The University of Scranton Business Strategy Analysis Rubric


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The University of Scranton Business Strategy Analysis Rubric

  1. 1. Business Rubric Examples Rubrics from the University of Scranton Business Strategy Analysis Rubric 2 Case Analysis Rubric 3 Decision Making Rubric 4 Critical Thinking Rubric 5 Ethical Considerations Rubric 6 California State University East Bay Undergraduate Business Rubrics International Global/Business Perspective 7 Reasoned Decision-Making 7 Communication Capabilities 8 Understanding How Companies Make a Profit 8 Market Focus 9 California State University East Bay MBA Rubrics Leadership Rubric 10 Teamwork Rubric 11 Problem-Solving Rubric 12 Global Perspective Rubric 13 Written Communication Rubric 14 Oral Presentation Rubric 15 SUNY at New Paltz School of Business Academic Presentation Skills Rubric 16 Walton College Business Plan Rubric 17 California State University Sacramento Also see 17 pages of undergraduate rubrics and 15 pages of graduate rubrics at (UG) and (grad). All rubrics were taken verbatim from campus websites and their format may have been lightly edited to fit the printed page. 1
  2. 2. The University of Scranton Business Strategy Analysis Rubric Retrieved January 3, 2007 from Rubric.doc Date: __________________________________ Rater: ______________________ Course: ________________________________ Student: ____________________ TRAIT Unacceptable Acceptable Exemplary Score Identifies the Does not identify and Identifies the main Identifies not only corporate summarize the strategy(ies) and the basics of the strategy corporate strategy, is subsidiary, strategy, but confused or identifies embedded, or implicit recognizes nuances a different or aspects of the of the strategy inappropriate strategy strategy Key Does not surface the Identifies most of the Identifies and assumptions assumptions that key assumptions questions the underlie the strategy validity of the key assumptions that underlie the strategy Evidence of Simply lists examples Discusses the Discusses nuances strategy of actions or relevance of actions of the examples in behaviors that and behaviors some detail represent the strategy. representing the Does not discuss the strategy(ies) relevance of these actions or behaviors. Conclusions, Fails to identify Identifies and Objectively reflects implications, conclusions, discusses upon own analysis and implications, and conclusions, of the corporate consequences consequences of the implications, and strategy strategy consequences 2
  3. 3. The University of Scranton Case Analysis Rubric Retrieved January 3, 2007 from Analysis-Rubric.doc Date: _______________ Rater: _______________ Course: ____________ Student: ________________ TRAIT Unacceptable Acceptable Exemplary Score Issues Does not recognize a Recognizes one or more Recognizes multiple problem or mentions key problems in the case. problems in the case. problems that are not Indicates some issues are based on facts of the more important than others case and explains why Perspectives Does not recognize the Considers the perspectives Clearly describes the unique perspectives of any of individuals who are perspectives of multiple key characters in the case related to the problems characters. Knowledge Simply repeats facts Considers facts from the Discusses facts of the case listed in case and does case and cites related in relation to empirical and not discuss the knowledge from theoretical research and add relevance of these facts theoretical or empirical knowledge from personal research experience Actions No action proposed or More than one reasonable Proposed actions seem to proposes infeasible action proposed. deal with the most action(s) important issues Consequences No positive and Positive and negative Consequences are tied to the negative consequences consequences for each issues deemed most are identified action are discussed important. 3
  4. 4. The University of Scranton Decision Making Rubric Retrieved January 3, 2007 from Date: _______________ Rater: _______________ Course: ____________ Student: ________________ TRAIT Unacceptable Acceptable Exemplary Score Identifies Identifies alternatives Identifies alternatives Identifies alternatives Alternatives that are not all that are seemingly that are seemingly seemingly equal or equal and that reflect equal and that reflect that reflect confusion a basic understanding an in-depth or limited of the situation understanding of the understanding of the situation situation Identifies Identifies only some Identifies the Identifies important criteria for important criteria important criteria that and less obvious assessing should be consideredcriteria reflecting a alternatives thorough understanding of the situation Applies Determines the extent Determines the extent Determines the extent criteria to to which some of the to which each to which each alternatives alternatives possess alternative possesses alternative possesses each criterion or the each criterion and each criterion and extent to which all of justifies this with justifies this with the alternatives appropriate appropriate possess some of the information or information or criteria knowledge knowledge at an unusual level of depth Evaluates Has difficulty Evaluates whether Evaluates whether results evaluating whether important scores or important scores or important scores or criteria should be criteria should be criteria should be changed or dropped changed or dropped changed or dropped in a way that reflects in a way that reflects understanding of the an in-depth subject understanding of the subject 4
  5. 5. The University of Scranton Critical Thinking Rubric Retrieved January 3, 2007 from Date: _______________ Rater: _______________ Course: ____________ Student: ________________ TRAIT Unacceptable Acceptable Exemplary Score Identifies and Does not identify and Identifies the main Identifies not only the Summarizes summarize the problem, is problem and basics of the issue, problem at issue confused or identifies a subsidiary, embedded, but recognizes different or inappropriate or implicit aspects of nuances of the issue problem the problem Personal Addresses a single source Identifies, Draws support from perspective and or view of the argument appropriately, one’s experience and position and fails to clarify own position on the information not presented position relative issue available from to one’s own assigned sources Other salient Deals only with a single Identifies other salient Addresses and perspectives and perspective and fails to perspectives drawn analyzes salient positions discuss other salient from outside perspectives drawn perspectives information from outside information Key assumptions Does not surface the Identifies some of the Identifies and assumptions and ethical key assumptions and questions the validity issues that underlie the ethical issues of the key issue assumptions and addresses the ethical dimensions that underlie the issue Quality of evidence Merely repeats Examines the Observes cause and information provided, evidence and source effect and addresses taking it as truth or denies of evidence, questions existing or potential evidence without adequate its accuracy, consequences. Clearly justification precision, relevance, distinguishes between and completeness fact, opinion, and acknowledges value judgments Conclusions, Fails to identify Identifies and Objectively reflects implications, and conclusions, implications, discusses conclusions, upon own assertions consequences and consequences of the implications, and issue consequences 5
  6. 6. The University of Scranton Ethical Considerations Rubric Retrieved January 3, 2007 from Date: _______________ Rater: _______________ Course: ____________ Student: ________________ TRAIT Unacceptable Acceptable Exemplary Score Identifies Has a vague idea of Identifies the Describes the Dilemma what the dilemma is and dilemma, including dilemma in detail is uncertain what must pertinent facts, and having gathered be decided ascertains what pertinent facts. must be decided Ascertains exactly what must be decided Considers Is unsure as to who Determines who Determines who Stakeholders should be involved in should be involved should be involved the decision-making in the decision in the decision process making process and making process and accurately identifies thoroughly reflects all the stakeholders on the viewpoints of the stakeholders Analyzes Begins to appraise the Clarifies at least two Clarifies a number Alternatives and relevant facts and alternatives and of alternatives and Consequences assumptions and predicts their evaluates each on identifies some associated the basis of whether alternatives. consequences in or not there is detail. interest and concern over the welfare of all stakeholders Chooses an Action Has difficulty Formulates an Formulates an identifying and implementation plan implementation plan appropriate course of that delineates the that delineates the action from among execution of the execution of the alternatives decision decision and that evidences a thoughtful reflection on the benefits and risks of action 6
  7. 7. California State University East Bay Undergraduate Business Rubrics Retrieved January 3, 2007 from Learning Objective #1: International Global/Business Perspective Advanced Understands and analyzes the following issues: • The cultural and financial impacts of moving into new markets. • Market uncertainty and exchange rate risk. • The need to acquire demographic information • Political risk or country specific risk. • The potential legal and contractual differences in international business. • The concept of tradeoffs in managerial decision-making. • The potential language barriers in international communication. • The organizational and managerial differences in different countries. Acceptable Can list and explain some of the bulleted issues listed above. Lacks the depth of understanding and analysis of a proficient essay. Beginning Shows a very superficial knowledge of the issues involved in international business. Shows no depth of understanding of any of the issues listed above. Learning Objective # 2: Reasoned Decision-Making Advanced • Understands the value of data in making reasoned decisions. • Can identify and analyze balance sheet effects of international transactions. • Can develop alternative models to examine the impact of alternative production decisions. • Understands the concept of opportunity cost in making alternative production and marketing decisions. • Identifies the issues in outsourcing and effectively weighs alternatives. • Identifies and develops SWOT. • Questions validity of data. Proficient Shows a more superficial grasp of the analytics of the issues. Does not develop alternatives or understand fully the value of data. Does not understand how data can be acquired. Understands SWOT, but cannot clearly delineate what is needed for the analysis. Beginning Cannot present coherent arguments. Does not understand alternatives. Cannot develop a model for analysis. Shows no grasp of SWOT. 7
  8. 8. Learning Objective # 3: Communication Capabilities Advanced • Makes clear arguments. • Develops thoughts rather than simply listing ideas. • Connects main threads of discussion. • Uses generally acceptable vocabulary, grammar and punctuation. • Uses terms commonly used in business writing. Proficient • Arguments are listed rather than developed. • Discussion is not clearly developed and jumps from one thought to another. • Uses generally acceptable vocabulary, grammar and punctuation. • Uses terms commonly used in business writing. Beginning • Uses incomplete sentences and incorrect grammar and punctuation. • Does not respond to the issues. • Repeats thoughts rather than developing them. Learning Objective # 4: Understanding How Companies Make a Profit Advanced • Understands how different business functions create value. • Understands the concepts of productivity, wage and benefits and managerial skills in creating profit. • Understands that outcomes are never guaranteed. • Recognizes risks in both global and domestic production, marketing and outsourcing. • Understands the concept of outsourcing and how this may contribute value. • Understands the political and economic risks of outsourcing. Proficient Understands the concept of integrated business processes and the concept of profit. Does not consider many of the aspects that are necessary for a correct depiction of the issues. Considers static rather than dynamic political, economic and managerial environment. Beginning Does not understand how a business creates value. Does not understand the concept of profit. Cannot explain the information that a firm would need to make reasoned choices. 8
  9. 9. Learning Objective # 5: Market Focus Advanced • Identifies and analyzes international marketing issues. • Identifies market forces, both existing and potential that will affect the organization. • Understands the need to build good working relations with clients (doctors, patients). • Understands the importance of ongoing customer-seller relationships. Proficient Understands some of the competitive forces. Does not consider potential threats. Has no specificity in marketing. Has little concept of brand name. Does not grasp importance of cultural and ethics differences between countries. Does not show a clear understanding market potential and how a market can be developed. Beginning Does not understand the nature of interpersonal or economic forces. Does not understand the importance of customer-seller relations. 9
  10. 10. California State University East Bay MBA Rubrics Retrieved January 3, 2007 from Leadership Rubric (0 – 17: Does not meet standard. 18 or above: Meets standard) 1: Beginner 2: Novice 3: Proficient 4: Advanced Score Gives an Shows occasional Looks Looks comfortable and Confidence impression of signs of insecurity comfortable and confident in exercising reluctance or about leading, or is confident in leadership duties uncertainty about overly confident exercising exercising about own leadership duties leadership leadership skills Balance Focuses Gives too much Balances the Balances the need for between task exclusively on the attention to the task need for task task accomplishment and task to be or to interpersonal accomplishment with the needs of interpersonal accomplished relations in the with the needs of individuals in the group; relations without regard to group individuals in the Assigns tasks by seeking the people or group; volunteers, delegating as focuses exclusively Assigns tasks by needed; on the seeking Shares information interpersonal volunteers, openly; relations and delegating as Involves the group in attitudes of people needed; setting challenging goals in the group Shares and planning for their without regard to information accomplishment the task openly Ability to Asks for ideas or Asks for ideas and Listens actively Listens actively and listen suggestions suggestions but and shows shows understanding by without intending neglects to understanding by paraphrasing or by to consider them consider them paraphrasing or acknowledging and by building on others’ acknowledging ideas; and building on Checks for agreement, others’ ideas; acceptance, buy-in Checks for agreement, acceptance, buy- in Neutral May show Shows respect to Shows respect to all favoritism to one or all group group members; more group members; Gives recognition and members Gives encouragement; recognition and Engages all group encouragement members; (continues on next page) 10
  11. 11. (continued from page 10) 1: Beginner 2: Novice 3: Proficient 4: Advanced Score Stays on Takes the group off Lets the group Keeps the group on track track ramble or stray off track by managing track too much, or time, providing keeps the group so coaching or guidance, rigidly on track that using humor, or relevant issues or resolving differences, concerns are as needed; ignored. Intervenes when tasks are not moving toward goals Agenda Has an agenda and Circulates a Circulates a prepared goals for the group prepared agenda agenda in advance in advance Total Points: Teamwork Rubric(0 – 14: Does not meet standard. 15 or above: Meets standard) 1: Beginner 2: Novice 3: Proficient 4: Advanced Score Preparation Little or no Moderately Well prepared in Well prepared in advance prepared in advance for team advance for team preparation for advance for team meetings meetings team meeting meetings Leadership Lets others set and Takes some part in Takes a large Takes a large part in pursue the agenda setting group goals part in setting setting group goals and agendas group goals and and agendas agendas Participation Observes passively Participates in Actively Actively participates and says little or discussions, letting participates in in discussion and nothing others provide the discussion and asks questions direction asks questions Understand- Responds to Occasionally Listens actively Listens actively and ing of issues questions introduces the and shows shows understanding information or asks understanding by by paraphrasing or by questions paraphrasing or acknowledging and by building on others’ acknowledging ideas and building on others’ ideas Level of Gives the If likely to be Volunteers Volunteers willingly Interest impression of absent or late, willingly and and carries own share wanting to be informs others carries own share of the group’s somewhere else: ahead of time and of the group’s responsibilities Attendance record arranges to cover responsibilities is haphazard and own inconsistent; may responsibilities be absent or late without notice Total Points 11
  12. 12. Problem-Solving Rubric (0 – 11: Does not meet standard. 12 or above: Meets standard) 1: Beginner 2: Novice 3: Proficient 4: Advanced Score Problem Does not clearly Rudimentary Clearly identifies Clearly identifies the Identification identify the problem main problem and main problem and problem; identification; includes some of subsidiary, embedded Identifies an Identifies main the subsidiary or implicit aspects of inappropriate problem but does issues; the problem; problem or omits relevant Some discussion Clearly addresses the represents the issues; or relationships relationship among issue Does not identify between subsidiary issues; inaccurately the relationship subsidiary issues Identifies not only the between different basics of the issue but aspects or issues also recognizes subtle within the nuances of the issue problem. Interpretation Fails to question Identifies some Asks insightful Analyzes insightful data; questions; questions; questions; Ignores bias; Notes some bias; Detects bias; Refutes bias; Misses major Recognizes basic Categorizes Critics content; content areas; content; content; Examines Detects no States some Identifies inconsistencies; inconsistencies; inconsistencies; inconsistencies; Values information Chooses biased Selects sources Recognizes sources. adequately. context. Analysis & Fails to draw Identifies some Formulates Examines Evaluation conclusions; conclusions; conclusions; conclusions; Sees no Sees some Recognizes Uses reasonable arguments; arguments; arguments; judgment; Overlooks Identifies some Notices Discriminates differences; differences; differences; rationally; Repeats data; Paraphrases data; Evaluates data; Synthesizes data; Omits research Assumes Seeks out Vies information information valid. information critically Presentation Omits argument; Misconstructs Argues clearly; Argues succinctly; Misrepresents arguments; Identifies issues; Discusses issues issues; Generalizes Attributes sources thoroughly; Excludes data; issues; Suggests Shows intellectual Draws faulty Cites sources; solutions; honesty; conclusions; Presents few Incorporates Justifies decisions; Shows options; information. Assimilates intellectual Overlooks some information. dishonesty information Total Points: 12
  13. 13. Global Perspective Rubric (0 – 8: Does not meet standard. 9 or above: Meets standard) 1: Beginner 2: Novice 3: Proficient 4: Advanced Score Identification No or incomplete Some Clear Detailed of Global identification of identification of identification of identification of all Factors some or all or the most of the relevant factors relevant factors following relevant factors relevant global factors: Economics Cultural Legal Demographic Analysis of No analysis of Some analysis of Clear analysis of Detailed and accurate Global Factors impact of impact of global impact of global analysis of impact of relevant global factors; factors; relevant global issues; Some inaccuracies Accurate analysis factors Erroneous in analysis of impact analysis of impact Application of No application of Some application Clear application Comprehensive Analysis to analysis to of analysis to of analysis to application of Management specific specific specific analysis to specific Situation management management management management situation; situation; situation; situation; Incorrect Weak conclusions Valid Strong conclusions conclusions or or conclusions and made; recommendations recommendations good Creative made made recommendations recommendations given given Total Points: 13
  14. 14. Written Communication Rubric (0 – 17: Does not meet standard. 18 or above: Meets standard) 1: Beginner 2: Novice 3: Proficient 4: Advanced Score Purpose Ill defined or no Vague or inconsistent Expresses a Creative, insightful Statement thesis or statement statement of purpose clear, coherent and/or skillfully of purpose thesis statement designed thesis statement Sense of Unfocused or Inconsistent sense of Conveys an Strong sense of Audience absent sense of audience; accurate sense of audience audience Uses language audience with demonstrated through inappropriate to target appropriate use form and language audience of disciplinary language Organization Inadequate Some organization Connects ideas Effective and organization and/or evident, but within document organization development development inconsistent and to other contributes to full sources and development of ideas; written presentation Points are logically developed and flow logically from one idea to the next Support for Inappropriate or Includes some, but not Advances Expertly advances ideas insufficient details adequate support for argument with argument with well- to support thesis arguments sound evidence researched evidence and references and documentation Understand- Demonstrates little Demonstrates some Moves beyond Demonstrates ing of Topic or no understanding understanding of topic; surface disciplinary of topic Does not make understanding; understanding and connections among Demonstrates interconnections; ideas facility with makes links that topical and suggest discovery of disciplinary new information or knowledge new ways of relaying information Use of Multiple errors in Occasional errors in Uses correct Readability enhanced Grammar grammar, sentence grammar, sentence grammar, by facility in structure or spelling structure or spelling sentence language use, range structure and of diction and spelling syntactic variety throughout document Total Points: 14
  15. 15. Oral Presentation Rubric (0 – 17: Does not meet standard. 18 or above: Meets standard) 1: Beginner 2: Novice 3: Proficient 4: Advanced Score Audience cannot Student presents Student presents Audience has difficulty understand information in information in logical, following presentation Organization presentation because logical sequence interesting sequence because student jumps there is no sequence which audience can which audience can around. of information. follow. follow. Student demonstrates Student does not Student is Student is at ease full knowledge (more have grasp of uncomfortable with with expected than required) by Subject information; student information and is able answers to all answering all class Knowledge cannot answer to answer only questions, but fails to questions with questions about rudimentary questions. elaborate. explanations and subject. elaboration. Student occasionally Student's graphics Student uses Student's graphics uses graphics that explain and reinforce Graphics superfluous graphics relate to text and rarely support text and screen text and or no graphics presentation. presentation. presentation. Student's Presentation has no presentation has four Presentation has three Presentation has no more than two Mechanics or more spelling misspellings and/or misspellings or misspellings and/or errors and/or grammatical errors. grammatical errors. grammatical errors. grammatical errors. Student maintains Student occasionally Student maintains eye Student reads all of eye contact most of uses eye contact, but contact with audience, Eye Contact report with no eye the time but still reads most of seldom returning to contact. frequently returns to report. notes. notes. Student mumbles, Student's voice is Student's voice is low. Student uses a clear incorrectly clear. Student Student incorrectly voice and correct, pronounces terms, pronounces most pronounces terms. precise pronunciation Elocution and speaks too words correctly. Audience members of terms so that all quietly for students Most audience have difficulty hearing audience members can in the back of class members can hear presentation. hear presentation. to hear. presentation. Total Points: 15
  16. 16. SUNY at New Paltz School of Business Academic Presentation Skills Rubric Retrieved January 3, 2007 from Objectives Below Expectations Average Exemplary Performance No logical sequence of Difficult to follow because Information is presented in a Organization information presentation jumps around logical sequence Does not meet assignment Fulfills assignment, uses Content appropriate sources and Thorough, strong analysis. requirements reasonable analysis Student is somewhat Subject Student doesn’t have Student demonstrates full comfortable with the Knowledge grasp of information knowledge information Can address all questions Ability to answer Cannot address basic Can address most questions with relevant, correct questions questions information. Sloppy and/or unprofessional. Readable and professional. Readable, professional, Inappropriate level of detail Quality of slides Appropriate level of detail that imaginative and/or high (too wordy or too vague); font emphasizes main points. quality. size too small for readability. Demonstrates one or more of Excellent delivery. Easy to understand, the following: mumbling, hard Conversational, modulates Voice quality appropriate pace and volume. to understand English, too soft, voice well, projects and pace Delivery is mostly clear and too loud, too fast, too slow or enthusiasm, interest and natural “umms” confidence. Demonstrates one or more Uses body language distracting mannerisms, which No distracting mannerisms. Mannerisms effectively (and naturally) to may include bad posture, Decent posture. maintain audience’s interest. shifting feet, etc. Looks at slides to keep on Slides are used effortlessly to Relies heavily on slides or track with presentation, enhance speech. Speech notes. Makes little eye contact Eye Contact with audience, may look but maintains eye contact could be effectively delivered with audience most of the without them. Perfect eye primarily at slides contact. time Attire is neat, meets Dresses as if already a Does not meet minimum Attire requirement for business dress. minimum standards for a working professional business presentation (quality, style, grooming). 16
  17. 17. Walton College Business Plan Rubric Retrieved January 3, 2007 from Business Name: ________________________________________ Team Members: ________________________________________ ________________________________________ ________________________________________ CATEGORY 4 3 2 1 Score Organization Information is very Information is Information is The information is organized with well- organized with well- organized, but disorganized. constructed paragraphs constructed paragraphs. paragraphs are not well and subheadings. constructed. Paragraph All paragraphs include Most paragraphs Paragraphs included Paragraphing structure Construction introductory sentence, include introductory related information but was not clear and explanations or details, sentence, explanations were typically not sentences were not and concluding or details, and constructed well. typically related within sentence. concluding sentence. the paragraphs. Quality of Information clearly Information clearly Information clearly Information has little or Information relates to the main relates to the main relates to the main nothing to do with the topic. It includes topic. It provides 1-2 topic. No details and/or main topic. several supporting supporting details examples are given. details and/or and/or examples. examples. Internet Use Successfully uses Usually able to use Occasionally able to Needs assistance or suggested internet links suggested internet links use suggested internet supervision to use to find information and to find information and links to find suggested internet links navigates within these navigates within these information and and/or to navigate sites easily without sites easily without navigates within these within these sites. assistance. assistance. sites easily without assistance. Mechanics No grammatical, 1-3 grammatical, 4-6 grammatical 7 or more grammatical, spelling or punctuation spelling or punctuation spelling, or punctuation spelling, or punctuation errors. errors errors. errors. Product Idea Idea is realistic, well Idea is realistic, mostly Idea is somewhat Idea is not realistic, is planned, and each part well planned, and 1-2 realistic, partially well not well planned, and of the business plan sections of the business planned, and 3-4 each part of the fully developed. plan are NOT fully sections of the business business plan is NOT developed. plan are NOT fully developed. developed. Sources All sources All sources All sources One or more sources (information and (information and (information and are not accurately graphics) are accurately graphics) are graphics) are documented. documented. documented, but has a documented. 1-2 errors. 17