Company Management

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O​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​ne of your closest friends, Pat, has been recently promoted to vice president of Company XYZ. Company XYZ is a thriving company that is known for being focused on task management. Pat has always found this practice unsettling and wants to change the culture of Company XYZ. Pat is well-liked and respected by peers. The company has seen tremendous growth over the years, but the past 2 years have been trending downward. A recent employee survey has caught Pat’s attention. The survey polled employee job satisfaction and leadership satisfaction. The employee satisfaction rating was, on average, 5 out of 10, and the leadership satisfaction rating was 4 out of 10 on average. The scores have other members of management puzzled, but Pat believes that increasing these ratings could turn things around. Company XYZ’s yearly leadership conference is a month away, and Pat has been asked to speak on achieving organizational objectives. Pat knows that you have recently enrolled in a management course and wants to hear a fresh perspective. You will see Pat next week, and you have been given a list of things to consider prior to the meetin​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​g: What are some characteristics of a successful leader of an organization, division, or department? [Unit Learning Outcome 6.1] What do followers expect from a leader? [Unit Learning Outcome 6.2] What do leaders expect from followers? [Unit Learning Outcome 6.2] Identify a strategy to increase the leadership satisfaction rating. [Unit Learning Outcome 6.3] Identify a strategy to increase the employee satisfaction rating. [Unit Learning Outcome 6.3] Pat wants to read over your suggestions prior to the meeting and wants a document that is a minimum of two pages addressing these questions. Be sure your submission is double-spaced and includes a title and reference page. Use your textbook and at least two additional scholarly sources to support your answer. Click here to access a video from the CSU Online Library to learn how to find peer-reviewed articles.

 

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The pillar of any successful company majorly lays on a Strong Management. Employees are also very important, but it is management that ultimately makes the strategic decisions. You can think of management as the captain of a ship. While not typically driving the boat, managers direct others to look after all the factors that ensure a safe trip. Theoretically, the management of a publicly traded company is in charge of creating value for shareholders. Thus, management should have the business smarts to run a company in the interest of the owners. Of course, it is unrealistic to believe that management only thinks about the shareholders

laska, 2008), and Fraser (2000) warned about the need for a reliable methodology behind self-assessment in teaching pronunciation. The impact of such a method on learners’ pronunciation, whether negative or positive, needs further investigation. Because students are the center-part in their own learning and need to be more proactive (Salimi, Asghar Kargar, & Zareian, 2014), it is also necessary to examine students’ awareness of their own learning progress. This paper proposes to look at self-evaluations as a tool in the acquisition of French pronunciation as an L2 and test self-evaluations’ reliability and validity by doing an item analysis. It will analyze the data from a beta-pilot test of the two instruments created (sentences to record and self-evaluations). This paper will also assess whether the use of self-evaluations by college-level learners of French enrolled in a phonetics course, will improve their pronunciation over the course of a semester. The aspects of French pronunciation studied here, have been carefully selected because they represent segmental (/y/ vs /u/) and segmental/suprasegmental (schwa) features in French, and they are particularly critical for comprehensibility. This paper seeks to answer the following questions: RQ1: Are the instruments created valid and reliable tools to assess pronunciation? RQ2: Is there a difference between control and treatment groups overall and on both aspects: segmental and segmental/suprasegmental? RQ3: To what extent do the students’ self-evaluations compare with evaluations by the expert rater overall and on both aspects: segmental and segmental/suprasegmental? Literature Review Self-assessment is described as a type of formative assessment. Formative assessment is student-centered and differs from summative assessment which is teacher-centered. Formative assessment occurs during the learning process, and not at the end of the learning period. According to Fulcher (2016), formative assessment’s purpose is to “inform and improve learning, rather than simply to assess whether the learners have mastered the learning objectives”. Summative assessments are made of criteria set by the instructor while formative assessments are types of assessment that provide feedback on learner’s performance in order to improve this performance. In an article published in 2006, Nicol & Macfarlane-Dick argue that “formative assessment and feedback should be used to empower students as self-regulated learners” (p.199). Ross (2005) praises the use of

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