Improving Bussiness performance Individual Reflection: Blueprint for Professional and Personal Growth
mike213
usw1_wmba_6040_week07_assignmentrubric.xlsxWeek 7 Application
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| Student Name | Posted by Deadline and Followed Other Discussion Instructions in Classroom and Syllabus (Both Must be Met for Assignment to be Graded) | Total Points Possible | Total Points Received | Percentage Score | No | ||||||||||||
| Yes Rebecca: Select drop down menu for response. | 100 | 100 | 100% | Extension Granted | |||||||||||||
| Criterion | Exemplary Criteria (100% of Possible Points) | Proficient Criteria (85% of Possible Points) | Opportunity for Improvement Criteria (75% of Possible Points) | Points Possible | Evaluation (Assessed Percent of Possible Points) | Points Received | Faculty Feedback | 100% | |||||||||
| Element (1a): Content of Executive Summary | The author presents an exemplary Executive Summary with rich, articulate, and well-reasoned responses to all of the questions posed in the assignment and eloquently embeds them into a cohesive and compelling Executive Summary, with direct and relevant references to the Course and Program Outcomes. The author goes beyond the requirements of the posed questions to provide a comprehensive summary of his/her main lessons from the course and how those support his/her achievement of at least two course outcomes. The author provides a rich assessment of the main ideas or conclusions he or she has taken from the experience in Improving Business Performance and clearly assesses how these will affect his/her practices now and in the future. | The author presents an Executive Summary of the course that addresses the questions posed in the assignment, providing his or her analysis of the main lessons of the course and how those relate to his/her achievement of course and program outcomes. | The author provides cursory coverage of some or all the questions posed as part of the requirements for the Executive Summary or does not address all of the questions, although does provide a competent summary of one or two. | 20 | 100% Windows User: Select drop down menu for inputting grade for this criterion. | 20.00 | 85% | ||||||||||
| Element (1b): Format of Executive Summary | The author begins the Executive Summary with a clear and compelling statement of its purpose and presents a succinct and cohesive summary that focuses on the main outcomes he/she ascertained from the course and his/her experience in engaging in the assignments and discussions. The author makes it explicitly clear why he/she chose to highlight the content and topics and provides supporting details and examples. The Executive Summary is clear and organized; concise (no more than 3 paragraphs); and the author writes in non-technical language and defines any language that may not be familiar to his/her audience. The author discusses each main point in the order in which it was encountered in the classroom, and organizes his/her thoughts so that the reader can follow the summary logically and with clarity. The author presents a brief conclusion at the end of the summary that enables the reader to synthesize the information provided. | The author begins the Executive Summary with a clear statement of its purpose and presents a summary that focuses on the main outcomes he/she ascertained from the course and his/her experience in engaging in the assignments and discussions. The executive summary is clear, concise (no more than 3 paragraphs), and written in non-technical language. The author discusses each main point in the order in which it was encountered in the classroom, and organizes his/her thoughts so that the reader can follow the summary logically and with clarity. The author presents a brief conclusion at the end of the summary that enables the reader to synthesize the information provided. | The author summarizes a few main points from the classroom, but does not create an Executive Summary aligned with the expectations as outlined in the document provided in the classroom. | 10 | 100% Windows User: Select drop down menu for inputting grade for this criterion. | 10.00 | 75% | ||||||||||
| Element (2): Personal Mastery | The student provides a clear and cogent statement of personal vision that focuses on ultimate intrinsic desires (purpose) as well as concrete vision-oriented elements that illustrate how the student might fulfill that purpose. The vision statement clearly fits within the concepts of purpose and vision as Senge discusses them on pages 136-139 (they go beyond material goals, negative litanies, and secondary means to ends). The student provides at least one clear example of an experience in the Walden MBA program has helped, or may help, them move towards their personal vision. | The author presents his or her own “personal vision” as Senge describes the term on pages 136-138. The author further identifies and discusses one way in which his or her experiences to date in the MBA program have helped the author to understand and craft or move towards his/her personal vision. If none have occurred, the author identifies course and content that he or she has yet to complete and describes how he or she thinks those experiences will help contribute to the author's personal vision. | The author provides a cursory or only partially formed statement of his or her own vision, but does not clearly link that to what he or she considers to be the purpose for his or her life/future. | 20 | 100% Windows User: Select drop down menu for inputting grade for this criterion. | 20.00 | 0% | ||||||||||
| Element (3a): Action Plan | The author delineates at least one new specific goal for personal and professional development and assesses the importance of the goal(s) For each new goal, the author provides concrete and specific examples or observations that support why the goal is important. The author assesses the personal or professional value he/she expects from achieving the goal(s). The author cohesively integrates resources from the course into his/her definition and assessment of the new goal(s). | The author identifies a new goal for personal and professional development with an explanation as to why the goal was selected. The author provides concrete and specific examples of why it is important, the personal or professional value he/she expects from achieving each goal, and how the goal relates to the resources from the course. | The author provides a new goal and a cursory description of why it is important. | 10 | 100% Windows User: Select drop down menu for inputting grade for this criterion. | 10.00 | |||||||||||
| Element (3b): Action Plan - Objectives | The author defines at least two objectives for each goal that he/she identified and provides well-reasoned and detailed rationale that explains how the objectives support the achievement of the goal(s). | The author defines two objectives for the goal(s) that he/she identified and provides rationale that explains how the objectives enable the author to achieve the goal(s). | The author defines one or two objectives for each goal that he/she identified and some cursory rationale as to how the objective(s) support the goal. The author may not make a strong connection or does not do so in all cases. | 10 | 100% Windows User: Select drop down menu for inputting grade for this criterion. | 10.00 | |||||||||||
| Element (4): Social Change Impact | The author evaluates at least three of the most important lessons he or she is taking from this course and explains how those lessons will shape his or her future and enable the author to make a positive difference. The author provides at least three concrete and specific examples illustrating how the learning supports his or her goal(s) for being or becoming an effective agent for positive social change within an organization, community, or more broadly. | The author describes lessons he or she is taking from this course. The author describes how those lessons will shape his or her future and enable him or her to make a positive difference. The author provides examples illustrating how the learning supports his or her goal(s) for being or becoming an effective agent for positive social change. | The author links his or her knowledge from the course to goal(s) for making a positive change, but may not provide specific or relevant examples or clearly show how he or she will use the learning from the course to further his or her efforts to promote positive social change. | 10 | 100% Windows User: Select drop down menu for inputting grade for this criterion. | 10.00 | |||||||||||
| Element (5) Relevance and Critical Thinking | The author exhibits evidence of thoughtful reflection and critical analysis related to his/her learning experience and knowledge/goal development. He or she integrates specific, relevant examples and insights drawn from personal or professional experience. The reflections demonstrate specific ways he or she is processing content from the course in context of his or her own experiences; analyzes how the experience may affect future learning or decisions; and evaluates the value the learning resulting from the course has in various scenarios the student expects to encounter in his or her professional life. The author analyzes connections between theory and practice; and draws logical conclusions related to how he or she has been impacted by the experience in the classroom or program based on well-reasoned arguments. The author identifies and evaluates opportunities for future change or growth or anticipated progress toward specific goals. Course readings, concepts, and activities, and additional research from the Walden Library are effectively used. | The author exhibits a perfunctory reflection and analysis of his/her learning experience and knowledge/goal development and includes examples, experiences, and insights. The author draws from the classroom experience and content to describe patterns or connections between theory and practice. Conclusions, based on stated rationale and evidence, are made related to how the author has been impacted by the experience in the classroom or program. The author identifies opportunities for future change or growth or anticipated progress toward specific goals set by the student. New questions may be presented based on ideas presented from the class. | The author describes his/her experience and goals and may share some examples and insights. He/she draws from the classroom experience and content and makes some attempt to identify patterns or connections between theory and practice. At best, the author vaguely points to opportunities for future change or growth or anticipated progress toward specific goals. | 10 | 100% Windows User: Select drop down menu for inputting grade for this criterion. | 10.00 | |||||||||||
| Element (6) Standards of Scholarship Note: Sub-standard writing or APA will result in lower scores in other categories as without these elements, the content areas above are inherently weaker. | Writing is clear, logical, well-organized and appropriate for graduate level work. Writing spell-checked and proofread. Sentences are complete and grammatically correct. Words are chosen for their precise meaning. Tone is professional and free from bias (i.e., sexism, racism). APA style guidelines are used. Each citation is referenced, and only cited sources are referenced, aligned with APA format. When students reference/reuse their own work, they provide self-reference per APA rules and Walden policy. | Writing is somewhat clear, logical, well-organized and appropriate for graduate level work. Writing was not spell-checked and proofread. Most sentences were complete and grammatically correct. Most words were chosen for their precise meaning. Tone is professional and free from bias (i.e., sexism, racism). APA style guidelines are used. Most citations were referenced, and only cited sources are referenced, aligned with APA format. When students reference/reuse their own work, they provide self-reference per APA rules and Walden policy. | Writing is not very clear, logical, well-organized or appropriate for graduate level work. Writing was not spell-checked and proofread. Too many sentences were not complete and grammatically correct for graduate level work. Word choice could be better. Tone is professional and free from bias (i.e., sexism, racism). APA style guidelines were not used or used consistently. Some citations were referenced, and many cited sources were not referenced, or aligned with APA format. When students reference/reuse their own work, they provide self-reference per APA rules and Walden policy. | 10 | 100% Windows User: Select drop down menu for inputting grade for this criterion. |
Windows User: Enter student name. |
Rebecca: Select drop down menu for response. |
Windows User: Select drop down menu for inputting grade for this criterion. |
Windows User: Select drop down menu for inputting grade for this criterion. |
Windows User: Windows User: Faculty Feedback - input comments for the student related to this criterion. |
Windows User: Select drop down menu for inputting grade for this criterion. |
Windows User: Select drop down menu for inputting grade for this criterion. | 10.00 |
DIRECTIONS FOR FINAL PAPER ASSIGNMENT: Prepare the Blue Print for Professional Goals, including an Executive Summary of the Course, Personal Vision, and Defining at least one goal related to what you have learned in this course and and creating a plan to achieve it. General Guidance on Assignment Length: The Executive Summary should typically be 2–3 paragraphs (one page single spaced), Your Back-up Plan and Action Plan will typically be 3 to 6 pages (1.5 to 3 pages if single spaced).
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