Write a paper on United Airlines and their issues and how to resolve them using your choice of three sources.
MAN 224 FINAL PROJECT -- United Airlines Analysis 1. Review the final project requirements below 2. Research a minimum of three articles regarding United Airlines and its recent problems (Cite sources at the end of your report – copy/paste URL’s) 3. Assume you are consultant who has been hired to help United Airlines. Based on what you’ve learned regarding leadership this semester, develop a strategy for United to implement. (Review the chapters in your textbook, then show me what you’ve learned. Be specific in your analysis – for example, rather than stating that a different leadership style should be incorporated, tell me WHICH leadership style and why.) PART I: Leadership Final Project Requirements (100 points): · Format as a report – main title with side headings (no more than 3 pages) · Single spaced; block paragraphs; one blank line between paragraphs · 11-point font (Calibri, Arial, or Times New Roman font) · Proofread carefully – typographical errors, grammar, punctuation, correct format, etc. · Business formatting such as bulleted items, tables, etc. is acceptable Include the following: Introduction: Write a summary of United’s current concerns/issues/problems · Prioritize issues/concerns (with 1 being the main priority) Strategy and Implementation: Develop a strategy/plan to address the above issues/concerns. Include ideas for implementation. · Consider/incorporate the following: · Do you feel United’s leadership is the cause OR the effect -- of their problems? Explain. · What leadership style does Oscar Munoz display? Provide rationale. What leadership style do you believe United needs in order to improve/be successful? · Consider (but do not limit your yourself to) the following areas: · Effective Leadership – executive, team, individual · Employee engagement/treatment – communication, motivation, empowerment, compensation · Organizational culture – ethics, diversity, conflict managment · Crisis/Change Management Summary/Conclusion: Write a summary of your recommendations. PART II: Critical Thinking – Business Department Assessment (20 points) · Read the attached short article – “Relationship between problem solving and critical thinking” · Review the attached Critical Thinking explanation and Grading Rubric. I will be using both to evaluate your answer. · Type answer to PART II on a separate page (separate from your report) Challenge your presuppositions: List 2-3 areas/topics that we studied in class in which your presuppositions were challenged based on what you learned from this class, the textbook, and/or assignments. Describe what brought you to that realization and how it has altered your thoughts and/or actions regarding leadership as well as your role in leadership. Be specific. What is the relationship between problem solving and critical thinking? John Lombard, Founder of "The Language of Culture" | Consultant | Speaker Huge, huge difference. Pretty much everyone on the planet engages in problem solving on a daily basis. One doesn't need to be a critical thinker to engage in problem solving, one just needs basic knowledge or creativity. In fact, in many ways, I'd say that creativity is a larger part of problem-solving than critical thinking is. Problem-solving requires an understanding of the situation; critical thinking requires an understanding of yourself, how you think, etc. Problem-solving requires you to look at an external event, and figure out how to change it; critical thinking requires you to look inward, to challenge your own presuppositions. Problem-solving is a periodic event, to be dealt with occasionally as problems arise; critical thinking is a continuous process, applied to all areas of your life. There are some cases where critical thinking may be applied to problem-solving, but it's not a requirement. The best way to illustrate this is by the simple fact that there are a great many people out there who are not critical thinkers at all, and yet are great at problem-solving. A very obvious example would be Donald Trump -- a man who, in my opinion, epitomizes the very antithesis of critical thinking. Yet within his specific field of real estate development, he's a brilliant problem solver. Taken from: https://www.quora.com/What-is-the-relationship-between-problem-solving-and-critical-thinking MAN 224 FINAL PROJECT, Spring 2019 United Airlines Analysis Student Name Introduction This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. 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This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. Summary/Conclusion This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. This is only an example of typed text. Works Cited http://fortune.com/2017/04/10/united-airlines-customer-service/ http://fortune.com/2018/04/24 https://www.businessinsider.com (3 pages maximum) Complete PART II of the final project as a separate document. Aims Community College Critical Thinking Rubric Aims Community College Critical Thinking Rubric Common Learning Outcome: Students should be able to evaluate real-world examples in terms of course content and knowledge, applying thinking skills focused on critical thinking. Learning Outcomes specific to Critical Thinking competency Students should be able to: Identifies & Explains/Explores Issues • identify issues • explain/explore issues Recognizes Audience and/or Stakeholders • recognize their audience and stakeholders • address how audience and stakeholders are related Examine Context • recognize relevant contexts • identify the influence contexts have Frames Personal Responses and Acknowledges Other Perspectives • form a personal point of view • address alternate perspectives Evaluates Assumptions • identify relevant assumptions Evaluates Evidence • identify key information • evaluate information for credibility Evaluates Implications, Conclusions, and Consequences • identify implications, conclusions, and consequences • discuss implications, conclusions, and consequences Level Criteria Arrived - 4 Arriving - 3 Approaching - 2 Progressing - 1 Identifies & Explains/Explores Issues Clearly identifies and summarizes main issues and successfully explains why/how they are problems or questions; and identifies embedded or implicit issues, addressing their relationships to each other. Successfully identifies and summarizes the main issues, but does not explain why/how they are problems or create questions Identifies main issues but does not summarize or explain them clearly or sufficiently Fails to identify, summarize, or explain the main problem or question. Represents the issues inaccurately or inappropriately. Recognizes Audience and/or Stakeholders Recognizes the major and minor audiences and/or stakeholders. Infers motives and causes. Acknowledges how the audiences/stakeholders interrelate. Recognizes the major audiences and/or stakeholders. Infers some motives, causes or how the audiences/stakeholders interrelate. Acknowledges major audiences and/or stakeholders but does not identify any of the motives, causes or how they interrelate. Attempts to recognize major or minor audiences/stakeholders. However motives, causes, and relationships are unclear or not articulated. Examine Context (i.e., cultural/social, educational, technological, political, scientific, economic, ethical, personal experience) Clearly and thoroughly recognizes relevant contexts. Identifies the