Q BMGT 364 Project 3 (Week 6) - Leading Purpose In this project, you will demonstrate an understanding of management and leadership. You will be exposed to various leadership skills and styles. After reading the project's case scenario, you will apply what has been learned to make recommendations for a new position at Tasty Products. Keep in mind that this project is a research project and not an essay. The student is expected to make significant use of course materials. Your completed project will be 5-6 pages in length, excluding its title and reference page. Outcome Met by Completing This Assignment • Demonstrate leadership skills by communicating a shared vision, motivating and empowering others, and creating a culture of ethical decision-making and innovation. How to Set Up the Paper • Create a Word or Rich Text Format (RTF) document that is double-spaced using 12-point font. • Create an APA compliant title page to include: project title, date, course number, section numbers, student's name, and instructor's name. Scenario Tasty Products, a billion-dollar multinational company, has for more than 25 years has developed, produced, and distributed organic food products to major retailers (e.g., Whole Foods; Costco, Safeway) throughout the United States. These products are noted for their salutary effects, including stable blood glucose levels. Tasty Products has recently decided to launch a new line of products. It will develop, produce, and distribute all-naturally flavored protein bars to its new and existing clients. This new line of all-naturally flavored protein bars will necessitate establishing a new division to develop, produce, market, and distribute the product. A new Executive Vice President will need to be selected to establish and lead the new division. Your company, Wiz Consultants, has been retained to help Tasty Products' Human Resources Director make the final selection from the candidates she has previously interviewed and narrowed to three (3) possibilities. She has prepared a detailed written profile for each candidate. Tasty Products' Human Resources Director has explained to you that she has been directed to find the best person to establish and run the new division. The Human Resources Director further explained that the protein bar industry consists of many well-established companies. Accordingly, the ideal candidate will need to learn quickly and handle many complex leadership and management tasks. These complex management and leadership tasks include the following: developing innovative strategy, creating well-made products, effective product marketing, developing and managing the processes and procedures for employees to follow, and creating and articulating a clear vision for the new division. Strong leadership will be the key to the all-naturally flavored energy bars success. The Executive VP will be the face of Tasty Products’ new brand to existing and prospective clients (e.g., Whole Foods, Safeway, Costco, and the like). The key to success with existing clients and prospective clients will be the ability to communicate to them, "What makes Tasty Products naturally flavored protein bars special." The new Executive VP must be viewed as a person of integrity and an innovative problem solver. The Executive VP must be seen by current employees and newly hired employees and their managers, who will all work in the new division, as a leader who understands and supports the culture, values, and traditions of Tasty Products. In a short period of time, Tasty Products' leadership expects the new Executive VP to have met the leadership and management expectations discussed above and have the new division running efficiently and productively. In summary, Tasty Products desires that the new Executive VP for the Energy Bars Division have the array of excellent management and leadership skills necessary to lead the new division. Your specific role is to analyze the candidate profiles that follow and answer the specific questions (as identified below the last candidate profiles) the company's management has asked you. Candidate Profiles T.J. Max T.J. has spent the past 13 years working for Star Lite Foods, a mid-sized, $220 million in annual sales, vegetarian food distribution company, headquartered and operating its largest facility in Arizona. She started with the company working on the production line that selected the vegetables suitable for distribution throughout the western section of the United States. For the next 4 years, she worked in a variety of management jobs overseeing production. T.J. then worked for 7 years as a Regional Manager in Idaho, responsible for increasing the production of vegetables on farms that Star Lite used as sources for vegetables needed for their own vegetable production. During her run as a Regional Manager, she was responsible for making visits to farms to help each farm in the Safe Lite network develop a business plan. The focus of these business plans was to help each farm develop a vision, mission, and general operations plan to help ensure production was stable. T.J. credits her success in that role to her ability to get local farmers to work together instead of independently. She created a program, Community Communications, to keep farmers up to date on farm news affecting the region and encourage cooperative relationships. T.J.'s staff set up a blog and website and expanded social media channels to supplement her Community Communication initiative. These enhancements enabled the latest up-to-date sources of information for farming-related issues and encouraged the cooperative development of strategic goals and plans. T.J. was promoted and has served for the past 3 years as Star Lite Foods Vice President of the New Product Design and Marketing Department. She proposed focusing on making quality products that can be sourced from local vendors. She stated that once established the company could initiate a move to being more environmentally and attentive to the well-being of consumers. T.J. has long advocated for natural products whenever possible and the need for more nutritious and healthy food lines. Management sees T.J. as clever and creative. T.J. proudly stated that she likes to surround herself with good people. T.J. indicated she likes to delegate because she feels her team of workers needs the freedom to make decisions. She feels people produce more and like work better without strict guidance. She is hands-off. T.J. boasted that the team was instrumental in helping Star Lite obtain a double-digit increase in market share. T.J. is well-liked by her employees. She communicates what is important and has a good sense of timing. They, at times, describe her as distant, but when they seek her judgment or she offers an opinion, they respect it. T.J. is very open to conversations with others and is known to be truthful and subtle. She often indicates she’d like to think about the issue or question before she answers, but she always follow-ups, even if it is a day or so later. T.J. likes people. T.J. will not tolerate employees that don’t work well with others, and she is very comfortable working with everyone. T.J. is confident that her hard work to advance her career and track record in various complex jobs make her capable of taking on the new role. T.J. earned her B.A. in Business in a part-time program at a local college in Idaho. L.L. Bean L.L. started Bean's Frozen Heath 15 years ago. L.L. started Bean’s Frozen Heath in his basement. The company distributes its products throughout the United States and Canada. Sales are currently $360 million annually. Tasty Products agreed to purchase Bean's Frozen Heath. L.L.’s innovation in moving his standard selling of freshly produced vegetarian products to local supermarkets and specialty food stores, to frozen and pre-packaged goods where he could market and sell throughout the US and Canada led to rapid growth -- both in terms of sales and employees, which currently exceed 250. He was known for his charismatic leadership style and hands-on management. Although popular with employees and managers, he was known to be focused and driven. His primary areas of focus were strategic planning, marketing, and product development. Employees characterized L.L.’s company as a pleasant place to work and one where they were treated fairly. L.L. agreed to stay in a leadership capacity with Tasty Products for 3 years, but his exact role has yet to be determined. He thinks leading this new division would be a good fit. L.L.’s agreement makes accommodations for several key managers and key employees (sales, marketing) to work for Tasty Products. Their roles have yet to be decided, but L.L. would have a say in that. The relationship among these key employees is informal; everyone calls each other by their first names, and they like to talk about business and work well together. L.L. indicated that he expects everyone to jump in when a task needs to be done. L.L. often says, “There are thinkers, and there are doers. Doers get the job done. If we make mistakes, we’ll fix them. Perfection is the enemy of the good. And, in business, to stay ahead of the competition, taking risks is necessary.” He sees himself as a doer and driver of others. L.L. frequently held town hall meetings to rally the troops and communicate a vision. He is forthright and blunt in his one on one. Often there seems to be little reflection before he speaks. L.L. admitted that while he depends on the people that comprise Bean’s Frozen Health, he likes to be immersed in the business and always wants to stay informed as to what is happening within every department. He likes to walk around and chat with people, although he does not like to waste his time or the time of others. He also shared that he has limited formal educational experience with marketing since as the company grew, he used in-house personnel and top-of-the-line marketing firms. Still, since he has been leading Beans’ Frozen Health through its growth stages, he could easily manage Tasty Products' new venture. He boasts that he is a proven innovator and entrepreneur. As a proven innovator and entrepreneur having started and built a large company, L.L. feels confident he is the best candidate. L.L. dropped out of college in his senior year to pursue his business. J.C. Penney J.C. started his role at Tasty Products 12 years ago. Based on his prior 18 months of experience overseeing production for a small ($1m) in annual sales protein bar company, J.C. was hired as a production manager at Tasty Products San Diego facility. His detail-oriented efficiency became widely known throughout Tasty Products. For the past 4 years, he has been working for Tasty Products as the Deputy Director of quality control and all products throughout the U.S. and Canada. He focuses on helping ensure all-natural and organic products are environmentally friendly and appeal to consumer price points. J.C. is highly regarded within the employee ranks as a fair manager. He applies policies and procedures in a very even-handed manner. J.C., at times, can be seen as distracted by the details of production and quality and tends to get deeply involved in other areas of line operations. He has led many committees to plan new product development and distribution but has not yet been delegated those tasks as a recurring part of his current role. J.C. has hired a group of highly educated employees. J.C.’s employees comment that he seeks a lot of data before rendering an opinion or a direction to follow. J.C. is known to be ethical and trustworthy. He never reacts immediately to what is being said and likes to research most things before he replies. J.C. likes to say, “the devil is in the details.” He holds monthly staff meetings, but generally, these are with specific groups on specific topics that he asked certain employees with expertise in those areas to report on the meetings. Management places a great deal of confidence in what J.C. suggests and recommends. J.C. sees himself as both a manager and a mentor who focuses on employee development. For example, J.C. provides very hands-on guidance in the technical areas of production and quality control and expresses exactly what he’d like to see the end product or report look like. J.C. is seen as a deep thinker who acts when he is certain of the next step. He is known to be someone management can rely on to solve complex technical issues. His opinions, however, in all aspects of the company are valued by management. J.C. admitted he does not have any marketing or sales experience. Still, he has had a role in overseeing committees that made recommendations in those areas, including developing the new naturally flavored protein bar line. He has a strong desire to see the company become a leader in the protein bar market. J.C. noted in his cover letter that although he has more hands-on experience in some areas of the new Executive VP role than others, he believes, nonetheless, he would be a good fit for the new position because he is committed to Tasty Products. He understands the company’s vision, mission, and core values. J.C. stated he had demonstrated the managerial and leadership skills to guide the team to success. J.C. believes his proven record at Tasty Products, his engineering background, and advanced education, as well as the respect he is accorded by employees and management at Tasty Products, make him an ideal candidate for the new role. J.C. has a degree in electrical engineering from Penn State and an MBA from Wharton. Instructions: You have been asked to review the three candidate profiles and recommend the Executive Vice President position. The new Executive VP will have a lot of responsibility in managing and leading the new division. You will evaluate each of the three candidates considering each candidate’s experience and answer the questions Tasty Products' leadership has requested to select the best candidate to lead the new division. You must use the following BOLDED headings for writing the project: Introduction • Write an Introduction paragraph. The introduction paragraph is the first paragraph of the paper and will describe to the reader the intent of the paper, explaining the main points covered in the paper. This intent should be understood before reading the remainder of the paper so the reader knows why the paper is being written and what is being covered in the paper. (Use in-text citations, as appropriate, and include the references in the Reference section.) • Consider writing the introduction last to ensure that all of the main points are covered. Management Skills • Identify and discuss the management skills that each candidate possesses. (Use in-text citations, as appropriate, and include the references in the Reference section.) Leadership Skills • Identify and discuss the leadership skills that each candidate possesses. (Use in-text citations, as appropriate, and include the references in the Reference section.) Leadership Style • Identify and discuss the leadership style of each candidate. (Use in-text citations, as appropriate, and include the references in the Reference section.) Candidate Recommendation • List your candidates in priority order with the # 1 as your first choice. Recommend and justify your first (1st) choice candidate. (Use in-text citations, as appropriate, and include the references in the Reference section.) Rejected Candidates Explanation Explain the reasons your second choice and third choice candidates were not selected. Be certain to use their names and their rank order. (Use in-text citations, as appropriate, and include the references in the Reference section.) Conclusion • Create a concluding paragraph. The conclusion paragraph highlights the major findings covered in the paper. (Use in-text citations as appropriate, and include the references in the Reference section.) References Review the Paper Read the paper to ensure all required elements are present. The following are specific requirements that you will follow. Use the checklist to mark off that you have followed each specific requirement. Checklist Specific Project Requirements Proofread your paper. Ensure your headings match those provided above. Read and use the grading rubric while completing the paper to ensure all requirements are met to lead to the highest possible grade. Third-person writing is required. Third-person means that there are no words such as “I, me, my, we, or us” (first-person writing), nor is there use of “you or your” (second-person writing). If uncertain how to write in the third person, view this link: http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person. Contractions are not used in business writing, so do not use them. Paraphrase and do not use direct quotations. Paraphrase means you do not use more than four consecutive words from a source document. Removing quotation marks and citing is inappropriate. Instead, put a passage from a source document into your own words and attribute the passage to the source document. There should be no passages with quotation marks. Using more than four consecutive words from a source document would require direct quotation marks. Changing words from a passage does not exclude the passage from having quotation marks. If more than four consecutive words are used from source documents, this material will not be included in the grade. You are expected to use the research and weekly course materials to develop the analysis and support the reasoning. There should be a robust use of the course material. The material used from a source document must be cited and referenced. A reference within a reference list cannot exist without an associated in-text citation and vice versa. Changing words from a passage does not exclude the passage from having quotation marks. Use in-text citations and provide a reference list that contains the reference associated with each in-text citation. You may not use books in completing this problem set unless they are part of the course material. Also, do not use a dictionary, Wikipedia or Investopedia, or similar sources. Provide the page or paragraph number in every in-text citation. Since the eBook does not have page numbers, you must include the chapter title, section heading, and paragraph number. For citations using a video, you must provide the minutes and second of the cited material. Submit the paper in the Assignment Folder The assignment submitted to the Assignment Folder will be considered the student's final product and therefore ready for grading by the instructor. It is incumbent upon the student to verify the assignment is the correct submission. The instructor will consider no exceptions. NOTE: All submitted work is to be your original work. You may not use any work from another student, the Internet, or an online clearinghouse. You are expected to understand the Academic Dishonesty and Plagiarism Policy and know that it is your responsibility to learn about instructor and general academic expectations concerning proper citation sources as specified in the APA Publication Manual, 7th Ed. Students are only held accountable for APA format for in-text citations and references. Hide Rubrics Rubric Name: Project #3 Leading (15%) - Fall 2021 Print Rubric Criteria Equivalent to an A Equivalent to a B Equivalent to a C Equivalent to a D Equivalent to an F Criterion Score Introduction (3%) 3 points Writes an introduction that captures the reader's attention, gives context to the paper, and builds to the thesis (in the last sentence of the introduction) that defines all of the main points to be discussed in the paper. (2.7 - 3) 2.55 points Writes an introduction that provides a general context to the paper, has a thesis statement and somewhat discusses main topics, but is vague or does not cover all main topics. (2.4 - 2.6) 2.25 points Writes an introduction that provides context to the paper and presents main topics covered in the paper, but this information is not presented in a thesis statement, but throughout the first paragraph. (2.1 - 2.3) 1.95 points Attempts to write an introduction but has little to no context to the paper; the thesis is missing main points or no thesis statement provided. (1.8 - 2.0) 0 points No attempt to write an introduction. (0) Score of Introduction (3%), / 3 Identify and discuss the management skills that each candidate possesses. (14%) 14 points Thoroughly and correctly identifies and discusses the management skills that each candidate possesses using course materials to make connections with the case scenario facts. (12.6 - 14) 11.9 points Correctly Identifies and discusses the management skills that each candidate possesses using course materials to make connections with the case scenario facts, but needs some development. (11.2 - 12.5) 10.5 points Identifies and discusses the management skills that each candidate possesses using course materials to make connections with the case scenario facts, but needs significant development. (9.8 - 11.1) 9.1 points Attempts to identify or discuss the management skills that each candidate possesses using little to no course materials to make connections with the case scenario facts; may not use case scenario facts; may not discuss each candidate or partially discusses or makes incorrect choices; needs major development. (8.4 - 9.7) 0 points Little to no attempt to identify or discuss the management skills that each candidate possesses. (0 - 8.3) Score of Identify and discuss the management skills that each candidate possesses. (14%), / 14 Identify and discuss the leadership skills that each candidate possesses. (14%) 14 points Thoroughly and correctly identifies and discusses the leadership skills that each candidate possesses using course materials to make connections with the case scenario facts. (12.6 - 14) 11.9 points Correctly identifies and discusses the leadership skills that each candidate possesses using course materials to make connections with the case scenario facts; some development needed. (11.2 - 12.5) 10.5 points Identifies and discusses the leadership skills that each candidate possesses using course materials to make connections with the case scenario facts; significant development needed. (9.8 - 11.1) 9.1 points Attempts to identify or discuss the leadership skills that each candidate possesses using little to no course materials to make connections with the case scenario facts; may not use case scenario facts; may not discuss each candidate or partially discusses or made incorrect choices; needs major development. (8.4 - 9.7) 0 points Little to no attempt to identify or discuss the leadership skills that each candidate possesses. (0 - 8.3) Score of Identify and discuss the leadership skills that each candidate possesses. (14%), / 14 Identify and discuss the leadership style of each candidate. (14%) 14 points Thoroughly and correctly identifies and discusses the leadership style that each candidate possesses using course materials to make connections with the case scenario facts. (12.6 - 14) 11.9 points Correctly identifies and discusses the leadership style that each candidate possesses using course materials to make connections with the case scenario facts; some development needed. (11.2 - 12.5) 10.5 points Identifies and discusses the leadership style that each candidate possesses using course materials to make connections with the case scenario facts; significant development needed. (9.8 - 11.1) 9.1 points Attempts to identify or discuss the leadership style that each candidate possesses using little to no course materials to make connections with the case scenario facts; may not use case scenario facts; may not discuss each candidate or partially discusses or made incorrect choices; needs major development. (8.4 - 9.7) 0 points Little to no attempt to identify or discuss the leadership style that each candidate possesses. (0 - 8.3) Score of Identify and discuss the leadership style of each candidate. (14%), / 14 Recommend the best candidate and explains why this candidate is the best choice. (13%) 13 points Recommends the best candidate and explains why this candidate is the best choice using the case scenario facts and the course materials to support reasoning. (11.7 - 13) 11.05 points Recommends a candidate and explains why this candidate is the best choice using case scenario facts and course materials to support reasoning, but needs some development. (10.4 - 11.6) 9.75 points Recommends a candidate and explains why this candidate is the best choice using case scenario facts and course materials to support reasoning, but needs significant development. (9.1 - 10.3) 8.45 points Recommends a candidate; fails to use case scenario facts to explain why; uses minimal or no course materials to support reasoning; major development needed. (7.8 - 9) 0 points Little to no attempt to recommend a candidate or explanation why this candidate is the best choice was missing. (0 - 7.7) Score of Recommend the best candidate and explains why this candidate is the best choice. (13%), / 13 Explain why the other two candidates were not selected. (14%) 14 points Thoroughly and correctly explains why the other two candidates were not selected using course materials to make connections with the case scenario facts. (12.6 - 14) 11.9 points Correctly explains why the other two candidates were not selected using course materials to make connections with the case scenario facts; some development needed. (11.2 - 12.5) 10.5 points Explains why the other two candidates were not selected using course materials to make connections with the case scenario facts; significant development needed. (9.8 - 11.1) 9.1 points Attempts to explain why the other two candidates were not selected using little to no course materials to make connections with the case scenario facts; may not use case scenario facts; may not discuss each candidate or partially discusses or made incorrect choices; needs major development. (8.4 - 9.7) 0 points Little to no attempt to explain why the other two candidates were not selected. (0 - 8.3) Score of Explain why the other two candidates were not selected. (14%), / 14 Conclusion (3%) 3 points In a clear and concise manner, comprehensively concludes the paper by restating/ summarizing the main findings covered in the paper and reflects on the importance of the arguments made. (2.7 - 3) 2.55 points In a clear manner concludes the paper by restating/ summarizing the main findings; some development is needed. (2.4 - 2.6) 2.25 points Concludes the paper by somewhat restating/ summarizing the argument. Attempts to bring in some explanation or general idea of the main findings of the paper, but needs significant development. (2.1 - 2.3) 1.95 points Presents a conclusion but may be irrelevant to the main findings of the paper; OR does not discuss the main topics of the paper. (1.8 - 2) 0 points Fails to present restatement/ summarization of argument. (0 - 1.7) Score of Conclusion (3%), / 3 Attention to Instructions (10%) 10 points The paper contains all major assignment tasks. The paper also includes completion of all required elements (Word or rtf file, third person writing, paraphrasing, no more than four consecutive words from source, no contractions, page/paragraph numbers/Chapter Titles). (9 - 10) 8.5 points The paper contains all major assignment tasks. The paper missed one minor element (Word or rtf file, third person writing, paraphrasing, no more than four consecutive words from source, no contractions, page/paragraph/numbers/Chapter Titles). (8 - 8.9) 7.5 points One major assignment tasks or two minor elements of the assignment missed. (7 - 7.9) 6.5 points Two major assignment tasks missed or 3 minor aspects of the assignments. (6 - 6.9) 0 points Three or more major assignment tasks missed; OR four or more minor elements missed. (0 - 5.9) Score of Attention to Instructions (10%), / 10 Writing Mechanics (10%) 10 points Strictly adheres to standard usage rules of written English using paragraphs and sentence rather than bullets, including but not limited to capitalization, punctuation, run-on sentences, missing or extra words, stylistic errors, spelling and grammatical errors. No jargon used. Few writing errors noted. (9 - 10) 8.5 points Excellently adheres to standard usage of mechanics: conventions of written English, including capitalization, punctuation, and spelling. 1 to 3 errors noted. (8 - 8.9) 7.5 points Satisfactorily adheres to standard usage rules of mechanics: conventions of English, including capitalization, punctuation, and spelling. 4 to 7 errors noted. (7 - 7.9) 6.5 points Minimally adheres to standard usage rules of mechanics: conventions of written English, including capitalization, punctuation, and spelling. More than 7 errors found. (6 - 6.9) 0 points Does not adhere to standard usage rules of mechanics: conventions of written English largely incomprehensible; OR errors are too plentiful to count. (0 - 5.9) Score of Writing Mechanics (10%), / 10 APA Style (7th ed.) (5%) 5 points Excellent use of APA style, few usage errors; Proper citation of source material is used throughout paper; Reference titles follow APA with few minor errors. (4.5 - 5) 4.25 points Uses in-text citations and reference list but 1-2 major APA style errors noted or fails to use APA citations when appropriate 1-2 times. (4 - 4.4) 3.75 points Uses in-text citations and reference lists, but 3-4 major APA style errors noted or fails to use APA citations when appropriate 3-4 times. (3.5 - 3.9) 3.25 points Attempts in-text citations and reference lists, but 5-6 times major style errors noted or fails to use APA citations when appropriate 5-6 times. Seldom uses APA. (3 - 3.4) 0 points No attempt at APA style; or attempts either in-text citations or reference list, but omits the other. (0 – 2.9) Score of APA Style (7th ed.) (5%), / 5 Total Score of Project #3 Leading (15%) - Fall 2021, / 100 ________________________________________ Overall Score Equivalent to an A 90 points minimum Equivalent to a B 80 points minimum Equivalent to a C 70 points minimum Equivalent to a D 60 points minimum Equivalent to an F 0 points minimum