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BUS_730Syllabus.pdf
DOCTOR IN BUSINESS ADMINISTRATION PROGRAM
BUS 730
Management Strategy for Performance
Hybrid
Syllabus
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Table of Contents
Westcliff University Mission Statements ........................................................................................ 3
Welcome to Management Strategy for Performance – BUS 730 ................................................... 4
Course Description .......................................................................................................................... 6
Course Assignments At-A-Glance .................................................................................................. 7
Course Learning Outcomes (CLOs) Linked to Program Outcomes ............................................... 8
CLA Linking Table ......................................................................................................................... 9
PA Linking Table ............................................................................................................................ 9
DQ Linking Table ........................................................................................................................... 9
Detailed Description of Each Grading Criteria: ............................................................................ 10
Rubrics ........................................................................................................................................... 14
Detailed Course Outline ................................................................................................................ 19
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Westcliff University Mission Statements
Westcliff University
Westcliff University’s mission is to educate, inspire, and empower students from around the
world to acquire the competencies to excel personally and professionally through innovative,
high-quality distance and campus programs.
College of Business Mission Statement
Westcliff University’s College of Business mission is to deliver a high-quality business
education that can improve the lives of students, personally and professionally. The College’s
teaching philosophy is to vitalize business concepts by offering a curriculum in a pragmatic and
relevant framework. Through the use of innovative teaching methods, students are enabled to
enhance their business acumen in an ethical and socially responsible way.
DBA Program Mission Statement
The mission of the Doctor of Business Administration program is to present advanced business
concepts to graduate students through the exploration and discovery of new knowledge. The
program creates meaningful learning experiences that develop practitioner-based scholars who
from a leadership perspective can apply creative and innovative concepts pragmatically to
complex and diverse business problems. It promotes leaders contributing to the field of business
using sustainable practices in an ethical and professional manner.
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Professor: Dr. Fathiah Inserto
Email: [email protected]
Office Hours: By Appointment only
University Phone Number: 888-491-8686
Welcome to Management Strategy for Performance – BUS 730
Hello Students and Welcome to Class:
I am looking forward to working with each of you as we embark on this journey together. Please
feel free to contact me anytime with questions about the course and the assignments described in
this syllabus. I am also happy to provide additional clarification of any assignment, so please do
not hesitate to ask questions.
I will generally return e-mail messages within 24 hours. Communication between Students and
Instructors is paramount to the overall quality of a course.
Assessing the individual needs of a student will make the difference between a mediocre and
successful experience, therefore each Professor at Westcliff University has a unique and personal
instruction style that focuses on increasing Student knowledge. As an Instructor, I try to foster an
open learning environment that leads to problem solutions through concept application. My goal
is to show students the many different possibilities available through research and study while
providing my own professional insight. It is my sincere desire to assist you in rising to the
rigorous challenge presented by this course.
Additionally, if you are unable to participate in class discussion during a particular week, or are
unable to meet a deadline, I require that you contact me in advance to discuss this matter.
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Instructor Biography
Dr. Fathiah holds a Doctor of Philosophy in Human Development degree, a Juris
Doctor degree, a Master of Arts in Human Development degree, a Master of Science
in Marriage, Family and Child Therapy degree, and a Diploma in Social Studies. Prof.
Fathiah has been an educator and administrator for several years. She has served as
President, Dean, and Adjunct Faculty and has taught classes in organizational
development, change management, human resource management, training and
development, psychology, sociology, cultural diversity and other areas related to
human behavior and development. She has developed curriculum in human
development and business at undergraduate and graduate levels and has served as chair
and mentor of doctoral candidates.
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Course Description
COURSE NAME Management Strategy for Performance
CODE BUS 730
UNITS 3
CAMPUS Irvine
TERM Spring 2020 Session 3
LENGTH OF CLASS 8 weeks
SESSION START January 6, 2020
SESSION END March 1, 2020
LECTURE (Day/Time) Tuesday 6:30-8:30 PM
DISCUSSION (Day/Time) Tuesday 8:30-10:00 PM
INSTRUCTOR Dr. Fathiah Inserto
CONTACT INFORMATION [email protected]
COURSE DESCRIPTION People are the most important and valuable resource within an
organization, and as such must be incorporated in any functional
business strategy. This course examines strategic principles related to
achieving maximum performance from managing people; creating and
fostering environments for creativity, efficiency, and innovation are
explored
REQUIRED TEXT Baldwin, T., Bommer, B., & Rubin, R. (2013). Managing organizational behavior: What great managers know and do (2nd ed.). New York, NY: McGraw-Hill ISBN: 978-0073530406
METHOD OF
INSTRUCTION
The course is conducted in a hybrid modality. Students interact with
each other and with the faculty in a classroom setting and in an online
learning system. Learning will be facilitated through lecture-
discussions, presentations, cooperative learning, and case studies.
SCOPE Student outcomes are measured through professional individual
assignments, discussion postings, comprehensive learning
assessments, and class participation. This ensures that the scope of this
course will be a closed cycle.
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Course Assignments At-A-Glance
Week Assignment Deadline
Week
1 Discussion Question (AC) Response
Discussion Question Peer Responses
Applied Learning Assignment (Current Events)
Thursday by 11:59pm
Sunday by 11:59pm
Sunday by 11:59pm
Week
2
Discussion Question (DQP) Response
Discussion Question Peer Responses
Professional Assignment 1 (PA1)
Thursday by 11:59pm
Sunday by 11:59pm
Sunday by 11:59pm
Week
3
Discussion Question (Standard DQ) Response
Discussion Question Peer Responses
Applied Learning Assignment (Personalized CLO)
Thursday by 11:59pm
Sunday by 11:59pm
Sunday by 11:59pm
Week
4
Discussion Question (DQC) Response
Discussion Question Peer Responses
Comprehensive Learning Assessment 1 (CLA1)
Thursday by 11:59pm
Sunday by 11:59pm
Sunday by 11:59pm
Week
5 Discussion Question (DCQP) Response
Discussion Question Peer Responses
Thursday by 11:59pm
Sunday by 11:59pm
Week
6 Discussion Question (DQP) Response
Discussion Question Peer Responses
Professional Assignment 2 (PA2)
Thursday by 11:59pm
Sunday by 11:59pm
Sunday by 11:59pm
Week
7 Discussion Question (Standard DQ) Response
Discussion Question Peer Responses
Applied Learning Assignment (Topic Videos)
Exam
Thursday by 11:59pm
Sunday by 11:59pm
Sunday by 11:59pm
Monday -Sunday by 11:59pm
Week
8 Discussion Question (Summary & Critical Thinking)
Response
Discussion Question Peer Responses
Comprehensive Learning Assessment 2 (CLA2)
Comprehensive Learning Assessment 2 Final PPP
Thursday by 11:59pm
Sunday by 11:59pm
Sunday - the last day of the Session, by
11:59pm
Last Day of Lecture
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Course Learning Outcomes (CLOs) Linked to Program Outcomes
Learning outcomes are statements that describe significant and essential learning that learners
have achieved, and can reliably demonstrate at the end of the course. Learning outcomes identify
what the learner will know and be able to do by the end of a course – the essential and enduring
knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the integrated
learning needed by a graduate of this course. The learning outcomes for this course summarize
what you can expect to learn, and how this course is tied directly to the educational outcomes of
your DBA degree.
Course Learning Outcomes (CLOs)
DBA
Program
Outcomes
(K)
Knowledge
(S) Skill
(A) Attitude
1. Determine how people-skills and evidence-based management play
a role in the development of Organizational Behavior. 1, 2, 3, 4, 5,
6, 7 K
2. Explain all the facets of becoming an effective manager. 3, 4, 5, 6 S
3. Evaluate techniques for problem-solving, generating alternative
solutions, and effective bias-free decision making. 1, 4, 5 S, A
4. Develop a working framework for the theories of motivation in the
workforce, what motivational problems exist, and how they may be
remedied. Value a motivational work environment. 1, 3, 6, 7 K, S, A
5. Assess what leadership effectiveness is and what it entails,
especially in the framework of comparing and contrasting styles,
while applying a methodology of improving leadership skills. 1, 2 K, S
6. Evaluate the steps involved in implementing teams, and develop an
understanding of how teams can outperform the performance of
individuals. Describe the various managerial, team, and leadership
tactics to increase the creative abilities within an organization.
1, 2, 3 K, S, A
7. Critique the various models of change discussed in class and in your
course materials. Assess a plan for change initiatives within an
organization, evaluate the change initiatives, and develop a strategy
to incorporate change within the strategy of the organization
1, 4, 5 K, S, A
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CLA Linking Table
Comprehensive Learning Assessments (CLAs), Professional Assessments (PAs) and
Discussion Questions (DQs) directly measure Course Learning Outcomes and indirectly
measure MBA Program Outcomes. The following table shows how all those are linked
together.
Comprehensive Learning
Assessments (CLAs)
Course Learning Outcomes
(CLOs)
DBA Program Outcomes
CLA1 (Week 4)
1, 2, 3, 4 1, 2, 3, 4, 5, 6, 7
CLA2 (Week 8)
5, 6, 7 1, 2, 3, 4, 5
PA Linking Table
Professional Assessments (CLAs) Course Learning Outcomes
(CLOs)
MBA Program Outcomes
PA1 (Week 2)
3 1, 4, 5
PA2 (Week 6)
6 1, 2, 3
DQ Linking Table
Discussion Questions (DQs) Course Learning Outcomes
(CLOs)
MBA Program Outcomes
DQ1 (Week 3)
4 1, 4, 5
DQ2 (Week 7)
7 1, 4, 5
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Detailed Description of Each Grading Criteria:
What are Grading Rubrics (Metrics)?
Westcliff University makes use of Grading Rubrics for scoring of grades in many
assignments. Grading or scoring rubrics are used as a tool used to delineate criteria and
expectations pertaining to assignments and to establish an objective consistency in grading.
Typically, rubrics are divided into components so as to allow for a more direct and precise
measurement and interpretation of assignments. Hence, rubrics are designed to provide
guidelines for grading assignments and represents a systematic appraisal of student-work
only from this perspective. The final grading of all assignments will have a subjective
component that typically includes the instructor’s interpretations, judgments, and any policies
pertaining to assignments.
A. Grading Criteria for Class Participation and Attendance
For students participating in a Hybrid course, students will receive two weekly Participation
grades:
(1) On-Campus Class Session Discussion:
Students are expected to attend their On-Campus Class Session (OCS) each week.
Preparation for class involves reading the materials and working through, in some detail, the
case preparation for class in advance. By preparing these questions, students will get the most
learning out of the class. While in class, more participation will lead to increases in the
quality and rigor not only of the class but of other student’s learning modalities as well.
Westcliff University provides an open forum environment. There is no limit on the
discussion in which you may involve yourself.
(2) Online Discussion Board Discussions
Each week, students will be assigned 1-3 Discussion Questions. For each Discussion
Question, students must post an answer in the Discussion Board on their course Global
Academic Portal (GAP) by the assigned deadline each week. Students must then post a Peer
Response for each Discussion Question by the deadline that same week. The GAP can be
accessed online at gap.westcliff.edu.
You are expected to answer each discussion question critically by using your textbook,
LIRN-based research, and the Internet and actively participate in class. All discussion
responses should be at least 1 paragraph in length with significant, rigorous content. Your
response should reflect your ability to conduct research and should include citations. You
should also present your analysis and back it up with specific examples. Responses to other
learners' analyses should add substance, request clarification, provide a different perspective,
or challenge the assertions made by providing real or hypothetical scenarios that the original
analysis does not adequately address. It is also good practice to provide normal, supportive
comments. Everyone appreciates this feedback. Remember, the purpose of course
discussions is to stimulate academic debate.
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At the graduate-level, discussion questions can be based on any one (or combination) of the
following resources:
● Textbook, current and previous chapter(s)
● Other readings
● Research (journals, periodicals, and other electronic resources)
● Lecture
The University makes a concerted effort to promote a variety of discussion questions that
related to the current course and/or its content as it relates to the field in business in general.
In assigning grades to class discussion, faculty will focus primarily on the quality of your
input; however, it usually takes at least some quantity of participation for us to make that
evaluation.
Good case discussions take the group farther than any one individual or study group can go
on their own. However, it takes at least a certain quantity of participation to make that
evaluation. Instructors will develop grades and scores based on the quantity and quality of
your contributions.
In general, the instructors’ criteria are:
1. Are points made relevant to the discussion? 2. Do they go beyond a mere recitation of case facts, and are implications clearly
drawn?
3. Is there evidence of analysis rather than expression of opinion? 4. Are comments linked to those of others? 5. Did the contribution further the class’ understanding of issues?
Students who neglect to submit their Class Participation responses (either answers to
discussion questions or responses to classmates/faculty) by the stated weekly deadlines will
be deducted up to 15% of the online participation points possible for that week. Discussion
Boards close on Sunday of each week at 11:59pm at which time students are no longer able
to post responses and receive no credit for missed posts. Technological issues are not
considered valid grounds for late assignment submission. Students are responsible for
printing their own assignments, when necessary. Unless an ‘Incomplete’ grade has been
granted, assignments submitted after the last day of class will not be accepted
B. Grading Criteria for Professional Assignments:
In Weeks 2 and 6 students will write a 2-3 page paper in response to a case study or similar
assignment provided by your professor. Student answers are to be clear, well-organized, and
specific. Provide a concise, cogent argument and include details to support your response.
Please refer to Expectations of Student Assignments and the Formatting Requirements
for Written Assignments on page 10 of the University Policies for a detailing of specific
expectations for how to format and write your paper. Additionally, you may refer to the PA
and CLA Grading Rubric found on page 12 of the syllabus.
C. Grading Criteria for Quizzes
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In Week 7 you will have a quiz. Quizzes will cover the chapters assigned and discussed
during the previous week(s). Your access to the quiz begins on Monday and closes on
Sunday at midnight. All quizzes are strictly closed book.
Some Quizzes will be chosen for proctoring. Please see the Proctored Examination Policy on
Pg. 11 of the University Policies.
Grading Criteria for Comprehensive Learning Assessments (CLAs):
CLAs are comprehensive assignments that provide evidence of how well students have
mastered the course content and test the students on all the Course Learning Outcomes.
CLAs measure student achievement of CLOs in a way that goes beyond rote memorization
and gauges true understanding and mastery of course content. CLAs can include assignments
such as case study analyses, research papers, and/or student presentations. The answers
provided to graduate level CLA’s must demonstrate a broad view of organizational
performance factors from the general management perspective that demonstrate concepts
pertaining to effective leadership and management in the 21st century globalized business
economy. One of the grading criteria requirements is that answers provided exhibit skills that
promote and integrate program outcomes and should include decision-making, strategic
management, creativity and innovation, leadership, problem-solving and real-time business
application. Answers must also demonstrate the student’s ability to research and demonstrate
a graduate writing level.
D. Comprehensive Learning Assessment (CLA 1) In Week 4 students are to write a 4-6 page minimum APA formatted paper in response to a
case study or similar assignment provided by the professor. Students must reference at least
6 sources beyond the course materials. Students’ answers are to be clear, well-organized,
and specific. Provide a concise, cogent argument and include details to support your
response. CLA 1 focuses on assessing course foundations and the student’s ability to define
and understand its main concepts.
Please refer to Expectations of Student Assignments and the Formatting Requirements
for Written Assignments on page 10 of the University Policies for a detailing of specific
expectations for how to format and write your paper. Additionally, you may refer to the PA
and CLA Grading Rubric found on page 12 of the syllabus.
E. Comprehensive Learning Assessment (CLA 2)
Written Paper Criteria:
In Week 8 students complete CLA2, which is the logical culmination of the course. Your
CLA2 submission (cumulative report) should be a minimum of 4-6 pages in length. The CLA
assignments encompass the learning outcomes for this course and are designed to
demonstrate what has been learning or achieved by the student. CLA 2 measures the
student’s competency and mastery of the course concepts, particularly the application of
those concepts.
Please refer to Expectations of Student Assignments and the Formatting Requirements
for Written Assignments on page 10 of the University Policies for a detailing of specific
expectations for how to format and write your paper. Additionally, you may refer to the PA
and CLA Grading Rubric found on page 12 of the syllabus.
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F. Comprehensive Learning Assessment (CLA 2) Presentation CLA2 Presentation Criteria:
In addition to your CLA2 report, please prepare a professional PowerPoint presentation
summarizing your findings for CLA2. The presentation will consist of your major findings,
analysis, and recommendations in a concise presentation of 18 slides (minimum). You should
use content from your CLA2 report as material for your PowerPoint presentation. In addition,
you should include learning outcomes from all your major assignments. This would include
PA1, CLA1, PA2, and of course, CLA2 (unless otherwise specified by your Professor). An
agenda, executive summary, and references slides should also be included. Please keep in
mind that the university is moving towards a more digital footprint for our students. This
means that your final CLA2 presentation may be recorded, so that you may include it in your
“e-portfolio” (graduating students should have all of their CLA2 presentations on a flash-
drive, in addition to student biography, resume, interests, and so forth). Students will present
their PowerPoint during the last week of class in either the On-Campus Class Session or the
online Virtual Class Session, as determined by the professor. Presentations should not exceed
18 minutes.
Each CLA2 and presentation will become a part of the student’s digital portfolio. Upon
completion of the program, the student’s digital portfolio will demonstrate the student’s
mastery of the course and program learning outcomes.
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Rubrics
GRADING METRICS FOR WEEKLY ONLINE DISCUSSION Exemplary Proficient Needs Progress Unsatisfactory
Points 30 27 24 21 18 15 12 9 6 3 0 Weight of Grade
Answering Discussion
Questions
Student answers or responds
to all questions completely,
demonstrating knowledge
and understanding of key
concepts, ability to think
critically, and has included
original examples in his/her
response. It is required that
the textbook and/or scholarly
research be included to justify
and/or solidify any argument
or reasoning.
Student answers or
responds to all discussion
questions, but lacks some
demonstration of
understanding of key
concepts, or ability to think
critically, or does not
include examples and/or
textbook or scholarly
research.
Student answers or responds
to at least one, but not all
discussion questions, and/or
lacks some demonstration of
understanding of key
concepts, or ability to think
critically, or does not include
examples.
Student fails to answer or
respond to discussion
questions assigned and/or
does not demonstrate
understanding of key
concepts, or ability to think
critically, or does not include
examples.
30%
Points 30 27 24 21 18 15 12 9 6 3 0
Response to
Peers
Student’s responses are well
conceived, offering insight
and original examples.
Student incorporates or
builds off of the ideas of
others and provides analysis
of concepts discussed.
Student responds to
classmates’ postings but a
few responses are not well
conceived, or do not offer
insight, or original
examples. Student might
not incorporate or build off
of the ideas of others in a
meaningful way and may
lack analysis.
Student responds to
classmates’ postings, but
does not meet the minimum
number of responses
required, and some
responses are not well
conceived, or do not offer
insight, or original examples.
Student might not
incorporate or build off of
the ideas of others in a
meaningful way.
Student neglects to respond
to classmates’ postings or
responses are not well
conceived, do not offer
insight, or original examples.
Student does not
incorporate or build off of
the ideas of others.
30%
Points 25 22.5 20 17.5 15 12.5 10 7.5 5 2.5 0
Preparation
Student brings in outside
examples and is able to
examine a problem or
situation from a variety of
perspectives.
Student demonstrates an
understanding of key
concepts, but offers only
some analysis or original
thought.
Student responds to
questions and postings with
verbiage copied directly
from textbook, rather than
in their own words.
Student fails to
demonstrate knowledge or
understanding of the
assigned reading.
25%
Points 15 13.5 12 10.5 9 7.5 6 4.5 3 1.5 0
Accountability Student posts answers and responses on time.
Student is late in posting
and/or responding to
postings, but has a viable
excuse and has notified the
professor in advance.
Student is late posting either
answers or responses. Student fails to post answers
and responses on time. 15%
Total Possible 100%
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Assignment Components
Originality and
Content 30% 30
Argument 25% 25
Organization 10% 10
Grammar and
Spelling 10% 10
Formatting 5% 5
Effective Research 10% 10
Quality Resources 10% 10
100% 100
DBA PROGRAM
Professional Assignment (PA) Comprehensive Learning Assessment (CLA) Applied Learning Assignment (ALA) Grading
Rubric Exemplary Proficient Needs Improvement Unsatisfactory
Percentage
of Overal l
Grade
Poi nts
Pos s i bl e
The paper is content rich, all
questions and their parts have been
answered demonstrating:
*critical analysis
*application of learned concepts to
real world
*research-based evidence
*originality with a maximum
similarity index of 20%.
The paper is content rich, most
questions and their parts have been
answered demonstrating:
*critical analysis
*example application of learned
concepts
*research-based evidence
*originality with a maximum
similarity index of 22%.
The paper contains relevant content,
some questions and their parts have
been answered demonstrating:
*some critical analysis
*example of learned concepts
*research-based evidence
*originality with a maximum
similarity index of 25%.
The paper lacks relevant content,
some questions and their parts
have been answered
demonstrating:
*limited critical analysis
*limited or no example of learned
concepts
*limited or no research-based
evidence
*similarity index exceeds 25%.
The paper:
*demonstrates effective, well
supported argument
*provides supporting evidence for
argument
*demonstrates a strong relationship
between argument and assignment
requirements
The paper:
*demonstrates the ability to support
an argument
* provides some supporting evidence
for the argument
*demonstrates some relationship
between argument and assignment
requirements
The paper:
*demonstrates limited support for
the argument
*provides limited evidence for the
argument
*demonstrates a limited relationship
between argument and assignment
requirements
The paper:
*demonstrates limited or no
support for the argument
*provides limited or no evidence
for the argument
*has a limited or no relationship
between argument and
assignment requirements
The paper contains correct grammar,
spelling, and sentence structure.
The paper contains correct grammar
with only minor errors in spelling,
and/or sentence structure.
The paper contains some
grammatical errors, misspellings, and
may contain inadequate sentence
structure.
The paper lacks correct grammar,
has misspelled words and weak
sentence structure in multiple
paragraphs.
The paper follows all formatting
guidelines, including page-length,
APA formatting requirements,
correctly formatted in text citations,
and correctly formatted references
and reference page
The paper follows all or most
formatting guidelines, including page-
length, APA formatting
requirements, mostly correctly
formatted in text citations, and
mostly correctly formatted references
and reference page
The paper only follows some
formatting guidelines, including
page-length, APA formatting
requirements, some correctly
formatted in text citations, and some
correctly formatted references and
reference page
Writing Components
The paper is well organized and
includes:
*logical flow
*correct use of APA headings
*introduction and conclusion
The paper is well organized for the
most part with an adequate degree
of:
*logical flow
*use of APA headings
*introduction and conclusion
The paper is somewhat organized
with:
*a non-continuous logical flow
*some use of APA headings
*limited introduction and/or
conclusion
The paper has limited or lacks:
*logical flow
*use of APA headings
*introduction and/or conclusion
The paper fails to follow
formatting guidelines, including
page-length and APA formatting
requirements to a substantial
degree. Limited or no correctly
formatted in text citations,
references, and reference page
Research Components
The s tudent us es at l eas t 8 qual i ty peer-
revi ewed and s chol arl y res ources (non-
website based ) and 1 textbook-bas ed
res ource to s upport hi s /her argument.
The s tudent us es at l eas t 7 qual i ty peer-
revi ewed and s chol arl y res ources (non-
website based ) and 1 textbook-bas ed
res ource to s upport hi s /her argument.
The s tudent us es at l eas t 6 qual i ty peer-
revi ewed and s chol arl y res ource whi ch
may be website-based, and 1 textbook-
bas ed res ource to s upport hi s /her
argument.
The s tudent does not us e or has l i mi ted
us e of qual i ty peer-revi ewed and
s chol arl y res ources and/or the work
onl y contai ns webs i te-bas ed res ources
and/or onl y us es the textbook to
s upport hi s / her argument.
Student demonstrates the ability to:
*draw logical and valid conclusions
*provide supporting researched-
based evidence including peer
reviewed articles
*utilize the textbook, online
databases and the internet to locate
supporting literature
Student demonstrates some ability
to:
*draw logical and valid conclusions
*provide supporting researched-
based evidence including peer
reviewed articles
*utilize the textbook, online
databases and the internet to locate
supporting literature
Student demonstrates limited ability
to:
*draw logical and valid conclusions
*provide supporting researched-
based evidence including peer
reviewed articles
*utilize the textbook, online
databases and the internet to locate
supporting literature
Student demonstrates limited to
no ability to:
*draw logical and valid conclusions
*provide supporting researched-
based evidence including peer
reviewed articles
*utilize the textbook, online
databases and the internet to
locate supporting literature
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Assessment Rubric for PowerPoint Presentations - DBA
Exemplary 10-9
Accomplished
8-6
Developing
5-3
Beginning
2-0
Organization
Of Presentation
Information presented
in logical, interesting
sequence
Information in logical
sequence
Difficult to follow
presentation--
student jumps
around
Cannot understand
presentation--no
sequence of
information
Subject-Matter
Knowledge
Demonstrates full
knowledge by
answering all class
questions with
explanations and
elaborations
At ease with expected
answers to questions but
does not elaborate
Uncomfortable
with information
and is able to
answer only
rudimentary
questions
Does not have a grasp
of the information.
Cannot answer
questions about subject
Graphics and/or
Graphical
Representation of
Concepts
Explain and reinforce
screen text and
presentation
Relate to text and
presentation
Occasionally uses
graphics that rarely
support text and
presentation
Uses superfluous
graphics or no graphics
Research as
supporting
evidence for
justification of
conclusions
Uses a variety of
sources in reaching
accurate and detailed
conclusions that
solidify premise. Use
of examples are
included that connect
research with
concepts.
Uses a variety of
sources in reaching
conclusions that support
premise. Some
example(s) are used to
justify arguments.
Presents only
evidence that
supports a
preconceived point
of view and
attempts to
compare and
contrast varying
viewpoints.
Does not justify
conclusions with
research evidence.
Conclusions are solely
based upon textbook
and/or personal
analysis.
Analysis &
Evaluation
Critical
Thinking
Idea Formation
Examines conclusions
Uses reasonable
judgment
Discriminates
rationally
Synthesized data
Views all information
critically and provides
logical presentation of
facts as the premise
for analysis and
critical thinking.
Formulates conclusions
Recognizes arguments
Notices differences in
arguments
Evaluates data
Seeks out information
and attempts to form
conclusions and present
ideas as demonstrated
by analysis and critical
thinking.
Identifies some
conclusions
Sees some
arguments
Identifies some
differences
Paraphrases data
Assumes
information valid
and only provides
some analysis and
critical thinking
based only on this
information.
Fails to draw
conclusions
No identification of
arguments
Overlooks differences
Repeats data
Omits any research and
the basis of analysis is
limited to textbook and
there is a lack of critical
thinking and idea
formation.
Oral Presentation
Eye Contact
Verbal
Tone/Speed
Maintains eye contact
and pronounces all
terms precisely. All
audience members
can hear and follow
presentation.
Maintains eye contact
most of the time and
pronounces most words
correctly. Most
audience members can
hear presentation and
follow along.
Occasionally uses
eye contact, mostly
reading
presentation, and
incorrectly
pronounces terms.
Audience members
have difficulty
hearing and flowing
along.
Reads with no eye
contact and incorrectly
pronounces terms.
Speaks too quietly
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Rubric – Class Participation
Score Criteria
90- 100
●On time to/from:
● Arrives for class on time
● Returns from break(s) on time
● Stays for the full duration of class time
●Active and substantive contributions to the class discussion
●Respects others
● Cellular phones may not be used in-class, unless used for a class activity
●Comes prepared for class by bringing:
● Textbook or required materials
● Notebook and pen/pencil, or
● Laptop computer, or
● Both notebook and pen/pencil and laptop computer
●Asks thoughtful questions
75-89
●On time to/from:
● Arrives up to 10 minutes late to class
● Returns from break(s) up to 10 minutes late
● Leaves up to 10 minutes early
●Contributes to the class discussion somewhat actively and substantively
● Respects others
o Cellular phones may not be used in-class, unless used for a class activity
●Comes prepared for class by bringing:
● Textbook or required materials
● Notebook and pen/pencil, or
● Laptop computer, or
● Both notebook and pen/pencil and laptop computer
50-74
●On time to/from:
● More than 10 minutes late to class
● Returns from break(s) more than 10 minutes late
● Leaves more than 10 minutes before the end of class
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●Does not actively contribute to the class
●Not attentive to the lesson, easily distracted
●Sometimes follows classroom rules OR disrespects faculty and/or other students at times
●Not prepared for class
● Has neither a notebook and pen/pencil, and/or laptop computer
25-49
●On time to/from:
● Arrives more than 30 minutes late to class
● Returns from break(s) more than 30 minutes late
● Leaves 30 minutes or earlier before the end of class
●Does not contribute to the class discussion
●Not attentive to the lesson, easily distracted
● Is on cell phone or other internet sites during class
●Does not follow classroom rules and/or is not respectful to faculty and/or classmates
● Not prepared for class
o Has neither the textbook or required materials, nor a notebook and pen/pencil, nor a laptop computer
0
●Does not attend class or,
● Does not attend 40 minutes or more of class lecture time (excluding any student services and/or administrative requests)
o 40 minutes or more may be a combination of minutes missed due to:
▪ Coming late to class
▪ Returning back late from break(s)
▪ Leaving class early
0-100
●Excused absence resulting in submission of a written assignment completed as per professor instructions in the time frame
given. Grade given based on quality of work. Faculty will typically grade the assignment within 4 days of submission, but also
reserves the right to grade submission at any time during the current session, up to and including the last day of the session. 0-100
points
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Detailed Course Outline
The following outline provides important assignment details for this course, week-by-week. You
are responsible for all of the assignments given. Please refer to the Detailed Description of Each
Grading Criteria beginning on page 10 of the syllabus for specific information about each
assignment.
1. Week 1 Assignments to complete this week:
● Reading: o Chapter 1: Organizational Behavior and Your Personal Effectiveness
● Post DQ Answers by Thursday at 11:59pm ● Post DQ Peer Responses by Sunday at 11:59pm ● Applied Learning Assignment – ALA (E): Due by Sunday at 11:59 p.m.
Each week, students must post 1 answer and 1 peer response for every discussion question.
Student Discussion Question answers must be posted by Thursday at 11:59 and Peer Responses
must be posted by Sunday at 11:59pm. Please see Grading Criteria for Discussion Board
Participation on pages 10-11 of the syllabus for Discussion Question and Response expectations.
Discussion Question 1 – Applied Concepts (AC) - Week/Course Learning Outcomes
Using your textbook, LIRN-based research, and the Internet, apply the learning outcomes for the
week/course and lecture concepts to one of the following scenarios:
As applied to your current professional career
As applied to enhancing, improving, or advancing your current professional career
As applied to a management, leadership, or any decision-making position
As applied to a current or future entrepreneurial endeavor
OR
Using your textbook, LIRN-based research, and the Internet, apply the learning outcomes for the
week/course and lecture concepts to a business organization that exhibits and demonstrates these
concepts. You should develop a summary of the organization's strategy and how they use these
concepts to compete.
This is a learning and application exercise designed to give you an opportunity to apply concepts
learned in a pragmatic and meaningful way that will enable you to gain valuable and relevant
knowledge in an effort to augment your skill set and enhance your professional careers.
ALA (E) – Current Events – Applied Learning Assignment (ALA) Graduate
Each student is to research a current event (no more than 3 years old) that is related to one or
more of the Course Learning Outcomes (CLO) listed in your syllabus. You should use academic
sources (the Internet, electronic news agencies or journals) to research the current event. An
analysis should be conducted on your researched current event (related to one or more CLOs).
Each student must create 4 PowerPoint (PPt) slides that includes:
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● State the CLO(s) selected to address
● A summary of the current event (bullet points on the slide & details in the Speaker Notes)
● A brief statement about the relationship of the current event to the identified CLO(s)
● State, as a manager, how would you apply what you have learned from your research to
an organization.
● Include an industry example demonstrating the application of your researched current
event
● Title your PPt document “Current Event to CLO”
● Post your PPt slides for grading (NOTE: include these slides in your final CLA2 PPt)
● The grade for this ALA (E) will be reflected in your final CLA2 PPt grade.
● Part of the grade will be based on the timeliness of your submission due this current
week.
Note: It is expected that you complete this assignment during this current week and submit your
slide(s) in the appropriate GAP location by Sunday 11:59 p.m.
Do not forget to include your “Current Event to CLO” slides in your final CLA2 PPt due in week
8.
Provide your explanations and definitions in detail and be precise. Comment on your findings.
Provide references for content when necessary. Provide your work in detail and explain in your
own words. Support your statements with peer-reviewed in-text citation(s) and reference(s).
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2. Week 2 Assignments to complete this week:
● Reading: o Chapter 3: Solving Problems
● Post DQ Answers by Thursday at 11:59pm ● Post DQ Peer Responses by Sunday at 11:59pm ● Professional Assignment 1 due by Sunday at 11:59pm
Each week, students must post 1 answer and 1 peer response for every discussion question.
Student Discussion Question answers must be posted by Thursday at 11:59 and Peer Responses
must be posted by Sunday at 11:59pm. Please see Grading Criteria for Discussion Board
Participation on pages 10-11 of the syllabus for Discussion Question and Response expectations.
DQ (P) - Discussion Question 1 – (PDQ directed at upcoming PA) Graduate Level
Prior to reading this DQ, please read the PA1 assignment and understand what the
assignment is asking you to complete. Once you have an understanding of the PA1 assignment,
please continue to the paragraph below to complete DQ1.
Using the Library Information Resource Network (LIRN), JSTOR, or any other electronic
journal database, research one (1) peer-reviewed article that can be used to answer your
upcoming PA1 assignment. Your discussion should summarize the article in such a way that
it can justify any arguments you may present in your PA1 assignment and should be different
than the abstract. In addition to your researched peer-reviewed article, you must include an
example of the article researched as it is applied by industry (company, business entity, etc.).
Please note: This article summary should not be the only article researched for your PA1
assignment. You may (and should) have several other articles researched in order to fully
answer your PA1 assignment. The concept of this DQ is to allow students to be proactive in the
research necessary to complete this assignment. You may use your article summary, partially or
in its entirety in your PA1 assignment.
Important: Please ensure that you insert your reference for the article in APA format, as your
reference in your discussion post. Depending on which electronic database you use, you should
see a “Cite” selection for your article. In addition, there should be a variety of articles
summarized and as such, students should have different articles summarized. Your summary
MUST include ALL of the following in your DQ post (include every item in the bullet list
below, or you will not receive full credit):
● Clearly state what the article is about and its purpose ● How the article and/or author(s) support your argument(s) ● Most important aspects of the article ● Any findings and conclusions ● Approximately 250 to 350 words in length ● Include the article “Abstract” in your posting (your summary should be original) ● Include the industry example demonstrating the application of your researched article ● “IMPORTANT” - Include the reference for the article in APA format
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Professional Assignment 1 – CLO 3
Review:
Two Contemporary Companies’ Use of Crowdsourcing: Threadless and Challenge Post
on Page 77 Answer:
1. Why is Threadless so successful?
2. What competitive advantages do they have over comparable design firms using
traditional strategies for product design?
3. What is the logic of crowdsourcing and why has it caught on in so many areas and
for so many applications?
4. What are some potential traps and limitations of crowdsourcing efforts?
5. Identify at least two other businesses, or business functions, that you think
could achieve breakthrough gains via the use of crowdsourcing.
Document your citations throughout the text of a 4 – 6 page paper; APA is the accepted
format for all Westcliff University classes. Your papers must include an introduction and a
clear thesis, several body paragraphs, and a conclusion. Top papers demonstrate a solid
understanding of the material and critical thinking.
*Please refer to the Grading Criteria for Professional Assignments on page 10 of the syllabus
for specific guidelines and expectations.
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3. Week 3 Assignments to complete this week:
● Reading: o Chapter 6: Motivating Others
● Post DQ Answers by Thursday at 11:59pm ● Post DQ Peer Responses by Sunday at 11:59pm ● Applied Learning Assignment (ALA - P): due Sunday 11:59p.m. (week 4)
Each week, students must post 1 answer and 1 peer response for every discussion question.
Student Discussion Question answers must be posted by Thursday at 11:59 and Peer Responses
must be posted by Sunday at 11:59pm. Please see Grading Criteria for Discussion Board
Participation on pages 10-11 of the syllabus for Discussion Question and Response expectations.
Discussion Question 1 – Standard DQ CLO 4
You have worked as a sales representative for the last three years, and your boss has just quit.
You have been asked to take over as manager of your region, and you are going to accept for
two reasons. First, you would like to move up and try something different and more
challenging. Second, you have been very disappointed with the way your prior manager ran
your sales group. He was not a good people manager and he did very little to motivate the
sales representatives. More specifically, he let the low performers slide by, while the top
performers (which you feel you are) did not seem to be recognized for their contributions. The
situation was not horrible; he was not abusive or hostile in any way. But you know the group
has some talented people and could do much better—if only they had a motivational spark. So
how would you proceed in this situation? Where would you start? What types of things would
you do to enhance motivation? What would be the biggest obstacles to getting this group
energized? Would there be any predictable traps to avoid?
Provide your explanations and definitions in detail and be precise. Comment on your findings.
Provide references for content when necessary. Provide your work in detail and explain in your
own words. Support your statements with peer-reviewed in-text citation(s) and reference(s).
ALA (P) - Personalized CLO – Applied Learning Assignment (ALA) Graduate
Each student is to choose one (1) Course Learning Outcome (CLO) listed in the course
syllabus. Using your textbook, LIRN-based research, JSTOR.org, the Internet, or any other
electronic journal database, research a peer-reviewed article that applies to the CLO you
selected AND facilitates answering part of your upcoming CLA1 assignment.
Subsequently, you will include in your CLA1 assignment paper, a separate and distinct
heading titled “Personalized CLO Applied Learning Assignment”. Under this heading, you
will provide a minimum of two (2) paragraphs that should contain the following information
and/or details:
● State the CLO(s) selected
● Clearly state what the article is about and its purpose
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● Discuss how the article and/or author(s) support your argument(s)
● Provide the most important aspects of the article as it directly related to your identified
CLO(s)
● Include the industry example demonstrating the application of your researched article
● Include your findings and conclusions
● Approximately 250 to 350 words in length (minimum of 2 paragraphs)
● Include the in-text citation in APA format to properly reference your article
Please be sure to provide justification by citing the article researched (in-text citations),
Include the citation on the References page of your paper.
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4. Week 4 Assignments to complete this week:
● Reading: o Chapter 7: Managing Employee Performance
● Post DQ Answers by Thursday at 11:59pm ● Post DQ Peer Responses by Sunday at 11:59pm ● CLA 1 due by Sunday at 11:59pm
Each week, students must post 1 answer and 1 peer response for every discussion question.
Student Discussion Question answers must be posted by Thursday at 11:59 and Peer Responses
must be posted by Sunday at 11:59pm. Please see Grading Criteria for Discussion Board
Participation on pages 10-11 of the syllabus for Discussion Question and Response expectations.
Discussion Question 1 – (DQ directed at upcoming CLA1) - Graduate
Prior to reading this DQ, please read the CLA1 assignment and understand what the
assignment is asking you to complete. Once you have an understanding of the CLA1
assignment, please continue to the paragraph below to complete DQ1.
Using the Library Information Resource Network (LIRN), JSTOR, or any other electronic
journal database, research one (1) peer-reviewed article that can be used to answer your
upcoming CLA1 assignment. Your discussion should summarize the article in such a way that
it can justify any arguments you may present in your CLA1 assignment and should be different
than the abstract. In addition to your researched peer-reviewed article, you must include an
example of the article researched as it is applied by industry (company, business entity, and
so forth).
Please note: This article summary should not be the only article researched for your CLA1
assignment. You may (and should) have several other articles researched in order to fully
answer your CLA1 assignment. The concept of this DQ is to allow students to be proactive in the
research necessary to complete this assignment. You may use your article summary, partially or
in its entirety in your CLA1 assignment.
Important: Please ensure that you insert your citation for the article as your reference in your
discussion post. Depending on which electronic database you use, you should see a “Cite”
selection for your article. In addition, there should be a variety of articles summarized and as
such, students should have different articles summarized. Your summary MUST include ALL
of the following (include every item in the bullet list below, or you will not receive full credit):
● Clearly state what the article is about and its purpose
● How the article and/or author(s) support your argument(s)
● Most important aspects of the article
● Any findings and conclusions
● Approximately 250 to 350 words in length
● Include the article “Abstract” in your posting (your summary should be original)
● Include the industry example demonstrating the application of your researched article
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● “IMPORTANT” - Include the reference for the article
CLA 1 Comprehensive Learning Assessment 1 – CLO 1, CLO 2, CLO 3, CLO 4
Compare and contrast the leadership styles of 2 current leaders in the business industry.
Points of discussion can include but are not limited to some of the following:
1. What makes them effective leaders?
2. How do they increase motivation within their organization?
3. How will they be remembered in business history?
4. How did they use their communication skills to gain support for their ideas?
5. What are some of the techniques they use for problem-solving, generating
alternative solutions, and effective bias-free decision making?
You must reference: at least eight outside sources and your textbook. Document your citations
throughout the text of your 5 – 7 page paper; APA is the accepted format for all Westcliff
University classes.
Your paper must include an introduction and a clear thesis, several body paragraphs,
and a conclusion. Top papers demonstrate a solid understanding of the material AND
critical thinking.
*Please refer to the Grading Criteria for Comprehensive Learning Assessments (CLAs) on
page 11-12 of the syllabus for specific guidelines and expectations.
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5. Week 5 Assignments to complete this week:
● Reading: o Chapter 9: Leading Others
● Post DQ Answers by Thursday at 11:59pm ● Post DQ Peer Responses by Sunday at 11:59pm
Each week, students must post 1 answer and 1 peer response for every discussion question.
Student Discussion Question answers must be posted by Thursday at 11:59 and Peer Responses
must be posted by Sunday at 11:59pm. Please see Grading Criteria for Discussion Board
Participation on pages 10-11 of the syllabus for Discussion Question and Response expectations.
Discussion Question 1 – CLA2 Preparation & Course Learning Outcomes
Welcome to week 5 of your course. This discussion question will help you prepare for your
CLA2 paper and final CLA2 PPP and as such, will have a fair amount of detail. Read the
CLA2 assignment listed in week 8 of the course. Then, please provide an outline that itemizes
the concepts that you will include in your CLA2 paper and final PPt. Please be sure to
include concepts learned in the course and information (findings, conclusions) from your
PA1and CLA1 papers. Provide some brief details for each item that is outlined. Please keep in
mind that you should have place-holders for material not yet covered in lecture from week 6 and
7. Here is an itemized list that summarizes the requirements of this DQ (include every item in the
bullet list below, or you will not receive full credit):
● Outline that itemizes concepts learned in the course
● Include information (findings, conclusions) from your PA1 and CLA1
● Brief details for each item that is outlined
● Place-holders for material not yet covered
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6. Week 6 Assignments to complete this week:
● Reading: o Chapter 10: Team Effectiveness
● Post DQ Answers by Thursday at 11:59pm ● Post DQ Peer Responses by Sunday at 11:59pm ● Professional Assignment 2 due by Sunday at 11:59pm
Each week, students must post 1 answer and 1 peer response for every discussion question.
Student Discussion Question answers must be posted by Thursday at 11:59 and Peer Responses
must be posted by Sunday at 11:59pm. Please see Grading Criteria for Discussion Board
Participation on pages 10-11 of the syllabus for Discussion Question and Response expectations.
Discussion Question 1 – (DQ directed at upcoming PA2) - Graduate
Prior to reading this DQ, please read the PA2 assignment and understand what the
assignment is asking you to complete. Once you have an understanding of the PA2 assignment,
please continue to the paragraph below to complete DQ1.
Using the Library Information Resource Network (LIRN), JSTOR, or any other electronic
journal database, research one (1) peer-reviewed article that can be used to answer your
upcoming PA2 assignment. Your discussion should summarize the article in such a way that
it can justify any arguments you may present in your PA1 assignment and should be different
than the abstract. In addition to your researched peer-reviewed article, you must include an
example of the article researched as it is applied by industry (company, business entity, and
so forth).
Please note: This article summary should not be the only article researched for your PA2
assignment. You may (and should) have several other articles researched in order to fully
answer your PA2 assignment. The concept of this DQ is to allow students to be proactive in the
research necessary to complete this assignment. You may use your article summary, partially or
in its entirety in your PA2 assignment.
Important: Please ensure that you insert your citation for the article as your reference in your
discussion post. Depending on which electronic database you use, you should see a “Cite”
selection for your article. In addition, there should be a variety of articles summarized and as
such, students should have different articles summarized. Your summary MUST include ALL
of the following (include every item in the bullet list below, or you will not receive full credit):
● Clearly state what the article is about and its purpose
● How the article and/or author(s) support your argument(s)
● Most important aspects of the article
● Any findings and conclusions
● Approximately 250 to 350 words in length
● Include the article “Abstract” in your posting (your summary should be original)
● Include the industry example demonstrating the application of your researched article
“IMPORTANT” - Include the reference for the article
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Professional Assignment 2 – CLO 6
Review: Team Concepts on page 341
Answer:
1. What team characteristics (or lack of) do you think could “sink” a boat of
very talented individuals?
2. Being as specific as possible, what factors might account for how the 2001–2002
Army Crew Team JV boat—consisting of the bottom eight rowers on the team—
frequently beat the Varsity boat?
3. Would you allocate rowers to the boats in the same way that Coach Preczewski
did? What other options exist?
4. Can you think of other examples where the best group of individuals has lower
performance as a team than do less talented teams?
5. Herb Brooks, head coach of the famous American Olympic hockey team that defied
extraordinary odds and won the Olympic Gold Medal against a far superior team from
the Soviet Union, once commented that the reason that his team won was because he
“did not have the 20 best guys, but the 20 right guys.” Explain.
6. What variables are the most important to team success? Be as specific as possible.
Document your citations throughout the text of your 2 – 3 page paper; APA is the
accepted format for all Westcliff University classes. Your paper must include an introduction
and a clear thesis, several body paragraphs, and a conclusion. Top papers demonstrate a solid
understanding of the material AND critical thinking.
*Please refer to the Grading Criteria for Professional Assignments on page 9 of the syllabus
for specific guidelines and expectations.
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7. Week 7 Assignments to complete this week:
● Reading: o Chapter 12: Recruiting, Selecting, and Retaining Talent
● Post DQ Answers by Thursday at 11:59pm ● Post DQ Peer Responses by Sunday at 11:59pm ● Exam – Opens Monday - Sunday at 11:59pm ● Applied Learning Assignment – ALA (T)
Each week, students must post 1 answer and 1 peer response for every discussion question.
Student Discussion Question answers must be posted by Thursday at 11:59 and Peer Responses
must be posted by Sunday at 11:59pm. Please see Grading Criteria for Discussion Board
Participation on pages 10-11 of the syllabus for Discussion Question and Response expectations.
Discussion Question 1 – Standard DQ CLO 7
The unfortunate reality is that a monkey, throwing darts at a list of candidates on the wall,
would have a chance of finding the best performer on that list roughly equal to many of the
selection methods commonly in use today. Chief among the culprits is the unstructured
interview (for example: Tell me about yourself? What are your greatest weaknesses? Why did
you pick your major? and so forth) which is among the most widely used forms of
interviewing. While you have been interviewed in that way for all your jobs to date, you
personally want to do better and conduct more useful interviews. So how should you go about
increasing the effectiveness of your interviews? What are the major differences between
unstructured and structured interviews? How should you frame your questions?
ALA (T) - Topic Videos – Applied Learning Assignment (ALA) Graduate
Each student is required to review the “Video-of-the-Week,” listed in GAP for this current week.
The video(s) selection is directly related to at least one of the Course Learning Outcomes
(CLOs), and presents a solution(s) to a business problem.
Using your textbook, LIRN-based research, JSTOR.org, the Internet, or any other electronic
journal database, research at least one stated claim, aspect, challenge, solution, opinion, and
so forth, in the video.
Subsequently, you will include in your CLA2 assignment paper, a separate and distinct
heading titled “Topic Video Critical Thinking & Reasoning”. You are to critically think
about the solution presented and that you researched and applied critical thinking and reasoning
skills to present the following (include every item in the bullet list below to potentially receive
full credit):
● State a course CLO that the video relates to and how it relates to the CLO
● Discuss your initial thoughts about the solution/challenge/aspect presented in the video
● Present what you would do different in terms of the solution presented in the video
● Include the industry example demonstrating the application of your researched video
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● Approximately 250 to 350 words in length (minimum of 2 paragraphs)
● Include the in-text citation in APA format to properly reference your article
Please be sure to provide justification by citing the article researched, and include the
reference in the reference page of your paper
Exam - Online
The Exam can be accessed under Week 7 of your course GAP site. The Exam will open on
Monday and will close on Sunday at 11:59pm. You will have 1 attempt to complete the Exam.
Please see Exam Grading Criteria on page 11.
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8. Week 8 Assignments to complete this week:
● Reading: Review all chapters covered that will assist in the completion of the CLA 2 assignment
● Post DQ Answers by Thursday at 11:59pm ● Post DQ Peer Responses by Sunday at 11:59pm ● CLA 2 Presentation due in class ● CLA 2 due by Sunday at 11:59pm
Each week, students must post 1 answer and 1 peer response for every discussion question.
Student Discussion Question answers must be posted by Thursday at 11:59 and Peer Responses
must be posted by Sunday at 11:59pm. Please see Grading Criteria for Discussion Board
Participation on pages 10-11 of the syllabus for Discussion Question and Response expectations.
Discussion Question 1 – Summary & Critical Thinking – Week/Course Learning Outcomes
Welcome to the last week of your course. In this discussion question you have the opportunity to
be creative and to relate what you have learned to your professional lives. Please explore and
critically think about some of the learning outcomes and concepts presented in this course.
Please effectively communicate how you would lead an organization (or a group of people
within the organization) by applying the knowledge you have learned ethically and responsibly.
Your discussion should also include innovative thinking, and information-technology aspects
(such as the Internet, social-media, computers, and so forth) that may assist you in decision-
making. You may frame your discussion around any functional component of business, and in
any context; problem-solving, management, leadership, organizational behavior, and so forth.
CLA 2 Comprehensive Learning Assessment 2 – CLO 5, CLO 6, CLO 7
Write an 8 – 10 page APA formatted paper that explains the following:
(1) Three to four important concepts you have learned throughout this seven-week
course.
(2) Identify the two to three concepts you would like to apply to your work setting and
how you will go about implementing them.
(3) Identify the key elements of your plan to strengthen your practice of leadership.
CLA 2 measures the student’s competency and mastery of the course concepts, particularly
the application of those concepts.
Your CLA2 submission (cumulative report) should be 8 to 10 pages in length. The CLA
assignments encompass the learning objectives for this course and are designed to increase
your comprehension and augment your ability to apply concepts learned in your professional
careers.
Subsequently, in addition to your report, please prepare a professional PowerPoint
presentation summarizing your findings for CLA1 and CLA2. The presentation will consist of
your major findings, analysis, and recommendations in a concise 18-slide presentation. You
should use content from your report at material for your PowerPoint presentation.
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*Please refer to the Grading Criteria for Comprehensive Learning Assessments (CLAs) on
page 11-12 of the syllabus for specific guidelines and expectations.
CLA2 Comprehensive Learning Assessment (CLA 2) Presentation
In addition to your CLA2 report, please prepare a professional PowerPoint presentation
summarizing your findings for CLA2. The presentation will consist of your major findings,
analysis, and recommendations in a concise presentation of 18 slides (minimum). You should
use content from your CLA2 report as material for your PowerPoint presentation. In addition,
you should include learning outcomes from all your major assignments. This would include PA1,
CLA1, PA2, and of course, CLA2 (unless otherwise specified by your Professor). An agenda,
executive summary, and references slides should also be included. Please keep in mind that the
university is moving towards a more digital footprint for our students. This means that your final
CLA2 presentation may be recorded, so that you may include it in your “e-portfolio” (graduating
students should have all of their CLA2 presentations on a flash-drive, in addition to student
biography, resume, interests, and so forth). Students will present their PowerPoint during the last
week of class in either the On-Campus Class Session or the online Virtual Class Session, as
determined by the professor. Presentations should not exceed 18 minutes.
*Please refer to the Grading Criteria for CLA2 Presentations on page 11-12 of the syllabus
for specific guidelines and expectations.
