Imagine that your Learning Team has been assigned a large project.

Prepare a plan of no more than 1,050 words that may be applied in a business setting and would increase your team?s motivation, satisfaction, and performance.

Address specific differences in attitudes, emotions, personalities, and values in your collaboration, and how each difference influences behavior. How may those differences be effectively implemented in the plan to positively influence the team?
Format your paper consistent with APA guidelines.

Three references are required

Case Paper - 2 pages
Write a paper examining ?The High Cost of High-Tech Foods case? (p. 637) responding to the case-end questions and trying to identify ethical dilemmas (2-page maximum, 12-pt. type, double-spaced)

Current Events - 1 page
Find a current article describing an ethical dilemma currently in the news discussing global poverty, and write a 1-page (maximum) summary of the article. This time, use the ?rights? concept of ethics in your summary. Is the entire world entitled to a somewhat equal distribution of food/wealth/happiness/resources? (This may require research.)

Module Two, Question 1 - 1 page
Looking at the case "Promise versus Lie" on p. 237, respond to questions 2 and 3. (Keep in mind that you need to respond to at least one of your peer's responses as well as posting a response to the question.)

Module Two, Question 2 - 1 page
Of the ethical principles listed on p. 236, which one fits you the best and why? Can you pick one that you might try to use in the future?

Module Two, Question 3 - 1 page
Which ethical principle(s) from our chapter were violated in the phone case on p. 244? Why? Keep in mind I'm looking for principles that fit this situation.

Practical Application Assignment - 2 page
Prepare a 2-page ethics guide ?check list? for your business setting that you believe will lead to the most ethical of choices for your company. (This can be your actual employer or a company that you construct.) Clearly state your business setting in your guide. You generate your own list or you may borrow from other guides, but will need to present and defend a complete and congruent set of guidance questions that represents your view of an effective guide. You may include one paragraph of explanation as to the rationale of your guide, but be brief and summative. (Reminder: Cite your sources of both quotation and influence.)

Book being used for this course is Carroll, A.B. & Buchholtz, A.K. (2012). Business Ethics

Three questions are below. Each question should take about 1 page of the total research length. Do NOT use Wikipedia, and cite according to APA guidelines.

1) Discuss the doctrine of promissory estopple and how it might apply in a business setting. Provide an example.

2) Discuss how Title VII has impacted employment practices and what managers and organization must do to prevent liability.

3) Explain trade secret and how it could be protected legally and in day-to-day operations. Provide an example.

Topic:1. Outsourcing has become common in the business world, particularly when an organization experiences large growth. Your organization is pondering whether or not it should establish an in-house advertising department or if it should outsource the advertising to another agency. Research what other organizations in similar circumstances have done to find the advantages and disadvantages of each. Based on your research and conclusions, offer recommendations to your management.

Beginning in Week 2, you will work through the weekly research stages and writing process towards the creation of an 6-10 page (double spaced?introduction to conclusion) Semi-Formal Business Report. Topic suggestions are provided; however, if there is a topic you?d like to use that is not on the list, please contact your instructor for approval. Other final project criteria are as follows:
? The audience for this report is an industry decision-maker, such as your supervisor or CEO, or a public policymaker, such as a politician or bureaucrat, who could act upon your Recommendations.
? Your report must feature at least one technical illustration, such as a chart, graph, or image that you have created.
? Your research must consist of a variety of electronic (Web sites, databases, media) and traditional sources (books, journals, magazines). All sources must be cited in the report using The Modern Language Association (MLA) formatting. However, if you are familiar with the American Psychological Association (APA) documentation system, you may use it, but email me to discussion. APA is often used in the business setting, but MLA is what we use here at APUS/AMU and used in other university settings.
? You will submit your written report in MS Word in Week 7. You must have at least four sources.
? You will present a presentation of your report using PPT (MS PowerPoint) in Week 8.
Be sure to review the Final Project Notes handout as well as the Written Report Grading Rubric so you are clear on the components.

Choose an organization that has an existing Code of Ethics. It can be an Company or an organization for example: Electrolux Company or Home Depot,etc. Thhis code of ethics will be used as the basis for the system of inquiry assignment. Develop a system of inquiry to be used in evaluating decision-making,problem solving, and behavior in a business setting. This model should include a basic framework as well as a discussion of why,how,when, and by whom it is used. consider how you would implement the code, possible reactions to the code from employees, and the effect the code would have on the organization. need a 1750-2,100 word paper discussing a system of inquiry in detail. 1800 word paper is my goal.
There are faxes for this order.

this is an article review. Request additional "related to area" sources cited in the final 1 page review. Below is the article:


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Title:

WHAT DO PEOPLE NEED TO KNOW ABOUT WRITING IN ORDER TO WRITE IN THEIR JOBS? , By: Davies, Chris, Birbill, Maria, British Journal of Educational Studies, 00071005, Dec2000, Vol. 48, Issue 4

Database: Academic Search Premier

WHAT DO PEOPLE NEED TO KNOW ABOUT WRITING IN ORDER TO WRITE IN THEIR JOBS?

ABSTRACT: This article considers the different kinds of learning that are appropriate for the rapidly expanding range of writing that constitutes an everyday part of most people's working lives. It discusses the importance and demands of everyday writing in work, and the role of formal education in preparing people for the localised learning about writing that is necessary upon entering work. It considers the issue of the transfer of knowledge, and argues that both metacognitive and conceptual understandings about writing are crucial elements in enabling people to transfer and adapt foundation literacy skills to the workplace.
Keywords: written communication, workplace writing, literacy

1. INTRODUCTION
The Observer recently revealed that many businesses -- Marks & Spencer, Tesco and Waterstone's -- are hiring trainers to help workers with their writing, because English (`an English invention that conquered the world') is not being used properly in British firms (Arlidge, 2000, p. 2). Of particular concern was the way in which the increasing amount of writing being done on-line reveals weaknesses in the use of the written word (`in some areas email is a complete joke, with no grammar, no capital letters, and words in the wrong place'). Whilst the general concern about standards of writing is nothing new, this latter issue certainly provides food for thought, even if not necessarily in the crisis terms proposed by the article. Both email and the internet clearly represent a different orientation to writing than, say, formal letters or reports; email especially represents an entirely new element in the continuum of language use that goes from informal/interactive/spontaneous at one extreme to formal/non-interactive/composed at the other, providing an opportunity to create communications that combine the benefits of spontaneous speech (e.g. rapid flow of thoughts rather than slow or laborious composition) with the benefits of writing, such as communication across time and space, and the ability to view and review what has been said. We need, perhaps, to expand our conceptions of writing in respect of these new forms, rather than merely subject them to criteria established for different kinds and uses of writing.
Writing is becoming ever more central and crucial to the world of work, with computers on every desk, email and the internet adding to the world's written words in almost epidemic proportions, and very little being done either in formal education or the world of work to adjust to these quite overwhelming demands. The solution might simply be, as the Observer article suggests, to hire English teachers to help workers achieve GCSE quality written English (those same English teachers, presumably, who failed to teach workers to write when they were in school), but the evidence of research suggests that we need to recognise that it really is not plausible any more to use a singular notion of prescribed standardised practices as the basis for learning to write in all the areas of life where writing matters.
Why, for instance, if the ability to write is learnt whilst in school, do we appear to need to learn it again in work? An obvious, journalistic answer would claim that this is simply because English teachers are no good at their jobs. A more measured, evidence-based answer, on the other hand, might recognise that there are limits to what can be learnt about writing in school, and it will always be necessary to take that learning further in any new context, and especially in the contexts of work. There are complicated issues here to do with the difference between generic and context-specific knowledge, the problem of transferring generic knowledge to new settings, the problem of whether or not you can learn context-specific knowledge prior to belonging to a context. There are, as the Observer article acknowledges, massive issues of change to be considered here also: the place of writing in our lives is changing all the time, and the nature of that writing is changing also. At the same time, everyday writing tends to have low visibility: it is an indisputable fact that use and dependence on the written word is increasing at an extraordinary rate but that does not mean we --educators, employers, workers -- have got any better at thinking about what it means to learn to do all the different kinds of writing we have to do in the different settings and times of our lives.
The Observer article represents a standard belief which is also evident, in rather more elaborate ways, in government engagement with this issue through the National Literacy Strategy, the National Curriculum and Key Skills descriptors: writing is a skill that should be taught in school and subsequently used in work. If that job is done properly -- and the government is certainly trying to ensure that that is the case -- then there should be no problems later on. The argument of this paper is that foundation skills of writing are simply not sufficient in themselves to meet the multiple and changing demands that will be encountered once in work future workers need certain kinds of knowledge about writing as much as they need the skills of writing. This is equally the case with everyday writing as it is with the higher level writing that a relatively small proportion of the workforce -- journalists, academics, professional writers -- have to produce. This paper offers some research-based speculations on what that knowledge about writing might be, in order to make the strong claim that without such knowledge, we cannot reasonably expect people to transfer -- and adapt -- the foundation writing skills they have hopefully picked up during formal education to the working contexts where they must subsequently use them.
In addition to discussing what has been gleaned from prior studies in this area -- which has received considerably more research interest in the USA than in the UK in recent years -- this paper draws on and is informed by empirical investigations carried out by the authors over an eighteen-month period. In the course of these investigations, interviews were carried out with managers and recent entrants to work in many organisations (a major engineering company, local government, a medium-sized printing company, a law firm, the police, a major bank, a marketing company, an oil company and a charity organisation). In addition, the production of specific texts was closely studied and discussed with individuals, in order to gain access to the different kinds of knowledge drawn on in the process of carrying out workplace writing tasks, with the dual purpose of developing hypotheses and refining research strategies for a future stage of research that has yet to take place.
Whilst it is not the aim of this paper to report the findings of this preliminary period of research in any detail, we shall draw on those findings on occasion by way of a small number of relevant quotations from specific workers interviewed by us, and more broadly in terms of what this paper has to say about issues such as the changing workplace, the importance of writing in work, and the relatively low priority nonetheless accorded to preparing workers for that aspect of their work. All these are issues which have emerged very strongly from our own preliminary studies, and will be dealt with in a more systematic fashion in a further publication.
2. THE IMPORTANCE OF EVERYDAY WRITING IN WORK
The need for writing in modern literate societies --
societies marked by pervasive print media -- is much more
extensive than is generally realized. When one examines the
everyday world, one finds people engaged in many varieties
of writing, some of which may be overlooked as being
routine, or commonplace, or unimportant. (Grabe and Kaplan,
1996, p. 3)
By everyday writing in the context of work, we mean the documents of various kinds that are instrumental in achieving the aims and ensuring the productivity of most organisations, but which are not in themselves the main products of those organisations. We define such writing very generally in the terms used by The Work Skills in Britain Survey (Ashton et al., 1999): short documents (e.g. short reports, letters or memos), and long documents with correct spelling and grammar (e.g. long reports, manuals, articles or books). We claim that all such writing is potentially important, and demanding.
The importance (or difficulty) of writing can be estimated only in terms of the context in which the writing is done, and the job it must perform within that context. What we generally tend to think of as important writing is that which functions in very broad -- i.e. global or national -- contexts, such as the Declaration of Human Rights, or the Koran, or the works of Karl Marx. But just because the size of the contexts in which writing takes place varies dramatically, it does not follow that the importance of the act of writing within a particular context varies correspondingly. The formulation of a code of behaviour within one secondary school is as crucial to the functioning of that context as was the formulation of the Declaration of Independence to the functioning of the United States. In basic terms, putting pen to paper (so to speak) is potentially, and in many different ways, a big deal wherever you do it.
Few organisations exist which possess neither customers, nor superiors, nor boards of directors, who will not require written records, reports or customer/client-oriented material, such as letters, pamphlets or promotional literature. Indeed, all writing in work can be considered as potentially important, given the pressures of time and productivity in most organisations nowadays -- there is little space for speculative or self-indulgent writing. In the USA, the importance of writing in work, and the high levels of demand and pressure often associated with that writing, has been demonstrated in a considerable number of research studies conducted during recent years (e.g. Anderson, 1985; Beaufort, 1999; Flower, 1994; MacKinnon, 1993). Whilst it is seemingly self-evident that some jobs, and some workplaces, demand much less writing than others, it seems likely that the rapid change in workplace practices of the last few years entails an ever-increasing emphasis on the need for many different kinds of workers to write in a variety of ways. The move to flatter management structures, the increasing emphasis on accountability and outcome-measurement, the dramatic expansion of IT resources (and the corresponding near-disappearance of the typist/secretary role) all have implications for the ways in which, and the extent to which, writing abilities are necessary that were unimagined even a few years ago (`if you look at someone like care assistants, in social services for example, I mean I don't think really literacy ever came into the job until maybe ten years ago. [...] now they have to contribute to quite complex care plans and assessments and so on' -- local government manager, interviewed 19 May 1999).
The Work Skills in Britain Survey (Ashton et al., 1999) identifies the importance of writing as a workplace activity. All categories of respondent reported that writing, at some level, was a significant part of their job with, for example, over 50 per cent of respondents reporting that writing long documents figured prominently in their work. A recent QCA study (1999), which considered the extent to which the school curriculum prepares school-leavers for workplace communication skills, found that non-graduate recruits to employment predictably tend to write somewhat less than graduate recruits, and that writing was generally `limited in range, scope and variety' for these school-leavers, but nonetheless was `often of critical importance' and `tended to be brief, concise and focused' (1999,p. 7). Extended writing consisted primarily of formal letters, and there was little evidence of the considerable amount of report writing that is more characteristic of graduate employment. But even the shortest letter that goes out from a company to a customer can be seen as being potentially instrumental in the achievement of its aims.
Whether in a small-medium sized enterprise or a large national company, those many workers who do have to write significant texts on a regular basis find themselves being increasingly responsible for the production of writing for a range of purposes and using a range of styles, encompassing highly objective, opinion-free, specialist communications for in-house purposes, non-specialist, reader-friendly texts for outside audiences, and taking into account the expectations and demands of a range of audiences within a single text (e.g. managers, customers, board members). In terms of both pursuing the day-to-day alms of work in efficient and effective ways, and avoiding the undesirable consequences of inappropriate written communications, we are firmly convinced that few workplaces can afford to leave the production of high quality writing to chance, and that few future workers, especially those whose education has progressed to graduate study or its equivalent, will not need to carry out a range of writing tasks to a high level of demand.
3. THE DEMANDS OF EVERYDAY WRITING IN WORK
Even if we accept that writing generally constitutes an important aspect of working activities, does that mean that all workplace writing is difficult to do, or places demands upon workers which they often cannot cope with? It is, after all, obviously the case that some workplace writing tasks only marginally qualify as writing at all, at least not in the key sense of writing composition. Grabe and Kaplan, in a discussion of the nature of writing from the perspective of applied linguistics, distinguish between 'writing without composing' and 'writing with composing' (1996,p. 4), citing items such as a shopping list, a note to the milkman, a questionnaire, a tax form and a driver's licence application form as instances of the latter. These constitute the kinds of writing identified in the Work Skills in Britain Survey as 'material such as forms, notices or signs', and we would not want to make overblown claims about the difficulty of such demands although, as the following comment from a local government employee indicates, even these can be experienced as problematic: 'things as simple as labels for recycling boxes ... actually need a lot more thought than you would imagine ... because they've got to be short, snappy' (environment officer; interviewed 7 June 1999).
Grabe and Kaplan's (1996) main distinction is between two levels of writing with composing: composition for knowledge telling or retelling, and composition for knowledge transforming:
Retelling signifies the sort of writing that is, to a large
extent, already known to the author, such as narratives or
descriptions. The planning involves recalling and
reiterating. Transforming, on the other hand, signifies the
sort of writing for which no blue-print is readily
available. The planning involves the complex juxtaposition
of many pieces of information as well as the weighing of
various rhetorical options and constraints (Bereiter and
Scardamalia 1987). In this type of writing, the author is
not certain of the final product; on the contrary, the
writing act constitutes a heuristic through which an
information-transfer problem is solved both for the author
and for his or her intended audience. (pp. 4-5).
Whilst we agree that broad distinctions can be made between levels of compositional demand -- an issue which will be discussed in the final section of this paper -- we would, though, also want to stress that such distinctions are not much comfort to the worker who finds that they have to produce writing which requires highly specific skills and understanding:
if it's a complaint we gather information from
investigations internally. I then turn that into
customer-speak. Take some of the technicalities out of the
letter and break it down into things that they will
understand, because publishers don't understand, won't
understand printing and the technicalities of printing so
you have to try and explain. (Junior manager, discussing
writing letters communicating technical information to
non-technical readers; interviewed 18 June 1999)
Grabe and Kaplan suggest that narrative and description constitute knowledge retelling, implying that events or objects have already, in some way, 'told' themselves, and that putting them into writing is relatively trivial in terms of compositional demand. This, as anyone who has ever struggled with either a personal or a business letter will know, is not necessarily the case. Even in cases of everyday writing which explicitly require the non-selective presentation of all relevant details, there is likely to be a considerable pressure to get things right in the way we select and organise whatever it is from the real world we are trying to retell in writing. The level of demand for a police officer writing down a witness's statement is, for example, extremely high, if the following instructions are actually followed to the letter:
The statement must include how any occurrence took place.
There must be a detailed description of any property that
was stolen or damaged, including its owner and value if
known. The description of the crime itself must be very
detailed. In assaults, for instance, the nature and amount
of force used, whether a weapon was used, how many blows
were struck, the location of any injury, the nature of any
treatment and how the witnesses felt must all be included.
(Stage 2, Section 1, Probationer Training Programme,
National Police Training material, March 1999)
The issue of accuracy in many aspects of everyday writing is, of course, crucial. At whatever level a worker is writing, he or she must deal with a particularly key aspect of writing: the fact that writing, far more than speech, tends to constitute a commitment -- to the veracity of recorded facts, the implications of an argument, the good faith of an offer -- for which the author is subsequently accountable.
If we acknowledge the multiple cognitive operations needed to perform even apparently straightforward tasks such as writing down facts --which includes coping successfully with the mechanics of writing (handwriting or typing, spelling, grammar), speaking the language (and therefore expressing the values) of the organisation, satisfying the commitment demands of specific documents -- then it becomes apparent that all acts of writing in work are potentially demanding. Researchers from the field of cognitive psychology have long contended that writing composition is indeed a highly demanding and complex mental activity:
At present almost all theories of higher mental processes
incorporate some notion of a limited-capacity central
processor.... Obviously, this central capacity limitation
should be crucial in writing, where complex problems must be
solved, where a large number of ideas need to be coordinated
and where decisions need to take account of a variety of
factors.... Investigators into the psychology of text
composition frequently remark that the
information-processing demands of the activity appear to be
very high. Beangrande (1981) refers to 'the impression that
can be obtained from large stores of empirical evidence,
namely: that discourse production routinely operates near
the threshold of OVERLOADING [p. 2].' (Bereiter and
Scardamalia, 1987, p. 134)
Whilst such an account of the cognitive demand of writing raises a number of important issues, especially in relation to the young people who were the chief object of Bereiter and Scardamalia's studies, it fails to capture exactly what we would argue is the dominating difficulty most of us, at whatever level we are writing, encounter in our efforts to write: the intensive thinking which it demands. This is also, of course, the great benefit that writing provides -- it is arguably the primary technology for thinking that human beings have so far invented (and has not yet been superseded by the power of information technology, which tends to rely on the written word most of all). It provides the stimulus and structure that we need in order to think things through properly, it forces us to lay out and confront our own ideas, and tends to insist on greater coherence than we can normally summon up when simply thinking in our heads. Whilst certain kinds of dialogue can provide similar demand for coherence, it is very difficult to achieve this on our own without the benefit of writing things down, reviewing them, rearranging them, reconsidering what it is we were trying to say, and having another go at saying that.
Such a benefit comes at a price: it is difficult to achieve. It is a human trait to think creatively, rapidly, chaotically. We normally think in the flow of our existence, in response to the stimuli of moving time, and find it very hard to halt that flow in order to sort out where we are, and what we understand at any one moment, without giving ourselves up to the next moment, the next stimulus. Writing requires us to halt time for a while -- it requires closure, the decision to draw a line underneath what we are going to consider, to relegate present knowledge to an immediate past in which it can be configured, and reconfigured, in order to create an impact of some kind upon whoever is going to read it. This is often a disturbing and uncomfortable thing to do' we might discover that we don't know enough about what we are talking about, that what we have to say is incomplete, and how we are trying to say it somehow weaker and less appropriate than we imagined it would be. Putting thinking into writing tends to expose the weakness of our thinking, and the poverty of our expression, to the judgement of others and this becomes something we would rather avoid. We would suggest that difficulties of this order are experienced in virtually all acts of writing beyond the purely transcriptional.
4. THE LOCALISED DEMANDS OF WORKPLACE WRITING
In addition to generic issues of writing referred to above, all work-places have their own distinctive needs which must be satisfied in the production of documents. In their study of business writing, Broadhead and Freed (1996) speak of five distinctive norms which will normally guide the writing of business documents: cultural, institutional, generic, personal, and situational (p. 10). Although the cultural, generic and personal norms extend beyond the boundaries of a specific organisation, even these are likely to be adapted to meet localised requirements.
Cultural norms 'govern choices to make the text adhere to a culture's idea of good behaviour and good communication in a written document' (p. 11) and, whilst they will consist of broad norms and beliefs in the culture about what constitutes proper communicative behaviour (including both proper deployment of standardised rules of language, and recognition of more abstract standards such as 'accuracy, thoroughness, relevance, coherence and consistency', p. 12), it is likely that these elements will be emphasised in localised ways within a particular organisation. Similarly, the broad rules underlying generic norms --'those imposed by a particular genre of writing such as a proposal, a familiar essay, a request for bids' (p. 12) -- will most likely be inflected in localised ways. Even personal norms - the 'linguistic or rhetorical preferences of a given writer' (p. 13) -- are likely to be developed and adapted in response to organisational practices.
It is, though, the institutional and situational norms which constitute the heart of localised knowledge about writing in work. Institutional norms 'govern rhetorical decisions designed to make a text adhere to accepted practices within a company, profession, discipline', and may either be 'formalised in written documents' but can also 'result from tradition or practice'. Beaufort (1999) refers to such rules as being generated by the discourse community of a particular place of work, and representing 'the underlying goals and values for the community'. In her study of a state Department of Environmental Protection, Spilka encountered strong agreement among those studied about the need to achieve their organisation's prime social goal of establishing and building its credibility with the public, which involved the establishment in all communications of consistency, consensus with outsiders, and recognition of outsiders' involvement in decision-making processes (1993,p. 75).
Situational norms are distinctive in that they concern decisions about 'tone, style, format, selection of content, level of technicality' necessary both for achieving a writer's purpose and for meeting readers' needs and supposed values in a specific document (pp. 13-14). Such highly specific norms are inevitably shaped by the other, broader norms, but also reflect workers' deeper understandings about fine-grained aspects of their work.
One study of a commercial organisation in the USA suggested that the 'organizational savvy required to write successful documents may take ... up to three or four years for a person to acquire' (Paradis et al., 1985, p. 302). Some organisations attempt to obviate the need for such learning, to some extent, by employing professional writers, either to take over the writing of key documents or to generate foolproof methods of enabling employees to write in the required ways, through the use of form-letters, templates and stock phrases, which are stored and adapted through the use of word processing technology. Fairclough describes such processes as the 'technologisation' of discourses, in which personnel are trained in the use of context-free and standardised discourse techniques (1995,p. 102, quoted in Jaworski and Coupland, 1999), which are policed and monitored, with a system of status-related and financial rewards and penalties following on from them. It is, though, an open question as to whether such extreme control over localised rules of writing is either successful, or capable of removing the pressures of composition from workers.
Whatever the timescale or the strategies employed to control quality, however, it is unlikely that such fine-grained localised learning can be achieved in any other time or place than during the job, in the workplace.
5. LEARNING ABOUT EVERYDAY WRITING IN WORK
Research into the issue of learning to write for the workplace suggests that, despite the recognition by employers of the importance and difficulty of workplace writing, relatively little priority is actually accorded to this issue. Occasionally, as the Observer article referred to at the start of this paper indicates, a specific crisis will be perceived, and crisis action will be taken -- often through the considerable expense of buying-in outside trainers. For the most part, though, learning about writing in work tends to be informal and unsystematic. QCA's study of non-graduate employees indicated that training for non-graduate recruits was generally of this kind, even where there were particular concerns about technical accuracy, with recruits 'following examples of more experienced colleagues' (1999,p. 7). Studies into the learning of workplace writing skills in the USA, focusing mainly on graduate level employment (Beaufort, 1999; MacKinnon, 1993; Paradis et al., 1985), demonstrate a strong emphasis on informal learning at this level, and also suggest that informal mentoring is often shown to work effectively (Freedman and Adam, 1996). There is generally a relatively low profile for writing in terms of the priority assigned to systematic training. One study reports that when the supervisors in a government agency were asked 'whether they considered the novices' learning to be one goal of the tasks they assigned them, their response was an unequivocal: 'Hell, NO! they can learn in their own time.' (As it turned out, these very supervisors were expert masters and mentors; they simply did not think of learning as implicated in the enterprise because it was not their explicit task goal.)' (Freedman and Adam, 1996, p. 401).
The situation regarding planned and supported learning about writing in work will always be variable at best -- to some extent, as variable as workplaces themselves are. It is unlikely that the everyday writing done in work will ever come to be seen as an 'explicit task goal', and we would certainly not wish to argue that it should be. As the issue of learning in work becomes more salient in workplaces generally, it is reasonable to expect that there will be a steady growth in the attention paid to essentially secondary issues such as writing, and there seems to be good evidence already to suggest that informal learning provision, especially through mentored support, merits particular encouragement and development within the workplace.
But such learning must, crucially, be able to build upon substantial prior learning that workers bring with them from formal education. This is certainly the case in terms of foundation literacy skills, without the possession of which to some degree (however much in need of emergency remediation once in work), it is unlikely that anyone can expect to find employment involving any kind of literacy demand: for instance, the QCA found that 'less than 5% of jobs in the survey made only a very low level of demand on any literacy and communication skills and the young people in these jobs were the least well qualified in the sample' (1999,p. 7). Foundation learning about writing concerns skills of accuracy in spelling, punctuation and grammar, and knowledge of language structures at the levels of words, phrases, sentences and whole texts. This knowledge is broadly applicable to all acts of writing and, whilst it is capable of diminishing or increasing throughout life, constitutes a life-long, non-context-specific set of skills and understandings, which function at a basic level in largely tacit ways, with writers at this level not necessarily capable of articulating or reflecting upon it. It is what Perkins and Salomon (1989,p. 21) describe as 'tool domain knowledge' -- normally learnt during the course of formal education, non-specific in terms of content, and adaptable to localised contexts as appropriate.
But although it should in principle be relatively easy to transfer tool domain knowledge to different contexts, the range of different and new writing demands that are encountered in the workplace necessitate a considerable amount of adaptations being made to foundation skills of writing. Because of their generally tacit nature, foundation writing skills cannot necessarily be easily adapted without recourse to more explicit, higher level knowledge. It is the nature of such higher level knowledge about writing which brings us, finally, to the question with which this paper started.
6. WHAT DO PEOPLE NEED TO KNOW ABOUT WRITING IN ORDER TO WRITE IN THIER JOBS?
We wish to argue for two broad kinds of knowledge about writing that are potentially capable of helping people to cope with the transfer and adaptation of foundation literacy skills to the workplace: 1) metacognitive knowledge about the best ways of solving the problems of writing; 2) conceptual knowledge about the nature of writing. We do not consider it at all likely that workplaces themselves would provide significant education in respect of either of these; rather we see it as the job of formal education to initiate the appropriate learning in respect of each of these areas, in the expectation that subsequent experiences in work will inevitably provide the circumstances for their development and consolidation.
Metacognitive Knowledge about Writing
Metacognitive knowledge about writing concerns knowledge which informs processes and goals for writing such as composition strategies of planning, drafting, redrafting and proof-reading, and understandings about the importance and nature of context-specific exigencies of writing, such as those referred to above that were identified by Broadhead and Freed. Knowledge of this kind is more likely to be conscious and explicit, forming the basis for reflective thinking about problems and strategies during composition, and is therefore potentially a crucial element in the transfer, adaptation and application of foundation literacy skills to new settings and demands (Beaufort, 1998; Flower, 1994; Smagorinsky and Smith, 1992). Perkins and Salomon term such a process 'high road transfer' -- the application as appropriate of mindfully abstracted principles -- as against 'low road transfer' which depends on 'extensive and varied practice of a skill to near automaticity ... in a large variety of situations' (1989,p. 22).
'Low road transfer' requires lengthy and sustained practice in a wide variety of workplace genres of writing during the course of formal education, in order to achieve the levels of near automaticity which would transfer effectively into workplace contexts. Such an approach has always been viewed as both impractical and undesirable in UK education. On the other hand, it is already the case that formal education can and does on occasion enable the development of 'high road', metacognitive understandings about writing, although historically this has been highly dependent on subject specialism at the post-16 stage and beyond. Our own ongoing studies into workplace writing have indicated considerable variation in the extent to which workers draw on mindfully abstracted principles about writing whilst composing documents, but in cases where there was evidence of this taking place we did observe workers exercising a greater degree of autonomy in solving the problems of composing difficult documents.
Because of current government-led initiatives on cross-curricular literacy, it is arguably possible that metacognitive knowledge about writing will increasingly become a feature of school-based literacy learning. The progress of the National Literacy Strategy into the secondary school, and an increased emphasis on writing across the curriculum in the revised National Curriculum, as well as Key Skills descriptors, all directly address issues both of the ways in which writing must be adapted to specific disciplines and settings, and of the process of writing. But the extent to which such learning occurs through direct instruction is questionable, and it seems likely to us that the most effective ways of ensuring its development is through experience, practice and informal discussion. This crucially involves teachers of all subjects on the school curriculum habitually articulating, and enabling their pupils to articulate, issues such as discipline-specific aspects of writing, both structural and lexical, as well as emphasising and reinforcing process habits of planning, drafting, reviewing and revising.
Interestingly, though, it is a recent and highly popular innovation in terms of addressing writing across the curriculum that potentially poses the biggest threat to the development of metacognitive understandings about writing: the writing frame, a device for pre-structuring different kinds of school-based writing genre through the use of pre-determined paragraph structures and the provision of appropriate phrases or sentences at the start of each paragraph. Writing frames are a highly effective way of getting novice writers to produce the appropriate writing without actually having to learn or consciously address the norms underlying such writing (and thus correspond quite closely to the template and form-letter approach referred to above as being increasingly common in workplaces). Given the effectiveness of writing frames, some anecdotal evidence suggests that teachers are increasingly relying on these to aid the production of written work all the way up to GCSE, thus helping to ensure the good grades upon which they and their pupils so crucially depend, but at the expense of developing metacognitive understandings. (It should be emphasised that those responsible for the promotion of writing frames in the UK, Wray and Lewis, were always careful to warn against such dangers, emphasising that the ultimate aim in using writing frames was 'to gradually reduce the amount of scaffolding children need and move them into independent writing', 1997, p. 132).
Conceptual Knowledge about Writing
This paper has already touched on two key aspects of conceptual knowledge about writing: i) the unique weight that any act of writing potentially carries in terms of representing an overt act of commitment to its own content, whether information, judgement, opinion or offer; ii) the special and perhaps unique way in which writing in equal measure enables and demands intensive thinking. Both aspects point in the direction of one simple idea: writing is not something to be undertaken lightly. To suggest such a thing is to fly in the face of reality, of course, because it appears that modern life both allows for (in the spread of information technology) and demands (in the spread of accountability) ever more writing, at ever greater speeds. And, anyway, it is not exactly what we do wish to suggest in relation to every kind of writing.
Therefore, rather than simply suggesting that we will write best if we write rarely, we would prefer to emphasise the perspective of different levels of composition that was touched on earlier in this paper. This distinction was characterised by Grabe and Kaplan (after Bereiter and Scardamalia) in terms of writing for knowledge telling, and writing for knowledge transforming. Whilst we argued that such a distinction did not necessarily lead to certain acts of writing being experienced as easier than others, we do wish to propose that it would be helpful to develop this conceptually in order to help people distinguish productively between the different kinds of writing they have to do.
The key question here is whether or not writing is best viewed as an entirely distinct activity from talking, and the answer to that is a somewhat unhelpful yes and no. This question, indeed, brings us back to the Observer article with which this paper began: the problem it identified (even if it failed quite to articulate it in this way) concerned the fact that the internet and email encourage people to write as they talk, and that is bad because it makes businesses look bad to their customers. It is worth considering, though, that the growth of kinds of writing that do not require engagement with the full range of writing's resources and demands might prove both liberating in terms of many of the smaller jobs of writing done in work, and effective in helping workers to conceptualise the difference between such rapid writing (writing-as-you-talk), and more substantial, thoughtfully composed writing.
Much writing is indeed very close to, and highly dependent upon, how we talk and what we talk about. Indeed, the whole issue of the need to incorporate institution-specific language into workplace writing involves the transfer over into writing of the ways in which people speak about and express institutional values (a point demonstrated vividly in Spilka's study in the Department of Environmental Protection, where it was found that workers learnt to 'rely on both oral and written discourse than on just one mode of expression or the other throughout the composing process', 1993, p. 76). In more fundamental terms, it is the case that a great deal of everyday writing activities in work involve the direct telling of something to someone else in writing, and is best achieved by fairly rapid thinking through of what it is you want to say, and then simply saying it. Such a device works very well in instrumental communications of all kinds, and is particularly characteristic of internal communications in memos and emails which, pace the Observer, might properly be valued for the lack of attention to standardised rules of language which they display. There might be, in effect, some strong arguments in favour of liberating ourselves from strict adherence to structure and formal grammar rules in emails, as a healthy and efficient way of achieving some of the benefits of writing without the concomitant pain involved in achieving the full benefits.
Other kinds of writing, though, demand and benefit from that pain: any writing, really, that attempts to develop a successful argument on the basis of well-selected and marshalled evidence. It is through such writing that plans, decisions and achievements are advocated, made and recorded. Such writing is not merely incidental to the achievement of productivity and goals, it is instrumental. Given such levels of importance, it is entirely reasonable that documents of this kind should require writers to respect and struggle to achieve those particular qualities that are unique to writing. Writing of this kind can benefit from a wide range of strategies in order to ease its progress and ensure its quality -- the conscious deployment of process strategies, the time needed for review and revision, opportunities for collaboration and feedback -- but it can only be achieved in the awareness that the difficulties in writing it are a necessary aspect of its worth. There is a real danger, both in the workplace and in education, that we would rather find ways round the difficulties of writing. We would suggest that the most important kind of conceptual knowledge about writing should be, in fact, that in order to be good, it must be difficult.
7. REFERENCES
ANDERSON, P. V. (1985) What survey research tells us about writing at work. In L ODELL and D. GOSWAMI (eds) Writing in Nonacademic Settings (New York, Guilford).
ARLIDGE, J. (2000) The Observer, 16/7/00, 2.
ASHTON, D., DAVIES, B., FELSTEAD, A. and GREEN, F. (1999) Work Skills in Britain. ESRC Centre on Skills, Knowledge and Organisational Performance.
BEAUFORT, A. (1998) Transferring writing knowledge to the workplace. Are we on track? In M. S. GARAY and S. A. BERNHARDT (eds) Expanding Literacies. English Teaching and the New Workplace (Albany, State University of New York Press).
BEAUFORT, A. (1999) Writing in the Real World. Making the Transition from School Work. Language and Literacy Series (New York, Teachers College Press).
BEREITER, C. and SCARDAMALIA, M. (1987) The Psychology of Written Composition (New Jersey, LEA).
BROADHEAD, G. J. and FREED, R. C. (1986) The Variables of Composition: Process and Product in a Business Setting (Carbondale, Southern Illinois University Press).
FLOWER, L. (1994) The Construction of Negotiated Meaning. A Social Cognitive Theory of Writing (Carbondale, IL, Southern Illinois University Press).
FREEDMAN, A. and ADAM, C. (1996) Learning to write professionally, Journal of Business & Technical Communication, 10 (4), 395-428.
GRABE, W. and KAPLAN, R. B. (1996) Theory and Practice of Writing (New York, Longman).
JAWORSKI, A. and COUPLAND, N. (1999) Introduction: perspectives on discourse analysis. In A. JAWORSKI and N. COUPLAND (eds) The Discourse Reader (London, Routledge).
MACKINNON, J. (1993) Becoming a rhetor: developing writing ability in a mature, writing-intensive organization. In R. SPILKA, (ed) Writing in the Workplace: New Research Perspectives (Illinois, Southern Illinois Press).
PARADIS, J., DOBRIN, D., and MILLER, R. (1985) Writing at Exxon ITD: notes on the writing environment of an R&D organization. In L. ODELL and D. GOSWAMI (eds) Writing in Nonacademic Settings (New York, Guilford).
PERKINS, D. N. and SALOMON, G. (1989) Are cognitive skills context-bound? Educational Researcher, 18 (1), 16-25. QCA (1999) Talking, Reading and Writing at Work.
SMAGORINSKY, P. and SMITH, M. W. (1992) The nature of knowledge in composition and literary understanding: the question of specificity, Review of Educational Research, 62 (3), 279-305.
SPILKA, R. (1993) Moving between oral and written discourse to fulfil rhetorical and social goals. In R. SPILKA (ed) Writing in the Workplace. New Research Perspectives (Carbondale, Southern Illinois University Press).
WRAY, D. and LEWIS, M. (1997) Extending Literacy (London, Routledge).
~~~~~~~~
By Chris Davies, University of Oxford Department of Educational Studies and Maria Birbill, University of Oxford Department of Educational Studies

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Source: British Journal of Educational Studies, Dec2000, Vol. 48 Issue 4, p429, 17p
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The assignment is to write a brief two page essay paper, double-spaced, on the topic of the importance of understanding cultural, ethnic, and gender differences by managers and professionals in a business setting. Be sure to address that becoming culturally competent does not imply granting favoritism, but rather that understanding and accounting for differences in day-to-day interactions as a way of facilitating communications and cooperation is the goal. Base your observations and ideas on the materials and readings covered so far in the class. Don't forget to include your experience with the ball and sock experiment in your paper, and be sure to connect the experiment to what it means to be culturally competent. Please follow APA formatting requirements for this assignment, and proofread to be sure that you have no spelling or grammatical errors.

>Delivery 5-6 days
>Date: 11/18/2003
>time: 05:00pm
>
>Format: APA
>
Measuring Success
Choose one of your final communications and try it out.

Morality and Effective Business Communication

One of the most prevalent scenarios that involve the issue of morality and effective business communication is confronting an employee or employees of an organization who commit acts of stealing from the cash register from the customers? extra change. These are the following factors that will be included for this case:

SOURCE: Myself as the store manager for a medium-size 24-hour convenience store.

RECEIVER: Employees who are involved with the scheme of pocketing small changes and not registering it in the cash register.

SITUATION: Convenience store is losing money at small but eventually substantial amounts, due to the collective effect of employees? stealing of small changes from the customer.

PROBLEM: Employees cooperate with each other to further intensify their scheme, and leaves manager alone to figure out and solve the problem.

FEELINGS: Outcasted, angry, and ineffective

FANTASY STATEMENT: Employees would stop scheming behind manager?s back and realize that the store?s gained profits would reflect the kind of work effectiveness and sense of responsibility that their team have. Further continuance of the said illegal act will result to the firing of employees due to organizational rule/s violation and lack of sense of morality as an employee of the store.

Morality and Effective Business Communication

CASE #2

SOURCE: Myself as a team leader in a creative group working on a media planning project.

RECEIVER: Group members who experience conflict in their ideas, particularly in the media that will be used for a client?s advertisement campaign.

SITUATION: Team is divided into two in deciding whether a new advertising campaign of a popular jeans brand should be launched primarily in television or print.

PROBLEM: Team leader is not decided whether which side he/she must side on: television group has the same effective results as the print group.

FEELINGS: pressured, confused, anxious

FANTASY STATEMENT: Team members would come up with an effective solution to the diversity between the two factions in the team. Team leader will be able to assess, through effective research, which media is more effective for the launching of a jeans ad: television or print (magazines and newspapers). Thus, group decision-making is arrived at collectively, not through team leader's discretion, which might result to personal bias in the team leader?s part and among the team members.

CASE #3

SOURCE: Myself as an employee for a small retail store.

RECEIVER: Employer who does not give out paychecks on time, delaying issuance of paychecks up to two months.

SITUATION: Employee is experiencing financial difficulties due to delayed issuance of paychecks by the employer. Employee cannot address the problem to the employer directly because of employer becomes hostile when asked about the issue.

PROBLEM: Employee cannot decide whether to confront the employer about the problem or not. Employee is too afraid to confront employer for fear of being kicked out of work. On the other hand, employee cannot work hard if she/he knows that his/her paycheck will not be given at all at the end of the month.

FEELINGS: angry, irritated, undecided

FANTASY STATEMENT: Employer would be able to pay up all the paychecks that have been delayed to the employee. Alternatively, employer would be able to have enough courage to confront the employer about the unjust situation employee is in. Better yet, the employer will remember to accomplish his duties to the employer to pay him/her for services rendered while employer will be able to express his/her feelings of indecision (about the delayed paychecks) to the employer.

Evaluate the effectiveness of your communication using the means of measuring that you identified.

Based on your outcomes, either:

write about what you would need to do to make this communication more effective (referring to and documenting text information), OR

actually revise and resubmit the communication.


Submit this information in a short report.

Note: Assignment #6 should demonstrate that you have actually communicated, that you have reflected on your experience according to your evaluation criteria (assignment 4) and knowledge of communication theory and practice (assignment 5), and that you can develop a new proposal based upon your experience, if needed.




Proposals and Evaluation Criteria (assignment 4)

COMMUNICATION PROBLEM ONE: EMPLOYEE STEALING

Details of the Problem
SOURCE: Myself as the store manager for a medium-size 24-hour convenience store.
RECEIVER: Employees who are involved with the scheme of pocketing small changes and not registering it in the cash register.
SITUATION: Convenience store is losing money at small but eventually substantial amounts, due to the collective effect of employees' stealing of small changes from the customer.
PROBLEM: Employees cooperate with each other to further intensify their scheme, and leaves manager alone to figure out and solve the problem.
FEELINGS: Outcasted, angry, and ineffective
FANTASY STATEMENT: Employees would stop scheming behind manager's back and realize that the store's gained profits would reflect the kind of work effectiveness and sense of responsibility that their team have. Further continuance of the said illegal act will result to the firing of employees due to organizational rule/s violation and lack of sense of morality as an employee of the store.

Part 1: Proposal

Source:

As manager of the convenience store, I will be the source of the message. The source of the information will also be presented as if it has come from an analysis of financial information, and not from an awareness that employees are stealing.

I will be the source of the message because I am in the position of authority to deal with such issues. As the manager of the employees, myself as the source will help ensure employees realize that they are being monitored. This will present a reason for them not to continue stealing.

The source of the information will be presented as if it has come from an analysis of financial information because this is a valid source of information. This means my concerns will be considered to be based on valid data and not on accusations. This will prevent employees from reacting in a defensive way because they think they are being accused of something.

Message:

The message will be that the convenience store has been found to be losing money, with this gradually becoming worse. The message will also include that the problem has been looked into and it appears that wrong change may be being given. This message will not suggest that I know that the employee?s are pocketing small change. Instead, I will describe the problem and suggest that I consider the problems to be caused by errors on the part of staff. I will then ask all employees to be more careful in future and to ensure that they give the correct change. I will also remind employees that the business wants to continue successfully and will ask employees to let me know if there are any problems that prevent them from doing their jobs effectively. I will also note that the problem will continue to be monitored.

Since employees are already grouping together, I consider it important not to create more of this grouping together. For this reason, I think it is important not to send the message that I know employees are stealing. I think this message will just anger employees and make them decide to continue doing it. The message I am sending is that there is a problem, it is being monitored, and it is expected to be solved. It is intended that this information will be enough to make employees decide not to steal, while not having to resort to actually accusing anyone of stealing.

Channel:

The channel selected is face to face communication in small groups.

I think face to face communication in small groups is the suitable channel for several reasons. Firstly, I am sure employees know that they are doing wrong, but since all employees are doing it, they justify it to themselves. I think discussing the problem face to face will make employees feel guilty for that they are doing and this will help them decide not to steal. I think a more impersonal form like a letter would also be more likely to result in employees thinking they are being accused of something. The face to face communication also means it is a personal communication with myself included. I think this is important, otherwise employees may just group together to discuss the problem and exclude myself from the issue.

Part 2: Evaluation Criteria

I will have succeeded overall if:

Measured amounts of money lost decline and continue to decline.

Working relationships are maintained and employees do not become defensive.

Source success will be distinguished by:

Whether or not employees are attentive during the meeting.

Whether or not employees react in the meeting as if they are being accused.

Message success will be distinguished by:

Whether or not amounts of money lost begin to decline.

Whether or not employees react in the meeting as if they are being accused.

Whether or not employees being to act defensively.

Channel success will be distinguished by:

Whether or not employees show signs they are really listening in the meeting.

Whether or not employees group together and exclude myself after the meeting.

COMMUNICATION PROBLEM TWO: GROUP COMMUNICATION

Details of the Problem

SOURCE: Myself as a team leader in a creative group working on a media planning project.
RECEIVER: Group members who experience conflict in their ideas, particularly in the media that will be used for a client's advertisement campaign.
SITUATION: Team is divided into two in deciding whether a new advertising campaign of a popular jeans brand should be launched primarily in television or print.
PROBLEM: Team leader is not decided whether which side he/she must side on: television group has the same effective results as the print group.
FEELINGS: pressured, confused, anxious
FANTASY STATEMENT: Team members would come up with an effective solution to the diversity between the two factions in the team. Team leader will be able to assess, through effective research, which media is more effective for the launching of a jeans ad: television or print (magazines and newspapers). Thus, group decision-making is arrived at collectively, not through team leader's discretion, which might result to personal bias in the team leader's part and among the team members.
Part 1: Proposal

Source:

As team leader, I will be the source of the message. The content of the message will also be based on information gained from the client.

I will be the source of the message because my role as team leader means that it is my responsibility to manage such problems. As team leader, I am also the person that guides the team and so myself as the source should result in all members of the team listening.

The content of the message will also be based on information gained from the client. This is important so that the content of the message is not considered to be just my opinion, but is based on the overall aims of the creative group, which is to satisfy the clients. This will prevent team members from feeling resentful or feeling that I am biased.

Message:

The message will be that a decision must be made and that both media options cannot be chosen. I will provide the team with a set of criteria by which the two options can be judged. This criteria will be based on the needs of the client and will express what they require of the campaign. The two campaigns can then be judged on their ability to meet the client?s needs. The message will also include that the second option will be presented to the clients as an option for expansion of the media campaign if the initial campaign is successful.

This message offers a fair way of deciding between the two campaigns and one that is based on specific clients needs and not personal bias. This is expected to help both sides of the team accept the decision without feeling any resentment.

The message that the second option will be presented to the clients as an option for expansion of the media campaign if the initial campaign is successful is also important because it gives members of the team a reason to want the best option to be selected, not just the option they were involved with. For example, if the print campaign is the best option, team members will be more willing to accept this because they will expect their own campaign to still be used.

Channel:

The channel selected is face to face interactive communication via a normal team meeting.

The team has to continue working together and so dealing with the two groups separately would not be effective. Instead, it would probably result in the side whose ideas was not chosen being suspicious. The normal team meeting makes the process of deciding open and will help ensure everyone sees the meeting as fair. The communication is also likely to result in some conflicts between the two groups. If the communication was done via a non-interactive format, these issues would be likely to exist but would not be dealt with. The interactive format will likely result in some arguments during the decision-making process, but these will be dealt with at the time and will not go on to become problems. Dealing with the problem via a normal team meeting will also give the team practice at working together and working through conflicts.

Part 2: Evaluation Criteria

I will have succeeded overall if:

Both groups take part in the decision-making process.

A decision is made that suits both groups.

Conflicts in the team are resolved at the time.

Source success will be distinguished by:

Whether or not team members accept the criteria.

Whether or not team members accept that the decision is fair.

Message success will be distinguished by:

Whether or not all team members contribute to the discussion and judgement of the two options.

Whether or not a clear decision is made.

Whether or not team members whose campaign is not chosen show signs of resentment.

Channel success will be distinguished by:

Whether or not team members are active in the meeting.

Whether or not team members openly discuss conflicts.

Whether or not unresolved conflicts remain after the meeting.

COMMUNICATION PROBLEM THREE:

Details of the Problem
SOURCE: Myself as an employee for a small retail store.
RECEIVER: Employer who does not give out paychecks on time, delaying issuance of paychecks up to two months.
SITUATION: Employee is experiencing financial difficulties due to delayed issuance of paychecks by the employer. Employee cannot address the problem to the employer directly because of employer becomes hostile when asked about the issue.
PROBLEM: Employee cannot decide whether to confront the employer about the problem or not. Employee is too afraid to confront employer for fear of being kicked out of work. On the other hand, employee cannot work hard if she/he knows that his/her paycheck will not be given at all at the end of the month.
FEELINGS: angry, irritated, undecided
FANTASY STATEMENT: Employer would be able to pay up all the paychecks that have been delayed to the employee. Alternatively, employer would be able to have enough courage to confront the employer about the unjust situation employee is in. Better yet, the employer will remember to accomplish his duties to the employer to pay him/her for services rendered while employer will be able to express his/her feelings of indecision (about the delayed paychecks) to the employer.
Part 1: Proposal

Source:

I will be the source of the message.

This is necessary since it is my problem and I am the best person to raise it with the employer. I think involving anyone else in the problem will only make the employer more likely to be angry. For example, if I got legal or union representation for the problem, I think the employer would be unhappy that I did not speak to them about it first.

Message:

The message will be that I need to be paid on time and that I cannot continue to receive late paychecks. The message will include that the problem needs to be solved and that I may take further action if it cannot be managed.

Being paid for the work I do is a basic requirements of working and I think what the employer is doing is completely unreasonable. Based on this, I think it is justified that I take a strong approach to the problem and state that I cannot continue to accept late payments. The employer has shown little regard for me with their late payments, so I think it is reasonable to assume that just asking nicely will not have a great effect. Therefore, I think it is necessary that I state that I will take further action if the problem is not managed.

Channel:

The channel will be via a professional letter.

This is not an example of a problem where there is discussion needed on what should be done. In short, I deserve to be paid on time for the work I do and it is the employer?s responsibility to do this. I think a one-on-one discussion will only cause unnecessary conflict and bring up irrelevant issues. I also think I need to take a strong and professional approach. In a one-on-one meeting I am more likely to become emotional, angry, or scared, with all of these reactions meaning I will not be able to get my point across as effectively. I think showing these signs of weakness in a one-in-one meeting will also result in the employer not taking my demands seriously. By choosing the format of a professional letter, I am making the problem a business problem and not a personal one and I think this will help prevent damage to the working relationship.

Part 2: Evaluation Criteria

I will have succeeded overall if:

The employer agrees to pay me on time from now on.

The employer pays me the outstanding amount.

The employer continues to pay on time.

The employer apologizes for past delays.

Source success will be distinguished by:

Whether or not the employer takes my demands seriously.

Whether or not the employer reacts with anger or resentment.

Message success will be distinguished by:

Whether or not the employer agrees to pay me on time from now on.

Whether or not the employer pays me the outstanding amount.

Whether or not the employer continues to pay on time.

Channel success will be distinguished by:

Whether or not the working relationship is damaged.

(assignment 5) Create the actual texts that you have been developing during the term--your three messages (one for each communication case), directed to the receivers you identified in the first assignment and addressing the three cases you selected at the outset of this course.


Now write a paper analyzing your strategies and decisions for the three cases. Throughout this course you have been reading rhetorical and communication theory in the required texts and applying this theory to real-world situations. You have just written up texts or scripts appropriate for the actual situations. Now think in the other direction--working from these scripts back to theory and texts. Using your final communications, write a short paper justifying the strategies you have used in each of your three final communications, drawing concepts and citations from the required texts.


CASE ANALYSIS #1

The situation for case 1 involves a convenience store manager and employees, where conflict arises because of an ongoing scam concerning the employees, where small changes are stolen instead of being credited in the cash register. The store manager wants to confront the employees about the organized scam, but is hesitant because there is increasing hostility between the manager and the employees. As a result, the manager cannot find a way to let the employees know that he monitors and has proven that the employees concerned are indeed stealing from the convenience store?s earnings. In order to discuss the issue further, the manager arranges a meeting where s/he will discuss the issue, proofs of the scam, and resolution agreed upon by the store management/ administration to the employees involved in the scam.

The mode of communication will be face-to-face group communication via a weekly assessment report on the employees facilitated by the manager. The manager must adapt a straightforward style of communication, a character of business communications. Since the scam issue is primarily a business issue, while the manager-employees relations a secondary concern only, it is important that the manager must adopt a serious and direct manner in presenting the problem to the employees. Content of the manager-employees meeting must be the nature of the meeting, i.e., the alleged small scam among the employees, and support of these allegations through financial statements proving that indeed, substantial decreases in profits are due to small changes not credited in the cash register. Hard evidence proving the anomaly decreases defensiveness on the employees? part, and supports decisions arrived by the management.

The flow of the manager?s message to the employees in the meeting must establish first the nature of the scam and proof of this anomaly through analyses of financial reports for the period where the scam had purportedly started. After laying down all the ?facts about the issue, the manager must also inform the employees about the actions taken by the management (the manager himself, in fact) after learning of the scam. Close monitoring of employees, particularly, suspected employees involved in the scam are conducted by checking the cash registers after every (suspected) employee?s shift. Comparing the cash register returns with the financial documents will prove that the employee is involved in the scam and the scam had indeed decreased the store?s profitability, affecting the store?s financial stability. After the manager?s presentation of the management?s side of the issue, employees are then given the opportunity to defend their side. If no sufficient evidence were given that will prove the employee/s? innocence, then appropriate action must be taken, which is to fire all involved employees in the scam. In addition, new reforms will be implemented, such as employee rotation in the store, so that no organization will be established that might encourage employees to commit a similar scam within the workplace again.

An important guideline that must be followed during the assessment employee meeting is that the manager must not present the scam issue as an accusation to the employees. Instead, the issue must be discussed in an objective manner, discussed in a direct yet non-accusatory tone. Non-verbal communication modes such as tone fluctuations, facial expressions, and body gestures must not convey the manager?s feelings about the issue. Thus, in order to maintain a business-like atmosphere in the meeting, the manager must remain serious, direct, and objective in relating with his employees.

CASE ANALYSIS #2

The situation for case 2 is about a conflict between two groups within a media planning team, where the team leader is at a dilemma on what media (group) to choose: television or print media. The team leader wants to assess the effectiveness of each medium in extending the client?s (a popular jeans brand) message to its customers. Furthermore, resolving which between the TV and print media plans are effective also resolves the conflict between the two arguing groups within the team. The team leader is the channel, through which the conflict and resolution to the media plan problem will be resolved. The audience, on the other hand, is the team leader?s co-workers in the team and the client of the team (jeans brand company).

The mode of communication is through group communication, via an interactive media-planning meeting. Although in the business setting, the media planning team will conduct the meeting informally, since the creative process of coming up with a media plan requires the team members to ?loosen up? in order to conceptualize creatively about the advertising campaign project of the client. However, the team leader must be serious and direct in discussing the conflict issue between the TV and print media group. This will let the team members know that their leader means business in this particular meeting, conveying the seriousness of the matter to be discussed.

The meeting will start with the team leader discussing media plan reports from two sources: the research department and the client. Through the media research department, the team will know which media, according to research, is suitable and effective for the jeans ad campaign. The research will be reconciled with the client?s specifications about the jeans advertisement that will be conceptualized.

After presenting these reports, an interactive discussion about the pros and cons of subsisting to both reports, whether they are conflicting or not, takes place. In this regard, the team leader now centers on the conflict between TV and print media planning. Through support from the research, the leader decides which media is most suitable for the brand to be advertised and the client?s specifications. Since the client already predetermines the ad concept, the client?s specifications must be followed, thus resolving the issue of which media plan must be used. If client?s specifications do not match the media research report, the media planning team must arrive at reconciliation between the research and client?s specifications. Otherwise, the team can now produce the ad campaign according to the research and client?s specifications.

Important guideline that needs to be followed during the meeting is the manager should avoid sharing his personal views about the issue (TV and print conflict). The manager must be objective and deal the issue directly, but must do so with regard to the members, whom the leader knows personally and interact with informally (outside the workplace environment). Thus, the leader must be a cross between a friendly but resolute and unbiased leader, who considers the client?s needs primarily before the team?s opinion regarding the jeans ad campaign.

CASE ANALYSIS #3

The situation for case 3 differs from cases 1 and 2 since this case involves interpersonal relationship between an employer and employee on the issue of delayed paychecks. The employee had not received salary payments for the last 2-3 months of working in the employer?s business, and employee wants to confront the employer about these delays. However, due to fear of hostility or anger from the employer, the employee does not know what action s/he must take in order to receive her delayed paychecks and ensure that there will be no delays next time. The employee decided to communicate through a business letter with the employer, in order to maintain objectivity and neutrality on a very sensitive and crucial issue concerning employee-employer relations?confronting the delayed paychecks issue.

Since the mode of communication is interpersonal via the business letter, the employee assumes a serious and direct tone, which is helpful in conveying the weight or seriousness of the matter discussed (in the letter). Furthermore, letters avoid face-to-face confrontations between the employee and the employer, who might discuss the problem subjectively, which further intensifies the problem and worsening employee-employer relations.

The development of the letter should contain a detailed account of events starting from the day the delayed paychecks began happening until the last month or day the employee?s salary went unpaid. A detailed listing of these dates will help the employer take note, check this information, and verify if, indeed, no paycheck had been released for the employee on that date.

If indeed a paycheck had been released but the employee did not receive it, then the problem may have originated somewhere, maybe at the employee in charge of issuing the paychecks/salaries of the employees. Alternatively, the employer may acknowledge that there had been a delay in releasing the employee?s salary. Whichever episode occurs, it is important that the employee knows the employer?s reason/s why his/her salaries were delayed. Thus, knowing the employer?s reason gives opportunity for the employee and employer to discuss the issue face-to-face, since the employee?s side had already been presented through the letter. A follow-up discussion, then, can possibly be a meeting between the two, where the employer can discuss the reason/s behind the issue, and both the employer and employee will be able to come up with an effective solution that concerns two important issues: (1) payment of the delayed salaries of the employee and (2) a promise or guarantee from the employer that there no longer be any delays that will happen. These resolutions may be agreed upon between the concerned parties either through written or verbal communication, whichever is convenient for both, especially for the grievant (the employee).

Just like in case 1, it is important that the employee must refrain from accusing the employer of intentionally neglecting his/her responsibilities to his/her employees. In order to argue fairly and achieve positive results easily, the employee must confront the problem with the employer objectively, giving room for doubt, i.e., whether the employer is negligent or not. The employer may be experiencing financial difficulties or has an opportunistic employee in the business who steals from other employee?s salaries. Whichever reason the employer may have, knowing and hearing out these reasons maintains a harmonious, yet, formal relationship between the employee and employer. Thus, in this case study, it is evident that written (letter) communication is effective in discussing a sensitive issue such as delayed employee salaries, while face-to-face interaction is suitable for in-depth discussion of issues not thoroughly evaluated in the letter.

CASE ANALYSIS (Integrated analysis of cases 1, 2, & 3)

The case analyses conducted on communication case studies 1, 2, and 3 establishes the following generalizations about the nature and dynamics of business communications, particularly communication and interaction in the workplace setting:

In business communications, it is imperative that arguments and messages are objective and presented through foolproof or ?hard? evidences and logical conclusions.

Face-to-face interaction is imperative in group communication, since facilitation of group communication through other communication modes (i.e., written or conference conducted via other media such as telephone or video conference) will only result to miscommunication. Face-to-face interactions among groups bring about synergy within the group, where positive resolutions are formulated and group harmony is maintained.

Interpersonal communication in the workplace environment is best expressed through written communications, particularly in business letter writing. Face-to-face interactions are advisable only for in-depth discussions, where basic points about an issue had already been discussed in a prior mode of communication (e.g., letter writing).

a) If your organization has an existing Code of Ethics, obtain a copy and be prepared to discuss it in this week. If it doesn't, use one from another organization. This code of ethics will be used as the basis for the System of Inquiry assignment.
b) Develop a system of inquiry to be used in evaluating decision-making, problem solving, and behavior in a business setting. This model should include a basic framework as well as a discussion of why, how, when, and by whom it is used. Consider how you would implement the code, possible reactions to the code from employees, and the effect the code would have on the organization. Write about discussing your system of inquiry in detail.
c) This description means the code is one thing and the system of inquiry is another thing. The code usually is already written and is the basis. The system of inquiry usually is not written for each Department or function, so you are going to develop the important questions needed to apply the code. The system of inquiry is basically an application of the corporate ethical code to a particular department or a functional area so that when it makes an ethical investigation of activity one can read how the overall ethical requirements apply to a specific department and use the checklist of important questions to audit, ask relevant questions, which are preparation for a future problem when a there is an actual ethical issue to resolve in that Department or functional area.
d) Give an example of an ethical problem in a department or corporate function, then for the example answer the questions you have written in your System of Inquiry.

Imagine that your work team has been assigned a large project at your current organization (or an organization that you know well).

Prepare a paper of no more than 1,050 words that describes how a new incentive plan may be applied in a business setting and would increase your team?s motivation, satisfaction, and performance.

Include sections within each topic (motivation, satisfaction, and performance) that specific differences in:
- Attitudes
- Emotions
- Personalities
- Values

Your paper should have the following sections (use APA appropriate headings):

- Introduction: give an overview of the main points that the paper covers
- Give a brief overview of the company (size, structure, current incentive plan)
- Explain the proposed incentive plan
- Explain how the new incentive plan will affect attitudes (cover motivation, satisfaction, and performance)
- Explain how the new incentive plan will effect emotions (cover motivation, satisfaction, and performance)
- Explain how the incentive plan will affect personalities (cover motivation, satisfaction, and performance)
- Explain how the new incentive plan will affect values (cover motivation, satisfaction, and performance)
- Conclusion: provide a review of the main points covered in the paper

Format your paper consistent with APA guidelines

I prefer to use Writer?s Thank you.

I would like to use the same writer that I used for the last paper to create a draft which extends this

Conduct an internal and external environmental analysis for your proposed business. The environmental analysis needs to incorporate seven internal, and seven external factors from the list below:

External forces and trends considerations:

o Legal and regulatory
o Global
o Economic
o Technological
o Innovation
o Social
o Environmental
o Competition

Internal forces and trends considerations:

o Strategy
o Organizational structures
o Processes and systems
o Resources
o Strategic capabilities
o Organizational culture
o Technologies
o Innovation
o Intellectual property
o Leadership

Write a 1,500+/-100 word paper on the SWOTT analysis. The paper needs to include the following information:
Proper introduction for the entire paper. You need to tell me what you will discuss within the paper, and why.
A hypothesis explaining what you would expect from the SWOTT analysis work. i.e. What strategies the company could select, and implement after SWOTT analysis.
Proper definition for internal factors, and a sound explanation about their importance in SWOTT analysis.
Proper definitions for seven internal factors, along with a discussions on whether or not such factors are Ss, or Ws, and the impact of each factor on the potential strategies available for the company to select from. Create one paragraph for each of the seven factors.
Proper definition for external factors, and a sound explanation about their importance in SWOTT analysis.
Proper definitions for seven external factors, along with a discussions on whether or not such factors are Os, Ts, or Ts, and the impact of each factor on the potential strategies available for the company to select from. Create one paragraph for each of the seven factors.
What strategy options are available to the selected business according to the SWOTT analysis work done?
Out of the available strategy options, which one is the most likely strategy to be implemented and why?
Mention advantages, and disadvantages of using SWOTT analysis in a business setting.
Present a SWOTT matrix at the end of your paper. Due on Monday

The type of document requested is Business Report

The Topic of the Business Report is:

Your college has decided to offer each student the opportunity to establish a Web presence on its server through a personal home page. As the head of media and information technologies, it's your job to develop clear and understandable directions for students who want to create their own Web sites whether they use HTML or any of the popular Web-page-creation software programs. After carefully analyzing your audience's needs and investigating your college's regulations about content and security, present students with a set of directions.


Written Report Parameters:

This report is that it must assume a business setting. You must incorporate at least THREE visual aids into the body of the report; one must be imbedded into the text of the document (between two different paragraphs):

1. You must use both primary and secondary research
2. You must incorporate at least ONE interview into the written report and oral presentation and cite the interviewee comments with proper format.
3. The report must be typed, double-spaced and contain a minimum of:

-Cover/Title page
-Memorandum for transmitting an internal report
(or Letter for transmitting an external report)
-Table of Contents page
-List of Figures/Illustrations page
-Executive summary
-Introduction section of the report
-Body section of the report
-Conclusions & Recommendations (this can be presented together
or separately)
-Works Cited page: use MLA
-Use at least 5 sources for your report
-Proper use of page numbers, headings

Be sure to use the 3x3 Writing Process for Reports:

Step 1: Analyze the problem and the purpose.
Step 2: Anticipate the audience and the issues.
Step 3: Prepare a work plan.
Step 4: Implement your research strategy.
Step 5: Organize, analyze, interpret, and illustrate the data.
Step 6: Compose the first draft.
Step 7: Revise, proofread, and evaluate.

If your organization has an existing Code of Ethics, obtain a copy and be prepared to discuss it in this week. If it doesn't, use one from another organization. This code of ethics will be used as the basis for the System of Inquiry assignment.

b. Develop a system of inquiry to be used in evaluating decision-making, problem solving, and behavior in a business setting. This model should include a basic framework as well as a discussion of why, how, when, and by whom it is used. Consider how you would implement the code, possible reactions to the code from employees, and the effect the code would have on the organization. Then write a 1,750-2,100-word paper discussing your system of inquiry in detail.

Please place it in the Assignment newsgroup.

Caution: when it comes to counting words in your assignment, words in direct quotes from you code of ethics will not be counted toward the words requirements. This is to stop students from filling their papers with direct quotes from their company?s code of ethics manual.

Your assignment is to write a three-page essay paper, double-spaced, on the importance of understanding cultural, ethnic, and gender differences by managers and professionals in a business setting.

Imagine that you are The Chief Ethics Officer of a Pre Paid Phone Cards company, reporting directly to the CEO of the company. You have all the power to ask any questions, , inquire any information, make changes, and set up policies and procedures.
Since this company has no code of ethics.

Now find out a code of ethic that you can use for your company specifically regarding conflict of interest, sexual harassment, hiring and firing. Then, you come up with a system, or process, to find out how effective this system is. What is that system of inquiry? Are people following the code or not?
Once you have all the information discuss the criteria listed here in the following 7 points, highlighted between two Brackets. Provide examples as many as you can.

Please do not copy and paste your company's code of ethics, it will not count toward your minimum word count requirements.


All key elements of the assignment are covered in a substantive way.


1) Evaluate your company code of ethics: (conflict of interest, sexual harassment, hiring, and firing).

2) The paper evaluates the (decision-making) in a business setting for above issues
3) The paper evaluates the (problem-solving) methods of above issues.

4) The system of inquiry should include a basic framework and discussion of (why, how, when and by whom it is used).

5) The paper dictates how the student would recommend implementing the code--if you had to change (or add a code, what would it be?)

6) The paper discusses possible reactions to the code from (employees-- how employees will react to your suggestion).

7) The paper discusses the possible effects by the code that you suggested. (How would the change affect the company)? Hopefully for better.

I have emailed my last writer and asked if I could request him as the writer for this research paper. He goes by writer name (Infoces).

Research Paper "Organizational Culture"
Instructions:
1.)Your headers/guide

2.)Cover Page

3.)Abstract (one paragraph summary of paper - see APA)

4.)Table of Contents

5.)Topic/Concept Definition

6.)Research on the subject

7.)Workplace Trends/Practices

8.)Pros and Cons

9.)Key Learnings

10.)Conclusion

11.)References/Bibliography (no references over 5 years old - at least two journal articles)

12.)Appendix (if you have charts, graphs, or pictures)

I have written my research proposal and have already turned it in. It was due the second day of class.
Organizational Culture is my topic.

The proposal had to include the following:

Concept (name - i.e., Using Teams in a Small Business Setting) and provide a definition.

Why you are researching this subject and what you hope to learn.

How is it relevant to today's workplace.

This is some of what I wrote:
I am researching this project because I feel that is a necessity to understand exactly what Culture in a workplace entails. Every aspect of it, every detail, and furthermore the reason why it is important to have a positive culture in the workplace. I want to understand how sociology plays an important factor in organizations along with certain behaviors, what types of behaviors work, and what behavior types can hurt an organization. I want to learn about why certain organizational values make a company what it is, and how those values must be upheld in order to keep the companies integrity intact. Going deeper into what organizational culture is. I find it interesting to see what the dynamics of the different layers are. And how they are used to make a healthy workplace. Another part of organizational culture that I would like to understand further would be the different types of cultures, and how they are embedded into the employees or workplace. I would also like to understand what mentoring is and how this can help build and guide organizational culture. Teach others the norms, values, and behaviors that you would like implemented into your company and they may follow. Is mentoring something positive for the work environment and why and does it dramatically increase productivity?

I guess you can go off my proposal.
The instructions are at the top of this page.

If you have any questions please call me.
Thank You
Laura
805-218-2588

P.S. for reference: My textbook for this class is "Organizational Behavior" key concepts, skills & best practices 3rd edition by Angelo Kinicki and Robert Kreitner

Use an existing Code of Ethics and/or obtain a copy from any organization. This code of ethics will be used as the basis for the System of Inquiry assignment in section (b), below.
b. Develop a system of inquiry to be used in evaluating decision-making, problem solving, and behavior in a business setting. A system of inquiry is a process used to determine what values are important when developing a code of ethics This model should include a basic framework as well as a discussion of why, how, when, and by whom it is used. Consider how you would implement the code, possible reactions to the code from employees, and the effect the code would have on the organization. Write a paper discussing your system of inquiry in detail.


This might help better explain:

a)Discuss why codes of ethics and their usefulness in determining the behavior in the workplace. b) Review and analyze the written code of ethics and emphasize the following: priciples, guidelines, policies that are significant for a group to interact successfully; variances between the personal and group written code of ethics documents.
Review a code of ethics document for student organizations or a professional society of interest.

Professional code of ethics documents that can be obtained and used include the following:

American Library Association
American Society of Newspaper Editors
Data Processing Management Association

Write a brief two- to three-page essay paper, double-spaced, on the importance of understanding cultural, ethnic, and gender differences by managers and professionals in a business setting. Connect your observations and ideas to the materials and readings covered so far in the class.(Ethnocentrism and Prejudice). Don't forget to include your experience with the ball and sock experiment in your paper, and be sure to relate the experiment to the importance of understanding diversity and applying this knowledge in the workplace. Please follow APA formatting requirements for this assignment, including a title page.
Customer is requesting that (Amber111) completes this order.

Please answer each question with inline citation and list references.

Identify the various cyber crimes and what measures a business could take to ward them off before they happen.
Identify the various cyber crimes that would apply in a business setting?
Provide a scenario by way of example that will demonstrate a situation that might occur and explain how it should be managed to protect the business.

Choose an organization that has an existing Code of Ethics, obtain a copy. This code of ethics will be used as the basis for the System of Inquiry assignment. Develop a system of inquiry to be used in evaluating decision-making, problem solving, and behavior in a business setting. This model should include a basic framework as well as a discussion of why, how, when, and by whom it is used. Consider how you would implement the code, possible reactions to the code from employees, and the effect the code would have on the organization.

(USE WALMART AS THE ORGANIZATION)

External/Internal Factors Paper:
Red Cross is the Organazition, Explain how each one of the following factors impact the functions of management for the Red Cross. In your explanation include specific examples of these impacts:

1. Innovation

2. Ethics

This is in a Business Setting for the Red Cross

Assignment Instructions: Visual media can have significant impact on how effectively a message is communicated. Appropriate and strategic visuals can inspire the audience, lend clarity to a message, and, in general, say things that words alone cannot.

For this project, use the concepts you?ve learned in this course to effectively apply visuals to a business-related message. Below, you will find just a few examples of how visuals can be utilized to communicate a message in the business setting. Feel free to choose one of these examples, or select one that is not listed.
Examples of Business Communication How Each Example Might Look for Your Assignment
Presentation on department achievements PowerPoint slides with visuals, and associated speech in the Speaker?s Notes section at the bottom.
Print advertisement for your own business Word document or PDF version of an advertisement, complete with appropriate image(s), composition, typography, and company logo.
Training materials on your job responsibilities: Word document or PDF version of job instructions, using typography, composition, and relevant images to promote clarity.
Company website: Word document, PowerPoint, or PDF ?mock-up? that illustrates what you would want your website to look like. Complete with appropriate images, effective composition and color usage, company logo, and shapes representing where the buttons would be.
Informational brochure for a corporate event: Word document or PDF version of the brochure, containing appropriate visuals; typography; effective design, composition, and color scheme; as well as with relevant information on the event.

You will decide on a message to communicate, determine the most effective platform or medium for that message, and select the most appropriate visuals to support the message. Note that each visual should be referenced. You will need to finalize your communication piece and explaining the rationale behind your communication decisions.

Whatever you choose to communicate, address the following items:
? A description of your message, and the desired results
? A description of the intended audience for your message
? A description of the typography you plan to use in your message (e.g., this might include the font or typeface you plan to use, the tone you want the type to achieve, etc.)
? An explanation of how you plan to utilize visuals to support your message
? The platform/medium you plan to use to communicate your message (e.g., Word document, PowerPoint presentation, Web application, etc.)
? An explanation for why you selected the platform/medium you did
? explain why you selected the visuals you did, how they support your intended message, and what reaction or results you hope to gain from the use of these visuals.

I am looking for a research paper on High Performance Work Teams. It should demonstrate an understanding of what it takes to develop and support HPWT's in a manufacturing setting. It should discuss the impact of quality, cost and productivity, as compared to manufacturing with traditionally lead teams. It should review the global implications to remain competitive with an ever growing global manufacturing base. It should investigate the benefit of Lean Manufacturing and Six Sigma tools as ways to help these teams be successful. It should look at the cost / benefit analysis to implement HPWT's. It should site other manufacturing firms as benchmark cases to support the paper.

Outcomes demonstrated by the paper should be:
1. An understanding of management concepts and their application in business.
2. An understanding of the economic environment and policies, and the ability to use financial principles in a business setting.
3. An understanding of and ability to apply quantitative tools and techniques commonly utilized to support business decision-making.
4. An understanding of market concepts and their application in business.
5. A global view of business, including the impact of international differences on marketing, management, economic and business operations.

Further, this project should demonstrate:
? Communications skills.
? Critical thinking and problem solving skills.
? Qualitative or quantitative reasoning skills.
? Uses information technology.
? Accommodates culturally diverse perspectives.
? Integrates the needs of the target organization with those of the individuals and their environment.
? Creativity.

This paper should be written in the APA style. It should cite resources in the paper, have at least 3-6 quotations and footnotes as required.

I have aprox. 8 sources identified, which have been e-mailed and faxed to you regarding this order. Number faxed to was 954/337-9237 Total 73 pages on Oct. 4, 2004. I ref. the order number on the cover sheet of the fax.

I would request you also provide:
Title page
Signature page
Approval sheet
Footnotes
Bibliography page
References page
Works Cited page

Please reference a source from the Harvard Business Online, titled: "Creating Teams with an Edge -- The complete skill set to build powerful and influential teams."

Another source: "Why High-Performance Work Systems Pay Off, by Eileen Appelbaum, Thomas Bailey, Peter Berg and Arne L. Kalleberg."

Other articles that I have found on line and faxed a copy are:

Selection of "High Performance Work Systems" in U.S. Manufacturing by Christopher P. Adams, Federal Trade Commission, March 29, 2002

An article from the International Labour Organization: High Performance Working Research Project; Thorn Lighting, Ltd - United Kingdom.

An article from CIPD titled: High performance working, originally issued July 2001, latest revision Feb. 2004.

An article from Gallup Management Journal: "All Together Now", released March 15, 2002, by Julie Connelly.

From the Journal of Workplace learning; "A case of innovative integration of high - performance work teams" by Faye Thompson, Donna Baughan and Faideep Motwani.

Additionally, I have faxed you an article from the Harvard Business Review; "The Nut Island Effect; When Good Teams Go Wrong" from March 2001 edition.

Use an existing Code of Ethics from an organization and develop a system of inquiry to be used in evaluating decision-making, problem solving, and behavior in a business setting. This model should include a basic framework as well as a discussion of why, how, when, and by whom it is used. Consider how you would implement the code, possible reactions to the code from employees, and the effect the code would have on the organization. Then write the paper discussing your system of inquiry in detail.

Develop a system of inquiry to be used in evaluating decision-making, problem solving, and behavior in a business setting. This model should include a basic framework as well as a discussion of why, how, when, and by whom it is used. Consider how you would implement the code, possible reactions to the code from employees, and the effect the code would have on the organization. [Use the information in this paragraph to develop your introductory paragraph.]



There are faxes for this order.