Week 8: Selling the Vision Authentic leaders have some basic characteristics that employees trust and find inspiring. These characteristics include embodying a positive mind-set, using a moral rationale, being aware of oneself, and having a moral compass
Michelle_Michy
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| Name: DDBA_8151_Week_8_Assignment_Rubric | ||||||
| Superior Criteria | Excellent Criteria | Satisfactory Criteria | Marginal Criteria | Unsatisfactory Criteria | Not Submitted | |
| Element 1: Ethical Dilemma | 16 (16%) | 15.2 (15.2%) | 13.6 (13.6%) | 12 (12%) | 8 (8%) | 0 (0%) |
| Student presents a thorough and detailed analysis that provides an explanation of the ethical dilemma. Several sources and examples support thinking. | Student presents a thorough and detailed analysis that provides an explanation of the ethical dilemma. Several sources and examples support thinking. There are one or two minor errors in analysis. | Student presents an analysis with some details of the ethical dilemma. Some sources and examples support thinking. | Student presents a cursory or incomplete analysis with vague or missing details of the ethical dilemma. Few sources or examples support thinking. | Does not meet minimal standards. | Did not submit element. | |
| Element 2: Ethical Framework | 16 (16%) | 15.2 (15.2%) | 13.6 (13.6%) | 12 (12%) | 8 (8%) | 0 (0%) |
| Student presents a thorough and detailed analysis that explains the ethical framework that, if applied by the organization to make its decision, would have resolved the ethical dilemma, and includes support for his/her analysis from scholarly research. Several sources and examples support thinking. | Student presents a thorough and detailed analysis that explains the ethical framework that, if applied by the organization to make its decision, would have resolved the ethical dilemma, and includes support for his/her analysis from scholarly research. Several sources and examples support thinking. There are one or two minor errors in analysis. | Student presents an analysis with some details that explains the ethical framework that, if applied by the organization to make its decision, would have resolved the ethical dilemma, and includes some support for his/her analysis from scholarly research. Some sources and examples support thinking. | Student presents a cursory or incomplete analysis with vague or missing details of the ethical framework that, if applied by the organization to make its decision, would have resolved the ethical dilemma, and/or does not include support for his/her analysis from scholarly research. Few sources or examples support thinking. | Does not meet minimal standards. | Did not submit element. | |
| Element 3: Positive and Negative Consequences of Decision | 16 (16%) | 15.2 (15.2%) | 13.6 (13.6%) | 12 (12%) | 8 (8%) | 0 (0%) |
| Student presents a thorough and detailed analysis examining both the positive and negative consequences of the decision, including the tradeoffs that the leadership of the organization made in making their decision. Several sources and examples support thinking. | Student presents a thorough and detailed analysis examining both the positive and negative consequences of the decision, including the tradeoffs that the leadership of the organization made in making their decision. Several sources and examples support thinking. There are one or two minor errors in analysis. | Student presents an analysis with some details examining both the positive and negative consequences of the decision, including some of the tradeoffs that the leadership of the organization made in making their decision. Some sources and examples support thinking. | Student presents a cursory or incomplete analysis with vague or missing details examining both the positive and negative consequences of the decision, and/or provides vague or missing details of the tradeoffs that the leadership of the organization made in making their decision. | Does not meet minimal standards. | Did not submit element. | |
| Element 4: Critical Thinking | 16 (16%) | 15.2 (15.2%) | 13.6 (13.6%) | 12 (12%) | 8 (8%) | 0 (0%) |
| Writing exhibits excellent evidence of thoughtful critical analysis and thinking; careful examination is made of assumptions and possible biases, with detailed supporting rationale. Writing synthesizes the classroom experiences and content; analyze patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned, superb arguments. | Writing exhibits excellent evidence of thoughtful critical analysis and thinking; careful examination is made of assumptions and possible biases, with detailed supporting rationale. Writing synthesizes the classroom experiences and content; analyze patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned, superb arguments. There are one or two minor errors in explanation. | Writing exhibits some evidence of thoughtful critical analysis and thinking. A good examination is made of assumptions and possible biases, with some supporting rationale. Writing synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned arguments adequately, but not superbly. | Writing exhibits little evidence of thoughtful critical analysis and thinking. Examination is not made of assumptions and possible biases. Writing does not synthesize the classroom experiences and content; nor analyzes patterns or connections between theory and practice. Logical conclusions based on well-reasoned arguments are not exhibited. | Does not meet minimal standards. | Did not submit element. | |
| Element 5: Written Delivery Style & Grammar | 8 (8%) | 9.5 (9.5%) | 8.5 (8.5%) | 7.5 (7.5%) | 5 (5%) | 0 (0%) |
| Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are no spelling or grammar errors. | Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are one or two minor errors in spelling or grammar. | Student mostly follows APA writing style and basic rules of formal English grammar and written essay style. Student mostly communicates in a cohesive, logical style. There are some errors in spelling or grammar. | Student does not follow APA writing style and basic rules of formal English grammar and written essay style and does not communicate in a cohesive, logical style. | Does not meet minimal standards. | Did not submit element. | |
| Element 6: Formal and Appropriate Documentation of Evidence, Attribution of Ideas (APA Citations) | 8 (8%) | 9.5 (9.5%) | 8.5 (8.5%) | 7.5 (7.5%) | 5 (5%) | 0 (0%) |
| Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are no APA errors. | Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are one or two minor errors in APA style or format. | Student mostly adheres to scholarly reference requirements and/or mostly adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Some errors in APA format and style are evident. | Student demonstrates weak or inconsistent adherence scholarly reference requirements and/or weak or inconsistent adherence to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Several errors in APA format and style are evident. | Does not meet minimal standards. | Did not submit element. |
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