Spring 2017 Mngt 225-01

Comprehensive Environmental Scan Semester Project

April 11, 13, and 18

The semester-long team project in Mngt 225 has you examining a topic of interest related to international business.

Your team’s study might focus on a country, a corporation, an industry, or a particular business problem common to multiple corporations or geographic locations.

Regardless of its emphasis, the project needs to provide a sense of the context—political, economic, legal, and cultural—in which the object of your primary focus is taking place (for example, Coca-Cola Corporation’s marketing practices and strategies in South Africa in their political, economic, legal, and cultural context). One good approach when structuring this project is to consider the advantages as well as challenges related to your topic.

I must meet with all teams to discuss project possibilities, but teams are ultimately responsible for coming up with their project focus and conducting appropriate independent research using Legacy Library and Internet resources.

All deliverables are due at the start of class (9:30am) unless otherwise noted.

Project topics must be approved by me before January 31.

·  Choose your own three-person teams.

·  Teams will be expected to put together a 20-minute presentation (inclusive of a few minutes for Q&A). Each team member must speak for roughly the same amount of time.

·  A minimum of 12 resources must be used. Please prepare an annotated bibliography (MLA annotation, first and third paragraphs only) of your references on the date you present.

·  Visual aids can be prepared using PowerPoint, Prezi, or a similar application but will not include any bullet points/text other than the title or transitions (in the style of pecha kucha: https://www.youtube.com/watch?v=jJ2yepIaAtE, https://www.youtube.com/watch?v=32WEzM3LFhw). Remember that we are not following the pure 20 x 20 format of pecha kucha. But you will use a minimum of text (allowed in a chart or diagram or topic title).

·  Your team presentation is evaluated on its content, organization, and delivery according to the grading rubric on page 2 of this document.

·  The annotated bibliography is evaluated according to the grading scale on page 3 of this document.

·  Each individual on the team is evaluated on presentation skills according to the General Communications Checklist (Oral-Team Presentation tab) available from our course website.

·  You will want to rehearse your presentation, and rehearse it at least once in our classroom.

·  Wear appropriate business attire (suits or jackets/ties for men, suits or conservative dresses for women) on the day of your presentation.

Student names: Evaluation:

Poor / Fair / Good / Excellent
Organization / Audience cannot understand presentation because there is no sequence of information. / Audience has difficulty following presentation because students jump around. / Students present information in logical sequence which audience can follow. / Students present information in logical, interesting sequence which audience can follow.
Accuracy of Content / Students do not understand the information; calculations and analyses are mostly incorrect. / Students have a general understanding of the information; calculations and analyses contain a number of errors. / Students have a solid understanding of the information; calculations and analyses contain some errors. / Students have a deep understanding of the information; calculations and analyses contain few to no errors.
Subject Knowledge – Q&A / Students do not have grasp of information; cannot answer questions about subject. / Students are uncomfortable with information and are able to answer only rudimentary questions. / Students are at ease with expected answers to all questions, but fail to elaborate. / Students demonstrate full knowledge (more than required) by answering all class questions with explanations and elaboration.
Graphics and Visual Support / Students use superfluous graphics or no graphics; visual aids are poorly prepared. / Students occasionally use graphics that lack support for the presentation. A number of errors exist. / Students’ graphics relate to text and presentation. Visuals are neatly prepared and contain some errors. / Students’ graphics clearly explain and reinforce text and presentation. Visuals are clear and neatly prepared with few to no errors.
Mechanics / Students’ presentation has four or more spelling errors and/or grammatical errors. / Presentation has three misspellings and/or grammatical errors. / Presentation has no more than two misspellings and/or grammatical errors. / Presentation has no misspellings or grammatical errors.
Eye Contact / Students read nearly all of report with little to no eye contact. / Students occasionally make eye contact, but still read most of report. / Students maintain eye contact most of the time but often return to notes. / Students maintain eye contact with audience, seldom returning to notes.
Elocution / Students mumble, incorrectly pronounce terms, and speak too quietly for students in the back of class to hear. / Students’ voices are low. Students incorrectly pronounce terms. Audience members have difficulty hearing presentation. / Students’ voices are clear. Students pronounce most words correctly. Most audience members can hear presentation. / Students use clear voices and correct, precise pronunciation of terms so that all audience members can hear presentation.

Adapted from Information Technology Evaluation Services, NC Department of Public Instruction

ANNOTATED BIBLIOGRAPHY EVALUATION RUBRIC

5 / Outstanding
4 / Very Good
3 / Adequate
2 / Poor
1 / Unacceptable

_____Sources: number, quality, variety

_____Summary: thorough, accurate, specific

_____Evaluation: insightful, focused, specific

_____Writing Style: sophisticated, targeted to audience, free of mechanical and grammatical errors

_____MLA Format: correct in every regard

Page 1 Updated: 6-April-2017