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BUSI 310 Discussion Board Example Dissertation
BUSI 310 Discussion Board Example Dissertation
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
BUSI 310 Discussion Board Example Dissertation
Below is an example of a Discussion Board Thread. Although this example does not meet the requirements of the assignment in this class, it provides an excellent starting point for your discussion board thread.
Discussion Board Thread
Re: Social Loafing
Definition:
“Management: A Practical Introduction” defines social loafing as “the tendency of people to exert less effort when working in groups than when working alone.”
Williams, B., & Kinicki, A. (2006). Management: A practical introduction. (2nd ed.). <<New York>>: McGraw-Hill/Irwin.
Summary:
Dorothy Cotton is a respected psychologist and a frequent contributor to publications in her field of study. In her article, “Social loafing is the bane of work groups,” Cotton discusses some real life examples of social loafing and its effects on group production. The author investigates some possible reasons for the phenomenon of social loafing. Cotton makes mention that each member in a group has less
accountability and that group members are less personally invested in the project, resulting in less concern for the final product. Cotton also lists some people groups that tend to be more prone to social loafing. An interesting fact is that those who feel they have superior skill tend to produce less in a group. The author concludes her article by recommending some suggestions for combating social loafing in
groups. Firstly, each group member should be chosen carefully by picking people who are invested in the project. Secondly, each member should be accountable for a specific assignment. It is important for groups to minimize social loafing as much as possible in order to increase productivity and maximize the potential of each contributing group member.
Discussion:
Social loafing is a very relevant topic in the business field as it relates to groups of employees and the performance a manager can expect from that group. For each task, there are an optimum number of employees needed to maintain efficiency while completing the task as rapidly as possible. Managers must calculate the right combination of workers for the project at hand so that each member is invested in
the task and each is accountable for his contribution to the group. For example, my manager at a landscaping maintenance company I worked for knew exactly how many workers were needed for each specific job site we maintained. For residential sites, two workers were most efficient; while on commercial job sites, typically three workers were involved. The significance of these numbers was evident on
Saturdays, when all twelve employees would work the same commercial property and be finished in half a day when it would take three employees one full day to accomplish the same work. While it may be easier for each employee to do his work because some responsibility is shifted to the extra employee, it would be more efficient to use less man hours to accomplish the task and save the company more
money.
I agree with Dorothy Cotton that a major factor of social loafing is the shift of accountability for each of the members. It is easy for group member to think that the more people involved the less of a contribution each person needs to make. This opinion represents an attitude that shows a lack of personal responsibility and personal investment in a project. In order for a group to function properly, each member
must feel that his individual input contributes to the success of the project as a whole. In this way, each member plays a critical role in the completion of the project, requiring accountability of each member.
In her article, Dorothy Cotton also suggested that superior workers tend to produce less in a group setting because they feel they should not perform at their normal level if others in the group can not match that standard. From personal experience, I think that this situation is not always true. At the risk of sounding arrogant, I feel as though I have been in a similar situation in a Business 101 course group project. I
found myself as an upper classman having to exert extra effort to maintain the quality of our project by editing the work of several freshmen who had less experience writing college level papers and whose study habits were not fully formed. In this way, because my grade in the course was at stake, I made extra effort to maintain my normal quality level. In this situation, social loafing may not have been evident in
the final product but when the process leading to that end result is examined, the effects of social loafing were certainly seen. Social loafing is definitely an issue that managers should understand and be prepared to combat. If this phenomenon is not accounted for it could have devastating effects on the business and the individual group members.
References:
Cotton, D. (2005). ‘Social loafing’ is the bane of work groups. The Standard, B3. Retrieved November 07, 2006, from LexisNexis Academic.
Atoum, Adnan Omar, & Farah, Adnan M. (2003) Social loafing and personal involvement among Jordanian college students. In The Journal of Social Psychology, 133, p785. Retrieved November 07, 2006, from Expanded Academic ASAP via Thomson Gale:
Chidambaram, Laku, & Tung, Lai Lai. (2005) Is out of sight, out of mind? An empirical study of social loafing in technology-supported groups. In Information Systems Research, 16, p149. Retrieved November 07, 2006, from Expanded Academic ASAP via Thomson Gale:
Williams, B., & Kinicki, A. (2006). Management: A practical introduction. (2nd ed.). <<New York>>: McGraw-Hill/Irwin
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BUSI 310 Discussion Board Example Dissertation
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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