| Course | MT304 Leading the 21st Century Organization |
|---|---|
| Unit | Unit 6 |
| Paper type | Leadership seminar reflection |
| Length | About 800 words, 5 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | BS in Business Administration |
| Updated | October 2026 |
Free sample paper for MT304 Unit 6
Nine Things the Software Did Not Touch: An MT304 Unit 6 Seminar Reflection on Whether Team Leads Are Still Needed
[Student Name]
Purdue University Global
MT304: Leading the 21st Century Organization
Unit 6 Seminar Reflection
[Instructor Name]
[Date]
The seminar, insurer and grocery distributor are composite; Project Oxygen and the sources cited are real.
My Position
At our composite Denver auto insurer, about eighty percent of claim assignments are now made by a queue engine that matches each claim to an appraiser by skill, license and severity. A quality model scores every closed file on accuracy and documentation without any team lead's review. My argument was that whatever a team lead still does could be absorbed by spans of control twice as wide, saving perhaps four salaries.
The Challenges
A classmate summarized Google's Project Oxygen. According to Garvin (2013), Google's people analytics team set out to test whether managers made any difference among its engineers, half expecting to show they did not, and found instead that teams with better managers performed better and had lower turnover. I checked Garvin's account after the session rather than relying on the summary. It is strong evidence that managers matter at Google, but it may not transfer to claims work: engineers at a technology firm do different work, under different conditions.
A second classmate described a composite grocery distributor that removed its night-shift supervisors in 2023, relying on software to assign picking routes, and restored them eleven months later. Injury reports had risen, and investigators found that workers were skipping safety steps at three in the morning because no one with authority was present to stop them. That account supplied a mechanism: software can assign work, but it cannot stop a person from taking a dangerous shortcut.
The Instructor's Question
The instructor then asked me to list what our team lead had done the previous Tuesday that no software touched. I wrote it during the break. The list ran to nine items: talked a new appraiser through a total loss involving a deceased policyholder; overrode the queue to move a flood claim to someone who spoke Spanish; noticed an appraiser was quiet on a call and checked on her afterward; settled a dispute between two appraisers over a shared file; called a body shop owner who was threatening to stop accepting our estimates; approved a schedule change for a parent; explained a quality score to an appraiser who thought it unfair; covered a call during an outage; and recommended someone for the Unit 3 promotion posting.
The software handled the routine; every item on the list was something routine could not see coming.
What Changed
Most items on the list are judgment in exceptions: a grieving family, a language need, a struggling colleague, a conflict, an angry partner. Rost (1991) defined leadership as influence toward mutual purposes, and several items, the quiet appraiser and the unfair score, fit that definition: influence the appraiser could have declined. Others, such as the schedule approval, are authority. The software touched none of them. My original argument counted the work software automated and assumed the rest was small. I had never listed the rest.
What I Underestimated
Looking back, my original argument made a common mistake. I measured what the software did and treated everything else as leftover. The leftover was where most of the difficult work sat. Tuesday's list had no item that took more than half an hour, so none of it showed up as a large block of time, yet each item would have gone badly without someone with judgment and standing to handle it. The grieving family, the angry shop owner and the appraiser who felt her score was unfair would all have reached someone eventually, but later and angrier. The cost of removing team leads would not appear in any software report; it would appear in complaints, departures and the occasional claim that went badly wrong.
My Revised Position
Software has removed most of the routine assignment and checking a team lead used to do. It has not removed the exceptions, and exceptions are where a team lead's judgment and influence matter. Spans might be widened modestly, perhaps by a third, but doubling them would leave the nine items on Tuesday's list without anyone to handle them. Northouse (2021) describes leadership as a process rather than a position, and I now think the team lead role exists to hold that process in place when the exceptions arrive.
What I Will Do With It
In Unit 7, I will look at what decisions software should and should not make, and I will start from the list rather than from the automation rate. I also plan to ask our own team lead to keep a similar list for a week, to see whether Tuesday was typical.
References
Garvin, D. A. (2013). How Google sold its engineers on management. Harvard Business Review, 91(12), 74-82.
Northouse, P. G. (2021). Leadership: Theory and practice (9th ed.). SAGE.
Rost, J. C. (1991). Leadership for the twenty-first century. Praeger.
MT304 Unit 6 instructions, in plain terms
In Unit 6 students reflect on a seminar in which they argued a contested position. The reflection should state the position as the student held it, with its evidence, so that any change is credible. Challenges from classmates should be recorded fairly and in the order raised, and any study mentioned should be checked against its source rather than repeated secondhand. Instructors look for the moment the student's thinking shifted and what caused it. A revised position should be stated clearly, with what it keeps and what it gives up. The reflection should read the same for a live attendee and for a student who completed the written alternative. A brief note on how the revision will shape the next unit is welcome.
Inside the MT304 Unit 6 example
The sample opens with the author's case: eighty percent of assignments automated and quality scored without review, so spans could double. The Project Oxygen challenge is checked against Garvin, with a note on what may not transfer from engineers to claims staff. The grocery account supplies the mechanism of authority at three in the morning. The instructor's question produces a nine-item list, from a grieving family's total loss to a promotion recommendation, under the highlighted line that the software handled the routine while every item was something routine could not see coming. A section on what the author underestimated follows. The revised position allows modest span widening, and the next unit will start from the list.
MT304 Unit 6 rubric: what earns full points
Seminar reflections in this course are mostly marked on fair representation of the original position, accurate recording of challenges, clarity about what changed and quality of the revised position. Graders reward reflections that give the original argument its full strength before revising it. Studies mentioned in discussion should be checked against their sources. The turning point should be specific. A revised position should state what survives from the original, not swing to the opposite view without reason. Connecting the revision to course concepts shows learning. Two or three cited works, formatted in APA 7, usually suffice. Reflections that record the discussion but never commit to a revised view, or that abandon the original position without evidence, tend to score lower.
MT304 Unit 6 help from the desk
Seminar reflections often present the student's original position weakly, which makes any change look trivial. Another frequent weakness is repeating a classmate's summary of a study without checking it. Some students describe the discussion without identifying what changed their mind. Revised positions are sometimes just the opposite of the original, which suggests persuasion rather than learning. Before writing, set down your original position at its strongest, list the challenges in order and identify the single question or fact that moved you. If nothing moved you, say why, with evidence. That record of the session is the material a strong reflection is built from.
Get an MT304 Unit 6 example written to your instructions
Which position did you defend when your Unit 6 seminar met, and which challenge actually landed? Note both, attach the session prompt, or its written-route version, plus the rubric, and within 24-48h a reflection is written that states your view at full strength and records where it moved. Classmates appear by role only, and the first sample is free. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
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MT304 Unit 6 questions, answered
What if I argued a position I did not really hold?
Many MT304 seminars assign sides, so this is common. State the position as argued and note that it was assigned, then record what the debate did to your actual view, which may differ. Instructors generally care about reasoning you can show moving, and an assigned side often exposes assumptions more clearly than a chosen one does.
Can I cite a study a classmate mentioned without reading it?
Check it first. Famous workplace studies are often retold with details changed, and a reflection repeating a classmate's version inherits any error. Find the original report or a reliable account, cite that, and say where the classmate's summary matched or differed. Doing so also demonstrates the engagement with sources that most rubrics reward.
How much should the reflection concede?
As much as the evidence required and no more. Claiming complete conversion after one session can read as performed, while conceding nothing suggests the author did not listen. Say which parts of your position survived, which changed and why, and what evidence would move you further. That structure makes the learning visible to a grader.
Where can I find a free MT304 Unit 6 sample paper?
The complete MT304 Unit 6 seminar reflection is on this page, narrowing a claim that software makes team leads unnecessary.
What turned the discussion in the MT304 Unit 6 sample?
The instructor's request to list what a team lead did the previous Tuesday that no software touched, which produced nine items.