Organizational Management Designs and Strategy
GOAL: Build on your work with your business model canvas(Week-2 BusinessModel) by discussing the patterns, the design, and the overall business strategy that it illustrates.
Introduction: Using the week 5 Learning Material in the Content area (coupled with the other resources of the course), examine and discuss the observable patterns, designs, and strategies seen in your business model. You should also integrate metaphors (Morgan’s) and framing (Bolman & Deal) into the discussion of your organization/business. This paper will serve as an investigative tool to inform you further about your business model so that you will be prepared to comprehensively diagnose/assess your model and propose recommendations in your final project for the course. You could say that this week’s work lays the groundwork for moving into the substantive diagnosis and assessment expected in your final paper. You may also benefit from conducting an Internet search of the Business Model Canvas to become comfortable with how it works, particularly in the investigation of patterns, design, and strategy. There are also various YouTube-type videos on the web that demonstrate the use of the canvas for this phase of your work with your canvas.
Instructions: Write a 600-750 word paper that presents your conclusions about the pattern(s), design(s), and overall business strategy depicted by your canvas. Metaphoric and framing applications should also be discussed. The paper should be written in third person and is not reflective (first person not acceptable). A title page and references page with a minimum of three sources is required (no abstract needed).
IMPORTANT NOTE: One of the common errors that students make in the writing of this paper is to limit the discussion of the “frames” (Bolman & Deal) and “metaphors (Morgan). Do not merely mention these items, but discuss the implications of them. What “frame” best depicts your organization and why? What does it tell you about the effectiveness of the context/perspective of the interactivity within of your model? Make the same sort of consideration in relation to the most appropriate metaphor that describes the functionality of your organization/business. Look for the “so what” in your consideration of pattern, design, and strategy. This is where the consideration and reflection based on your modelwith added insight via the frames and metaphorsprovides you a substantive understanding of the implications of the pattern, design, and strategy. Consideration of change, or confirmation of directionwill be revealed in this process.The various assignments for this course should be submitted as Word.doc attachments in the Assignment section. Do not use macros or automatic referencing in your papers for this course. The auto features usually cause unforeseen problems in format. Plus, part of the evaluation of this paper involves your proficiency in the essentials of the APA style format.All courses in the Management Program use APA format 7th edition. Below is more information on APA 7th edition.
GRADUATE WRITING RUBRICS
APUS GRADUATE PROGRAMS
GRADING SUMMARY/TOTALS (see rubric explanation in chart)
Management Program
Rubric for Graduate Writing
Writing Style and Grammar – Total Possible Points this section _20_
Above Standard = 8
Requires No Improvement
Standard = 7 pts
Requires Improvement
Approaching Standard
= 6 pts
Requires Revision
Failing = 5 or less
Requires Significant
Revision
Tone, Voice
& Style
Convincing
academic
and
scholarly
voice;
sophisticated
and
varied
sentence
structure;
vocabulary
and
tone
that
engages
reader
and
conveys
high
mastery
of
subject;
specific
and
appropriate
audience
is
addressed;
language
is
gender
and
culturally
sensitive.
Strong
academic
and
scholarly
voice
that
might
be
more
consistent;
sentence
structure
and
vocabulary
may
need
variation;
language
is
gender
and
culturally
sensitive;
the
level
of
sophistication
in
this
category
is
less
than
above
standard.
Attempts
made
to
sound
academic,
but
diction
is
occasionally
inappropriate
interfering
with
meaning;
sentence
structure
conveys
meaning,
is
average
in
complexity;
language
might
be
more
gender
and
culturally
sensitive.
Authors
voice
is
rarely
or
never
academic
or
scholarly,
but
instead
is
conversational
or
otherwise
inappropriate;
vocabulary
and
tone
may
be
inappropriate;
sentence
structure
is
elementary;
frivolous
word
usage
may
be
employed;
language
is
rarely
or
never
gender
and
culturally
sensitive.
GRADUATE WRITING RUBRIC Possible
Score(s)
Value(s)
Writing Style and Grammar 20 20
Tone,
Voice
&
Style
[8
pts]
8
Spelling,
Sentence
Structure
&
Mechanics
[7
pts]
7
Organization
/
Paragraph
Construction
[5
pts]
5
Manuscript and APA Formatting 20
20
Manuscript
Preparation
[5
pts]
5
Manuscript
Organization
[5
pts]
5
Presentation
of
Quotations [5
pts]
5
Presentation
of
Data [5
pts]
5
References, Citations, and Supporting Documentation 20
20
Supporting
Documentation
(for
logic/argument) [8
pts]
8
Sources
(scholarliness,
citation-reference
match) [7
pts]
7
Quotations,
Summary
&
Paraphrase
(proper
use) [5
pts]
5
Critical Thinking, Logic, and Reasoning 40 40
Thesis
Statement
&
Research
Question(s)
[8
pts]
8
Argument
(academic,
original,
developed)
[8
pts]
8
Evidence
&
Support
(of
core
concepts)
[8
pts]
8
Analysis
&
Synthesis
of
Data,
Case,
or
Argument
[8
pts]
8
Conclusions,
Recommendations
&
Implications
[8
pts]
8
TOTAL SCORE/GRADE (percentage) 100 100
Above Standard = 7
Requires No Improvement
Standard = 6 pts
Requires Improvement
Approaching Standard
= 5 pts
Requires Revision
Failing = 4 or less
Requires Significant
Revision
Spelling,
Sentence
Structure &
Mechanics
Strong
command
of
spelling
and
grammar,
including
verb
tense,
subject-verb
agreement
and
punctuation;
complex
sentence
structure
with
no
mechanical
errors
to
interfere
with
meaning.
Strong
command
of
spelling
and
grammar,
including
verb
tense,
subject-verb
agreement
and
punctuation;
sentence
structures
with
few
mechanical
errors.
Spelling
and
grammatical
errors
including
verb
tense,
subject-verb
agreement,
incomplete
sentences
and
punctuation
problems
that
interfere
with
meaning.
Rarely
or
never
makes
proper
use
of
spelling
and
grammar,
including
verb
tense,
subject-verb
agreement,
complete
sentences
and
punctuation
which
greatly
interfere
with
meaning.
Above Standard = 5
Requires No Improvement
Standard = 4 pts
Requires Improvement
Approaching Standard
= 3 pts
Requires Revision
Failing = 2 or less
Requires Significant
Revision
Organization
Paragraphs
are
economical,
clear
and
concise
with
transitions,
which
flow
seamlessly
from
one
idea
to
another
and
encourage
reader
to
continue
reading.
Paragraphs
are
clear
and
concise;
transitions
flow
from
one
idea
to
another,
but
might
be
improved.
Lacks
clarity
and
focus
in
paragraph
construction;
transitions
are
awkward.
Little
or
no
clarity
or
focus
in
paragraph
construction;
transitions
are
difficult
or
non-
existent;
overall
presentation
is
disorderly
and
confusing.
WSG Points:
Comments or Notes:
Manuscript and APA Formatting – Total possible points This Section _20_
Above Standard = 5
Requires No Improvement
Standard = 4.25 pts
Requires Improvement
Approaching Standard
= 3.5 pts
Requires Revision
Failing = 3 or less pts
Requires Significant
Revision
Manuscript
Preparation
The
work
represents
proper
manuscript
preparation
and
presentation
in
current
editorial
style
as
determined
by
the
instructor
(APA
6th
Ed.
or
SPS
Publishing
Style),
including,
but
not
limited
to
the
use
of
margins,
font,
indents,
paragraph
format,
line
spaces,
punctuation,
and
representation
of
numbers
The
work
often
represents
proper
manuscript
preparation
and
presentation
in
current
editorial
style
as
determined
by
the
instructor
(APA
6th
Ed.
or
SPS
Publishing
Style),
including,
but
not
limited
to
the
use
of
margins,
font,
indents,
paragraph
format,
line
spaces,
punctuation,
and
representation
of
numbers
The
work
sometimes
represents
proper
manuscript
preparation
and
presentation
in
current
editorial
style
as
determined
by
the
instructor
(APA
6th
Ed.
or
SPS
Publishing
Style),
including,
but
not
limited
to
the
use
of
margins,
font,
indents,
paragraph
format,
line
spaces,
punctuation,
and
representation
of
numbers
The
work
rarely
or
never
represents
proper
manuscript
preparation
and
presentation
in
current
editorial
style
as
determined
by
the
instructor
(APA
6th
Ed.
or
SPS
Publishing
Style),
including,
but
not
limited
to
the
use
of
margins,
font,
indents,
paragraph
format,
line
spaces,
punctuation,
and
representation
of
numbers
Manuscript
Organization
The
author
organizes
and
labels
chapters,
sections,
and
subsections
using
the
APA
recommended
heading
styles
(chapters,
sections,
and
subsections,
and
so
on)
are
included
or
represented
as
defined
by
the
assignment
or
The
author
often
organizes
and
labels
chapters,
sections,
and
subsections
using
the
APA
recommended
heading
styles
(chapters,
sections,
and
subsections,
and
so
on)
are
included
or
represented
as
defined
The
author
sometimes
organizes
and
labels
chapters,
sections,
and
subsections
using
the
APA
recommended
heading
styles
(chapters,
sections,
and
subsections,
and
so
on)
are
included
or
represented
as
defined
The
author
rarely
or
never
organizes
and
labels
chapters,
sections,
and
subsections
using
the
APA
recommended
heading
styles
(chapters,
sections,
and
subsections,
and
required
by
the
instructor
by
the
assignment
or
required
by
the
instructor
by
the
assignment
or
required
by
the
instructor
so
on)
are
included
or
represented
as
defined
by
the
assignment
or
required
by
the
instructor
Presentation
of Quotations
Line
and
block
quotations
are
properly
formatted
and
cited
correctly
Line
and
block
quotations
are
often
properly
formatted
and
cited
correctly
Line
and
block
quotations
sometimes
are
properly
formatted
and
cited
correctly
Line
and
block
quotations
are
not
or
are
rarely
properly
formatted
and
cited
correctly
Presentation
of Data
Tables,
charts,
graphs,
and
figures
are
relevant,
labeled
and
formatted
correctly,
and
represent
the
data
accurately
Tables,
charts,
graphs,
and
figures
are
often
relevant,
labeled
and
formatted
correctly,
and
represent
the
data
accurately
Tables,
charts,
graphs,
and
figures
are
sometimes
relevant,
labeled
and
formatted
correctly,
and
represent
the
data
accurately
Tables,
charts,
graphs,
and
figures
are
not
or
are
rarely
relevant,
labeled
and
formatted
correctly,
and
represent
the
data
accurately
APA Points:
Comments or Notes:
References, Citations, and Supporting Documentation – Total possible points _20_
Above Standard = 8
Requires No Improvement
Standard = 7 pts
Requires Improvement
Approaching Standard
= 6 pts
Requires Revision
Failing = 5 or less
Requires Significant
Revision
Supporting
Documentatio
n
The
document
shows
significant
support
for
the
logic
or
argument
with
a
variety
of
peer
reviewed
scholarly
work
with
limited
use
of
non
scholarly
work
and
is
inclusive
of
a
broad
and
deep
range
of
scholars,
including
critique
and
opposition
The
document
often
shows
support
for
the
logic
or
argument
with
a
variety
of
peer
reviewed
scholarly
work
with
some
use
of
non
scholarly
work
and
is
somewhat
dependent
on
a
limited
range
of
scholars,
including
critique
and
opposition
The
document
sometimes
shows
support
for
the
logic
or
argument
with
a
variety
of
peer
reviewed
scholarly
work
with
some
use
of
non
scholarly
work
and
is
often
dependent
on
a
limited
range
of
scholars,
including
critique
and
opposition
The
document
rarely
or
never
shows
support
for
of
logic
or
argument
with
a
variety
of
peer
reviewed
scholarly
work,
and
or
is
reliant
on
non
scholarly
work,
or
a
limited
range
of
scholars,
including
critique
and
opposition
Above Standard = 7
Requires No Improvement
Standard = 6 pts
Requires Improvement
Approaching Standard
= 5 pts
Requires Revision
Failing = 4 or less
Requires Significant
Revision
Sources
Sources
are
scholarly,
accurate,
and
relevant
All
citations
are
listed
in
the
reference
section
and
all
references
are
cited
The
reference
section
is
accurate
Sources
are
often
scholarly,
accurate,
and
relevant
All
citations
are
listed
in
the
reference
section
and
all
references
are
cited
The
references
section
is
often
accurate
Sources
are
sometimes
scholarly,
accurate,
and
relevant
to
use
in
the
paper
Most
citations
are
listed
in
the
reference
section
and
most
references
are
cited
the
reference
section
is
sometimes
inaccurate
Sources,
when
used,
are
rarely
or
never
scholarly,
accurate,
and
relevant
Few
citations
are
referenced,
several
references
are
not
cited
The
reference
section
is
inaccurate
Above Standard = 5
Requires No Improvement
Standard = 4 pts
Requires Improvement
Approaching Standard
= 3 pts
Requires Revision
Failing = 2 or less
Requires Significant
Revision
Quotation,
Summary &
Paraphrase
Proper
use
and
relevance
of
quotation,
summarization,
and
paraphrasing
throughout
Proper
use
of
quotation,
summarization,
and
paraphrasing
is
often
used
throughout
Proper
use
of
quotation,
summarization,
and
paraphrasing
is
generally
used
throughout
Proper
use
of
quotation,
summarization,
and
paraphrasing
is
rarely
or
never
used
throughout
RCSD Points:
Comments or Notes:
Critical Thinking, Logic, and Reasoning – Total Possible Points This Section _40_
Above Standard = 8
Requires No Improvement
Standard = 6.75 pts
Requires Improvement
Approaching Standard
= 6 pts
Requires Revision
Failing = 5.5 or less
Requires Significant
Revision
Thesis
Statement &
Research
Question(s)
Thesis
statement
or
research
question(s)
is
unbiased,
focused
and
clearly
stated
without
overstatement
or
hyperbole.
Thesis
statement
or
research
question(s)
is
unbiased
and
clearly
stated,
but
more
precision
is
needed.
Thesis
statement
or
research
question(s)
is
understood
or
implied,
but
lacks
clarity
and
focus
and
requires
improvement.
Thesis
statement
or
research
question(s)
are
not
clearly
stated.
Argument
Academic
argument
is
original
and
dynamic,
sound
and
well
developed.
Academic
argument
is
sound
and
developed,
however
is
less
innovative
and
dynamic.
The
implied
academic
argument
is
sound,
but
requires
development.
Academic
argument
is
not
developed
and
requires
significant
revision.
Evidence &
Support
Information
presented
is
relevant
and
accurate;
Core
concepts
are
expressed,
explained,
and
used
correctly;
author
uses
appropriate
sources
to
support
and
defend
veracity
of
argument.
Information
presented
is
accurate
and
most
often
relevant;
core
concepts
are
expressed,
explained,
and
used
correctly.
Information
presented
is
generally
relevant
and
accurate;
core
concepts
are
generally
expressed,
explained
and
used
correctly,
however
more
evidence
is
needed.
Information
presented
is
rarely
or
never
relevant
and
is
inaccurate;
core
concepts
are
rarely
or
never
expressed,
explained
and
used
correctly;
author
often
relies
on
statement
of
sources
to
defend
position.
Analysis &
Synthesis of
Data, Case, or
Argument
Author
is
sensitive
to,
explains,
and
responds
to
other
points
of
view,
limitations
and
assumptions
inherent
in
the
argument
or
logic
thoroughly
and
in-depth;
author
conveys
broader
significance
to
community.
Author
is
sensitive
to,
explains
and
responds
to
other
points
of
view,
limitations
and
assumptions
inherent
in
the
argument
or
logic.
Author
attempts
to
explain
and
respond
to
other
points
of
view,
limitations
and
assumptions
inherent
in
the
argument
or
logic,
but
does
so
inadequately.
Author
rarely
or
never
explains
and
responds
to
other
points
of
view,
limitations
and
assumptions
inherent
in
the
argument
or
logic,
or
may
do
so
inadequately;
author
may
rely
on
generalizations
to
do
the
work
of
solid
analysis.
Conclusions,
Recommendat
ions, &
Implications
Author
is
sensitive
to
the
implications
or
positions
taken;
conclusions
and
recommendations
are
explained
by
the
authors
line
of
reasoning
which
has
addressed
all
thesis
statements
or
research
question(s)
proposed;
author
conveys
broader
relevance
to
community.
Authors
conclusions
and
recommendations
are
often
explained
by
the
authors
line
of
reasoning
and
often
responds
to
the
thesis
statement
and
to
all
research
question(s)
proposed.
Authors
conclusions
and
recommendations
are
sometimes
explained
Authors
line
of
reasoning
fails
to
respond
to
thesis
statement
or
all
research
question(s)
proposed
fully.
Authors
conclusions
and
recommendations
are
explained
inadequately
Authors
line
of
reasoning
fails
to
respond
to
thesis
statement
or
research
question(s)
proposed
fully.
CTLR Points:
Comments or Notes:
Total Points Earned:
