Essay (15 % of course grade)

Students should complete one of the essays described below. The essay is due in the individual’s  Assignments Folder  as indicated in the Course Guide/Schedule.

The essay should demonstrate a student’s ability to integrate and synthesize course concepts with selected readings to communicate his/her understanding of financial management concepts and their application in organizations.  The essay should also demonstrate a student’s ability to communicate as a manager. This includes proper writing style, organization, grammar, and spelling, as well as integration of course-related material. The writing style must follow the Publication Manual of the American Psychological Association , 6th edition. Citations for online sources should include the online address (URL) and access date as well as the citation for the specific reference. 

Research for the paper may be conducted online using the UMUC online library as the primary source. Do not use abstracts, use full-text articles. Publications that may be relevant for the topics listed below include: Strategic Finance, The Journal of Business Finance and Accounting, CFO Magazine, Nonprofit World, Harvard Business Review, or other accounting and financial journals.

The paper should: 

· Be based on your reading and research relevant to the topic.

· Be 5 to 6 double-spaced pages, not including the title page, executive summary, appendices, exhibits, and references.

· Include a one-page Executive Summary immediately following the title page that includes a statement of the major issue(s) and your conclusions and specific recommendations. The content of an Executive Summary is similar to an abstract. 

· Properly cite reference sources: these may include course material, information from magazines, journals, and online sources. All reference sources must have a publication date within the last fifteen years. Students who wish to use an older source publication should contact the instructor with the request and reason. 

Essay Topics/Individual Research Paper: Select one of the following topics

1. Ratio and Financial Statement Analysis – Your essay should critically analyze the benefits and limitations of ratio analysis, explaining what factors impact the meaningfulness of such measures and what new practices or theories may be emerging regarding the application of ratio and financial statement analysis.   Emphasize practical applications and real-world use of ratios synthesizing your readings in published research or survey articles.

2. Challenges faced by Financial Managers in a Changing Economic Environment

Your essay should critically asses the challenges faced by financial managers due to changes in the macroeconomic environment and how these impact businesses operations. Emphasize how there are consequences related to changes in strategies and priorities and in the way the departments adjust.

3.  Financial Management Practices and Their Impact on Organizational Performance: 

Your essay should critically asses the relationship between organizational performance and financial management practices. These include capital structure decision, investment appraisal techniques, dividend policy, working capital management and financial performance assessment.

MGT-550-1

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MGT-550-1

MGT 550 Milestone One Guidelines and Rubric Overview: In this assignment, you will enhance your skills and knowledge of techniques in various communications to lead change, develop and maintain relationships, and address sources of conflict through effective communications tied to organizational goals and core visions. Through the development of a strategic communication case study, you will gain comprehensive, hands-on experience in evaluating and constructing communications that inform, persuade, and influence intended audiences in order to achieve strategic goals. Using the provided case study, you will identify issues that must be addressed from an organizational perspective. Additionally, you will make informed decisions regarding what actions to take, paying particular attention to appropriateness of communications and mediums, as well as evaluating effectiveness. For Milestone One, you will further define the problem you identified in the case and begin to develop a plan to address the problem using internal and external communications. Furthermore, you will prioritize the first steps in the process of addressing the problem and set goals for your communication. To access the final project case study, “Research in Motion: Sincerely, a RIM Employee (A),” refer to the HBR coursepack link in your syllabus. Prompt: Craft an introduction to the problem you identified in the case that you intend to address in your strategic communication case study. Specifically, the following critical elements must be addressed:

I. Introduction A. Establish context for your paper by summarizing the important details of the case and outlining the specific problem(s) that you will address. B. In response to the presented issue, define clear and specific communication goals. Who are your target audiences and what do you want to

accomplish with your communication? Use the following rubric to help you address the critical elements appropriately.

Rubric Guidelines for Submission: Your introduction should be 3 to 4 pages in length with double spacing, one-inch margins, 12-point Times New Roman font, and adherence to the latest edition of APA formatting.

Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value

Introduction: Context

Summarizes the important details of the case and clearly outlines the specific problem(s) that will be addressed

Summarizes the important details of the case and outlines the specific problem(s) that will be addressed but summary is cursory or missing important details or problems outlined are vague or illogical

Does not summarize the important details of the case and/or outline the specific problems that will be addressed

45

Introduction: Communication

Goals

Defines clear and specific communication goals in response to the presented issue, supported by text and other scholarly sources

Defines communication goals but goals are vague or unclear or lack connections to the presented issue, or goals are unsupported by text or other sources

Does not define communication goals 45

Articulation of Response

Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

10

Total 100%

MGT-550-1

MGT 550 Milestone One Guidelines and Rubric Overview: In this assignment, you will enhance your skills and knowledge of techniques in various communications to lead change, develop and maintain relationships, and address sources of conflict through effective communications tied to organizational goals and core visions. Through the development of a strategic communication case study, you will gain comprehensive, hands-on experience in evaluating and constructing communications that inform, persuade, and influence intended audiences in order to achieve strategic goals. Using the provided case study, you will identify issues that must be addressed from an organizational perspective. Additionally, you will make informed decisions regarding what actions to take, paying particular attention to appropriateness of communications and mediums, as well as evaluating effectiveness. For Milestone One, you will further define the problem you identified in the case and begin to develop a plan to address the problem using internal and external communications. Furthermore, you will prioritize the first steps in the process of addressing the problem and set goals for your communication. To access the final project case study, “Research in Motion: Sincerely, a RIM Employee (A),” refer to the HBR coursepack link in your syllabus. Prompt: Craft an introduction to the problem you identified in the case that you intend to address in your strategic communication case study. Specifically, the following critical elements must be addressed:

I. Introduction A. Establish context for your paper by summarizing the important details of the case and outlining the specific problem(s) that you will address. B. In response to the presented issue, define clear and specific communication goals. Who are your target audiences and what do you want to

accomplish with your communication? Use the following rubric to help you address the critical elements appropriately.

Rubric Guidelines for Submission: Your introduction should be 3 to 4 pages in length with double spacing, one-inch margins, 12-point Times New Roman font, and adherence to the latest edition of APA formatting.

Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value

Introduction: Context

Summarizes the important details of the case and clearly outlines the specific problem(s) that will be addressed

Summarizes the important details of the case and outlines the specific problem(s) that will be addressed but summary is cursory or missing important details or problems outlined are vague or illogical

Does not summarize the important details of the case and/or outline the specific problems that will be addressed

45

Introduction: Communication

Goals

Defines clear and specific communication goals in response to the presented issue, supported by text and other scholarly sources

Defines communication goals but goals are vague or unclear or lack connections to the presented issue, or goals are unsupported by text or other sources

Does not define communication goals 45

Articulation of Response

Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

10

Total 100%

discussion

The underlying premise of the balanced scorecard is that firms weaken their future performance possibilities when financial controls are emphasized at the expense of strategic controls. Financial controls provide feedback about outcomes achieved from past actions, but do not communicate the drivers of the firm’s future performance. These drivers can promote organizational behavior that has a net effect of sacrificing the firm’s long-term value by creating potential for short-term performance gains (Hitt, Ireland & Hoskisson, 2016).

Differentiate two assessment methods of company performance, with one method being the Balanced Scorecard. View this link for more on this method of assessment:

· https://hbr.org/2007/07/using-the-balanced-scorecard-as-a-strategic-management-system

Compare the two methods and note at least three similarities and differences. Summarize your thoughts on the value of each method.

Your post must be two to three substantive paragraphs 150-200 total words and include at least two APA-formatted citations/references.

Leadership Assessments found on Internet

Open your web browser and search for either “Leadership Legacy Assessment Test” or “Disc Personality Test.”

Complete one of these free online tests. Note: The online test should be free so if you encounter a site that charges a fee for the test please continue searching for a site that offers a free test.

Write a 700- to 1,050-word summary in which you articulate elements of leadership using the following criteria:

· Examine your individual, essential elements of leadership and management.

· Differentiate between leadership and management roles, and provide specific examples from the text, literature, or personal example.

Cite at least one peer-reviewed source in addition to the course text (be certain to include the web link for your test in your citations).

Format your paper consistent with APA guidelines.

Daniel, your at work DISC style is C/SD. That’s fantastic!

You have a blend of CautiousSupportive, and Dominant traits. Your Cautious traits are probably a little stronger than your Supportive or Dominant traits. Some words that describe you are:

· Careful,

· Focused on excellence,

· Results-oriented, and

· Collaborative

You have both outgoing and reserved traits, although you may tend a little towards a reserved perspective. You probably like to follow proven approaches to get things done in a way that protects other people’s feelings. It is likely that you prefer to work alone, but you can work collaboratively with others if necessary.

References

https://discpersonalitytesting.com/free-disc-test/show-work-results/

Project Management. 300 words

As a matter of fact, using the principle of concurrency, we should begin developing our soft- ware packages right now.”

Livingston: “Because of the importance of this project, I’m going to violate our normal struc- ture and appoint Tim Emary from our planning group as project leader. He’s not as knowl- edgeable as you people are in regard to computers, but he does know how to lay out a schedule and get the job done. I’m sure your people will give him all the necessary support he needs. Remember, I’ll be behind this project all the way. We’re going to convene again one week from today, at which time I expect to see a detailed schedule with all major milestones, team meet- ings, design review meetings, etc., shown and identified. I’d like the project to be complete in eighteen months, if possible. If there are risks in the schedule, identify them. Any questions?”

THE INVISIBLE SPONSOR1

Some executives prefer to micromanage projects whereas other executives are fearful of making a decision because, if they were to make the wrong

decision, it could impact their career. In this case study, the president of the company assigned one of the vice presidents to act as the project sponsor on a project designed to build tooling for a client. The sponsor, however, was reluctant to make any decisions.

Moreland Company was well-respected as a tooling design-and-build company. Moreland was project-driven because all of its income came

from projects. Moreland was also reasonably mature in project management. When the previous VP for engineering retired, Moreland hired an executive from a manu-

facturing company to replace him. The new VP for engineering, Al Zink, had excellent engi- neering knowledge about tooling but had worked for companies that were not project-driven. Al had very little knowledge about project management and had never functioned as a project sponsor. Because of Al’s lack of experience as a sponsor, the president decided that Al should “get his feet wet” as quickly as possible and assigned him as the project sponsor on a medium- sized project. The project manager on this project was Fred Cutler. Fred was an engineer with more than twenty years of experience in tooling design and manufacturing. Fred reported directly to Al Zink administratively.

Fred understood the situation; he would have to train Al Zink on how to function as a project sponsor. This was a new experience for Fred because

subordinates usually do not train senior personnel on how to do their job. Would Al Zink be receptive?

Fred explained the role of the sponsor and how there are certain project documents that require the signatures of both the project manager and the project sponsor. Everything seemed

658 NETWORK SCHEDULING TECHNIQUES

1. ©2010 by Harold Kerzner. Reproduced by permission. All rights reserved.

Background

Assigning the VP

Fred’s Dilemma

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to be going well until Fred informed Al that the project sponsor is the person that the president eventually holds accountable for the success or failure of the project. Fred could tell that Al was quite upset over this statement.

Al realized that the failure of a project where he was the sponsor could damage his repu- tation and career. Al was now uncomfortable about having to act as a sponsor but knew that he might eventually be assigned as a sponsor on other projects. Al also knew that this project was somewhat of a high risk. If Al could function as an invisible sponsor, he could avoid making any critical decisions.

In the first meeting between Fred and Al where Al was the sponsor, Al asked Fred for a copy of the schedule for the project. Fred responded:

I’m working on the schedule right now. I cannot finish the schedule until you tell me whether you want me to lay out the schedule based upon best time, least cost, or least risk.

Al stated that he would think about it and get back to Fred as soon as possible. During the middle of the next week, Fred and Al met in the company’s cafeteria. Al asked

Fred again, “How is the schedule coming along?” and Fred responded as before:

I cannot finish the schedule until you tell me whether you want me to lay out the schedule based upon best time, least cost, or least risk.

Al was furious, turned around, and walked away from Fred. Fred was now getting nervous about how upset Al was and began worrying if Al might remove him as the project manager. But Fred decided to hold his ground and get Al to make a decision.

At the weekly sponsor meeting between Fred and Al, once again Al asked the same ques- tion, and once again Fred gave the same response as before. Al now became quite angry and yelled out:

Just give me a least time schedule.

Fred had gotten Al to make his first decision. Fred finalized his schedule and had it on Al’s desk two days later awaiting Al’s signature. Once again, Al procrastinated and refused to sign off on the schedule. Al believed that, if he delayed making the decision, Fred would take the initiative and begin working on the schedule without Al’s signature.

Fred kept sending e-mails to Al asking when he intended to sign off on the schedule or, if something was not correct, what changes needed to be made. As expected, Al did not respond. Fred then decided that he had to pressure Al one way or another into making timely decisions as the project sponsor. Fred then sent an e-mail to Al that stated:

I sent you the project schedule last week. If the schedule is not signed by this Friday, there could be an impact on the end date of the project. If I do not hear from you, one way or another, by this Friday, I will assume you approve the schedule and I can begin imple- mentation.

The president’s e-mail address was also included in the CC location on the e-mail. The next morning, Fred found the schedule on his desk, signed by Al Zink.

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QUESTIONS

1. Why do some executives refuse to function as project sponsors? 2. Can an executive be “forced” to function as a sponsor? 3. Is it right for the sponsor to be the ultimate person responsible for the success

or failure of the project? 4. Were Al Zink’s actions that of someone trying to be an invisible sponsor? 5. Did Fred Cutler act appropriately in trying to get Al Zink to act as a sponsor? 6. What is your best guess as to what happened to the working relationship

between Al Zink and Fred Cutler?

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BUSM049: International Reward Management

Lecture 4: Payment Structures

Dr. Maria Koumenta

1. From previous weeks

Key factors in pay determination

Performance: does pay relate to the performance of the individual?

Job: does it relate to the job and the time worked?

Person: does it relate to the qualifications, experience, tacit skills of the employee?

2. Other key considerations

Internal Compatibility: equity, fairness, a process that requires comparisons

How? Job evaluation, grading or internal pay structures

(b) External Compatibility: But actual pay setting usually done with reference to the external market (external compatibility/benchmarking)

Key HR challenge: manage tensions between concerns for internal equity & external compatibility (White 2009)

3. Internal Compatibility

Job evaluation: A systematic process for establishing the relative worth of jobs within an organisation (Armstrong 2002)

Functions:

Provide info to design & maintain grade and pay structures

Provide basis for grading jobs

Ensure that ethical and legal requirements are met

4. Features

Aim for ‘objective’ judgements, as far as this is possible

Evaluate the role or job, not person and performance

Internal relativities, not the market

5. Examples

Job ranking: compare jobs to produce a rank order or hierarchy

– Relative value of jobs depends on whether certain elements are present in a job.

e.g. mental requirements, skill requirements, physical requirements, responsibilities, working conditions

– Entire jobs are compared to other jobs or against some form of scale.

e.g. Comparing jobs e.g. responsibility, ranking (compare a secretary to a receptionist)

6. Problems with Job evaluation

Change and developments within the organisation means that JE systems are difficult to maintain: needs to be a continuous process

Certain competences are so broad that they are relevant to all roles so can become meaningless

A lot of subjectivity and biases (different results depending in the organisation)

7. Job evaluation in practice

Factors used in Job Evaluation Schemes

Inputs: what are the contributions that jobholders are required to make?

Processes: how are jobs done?

Accountabilities: for whom is the job holder responsible?

Impact: what is the job’s overall influence on the organisation’s activities?

8. Common Factors used in JE

Knowledge, skills, expertise and experience

Decision-making, problem solving and complexity

Impact and accountability

People management, leadership and teamworking

Examples: see handouts

9. External compatibility

Jobs have to demonstrable inherent value so external comparisons inevitable

Enables candidates to compare employers

Supply and demand

What competitors do

11. Pay & benefit surveys: objectives

Maintain competitive pay & benefit position in the market

Determine levels of pay for individual jobs and pay scales for grades

Provide guidance on internal differentials by looking at differentials in the external labour market

Provide info for pay adjustment

12. Types of Data available

Basic pay (excludes bonuses etc)

Variable pay

Total earnings per annum

Employee benefits

Other allowances (car mileage, location)

Total remuneration: cash & benefits

Pay scales for specific jobs

Pay increases

Levels: immediate local labour market, regional labour market, national and international labour market

13. Sources of Data

Incomes Data Services and IRS Employment Review

Labour Force Survey and Annual Survey of Hours and Earnings

Job advertisements

Management consultants (Hay, Towers Perrin)

CIPD surveys

14. The concept of a ‘market rate’

Myth: can be accurately and scientifically determined

Individuals have their own rate, depending on their skills, ability, performance

Certain firms need to pay more for same jobs (competition in the market, size)

Surveys provide info on market rates but there are time-lags

Accuracy of market rate depending on effective ‘job-matching’ amongst companies

Question: do employees compare their pay to that of others within the organisation or similar others in the occupation/labour market?

QUEENSLAND UNIVERSITY OF TECHNOLOGY

QUT Business School School of Accountancy

BSB111 Business Law and Ethics

Semester 1, 2019

ETHICS CASE STUDY INDIVIDUAL REPORT

(Weighting Total – 25%)

Due: 1 April 2019

Time: 11:59 pm (23:59)

Submission: via Turnitin through Blackboard by 11:59 PM on Monday 1 APRIL 2019.

1. It is each student’s responsibility to check online submissions have been uploaded correctly (i.e. you should open the file from Turnitin to check this, once your files have been uploaded – ALLOW ADDITIONAL TIME FOR THIS ). Files are best uploaded as Pdf documents to avoid formatting errors.

2. Each student should check for a digital receipt from Turnitin at their QUT email address as proof of submission. This email should be retained until marks are received. No marks will be given for submissions where the file is corrupt and unreadable – it is the student’s responsibility to check submissions open correctly and are readable.

3. Should Blackboard/ Turnitin be unavailable directly before submission (i.e. on the day of submission) keep checking back periodically AND check your QUT email for further instructions.

Type: Individual Assessment

Length: Maximum of 1250 words (+ 10% maximum)

This assessment item assesses the following unit objectives and learning outcomes:

Professional Communication (PC) 3.1 Use information literacy skills, and communicate effectively and professionally in written forms and using media appropriate for diverse purposes and contexts.

Social, Ethical and Global Understanding (SE) 5.1 Demonstrate and apply knowledge of ethical and legal principles and practices in analysing and responding to business issues

The purpose of this assignment is to encourage you to explore some of the fundamental concepts and theories in business ethics, consider how these can be applied to real world business issues and communicate this knowledge effectively. The word limit reflects writing in a business context – be direct and to the point.

Your task is to:

Identify a real, current ethical dilemma in business. You are to prepare a paper on this ethical dilemma (your chosen scenario/problem) and are asked to:

· Identify and describe the ethical dilemma. Please select a real-life ethical dilemma that has received media attention during the past year or so. Make sure you clearly explain why it is a dilemma.

· Analyse the dilemma using three (3) ethical frameworks from more than one week in the course. To do this well, you will need to ensure your analysis clearly communicates your understanding of the tool/framework. Make sure you read the CRA as it will point to the frameworks which might fit your grade aspirations better.

· Propose a solution or recommendation. Based on your analysis, you then need to provide a clear conclusion on what is the ethical thing to do. This should include solution or recommendations for the manager/actor to consider. The conclusion (and recommendations) needs to be justified and linked to your analysis.

Note that there is no one “correct” or “model” answer – it is about justifying your arguments, working through the dilemma and forming a view on the most ethical outcome or action.

You are to limit the paper to a maximum of 1,250 words (+ 10%). It is expected to conform to standard QUT plagiarism requirements.

To meet the standard in the CRA, you need make sure your assessment piece satisfies ALL the dot point below the relevant criterion/grade combination. Marking does not work by “adding” across subpoints in any single criterion. Your grade is most often determined by the lowest subpoint in any single criterion because if you do not meet a sub-point, you do not meet the grade for the criterion in question.

For clarity, we have listed each criterion on a separate page (there are 5 criteria). There is also a more detailed CRA sheet that outlines examples of the differences for each grade/criteria combination.

Page 7 of 7

Criterion 1 – Ethical dilemma (SE5.1)· Demonstrate you can identify an ethical dilemma and the ethical values and principles involved. You also need to demonstrate you can explain why the situation is an ‘ethical’ dilemma and how ethical frameworks (i.e. not feelings and opinions) are used to understand and respond to ethical dilemmas.
76543 – 1
· Demonstrates an insightful understanding of how conflicting principles or values contribute to a challenging ethical dilemma. Identifies and explains nuances such as making ethical choices can involve a trade-off between ethical standards.· Explains clearly and correctly why the chosen scenario is an ethical dilemma; and· The explanation is complete; and· Demonstrates an understanding of the ethical principles or values in conflict.· Explains to some extent why the chosen scenario is an ‘ethical’ problem; and/or· Identifies the key ethical principles or values involved.· Identifies an ethical dilemma; and· Describes the dilemma..· (3) Identifies an ethical dilemma.· (2) Identifies a dilemma or problem.

This criterion is worth 5 marks.

Criterion 2 – Application of Ethical Framework 1 (SE5.1)Demonstrate you can identify and apply an ethical framework (F1) to analyze an ethical dilemma and determine how to respond to that ethical dilemma.
76543 – 1
· Demonstrates a nuanced understanding of the ethical framework and challenges associated with applying it to the ethical dilemma.· Demonstrates a complete and correct understanding of the key concepts and principles applicable to an ethical framework covered in the unit.· Demonstrates a complete and correct understanding of the process or procedure for applying the framework to the ethical dilemma.· Identifies and explains the key concepts and principles applicable to an ethical framework covered in the unit; and· Explains how the framework’s process and procedures can be applied to an ethical dilemma.· Identifies and describes the ethical framework to be applied to the ethical dilemma.· May included an explanation of the framework’s process or procedures· (3) Describes the framework.· (2) Identifies (names) a framework from the unit.· All frameworks are from a single week (the lowest grading framework will receive, at best, a 3)
· Present a systematic, thorough, coherent, and correct application of the ethical framework to the ethical dilemma with no errors.· Presents a correct application of the ethical framework that conforms to the framework’s process and procedures.· Presents a generally correct application of the ethical framework that is systematic in its approach.· Presents a generally coherent application of the ethical framework.· (3) to (2) The framework has been applied to the dilemma.
· Includes an insightful conclusion and recommendation that captures the nuances of the framework and/or analysis and/or dilemma.· Includes a clear, coherent and justified conclusion and recommendation for responding to the dilemma.· Incudes a reasonable conclusion and recommendation.· Includes a coherent conclusion or recommendation.· (3) to (2) Includes a conclusion or recommendation.
· The conclusion and recommendations are compelling and free of errors and omissions.· The conclusion and recommendation are clearly supported by, consistent with, and connected to the preceding analysis.· The conclusion and/or recommendation are generally supported and consistent with the preceding analysis.· The conclusion and/or recommendation are weakly supported by the preceding analysis.· May include a conclusion and/or recommendation.

This criterion is worth 4 marks.

Criterion 3 – Application of Ethical Framework 2 (SE5.1)Demonstrate you can identify and apply an ethical framework (F21) to analyze an ethical dilemma and determine how to respond to that ethical dilemma.
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· Demonstrates a nuanced understanding of the ethical framework and challenges associated with applying it to the ethical dilemma.· Demonstrates a complete and correct understanding of the key concepts and principles applicable to an ethical framework covered in the unit.· Demonstrates a complete and correct understanding of the process or procedure for applying the framework to the ethical dilemma.· Identifies and explains the key concepts and principles applicable to an ethical framework covered in the unit; and· Explains how the framework’s process and procedures can be applied to an ethical dilemma.· Identifies and describes the ethical framework to be applied to the ethical dilemma.· May included an explanation of the framework’s process or procedures· (3) Describes the framework.· (2) Identifies (names) a framework from the unit.· All frameworks are from a single week (the lowest grading framework will receive, at best, a 3)
· Present a systematic, thorough, coherent, and correct application of the ethical framework to the ethical dilemma with no errors.· Presents a correct application of the ethical framework that conforms to the framework’s process and procedures.· Presents a generally correct application of the ethical framework that is systematic in its approach.· Presents a generally coherent application of the ethical framework.· (3) to (2) The framework has been applied to the dilemma.
· Includes an insightful conclusion and recommendation that captures the nuances of the framework and/or analysis and/or dilemma.· Includes a clear, coherent and justified conclusion and recommendation for responding to the dilemma.· Incudes a reasonable conclusion and recommendation.· Includes a coherent conclusion or recommendation.· (3) to (2) Includes a conclusion or recommendation.
· The conclusion and recommendations are compelling and free of errors and omissions.· The conclusion and recommendation are clearly supported by, consistent with and connected to the preceding analysis.· The conclusion and/or recommendation are generally supported and consistent with the preceding analysis.· The conclusion and/or recommendation are weakly supported by the preceding analysis.· May include a conclusion and/or recommendation.

This criterion is worth 4 marks.

Criterion 4 – Application of Ethical Framework 3 (SE5.1)Demonstrate you can identify and apply an ethical framework (F3) to analyze an ethical dilemma and determine how to respond to that ethical dilemma.
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· Demonstrates a nuanced understanding of the ethical framework and challenges associated with applying it to the ethical dilemma.· Demonstrates a complete and correct understanding of the key concepts and principles applicable to an ethical framework covered in the unit.· Demonstrates a complete and correct understanding of the process or procedure for applying the framework to the ethical dilemma.· Identifies and explains the key concepts and principles applicable to an ethical framework covered in the unit; and· Explains how the framework’s process and procedures can be applied to an ethical dilemma.· Identifies and describes the ethical framework to be applied to the ethical dilemma.· May included an explanation of the framework’s process or procedures· (3) Describes the framework.· (2) Identifies (names) a framework from the unit.· All frameworks are from a single week (the lowest grading framework will receive, at best, a 3)
· Present a systematic, thorough, coherent and correct application of the ethical framework to the ethical dilemma with no errors.· Presents a correct application of the ethical framework that conforms to the framework’s process and procedures.· Presents a generally correct application of the ethical framework that is systematic in its approach.· Presents a generally coherent application of the ethical framework.· (3) to (2) The framework has been applied to the dilemma.
· Includes an insightful conclusion and recommendation that captures the nuances of the framework and/or analysis and/or dilemma.· Includes a clear, coherent and justified conclusion and recommendation for responding to the dilemma.· Incudes a reasonable conclusion and recommendation.· Includes a coherent conclusion or recommendation.· (3) to (2) Includes a conclusion or recommendation.
· The conclusion and recommendations are compelling and free of errors and omissions.· The conclusion and recommendation are clearly supported by, consistent with and connected to the preceding analysis.· The conclusion and/or recommendation are generally supported and consistent with the preceding analysis.· The conclusion and/or recommendation are weakly supported by the preceding analysis.· May include a conclusion and/or recommendation.

This criterion is worth 4 marks.

Criteria – Communication (PC 3.1)· Communicate ideas clearly, logically and consistently in a professional business style with correct grammar, punctuation, spelling and use of headings and other signposts to direct the reader’s attention.
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· The response is very well written and· The response contains very few to no errors in spelling, grammar, punctuation, formatting and expression.· The response is well written; and· The response is characterised by good standards of spelling, punctuation, grammar, formatting and expression.· The response is clear; and· The response is characterised by basic standards of spelling, punctuation, grammar, formatting and expression.· The response is coherent.· (3) The response is mostly coherent.· (2) The response is mostly incoherent.· (1) The response is written in English text.
· Communication flow enhances the argument or case presented.· Communication flow is functional, clear, and coherent allowing the reader to draw meaning from the text in a single reading.· Communication flow is sufficient to draw meaning from the text in a single reading.· The Communication flow is sufficient for communicating ideas.· (3) The communication flow is mostly evident in the response.· (2) to (1) The communication flow is mostly lacking in the response.
· The logic of the ethical reasoning presented is clear and persuasive.· Logic of the ethical reasoning presented is clear and generally persuasive· The logic of the ethical reasoning presented is coherent and consistent.· Logic of the ethical reasoning presented is coherent and generally consistent.· Logical reasoning is identifiable; and· In some instances, it is coherent.
· Links between sentences and/or paragraphs are clear, complete and support the communication flow and ethical reasoning.· Links between sentences and/or paragraphs are clear, complete and support the communication flow and ethical reasoning.· Links between sentences and/or paragraphs are generally correct.· Links between sentences and/or paragraphs are present and mostly appropriate.· Links between sentences or paragraphs are generally identifiable.
· Formatting is appropriate for business communication purposes.· Formatting is appropriate for business communication purposes.· Formatting is sufficient for business communication purposes.· Formatting is sufficient for business communication purposes.· (3) and (2) Formatting is applied but insufficient.
· Referencing fully conforms to QUT standards for academic referencing.· Referencing is appropriate.· Referencing is sufficient and accurate.· Referencing is sufficient.· (3) to (2) Referencing is included.
· Have complied with word limits.· Have complied with word limits.· Have complied with word limits.· Have complied with word limits.

This criterion is worth 8 marks.