School of Business and Law CQUniversity XXXXXXXXXXCRICOS Provider Code: 02219C MGMT 20135: Critical Thinking and Managerial Decision Making Assessment 2: Written Assessment- Reflective Essay This...

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Hey.It is critical thinking and management assessment 2 about reflective essay about 2000 words to be done in it with APA style referencing and you must pick 4 therios from week 1 to week 8 lectures i will be sending those materials through your mail. You cansee the task in given file here. Tutor gave me topic just the mechanica brand name " TOYOTA" . You can have a look through the assessment description and must covered with 10 best journal articles to fulfill the requirement .


School of Business and Law CQUniversity CRICOS Provider Code: 02219C MGMT 20135: Critical Thinking and Managerial Decision Making Assessment 2: Written Assessment- Reflective Essay This assessment item accounts for 40% of your final grade for this unit and must be completed by students individually. Due: The assessment is due on Monday of week 9, 11th May 2020 at 5.00 PM AEST. Length: The essay must be 2000 words in length excluding references. Two points will be deducted for assessments that are over or under by 200 words. Cover page: The essay must include a cover page that contains your name, student number, resident campus, assessment title, lecturer and word count. Format: Text should be word-processed, Times New Roman, 12 size font and line spacing (1.5). Referencing: A minimum of 10 academic references are required. The list of references should form the last page or two, at the end of the assessment. Referencing should be in a consistent APA style. Submission: Please save and upload your file in a Word format (.doc or .docx) via the assessment link on Moodle. There will be a late penalty of 2 marks (5 % of 40) for each day late. Task Description: The objectives of this reflective essay are for students to (1) summarize, critically review and reinforce key concepts and theories learned from week 1 to week 8 of this unit. (2) reflect on these concepts/theories’ potential impact on students’ decision making, and how these learning are being applied and could be applied in their current jobs, development of future career and/or their life generally. (3) reflect on new insights gained about oneself as a result of learning the unit and propose a plan for self-development. Students are expected to reflect on the topics (week 1- week 8) this unit has covered and evaluate which topics have inspired their thinking or influenced their decision making. You must pick Four topics covered during the eight weeks. Each topic needs to contain a CONVINCING and PERSONAL justification of why these topics are chosen and how the mentioned topics have changed/might change the students’ thinking or the students’ decisions. For example, students could identify the topic of “automatic versus critical thinking” as a theme for one week’s reflection, and illustrate with personal examples how having learned about the differences has enabled him/her to be more effective in making a certain decision at work. Close to the end, the essay needs to reflect on self- knowledge and highlight implications for future self-development. To successfully complete this assessment task, students should answer the following reflective essay questions: School of Business and Law CQUniversity CRICOS Provider Code: 02219C • Which concepts/theories from which week’s learning activities are significant or important to you? • Why are these concepts/theories you have identified important or significant to you? (Theoretical review) • How are the concepts/theories you have learned influencing/impacting your decision- making in relation to your current interpersonal relationships, professional workplaces and/or personal life? (Practical Application) • What have you learned about yourself through the unit activities? What skills do you possess and what skills are you lacking? How are you going to improve your decision- making in the future? (Self-knowledge and self-development) • You should tie all your arguments/insights together at the end of your paper, highlighting how you think you will be able to use your learning in your future career and in life generally. Assessment 2: Written Assessment- Reflective Essay Marking Rubrics Section/Criteria 40% Fail (< 25%) fail (26-49%) pass (50‐64%) credit (65‐74%) distinction (75‐84%) high d (85‐100%) introduction & conclusion 6 no introduction. no conclusions provided. no topic, key points and/or purpose is introduced or the introduction is irrelevant to assessment item. brief conclusion but no links established to the introduction and body of the essay. topic introduced, but the introduction is underdeveloped in terms of key points and/or purpose. brief conclusion with limited links established to the introduction and body of the essay. topic, key points and purpose of the essay is introduced with satisfactory clarity. the conclusion provided are reasonably concise and some links established to the introduction and body of the essay. the topic, key points and purpose of the essay are clear and concisely delivered. good conclusion provided with concise summary and links to the introduction and body. the topic, key points and purpose of the essay are very clear and concisely delivered. excellent conclusion provided with very clear and concise summary, and links to the introduction and body. critical review of key concepts/theories are the following two questions well addressed? which concepts/theories from each week’s learning activities are significant or important to you? why are these concepts/theories you have identified important or significant to you? 10 the concepts and theories that will be considered, and their impact on the students’ thinking and decision-making are not clearly identified and justified. containing no or little review of the concepts/theories not meeting the requirement of four (4) concepts/theories the concepts and theories that will be considered are identified but justification for why they are important to the students are not sufficiently articulated. the review of the concepts/theories is insufficient. not meeting the requirement of four (4) concepts/theories the concepts and theories considered, and their impact on the students’ thinking and decision-making are identified and articulated in an acceptable manner. containing adequate literature review of four (4) concepts theories and satisfactory explanations of why the chosen concepts/theories are significant. the concepts and theories considered, and their impact on the students’ thinking and decision-making are clearly identified and articulated in a fairly good manner. containing competent literature review of four (4) concepts/theories and reasonable explanations of why the chosen concepts/theories are significant. the concepts and theories considered, and their impact on the students’ thinking and decision-making are clearly identified and articulated in an effective manner. containing good literature review of four (4) concepts/theories and a strong and convincing justification of why the chosen concepts/theories are significant. the concepts and theories considered, and their impact on the students’ thinking and decision-making are clearly identified and articulated in a professional manner. containing excellent review of four (4) concepts/theories and exceptionally strong and convincing justification of why the chosen concepts/theories are significant. reflection on course impact in personal decision making is the following question well addressed? how are the concepts/theories you have learned influencing/impacting your decision-making in relation to your current interpersonal 10 demonstrates little, if any reflection on unit impact in personal decision making with extremely limited, if any, analysis. demonstrates limited reflection on unit impact in personal decision making by providing a limited level of analysis. demonstrate average level of reflection on unit impact in personal decision making by providing an acceptable level of analysis. demonstrates a good level of reflection on unit impact in personal decision making by providing some level of analysis with evidence. demonstrates a high level of reflection on unit impact in personal decision making by providing a high level of analysis with evidence. demonstrates an exceptional level of reflection on unit impact in personal decision making by providing a high level of analysis with strong and compelling evidence. assessment 2: written assessment- reflective essay marking rubrics relationships, professional workplaces and/or personal life? reflection on self-knowledge and future development are the following questions well addressed? what have you learned about yourself through the course activities? what skills do you possess and what skills are you lacking? how are you going to improve your decision- making in the future? 10 demonstrates little, if any reflection on self- knowledge and self- development with extremely limited, if any, analysis. demonstrates limited reflection on self-knowledge and self-development by providing a limited level of analysis demonstrate satisfactory level of reflection on self- knowledge and self- development by providing an acceptable level of analysis. demonstrates a fairly good level of reflection on self- knowledge and self- development by providing some level of analysis with evidence. demonstrates a high level of reflection on self-knowledge and self-development by providing a high level of analysis with evidence. demonstrates an exceptional level of reflection on self- knowledge and self- development by providing a high level of analysis with strong and compelling evidence presentation: 2 quality of writing is at a very poor standard so barely understandable. many spelling mistakes. little or no evidence of proof reading. quality of writing is at a poor standard. frequent grammar, punctuation and spelling mistakes. use of inappropriate language. some problems with sentence structure and presentation. frequent grammar, punctuation and spelling mistakes. use of inappropriate language. quality of writing is of a fairly good standard. 25%)="" fail="" (26-49%)="" pass="" (50‐64%)="" credit="" (65‐74%)="" distinction="" (75‐84%)="" high="" d="" (85‐100%)="" introduction="" &="" conclusion="" 6="" no="" introduction.="" no="" conclusions="" provided.="" no="" topic,="" key="" points="" and/or="" purpose="" is="" introduced="" or="" the="" introduction="" is="" irrelevant="" to="" assessment="" item.="" brief="" conclusion="" but="" no="" links="" established="" to="" the="" introduction="" and="" body="" of="" the="" essay.="" topic="" introduced,="" but="" the="" introduction="" is="" underdeveloped="" in="" terms="" of="" key="" points="" and/or="" purpose.="" brief="" conclusion="" with="" limited="" links="" established="" to="" the="" introduction="" and="" body="" of="" the="" essay.="" topic,="" key="" points="" and="" purpose="" of="" the="" essay="" is="" introduced="" with="" satisfactory="" clarity.="" the="" conclusion="" provided="" are="" reasonably="" concise="" and="" some="" links="" established="" to="" the="" introduction="" and="" body="" of="" the="" essay.="" the="" topic,="" key="" points="" and="" purpose="" of="" the="" essay="" are="" clear="" and="" concisely="" delivered.="" good="" conclusion="" provided="" with="" concise="" summary="" and="" links="" to="" the="" introduction="" and="" body.="" the="" topic,="" key="" points="" and="" purpose="" of="" the="" essay="" are="" very="" clear="" and="" concisely="" delivered.="" excellent="" conclusion="" provided="" with="" very="" clear="" and="" concise="" summary,="" and="" links="" to="" the="" introduction="" and="" body.="" critical="" review="" of="" key="" concepts/theories="" are="" the="" following="" two="" questions="" well="" addressed?="" which="" concepts/theories="" from="" each="" week’s="" learning="" activities="" are="" significant="" or="" important="" to="" you?="" why="" are="" these="" concepts/theories="" you="" have="" identified="" important="" or="" significant="" to="" you?="" 10="" the="" concepts="" and="" theories="" that="" will="" be="" considered,="" and="" their="" impact="" on="" the="" students’="" thinking="" and="" decision-making="" are="" not="" clearly="" identified="" and="" justified.="" containing="" no="" or="" little="" review="" of="" the="" concepts/theories="" not="" meeting="" the="" requirement="" of="" four="" (4)="" concepts/theories="" the="" concepts="" and="" theories="" that="" will="" be="" considered="" are="" identified="" but="" justification="" for="" why="" they="" are="" important="" to="" the="" students="" are="" not="" sufficiently="" articulated.="" the="" review="" of="" the="" concepts/theories="" is="" insufficient.="" not="" meeting="" the="" requirement="" of="" four="" (4)="" concepts/theories="" the="" concepts="" and="" theories="" considered,="" and="" their="" impact="" on="" the="" students’="" thinking="" and="" decision-making="" are="" identified="" and="" articulated="" in="" an="" acceptable="" manner.="" containing="" adequate="" literature="" review="" of="" four="" (4)="" concepts="" theories="" and="" satisfactory="" explanations="" of="" why="" the="" chosen="" concepts/theories="" are="" significant.="" the="" concepts="" and="" theories="" considered,="" and="" their="" impact="" on="" the="" students’="" thinking="" and="" decision-making="" are="" clearly="" identified="" and="" articulated="" in="" a="" fairly="" good="" manner.="" containing="" competent="" literature="" review="" of="" four="" (4)="" concepts/theories="" and="" reasonable="" explanations="" of="" why="" the="" chosen="" concepts/theories="" are="" significant.="" the="" concepts="" and="" theories="" considered,="" and="" their="" impact="" on="" the="" students’="" thinking="" and="" decision-making="" are="" clearly="" identified="" and="" articulated="" in="" an="" effective="" manner.="" containing="" good="" literature="" review="" of="" four="" (4)="" concepts/theories="" and="" a="" strong="" and="" convincing="" justification="" of="" why="" the="" chosen="" concepts/theories="" are="" significant.="" the="" concepts="" and="" theories="" considered,="" and="" their="" impact="" on="" the="" students’="" thinking="" and="" decision-making="" are="" clearly="" identified="" and="" articulated="" in="" a="" professional="" manner.="" containing="" excellent="" review="" of="" four="" (4)="" concepts/theories="" and="" exceptionally="" strong="" and="" convincing="" justification="" of="" why="" the="" chosen="" concepts/theories="" are="" significant.="" reflection="" on="" course="" impact="" in="" personal="" decision="" making="" is="" the="" following="" question="" well="" addressed?="" how="" are="" the="" concepts/theories="" you="" have="" learned="" influencing/impacting="" your="" decision-making="" in="" relation="" to="" your="" current="" interpersonal="" 10="" demonstrates="" little,="" if="" any="" reflection="" on="" unit="" impact="" in="" personal="" decision="" making="" with="" extremely="" limited,="" if="" any,="" analysis.="" demonstrates="" limited="" reflection="" on="" unit="" impact="" in="" personal="" decision="" making="" by="" providing="" a="" limited="" level="" of="" analysis.="" demonstrate="" average="" level="" of="" reflection="" on="" unit="" impact="" in="" personal="" decision="" making="" by="" providing="" an="" acceptable="" level="" of="" analysis.="" demonstrates="" a="" good="" level="" of="" reflection="" on="" unit="" impact="" in="" personal="" decision="" making="" by="" providing="" some="" level="" of="" analysis="" with="" evidence.="" demonstrates="" a="" high="" level="" of="" reflection="" on="" unit="" impact="" in="" personal="" decision="" making="" by="" providing="" a="" high="" level="" of="" analysis="" with="" evidence.="" demonstrates="" an="" exceptional="" level="" of="" reflection="" on="" unit="" impact="" in="" personal="" decision="" making="" by="" providing="" a="" high="" level="" of="" analysis="" with="" strong="" and="" compelling="" evidence.="" assessment="" 2:="" written="" assessment-="" reflective="" essay="" marking="" rubrics="" relationships,="" professional="" workplaces="" and/or="" personal="" life?="" reflection="" on="" self-knowledge="" and="" future="" development="" are="" the="" following="" questions="" well="" addressed?="" what="" have="" you="" learned="" about="" yourself="" through="" the="" course="" activities?="" what="" skills="" do="" you="" possess="" and="" what="" skills="" are="" you="" lacking?="" how="" are="" you="" going="" to="" improve="" your="" decision-="" making="" in="" the="" future?="" 10="" demonstrates="" little,="" if="" any="" reflection="" on="" self-="" knowledge="" and="" self-="" development="" with="" extremely="" limited,="" if="" any,="" analysis.="" demonstrates="" limited="" reflection="" on="" self-knowledge="" and="" self-development="" by="" providing="" a="" limited="" level="" of="" analysis="" demonstrate="" satisfactory="" level="" of="" reflection="" on="" self-="" knowledge="" and="" self-="" development="" by="" providing="" an="" acceptable="" level="" of="" analysis.="" demonstrates="" a="" fairly="" good="" level="" of="" reflection="" on="" self-="" knowledge="" and="" self-="" development="" by="" providing="" some="" level="" of="" analysis="" with="" evidence.="" demonstrates="" a="" high="" level="" of="" reflection="" on="" self-knowledge="" and="" self-development="" by="" providing="" a="" high="" level="" of="" analysis="" with="" evidence.="" demonstrates="" an="" exceptional="" level="" of="" reflection="" on="" self-="" knowledge="" and="" self-="" development="" by="" providing="" a="" high="" level="" of="" analysis="" with="" strong="" and="" compelling="" evidence="" presentation:="" 2="" quality="" of="" writing="" is="" at="" a="" very="" poor="" standard="" so="" barely="" understandable.="" many="" spelling="" mistakes.="" little="" or="" no="" evidence="" of="" proof="" reading.="" quality="" of="" writing="" is="" at="" a="" poor="" standard.="" frequent="" grammar,="" punctuation="" and="" spelling="" mistakes.="" use="" of="" inappropriate="" language.="" some="" problems="" with="" sentence="" structure="" and="" presentation.="" frequent="" grammar,="" punctuation="" and="" spelling="" mistakes.="" use="" of="" inappropriate="" language.="" quality="" of="" writing="" is="" of="" a="" fairly="" good="">
Answered Same DayMay 04, 2021MGMT20135Central Queensland University

Answer To: School of Business and Law CQUniversity XXXXXXXXXXCRICOS Provider Code: 02219C MGMT 20135: Critical...

Moumita answered on May 08 2021
150 Votes
Running Head: Assessment 2                                 1
Assessment 2                                            2
REFLECTION OF THE DECISION MAKING THEORIES
Table of Contents
Introduction    3
Answer to Question 1    3
Answer to Question 2    3
Answer to Question 3    5
Answer to Question 4    6
Answer to Question 5    7
Conclusion    7
References    8
Introduction
The different concepts that are related to the Decision making processes will be discussed in this report. I personally think that this decision
making process or theory is very important from a different perspective (Singh & Garg, 2017). This decision making process helps the people to gain the proper knowledge about the problems and they can also be able to gain the different perspective on the different dimensions too.
Answer to Question 1
Amongst the different concepts and theories of the critical thinking and decision making process that have been taught in these eight weeks I think that I have found four theories very significant and important amongst others. These four theories are the Triangular thinking theory, Prospect Theory, Psychological Contract Theory and the Game Theory (Geckil & Anderson, 2016). I think all of these theories are very well balanced within themselves and this has also led to some of the best decision making processes within the different organisations. Thus the organisation has earned a lot of profit and gained many advantages within the different business prospects.
Through all the week’s learning I have learned that these theories and the proper implementation can bring success to the different factors. That is the reason why I chose the four theories I have named above (Wang, Yang & Luo, 2017). The reason and the in depth discussion of these theories are discussed below with the proper example and reform to the Toyota company and their decision making process in general. I think this in depth discussion is very important for giving a proper understanding of the theories and it can also enrich my personal insight and analysis of these theories for the betterment in the future.
Answer to Question 2
The theories that I have chosen are the Triangular Thinking theory, Prospect theory, PSychological Contract theory and game theory. The in depth analysis of these theories will be presented here. From the week’s learning I have learnt that the Prospect theory is a very important theory in the context of the decision making procedure. Daniel Kanheman and Amos Tversky co-founded this theory in the year of 1979. The different concepts and the main motto that has been presented within this theory can challenge the famous utility theory behind the decision making process. This theory introduces a new way of thinking process behind the decision making approach which i think is very effective and unique. That is the reason why I have really thought this theory as a very significant one in the different business context. The prospect theory provides a brief assumption of the losses and gains that can be derived from a decision and that is the reason why it is also considered as the loss aversion theory in general. The decision making scenario depends on the loss and gains. As an individual we assume or think about the risk of loss associated with a certain decision (Bernheim & Sprenger, 2019). That is the reason why that decision is never made rather the decision that can lead to the gain is made very easily. The presumption of the risks of the loss within the different spheres can be the leading force behind the decision making process according to this theory.
The next theory that I think is amusing is the psychological contract theory. This theory has been developed by Rousseau in the year 2004. The different types of beliefs that is associated with the premises that are made to the individual or organisations in general. The individuals or the enterprises take the decision based upon these promises. The promised outcome of the other leads the way to the decision making process. The psychology of gaining what is promised is the guiding force behind this decision making process. In this way through the psychological contract a decision is being made. I think these contract theories are very common. A lot of people make a decision based upon the promise they have got from the other personalities. There are different features associated with the psychological contract theory which I think is very important in the decision making processes. They are the voluntary choice, belief in the mutual agreement,...
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