Business Periodic Meetings for Different Intentions Essay

Business Periodic Meetings for Different Intentions Essay

Business Periodic Meetings for Different Intentions Essay

 

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    Week 5 Assignment: Communication Portfolio – Meeting Agenda

     

    Meetings are a regular part of business; you may even call them a necessary evil. Often, we do not consider the costs associated with meetings—whether they are actual tangible expenses or the cost of down time and lost productivity. Therefore, you have to utilize your communication skills to ensure that meetings are efficient and serve a valuable purpose.  Business Periodic Meetings for Different Intentions Essay

     

    Going back to our scenario, imagine that Anthony’s Orchard hosts quarterly departmental meetings. The general purpose of these meetings is to inform employees of critical updates and performance outcomes, in addition to allowing an open forum for employees to ask questions or express concerns. For this fiscal year, the executive team is considering combined quarterly meetings. This means that all departments (human resources, marketing, sales, operations, finance and accounting, and IT) will join together. You have been asked to put together a proposed meeting agenda for the first combined quarterly meeting to be held on the second Thursday in April. Be mindful that members of the sales team, operations, and finance and accounting may be working remotely on any given day. You will need to decide how the meeting announcement and agenda will be communicated to peers. Business Periodic Meetings for Different Intentions Essay

     

    To prepare for this Assignment:

     

    Review this week’s Learning Resources, especially:

     

    • Quintanilla, K. M., & Wahl, S. T. (2020). Business and professional communication: KEYS for workplace excellence (4th ed.) Thousand Oaks, CA: SAGE Publications.

     

      • Chapter 7, “Strengthening Teams and Conducting Meetings”
      • Chapter 14, “Work-Life Balance” 

     

     

     

    To complete the Communication Portfolio Assignment, compose a cohesive document that addresses the following:

     

    • Review the purpose of the meeting and why it is necessary.

     

    • Discuss the best format for the meeting (in person, teleconference, videoconference, or combination).

     

    • How will you inspire colleagues to come to the meeting prepared? Keep in mind that this is a new format, and people are busy.

     

    • Finally, on a separate page, submit your proposed agenda.

     

      • Note: You must use a Microsoft Word Agenda template or any other template you feel meets the assignment requirements.

     

    Be sure to support your Communication Portfolio using this week’s readings or other credible and relevant resources. You may also include quotes from the weekly Discussion that you think support your assignment.

     

    This week’s Communication Portfolio submission should be about 4–6 pages in length, including the proposed agenda. Refer to the Week 5 Communication Portfolio Rubric for grading elements and criteria. Your instructor will use this rubric to assess your work.

     

    Make sure you’re in-text citations have a corresponding list of reference entry.Review your guide forRun your narratives through Grammarly for additional insights.

     

    APA 7th Edition Note

    NOTE: Walden University currently uses the seventh edition of the Publication Manual of the American Psychological Association (APA) as the accepted standard for citations, references, and writing style guidelines. Please be sure to consult the seventh edition of the APA manual.

    Please remember you will want to ensure the complete support of your paper’s position(s). This means providing in-text citations throughout your paper. A good rule of thumb is one citation per paragraph, for each paragraph of your paper.

     

     

     

    Name: MMSL_6115_Week5_Assignment_Rubric

     

      Exemplary Very Good Proficient Opportunity for Improvement Unacceptable
    Element 1: Meeting Scenario 16.25 (25%)

    Student provides a thorough and detailed explanation of the purpose of the meeting, why it is necessary, the best format for conducting the meeting, and how he/she will inspire colleagues to come to the meeting prepared. Relevant sources and examples support thinking.

    15.11 (23.25%)

    Student provides a detailed explanation of the purpose of the meeting, why it is necessary, the best format for conducting the meeting, and how he/she will inspire colleagues to come to the meeting prepared. Relevant sources or examples support thinking. One or two minor details missing.

    13.81 (21.25%)

    Student provides an explanation with some details of the purpose of the meeting, why it is necessary, the best format for conducting the meeting, and how he/she will inspire colleagues to come to the meeting prepared. Some sources or examples support thinking. Some details are missing and/or not fully developed.

    12.19 (18.75%)

    Student provides a cursory or incomplete explanation with vague or missing details of the purpose of the meeting, why it is necessary, the best format for conducting the meeting, and how he/she will inspire colleagues to come to the meeting prepared. Limited or no sources or examples support thinking. Many details are missing.

    (0%)

    Not submitted or little to no evidence of addressing the criterion.

    Element 2: Agenda 16.25 (25%)

    Student provides a thorough and detailed agenda addressing all components of the scenario and incorporating best practices and strategies from this week’s readings.

    15.11 (23.25%)

    Student provides a detailed agenda addressing all components of the scenario and incorporating best practices and strategies from this week’s readings. There are one or two minor details missing.

    13.81 (21.25%)

    Student provides an agenda addressing the components of the scenario and incorporating best practices and strategies from this week’s readings. Some details are missing and/or not fully developed.

    12.19 (18.75%)

    Student provides a cursory or incomplete addressing few of the components of the scenario and/or minimally incorporating best practices and strategies from this week’s readings.

    (0%)

    Not submitted or little to no evidence of addressing the criterion.

    Element 3: Critical Thinking, Analysis, and Synthesis 9.75 (15%)

    Student exhibits evidence of thoughtful critical analysis and thinking; careful examination is made of assumptions and possible biases, with detailed supporting rationale. Writing synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned arguments. New questions may be presented based on synthesis of ideas and input.

    9.07 (13.95%)

    Student exhibits evidence of thoughtful critical analysis and thinking; examination is made of assumptions and possible biases, with supporting rationale. Writing synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned arguments. New questions may be presented based on synthesis of ideas and input.

    8.29 (12.75%)

    Student exhibits some evidence of thoughtful critical analysis and thinking; some examination is made of assumptions and possible biases, with rationale. Writing somewhat synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; or draws logical conclusions based on well-reasoned arguments.

    7.31 (11.25%)

    Student exhibits little or no evidence of thoughtful critical analysis and thinking; minimal examination is made of assumptions and possible biases, with rationale. Writing minimally synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; or draws logical conclusions based on well-reasoned arguments.

    (0%)

    Not submitted or little to no evidence of addressing the criterion.

    Element 4: Written Communications 6.5 (10%)

    Writing is clear, logical, well-organized and appropriate. Work is free from spelling and grammar/syntax errors. Tone is professional and free from bias (i.e., sexism, racism). There are no errors.

    6.04 (9.3%)

    Writing is mostly clear, logical, and organized. Few, if any spelling and grammar/syntax issues are noted. Overall, a few sections need additional editing, but generally, work appears proofread. Tone is professional and free from bias (i.e., sexism, racism). There are one or two minor errors.

    5.53 (8.5%)

    The main points are clear and organized. Some spelling, grammar/syntax issues are noted. Tone is professional and free from bias (i.e., sexism, racism).

    4.88 (7.5%)

    There are key sections that lack organization or logical flow. Many spelling, grammar/syntax issues are noted. Work requires additional proofreading.

    (0%)

    Not submitted or little to no evidence of addressing the criterion.

    Element 5: Relevance 9.75 (15%)

    Student effectively and directly integrates discussion/assignment content with relevant and compelling personal experiences, additional research, or current events from credible news sources. Specifically adds a new and/or different insight or perspective on the subject area(s) being discussed or treated in the assignment.

    9.07 (13.95%)

    Student offers personal experiences, additional research, or current events from credible news sources, discussing their relevance, but does not specifically add new or different insights or perspectives on the subject areas(s) being discussed or treated in the assignment.

    8.29 (12.75%)

    Student offers some examples of how the content of the discussion/application applies to real-world scenarios with general discussion of why those examples are relevant.

    7.31 (11.25%)

    Student offers brief or cursory descriptions of personal experiences, additional research, or current events from credible news sources. Business Periodic Meetings for Different Intentions Essay

    (0%)

    Not submitted or little to no evidence of addressing the criterion.

    Element 6: Formal and Appropriate Documentation of Evidence, Attribution of Ideas (APA Citations) 6.5 (10%)

    Student demonstrates full adherence to scholarly or credible reference requirements and adheres to APA style with respect to source attribution and references. There are no APA errors.

    6.04 (9.3%)

    Student demonstrates full adherence to scholarly or credible reference requirements and adheres to APA style with respect to source attribution and references. There are one or two minor errors in APA style or format.

     

 

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