Cross Cultural SDG Project
Assignment 3: Team Project Packet & Rubric
|
Criterion |
A |
B |
C |
D |
F |
|
Visual Appeal
Weight: 10% |
There are no errors in spelling, grammar and punctuation. Information is clear and concise on each slide.
Visually appealing/engaging
Professional appearance |
There are some errors in spelling, grammar and punctuation. Too much information on two or more slides. Significant visual appeal. |
There are many errors in spelling, grammar and punctuation.
Too much information was contained on many slides. Minimal effort made to make slides appealing or too much going on.
|
There are many errors in spelling, grammar and punctuation. The slides were difficult to read and too much information had been copied onto them.
No visual appeal
Unprofessional appearance. |
No presentation |
|
Content
Weight: 20% |
The presentation was a concise summary of the topic with all question(s) answered. |
The presentation was a good summary of the topic.
Most important |
The presentation was informative, but several elements went unanswered.
|
The presentation was a brief look at the topic, but many questions were left unanswered.
Majority of information is irrelevant and significant
|
No presentation |
|
|
Comprehensive and complete coverage of information. |
information covered; little irrelevant info. |
Much of the information irrelevant; coverage of a few of major points. |
points left out. |
|
|
Presentation
Skills
Weight: 10% |
Regular/constant eye contact. The audience was engaged, and presenters held the audience’s attention. Appropriate speaking volume & body language. |
Most members spoke to majority of audience, steady eye contact. The audience was engaged by the presentation. Majority of presenters spoke at a suitable volume.
Some fidgeting by member(s). |
Members focused on only part of audience. Sporadic eye contact by more than one presenter. The audience was not engaged.
Speakers could be heard by only half of the audience. Body language was distracting. |
Minimal eye contact by more than one member focusing on a small part of audience. The audience was not engaged. Majority of presenters spoke too quickly or quietly making it difficult to understand. Inappropriate/disinterested body language. |
No presentation |
|
Preparedness
Participation/
Group Dynamics
Weight 5% |
All presenters knew the information, participated equally, and helped each other as needed. Extremely prepared and rehearsed. |
Slight domination of one presenter.
Members helped each other. Very well prepared. |
Significant controlling by some members with one minimally contributing. Primarily prepared but with some dependence on just reading off slides.
|
Unbalanced presentation or tension resulting from over-helping. Multiple group members not participating.
Evident lack of preparation/rehearsal.
Dependence on slides. |
No presentation |
|
Originality / Creativity
The X-factor!
Weight: 5% |
Creative and Original. |
Original elements and evidence of creativity. |
Very few elements of originality and creativity. |
No elements of originality and creativity. |
No presentation |
|
Written Report
Weight 50% |
The report demonstrated excellent knowledge of the course content by integrating major and minor concepts. The report demonstrated evidence of extensive research effort and a depth of thinking about the topic. Excellent structure, error free language and well-designed graphs and diagrams. |
The report demonstrated good knowledge of the course content by integrating major concepts. The report demonstrated evidence of research effort and thinking about the topic. Very good structure, almost error- |
The report demonstrated some knowledge of the course content by integrating some major concepts. The report demonstrated little evidence of research effort and thinking about the topic. Satisfying structure, language, and graphs. |
Many requirements and objectives are not identified, evaluated and/or completed.
The report offered no new information or approach to the topic under discussion. Few application considerations are analyzed, and other factors were ignored or incompletely analyzed.
Poor structure, grammatical mistakes, poorly designed graphs, and diagrams. |
No report |
|
|
|
free language and well-designed graphs and diagrams.
|
|
|
|
Assignment 3: Team Project
Assessment Week/Date: Team Presentations and Reports to be submitted in Weeks 14-15
Weighting (% of final grade): 20%
Assignment Type: Team Project
Learning Outcome(s) Assessed: 1, 2, 3
Description of Assignment: In Teams, you will prepare a 1200-word report and a 15- minute presentation on a given chapter(s) in the book: Ice Cream Social – The Struggle for the Soul of Ben & Jerry’s. Teams will relate concepts covered in class to what is happening within the story of this iconic company in terms of CSR, pursuing social justice and sustainability, staying true to its 3-part mission, being sold to Unilever and how a relationship evolved to allow Ben & Jerry’s to pursue its social mission on a larger stage.
Grading Criteria:
Each team member’s contribution will be assessed by the other teammates. This information will be kept confidential and will only be taken into account for the grade at the end of the semester.
ASSIGNMENT 3: Team Presentation Criteria Checklist
Content:
1. Was the material presented relevant to “Socially Responsible Business?”
2. Did the presentation cover the appropriate material for each chapter?
3. Did the presentation relate course concepts, theories & terminology to what is happening in the chapters?
4. Did the presentation highlight Ben & Jerry’s 3-part mission as it related to the chapters?
Style:
1. Was the presentation well organized?
2. Were the visual aids appropriate and useful?
3. Did the team make a professional presentation?
4. Was the presentation interesting and engaging for the audience?
Team Leadership:
1. Did the team show an understanding of the underlying issue in each chapter?
2. Involve the class members?
3. Had a clear introduction, agenda, and strong wrap-up?
4. Added to my understanding of this topic?
5. Dressed appropriately (business formal)?
Notes:
ICE CREAM SOCIAL TEAM PRESENTATION SCHEDULE: BOS 01
SCHEDULE:
Thursday, April 15: In-class time for Teams to work on their ICS Presentations.
Tuesday, April 20: Chapters 1-6 by Teams 5, 4, 1 & 8
Thursday, April 22: Chapters 7-12 by Teams 6, 3 & 7
Tuesday, April 27: Chapter 13, Epilogue & Wrap-Up by Team 2 and
Guest Speaker: Brad Edmondson, Author ICS
TEAM CHAPTERS TO BE COVERED:
Team 1: Chapters 4 & 5
Team 2: Chapter 13, Epilogue & Wrap Up
Team 3: Chapters 9 & 10
Team 5: Chapters 1 & 2
Team 6: Chapters 7 & 8
Team 7: Chapters 11 & 12
Team 8: Chapter 6
QUESTIONS FROM ICE CREAM SOCIAL:
THE STRUGGLE FOR THE SOUL OF BEN & JERRY’S
(Provided by Dr. Jane Talkington)
Chapter 1:
What did Ben Cohen believe about the ‘power of business?’
What are two big questions explored by the book Ice Cream Social?
Chapter 2:
Explain what was unique about the first “friends and family” stock offering and the second stock offering.
What did the Dough Boy experience teach the founders of Ben & Jerry’s?
Explain the initial (five to one) salary ratio: how it worked and why the company adopted this policy.
Chapter 3:
Describe Peace Pops and 1% for Peace. Explain the results, positive and not so positive, that resulted from those initiatives.
Chapter 4:
Explain the roles of Liz Bankowski at Ben & Jerry’s and the innovations in corporate social responsibility (CSR) that she led.
Chapter 5:
Do you have an opinion on rBGH? How did you form that opinion? Has is changed over time? Do you continue to follow research on it?
Explain the salary structure of the CEO position in 1994 and 1995. Reference dollar amounts. Why do you think the compensation changed so dramatically? What were the implications of this change, positive and negative?
Chapter 6:
Explain why Bob Holland Jr. was hired and why he did not work out in the long term.
Chapter 7:
Ben & Jerry’s professes “peace, love, and Ice cream.” So why did they hire an executive from a gun company as their CEO? What would you have done? Would you ignore the cultural fit and focus only on the skill set?
Chapter 8:
What strikes you as progressive or unusual about the Leading with Progressive Values document?
Chapter 9:
Perry Odak was the CEO of Ben & Jerry’s for three years. He managed the company back to a more financially stable position. This raised the stock price. He then facilitated the sale of the company. When Unilever purchased Ben & Jerry’s, Perry made $12.3 million dollars. Is this fair or egregious? Explain your opinion and justify it.
Chapter 10:
What features were significant about the sales agreement?
Explain what happened to the enforcement of the sales agreement immediately after the purchase and then in the first seven years after the purchase.
What is your opinion of Odak’s actions of ‘shopping’ Ben & Jerry’s around for a potential buyer? Do you think Odak was operating within the accepted bounds of a CEO’s responsibilities or do you think these actions were intentionally covert and constitute a ‘lie of omission?’ Use your intuition because the answer is not in the book.
Chapter 12:
Describe the events that lead the board of directors of Ben & Jerry’s to consider initiating a lawsuit against Unilever.
Chapter 13:
Do you have an opinion on GMO? How did you form that opinion? Has is changed over time? Do you continue to follow research on it?
Epilogue with Jeff Furman:
What are Jeff Furman’s three biggest regrets in retrospect? And what would you say to him in response to these admissions?
2
Assignment 3: Team Project
Packet &
Rubric
1
Cr
i
t
er
ion
A
B
C
D
F
V
i
s
u
a
l
A
pp
e
a
l
W
e
i
gh
t
:
10%
T
h
e
re
a
re
n
o e
rr
o
r
s
in
s
pel
l
in
g
,
gr
a
mmar
a
n
d p
u
n
ct
ua
t
io
n
.
I
n
f
o
r
m
a
t
ion
i
s
c
lear
a
n
d
c
o
n
c
i
s
e
on
e
a
c
h
s
l
i
d
e
.
V
i
s
ua
l
l
y
a
p
p
ea
lin
g
/
en
g
a
g
ing
P
ro
f
e
s
s
ion
a
l
a
p
p
ea
r
a
n
c
e
T
h
e
re
a
re
s
o
m
e
e
rr
o
r
s
in
s
pel
l
in
g
,
g
ra
m
m
ar
a
nd
p
u
n
ct
ua
t
io
n
.
T
oo
m
u
ch
in
f
o
r
m
a
t
ion
on
t
w
o
o
r
m
ore
s
l
id
es
.
S
igni
f
i
c
an
t
v
i
s
u
a
l
a
p
p
ea
l
.
T
h
e
re
a
re
m
any
er
r
or
s
in
s
pel
l
in
g
,
g
ra
m
m
ar
a
nd
p
u
nc
t
ua
t
io
n
.
T
oo
m
u
ch
in
f
o
r
m
a
t
ion
w
a
s
con
t
ain
e
d on
m
any
slid
e
s
.
M
ini
m
al
e
f
f
o
r
t
m
ade
t
o
m
a
ke
sl
i
d
e
s
a
p
p
ea
ling or
t
oo
m
u
ch
g
o
ing o
n
.
T
h
e
re
a
re
m
any
e
r
ror
s
in
spelling
,
g
r
a
m
m
ar
a
n
d
p
u
nc
t
ua
t
io
n
. T
he
s
lid
e
s
w
e
r
e
di
f
f
i
cul
t
t
o
r
ea
d a
n
d
t
oo
m
u
ch
i
n
f
o
r
m
a
t
ion
h
ad b
e
en copied
on
t
o
t
h
e
m
.
No
v
isual ap
p
e
a
l
U
npr
o
f
es
s
ion
a
l
a
p
p
ea
r
a
nce
.
No
p
re
sen
t
a
t
ion
C
on
t
e
n
t
W
e
i
gh
t
:
2
0
%
T
he p
re
s
en
t
a
t
ion
w
a
s
a
c
on
c
i
s
e
s
u
m
m
a
r
y
o
f
t
he
t
opi
c
w
i
t
h all
q
u
e
st
io
n
(s)
a
n
s
w
er
e
d
.
T
he
p
re
s
en
t
a
t
ion
w
a
s
a
go
o
d
s
u
m
m
a
r
y
o
f
t
he
t
op
i
c
.
Mo
st
i
m
po
r
t
an
t
T
he
p
re
sen
t
a
t
ion
w
a
s
in
f
o
r
m
a
t
ive
,
b
u
t
s
e
v
e
ra
l
ele
m
e
n
t
s
w
e
n
t
unanswered
.
T
he p
re
sen
t
a
t
ion
w
as
a b
r
ie
f
look
a
t
t
he
t
o
p
i
c
,
b
u
t
m
any
q
u
e
s
t
io
n
s
w
er
e le
ft
u
n
a
n
s
w
ere
d
.
Ma
jo
r
i
t
y o
f
i
n
f
o
r
m
a
t
ion is
ir
r
ele
v
a
n
t
and sign
i
f
i
ca
n
t
No
p
re
sen
t
a
t
ion
C
o
m
p
r
e
he
n
s
i
v
e
an
d
c
o
m
pl
e
t
e
c
o
v
er
a
g
e
o
f
in
f
o
r
ma
t
io
n
.
in
f
o
r
m
a
t
ion
c
o
v
er
e
d
;
l
i
t
t
le
ir
r
ele
v
a
n
t
in
f
o
.
Mu
ch o
f
t
he
in
f
o
r
m
a
t
ion
ir
r
ele
v
a
n
t;
cov
er
a
g
e o
f
a
few
o
f
m
a
jor
p
oin
t
s
.
p
o
in
t
s le
f
t
o
u
t
.
P
res
e
n
t
a
t
ion
S
k
ill
s
W
e
i
gh
t
:
10%
R
eg
ula
r
/
c
on
s
t
a
n
t
e
y
e
contact
.
T
he
a
u
die
n
c
e
w
a
s
e
n
g
ag
e
d
,
and
p
re
s
en
t
e
r
s
h
e
ld
t
he
a
u
die
n
c
e’
s
a
tt
en
t
io
n
.
A
pp
ro
p
r
ia
t
e
s
pea
k
ing
v
o
l
u
m
e
&
b
o
d
y
lan
gu
a
ge
.
Mo
st
m
e
mb
e
rs
s
po
k
e
t
o
m
a
jo
r
i
t
y o
f
a
u
die
n
ce
,
s
t
ea
d
y
e
y
e
c
on
t
a
c
t
.
T
he a
ud
ience
w
a
s
eng
ag
ed
b
y
t
he
p
re
s
en
t
a
t
io
n
.
Ma
jo
r
i
t
y o
f
p
re
s
en
t
e
r
s
s
po
k
e
a
t
a
s
ui
t
a
b
le
v
olu
m
e
.
S
o
m
e
f
idge
t
ing by
m
e
mb
e
r
(
s)
.
Me
m
b
e
rs
f
o
c
u
sed on
o
n
ly p
ar
t
o
f
a
u
die
n
ce
.
S
po
ra
dic
e
y
e
con
t
a
c
t
by
m
ore
t
h
a
n
o
n
e
p
re
sen
t
e
r
.
T
he a
ud
ience
w
a
s
not
engaged
.
S
pe
a
kers
could be
h
e
a
r
d by
o
n
ly
h
a
l
f
o
f
t
he
a
u
die
n
ce
.
B
ody
lan
gu
a
g
e
w
a
s
dis
t
r
a
c
t
in
g
.
M
ini
m
al
ey
e co
n
t
a
c
t
by
m
ore
t
h
a
n o
n
e
m
e
m
b
e
r
f
o
c
u
sing on
a
s
mall pa
r
t
o
f
a
u
die
n
ce
.
T
he a
ud
ience
w
a
s
n
o
t
e
n
g
ag
e
d
.
Ma
jo
r
i
t
y o
f
p
r
ese
n
t
e
r
s spoke
t
oo q
u
i
c
kly or
q
u
ie
t
ly
m
a
king
i
t
d
i
f
f
i
c
u
l
t
t
o u
n
d
er
s
t
an
d
.
I
na
p
p
ro
p
r
ia
t
e
/
di
s
in
t
e
res
t
ed
b
o
dy
lan
gu
a
ge
.
No
p
re
sen
t
a
t
ion
Assignment 3: Team Project Packet & Rubric
1
Criterion
A
B
C
D
F
Visual Appeal
Weight: 10%
There are no errors
in spelling, grammar
and punctuation.
Information is clear
and concise on
each slide.
Visually
appealing/engaging
Professional
appearance
There are
some errors
in spelling,
grammar and
punctuation.
Too much
information
on two or
more slides.
Significant
visual appeal.
There are
many errors
in spelling,
grammar and
punctuation.
Too much
information
was
contained on
many slides.
Minimal effort
made to
make slides
appealing or
too much
going on.
There are many errors in
spelling, grammar and
punctuation. The slides were
difficult to read and too much
information had been copied
onto them.
No visual appeal
Unprofessional
appearance.
No
presentation
Content
Weight: 20%
The presentation
was a concise
summary of the
topic with all
question(s)
answered.
The
presentation
was a good
summary of
the topic.
Most
important
The
presentation
was
informative,
but several
elements
went
unanswered.
The presentation was a brief
look at the topic, but many
questions were left
unanswered.
Majority of information is
irrelevant and significant
No
presentation
Comprehensive and
complete coverage
of information.
information
covered; little
irrelevant
info.
Much of the
information
irrelevant;
coverage of a
few of major
points.
points left out.
Presentation
Skills
Weight: 10%
Regular/constant
eye contact. The
audience was
engaged, and
presenters held the
audience’s
attention.
Appropriate
speaking volume &
body language.
Most
members
spoke to
majority of
audience,
steady eye
contact.
The audience
was engaged
by the
presentation.
Majority of
presenters
spoke at a
suitable
volume.
Some
fidgeting by
member(s).
Members
focused on
only part of
audience.
Sporadic eye
contact by
more than
one
presenter.
The audience
was not
engaged.
Speakers
could be
heard by only
half of the
audience.
Body
language was
distracting.
Minimal eye contact by more
than one member focusing on
a small part of audience.
The audience was not
engaged.
Majority of presenters spoke
too quickly or quietly making it
difficult to understand.
Inappropriate/disinterested
body language.
No
presentation