DetailsUpdated the attachment. Write a paper (1,500-1,750 words) in which you address the following based on the information provided in the "West Coast Transit Case Study" resource.Define the thre
West Coast Transit Case
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| 10.0 %Evaluating Effective Team/Group Work | Definitions of the three criteria for evaluating an effective team and an analysis of whether the team assembled in the West Coast Transit case is effective or not are absent, inappropriate, or irrelevant. | Definitions of the three criteria for evaluating an effective team and an analysis of whether the team assembled in the West Coast Transit case is effective are vague or incomplete. Supporting material is often confusing or inappropriate. | Definitions of the three criteria for evaluating an effective team and an analysis of whether the team assembled in the West Coast Transit case is effective are provided, but at a cursory level. Supporting material is of baseline acceptable quality and quantity. | Definitions of the three criteria for evaluating an effective team and an analysis of whether the team assembled in the West Coast Transit case is effective are clear and well developed. Supporting material is of above average quality and quantity. | Definitions of the three criteria for evaluating an effective team and an analysis of whether the team assembled in the West Coast Transit case is effective or not are thorough and detailed. The paper provides examples and insight to further understanding. Supporting material is of exceptional quality and quantity. | ||
| 10.0 %Review of the Five Stages of Group Formation | A review of the five stages of group formation is absent, inappropriate, or irrelevant. An evaluation of what stage is currently evident in the West Coast Transit case is absent, inappropriate, or irrelevant. | A review of the five stages of group formation is vague or incomplete. An evaluation of the stage(s) currently evident in the West Coast Transit case is weak or marginal with gaps in logic. Supporting material is often confusing or inappropriate. | A review of the five stages of group formation is provided, but at a cursory level. It includes a rudimentary evaluation of the stage(s) currently evident in the West Coast Transit case. Supporting material is of baseline acceptable quality and quantity. | A review of the five stages of group formation is clear and well integrated. A clear evaluation of the stage(s) currently evident in the West Coast Transit case is included. Supporting material is of above average quality and quantity. | A review of the five stages of group formation is thorough and well integrated. A detailed evaluation of the stage(s) currently evident in the West Coast Transit case is included. The paper provides examples and insight to further understanding. Supporting material is of exceptional quality and quantity. | ||
| 6.0 %Three Behavioral Roles | Definitions of the three behavioral roles and an identification of how those roles are evident in the West Coast Transit case are absent, inappropriate, or irrelevant. | Definitions of the three behavioral roles and an identification of how those roles are evident in the West Coast Transit case are weak or marginal with gaps in presentation. Supporting material is often confusing or inappropriate. | Definitions of the three behavioral roles and an identification of how those roles are evident in the West Coast Transit case are provided, but on a cursory level. Supporting material is of baseline acceptable quality and quantity. | Definitions of the three behavioral roles and an identification of how those roles are evident in the West Coast Transit case are clear and well integrated. Justification for the discussion is clearly articulated. Supporting material is of above average quality and quantity. | Definitions of the three behavioral roles and an identification of how those roles are evident in the West Coast Transit case are thorough and well integrated. Justification is clearly developed, with examples that show that meaning and message were conveyed, to further understanding. Supporting material is of exceptional quality and quantity. | ||
| 9.0 %Effectiveness of Communication in the West Coast Transit Case | A discussion regarding the effectiveness of communication evident in the West Coast Transit case is absent, inappropriate, or irrelevant. | A discussion regarding the effectiveness of communication evident in the West Coast Transit case is vague or incomplete. Justification for the discussion is weak or marginal with gaps in presentation. Supporting material is often confusing or inappropriate. | A discussion regarding the effectiveness of communication evident in the West Coast Transit case is provided, but on a cursory level. Supporting material is of baseline acceptable quality and quantity. | A discussion regarding effectiveness of the communication evident in the West Coast Transit case is clear and well integrated. Justification for the discussion is clearly articulated. Supporting material is of above average quality and quantity. | A discussion regarding the effectiveness of communication evident in the West Coast Transit case is thorough and well integrated. Justification is clearly developed, with examples that show that meaning and message were conveyed, to further understanding. Supporting material is of exceptional quality and quantity. | ||
| 5.0 %Types of Conflict in the West Coast Transit Case | A description of the two main types of conflict as well as an identification of the type of conflict evident in the West Coast Transit case is absent, inappropriate, or irrelevant. | A description of the two main types of conflict in the West Coast Transit case is vague, incomplete. An identification of the type of conflict evident in the West Coast Transit case is weak or marginal with gaps in presentation. Supporting material is often confusing or inappropriate. | A description of the two main types of conflict in the West Coast Transit case is provided, but on a cursory level. An identification of the type of conflict evident in the West Coast Transit case is rudimentary. Supporting material is of baseline acceptable quality and quantity. | A description of the two main types of conflict in the West Coast Transit case is clear and well integrated. An identification of the type of conflict evident in the West Coast Transit case is clearly articulated and justified. Supporting material is of above average quality and quantity. | A description of the two main types of conflict in West Coast Transit case is thorough and well integrated. An identification of the type of conflict is thorough and clearly developed. Supporting material is of exceptional quality and quantity. | ||
| 5.0 %Recommendation of Direct Conflict Management Approach | A recommendation of a direct conflict management approach that Denson could use to manage the conflict is absent, irrelevant or inappropriate. | A recommendation of a direct conflict management approach that Denson could use to manage the conflict is vague incomplete, weak or marginal, with gaps in presentation. Supporting material is often confusing or inappropriate. | A recommendation of a direct conflict management approach that Denson could use to manage the conflict is provided, but is cursory or rudimentary. Supporting material is of baseline acceptable quality and quantity. | A recommendation of a direct conflict management approach that Denson could use to manage the conflict is clearly articulated and well integrated. Supporting material is of above average quality and quantity. | A recommendation of a direct conflict management approach that Denson could use to manage the conflict is thorough, clearly developed and well integrated, with examples that aid insight to further understanding. Supporting material is of exceptional quality and quantity. | ||
| 5.0 %Recommendation of Indirect Conflict Management Approach | A recommendation of an indirect conflict management approach that Denson could use to manage the conflict is absent, irrelevant or inappropriate. | A recommendation of an indirect conflict management approach that Denson could use to manage the conflict is vague incomplete, weak or marginal, with gaps in presentation. Supporting material is often confusing or inappropriate. | A recommendation of an indirect conflict management approach that Denson could use to manage the conflict is provided, but is cursory or rudimentary. Supporting material is of baseline acceptable quality and quantity. | A recommendation of an indirect conflict management approach that Denson could use to manage the conflict is clearly articulated and well integrated. Supporting material is of above average quality and quantity. | A recommendation of an indirect conflict management approach that Denson could use to manage the conflict is thorough, clearly developed, and well integrated, with examples that aid insight to further understanding. Supporting material is of exceptional quality and quantity. | ||
| 10.0 %Tasks, Maintenance, and Dysfunctional Activities | Identification of a task and maintenance activity that should be encouraged as well as the most disruptive behavior that should be discouraged in the West Coast Transit case is absent, inappropriate, or irrelevant. | Identification of a task and maintenance activity that should be encouraged as well as the most disruptive behavior that should be discouraged in the West Coast Transit case is weak or marginal, with gaps in presentation. Supporting material is often confusing or inappropriate. | Identification of a task and maintenance activity that should be encouraged as well as the most disruptive behavior that should be discouraged in the West Coast Transit case is satisfactory. Supporting material is of baseline acceptable quality and quantity. | Identification of a task and maintenance activity that should be encouraged as well as the most disruptive behavior that should be discouraged in the West Coast Transit case is clearly articulated. Supporting material is of above average quality and quantity. | Identification of a task and maintenance activity that should be encouraged as well as the most disruptive behavior that should be discouraged in the West Coast Transit case is clearly developed, with examples and personal insight to further understanding. Supporting material is of exceptional quality and quantity. | ||
| 15.0 %Motivational Problems and Motivational Theories | An identification of motivational problems evident in the West Coast Transit case, with three suggestions that represent each of the motivational theories to motivating each member, is absent, inappropriate, or irrelevant. | An identification of motivational problems evident in the West Coast Transit case, with a relevant suggestion linked to each team member, is vague or incomplete. A motivational theory from each required area is not adequately addressed. Supporting material is often confusing or inappropriate. | An identification of motivational problems evident in the West Coast Transit case, with a relevant suggestion linked to each team member, is provided, but on a cursory level. A motivational theory from each required area is included but underdeveloped. Supporting material is of baseline acceptable quality and quantity. | An identification of motivational problems evident in the West Coast Transit case, with a relevant suggestion for motivating each team member, is clear and well integrated. A motivational theory from each required area is included and clearly articulated. Supporting material is of above average quality and quantity. | An identification of motivational problems evident in the West Coast Transit case, with a relevant suggestion for motivating each team member, is thorough and well integrated. A motivational theory from each required area is included and clearly developed and justified, with examples and personal insight to further understanding. Supporting material is of exceptional quality and quantity. | ||
| 5.0 %Research Sources (relevancy, quantity, and type specifications) | Sources are not used or cited as required in the assignment instructions. Noncredible sources are used. | Source relevance is vague or inconsistent. References from appropriate sources are not included: at least two academic resources. | Source relevance is mostly applicable and appropriate. References from appropriate sources are included: at least two academic resources. | Source relevance is applicable and appropriate in all instances. References from appropriate sources are included: at least two academic resources. | Source relevance is applicable and appropriate in all instances and sparks interest in the reader to pursue further investigation. References from appropriate sources are used: more than two academic resources. | ||
| 14.0 %Organization and Effectiveness |
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| 5.0 %Thesis Development and Purpose | Paper lacks any discernible overall purpose or organizing claim. | Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. | Thesis and/or main claim are apparent and appropriate to purpose. | Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear. | ||
| 5.0 %Argument Logic and Construction | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses non-credible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. | ||
| 4.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. | ||
| 6.0 %Format |
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| 3.0 %Paper Format (use of appropriate style for the major and assignment) | Template is not used appropriately, or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | Appropriate template is used. Formatting is correct, although some minor errors may be present. | Appropriate template is fully used. There are virtually no errors in formatting style. | All format elements are correct. | ||
| 3.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | Sources are not documented. | Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | ||
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West Coast Transit Case Study
West Coast Transit Company Profile
West Coast Transit began as a small, charter airline in 2005. Its initial vision was providing affordable, on-the-hour flights from California-based airports to its three adjacent states: Arizona, Nevada, and Oregon. West Coast Transit recognized that the need for affordable and convenient flights out of California was high enough to sustain a business. The company began its success using smaller commuter planes to transport customers to surrounding airports. There was no flight longer than 2 hours and there was minimal service during the flight. The company’s mission was customer-focused, to provide an opportunity for companies to fly their employees at an affordable rate and whole families to travel affordably.
West Coast Transit tripled in size after its first year. Growing demand required the addition of flights, employees, and larger airplanes. The founders of the company reevaluated the vision and future of West Coast Transit. The company were determined to maintain an emphasis on convenient, affordable flights and keep its focus on customer needs. This strategy proved successful. The company has established itself as a dominant regional competitor. West Coast Transit has over 10,000 employees and continues to see growth in its future.
Most employees at West Coast Transit rave about the company and appreciate its friendly and employee-centered culture. The company’s leadership cares about its employees and makes every effort to provide them with satisfactory benefits. Most employees are enthusiastic about the impact they make on customers, their salaries and benefits, and the advancement opportunities the company provides. They feel valued and respected. One major complaint that a majority of the employees has is the turnaround demand. Employees are given very little time and support to complete a project. There is just too much work to be done. Most employees are successful under pressure, but would appreciate an environment that provides adequate time to complete projects productively.
West Coast Transit Marketing Project
Pete Denson, a manager in the marketing department, has been handed a last-minute project to lead a team consisting of other managers to develop a campaign. The team must complete the project swiftly and flawlessly. Failure is not an option. West Coast Transit’s biggest competitor just released 50 new flight plans at highly competitive fares. This has caused a significant decrease in sales for West Coast Transit. You and your team have been given the task to develop a marketing strategy to drive up sales. West Coast Transit was planning a release celebration for their new Boeing-747 in 6 weeks. The Vice President of Marketing, Bernie Hollis, demanded a new marketing campaign that will be introduced to the public simultaneously with the new aircraft. This task will require the team to collaborate effectively in a short timeframe.
You and three other managers must work under demanding conditions. There is a significant time crunch. Your employees are already overburdened by their daily tasks. Staffing has not kept pace with the recent growth of the company. Many employees are relatively new and are not yet fully trained in all aspects of their jobs. While leadership is empathetic to the demands placed on employees, the simple fact is that additional staffing is not an option at this time and the work must get done to support the ongoing success of the company.
This project is critical for the future of the company. The company is at risk of laying off hundreds of employees. With the release celebration for the new jet only 6 weeks away, employees need to be prepared to put in significant amounts of unpaid overtime to complete the project before the deadline. The project budget is adequate, but could fall short considering the impressive results the company is hoping to achieve. This assignment requires a team that can work together for the good of the company and produce the needed results.
Denson called a meeting of the managers at 4:30pm on a Tuesday, made up of Lea Jing, Jon Mahonney, and Katarina Tanney. The first meeting turned out very different from what you envisaged. Lea Jing was the only participant who had reviewed the agenda, printed it, and came with some suggestions. Jing has always been conscientious, so it is no surprise that she is scheduled to be transferred to another department to head up a high profile task within West Coast Transit in a month. Mahonney and Tanney acknowledged the receipt of the agenda, but immediately noted that the agenda and proposed plan were “massive and unattainable” considering the constraints of time and workloads. Tanney commented, “It doesn’t help when one does not get paid for doing this. How am I supposed to get my team on board?” You try to refocus the team by referring back to the agenda.
Although Lea Jing had been quiet and observant all the while, she noted that she had approximately a month left in the department before being relocated to another department. You reply that “one month is a lot of time to get the project done, considering it is a high priority for the organization anyway.” Once again, you proceed to refocus the team, but Tanney interjects by saying it is common knowledge that she has personal family problems, many of which stem from her spending more time at work rather than at home, and she feels that this new project will place an undue stress on her already fragile family life. She mentions that she is in counselling and has to leave right after work every day, so working overtime is out of the picture for her. Frustrated by all the negativity, Denson retorted abruptly, “We all have problems, we all have complaints. Let’s just all get it out now! Are there any other complaints?” There was an uneasy silence, Jon Mahonney finally spoke up: “C'mon guys, we have been selected to work on this project because the organization feels we are the only ones who can make this happen… Lea, Katarina, you ladies are the best at what you do….I know that the conditions are not ideal, but we have to pull together.” At this point, Tanney stands up and heads towards the door while muttering, “It’s 5 p.m., and I have counseling in half an hour.” She stops just shy of the door, turns around, and says to Denson, “Pete, I take exception to your condescending remarks and addressing my personal issue as a ‘complaint.’ Until you apologize and promise to treat me with the respect I deserve, I am not willing to work with you!”
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