Category: Business and Management

Assessment Details:
Choose One motivation theory from the course material to discuss different ways managers can motivate employees. 
Choose a real-life organization and research how different aspects of motivation to encourage increased productivity in their employees. 
Why do managers need to consider individual differences  ? Think about  :
° Topics covered by the module related to invidual differences have on employee preferences 
° The impact individual differences have on employee motivation. 
□How can a manager motivate an unmotivated employee ? 
° What are the consequences to an organizations a whole and individual employees of an unmotivated employee  ? 
° Use a real-life business example to illustrate your answer .

Follow the prompts to analyze these two companies Airbnb and uber.
Include an APA style reference page that lists websites and research articles that you use.
Airbnb and Uber are companies that have successfully entered the lodging and ride-hailing markets, respectively. Both provide offerings that are typically less expensive than their incumbent competitors, hotel chains and taxis.
1. What are the sources of competitive advantage for Airbnb and Uber? How are their strategies similar?
2. Identify some of the resources and/or capabilities the company has that enable it to achieve low costs.
3. Why is it difficult for hotel chains or taxis to imitate their cost structure?
4. How would you respond if you were running a hotel chain or a taxi company?

These case studies are to be done individually.
Read the appropriate materials and prepare a 5-page (1500-2000 words, +/- 10%) case analysis report.
Organize your report as you see
appropriate for the topic, in a way that addresses all the questions
provided for each case on the course website (not within the case
itself). Ensure you focus on both breadth and depth in your analysis and
reaction.
Each report should include an introduction and conclusion.
Follow APA style in both organizations and referencing. Incorporate at least two sound academic sources.
Case Questions:
Why is it that the majority of chatbots fail to deliver the expected business outcomes?
What was unique about the Bus Uncle chatbot? What led to the popularity of the Bus Uncle chatbot?
What framework did Abhilash follow to develop and enhance the Bus Uncle chatbot?
What additional advice or recommendations would you offer to Abhilash?

Define word processing and give two benefits for using Microsoft Word.
• List 3 elements of the Word Window.
• Explain the difference between AutoCorrect and AutoComplete.
• Describe one method of selecting text.
• List five buttons on the mini toolbar.

About This Assignment
The file attached is called “Final Doc”, use this report to create the Presentation.    
Using the following scenario, you will complete a PowerPoint presentation. Use the attached file of the essay “Final Doc”  executive summary report to create the powerpoint presentation based on the paper. The sources and refernces are already on the essay. 
At least 10 sources are required in the powerpoint, but there are about 32 sources in the essay report. Use a minimun of 10, but all 32 sources if able in the presentation references page. 
Be sure to check the sources are cited properly, provided in the paper and attached files. 
Lastly be sure to include the proper citation for the textbook provided, by “Hughes.” 
The Scenario: 
Worldwide Studios Entertainment Parks (WSEP) recently contacted you to provide consulting services. The parent company, Worldwide Studios Entertainment, began as a movie studio but, over the last 20 years, diversified its business portfolio to include television, real estate holdings, and amusement parks. WSEP is the amusement park division of the company. WSEP generates $1.1 billion in revenue annually. It manages three large amusement parks located in Hollywood, Orlando, and Paris. WSEP has grown rapidly since its inception in 1998 and has performed well economically against its competition, including its largest competitor, Disney.
From WSEP’s beginning, the basic business strategy has been to create parks that are more “edgy” and “thrilling” than the competition, with direct connections to recent movies. Unlike most of their competition, WSEP attractions focus on the teen to young adult market and have little to offer young children and their families.
Over the years, WSEP has recruited very bright, ambitious, and somewhat aggressive leaders from hospitality and restaurant organizations to join the organization. WSEP pays these leaders extremely well and expects them to deliver economic performance (the numbers) consistently. These leaders have indeed “delivered the numbers.” However, the division has become known as a tough environment where only the most aggressive and competitive leader can survive. Internal competition is high. In employee satisfaction surveys, respondents consistently rate the company low on executive leadership, management, collaboration, stress, and morale while rating the company high on advancement opportunities and compensation.
Four months ago, WSEP hired a new President, Sharon Weber, to run the division. A former Disney leader, Ms. Weber, believes that WSEP is “leaving money on the table” by ignoring the young children and family market. Weber immediately outlined a large-scale change initiative that includes the following key elements:
·       Transform the organization into one that is less competitive and more collaborative
·       Soften the aggressive nature of how leaders “deliver the numbers” and create more teaming behaviors throughout the organization.
·       Develop new attractions aimed at young children and their families within 24 months.
Weber and her executive leadership team (ELT) have hired your consulting company to provide guidance on several organizational issues. They would like your help with the following items:
1.    How might these strategic changes affect WSEP’s culture?
2.    What aspects, if any, of the dark side of leadership are likely to emerge during the organizational change? 
3.    What can WSEP do to prevent leadership plateau and derailment among its leaders?
4.    Taking a systems-thinking approach, what should WSEP do in the areas of leadership selection, development, and performance management to ensure the success of these changes?  
5.    What should the ELT do to “lead this change” effectively?
You have not been hired to advise them on developing the new attractions aimed at young children and their families.
Directions
Part 2 – Prepare a PowerPoint Presentation
In addition to your Executive Summary, the Executive Leadership Team would like you to submit a presentation explaining your paper and advice.
1.    Prepare a PowerPoint presentation with 10-15 slides summarizing your paper and ideas. Be as creative as you like, but please keep the following in mind:
·        
o   PowerPoint is not a “paper” but a presentation. So, keep your text short. Do not copy and paste sections of the paper into your presentation.
o   You are dealing with a visual medium and an entertainment industry customer. So, make the slides visually engaging and simple to understand.
o   Submit the presentation in MS Powerpoint.
Assessment
Students will be assessed according to the grading rubric attached to this assignment.
Rubric
Consulting Scenario Rubric
Consulting Scenario Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeAddress the assignment – The student follows the assignment’s instructions and meets the assignment’s objectives.
40 pts
Addressed all issues identified in the assignment instructions and met the assignment’s objectives.
34 pts
Addressed most of the issues identified in the assignment instructions and met most the assignment’s objectives.
30 pts
Addressed some of the issues identified in the assignment instructions and met some the assignment’s objectives.
26 pts
Did not address the assignment in an appropriate manner in relation to the instructions and met very few of the assignment’s objectives
22 pts
Failed to demonstrate any understanding of the assignment instructions/objectives or did not submit the assignment.
40 pts
This criterion is linked to a Learning OutcomeAnalyze the issues – The student demonstrates an understanding of the ideas, theories, and models presented in the assigned readings and videos and applies these concepts to the assignment’s requirements.
40 pts
Included all of the key ideas from the assigned readings and videos needed for this assignment. Analyzed and explained these ideas in a coherent and compelling matter in response to the assignment’s requirements.
34 pts
Included most of the key ideas from the assigned readings and videos needed for this assignment. Analyzed and explained these ideas in a coherent and compelling matter in response to the assignment’s requirements.
30 pts
Included some of the key ideas from the assigned readings and videos needed for the assignment. Described these ideas in a coherent manner in response to the assignment’s requirements.
26 pts
Included few of the key ideas from the assigned readings and videos needed for the assignment. Did not analyze these ideas in an effective manner in response to the assignment’s requirements.
22 pts
Failed to demonstrate any analysis of key ideas from the assigned readings and videos needed for this assignment or did not submit the assignment.
40 pts
This criterion is linked to a Learning OutcomeProvide support for ideas – The student refers directly to assigned readings and videos to support the paper’s points, provides in-text citations, and develops ideas well.
40 pts
Supported all of the paper’s central ideas with direct reference to all of the assigned readings and videos needed for this assignment, used in-text citations, and made unique and original points with solid logic. Cited at least 10 references from course reading and video assignments.
34 pts
Supported all of the paper’s central ideas with direct reference to most of the assigned readings and videos needed for this assignment, used in-text citations, and/or made unique and original points with solid logic. Cited 8-9 references from course reading and video assignments.
30 pts
Supported some of the paper’s central ideas with direct reference to some of the assigned readings and videos needed for this assignment, used in-text citations, and/or made a few unique and original points with somewhat reasonable logic. Cited 5-7 references from course reading and video assignments.
26 pts
Relied primarily on personal opinion and did not provide support for the ideas from assigned readings and videos. Cited 1-4 references from course reading and video assignments.
22 pts
Failed to provide any support from the assigned readings and videos; relied strictly on personal opinion to support the paper’s points or did not submit the assignment. Did not cite any references from course reading and video assignments.
40 pts
This criterion is linked to a Learning OutcomeFollow APA format – The student adheres to APA format in all aspects of the paper.
40 pts
Followed APA format without exception. No errors.
34 pts
Followed APA format with few exceptions. Minor errors.
30 pts
Generally followed APA format with some exceptions. Some errors.
26 pts
Followed APA format but presented with many exceptions. Several errors.
22 pts
Failed to demonstrate any use of APA format or did not submit the assignment.
40 pts
This criterion is linked to a Learning OutcomeDemonstrated good grammar & composition – The student organizes the paper well and presents a paper that is well written, and free of grammatical, spelling, and punctuation errors.
40 pts
Demonstrated superior graduate-level writing by organizing the paper extremely well, writing in a straightforward manner using only active voice with zero grammatical and spelling errors.
34 pts
Demonstrated above average graduate-level writing by organizing the paper very well, writing in a straightforward manner using primarily active voice, and/or very few (1 or 2) grammatical and spelling errors.
30 pts
Demonstrated average graduate-level writing by organizing the paper fairly well, writing in a straightforward manner using a good deal of passive voice, and/or few (3 or 4) grammatical and spelling errors.
26 pts
Demonstrated a need to improve the paper’s organization, use much more active voice, and/or reduce grammatical and spelling errors to show graduate-level writing skills.
22 pts
Failed to write at a graduate level in any aspect of grammar and composition or did not submit the assignment.
40 pts
Total Points: 200
References
Hughes, R. L., Ginnett, R. C., & Curphy, G. J. (2022). Leadership: Enhancing the lessons of experience (10th ed.). McGraw Hill. 
RESOURCES: Week 1
Required Resources
Textbook Readings
·       Review all the materials in the Start Here and Course Resources module.
·       Chapter 1 (Hughes et al., 2022)
RESOURCES: Week 2
Required Resources
Textbook Readings
·       Review all the materials in the Start Here and Course Resources module.
·       Chapter 2 (Hughes et al., 2022)
Other Required Resources
·       What is this thing called leadership (Dyer, 2015)Download What is this thing called leadership (Dyer, 2015)
·       After-event reviews (DeRue et al., 2012)Download After-event reviews (DeRue et al., 2012)
·       Video: Leadership Capital: What’s your definition of leadership?Links to an external site. (Chicago Booth Review, 2016)
·       Video: Leading change by John P. KotterLinks to an external site. (BigIdeasGrowingMinds, 2020)


RESOURCES: Week 3
Required Resources
Textbook Readings
·       Chapter 3 (Hughes et al., 2019) 
Other Required Resources
·       Coaching for Change (Boyatzis et al., 2002)Download Coaching for Change (Boyatzis et al., 2002)
o   TranscriptDownload Transcript
·       Video: Major career transitionsLinks to an external site. (Speakers.com, 2014)
·       Video: Feedforward: Coaching for behavioral changeLinks to an external site. (Goldsmith, 2014)


RESOURCES: Week 4
Required Resources
Textbook Readings
·       Chapter 4 (Hughes et al., 2022)
Other Required Resources
·       The uses (and abuses) of influence: Spotlight interview with Robert Cialdini (Cliffe, 2013)Download The uses (and abuses) of influence: Spotlight interview with Robert Cialdini (Cliffe, 2013)
o   TranscriptDownload Transcript
·       McClelland’s theory of needs (Kukreja, 2017)Links to an external site.
·       Video: How to sell anything: Influence by Robert Cialdini | Core messageLinks to an external site. (Productivity Game, 2020)
https://www.managementstudyhq.com/mcclellands-theory-of-needs-power-achievement-and-affiliation.html#abh_posts

RESOURCES: Week 5
Required Resources
Textbook Readings
·       Chapter 5 (Hughes et al., 2022)
Other Required Resources
·       Virtual morality: Transitioning from moral judgment to moral action? (Francis et al., 2016)Links to an external site.
·       Rule breakers and attention seekers: Personality predictors of integrity and accountability in leaders (Nei et al., 2018)
·       Video: Authentic leadershipLinks to an external site. (KnowledgeAtWharton, 2014)
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0164374
https://onlinelibrary-wiley-com.ezproxy.lib.ou.edu/doi/10.1111/ijsa.12201

RESOURCES: Week 6
Required Resources
Textbook Readings
·       Chapter 6 (Hughes et al., 2022)
Other Required Resources
·       Twenty years on the dark side: Six lessons about bad leadership (Hogan et al., 2021)Download Twenty years on the dark side: Six lessons about bad leadership (Hogan et al., 2021)
·       Leading authentically: The 5 components of emotional intelligence (Newfield, 2018)
·       Video: Robert Hogan on personality psychology, the bright side, and the dark sideLinks to an external site. (Hoganassessments, 2018)
·       Video: How to create motivation at work – Daniel H. Pink – Book recommendations(Links to an external site.) (Ta, 2016)
https://medium.com/@jrnewfield/leading-authentically-the-5-components-of-emotional-intelligence-9330881ea6b7


RESOURCES: Week 7
Required Resources
Textbook Readings
·       Chapter 7 (Hughes et al., 2022)Links to an external site.
Other Required Resources
·       How high-potential leaders can master the macro environment (Charan, 2017)Links to an external site.
·       Video: Social capital – The critical assets for successLinks to an external site. (TEDx Talks, 2014)
https://onlinelibrary.wiley.com/doi/full/10.1002/ltl.20303

RESOURCES: Week 8
Required Resources
Textbook Readings
·       Chapter 8 (Hughes et al., 2022)
Other Required Resources
·       Video: The speed of trust by Stephen Covey: Animated SummaryLinks to an external site. (BigIdeasGrowingMinds, 2021)
·       Video: Your body language may shape who you areLinks to an external site. (Cuddy, 2012)


RESOURCES: Week 9
Unit 5, Part A
Textbook Readings
·       Part 3 Preface – Focus on Followers
·       Chapter 9 (Hughes et al., 2022)
Other Required Resources
·       Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis (Cesaroli et al., 2014)Download Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis (Cesaroli et al., 2014)
RESOURCES: Week 10
Required Resources
Textbook Readings
·       Chapter 12 (Hughes et al., 2022)
Other Required Resources
·       Do we still need teams? (Hadley & Mortensen, 2022)Download Do we still need teams? (Hadley & Mortensen, 2022)
o   TranscriptDownload Transcript
·       Video: Building high performance teamsLinks to an external site. (KnowledgeAtWharton, 2016)
·       https://www.youtube.com/watch?v=-ed7hNj8qOY
RESOURCES: Week 11
Required Resources
Textbook Readings
·       Chapter 13 (Hughes et al., 2022)
Other Required Resources
·       Video: How to turn a group of strangers into a team | Amy EdmondsonLinks to an external site. (TED, 2018)
·       Video: Video interview with David Peterson PhD on coaching at Google)Links to an external site. (Institute of Coaching, 2020


RESOURCES: Week 12
Required Resources
Textbook Readings
·       Chapter 14 (Hughes et al., 2022)
Other Required Resources
·       Experience-based leadership development and professional sport organizations (Frawley et al., 2018)Download Experience-based leadership development and professional sport organizations (Frawley et al., 2018)
·       Video: Competing values framework introductionLinks to an external site. (DeGraff, 2012)

RESOURCES: Week 13
Required Resources
Textbook Readings
·       Chapter 15 (Hughes et al., 2022)
Other Required Resources
·       Video: Hersey & Blanchard situational leadership styleLinks to an external site. (Jenkinson, 2018)
·       https://www.youtube.com/watch?v=bAuwgjmF5xc
RESOURCES: Week 14
Required Resources
Textbook Readings
·       Chapter 16 (Hughes et al., 2022)
Other Required Resources
·       Video: Ethical leadership, part 1: Perilous at the top | Concepts unwrappedLinks to an external site. (McCombs School of Business, 2010)

RESOURCES: Week 15
Required Resources
Textbook Readings
·       Chapters 17 & 18 (Hughes et al., 2022)
Other Required Resources
·       Dyer (n.d.) – The art and science of consultingDownload Dyer (n.d.) – The art and science of consulting
·       Wartzman (2012) – How to consult like Peter Drucker
https://www.forbes.com/sites/drucker/2012/09/11/how-to-consult-like-peter-drucker/?sh=5ca1a1062e49
Consulting Scenario Rubric
Consulting Scenario Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeAddress the assignment – The student follows the assignment’s instructions and meets the assignment’s objectives.
40 pts
Addressed all issues identified in the assignment instructions and met the assignment’s objectives.
34 pts
Addressed most of the issues identified in the assignment instructions and met most the assignment’s objectives.
30 pts
Addressed some of the issues identified in the assignment instructions and met some the assignment’s objectives.
26 pts
Did not address the assignment in an appropriate manner in relation to the instructions and met very few of the assignment’s objectives
22 pts
Failed to demonstrate any understanding of the assignment instructions/objectives or did not submit the assignment.
40 pts
This criterion is linked to a Learning OutcomeAnalyze the issues – The student demonstrates an understanding of the ideas, theories, and models presented in the assigned readings and videos and applies these concepts to the assignment’s requirements.
40 pts
Included all of the key ideas from the assigned readings and videos needed for this assignment. Analyzed and explained these ideas in a coherent and compelling matter in response to the assignment’s requirements.
34 pts
Included most of the key ideas from the assigned readings and videos needed for this assignment. Analyzed and explained these ideas in a coherent and compelling matter in response to the assignment’s requirements.
30 pts
Included some of the key ideas from the assigned readings and videos needed for the assignment. Described these ideas in a coherent manner in response to the assignment’s requirements.
26 pts
Included few of the key ideas from the assigned readings and videos needed for the assignment. Did not analyze these ideas in an effective manner in response to the assignment’s requirements.
22 pts
Failed to demonstrate any analysis of key ideas from the assigned readings and videos needed for this assignment or did not submit the assignment.
40 pts
This criterion is linked to a Learning OutcomeProvide support for ideas – The student refers directly to assigned readings and videos to support the paper’s points, provides in-text citations, and develops ideas well.
40 pts
Supported all of the paper’s central ideas with direct reference to all of the assigned readings and videos needed for this assignment, used in-text citations, and made unique and original points with solid logic. Cited at least 10 references from course reading and video assignments.
34 pts
Supported all of the paper’s central ideas with direct reference to most of the assigned readings and videos needed for this assignment, used in-text citations, and/or made unique and original points with solid logic. Cited 8-9 references from course reading and video assignments.
30 pts
Supported some of the paper’s central ideas with direct reference to some of the assigned readings and videos needed for this assignment, used in-text citations, and/or made a few unique and original points with somewhat reasonable logic. Cited 5-7 references from course reading and video assignments.
26 pts
Relied primarily on personal opinion and did not provide support for the ideas from assigned readings and videos. Cited 1-4 references from course reading and video assignments.
22 pts
Failed to provide any support from the assigned readings and videos; relied strictly on personal opinion to support the paper’s points or did not submit the assignment. Did not cite any references from course reading and video assignments.
40 pts
This criterion is linked to a Learning OutcomeFollow APA format – The student adheres to APA format in all aspects of the paper.
40 pts
Followed APA format without exception. No errors.
34 pts
Followed APA format with few exceptions. Minor errors.
30 pts
Generally followed APA format with some exceptions. Some errors.
26 pts
Followed APA format but presented with many exceptions. Several errors.
22 pts
Failed to demonstrate any use of APA format or did not submit the assignment.
40 pts
This criterion is linked to a Learning OutcomeDemonstrated good grammar & composition – The student organizes the paper well and presents a paper that is well written, and free of grammatical, spelling, and punctuation errors.
40 pts
Demonstrated superior graduate-level writing by organizing the paper extremely well, writing in a straightforward manner using only active voice with zero grammatical and spelling errors.
34 pts
Demonstrated above average graduate-level writing by organizing the paper very well, writing in a straightforward manner using primarily active voice, and/or very few (1 or 2) grammatical and spelling errors.
30 pts
Demonstrated average graduate-level writing by organizing the paper fairly well, writing in a straightforward manner using a good deal of passive voice, and/or few (3 or 4) grammatical and spelling errors.
26 pts
Demonstrated a need to improve the paper’s organization, use much more active voice, and/or reduce grammatical and spelling errors to show graduate-level writing skills.
22 pts
Failed to write at a graduate level in any aspect of grammar and composition or did not submit the assignment.
40 pts
Total Points: 200

Preparation
Analyze the Pastas R Us charts file for your report, including the scatter plots and regression equations for the following pairs of variables:
“Sales/Sq.Ft. ($)” versus “Bach. Degrees (%)”
“Median Income ($)” versus “Sales/Sq.Ft. ($)”
“Median Age (Years)” versus “Sales/Sq.Ft. ($)”
“Loyalty Card (%)” versus “Sales Growth (%)”
Assessment Deliverable
Write a 700- to 1,050-word predictive and qualitative analysis report of Pastas R Us, Inc. that includes the following sections: scope and descriptive statistics, analysis, and recommendations and implementation.
Section 1: Scope and descriptive statistics
State the report’s objective.
Discuss the nature of the current data. What variables were analyzed?
Summarize your descriptive statistical findings from Week 1.
Section 2: Analysis
Interpret the scatter plots and designate the type of relationship (increasing/positive, decreasing/negative, or no relationship) observed in each one.
Determine what you can conclude from these relationships. You may include a copy of each chart in your report, but it is not required.
Section 3: Recommendations and implementation
Based on the findings, assess which expansion criteria seem to be more effective. Could any expansion criterion be changed or eliminated? If so, which one(s) and why?
Based on the findings, does it appear as if the loyalty card is positively correlated with sales growth? Would you recommend any changes to this marketing strategy?
Based on the findings, recommend market positioning that targets a specific demographic. (Hint: Are younger people patronizing the restaurants more than older people?)
Include how the local culture and communities are represented in your market position in your recommendations.
Indicate what information should be collected to track and evaluate the effectiveness of your recommendations. How can this data be collected? (Hint: Would you use surveys/samples or census?)
Format your references according to APA guidelines.

Weire a report including group presentation participation. YOU HAVE TO WRITE ABOUT SUMUP PART. CREATE A FINTECH COMPANY AND COVER THE FIOLLOWING ASPECTS a. category/area
b. expected time to Minimum Viable Product (MVP)/Proof Of Concept (POC) or to get
to the next stage of development (if MVP/POC has already been achieved)
c. the need you are solving or the challenge you are tackling
i. what is the business or consumer need, technological challenge or market
opportunity behind your innovation?
d. approach & innovation (competitive advantage)
i. what approach will you take where will the focus of the innovation be?
ii. what are your competitive advantages?
e. team & resources
i. who do you need in your team? and why?
ii. what are their roles and how many are they?
f. market awareness
i. what does the market you are targeting look like?
ii. competitors, new entrants, clients, suppliers, barriers to entry, substitutes,
…
iii. how big is this market (revenues of existing players)
g. outcomes & route to market
i. how are you going to sell your product/process?
ii. what is the long-term plan to grow the business?
h. project management
i. how will manage the project effectively?
ii. Timeline, phases, responsibilities, …
i. risks
i. what are the main risks for this idea/plan?
ii. possible mitigations?
j. a one-paragraph “elevator pitch” description
2. BUDGET (TO GET TO THE NEXT STEP OF DEVELOPMENT)
a. on an annual basis (although start-ups usually think in months or week planning, to
make things easy we require only annual budgets)
i. labour
ii. overheads
iii. materials
iv. sub-contractors
v. data
vi. pp&e
vii. ….
b. The budget will be the starting point to establish the funding sought

look at attachments
make sure you do it on to these companies
Palantir Tech, Twilio, UiPath
for citations use Google scholar

While you are playing the role of a new leader in an organization, remember that you are also writing a paper that will be evaluated by an instructor. Thus, you want to make it easy for the instructor to clearly see that you have demonstrated the outcomes of the assignment. Don’t make your instructor search for information; guide them to it. How? By double-checking the rubric and ensuring that you have clearly demonstrated each of these competencies at what you believe is the “distinguished” level.
Read the following and think about how Panera used critical thinking and an understanding of VUCA to solve its “mosh pit” problem.
How Panera Solved Its “Mosh Pit” ProblemLinks to an external site..
Note: As an MBA learner, you have access to a free subscription to the Wall Street Journal. See the Wall Street Journal page on Campus to access your subscription.
Then, find another company with a problem they need to fix. You may choose nearly any company but it must be a company that you can conduct research on, as you must use evidence and citations to demonstrate the specifics of the problem. It is not enough to say, for example, “Walmart has a customer service problem.” You must prove this foundation with research, then analyze the situation with research. 
Do not choose United Airlines, Chipotle, NASA, or Walmart for this assignment, as they have been overdone. If you are unsure who to use, try searching “Companies with customer service problems” online and you will get a lot of ideas, though your problem doesn’t have to be about customer service.
Write an APA-formatted (double-spaced, indented) paper that does the following:
Begin with an introduction, telling the reader what to expect of this paper.
Summarize the problem you researched, providing support to convince the reader that this truly is a problem. 
Apply Kallet’s critical thinking framework to describe how the leadership of this company should think through the problem to create a solution. 
Describe what VUCA considerations the leadership must keep in mind as they implement this solution.
Work on being concise but thorough, keeping your academically formatted paper to no more than 5 double-spaced pages.
Your paper should include, and be organized, as follows:
Introduction: Write an introduction that tells the reader what to expect of this paper (1–2 paragraphs). It would be most effective to include a brief mention that leaders at Panera bread effectively used an understanding of critical thinking and VUCA to solve their “mosh pit” problem, and that this paper applies a similar framework to solving whatever problem in the organization that you chose. Choose an organization with a problem that you can research.
Problem: Describe the problem that you will be solving for another company, describing the situation. Be sure to prove that the problem exists by citing sources (1–3 paragraphs).
Thinking Critically: Apply the framework for critical thinking as outlined by Michael Kallet in Think Smarter to the problem you identified. Describe Kallet’s “clarity” concept and apply this to the problem, along with other aspects of Kallet’s model as is appropriate. Describe how critical thinking can be used to understand, and resolve, the problem. If applicable, you can explain how the company already solved this problem, and how critical thinking was or may have been applied (2–5 paragraphs).
Applying VUCA: Explain how VUCA could affect the situation. Specifically discuss how at least two aspects of VUCA—volatility, uncertainty, complexity, and ambiguity—apply to this problem and should be considered in any solutions (2–4 paragraphs).
Conclusion: Write a conclusion that wraps up and summarizes your document (1 paragraph). The Capella Writing Center, which you can reach by clicking MBA Program Resources, then Writing, has good information on how to write an effective conclusion.
References: Include at least 2 APA-formatted citations in your paper.
Deliverable
Write a 3–5 page academic paper following APA style and formatting. Note that cover page and references never count towards the page count. Refer to the writing resources in the MBA Program Resources in Tools and Resources, especially paying attention to the MBA Academic and Professional Document Guidelines, under Writing Resources.
Important Note: You must organize this paper (and all papers in your MBA program) with headings. Any paper submitted without headings will be returned, ungraded, for revision and points will be deducted.
Competencies Measured
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 2: Apply leadership strengths and behaviors to workplace situations.
Apply a critical thinking framework to a business situation.
Explain how VUCA can affect a business situation.
Competency 4: Communicate effectively through academic and professional writing.
Provide an overview of a business situation.
Develop text using organization, structure, and transitions that demonstrate understanding of the relationship between the main topic and subtopics.
Integrate appropriate use of scholarly sources, evidence, and citation style.
Convey clear meaning in text through sound grammar, usage, word choice, and mechanics.
The business chosen is Kroger.

Please review ALL attached files, video links, the essay prompt and use the grading rubric. Also use the template file to format the paper. Must include at least 10 of the sources, inclduing the Hughes book. 
The file attached is called “Final Doc”, use this report to create the Presentation. 
At LEAST 10 sources are required, but use approxitmently all 32 sources from the paper if possible. The sources are ALL on the “References” page of the FInal Doc essay report, and the files attached are just to help use to reference if needed. 
Consulting Scenario 
About This Assignment
Using the following scenario, you will complete and submit an executive summary and PowerPoint presentation.
The Scenario: 
Worldwide Studios Entertainment Parks (WSEP) recently contacted you to provide consulting services. The parent company, Worldwide Studios Entertainment, began as a movie studio but, over the last 20 years, diversified its business portfolio to include television, real estate holdings, and amusement parks. WSEP is the amusement park division of the company. WSEP generates $1.1 billion in revenue annually. It manages three large amusement parks located in Hollywood, Orlando, and Paris. WSEP has grown rapidly since its inception in 1998 and has performed well economically against its competition, including its largest competitor, Disney.
From WSEP’s beginning, the basic business strategy has been to create parks that are more “edgy” and “thrilling” than the competition, with direct connections to recent movies. Unlike most of their competition, WSEP attractions focus on the teen to young adult market and have little to offer young children and their families.
Over the years, WSEP has recruited very bright, ambitious, and somewhat aggressive leaders from hospitality and restaurant organizations to join the organization. WSEP pays these leaders extremely well and expects them to deliver economic performance (the numbers) consistently. These leaders have indeed “delivered the numbers.” However, the division has become known as a tough environment where only the most aggressive and competitive leader can survive. Internal competition is high. In employee satisfaction surveys, respondents consistently rate the company low on executive leadership, management, collaboration, stress, and morale while rating the company high on advancement opportunities and compensation.
Four months ago, WSEP hired a new President, Sharon Weber, to run the division. A former Disney leader, Ms. Weber, believes that WSEP is “leaving money on the table” by ignoring the young children and family market. Weber immediately outlined a large-scale change initiative that includes the following key elements:
·       Transform the organization into one that is less competitive and more collaborative
·       Soften the aggressive nature of how leaders “deliver the numbers” and create more teaming behaviors throughout the organization.
·       Develop new attractions aimed at young children and their families within 24 months.
Weber and her executive leadership team (ELT) have hired your consulting company to provide guidance on several organizational issues. They would like your help with the following items:
1.    How might these strategic changes affect WSEP’s culture?
2.    What aspects, if any, of the dark side of leadership are likely to emerge during the organizational change? 
3.    What can WSEP do to prevent leadership plateau and derailment among its leaders?
4.    Taking a systems-thinking approach, what should WSEP do in the areas of leadership selection, development, and performance management to ensure the success of these changes?  
5.    What should the ELT do to “lead this change” effectively?
You have not been hired to advise them on developing the new attractions aimed at young children and their families.
Directions
Part 2 – Prepare a PowerPoint Presentation
In addition to your Executive Summary, the Executive Leadership Team would like you to submit a presentation explaining your paper and advice.
1.    Prepare a PowerPoint presentation with 10-15 slides summarizing your paper and ideas. Be as creative as you like, but please keep the following in mind:
·        
o   PowerPoint is not a “paper” but a presentation. So, keep your text short. Do not copy and paste sections of the paper into your presentation.
o   You are dealing with a visual medium and an entertainment industry customer. So, make the slides visually engaging and simple to understand.
Assessment
You will be assessed according to the grading rubric attached to this assignment.
Required Resources: At least 10 sources. Must include the Hughes textbook. 
References
Hughes, R. L., Ginnett, R. C., & Curphy, G. J. (2022). Leadership: Enhancing the lessons of experience (10th ed.). McGraw Hill. 
RESOURCES: Week 1
Required Resources
Textbook Readings
·       Review all the materials in the Start Here and Course Resources module.
·       Chapter 1 (Hughes et al., 2022)
RESOURCES: Week 2
Required Resources
Textbook Readings
·       Review all the materials in the Start Here and Course Resources module.
·       Chapter 2 (Hughes et al., 2022)
Other Required Resources
·       What is this thing called leadership (Dyer, 2015)Download What is this thing called leadership (Dyer, 2015)
·       After-event reviews (DeRue et al., 2012)Download After-event reviews (DeRue et al., 2012)
·       Video: Leadership Capital: What’s your definition of leadership?Links to an external site. (Chicago Booth Review, 2016)
·       Video: Leading change by John P. KotterLinks to an external site. (BigIdeasGrowingMinds, 2020)


RESOURCES: Week 3
Required Resources
Textbook Readings
·       Chapter 3 (Hughes et al., 2019) 
Other Required Resources
·       Coaching for Change (Boyatzis et al., 2002)Download Coaching for Change (Boyatzis et al., 2002)
o   TranscriptDownload Transcript
·       Video: Major career transitionsLinks to an external site. (Speakers.com, 2014)
·       Video: Feedforward: Coaching for behavioral changeLinks to an external site. (Goldsmith, 2014)


RESOURCES: Week 4
Required Resources
Textbook Readings
·       Chapter 4 (Hughes et al., 2022)
Other Required Resources
·       The uses (and abuses) of influence: Spotlight interview with Robert Cialdini (Cliffe, 2013)Download The uses (and abuses) of influence: Spotlight interview with Robert Cialdini (Cliffe, 2013)
o   TranscriptDownload Transcript
·       McClelland’s theory of needs (Kukreja, 2017)Links to an external site.
·       Video: How to sell anything: Influence by Robert Cialdini | Core messageLinks to an external site. (Productivity Game, 2020)

McClelland’s Theory of Needs (Power, Achievement and Affiliation)

RESOURCES: Week 5
Required Resources
Textbook Readings
·       Chapter 5 (Hughes et al., 2022)
Other Required Resources
·       Virtual morality: Transitioning from moral judgment to moral action? (Francis et al., 2016)Links to an external site.
·       Rule breakers and attention seekers: Personality predictors of integrity and accountability in leaders (Nei et al., 2018)
·       Video: Authentic leadershipLinks to an external site. (KnowledgeAtWharton, 2014)
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0164374
https://onlinelibrary-wiley-com.ezproxy.lib.ou.edu/doi/10.1111/ijsa.12201

RESOURCES: Week 6
Required Resources
Textbook Readings
·       Chapter 6 (Hughes et al., 2022)
Other Required Resources
·       Twenty years on the dark side: Six lessons about bad leadership (Hogan et al., 2021)Download Twenty years on the dark side: Six lessons about bad leadership (Hogan et al., 2021)
·       Leading authentically: The 5 components of emotional intelligence (Newfield, 2018)
·       Video: Robert Hogan on personality psychology, the bright side, and the dark sideLinks to an external site. (Hoganassessments, 2018)
·       Video: How to create motivation at work – Daniel H. Pink – Book recommendations(Links to an external site.) (Ta, 2016)
https://medium.com/@jrnewfield/leading-authentically-the-5-components-of-emotional-intelligence-9330881ea6b7


RESOURCES: Week 7
Required Resources
Textbook Readings
·       Chapter 7 (Hughes et al., 2022)Links to an external site.
Other Required Resources
·       How high-potential leaders can master the macro environment (Charan, 2017)Links to an external site.
·       Video: Social capital – The critical assets for successLinks to an external site. (TEDx Talks, 2014)
https://onlinelibrary.wiley.com/doi/full/10.1002/ltl.20303

RESOURCES: Week 8
Required Resources
Textbook Readings
·       Chapter 8 (Hughes et al., 2022)
Other Required Resources
·       Video: The speed of trust by Stephen Covey: Animated SummaryLinks to an external site. (BigIdeasGrowingMinds, 2021)
·       Video: Your body language may shape who you areLinks to an external site. (Cuddy, 2012)


RESOURCES: Week 9
Unit 5, Part A
Textbook Readings
·       Part 3 Preface – Focus on Followers
·       Chapter 9 (Hughes et al., 2022)
Other Required Resources
·       Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis (Cesaroli et al., 2014)Download Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis (Cesaroli et al., 2014)
RESOURCES: Week 10
Required Resources
Textbook Readings
·       Chapter 12 (Hughes et al., 2022)
Other Required Resources
·       Do we still need teams? (Hadley & Mortensen, 2022)Download Do we still need teams? (Hadley & Mortensen, 2022)
o   TranscriptDownload Transcript
·       Video: Building high performance teamsLinks to an external site. (KnowledgeAtWharton, 2016)
·       https://www.youtube.com/watch?v=-ed7hNj8qOY
RESOURCES: Week 11
Required Resources
Textbook Readings
·       Chapter 13 (Hughes et al., 2022)
Other Required Resources
·       Video: How to turn a group of strangers into a team | Amy EdmondsonLinks to an external site. (TED, 2018)
·       Video: Video interview with David Peterson PhD on coaching at Google)Links to an external site. (Institute of Coaching, 2020


RESOURCES: Week 12
Required Resources
Textbook Readings
·       Chapter 14 (Hughes et al., 2022)
Other Required Resources
·       Experience-based leadership development and professional sport organizations (Frawley et al., 2018)Download Experience-based leadership development and professional sport organizations (Frawley et al., 2018)
·       Video: Competing values framework introductionLinks to an external site. (DeGraff, 2012)

RESOURCES: Week 13
Required Resources
Textbook Readings
·       Chapter 15 (Hughes et al., 2022)
Other Required Resources
·       Video: Hersey & Blanchard situational leadership styleLinks to an external site. (Jenkinson, 2018)
·       https://www.youtube.com/watch?v=bAuwgjmF5xc
RESOURCES: Week 14
Required Resources
Textbook Readings
·       Chapter 16 (Hughes et al., 2022)
Other Required Resources
·       Video: Ethical leadership, part 1: Perilous at the top | Concepts unwrappedLinks to an external site. (McCombs School of Business, 2010)

RESOURCES: Week 15
Required Resources
Textbook Readings
·       Chapters 17 & 18 (Hughes et al., 2022)
Other Required Resources
·       Dyer (n.d.) – The art and science of consultingDownload Dyer (n.d.) – The art and science of consulting
·       Wartzman (2012) – How to consult like Peter Drucker
https://www.forbes.com/sites/drucker/2012/09/11/how-to-consult-like-peter-drucker/?sh=5ca1a1062e49
Rubric
Consulting Scenario Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeAddress the assignment – The student follows the assignment’s instructions and meets the assignment’s objectives.
40 pts
Addressed all issues identified in the assignment instructions and met the assignment’s objectives.
34 pts
Addressed most of the issues identified in the assignment instructions and met most the assignment’s objectives.
30 pts
Addressed some of the issues identified in the assignment instructions and met some the assignment’s objectives.
26 pts
Did not address the assignment in an appropriate manner in relation to the instructions and met very few of the assignment’s objectives
22 pts
Failed to demonstrate any understanding of the assignment instructions/objectives or did not submit the assignment.
40 pts
This criterion is linked to a Learning OutcomeAnalyze the issues – The student demonstrates an understanding of the ideas, theories, and models presented in the assigned readings and videos and applies these concepts to the assignment’s requirements.
40 pts
Included all of the key ideas from the assigned readings and videos needed for this assignment. Analyzed and explained these ideas in a coherent and compelling matter in response to the assignment’s requirements.
34 pts
Included most of the key ideas from the assigned readings and videos needed for this assignment. Analyzed and explained these ideas in a coherent and compelling matter in response to the assignment’s requirements.
30 pts
Included some of the key ideas from the assigned readings and videos needed for the assignment. Described these ideas in a coherent manner in response to the assignment’s requirements.
26 pts
Included few of the key ideas from the assigned readings and videos needed for the assignment. Did not analyze these ideas in an effective manner in response to the assignment’s requirements.
22 pts
Failed to demonstrate any analysis of key ideas from the assigned readings and videos needed for this assignment or did not submit the assignment.
40 pts
This criterion is linked to a Learning OutcomeProvide support for ideas – The student refers directly to assigned readings and videos to support the paper’s points, provides in-text citations, and develops ideas well.
40 pts
Supported all of the paper’s central ideas with direct reference to all of the assigned readings and videos needed for this assignment, used in-text citations, and made unique and original points with solid logic. Cited at least 10 references from course reading and video assignments.
34 pts
Supported all of the paper’s central ideas with direct reference to most of the assigned readings and videos needed for this assignment, used in-text citations, and/or made unique and original points with solid logic. Cited 8-9 references from course reading and video assignments.
30 pts
Supported some of the paper’s central ideas with direct reference to some of the assigned readings and videos needed for this assignment, used in-text citations, and/or made a few unique and original points with somewhat reasonable logic. Cited 5-7 references from course reading and video assignments.
26 pts
Relied primarily on personal opinion and did not provide support for the ideas from assigned readings and videos. Cited 1-4 references from course reading and video assignments.
22 pts
Failed to provide any support from the assigned readings and videos; relied strictly on personal opinion to support the paper’s points or did not submit the assignment. Did not cite any references from course reading and video assignments.
40 pts
This criterion is linked to a Learning OutcomeFollow APA format – The student adheres to APA format in all aspects of the paper.
40 pts
Followed APA format without exception. No errors.
34 pts
Followed APA format with few exceptions. Minor errors.
30 pts
Generally followed APA format with some exceptions. Some errors.
26 pts
Followed APA format but presented with many exceptions. Several errors.
22 pts
Failed to demonstrate any use of APA format or did not submit the assignment.
40 pts
This criterion is linked to a Learning OutcomeDemonstrated good grammar & composition – The student organizes the paper well and presents a paper that is well written, and free of grammatical, spelling, and punctuation errors.
40 pts
Demonstrated superior graduate-level writing by organizing the paper extremely well, writing in a straightforward manner using only active voice with zero grammatical and spelling errors.
34 pts
Demonstrated above average graduate-level writing by organizing the paper very well, writing in a straightforward manner using primarily active voice, and/or very few (1 or 2) grammatical and spelling errors.
30 pts
Demonstrated average graduate-level writing by organizing the paper fairly well, writing in a straightforward manner using a good deal of passive voice, and/or few (3 or 4) grammatical and spelling errors.
26 pts
Demonstrated a need to improve the paper’s organization, use much more active voice, and/or reduce grammatical and spelling errors to show graduate-level writing skills.
22 pts
Failed to write at a graduate level in any aspect of grammar and composition or did not submit the assignment.
40 pts
Total Points: 200