Writing a business report analysing an issue or problem and providing a recommendation/solution or conclusion demonstrates communication skills as well as critical, analytical and integrative thinking. Being able to communicate clearly in writing and reflect on what you have learned is a skill that is valuable for employers and your future.
A current trend due to COVID19 is Digital Work’.
The aim of this assessment task is to write a business report that investigates and analyses the issues relating to Digital Work by reading and analysing relevant scholarly articles, using contemporary examples and providing a personal reflection.
Instructions
- Read the article (https://www.sciencedirect.com/science/article/pii/S0268401220308422) Locked-down digital work : Alexander Richter (also in pdf on ilearn)
- Search for additional articles (must be scholarly) that will inform the followingquestions:
- Explain the phenomenon of digital work from a business perspective including the impact on
- Explain inhibiting misconceptions in regards to Digital
- What are three key recommendations for managers to deal with a workforce that are nowhere to be seen but are alwaysonline?
- Somemight also argue that the line between work, rest and play have been Reflect on what Digital Work means for you personally and in the work place / home. Some resources can be found here on reflective writing: https://www.port.ac.uk/student-life/help-and-advice/study- skills/written-assignments/reflective-writing-introduction
Report Requirements
- Write a report that addresses the areas outlined above. The report should not exceed 2,500 words. This excludes the reference list, title page, table of contents and appendices – if applicable. The report should be in 12-point Font, single spaced in word processing software such as Microsoft Word. The report should have appropriate headings and subheadings (including an introduction andconclusion).
- This report must use scholarly articles to support any claims you You must use the Harvard referencing style (seehttp://libguides.mq.edu.au/Referencing).
- Take advantage of resources available to you. Learning skills workshops (http://www.students.mq.edu.au/support/learning_skills/workshops/postgraduate_workshops/) are highly recommended. Seehttp://www.students.mq.edu.au/support/learning_skills/student_faqs/ for additional
- Review the marking rubric so that you understand how you will receive
- Youneed to upload your assignment to http://ilearn.mq.edu.au by 55pm Fri 11thth Sept, otherwise your assignment will be considered late (see
unit guide for penalties).
| Fail (0) | Fail | Pass | Credit | Distinction | High Distinction | Total | |||
| Structure and clarity of work/ writing structure (including spelling/grammar/ paragraph structure) | No attempt, or The report is difficult to comprehend and is inappropriately structured. | Paragraphs are hard to follow and the writing does not flow because of the lack of structure. Writing is very choppy. There are few to no transition statements which connect the ideas in the work. Work is difficult to comprehend because of grammar and spelling errors or there are many incomplete or run- on sentences. Appears that grammar and spell check were not used. | Many paragraphs lack a topic sentence or the detail sentences do not flow from the topic sentence. Detail sentences do not follow the order introduced in the topic sentence. Work is hard to follow because of paragraph structure. The writing is choppy and the reader doesn’t understand how we got to the current topic or concept from the previous one. Many errors in grammar and spelling. Appears that grammar and spell check were not used. Incomplete or run-on sentences throughout the report. | Nearly all paragraphs have a topic sentence and detail sentences which flesh out the topic. Some paragraphs do not flesh out the topic in the order introduced in the topic sentence. There are some places where the reader doesn’t understand how the previous concept or topic connects to the current one. Few errors in grammar, spelling, or sentence structure | All paragraphs have a topic sentence. Detail sentences flesh out the information from the topic sentence in the order introduced in the topic sentence. End of paragraph leads into the next topic. There are some places where the reader doesn’t understand how the previous concept or topic connects to the current one. Excellence in grammar, spelling, and sentence structure. Sentences are not too long and are complete sentences. | All paragraphs have a topic sentence. Detail sentences flesh out the information from the topic sentence in the order introduced in the topic sentence. End of paragraph leads into the next topic. The reader experiences no interruption to the flow and understands how each concept or topic connects to the previous one. Excellence in grammar, spelling, and sentence structure. Sentences are not too long and are complete sentences. |
/4 | ||
| Integration of Knowledge | No attempt, or The report shows lack of understanding of concepts in the unit and does not apply concepts to | The report does not demonstrate that the author has fully understood and applied concepts learned in the unit. The concepts and ideas are not applied to the case study. | The report demonstrates that the author, for the most part, understands and has applied concepts learned in the unit. Some of the concepts are not applied to the case | The report demonstrates that the author, for the most part, understands and has applied concepts learned in the unit. The author shows some analysis of ideas | The report demonstrates that the author mostly understands and has applied concepts learned in the unit. The author shows analysis and synthesis of ideas relating to the case | The report demonstrates that the author fully understands and has applied concepts learned in the unit. The author shows excellent analysis and synthesis of ideas | |||
| the case study. | study. | applied to the case | study. | relating to the case | |||||
| study. | study. | /6 | |||||
| Sources and Citations | No attempt, or The sources are cited inconsistently or not at all. Does not use the Harvard referencing style. | Fewer than five current sources, or fewer than two of five are peer- reviewed journal articles or scholarly books. Not all web sites utilised are credible, and/or sources are not current. Does not cite data obtained from other sources or use the Harvard citation style in text or in the reference list. | More than five current sources of which at least two are peer review journal articles or scholarly books. All web sites utilised are authoritative. Cites all data obtained from other sources. Harvard citation style is used in both text and reference list. | More than six current sources, of which at least three are peer-review journal articles or scholarly books. All web sites utilised are authoritative. Cites all data obtained from other sources. Harvard citation style is used in both text and reference list. | More than eight current sources, of which at least four are peer-review journal articles or scholarly books. All web sites utilised are authoritative. Cites all data obtained from other sources. Harvard citation style is used in both text and reference list. | More than ten current sources, of which at least six are peer review journal articles or scholarly books. Sources include both general background sources and specialised sources. Special interest sources and popular literature are acknowledged as such if they are cited. All web sites utilised are authoritative. Cites all data obtained from other sources. Harvard citation style is used in both text and reference list |
/4 |
| Reflection | No attempt, or The answer is copied or substantially copied from materials or other sources | Response demonstrates a lack of reflection. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided. | Response demonstrates a minimal reflection. Viewpoints and interpretations are unsupported or supported with flawed arguments. Examples, when applicable, are not provided or are irrelevant to the assignment. | Response demonstrates a general reflection. Viewpoints and interpretations are supported. Appropriate examples are provided, as applicable. | Response demonstrates an in- depth reflection. Viewpoints and interpretations are well supported. Clear, detailed examples are provided, as applicable. | Concepts are integrated into the writer’s own insights. Response demonstrates a particularly in-depth reflection. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable. Excellent and relevant reflection. |
/10 |
| Conclusion | No attempt, or The conclusion shows no evidence of synthesis of ideas presented and insights gained throughout the report. | The conclusion does not clearly flow from the report, and/or misses key issues. Conclusions are not well organised and are not presented in a clear format. The conclusions do not apply to the topic. | The conclusion shows little evidence of synthesis of ideas presented and insights gained. Some conclusions flow from the report but miss key issues. Some conclusions do not apply to the topic. | The conclusion shows some evidence of synthesis of ideas presented and insights gained throughout the report. Conclusions logically flow from the report, but the logic may not always be clear. They are presented in a clear format. | The conclusion shows good evidence of synthesis of ideas presented and insights gained throughout the report. Conclusions logically flow from the report. They are presented in a clear format. | The conclusion shows strong evidence of synthesis of ideas presented and insights gained throughout the report. Conclusions logically flow from the report fully developed. Conclusions are presented in a clear format. |
/6 |
| Total Points: | /30 |