Takeaways and learning reflection report

CMNS 1140 TAKEAWAYS AND LEARNING REFLECTION REPORT (A8)

ASSIGNMENT SNAPSHOT

This is Assignment #8 from our Course Outline.

Worth: 25% of course grade:

Part One = 20 points

Part Two = 10 points

Part Three = 20 points

50 points ÷ 2 25% of course mark

Date Due: Friday, December 11, 2020, 3:00 PM

Important Note:

We did not have a Midterm in our class due to COVID, so the A8 Final Assessment replaces our normal Midterm. This means that you will not receive the graded A8 Final Assessment back. If you wish to know your marks breakdown for each section, feel free to email me.

BACKGROUND AND LEARNING CONTEXT

A8 Alternate Final Assessment Format

The A8 Takeaways and Learning Reflection Report assignment is a natural extension of our previous CMNS 1140 course work. In general terms, the A8 Report will be based on our CMNS 1140 course material, as well as our CMNS 1140 course assignments.

In some of our assignments, we have included a Takeaways component that required reflection on what was learned about the theme or topic and what was learned about ourselves.

In this final assignment (Takeaways and Learning Reflection Report, A8), you will write a reflective report that has three components:

1. In Part One (20 points), you will write an analysis of your key takeaways from two videos and elaborate on what your takeaways are in terms of your personal PDP (Professional Development Plan) for career growth and satisfaction. A rough estimate is that the analysis of each video will be roughly one page in length, single spaced, including headings and spacing for paragraph breaks.

2. In Part Two (10 points), you will write several analyses that capture your key takeaways from the course by reflecting on the material learned in a particular assignment and your previous takeaways in those assignments.

3. In Part Three (20 points), you will respond to a Communication Scenario and pretend that you are a Business Statistics instructor who needs to write a memo to several department chairs about changing the course requirements for their programs.

See A8 assignment details next pages.

A8—PART ONE (20 points): CAREER SKILLS INVENTORY

Part One requires an analysis of two short videos.

VIDEO #1: WHY YOU WILL FAIL TO HAVE A GREAT CAREER

Watch the following 16 minutes video, Why You Will Fail To Have A Great Career and take notes as you are watching.

http://www.youtube.com/watch?v=iKHTawgyKWQ

In full sentence and paragraph format, answer the following questions:

1. What do you think are Professor Smith’s three main points?

2. Do you (in general) agree with each one of the three main points? Explain why or why not?

3. Think carefully about your own career aspirations, where you are now and where you want to be in five years. Based on your replies to Questions #1 and #2 above, what are three things you can start doing now to help you achieve your target goals?

VIDEO #2: THE KEY TO SUCCESS? GRIT!

Watch the following 6 minute video, and take notes as you are watching.

http://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit

In full sentence and paragraph format, answer the following questions:

1. What do you think are Angela Duckworth’s three main points?

2. Do you (in general) agree with each one of the three main points? Explain why or why not?

3. Think carefully about your own career aspirations and personal “grit” style. Based on your replies to Questions #1 and #2 above, what are three things you can start doing now to help you achieve the kind of grit it takes to succeed in your career and personal life?

Transcript Hint: You can click on the Transcript option for each video if you want to “read” the video as well as watch it. This provides you with a transcript of the words so you can copy and paste key phrases.

You Tube Transcript: Click on the 3 dots at the bottom of the video screen, then Select “Transcript.”

Vimeo Transcript: Click on “Transcript” option at the bottom of the screen

No citations required as all analysis is based on you opinions.

See Part Two details next page.

A8—PART TWO (10 points): PERSONAL COURSE TAKEAWAYS

Use the following assignment names as headings for this section of your Takeaways and Learning Reflection Report (A8). This means that this section will have four headings, as per below:

1. A1 Context Audience Purpose (See also your A1 Takeaway)

2. A4 Career Research Proposal

3. A5 Career Strategy Package (See also your A5 Takeaway)

1. Based on your CAP A1 assignment, review your A1 assignment, your A1 takeaway, and your feedback from the instructor, then address the following points in one, four-to-five sentence paragraph:

· Several weeks later, what is your latest main takeaway about the topic (Context-Audience-Purpose Analysis) ? (Something you learned about the topic or theme that you can apply to your workplace communications going forward.)

· Several weeks later, what is your main takeaway about yourself and how you engage this particular topic? (Something you learned about yourself.)

· Several weeks later, what is a gap in your knowledge that you feel you need to address for personal and professional growth when it comes to Context-Audience-Purpose Analysis?

2. Based on your A4 (Career Research Proposal) assignment, review your assignment, and your feedback from the instructor, then address the following in four-to-five sentence paragraphs for each of the following three bullets:

· Several weeks later, what is your latest main takeaway about your chosen career? (That is, what is something you learned about your career that you can apply moving forward.) Feel free to integrate new insights about your career from your A6 Final Report research)

· Several weeks later, what is your main takeaway about yourself and how you engage your career aspirations? (Something you learned about yourself in the last few weeks.)

· Several weeks later, what is a gap in your knowledge relevant to your career that you feel you need to address for personal and professional growth, and what is your plan for addressing this gap?

4. Based on your A5 (Career Strategy Package) assignment, review your assignment and your takeaway, then address the following in four to five sentence paragraphs for each of the following three bullets:

· What was the main challenge of doing the Career Strategy (Cover Letter and Resume) assignment? Why was this so challenging?

· Several weeks later, what is your main takeaway about yourself and how you engage in the job search process? (Something you learned about yourself in the last few weeks that relates directly to your career and professional growth.)

· Several weeks later, what is a critical gap in your knowledge relevant to your career and the job search process that you feel you need to address for personal and professional growth, and what is your plan for addressing this gap?

Since Part Two is based on a series of personal reflections, no citation is required, and it is OK to use “I” as needed.

See Part 3 Details Next Page!

A8—PART THREE (20 points): RESPOND TO A WORKPLACE COMMUNICATION SCENARIO

ASSIGNMENT OBJECTIVES—THE INTEGRATION OF TEXT WITH VISUALS

Part 3 of Assignment #8 builds upon previous material that we have covered in CMNS 1140. Specifically, we’ll be looking at and incorporating the following key objectives:

· Illustrating workplace correspondence with appropriate visuals that clarify, simplify and illustrate data.

· Using and integrating tables and figures appropriately.

· Using stacked lists (bulleted or numerical) appropriately and effectively.

ASSIGNMENT CONTEXT AND INSTRUCTIONS

COMMUNICATIONS CONTEXT AND SCENARIO

You are a Business Statistics instructor at Kwantlen Polytechnic University. You teach Business Statistics 1100, a required course for first year students in the Business, Marketing and Accounting diploma programs.

The semester has finished, and you have just posted the final marks for Business Statistics 1100 – S33. This section has eight Accounting students, eight Marketing students, and eight Business students. You have noticed that there’s a pattern in the marks and GPA breakdown. Specifically, the Accounting students seem to do a little bit better than the Marketing students, who seem to do a little bit better than the Business students.

You know that the

· Accounting Diploma requires a Grade 12 B in Math as a program entrance requirement.

· Marketing Diploma requires a Grade 12 C in Math as a program entrance requirement.

· Business Diploma requires a Grade 12 Pass in Math as a program entrance requirement.

You think that the difference in program entrance requirements (prerequisites) is a major factor in how well the students from the three different programs do in your Business Statistics 1100 course.

MEMO INSTRUCTIONS

Audience

Write a memo to the Department Chairs of the Marketing and Business programs.

Purpose

Ask them to increase their Program Entrance Prerequisites to match those of the Accounting department. You want to persuade them that they should consider raising the Program Entrance Prerequisites for their programs to match those of the Accounting department.

The next page explains the Pre-Writing data analysis and visuals creation that you have to before you can write the memo. Pre-Writing Data Analysis Requirements

1. Review the Raw Data For Business Statistics 1110 – Section S33 in the table on Page 6.

2. Copy and paste the table with the raw data into your A8 document and title it APPENDIX A—BUSINESS STATISTICS 1110 – SECTION S33 FINAL MARKS. Appendix A will go at the end of your memo/short report!

3. Calculate the Final Mark for each student (expressed as a percentage) and insert those grades into Appendix A.

4. Calculate the average mark (%age) for each assignment for each student group. (I.e., each assignment will have an average mark for each of the student groups).

5. You will place Appendix A at the end of the memo, but you need the data from this table to perform your analysis before you write the memo.

Pre-Writing Visuals Creation Requirements

6. Create another table and label it Aggregate Averages for Student Groups. In this table, calculate the aggregate Class Average (%age) for each of the three student groups, which is based on the Average Grade for each of the assignments that you have calculated in the Raw Data Table.

See sample table below.

Aggregate Averages for Student Groups
Assignments	#1	#2	#3	#4	#5	#6	#7	#8	#9	#10	Aggregate Class Average (%)
Accounting Students Average
Marketing Students Average
Business Students Average

7. Create a bar chart that visually compares the aggregate Class Average (%age) for the three student groups.

8. Create a multiple line chart that shows the trends for the average GPA for each (of the 10) assignments for each student group. (Hint: Trend chart with three lines.)

WRITE THE MEMO

9. Prepare your memo by integrating the visuals from Items #6- #8 (above) into a persuasive memo (short report) to the Chairs of the Marketing and Business programs at Kwantlen Polytechnic.

10. Interpret your visuals persuasively, with an aim to your audience and purpose.

11. Ensure that you end the memo with a clear action request in your last paragraph.

12. Attach the APPENDIX A—BUSINESS STATISTICS 1110 – SECTION S33 FINAL MARKS table at the end of your memo.

Remember to use the BUSINESS STATISTICS MEMO – CRITERIA/FEEDBACK SHEET on Page 7 as a guideline for writing this memo.

RAW DATA FOR BUSINESS STATISTICS 1110 – SECTION S33 There are 10 assignments in this course. Each assignment is worth 10%.
Student ID #	#1	#2	#3	#4	#5	#6	#7	#8	#9	#10	Final Mark
Accounting Students
1000100	8	9.5	7.5	8	8	9	9	8	7	7.5
1000200	7	7	7	6.5	6.5	7	7	7	7.5	8
1000300	6.5	7	6.5	7.5	7	7	6.5	6.5	7	7.5
1000400	6	6	6	6	6	6	6	6	6	6
1000500	8.5	8.5	8	8.5	8	8.5	9	7.5	7.5	8
1000600	9	9	9	9	9	9	9	9	9	9
1000700	6.5	7	7.5	6.5	7	7.5	7.5	7	7	7
1000800	7.5	8.5	9	9.5	7	7.5	8	8.5	9	7
Average											XX
MARKETING STUDENTS
2000100	7	8.5	6.5	7	7	8	8	7	6	6.5
2000200	6	6	6	5.5	5.5	6	6	6	6.5	7
2000300	5.5	6	5.5	6.5	6	6	5.5	5.5	6	6.5
2000400	5	5	5	5	5	5	5	5	5	5
2000500	7.5	7.5	7	7.5	7	7.5	8	8.5	7.5	8
2000600	8	8	8	8	8	8	8	8	8	8
2000700	5.5	6	6.5	6.5	6	6.5	6.5	6	6	7
2000800	6.5	7.5	7	7.5	6	6.5	7	7.5	8	6
Average											YY
BUSINESS STUDENTS
3000100	6	6.5	5.5	5	5	6	6	6	5	4.5
3000200	5	6	6	4.5	5.5	6	4	6	4.5	7
3000300	5.5	4	5.5	4.5	6	5	5.5	4.5	6	5.5
3000400	4	5	4	5	5	4	5	4	5	4
3000500	5.5	6.5	6	6.5	7	5.5	8	6.5	7.5	6
3000600	6	6	6	6	6	6	6	6	6	6
3000700	5.5	4	6.5	4.5	4.5	5.5	5.5	5	4	5
3000800	5.5	6.5	4	6.5	5	4.5	6	6.5	6	4
Average											ZZ

BUSINESS STATISTICS MEMO – CRITERIA/FEEDBACK SHEET
MEMO FORMAT
Clearly identified the name/position of recipients Clearly identified the name/position of CC’s Clearly identified the name/ position of writer. Clearly identified the date. Clearly identified subject with meaningful title.
MEMO CONTENT
Precise/concise Intro paragraph mentions context, course (Statistics 1100, S33) and main point. Refers to Appendix A = overall marks sheet Effectively integrates the following visuals with text as part of the argument. Provides persuasive reasons for change in program requirements
Table One = Class Aggregate and Assignment %age
Introduces and labels the visual. Shows average (%age) for each assignment for each group. Shows aggregate Class Average for each student group. Interprets significance of data in Table One.
Figure One: Bar Chart
Introduces and labels the visual. Compares aggregate Class Average (%age) for 3 student groups. Interprets significance of data in Figure One.
Figure Two: Multiple Line Chart
Introduces and labels the visual. Shows average for each assignment for each student group. Interprets significance of data in Figure Two.
Conclusion
Concludes with an overall summary of the argument. Ends with a Precise Action Request and Polite Close.
WRITING STYLE
Appropriate use of headings and white space to signal topic shifts (e.g., new paragraph for new topic) Objective perspective (limited use of “I.”) throughout. Precise and concise writing style Proper and appropriate use of lists Proper spelling, grammar, syntax and sentence structure

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