Corporate Culture Analysis
Corporate Culture Analysis
Relate to a real estate development company. One owner, one Chief Operating Officer, my
position, the controller, one head of construction, one financial analyst, an executive assistant.
It’s a small office.
Graduate Research Paper:
The Complete GRP is due Day 1 (Monday) of Module Eight.
The purpose of this Graduate Research Project (GRP) is to have students compare and contrast, evaluate, synthesize, and apply theoretical concepts covered in this course to practical cases. The GRP comprises 27% of the overall grade for this course. Select one of the options listed below:
Option #2: Corporate Culture Analysis
The student is to write a comprehensive research paper analyzing corporate culture and its impact on their current workplace. The analysis should include the impact on both organizations and employees, and consider multiple elements of the impact i.e. social, competitive, economic, political, financial, etc… Multiple organizational viewpoints from your current workplace should be considered: front-line, mid-management, senior management, customer, shareholders. The student should provide business examples to clarify and support their arguments. This paper should be balanced, based on sound business principles and be supported by the research. In addition, the paper should include a variety of scholarly resources and resource types (books, journals, websites, newspapers, etc…).
- Introduction: To include a depiction of the context and scope of the “Corporate Culture” within your current workplace
- Literature Review: Review of literature associated with corporate culture and relevant organizational management theories
- Analysis of the current corporate culture that is grounded in research, literature, and theory
- Synthesis – Integration: Discuss the position of changing or maintaining the corporate culture with justification grounded in research, literature, and theory.
- Conclusion
- Analysis of the current impact of diversity in the workplace that is grounded in research, literature, and theory
- Synthesis – Integration- Options: Present options for organizations to develop the benefits of diversity in the workforce
- Conclusion
| GRP RUBRIC BUS 6150 | ||
| Introduction | ||
| Exemplary | In addition to the satisfactory and accomplished criteria, the student effectively transitions into the body of the paper and models introductions consistently found in scholarly and professional literature. | 27-30 |
| Accomplished | In addition to addressing the three primary components of an introduction, the student captures the reader by including a forecast that is compelling, clear, and convinces the reader to read on. | 24-25 |
| Satisfactory | The student addresses all three of the three primary components of an introduction: a) context, b) thesis statement, and c) importance of main idea. | 21-23 |
| Approaches Satisfactory | The student addresses one or two of the primary components of an introduction: a) context, b) thesis statement, and c) importance of main idea. | 18-20 |
| Below Expectations | The student does not address any of the three primary components of an introduction: a) context, b) thesis statement, and c) importance of main idea | 0-17 |
| Literature Review | ||
| Exemplary | The student presents the current state of knowledge for the topic being addressed utilizing a diversity of scientific opinions. These various, and possibly conflicting, opinions are presented in a balanced manner and seamlessly woven together to illustrate a complete grasp of the literature across multiple research approaches utilizing appropriate peer-reviewed journals. | 54-60 |
| Accomplished | In addition to the satisfactory criteria, the reader has the foundation necessary to understand the various ideas and association to the given situation. | 48-53 |
| Satisfactory | Various salient research is summarized, compared and contrasted and sufficient in depth. | 42-47 |
| Approaches Satisfactory | The summary of the literature is relevant but is insufficient in depth. | 36-41 |
| Below Expectations | Summary of the literature on the topic is inadequate. Literature is not clearly connected with the context or thesis statement. The reader is left with little information about or little understanding of the topic. | 0-35 |
| Analysis | ||
| Exemplary | Analysis contains a clear sense of scope and context, including an assessment of the audience, relates alternative views, and qualifies analysis with personal experience, literature and theory. | 54-60 |
| Accomplished | Analysis contains a critique of the context with multiple positions, identifies assumptions, addresses ethical dimensions, and is grounded in literature. | 48-53 |
| Satisfactory | The student presents key topics and uncertainties in the situation, analysis that is grounded in the literature. | 42-47 |
| Approaches Satisfactory | Although analysis exists, it is limited to categorizing and summarizing the topic. Incorrect analysis or poorly developed analysis may exist. Analysis focuses on a single perspective and fails to discuss other possible perspectives, especially those held by others. | 36-41 |
| Below Expectations | Analysis is nonexistent or incorrect. Analysis is difficult to comprehend and lacks utility in demonstrating the student’s grasp of the content. | 0-35 |
| Synthesis/
Integration |
||
| Exemplary | The student engages in effective interpretation and integration of challenging and contrary views with supporting evidence through reflective judgment and justification. In addition, the student integrates own ideas with justification from personal experiences, literature, and theory. | 54-60 |
| Accomplished | The student engages in difficult, challenging, and discomforting ideas. Clearly presents and justifies these ideas while identifying implications and respecting other views. | 48-53 |
| Satisfactory | The student engages ideas that are accurate but limited, obvious or agreeable. Alternative views are critically critiqued to justify analysis and integration. | 42-47 |
| Approaches Satisfactory | The student discusses only a single perspective and fails to discuss other possible perspectives. Comparison of ideas and perspectives are superficial and loosely or unevenly integrated. | 36-41 |
| Below Expectations | Synthesis, integration and options are non-existent. | 0-35 |
| Conclusion | ||
| Exemplary | The student’s solution is novel and qualified as the best available, providing new direction and consideration in light of the given context and the breadth and depth of the evidence. Overall the conclusion presents a sound scholarly position. | 27-30 |
| Accomplished | The student extends beyond the satisfactory conclusion to address implications and consider ambiguities. Implications and consequences consider context, assumptions, and evidence. | 24-25 |
| Satisfactory | Conclusion is technically sound, appropriate, and supported by the literature. Conclusion may be presented as absolute and only attributed to external authority. | 21-23 |
| Approaches Satisfactory | Conclusion only loosely follows the analysis and/or the student’s fails to support the position with literature, research or theory. | 18-20 |
| Below Expectations | Conclusion is nonexistent, incorrect, or unsound. Conclusion is a simplistic summary. | 0-17 |
| Style, Format & Mechanics | ||
| Exemplary | The paper consistently models the language and conventions used in scholarly literature. The manuscript would meet the guidelines for submission for publication in a peer reviewed journal. | 27-30 |
| Accomplished | Paper follows normal conventions of spelling, grammar, and APA format throughout. Transitions and organizational structures such as subheading are effectively used which help the reader move from one point to another. The reader has little difficulty referring back to cited sources. | 24-25 |
| Satisfactory | Paper is in correct APA format, grammatical conventions are primarily correct, and appropriate scholarly references are utilized. The paper flows logically and is comprehendible. | 21-23 |
| Approaches Satisfactory | APA format is attempted but incorrectly used. Writing does not flow smoothly from point to point. There are insufficient or inappropriate citations. Spelling, grammar and punctuation errors are present. | 18-20 |
| Below Expectations | Paper contains numerous errors in spelling, grammar, and/or sentence structure, which make following the logic of the paper extremely difficult. Fails to demonstrate thoroughness and competence in documentation. Overall style and format make reading and comprehension problematic. | 0-17 |
| TOTAL | 270 | |
GRP Development Forum:
The purpose of the GRP Development Forum is to provide students with an opportunity to receive formative feedback from classmates and the instructor on specific sections of the final paper/project throughout the semester. This forum is found on the Discussion Board.
During the duration of the modules listed below, students may submit the corresponding section of the final paper/project for formative feedback to the forum.
Submission to the GRP Development Forum is voluntary. The submissions will not be graded. However, the instructor will give feedback. Students are welcome to comment on each other’s submissions.
The schedule for formative feedback is as follows:
Module 2 – Introduction
Module 4 – Literature Review
Module 5 – Analysis
Module 6 – Synthesis/Integration
Module 7 – Conclusion
