BCOBM116 Innovative Technology in Business MIDTERM Task brief & rubrics Fall 2023

Instructions

● This task must be done individually. ● Save this file and name it xxxxx_MIDTERM (Where xxxxx must be your last name). ● This exercise must be uploaded at the LMS Portal link to Moodle called “Mid-Term Evaluation Submission Point”

Task: Students must analyze the case below and answer the following questions accordingly

SerenityScape Landscaping is a locally owned and operated small-sized landscaping company that focuses on creating beautiful and serene outdoor

spaces for residential and commercial clients. The company is looking to scale into a medium-sized enterprise. Currently this company focuses on

improving 5 areas:

● Invoicing and Financial Management: The company employs a sole accountant who uses data in spreadsheets and generates invoices using

word processing software.

● Client Communication: The primary means of communication with clients is through email correspondence.

● Collaborative File Sharing: The company relies on email for sharing files, some documents are stored on a centralized server.

● Project Management: A manager updates a shared Excel file daily, assigning tasks to individual employees.

● Data Preservation and Security: The company maintains all digital data on a central server located in the office. On a monthly basis, Mark, an

accountant with basic IT skills, backs up all data to an external hard drive for added security.

Questions:

1. What IT solution would facilitate the company's transition to a mid-sized organization for Collaborative File Sharing?

2. How can the company enhance their Project Management processes? Are there IT solutions that could aid in this improvement?

3. In the midst of the global Covid-19 pandemic, the company faced challenges in maintaining regular operations due to remote work requirements for

all employees. What IT solutions should be considered to enable effective remote work policies for the workforce?

4. With the company's expansion, the need arises to establish a comprehensive accounting team. What IT solutions should be put in place to enhance

collaboration within this team?

5. Utilize spreadsheet software to generate a sales record table with the following columns: Product Name, Value, Month, and Product Type. Populate

the data for the first quarter of the year (January-March) for four distinct product types. For instance:

Product Name Value Month Product Type

Park Bench 1500 January Furniture

Winter decorative lights 599 January Lights

Tree Saplings 200 February Plants

Garden design 2500 March Service

… … … …

Populate the table with a minimum 30 records.

Analyze the data:

a) Calculate the total sales values for each product type across each month. For instance:

January February March

Furniture 333.62 61.48 318.97

Lights 384.12 552.34 184.11

Plants 221.34 755.49 988.18

Service 812.65 977.03 321.12

b) Generate a pie chart illustrating the sales distribution for January across different product types.

For example:

[Each question weighs a 20%]

Formalities:

● Wordcount: 100-200 words per question (1000 – 1500 in total)

● Cover, Table of Contents, References and Appendix are excluded of the total wordcount.

● Font: Arial 12,5 pts.

● Text alignment: Justified.

● The in-text References and the Bibliography must be in Harvard’s citation style.

Submission: Week 6 – 12th of November – Via Moodle (Turnitin) 23:59 CEST.

Weight: This task is a 40% of your total grade for this subject.

It assesses the following learning outcomes:

● Recognize the way innovative technology is managed in business, specifically in terms of the criteria and components necessary for innovation to

flourish.

● Apply learning objectives to general software applications and their functionality to address more advanced business situations.

Learning Descriptors Fail Below 60% Marginal Fail 60-69% Fair 70-79 % Good 80-89% Exceptional 90-100%

Purpose &

Understanding

KNOWLEDGE &

UNDERSTANDING

20%

Very poor coverage of central

purpose, goals, research

questions or arguments with

little relevant information

evident. Virtually no evidence of

understanding or focus.

Minimal understanding of

purpose of the study; factual

errors evident. Gaps in

knowledge and superficial

understanding. A few lines of

relevant material.

Reasonable understanding and

clearly identifies the purpose,

goals, research questions or

argument.

Reflect partial achievement of

learning outcomes.

A sound grasp of, and clearly

identifies, the purpose, goals,

research questions or argument.

Some wider study beyond the

classroom content shown.

Effectively describes and explains

the central purpose, arguments,

research questions, or goals of

the project; explanation is

focused, detailed and

compelling. Recognition of

alternative forms of evidence

beyond that supplied in the

classroom.

Content

KNOWLEDGE &

UNDERSTANDING

20%

Content is unclear,

inaccurate and/or

incomplete. Brief and

irrelevant. Descriptive. Only

personal views offered.

Unsubstantiated and does

not support the purpose,

argument or goals of the

project. Reader gains no

insight through the content

of the project.

Limited content that does

not really support the

purpose of the report. Very

poor coverage.

Displays only rudimentary

knowledge of the content

area. Reader gains few if any

insights

Presents some information

that adequately supports the

central purpose, arguments,

goals, or research questions

of the project. Although

parts missing, it

demonstrates a level of

partially proficient

knowledge of the content

area. Reader gains some

insights.

Presents clear and

appropriate information that

adequately supports the

central purpose, arguments,

goals or research questions

of the project.

Demonstrates satisfactory

knowledge of the content

area. Reader gains proficient

insights.

Presents balanced, significant

and valid information that

clearly and convincingly

supports the central purpose,

arguments, research

questions or goals of the

project. Demonstrates in-

depth and specialised

knowledge of the content

area. The reader gains

important insights

Organization

COMMUNICATION

10%

Information/content is not

logically organized or

presented.

Topics/paragraphs are

frequently disjointed and fail

to make sense together.

Reader cannot identify a line

of reasoning and loses

interest.

Information/content is not,

at times, logically organized

or presented.

Topics/paragraphs are

frequently disjointed which

makes the content hard to

follow. The reader finds it

hard to understand the flow

of the report.

Information/content is

presented in a reasonable

sequence.

Topic/paragraph transition is

unclear in places with

linkages for the most part.

Reader can generally

understand and follow the

line of reasoning, although

work needed to be

proficiently organized.

Information/content is

presented in a clear and

understandable sequence.

Topic/paragraph transition is

good with clear linkages

between sections and

arguments. Reader can

understand and follow the

line of reasoning.

Information/content is

presented in a logical,

interesting and effective

sequence. Topics and

arguments flow smoothly and

coherently from one to

another and are clearly

linked.

Reader can easily follow

the line of reasoning and

enjoyed reading the

report.

Style & Tone

COMMUNICATION

10%

Writing is poor, unclear and

unengaging, and the reader

finds it difficult to read and

maintain interest. Tone is not

professional or suitable for

an academic research

project. A reorganization and

rewrite is needed.

Writing is unengaging and

reader finds it difficult to

maintain interest. Tone is not

consistently professional or

suitable for an academic

research project. Work

needed on academic writing

style.

Writing is usually engaging

and keeps the reader’s

attention. Tone is generally

appropriate for an academic

research project, although a

clearer and more

professional style and tone is

needed.

Writing style and tone is

generally good and sustains

interest throughout. Tone is

professional and appropriate

for an academic research

project.

Writing is compelling and

sustains interest throughout.

Tone is consistently

professional and appropriate

for an academic research

project.

Use of References

COMMUNICATION

10%

Little or no evidence of

reference sources in the

report. Content not

supported and based on

unsubstantiated views.

Most references are from

sources that are not peer-

reviewed or professional,

and have uncertain

reliability. Few if any

appropriate citations are

provided. Reader doubts the

validity of much of the

material.

Professionally legitimate

references are generally

used. Fair citations are

presented in most cases.

Some of the

information/content/evidenc

e comes from sources that

are reliable, but more

academic sources needed to

be convincing.

Professionally and

academically legitimate

references are used. Clear

and accurate citations are

presented in most cases. The

majority of the

information/content/eviden

ce comes from sources that

are reliable.

Presents compelling evidence

from professionally and

academically legitimate

sources. Attribution is clear

and accurate. References are

75% from primarily peer-

reviewed professional

journals or other approved

sources.

Written Communication

Skills

COMMUNICATION

10%

The written project exhibits

multiple errors in grammar,

sentence structure and/or

spelling. Inadequate writing

skills (e.g., weaknesses in

language facility and

mechanics) hinder readability

and contribute to an

ineffective research project.

The written project exhibits

errors in grammar,

punctuation and spelling. The

written project comes across

as untidy and not properly

checked for mistakes. Errors

present in written

communication make

readability frustrating.

Written research project

displays good word choice,

language conventions and

mechanics with a few minor

errors in spelling, grammar,

sentence structure and/or

punctuation. Errors do not

represent a major distraction

or obscure meaning.

Readability of the project is

good due to the clarity of

language used. Grammar,

spelling and punctuation is

without error.

Spelling and grammar

thoroughly checked.

Readability of the project is

enhanced by facility in

language use/word choice.

Excellent mechanics and

syntactic variety. Uses

language conventions

effectively (e.g., spelling,

punctuation, sentence

structure, paragraphing,

grammar, etc.).

Oral Communication

Skills

Oral presentation cannot be

understood because there is

no logical sequencing of

research information.

Presenter uses superfluous

graphics or no graphics;

graphics do not support or

Research information is

presented in a sequence that

at times is difficult to follow.

Graphics support and are

related to the content of the

project, but presenter reads

Research information is

presented in a sequence that

the audience can follow.

Graphics support and are

related to the content of the

project. Presenter maintains

eye contact with the

Research information is

presented in a sequence that

the audience can follow.

Graphics support and are

related to the content of the

project. Presenter maintains

eye contact with the

Research information is

presented in a logical,

interesting and effective

sequence, which the

audience can easily follow.

Oral presentation uses

effective graphics to explain

COMMUNICATION

10%

relate to the information

presented. Presenter reads

most or all of the project

notes with little or no eye

contact. Presenter mumbles,

incorrectly pronounces

terms and/or speaks too

quietly. Oral presentation

rambles, is unclear and

cannot be followed by the

audience. Presenter is

unprofessional, lacks

confidence, is uncomfortable

and cannot answer basic

questions.

from slides and does not talk

around the topic. Presenter

tries to maintains eye contact

with the audience but reads

from notes too much.

Presenter uses good voice

dynamics and clearly

enunciates terms, however

they are uncomfortable for

the most part and finds it

hard answering questions.

Overall, the oral presentation

is delivered in a borderline

manner and needs more

practice and preparation to

reach required standards of

delivery.

audience with a few minor

exceptions; presenter reads

from notes on a few

occasions. Presenter uses

good voice dynamics and

clearly enunciates terms.

Presenter is comfortable for

the most part and

adequately answers

questions.

Overall, the oral

presentation is delivered in a

satisfactory manner and

meets expectations with

respect to oral

communication skills.

audience with a few minor

exceptions, seldom returning

to notes. Presenter uses

good voice dynamics and

clearly enunciates terms.

Presenter is comfortable and

answers questions well.

Overall, the oral

presentation is delivered in a

good manner and meets

expectations with respect to

oral communication skills.

and reinforce the information

presented. Presenter

maintains eye contact with

audience and does not read

from notes. Presenter speaks

in a clear voice and uses

correct, precise

pronunciation of terms. Oral

presentation is thorough,

clear, compelling, informative

and professionally delivered.

Presenter is professional,

confident and comfortable,

and answers questions

effectively.

Analytical / Critical

Thinking Skills

CRITICAL THINKING

10%

Research problem, concept

or idea is not clearly

articulated, or its component

elements are not identified or

described. Research

information is poorly

organized, categorized

and/or not examined;

research information is often

inaccurate or incomplete.

Presents little if any analysis

or interpretation;

inaccurately and/or

inappropriately applies

research methods,

techniques, models,

frameworks and/or theories

to the analysis. Presents few

solutions or conclusions;

solutions or conclusions are

often not well supported, are

inaccurate and/or

inconsistent, and are

Research problem, concept

or idea is not clearly

articulated at times and

confusing. Research

information is badly

organized, categorized,

and/or only superficially

examined; research

information is often

incomplete. Presents limited

analysis or interpretation;

inaccurately and/or

inappropriately applies

research methods,

techniques, models,

frameworks and/or theories

to the analysis. Presents

some solutions or

conclusions but they are

often not well supported, or

logical.

Adequately identifies and

describes (or sketches out)

the research problem,

concept or idea and its

components. Gathers and

examines information

relating to the research

problem, concept or idea;

presents and appraises

research information with

some minor inconsistencies,

irrelevancies or omissions.

Generally applies appropriate

research methods,

techniques, models,

frameworks and/or theories

although with inaccuracies.

Outlines solutions or

conclusions that are

somewhat logical and

consistent with the analysis

and evidence; identifies

and/or lists solutions or

Formulates a clear

description of the research

problem, concept or idea,

and specifies major elements

to be examined. Selects

information appropriate to

addressing the research

problem, concept or idea;

accurately and appropriately

analyses and interprets

relevant research

information. Effectively

applies appropriate research

methods, techniques,

models, frameworks and/or

theories in developing and

justifying multiple solutions

or conclusions; solutions or

conclusions are coherent,

well supported and

complete.

Effectively formulates a clear

description of the research

problem, concept or idea,

and specifies major elements

to be examined. Selects and

prioritizes information

appropriate to addressing the

research problem, concept,

or idea; accurately and

appropriately analyzes and

interprets relevant research

information.

Precisely and effectively

applies appropriate research

methods, employs advanced

skills to conduct research.

Uses techniques, models,

frameworks and/or theories

in developing and justifying

multiple solutions or

conclusions; solutions or

conclusions are insightful,

coherent, well supported,

presented in a vague or

rudimentary manner.

conclusions although not

always clearly.

logically consistent and

complete. Displays a mastery

of complex and specialized

areas.

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