| Course Code | Class Code |
| ADM-560 | ADM-560-O500 | Benchmark - Stadium Dilemma | 160.0 |
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (74.00%) | Satisfactory (79.00%) | Good (87.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 70.0% |
| Determine the type of personal power you possess in this situation. Describe the type of personal power you may have in regards to the Chairman, your staff, and the other parties who may have an interest in this issue. | 10.0% | Determination of the type of student's personal power possessed in situation is missing. | Determination of the type of student's personal power possessed in situation is vague and inconsistent. | Determination of the type of student's personal power possessed in situation is present. Description of the type of personal power student may have regarding the Chairman, the staff, and other parities who may have an interest in the issue is also present. | Determination of the type of student's personal power possessed in situation is present and clear. Description of the type of personal power student may have regarding the Chairman, the staff, and other parities who may have an interest in the issue is also clear. | Determination of the type of student's personal power possessed in situation is clear and concise. Description of the type of personal power student may have regarding the Chairman, the staff, and other parities who may have an interest in the issue is also clear and concise. |
| Determine the type of positional power you possess in this situation. Describe the type of positional power you may have in regards to the Chairman, your staff, and the other parties who may have an interest in this issue. | 10.0% | Determination of the type of student's positional power possessed in situation is missing. | Determination of the type of student's positional power possessed in situation is vague and inconsistent. | Determination of the type of student's positional power possessed in situation is present. Description of the type of positional power student may have regarding the Chairman, the staff, and other parities who may have an interest in the issue is also present. | Determination of the type of student's positional power possessed in situation is present and clear. Description of the type of positional power student may have regarding the Chairman, the staff, and other parities who may have an interest in the issue is also clear. | Determination of the type of student's positional power possessed in situation is clear and concise. Description of the type of positional power student may have regarding the Chairman, the staff, and other parities who may have an interest in the issue is also clear and concise. |
| Given the type of power you possess determine whether you have the influence required to move this issue in the right direction. Explain what type of influence you may have and if you will need to create more influence through other alliances, etc. | 15.0% | Determination of influence required and an explanation of the type of influence student has is enough or if more influence is needed through other alliances is missing. | Determination of influence required and an explanation of the type of influence student has is enough or if more influence is needed through other alliances is vague and inconsistent. | Determination of influence required and an explanation of the type of influence student has is enough or if more influence is needed through other alliances is present. | Determination of influence required and an explanation of the type of influence student has is enough or if more influence is needed through other alliances is present and clear. | Determination of influence required and an explanation of the type of influence student has is enough or if more influence is needed through other alliances is clear and concise. |
| Determine if the negotiation is just between the county and the team or if other stakeholders should be involved. Explain why. | 10.0% | Determination of parties needed for negotiation with explanation why is missing. | Determination of parties needed for negotiation with explanation why is vague and inconsistent. | Determination of parties needed for negotiation with explanation why is present and includes an explanation why. | Determination of parties needed for negotiation with explanation why is present, clear, and includes an explanation why. | Determination of parties needed for negotiation with explanation why is clear, concise, and includes an explanation why. |
| Outline the strengths and weaknesses of the county's negotiation position. Explain why each is a strength or a weakness. | 15.0% | Determination of parties needed for negotiation with explanation why is missing. | Determination of parties needed for negotiation with explanation why is vague and inconsistent. | Determination of parties needed for negotiation with explanation why is present and includes an explanation why each is a strength or a weakness. | Determination of parties needed for negotiation with explanation why is present, clear and includes an explanation of why each is a strength or a weakness. Explanation connects to some research. | Determination of parties needed for negotiation with explanation why is clear, concise, and includes an explanation of why each is a strength or a weakness. Explanation connects to current research. |
| Explain how you can employ systems thinking to strengthen your position, manage various forces such as public opinion and political pressure, and obtain the result that maximizes the public good. (Comp 1.3) | 10.0% | Explanation of how student employs systems thinking to strengthen their position, manage various forces such as public opinion and political pressure, and obtain the result that maximizes the public good is missing. | Explanation of how student employs systems thinking to strengthen their position, manage various forces such as public opinion and political pressure, and obtain the result that maximizes the public good is vague and inconsistent. | Explanation of how student employs systems thinking to strengthen their position, manage various forces such as public opinion and political pressure, and obtain the result that maximizes the public good is present. | Explanation of how student employs systems thinking to strengthen their position, manage various forces such as public opinion and political pressure, and obtain the result that maximizes the public good is present, clear, and makes some connection to research. | Explanation of how student employs systems thinking to strengthen their position, manage various forces such as public opinion and political pressure, and obtain the result that maximizes the public good is clear, concise, and makes connections to current research. |
| Organization and Effectiveness | 20.0% |
| Thesis Development and Purpose | 7.0% | Paper lacks any discernible overall purpose or organizing claim. | Thesis is insufficiently developed or vague. Purpose is not clear. | Thesis is apparent and appropriate to purpose. | Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. |
| Argument Logic and Construction | 8.0% | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. |
| Fortmat | 10.0% |
| Paper Format (use of appropriate style for the major and assignment) | 5.0% | Template is not used appropriately or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | Appropriate template is used. Formatting is correct, although some minor errors may be present. | Appropriate template is fully used. There are virtually no errors in formatting style. | All format elements are correct. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 5.0% | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
| Total Weightage | 100% |
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