The Banking System Memorandum

 The Banking System Memorandum

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

New Technology in The Banking System Memorandum

Who are you?

You work as department head in the information technology (IT) department at First Federal Bank. Part of your job is to conduct an ongoing assessment of risk for the institution and to recommend proper controls. Banking systems should be able to quickly collect and edit information, summarize results, and promptly correct any errors. You have identified a possible threat to “timeliness” of information.

You have received reports from tellers that customers have been complaining more often lately of bounced checks. They have been bringing in their checkbook ledgers and bank statements, and there have been a consistent and steady stream of complaints about deposits made between 1 p.m. and 2 p.m. that do not seem to post to accounts by the end of the business day.

You have conducted an examination and feel befuddled since you just installed a new system that advertised itself as quick, accurate, and reliable. This is terrible! The system cost a lot of money and you fought hard for it. You researched and recommended this system and pushed for it because it had so many internal controls and neat features for the bank and its tellers. It has decreased time by five minutes to complete closing procedures and it runs an auto-save every hour, which saves an additional step for the tellers.

You have spent a lot of time training the staff and have put up with a lot of teasing about the aches and pains of new technology. You feel badly for the new tellers, many of whom are older, because the bank has hired more part-timers with experience; but you feel confident that once the tellers get used to this system, they will really like it.

“Don’t sweat it,” says Whitney, your co-worker. “It’s not the bank’s fault about the bounced checks. You know people–they complain all the time. You see our new ad campaign, ‘Play Nice?’ Well, where do you think that came from? People just like to blame their mistakes on the bank and get ugly with us.”

You passed it off as that until yesterday when your own check bounced. You take advantage of the bank policy of no fees for bounced checks for employees, and then you get into gear!

What’s happening today?

You conduct an “information flow audit” and then a “technology audit.” You discover that many of the tellers have been running the 2 p.m. reconciliation procedures in the incorrect order. Instead of running close, register, consolidate/merge, and then post, many tellers have been running close, register, post, ending with consolidate/merge. The problem is, once the teller hits the post button, there is nothing to consolidate and merge! You also discover that the prompt screen for consolidate/merge has not been consistently appearing and that the tellers assumed that, because the system did not ask them to deal with it, the system was doing it automatically–especially since it does so many other things automatically!

Some of the more experienced tellers have said that on the rare occasion when the screen did appear, they couldn’t see the icon very well and admitted that it’s possible they didn’t place the cursor squarely on the icon when they clicked the mouse.

You take this issue to your boss, Terry Woodall, who is horrified and instructs you to “get on it right away.” You get your IT team on the problem and fix the system by (1) ensuring the correct prompt screen appears and by (2) enlarging the consolidate/merge icon and placing it in a more prominent area of the screen.

What do you need to do?

You tell your boss you have fixed the technical problem. She asks that you, as department head of IT, communicate to the tellers how IT has fixed the problem and what the tellers need to do. This information will be posted in the break room and also be circulated immediately to the tellers. Craft the body of that document.

Develop a response that includes examples and evidence to support your ideas, and which clearly communicates the required message to your audience. Organize your response in a clear and logical manner as appropriate for the genre of writing. Use well-structured sentences, audience-appropriate language, and correct conventions of standard American English.

5. Positive Message – This assignment contains an extensive scenario which should be followed carefully when writing your message. However, if you would like to include any additional information to clarify your message, you are more than welcome to do so. You may make up any additional information you’d like. Please make sure to analyze your audience and reasons for writing, as discussed in the 3×3 writing process (pg. 133 in your textbook). Information in paragraphs should flow in a logical order.

For ex.: Don’t begin discussing an issue, then jump to an apology, and then return to describe the solution. Rather, begin conveying the good news, then return to describe the issue, what caused it, what have you done specifically to mitigate the issue and avoid its reoccurrence in the future (repeat up to this point with each issue discussed separately), then include an apology if appropriate (you should not just say: Sorry, this won’t happen again), restore confidence of the recipients in your institution and software, request feedback, and end with a pleasant closing.

Based on the scenario, bank tellers may not have any IT background and may have no information regarding software issues. They also had to deal with upset customers because of you, the IT Head. It is your task to restore their confidence in the bank’s software and reassure them that this mishap will not happen again. However, do not merely state that it will not happen again but explain what changes you actually made to correct the mistakes. Make sure to explain everything in detail. Do not assume that they know and fully understand the information you’re trying to convey.

 

 

Communication and Feedback to Employees Reflection Paper

I will have to give a presentation so this information below is part of how I will present it in a video

For Part 1, create and deliver a verbal communication that aligns with your strategic communications plan. Record your presentation for submission to

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your instructor.

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For Part 2, reflect on your presentation, and document your preparation and how you used feedback to refine your verbal communication.

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Part 1 – Verbal Communication (Video)

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1. Develop and deliver your verbal communication.

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1. Use an impactful opening statement to engage, set context, and/or create relevant meaning for the audience.

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1. Use compelling stories, statistics, or facts to support your key message.

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1. Where appropriate, make your request of the audience clear and actionable.

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1. Use visual aids (where necessary) that support and complement your verbal communication but do not drive the conversation.

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1. Limit recordings to no more than 5 minutes.

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2. Demonstrate professional presence.

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1. Be authentic and genuine in your delivery.

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1. Use the appropriate tone and vocabulary for your audience.

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1. Use body language and eye contact effectively.

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1. Speak concisely with clarity and confidence.

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1. Build rapport and connect with your audience to grow the relationship.

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1. Dress appropriately and employ an appropriate camera frame (with a neutral background that is free of distractions).

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1. Employ only professionally presented and appropriately prepared visual aids, if used.

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Part 2 – Reflection and Feedback (Written)

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3. Reflect on your presentation preparation.

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1. Describe the approach you took to plan for your presentation.

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1. Explain how you rehearsed for the presentation.

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1. Offer suggestions for how you might better prepare in the future.

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4. Use feedback to refine your communication.

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1. Describe or list the feedback you received on your verbal communication from the Week 9 discussion.

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1. Explain how you used the feedback to revise and improve your message and/or delivery.

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This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the lefthand menu of your course. Check with your professor for any additional instructions.

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The specific course learning outcome associated with this assignment is:

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Create a professional verbal presentation that is refined by reflection and feedback.

 The Banking System Memorandum

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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