BUSU610 Confronting Stereotypes with Analytics Group Project ESSAY SOLUTION

BUSU610 Confronting Stereotypes with Analytics Group Project ESSAY SOLUTION

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

BUSU610 Confronting Stereotypes with Analytics Group Project

 

Assignment Overview

Length: 12-16 slides (excluding cover and references slides)

Due: Sunday Midnight of Week 5

Value: 160 points for 16% of the total course grade

Delivery: Google slides or Powerpoint

PLOs: PLO 2

CLOs: CLO 1, CLO 2, CLO 4, CLO 5

 

Background

When it comes to the increasing diversification of the workforce, a challenge we still face is stereotypes or the tendency of people to judge others on the basis of their perception of the group to which the individual belongs (Robbins & Judge, 2018). As organizational leaders and decision-makers you will benefit from adopting the practice of critically assessing stereotypes and searching for data driven objective information on diverse groups. In this assignment you and your team members will take stock of your the data analytic skills you develop in the course to collaboratively (1) explore the stereotypes uncovered by each team member in the Week 2 assignment, (2) critically analyze the validity of the data those stereotypes are built on, and (3) propose a data collection strategy that will help you to discover the true uniqueness of the diverse group your team is studying.

 

Summary

For this assignment you need to summarize the data derived from your team members for the Week 2 individual projects, analyze consistencies and contradictions and propose a data collection strategy that will help you to get an objective insight into the diverse group your team is studying. This team project will use the infographics created by all team members for the Week 2 Uncovering Stereotypes assignment. Students are expected to set their team performance and collaboration expectations early in the semester and follow them. Team members will assess each others’ contributions on this project and peer evaluations will affect the individual grades.

 

Step-by-step Directions

Introduce your diverse group and explain what motivated your choice. (1 slide)

Collect the infographics created by each team member and present a summary of unique data observations. (2-3 slides)

Assess the reliability and generalizability of the presented data based on:

the analysis done by the individual members on data description (1 slide)

additional data factors you can think of, such as sample size, sample location (1 slide)

Present an analytical summary of the main messages your collected data sends about the diverse group:

Summarize the main messages about the diverse group you received from your combined infographics. (1 slide)

Explain observed consistencies and similarities, or lack thereof. (1 slide)

 

Explain observed differences and disagreements, or lack thereof (1 slide)

Based on your analysis, can you identify existing stereotypes about your diverse group? Explain. (1-2 slides)

As organizational leaders and decision-makers what are the three questions about the diverse group you study you want to find an answer to in order to successfully include and lead members of that group in your organization. List the three questions and justify your rationale for each. (1 slide)

Design a data collection strategy that will help you to collect reliable, generalizable and objective data on your three inquiry questions; share your rationale for each of the following data collection decision-making points:

Describe whether you need qualitative or quantitative data to answer your questions. (1 slide)

Choose a data collection strategy (e.g. archival data, surveys, experiments, interviews, focus groups, observation, other) and justify your choice. (1 slide)

Describe your ideal sampling strategy: what is your target population, how do you want to choose your sample (random or not), what is the sample size you want to have, where the sample will be drawn from, and from how many locations. (1 slide)

Conclude with insights on what you want to achieve with your data collection goal and strategy, and how you will overcome the stereotypes your diverse group faces. (1 slide)

 

 

References:

Robbins, S. P., & Judge, T. A. Organizational Behavior (18th ed.). Essex, England: Pearson Education Limited.

 

 

Grading Rubric

 

Criteria	Exemplary	Proficient	Developing	Emerging	Not Completed
Diverse Group Introduction	10-9 The diverse group is introduced and the motivation of your choice is explicitly presented.	8-7 The diverse group is introduced but the motivation of your choice is not clearly presented.	6-5 The diverse group is introduced but the motivation of your choice is not presented.	4-1 Either the diverse group is not introduced OR the motivation of your choice is not presented.	0 The diverse group is not introduced and the motivation of your choice is not presented.
Summary of Observations	10-9 Thorough summary of unique observations is presented.	8-7 Somewhat thorough summary of unique observations is presented.	6-5 The summary of unique observations presented lacks details.	4-1 The summary of unique observations presented lacks sufficient details.	0 No summary of unique observations is presented.
Assessment of Data	20-18 The reliability and generalizability of	17-15 The reliability and generalizability of	14-10 The reliability and generalizability of	9-1 The reliability and generalizability of	0

 

	the presented data are thoroughly assessed through both criteria.	the presented data are thoroughly assessed through one of the criterions and somewhat thoroughly assessed through the other.	the presented data are somewhat thoroughly assessed through both criteria.	the presented data is assessed only through one of the criterions.	No assessment of the data is presented.
Analysis of Stereotypes	35-31 Summary of main messages is explicitly presented. Consistencies and similarities, differences and disagreements are discovered and discussed. Stereotypes/lack thereof about the diverse group are outlined.	30-25 Summary of main messages is presented. Either consistencies and similarities, or differences and disagreements are not discussed. Stereotypes/lack thereof about the diverse group are outlined.	24-19 Summary of main messages is not clearly presented. Either consistencies and similarities, or differences and disagreements are not discussed. Stereotypes/lack thereof about the diverse group are outlined.	18-1 Summary of main messages is not clearly presented. Consistencies and similarities, or differences and disagreements are not well discussed. Stereotypes/lack thereof about the diverse group are not clearly outlined.	0 Analysis of stereotypes is not submitted.
Questions	20-18 Three questions are developed and the rationale for each is clearly presented.	17-15 Three questions are developed but not all rationales are clearly presented.	14-10 Two questions are developed and the rationale for each is clearly presented.	9-1 Two or less questions are developed and the rationale for each is not clear.	0 No questions are developed.
Data Collection Strategy	35-31 The description of the type of data, data collection method and sampling procedures are thoroughly presented and demonstrate a reliable, generalizable and objective approach to data collection.	30-25 The description of the type of data, data collection method and sampling procedures are somewhat thorough and demonstrate a reliable, generalizable and objective approach to data collection.	24-19 The description of the type of data, data collection method and sampling procedures are somewhat thorough but do not demonstrate a reliable, generalizable and objective approach to data collection.	18-1 The description of the type of data, data collection method and sampling procedures lack detail and do not demonstrate a reliable, generalizable and objective approach to data collection.	0 Data Collection Strategy is not presented.
Conclusion	20-18 The goals of the data collection	17-15 The goals of the data collection	14-10 The goals of the data collection	9-1 The goals of the data collection	0 No conclusion presented.

 

	strategy are clearly stated. Ideas for overcoming stereotypes are presented.	strategy are somewhat clear. OR Ideas for overcoming stereotypes are vaguely presented.	strategy are not clearly stated. OR Ideas for overcoming stereotypes are not presented.	strategy are not stated. AND Ideas for overcoming stereotypes are not clearly presented.
Presentation Design	10-9 The presentation is easy to follow and visually appealing. APA standards of writing and citing are followed.	8-7 The presentation is easy to follow and somewhat visually appealing. APA standards of writing and citing are followed with minor mistakes.	6-5 The presentation is easy to follow and somewhat visually appealing. APA standards of writing and citing are not followed.	4-1 The presentation is not visually appealing. APA standards of writing and citing are not followed.	0 No presentation submitted.

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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