Organizational Culture of Starbucks

Appendages Research Paper find title Management 1 & 2 Program BAA Faculty responsible Walter improvize Due period Wee k 8 Weighting 30% of the final grade for the subject. 70% on written material and 30% on entry. All creations result occur on the last adze of mannequin. Content A word document including between 3,000 and 4,000 words non including a literary productions review of at least(prenominal)(prenominal) 4 root systems with at least half not from internet. All materials must come from pedantic sources. Project Overview To modify students demonstrate their intelligence of Managing Culture and how do they adapt it at bottom an foreign atmosphere.Overall Aim 1 . To enable students demonstrate their understanding of MGM and to jibe from contemporary issues that will help them become more effective managers. 2. To enable students demonstrate their understanding of methodology in writing and to figure from the particularized issues of writing a paper. Learnin g Outcomes Demonstrate a basic understanding of using investigate methods within organizations. Understand how research approach argon going to be effective on line of credit issues. Begin forming research methodology skills specially those that can be applied in the business environment.A Company with a inviolate organizational culture and how its Implemented and keep Topic Analyze the competitive issue and its effects on the international business environment, . Purpose Organizational culture is a term utilize more and todays business world. The focus of your paper and presentation should be What ad hoc actions practices could be used in business to acquire high levels of cognitive operation? How do these actions practices reflect or not reflect the customers behaviors, concepts models studied in this class.Tasks The next major areas M in the written and the oral backlog Description of the background, traits skills of the issue. Description of influences on an interna tional context What can we learn from this issue guidelines for effective strategies derived from the analysis? Your presentations should be clear reflect lotion of the material c everywhereed in this course. To enhance your presentation, visual aids, particular proposition examples class involvement techniques are encouraged. Attendance is required of all students during all presentations.Each presentation will have a total of 7 minutes for each project and an additional 3 minutes will be allot for questions and discussion. The written material used for your presentation should be handed to the subscriber one week before your scheduled presentation for screening. This presentation will count for 10% of your final subject average. Remission of documents During the last day, depending of your class, the following material shall be handed in List of references including at least 1 Journals and 2 internet sources which will be used for the project.A literature review of the maint aination sources used for this project. All tardiness will be counted in the same manner as explained at the end of the section for the principal(prenominal) project. The following material should be handed to the lecturer on the date of presentation. These should include 1 electronic file with all your resources used for the knowledgeableness of your project ( articles, book references, interviews, field search, etc. ) Your power point presentation The word document.I Purpose or controlling idea is established initially, barely inconsistently attended to. Paper shows nearly unity of purpose, though some material may not be well aligned. I Establishes strong sense of purpose, either explicitly or implicitly. Controlling purpose governs suppuration and organization of the text. Attends to purpose as paper unfolds. 2. Engagement with the text I Does not connect well to the source textures not show designate of having understood the reading(s) that should inform the paper.Repeat s or summarizes source text without analyzing or critiquing. I Shows evidence that materials were read and that those texts have shaped the students writing. Shows basic understanding and powerfulness to engage the substance of the text(s). Goes beyond repetition or summary of source text(s). I Shows clearly that the student read and understood the source text(s) that inform the paper. Summarizes key points or issues in the source text and then critically analyzes or synthesizes those ideas with the students own ideas.Extends the ideas of the source text in interesting ways. 3. handling of source material I It is often not clear whether knowledge comes from the text vs.. The student. Len-text citations and end-of-text references are not formatted according to an appropriate style sheet. I Source materials are cited, though not evermore consistently. Let is broadly speaking clear when information comes from source text(s). Most in-text citations have appropriately formatted end -of-text references. I Source materials are introduced, conceptualized, and made relevant to the purpose of the paper. T is always clear when information, opinions, or facts come from a source as contrary to coming from the student. Source materials are conventionally documented according to academic style (PAP, Category I Low Scores 1 or 2 Average Score 31 High Scores 4 or 5 4. Organization I end. Paragraphs unpredictably structured. I rough evidence of organization, with appropriate moves in the introduction and conclusion and some section in the body. Most paragraphs have topic sentences with supporting details.I Establishes clear regulation of development, so the paper feels organized and orderly from beginning to end. Uses effective abstract entity/ support patterning. Strong paragraphing. 5. Support I Moves from idea to idea without veridical development lacks prudence. Lacks support for arguments or claims. I Achieves some depth and specificity of discussion. Provid es specific detail in some places. I Develops specific ideas in depth with strong and appropriate supporting examples, data, experiences. 6. Style I Lacks control over sentence structure difficult to follow.Little control over sentence patterns of hyponymy and coordination. Requires the reader to backtrack to make sense. Uses wrong words and awkward give voice. I Style is competent, though not engaging or inventive. Shows reasonable master over phrasing and word choice. Some useful connections from sentence to sentence. I Student clearly controls the pace, rhythm, and variety of sentences. Sentence style is smooth and efficient, with grave use of subordination and coordination. Words are well chosen and phrasing is apt and precise.Sentences move smoothly from one to the next, with clear moves that open, develop, and close topics. 7. curb of sentence-level conventions Many errors of punctuation, spelling, capitalization (mechanics). Many grammatical errors (agreement, tense, c ase, number, pronoun use). I Some distinctive errors are in evidence, but overall, the writing is correct. I fewer, if any, errors of punctuation, spelling, capitalization (mechanics). Few if any grammatical errors (agreement, tense, case, number, pronoun use). I