Assessment 2

 

Assessment2b:CaseBusinessReport(40%)

Articulate key insights and provide recommendations to the UNSW Business School CareerAccelerator team on what it needs to do to address the low Excel Certification completionproblem. YouhavebeenaskedbytheFixIt!ConsultingTeamleadertoaddressthreequestionsin the Final Report. You are required to use different problem-solving toolboxes to addressthese three questions.

 

1.       FixIt!‘Ethicstoolbox’

Thissectionofthereportisapproximately600words(guideonly,notawordlimit).

Recall that the FixIt! Consulting Team is concerned with the problem of low ECT participationand the ethical issues it presents. Apply the 7-step ethical decision-making framework fromWeek 3toone ofthe following ethicaldilemmas:

• Making the Excel Certification Test (ECT) a 20% component of the course grade, sothemaximummarkstudentscanreceivewithoutcompletingtheECTis80%(i.e.thiswouldreplacethenon-invigilatedAssessments1aand1b).
• Providingadditionalfinancialincentives(e.g.financialincentiveslikea$50giftcard)forstudentswhopassthe ExcelCertificationTest (ECT).

Fortheethicaldilemmayouarewritingup,applythe7-stepethicsdecision-makingframework(week3)toformulateapositionontheethicalissueselected.Youshouldfollowall7steps intheethicaldecision-makingframework.

Your position on the ethical issue is step 7 in the framework; the other steps enable you toprovideevidenceforthatfocus.TheFixIt!ConsultingTeamLeaderwantsyoutobeexplicitabout the rigorous FixIt! Process, therefore, explicitly refer to each step in the ethicaldecision-making framework (e.g. put ‘Step 2’ to refer to the information you are drawing fromStep2about ‘assumptions andworldviews’).

 

2.       FixIt!‘Informationtoolbox’

Thissectionofthereportisapproximately700words(guideonly,notawordlimit).

• The Project Team Leader wants to see how you structure your arguments. Provide asituation-observation-resolution story summary (see Week 10 Lecture), and choose theappropriatevisualrepresentation(i.e.eitheragroupingstructuregraphoranargumentstructure graph, see Week 10 Lecture) to present your argument structure (e.g. showhow you organise your arguments and the report storyline on what is the issue, what areyourfindings,andyourrecommendationsonhowtofixit).

Whenconstructingyourgroupingorargumentstructuregraph,youneedtoconsolidateall relevant evidence, including your logic tree analysis in the Briefing Pack (Assessment2aofthisCase),theliteratureidentifiedintheBriefingPack(Assessment2a),statisticalinformation from your analysis in the Briefing Pack (Assessment 2a) and this report (i.e.,Assessment 2b of this Case), and the ethical dilemma in this report (i.e., Assessment2b).

 

• Follow your argument structure, put forward your recommendations as to what theUNSW Business School Career Accelerator team should do to address the low ExcelCertificationcompletionproblem.Justifytherecommendation.Thenputforwardactionable next steps for the Career Accelerator team (e.g. what exactly the CareerAcceleratorteamneedsto do?)
• Ensure the recommendation and action steps utilise persuasive yet still factuallyaccurate communication. This includes ensuring appropriate presentation of results,andpersuasive language.
• Assumptions and limitations also need to be explicitly identified, including any issuesabout statistical & decision-making biases in your analysis (week 4 and 8-10); anyreliability and validity concerns (Week 10); and alerting the FixIt! Consulting TeamLeader of any ethical issues (Week 3) that may arise if your recommendations areadoptedbytheUNSWBusinessSchoolCareerAcceleratorteam.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Criteria	2a %	Fail	Pass	Credit	Distinction	HighDistinction
1. Statisticalproblem-solving. Applicationofthestatisticaltoolkit	40%	Does not apply statisticalproblem-solving tools totheCase,orapplicationisinaccurate.	Appliesstatisticalproblem-solving tools to the Caseappropriately but mayinclude minor errors oromissions.	Accurately appliesstatisticalproblem-solvingtoolstotheCase.	Accurately and insightfullyapplies statistical problem-solvingtoolstotheCase.	Accuratelyandinsightfullyappliesstatistical problem-solving toolsto the Case highlighting novelinsights with extension materialfrom thecourse.
2.Ethicaldecision-making Applicationofethicaldecision-makingrubric to the factualdetails of yourchosen dilemma,including quality ofanalysis with thosefacts.	25%	Multiple errors or limitedarticulationofhowethicaldecision-makingrubricisapplied to the factualdetailsofthedilemma. Poor analysis,missing/gapsinevidence.	Some articulation/applicationofhowethicaldecision-makingrubricisapplied to the factualdetailsofthedilemma. Some analysis andreflectionbutpatchyevidence.	Accurate and cleararticulation of how theethicaldecision-makingrubric is applied to thefactual details of thedilemma.Clearanalysisand reflection, withsomeevidence.	Accurate andcomprehensivearticulationofhowtheethicaldecision-making rubric is applied tothe factual details of thedilemma. Consistent anddetailed analysis, deepreflection supported bysoundevidence.	Insightfulanddetailedapplicationof how the ethical decision-making rubric is applied to thefactualdetailsofthedilemma. Insightfulanddetailedanalysisand reflection with extensiveevidence.
3. Informationproblem-solving Application of theinformation toolkitintowell-structuredarguments	35%	Does not applyinformation problem-solving tools to the Case,or application isinaccurate.Unclearwritingstyle,whichdistractsfromarguments.	Applies informationproblem-solving tools tothe Case appropriately butmayincludeminorerrorsoromissions. Generally, clearwriting style so mainargumentsarticulated.	Accurately appliesinformation problem-solving tools to theCase. Generally,expresses complexideasintowell-reasonedarguments.	Accuratelyandinsightfullyapplies informationproblem-solving tools totheCase.Consistentlyandskillfully representscomplex ideas into well-reasonedarguments.	Accuratelyandinsightfullyappliesinformationproblem-solvingtoolsto the Case demonstratingbreadthanddepthofanalysis. Consistently and eloquentlyrepresentscomplexideasintowell-reasonedarguments.