MNG81001 MANAGEMENT COMMUNICATION
Assessment 1 EXECUTIVE SUMMARY
Document design Memo format
Due Date Monday 23rd July
Length 500 words (+/- 10%)
Your boss, the Director of Communications at Company ABC, has noticed a shift in how leaders communicate within organisations from a tactical focus to a more strategic and elevated level. She has asked you to prepare an executive summary on the following theme: 'How do leaders use communications to execute strategy in the 21st century?'
Please follow these guidelines to complete the assessment:
1. Read the article by Argenti, P 2017, ‘Strategic Communication in the C-Suite', International Journal of Business Communication, vol. 54, no. 2, pp. 146 – 160 (located on the Blackboard under Assessment Details, Task 1).
2. Engage in research to find two other articles (academic journal and/or industry journal) related to how leaders use communications to execute strategy. Use search engines such as Google Scholar and the SCU library website to do your research.
3. Print and read all articles and complete the Article Analysis Form (located under Assessment Tasks and Submission) for each of the three articles. Attach each form to the back of your executive summary.
4. After carefully reading the three articles, draft a two-page Executive Summary (synopsis) using the format of an Executive Summary memo. According to The American Heritage Dictionary of the English Language, 4th Ed, (2000), the word synopsis is defined as “A brief outline . . . a summary”
5. Identify three headings that relate to the purpose of the memo to form the structure for the body of your work. Support for each heading must come from at least TWO of your THREE sources. Use one quotation in each section from one of your three sources.
6. You will need to use SCU Harvard style to document your sources within the text and in the Reference List. For further information please see: http://libguides.scu.edu.au/harvard
7. Write the two-page Executive Summary (12pt Times New Roman font – single spaced). The Reference List must be on the third (separate) page.
8. Submit Assessment 1 to Turnitin via the Blackboard site no later than the due date: Monday 23rd July 2018 9.00am (QLD time).
9. Refer to the Marking Criteria Guide and Marking Rubric located in this document.
PRIOS/CDT brief for Assessment 1:
a. Purpose: To engage in a thorough analysis of three articles and write a two page synopsis.
b. Reader: Your boss (who is keen to create a positive communication climate).
c. Information: Three (3) articles.
d. Organisation: Direct order format.
e. Style: Formal.
f. Channel choice: Written document.
g. Document design: Memo format.
h. Length: 500 words.
(covered in lecture and tutorials – see: Unit Content Week 1: H1.3 – PRIOS – CDT summary)
It is strongly advised that the assessment instructions and marking criteria be considered alongside the Assessment Marking Rubric. Other Resources and Discussions will be posted on the Discussion Board.
This is a graded unit and grades are awarded as detailed in the University's Rules Relating to Awards. To achieve a passing grade in the unit all assessment tasks must be submitted and an overall mark of 50% or more must be obtained.
1. Special consideration
All applications for Special Consideration need to be submitted before the due date of the assessment item.
If you would like to apply for Special Consideration please go to the following link and select the appropriate button: https://www.scu.edu.au/current-students/student-administration/special-consideration/
Submission of Special Consideration form, together with all supporting documentation does not guarantee Special Consideration will be granted. NB: Only the Unit Assessor can approve a Special Consideration application.
Requests for special consideration in relation to assessment tasks shall only be considered on the following grounds:
• health (including impacts of religious fasting);
• compassionate circumstances;
• religious observances or celebrations;
• serious unforeseen personal events;
• selection in State, national or international sporting or cultural events;
• rendering genuine and unforeseen emergency service in a professional or voluntary capacity; or
• rendering any service (including undertaking training) in the Defence Reserves.
Computer failure will not be accepted as a reason for missing an assessment deadline: you are strongly advised to backup all of your work, for example on a USB flash drive, to ensure that you are still able to submit to a deadline in the event of a computer related failure.
For more information see the following sections of Rule 3 — Coursework Awards — Student Assessment and Examinations http://policies.scu.edu.au/view.current.php?id=00140
Section 4 — Grounds for Special Consideration
Section 5 — Types of Special Consideration
Section 6 — Examination and Special Examination Periods
2. Late penalties
Any assignment submitted after the due date will be processed in accordance with the University's Assessment Policy and Procedures. In cases where there are no accepted mitigating circumstances as determined through Special Consideration procedures, the late submission of an assessment task will lead automatically to the imposition of a penalty.
Specifically, this means a deduction of 5% of the available mark from the actual mark achieved by the student, one minute after the due date and time specified by the Unit Assessor. A further deduction of 5% of the available mark from the actual mark will then be imposed for each 24 hour period that the assignment remains overdue. Any piece of work submitted 10 or more days after the expiry of the deadline will be deemed a non-submission and assigned a mark of zero.
For full details of the For full details of the penalty and how it is applied, please refer to SCU’s Assessment Policy and Procures, available on the unit’s Blackboard site.
penalty and how it is applied, please refer to SCU’s Assessment Policy and Procures, available on the unit’s Blackboard site.
A practical example
Assume that you have an assessment that is worth 30 marks and you submit your paper 1.5 days late. After assessing it in the same way that all other papers are assessed, your tutor determine that you should receive 20 marks. As per the Late Submission policy, 1.5 marks should initially be deducted (5% of 30). A further 1.5 marks should also be deducted for the one complete 24 hour period that the assignment was overdue. A total of 3 marks should therefore be deducted, leaving a final mark of 17.
Please note that late assignments are likely to be returned with a significantly reduced amount of feedback.
3. Academic Integrity
Students are reminded of the extremely serious view the University takes with regard to plagiarism and are strongly advised to read the university’s policies on academic integrity and the penalties associated with academic misconduct (see: https://policies.scu.edu.au/ view.current.php?id=00142, as well as information in the UIG).
Plagiarism means claiming credit for someone else’s intellectual work. If you find any of the following problems in your academic writing, you may be guilty of plagiarising someone else’s work.
o This includes copying materials, ideas or concepts from a book, article, report or other written document, presentation, composition, artwork, design, drawing, circuitry, computer program or software, website, internet, other electronic resource, or another person's assignment, without appropriate acknowledgement.
• Inappropriate paraphrasing skills, resulting in copying the written expression of someone else without acknowledgement
• Distortion of meaning.
• Missing attribution.
• Missing quotation marks.
• Relying too much on other people’s material.
• Inappropriate and inadequate citation and missing reference entry.
• Inadequate citation of images.
It is important you understand what constitutes using sources responsibly. If in doubt, please discuss with your tutor.
4. Assignment Resubmission
Assignment resubmission is permitted in the unit MNG81001 Management Communication for those students who have received a fail grade in either assessment item 1, 2 or 3. The resubmit is for one assessment item only and the result will be awarded either a pass (of 50% of the mark for the assessment item) or fail grade.
Further details on resubmission will be made available after the release of Assessment 3 grades.
All assessment items (1, 2, 3 and 4) must be lodged through Turnitin accompanied by an ‘Assignment Cover Sheet’.
6. Student Access and Inclusion
Please see: (https://www.scu.edu.au/current-students/services-and-support/student-access-- inclusion/)
Is the memo format used fully and appropriately?
Does the introduction, body and conclusion contain all the identifying features ?
Are the elements of the introductory and concluding paragraphs clear, relevant and informative?
Correct word length (+/-10%)
Purpose & Audience
Has the student understood the task and covered the key points?
Does the response adequately address the topic and task?
Does this document take into account the needs of the audience?
Does this document provide adequate information for the reader?
Does the writer thoroughly address any potential questions from the reader?
Is the student able to convince the reader that they are knowledgeable about the topic?
Are claims backed up?
Are sources reliable and authoritative?
Does the student understand the proper attribution rules?
Do the appearance, accuracy and clarity of the writing give credibility?
Has the SCU Harvard reference style been used?
Does every source have:
The name of the author(s)
The full title; and
Complete publication information?
Are sources cited in the body of the paper and in the reference list at the end of the paper?
Are the right model citations used?
Is there a clear structure to the response?
Do the paragraphs contain one main idea that is explored using relevant evidence?
Is there cohesion between sentences?
Are internal headings clear and informative and enhance the readability for the audience?
Is there a range of vocabulary?
Are sentences grammatically correct?
Are sentences accurate and complete?
Has a spell check been used?
Is spelling accurate? 15%
Fail Pass Credit Distinction High Distinction
0 - 49 50 - 64 65 - 74 75 - 84 85 - 100
10 10 – 12.5 13 – 14.5 15 – 16.5 17+
Multiple parts of the assignment are missing or incomplete. Student fails to answer the question. Essential elements are imprecise or absent. Work at a level that would be considered basic. Key elements are presented but could be further developed and given ore depth. Most aspects included in a final, well-developed form. The assignment contains all required elements and is of the highest order.
Criteria High Distinction
85 to 100 %
75 to 84 %
65 to 74 %
50 to 64 %
0 to 49 %
Memo format is used fully and appropriately. Elements of the Introductory and Concluding paragraphs are clear, relevant and informative.
Correct word length (+/- 10%). Memo format is used appropriately. Elements of the Introductory and Concluding paragraphs are clear, relevant and informative. There may be some minor inconsistencies.
Correct word length (+/- 10%). Memo format is used. Most elements of the Introductory and Concluding paragraphs are clear, relevant and informative.
Correct word length (+/- 10%).
Memo format is used. Some elements of the introductory and/or Concluding paragraphs may be clear, relevant and informative.
Correct word length (+/- 10%).
Memo format may not be used. Elements of the introductory and/or Concluding paragraphs may be missing and/or irrelevant, and/or unclear.
Incorrect word length 550 or 450 words.
Purpose & Audience
The purpose of the assessment is fully addressed, and main ideas are fully appropriate for the audience. The purpose of the assessment is sufficiently addressed, and main ideas are appropriate for the audience.
The purpose of the assessment is addressed, and most main ideas are appropriate for the audience. The purpose of the assessment is adequately addressed, and some main ideas are appropriate for the audience. The purpose of the assessment is not adequately addressed, and main ideas are inappropriate for the audience.
SCU Harvard in-text and end-of-text referencing is fully accurate and consistent throughout. Quotes are used accurately and appropriately Main ideas are clearly and sufficiently supported using required article (see assessment details) and 2 other reliable and appropriate sources. However, there are minor inconsistencies. Credibility is enhanced by sufficient and appropriate Paraphrasing, Quoting, Synthesising, and Referencing. Most main ideas are supported using required article (see assessment details) and 2 other sources. However, some may be unclear and/or insufficient. Credibility is often enhanced by appropriate Paraphrasing, Quoting, Synthesising, and Referencing. Some main ideas are supported using required article (see assessment details) and 2 other sources, but main ideas often lack clarity and/or support, or may lack relevance for the audience. Credibility may be lacking as a result of missing and/or inadequate Paraphrasing, Quoting, Synthesising, and Referencing. Main ideas are not supported using the required article (see assessment details) and 2 other articles, and main ideas lack relevance for the audience. Credibility may be lacking as a result of missing and/or inadequate Paraphrasing, Quoting, Synthesising, and Referencing.
Criteria High Distinction
85 to 100 % Distinction
75 to 84 % Credit
65 to 74 % Pass
50 to 64 % Fail
0 to 49 %
SCU Harvard in-text and end-of-text referencing is fully accurate and consistent throughout. Quotes are used accurately and appropriately throughout. SCU Harvard in-text and end-of-text referencing is accurate and consistent. Quotes are used accurately and appropriately, although minor errors may occur. SCU Harvard in-text and end-of-text referencing is mostly accurate and consistent. Quotes may be used too often and/or may be used inappropriately. There may be some evidence of plagiarism. SCU Harvard in-text and end-of-text referencing is often faulty, and/or missing, and/or poorly marked in paragraphs. Quotes may be used too often and/or may be used inappropriately. There may be evidence of plagiarism and/or poor paraphrasing. No or very little SCU Harvard in-text and end-of-text referencing used. If used it is mostly inaccurate and/or inadequate. There may be significant evidence of plagiarism.
Each paragraph has one clear main idea and is logically organised. Cohesion between sentences is fully acceptable. Internal headings are clear and informative and enhance the readability for the audience. Each paragraph has one clear main idea and are logically organised Cohesion between sentences is well-managed. However, minor inconsistencies occur. Internal headings are clear and informative and enhance the readability for the audience, although there may be minor inconsistencies. Paragraphing is adequate. However, the main idea, and/or organisation and/or cohesion is sometimes faulty and/or unclear. Internal headings are adequate, but could be clearer, and/or more informative, and/or more frequent to enhance readability for the audience. Paragraphing may be missing or inappropriate. Organisation and/or cohesion are often faulty and/or unclear. Internal headings are often inadequate, and/or unclear, and/or uninformative for the audience. Paragraphing, organisation, and cohesion are inadequate and cause strain for the audience. Internal headings are missing or do very little to enhance readability for the audience.
A wide range of vocabulary is used accurately and is used appropriately (for audience); spelling is accurate throughout. A wide range of grammatical structures used accurately and appropriately. Punctuation is accurate. A range of vocabulary is used accurately and is used appropriately (for audience); minor spelling errors. A range of grammatical structures are appropriately used; some minor errors, (incl. punctuation errors). Vocabulary is generally adequate and accurate, and is used appropriately (for audience), some spelling errors. Vocabulary is adequate but is sometimes used inaccurately and/or inappropriately (for audience), and spelling errors may occur. Grammatical structures lack accuracy, and errors (incl. punctuation errors) impede communication. Vocabulary is often inadequate, inappropriate (for audience) and inaccurate; words often incorrect or incorrectly used; substantial spelling errors. Grammatical structures lack accuracy, and errors (incl. punctuation errors) strain communication.