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Instructions:
• There will be two team case analyses, the purpose of which is to comprehend real-world, organizational dynamics through material covered in the course.
• A minimum of 10 course concepts should be employed, and should appear in bold.
• Teams of 4-6 will be created and disseminated by late January. There will be different teams for the two cases. (Virtual teams are difficult to manage to be sure, but they are part of the modern workplace and are especially suited for electronic learning).
• Each analysis should be approximately 2,000 words (eight pages).
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Write My Essay For MeRubric – Total 25 points:
• Connection/Breadth (5 points): Meaningfully associates a breadth of course material (5 concepts* minimum) to situation. Material includes Digital Sessions and/or the various readings.
o NOTE*: Concepts are not just theoretical terms from the course materials, but rather ideas/theories/models/broader opinions from authors in the readings that can be applied to the situation. Multiple terms from the course should be used to apply these concepts to demonstrate understanding and proper terminology used to describe them.
• Comprehension/Depth (12 points): Demonstrates depth of intellectual/cognitive command and meaningful application of the course material in the context of the situation. Clearly provides a concise description of the situation and how it relates to course content. Analyzes the situation, identifies & diagnoses issues; points out strengths and weaknesses (of processes, characters, institutions etc.) and provides justifiable recommendations and solutions to problems and improvements.
• Conclusion (5 points): Clearly states how completing this assignment provided insight into social and personal knowledge and/or dynamics, as related to the course. This needs to provide a clear poignant summary of the key take outs/ lessons from the analysis.
• Presentation (3 points): Presentation refers to the organization and readability of the paper, indicative of an effective and collaborative team effort.
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