will play the role of international students (target group in the focus group) in simulated work conditions.This is a Role-Play.

Duration: 15-20 minutes.

The trainer and assessor will evaluate your performance during the Role-Play and provide feedback on the marking sheet.

If you are absent from class, it is your responsibility to make alternative arrangements with the trainer and assessor to perform the Role-Play.

Before the presentation

· Plan for the presentation. Complete the table below:

Focus group presentation – preparation

Authority to present

What is your authority to organise and present to the focus group?

Compliance

Identify any compliance requirements (2-3).

For instance:

· Information subject to confidentiality

· Adherence to policy and procedures

· WHS considerations

Information needs

What does the focus group need to know? What is the purpose of the focus group? (2-3 key items)

Position

Describe your position in line with the purpose of communication. For example, how can you collect unbiased and objective feedback from the focus group? (30-50 words)

Forum

Outline the forum of choice for the presentation, including details. For instance, how the testing will be structured.

Communication

Determine and outline the tone, structure and style of communication of the presentation to the focus.

Presentation

Prepare a brief PowerPoint presentation

(5-6 slides) to present the finalised promotional message and the mood board to the focus group.

Include a slide for Q&A.

Submit the PowerPoint with the assessment. Call this PowerPoint 2.

· Prepare to provide the testing feedback form (Template 5) to each participant in the focus group (soft or hard copy).

Template 5 – Testing feedback form

Testing Feedback Form

Date:

Name of the student providing feedback:

Thank you for participating in this focus group.

You will be presented with a promotional message for a Diploma of Leadership and Management and a mood board for a website promoting business courses to international students.

Please answer the questions below and let us know what we are doing right and what we can improve.

Question

Your answer

Describe your first impression of the promotional message about the Diploma of Leadership and Management in 3 words

Would the message lead you to find out more about the course?

Y ☐

N ☐

How would you describe the tone of the message? Use one adjective that best describes it.

Would you enrol in the course based on the appeal of the promotional message?

Y ☐

N ☐

When looking at the mood board, what did you think (tick all that applies):

I liked the colours Y ☐ N ☐

Why?

The design is appealing Y ☐ N ☐

Why?

I would explore the website Y ☐ N ☐

Why?

Would you change anything? Y ☐ N ☐

If yes, what?

What caught your attention in the mood board? Why?

Do you have any questions, observations, or feedback that you would like to share?

Y ☐

N ☐

If yes, please provide your comments below:

During the presentation

· Explain the objective of the focus group presentation

· Present the finalised promotional message and mood board

· Ensure participation and engagement from the focus group

· Use active listening and questioning to seek information and confirm understanding

· Adapt your communication style to build trust with the focus group

· Create a positive environment during the focus group

· Answer questions from the focus group and provide relevant information

· Collect feedback from the focus group

After the presentation

· Provide evidence that the feedback reports were completed: a scanned copy of the forms attached to your submission

· Reflect on the presentation to the focus group and answer the questions in the table below.

(50-100 words in total)

Reflection – Meeting with stakeholders

How did you facilitate the focus group?

What did you find most challenging during the presentation?

Provide an example of a question you answered.

What did you do well? What could you improve?

· Write an email to the CEO, Ms Deborah Red, to summarise the focus group’s outcome.

Summarise the feedback received by the focus group and how you will follow up on that feedback.

Use Template 2.

The email text should be grammatically correct and written in an appropriate (polite, business-like) style.

(50-100 words)

Template 2 -Email

Email to the CEO

To:

Cc:

Bcc:

Subject:

Date email is sent:

Attachments:

References
Please include your references below:

(Please refer to this referencing guide if needed or speak to your trainer for any specific referencing requirements for this assessment)

Appendix 1 – Scenario
The company

XYZ Pty Ltd trading as MMI Professional Education is an Australian boutique education provider in Melbourne Registered Training Organisation -RTO), offering VET accredited and non-accredited business courses to corporate clients and to local clients (domestic students).

MMI was founded in 1998 by brothers Mark and Andrew White who built the company to become a quality RTO with major accounts in Melbourne, Sydney, and Brisbane. Mark Brown sold his shares to his brother Andrew who is the current chairman of the company.

The education provider is centrally located in Collins Street, Melbourne CBD with state-of-the-art facilities:

· Administration and Management Offices (including the main boardroom, 2 meetings rooms and a computer lab with 20 PCs) on Level 45

· 15 Classrooms, kitchenette, client lounge room and a trainers’ room on Level 46

Corporate training is mainly non-accredited and delivered at the clients’ premises around Australia, but it can also be catered for at Collins Street. Corporate clients include major Bank groups, National Management Consultancy firms, Manufacturing companies and Government agencies.

Accredited courses are delivered in Collins Street with a combination of face to face and online training delivery. The accredited courses are the Diploma of Business and the Diploma of Project Management. MMI has a current capacity to enrol 500 clients, current enrolment number is 250 clients.

Important note:

· A VET accredited course has been assessed by the Australian Skills Quality Authority (ASQA) as compliant with the Standards for VET (Vocational Education and Training) Accredited Courses and the Australian Qualifications Framework (AQF). Accreditation means that the course is nationally recognised and that the registered organisation (RTO) can issue a nationally recognised qualification or Statement of Attainment (this for single units only).

· Non-accredited courses are business courses that have been highly customised to meet clients’ training needs.

The current organisational structure is as follows:

The Teams are composed as follows:

· Board of Directors

· Mr Andrew White – Chairman

· Ms Francis Green – Executive Director

· Mr Eli Brown – Non-executive Director

· Ms Josephine Magenta – Non- executive Director

· Ms Deborah Red – CEO

· Mr Leonard Black – CFO

· Finance Department: CFO and 2 x financial officers (full-time)

Summary of duties: account receivable, account payable; invoicing; payroll; financial record keeping and reporting; taxes/fees

· Marketing Team: Manager (full time) and 1 x marketing officer (part-time)

Summary of duties: promotion; design of marketing collaterals for events; social media; market research; public relations

· HR Team: HR Manager and 2 x admin officers (part-time):

Summary of duties: Recruitment; Induction and training; performance management support; employee relations; safety; compensation and benefits

· Client Services: Client Service Manager and 2 x receptionists; 4x client service officers, 1 x team leader, 1 x maintenance officer

Summary of duties:

· front of office and back of office customer service activities (to include reception and response to enquiries)

· support to academic staff

· client admin: client admission, enrolment, enrolment variations, pastoral care, completion

· building maintenance: 1x maintenance officer

· Academic Services: Academic Manager and 5 contract business trainers for corporate training; 4 full time (ongoing) business trainers for accredited training

Summary of duties: accredited and non-accredited training and assessment; learning material and assessment development and validation; support with compliance monitoring; pastoral care.

· IT services: outsourced to an external company

Summary of duties: network service; database administration (inventory and staff files); maintenance and update of communication system including CRM (Customer Relationship management system); data management and security.

Note: in loco computer maintenance is performed by the maintenance officer who has some IT knowledge

Company Ownership structure

The company structure is a Pty Ltd:

· The Chairman Andrew White holds 51% of the shares

· 40% of the shares are held by an external corporation since late 2017, as a silent business partner

· The remaining 9% is owned by other members of the Brown’s family

Vision

Our vision is to develop outstanding individuals through quality business training that encompasses personal and professional growth.

Mission

· We create successful careers in business to advance business growth and to positively impact on the broader community.

· We strive to provide exceptional business training that focuses on quality of teaching, practical learning, and successful outcomes

Values

Our core values are:

· Quality

· Integrity

· Accountability

· Respect for diversity

· Innovation

MMI quality standards

· Australian Skills Quality Authority (ASQA) standards

· ISO9001 – Quality Management Systems

· ISO 27001 Information Security

· ISO 31000 Risk Management

· Australian Business Excellence Framework

MMI – Boards’ of Director expectation

· Quality of practices

· Innovative solutions for business growth based on hard data and extensive research

· Build an innovative and agile company that can respond to the challenges of an ever-changing business environment

· Become market leader

· Increase value for shareholders and clients

Industry, market, and strategic business direction

MMI Professional Education is a Registered Training Provider (RTO) based in Melbourne, Australia that offers business accredited and non-accredited courses to corporate clients, and local clients.

Strategic Objectives:

· To expand the basis of the operation to Sydney where the company has experienced a high increase in demand for corporate training

· To increase revenue by 10% annually for the next 3 years

· To increase profits by 10% annually for the next 3 years

· To position the company as a leader for quality business education in Australia within the next three years

· To expand the course offering by adding new qualifications to the scope of registration: the Diploma of Leadership and Management and the Advanced Diploma of Program Management

· To increase the base of local clients attending accredited courses

· To implement sustainability to work practices: social, financial, and environmental

· To expand the offering to international students by repackaging accredited business courses to add an internship component during the course

Current positioning

· MMI enjoys a good reputation in the industry as a quality provider of business courses for corporate clients

· Courses are marketed as hands-on, with trainers that currently work in the industry, providing current and cutting-edge skills to business professionals

· MMI currently holds 15% of the corporate business training in Australia

· MMI does not currently deliver business courses to international clients

· MMI does not currently deliver courses overseas

· The company is financially stable and sustainable

Operational overview

· State of the art facility in Melbourne to be replicated in Sydney

· Systems in use:

· Student Management System (MMI system)

· Learning Management System (Moodle)

· Accounting Management System (MYOB) – does not interface with MMI system

· Share drive

· Share points

· Zoom

· Project Management Application for remote teamwork (trainers): Wrike

· Trainers work both on-site in Melbourne and around Australia

· Senior management to stay in Melbourne: campus director and team leaders to be employed to manage and supervise Sydney’s operations

· Staff to be employed for the Sydney Campus

· Administrative tasks such as enrolments will be undertaken by the Melbourne’s campus

· Virtual teamwork practices to be implemented between Melbourne and Sydney

· Website tailored to international students to be developed

· Develop and implement sustainability policy and practices across the organisation, and sustainability has not been on the top five priorities of the company so far

· All trainers are based in Melbourne; this impacts on financial costs when having to move trainers to other Australian capitals to conduct corporate training. Trainers who deliver corporate training receive a generous daily allowance when outside Melbourne ($250/day), all travel and accommodation expenses are paid for by MMI. This generous package impacts an average of 20% on the profit margin for each corporate course that is sold

Organisational culture

The organisational culture experienced at MMI is a mix of market and hierarchy culture.

· The Market Culture: This culture is built upon the dynamics of competition and achieving concrete results. The focus is goal-oriented, with leaders who are tough and demanding. The organisation is united by a common goal to succeed and beat all rivals. The main value drivers are market share and profitability.

· The Hierarchy Culture: This culture is founded on structure and control. The work environment is formal, with strict institutional procedures in place for guidance. Leadership is based on organised coordination and monitoring, with a culture emphasising efficiency and predictability. The values include consistency and uniformity.

(Source: https://popinnow.com/four-types-organizational-culture/ )

· The organisation is top-heavy, and there are concerns that this may not suit the strategic objectives for growth and the opening of a second campus in Sydney.

· The Board of Directors is invested in the change process; however, intervention is needed to bring departmental managers and teams on board.

· It is recommended that an organisational culture more suitable for innovation, sustainability, agility, and progressive growth is developed and implemented.

Operational issues

The following operational issues have been identified internally:

· The increased number of complaints due to lack of cultural sensibility of trainers when dealing with students from the non-Australian background (15% increase in the last 6 months alone)

· All trainers are based in Melbourne; this impacts on financial costs when having to move trainers to other Australian capitals to conduct corporate training. Trainers who deliver corporate training receive a generous daily allowance when outside Melbourne ($250/day), all travel and accommodation expenses are paid for by MMI. This generous package impacts an average of 20% on the profit margin for each corporate course that is sold

· An increasing number of enrolments in Melbourne, projected student population to raise from 205 to 450 by mid-2021. Current facilities are not sufficient to accommodate the increase in numbers (current facilities can accommodate max 350 students)

· Delays in achieving marketing objectives due to the composition of the team (2 part-timers and one contractor) that cannot sustain the increased amount of marketing tasks (corporate events to enhance networking and identify potential corporate clients have increased by 30% in the past 6 months)

· A new student management system has been developed in-house. The system was recommended by the Client Services and the Academic Managers for the seamless integration of the student management and the learning management system. However, the two managers failed to perform due diligence, and they did not consider that the new system does not interface with the finance management system. This will cause operational disruptions to the workflow as finance records (mainly revenues) will have to be manually inputted based on the new system’s reports on enrolment.

· Covid19 has decreased sales by 20%, the company has managed to deliver existing courses and still maintain a reasonable margin of new enrolments online

Marketing

· MMI has not heavily invested in marketing activities, relying mainly on word of mouth.

· The company has a website:

· Old fashioned look, quite austere

· Not responsive

· In the mobile version, after you have clicked in a few pages, the navigation becomes daunting

· Heavy use of text

· Infrequent updates

· Social Media: there is a FB page that is rarely updated, the LinkedIn Page is not in use

· Print advertisement: Industry magazine

· Referrals: education agents are paid 15% commission for referring students

· Discounts: twice/year MMI offers 10% for new enrolments to attract more students

· Yearly marketing budget: $75,000

· The marketing team is small and not experienced in digital and social media marketing

Pricing

Product

Target Market

Price

Corporate Training

Topics:

· Operational Management

· Leadership

· Project Management

· Emotional Intelligence

· Change Management

· Management

· Individuals looking for upskilling to advance their career

Face to Face classroom (average of 10 participants) $ 2,000/participant

Online $ 800/participant

Individual coaching $ 150/hour

Diploma of Business

Domestic students

Blended learning:

$ 4,000/student

Diploma of Project Management

Domestic students

Blended learning:

$ 6,000/student

Workforce Overview

The following has been reported:

· Turnover rates are high in the academic department (30% yearly) due to the contractual nature of some of the roles. Ongoing training staff is steady, however, there is a need to invest more in their professional development to keep industry currency when teaching.

· Need for a succession plan for management roles

· Gender unbalanced

· Recruitment is done externally, few opportunities for advancement are offered to existing staff

· A recent staff survey outlined the following:

· Lack of opportunities for advancement

· Top heavy management

· Silo mentality

· Not enough room for innovation and improvement

· Lack of well-defined sustainability policy

· Diversity policy is very generic

· HR practices are mainly focused on administrative duties. The Board of Directors has identified the need to embrace HR practices as an essential strategic tool for business advancement.

· Training on HR practise is required for management

· Staff lament a lack of communication from the top

· Sense of working in silos

Remuneration (average) for each role is as followed:

· Board of Director – 25-50 k/year

· CEO – 250 k/year

· CFO – 180 k/year

· Managers – 120k/year

· Receptionist $ 52k/year

· Officers (including team members in the Marketing dept) $ 65k/year

· Team Leader $ 78k/year

· Trainer (ongoing) $ 85k/year

· Trainer (contractor): $ 80/hour. Trainers who deliver corporate training receive a generous daily allowance when outside Melbourne ($250/day), all travel and accommodation expenses are paid for by MMI.

Note:

· The above remuneration must be considered pro-rata for part-time staff.

· Superannuation is excluded and should be added at 10% to employee’s ordinary earnings

· Superannuation is paid to contractors (business trainers)

Board of Directors

CEO

Marketing Manager

HR Manager

CFO

Finance Department

Marketing Team

HR Team

Client Services Manager

Client Services Team

IT outsources

Academic Manager

AcademicTeam

BSBCMM511 – Communicate with influence V3 2021

Page 80

RTO Provider: 91153 – CRICOS Code: 02672K

greenwichcollege.edu.au

 

 

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The purpose of this assignment is for you to analyze the ethical considerations and team-based approach to leadership by reading a brief case study about a hospital in a flood and making decisions to mitigate the circumstances. In August of 2007, the patients and staff at a hospital in Dyer, Indiana, experienced rising waters from excessive rainfall. As such, an evacuation took place to protect everyone inside St. Margaret Mercy Hospital. Evacuations sound easy enough; however, they can be a bit tricky if the plan does not account for all of the important factors. In this case, 70 patients of the hospital had psychological difficulties, which prevented them from being able to effectively care for themselves. For example, the patients’ charts indicated descriptors such as suicide risk, severe depression, high levels of anxiety, and lack of proper medication.

Using the foundations of this event as a learning platform, the challenge to address for this case study is how to effectively evacuate 70 dependent patients from a hospital by using ethical decision-making and a team-based approach to leadership.

Consider each of the following details as you describe how you would effectively manage such an emergency as a leader: What types of things would lead you to decide that evacuating the patients is necessary? (You can address ethical decision-making.) Where would you place the patients? In other words, what would serve as your evacuation shelter? Be sure to explain why this would be an effective evacuation shelter by describing the location and its surroundings. How would you transport the patients and their medication to the evacuation shelter? Who would monitor the patients at the evacuation shelter? How would you apply team-based leadership in an emergency like this (e.g., interagency collaboration and cooperation)?

Compile your answers in a three-page case study. Use APA style to format the paper, and make certain to include a title page. You are expected to conduct research for this assignment by including at least two references on a reference page. The research should focus on ethical decision-making and team-based leadership

 

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Question 1

Which of the following best describes nationalization?

Question options:

Government’s gradual and subtle actions against a firm

Forced sale of an MNC’s assets to local buyers

Outsourcing of governmental functions to private entities

Hiring preferences given to locals rather than expatriates

Question 2

Which of the following is characterized by networks of international linkages that bind countries, institutions, and people in an interdependent economy?

Question options:

Nationalization

Socialism

Communism

Globalization

Question 3

Experts suggest that firms wanting to globalize through e-commerce must first localize, which means firms need to:

Question options:

modify their products and services to meet the needs and interests of local cultures.

test their products and services in local markets before selling them over the Internet.

sell their products in a brick-and-mortar store before selling them through an e-market.

use local suppliers, vendors, and distributors to manufacture products for the local market.

Question 4

In recent years, which of the following has lessened the criticisms of MNCs?

Question options:

Increasing economic differences among countries

Dissolution of MNCs in developing countries

Limited emphasis on social responsibility and ethical behavior

Greater emphasis on social responsibility by MNCs

Question 5

__________ lies at the intersection of financial, social, and environmental health––sometimes described as the “triple bottom line.”

Question options:

Privatization

Technoglobalism

Protectionism

Sustainability

Question 6

McDonald’s, a fast food chain headquartered in the United States, applies the morality it practices in the United States to all foreign countries in which it operates. McDonald’s is adhering to:

Question options:

ethnocentrism.

geocentrism.

moral universalism.

ethical relativism.

Question 7

Which of the following creates shared value?

Question options:

Creating economic value by creating social value

Creating social value by creating economic value

Disabling local cluster development

Question 8

Which of the following was the primary purpose of the Organization for Economic Cooperation and Development Convention on Bribery?

Question options:

To protect corporate bribery whistleblowers

To combat corporate corruption

To establish bribery laws

To quantify global corruption

Question 9

Which of the following shows that employees have understood, and signed off on, the legal obligations regarding bribery and corruption in the countries where they do business?

Question options:

Having global interdependence

Adhering to globalization

Having a global compliance system

Adhering to commercialization

Question 10

To which of the following free-trade agreements do Costa Rica, Guatemala, Honduras, El Salvador, and Nicaragua all belong?

Question options:

NAFTA

CAFTA

ASEAN

MERCOSUR

Question 11

Which of the following significantly increases the complexity of social responsibility and ethical behavior of MNCs?

Question options:

Difficulties posed in training managers from different cultures

International laws, regulations, and moral principles

Additional stakeholders associated with the firm’s activities

Distance between the headquarters and the subsidiaries

Question 12

Which of the following is the main reason why companies dispose hazardous waste in less developed countries?

Question options:

Large amounts of available land

Advanced waste disposal plants

International agreements

Weak regulations and low costs

Question 13

According to Robertson and Crittenden, which of the following has made integrating an ethical component into international strategic decisions, challenging?

Question options:

Cultural constraints

Political stability

Natural resources

Corporate ethics

Question 14

Robert is a technology officer in an Umerian firm and he manages the firm’s operations at its facility in Elador. Robert is considering the idea of installing new technology in the facility that would significantly improve productivity and reduce labor costs. Which of the following undermines the argument that Robert should install the new technology?

Question options:

Elador is currently experiencing a very high rate of unemployment.

The high school graduation rate in Elador is higher than in neighboring countries.

Elador’s government leaders encourage firms to install the most modern machinery available.

The firm’s competitors recently installed the same technology.

Question 15

Which of the following concepts requires that an industrial system be viewed not in isolation from its surrounding systems, but in concert with them?

Question options:

Industrial engineering

Ecological succession

Ecological shadow

Industrial ecology

Question 16

Past court decisions serve as precedents to the interpretation of the law under __________ law.

Question options:

common

civil

theocratic

contract

Question 17

Which of the following best explains why many foreign companies find operating in China a difficult experience from a business perspective?

Question options:

China lacks the financial and legal systems needed to support the country’s foreign trade.

China’s government mandates that workers receive high wages and benefits.

China’s exchange rate changes too frequently for U.S. businesses to compete.

China’s local market is not large enough to support its extensive exporting to the U.S.

Question 18

In which of the following groups of trade blocs does most of today’s world trade take place?

Question options:

North America, Africa, and Canada

Saudi Arabia, Western Europe, and the Gulf

Western Europe, Asia, and the Americas

Middle East, China, and India

Question 19

Under __________ law, it is assumed a contract reflects promises that will be enforced without specifying the details in the contract.

Question options:

contract

state

federal

civil

Question 20

Emerson is a global manufacturing company headquartered in St. Louis,

Missouri. The company employs almost 130,000 workers at its 250

manufacturing facilities located on five different continents. Emerson

manufactures a wide range of products including air-conditioning

compressors, garbage disposers, and automotive parts. Emerson’s Asian

operations employ over 50,000 people at manufacturing facilities in

Asia. Emerson needs to build a new manufacturing facility to produce

automotive parts for cars manufactured in Detroit. Emerson executives

are considering whether to build the new facility in China or in the

U.S.

Which of the following, if true, supports the argument to build a

new Emerson facility in China?

Question options:

The Chinese courts recently ruled in favor of an MNC in an intellectual

property rights lawsuit.

China is revoking its membership from the World Trade Organization.

China has increased Internet controls and blocked most international

search sites.

The Chinese Commonwealth network is investing large amounts of capital

in China.

 

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