Strategic Action Planning

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SF007: Self-Reflection and Continued Professional Growth: Develop an integrative professional and personal growth plan based on self- assessment and reflection.

Assessment Rubric

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

Part I: MBA Program Executive Summary

Sub-Competency 1: Summarize program-wide learning to inform a professional and personal growth plan.

Learning Objective 1.1: Apply critical self- reflection skills that link MBA knowledge to professional goals.

Critical self-reflection that links MBA knowledge to professional goals is missing.

The response contains vague and general references to some conceptual ideas, frameworks, tools, and Assessments in the CMBA. The response contains a vague and general explanation of how MBA knowledge, skills, and tools improved understanding and skills in ways to help achieve professional goals.

The response contains appropriate references to conceptual ideas, frameworks, tools, and Assessments in the CMBA. The response contains a relevant explanation of how MBA knowledge, skills, and tools improved understanding and skills in ways to help achieve professional goals.

The response demonstrates the same level of achievement as “2”, plus the following: The response contains very specific and well documented references to conceptual ideas, frameworks, tools, and Assessments in the MBA. The response is very clear, and integrated as a whole.

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Learning Objective 1.2: Apply critical self- reflection skills to potential for applying action as agent for positive social change

Critical self-reflection on potential for applying action as agent for positive social change is missing.

The response contains a vague and general explanation of how the MBA experience has enabled one to be a more effective agent of positive social change.

The response contains a relevant explanation of how the MBA experience has enabled one to be a more effective agent of positive social change.

The response demonstrates the same level of achievement as “2”, plus the following: The explanation is precise, detailed, and well documented. The response contains links to relevant knowledge and best- practices from the program. The response is very clear, and the writing is integrated as a whole.

Learning Objective 1.3: Apply critical self- reflection skills to practice as a professional

Critical self-reflection on practice as a professional is missing.

The response contains a vague and general explanation of the way one thinks of his or her role in organizations and how one can better practice his or her profession.

The response contains a relevant explanation of the way one thinks of his or her role in organizations and how one can better practice his or her profession.

The response demonstrates the same level of achievement as “2”, plus the following: The response is very clear, and the writing is integrated as a whole.

Part II: MBA Program Assessment and Action Planning

Sub-Competency 2: Self-assess general proficiency and knowledge about masters-level business administration topics and tools.

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Learning Objective 2.1

Self-assess and reflect upon general proficiency and knowledge about MBA topics and tools.

The Peregrine self- assessment is not complete and/or results were not received.

The Peregrine self- assessment is completed and results were received. Reflection of self- assessment experience is unclear or incomplete.

The Peregrine self- assessment is completed and results were received. Response includes a thorough reflection of the self-assessment experience.

The response demonstrates the same level of achievement as “2”, plus the following: Response includes an insightful self-reflection and makes clear connections to MBA program learning.

Sub-Competency 3: Develop an action plan that is comprised of stretch goals and objectives that reflect professional and personal values.

Learning Objective 3.1

Articulate, within an action plan context, ambitious goals and professional and personal values.

Ambitious goals and professional and personal values articulated within an action plan context are missing.

The response does not contain at least one specific, ambitious goal.

The response contains a vague and general explanation for why that goal was chosen.

The response contains a vague and general explanation of what one expects in achieving the goal.

The response contains at least one specific, ambitious goal.

The response contains a relevant explanation for why that goal was chosen.

The response contains a relevant explanation of what one expects in achieving the goal.

Response demonstrates the same level of achievement as “2,” plus the following: The response contains more than one goal, one of which is deemed ambitious. The explanation for why the goal(s) was chosen is clear and compelling. The explanation for what one expects in achieving the goal(s) is clear and compelling.

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Learning Objective 3.2 Explain how specific objectives link to and support goals within an action plan context.

The response does not address the requirements of the assessment.

The response contains fewer than two objectives for the goal that was identified.

The response provides a vague and general explanation for how the objectives support achievement of the goal.

The response contains at least two objectives for the goal that was identified.

The response provides a relevant explanation for how the objectives support achievement of the goal.

Response demonstrates the same level of achievement as “2,” plus the following: The response provides a clear and compelling explanation for how the objectives support achievement of the goal.

PS001: Written Communication: Demonstrate graduate-level writing skills.

Learning Objective PS 1.1: Use proper grammar, spelling, and mechanics.

Multiple major and minor errors in grammar, spelling, and/or mechanics are highly distracting and seriously impact readability.

Multiple minor errors in grammar, spelling, and/or mechanics are distracting and negatively impact readability.

Writing reflects competent use of standard edited American English. Errors in grammar, spelling, and/or mechanics do not negatively impact readability.

Grammar, spelling, and mechanics reflect a high level of accuracy in standard American English and enhance readability.

Learning Objective PS 1.2: Organize writing to enhance clarity.

Writing is poorly organized and incoherent. Introductions, transitions, and conclusions are missing or inappropriate.

Writing is loosely organized. Limited use of introductions, transitions, and conclusions provides partial continuity.

Writing is generally well- organized. Introductions, transitions, and conclusions provide continuity and a logical progression of ideas.

Writing is consistently well-organized. Introductions, transitions, and conclusions are used effectively to enhance clarity, cohesion, and flow.

Learning Objective PS 1.3: Apply APA style to written work.

APA conventions are not applied.

APA conventions for attribution of sources, structure, formatting, etc., are applied inconsistently.

APA conventions for attribution of sources, structure, formatting, etc., are generally applied correctly in most instances. Sources are generally cited appropriately and

APA conventions for attribution of sources, structure, formatting, etc., are applied correctly and consistently throughout the paper. Sources are consistently cited appropriately and

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accurately. accurately.

Learning Objective PS 1.4: Use appropriate vocabulary and tone for the audience and purpose.

Vocabulary and tone are inappropriate and negatively impact clarity of concepts to be conveyed.

Vocabulary and tone have limited relevance to the audience.

Vocabulary and tone are generally appropriate for the audience and support communication of key concepts.

Vocabulary and tone are consistently tailored to the audience and effectively and directly support communication of key concepts.

PS005: Critical Thinking and Problem Solving: Use critical-thinking and problem-solving skills to analyze professional issues and inform best practice.

Learning Objective PS 5.3: Assess multiple perspectives and alternatives.

Assessment of multiple perspectives is missing.

Response does not identify nor adequately consider multiple perspectives or alternatives.

Response identifies and considers multiple perspectives and alternatives.

Response justifies selection of chosen alternative relative to others.

Learning Objective PS 5.4: Use problem-solving skills.

Problems and solutions are not identified.

Response presents solutions, but they are ineffective in addressing the specific problem.

Response presents solutions that are practical and work in addressing the specific problem.

Response presents compelling supporting arguments for proposed solutions.