MNG81001 MANAGEMENT COMMUNICATION
Assessment 3: MEMO
The purpose of Assessment 3 is to understand the concept of ‘analysis’ and how to learn to analyse information efficiently and effectively.
According to Rosenwaser and Stephen (2009, p. 4), analysis is:
- More than just a set of skills, analysis is a frame of mind, an attitude toward experience. It is a form of detective work that typically pursues something puzzling, something you are seeking to understand rather than something you are already sure you have the answers to. Analysis finds questions where there seemed not to be any, and it makes connections that might not have been evident at first.
Assessment Task
Recent program improvement efforts in graduate business education have begun to focus on initiatives designed to promote student teamwork and cohort development. The increased use of cooperative learning is consistent with changing organisational realities that increasingly require employees to work in teams.
Anecdotal reports, however, from student cohorts suggest that a number are dissatisfied with teamwork for a variety of reasons. These include: frustration over cooperative structures; work takes longer than individual assignments; greater demands on schedules; and the burden of helping marginal performers.
The newly appointed Director of the Executive MBA (EMBA) program at XYZ University, concerned about these anecdotal reports, has asked you to provide an analysis of team-based activities in educational programs.
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Please follow these guidelines to complete the assessment:
1. Carefully read the Ivey Business School case: ‘Virtual Teams at Ivey’. Note: you will need to go onto the Ivey Business School website https://www.iveycases.com/ and purchase a copy of this case (Product Number: 9B13E024) (approximately $AUD5.00).
2. Read the case several times and identify at least three key issues inherent in this case.
3. Answer the following questions in your analysis/recommendation:
- How do the tools and services summarised in case Exhibit 3 differ from the tools and services summarised in case Exhibit 4? How might a team use asynchronous storage tools for a team writing exercise.
- How can learning team members coordinate their activities? Consider the project-management services shown in case Exhibit 5, and/or any other solutions (digital or analog) that you have experienced.
- Identify two important factors for team-based activities in educational programs. Consider whether face-to-face meetings are preferable to virtual meetings? Are virtual meetings ever preferable?
Use three to five secondary sources to support your analysis.
4. You are encouraged you to write a first draft of this memo at least one week prior to the due date to ensure adequate time for revision. Please be aware that the writing quality and appropriate referencing will be marked as well as the content.
5. Submit Assessment 3 to Turnitin via the Blackboard site no later than the due date
6. Refer to the Marking Criteria Guide and Marking Rubric located in this document.
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PRIOS/CDT brief for Assessment 3:
- Purpose: Analyse key issues in team-based activities in educational programs.
- Reader: The Director, EMBA program, XYZ University.
- Information: Based on Internet research.
- Organisation: Direct order approach.
- Style: Formal. Be sure to proofread carefully to ensure that there are no sentence-level errors such as spelling mistakes, wrong word choice, incorrect punctuation, etc.
- Channel choice: written document.
- Document design: memo format.
- Length: 1000 words.