BUSI 750 Strategic HRD Research Proposal Grading Rubric Student: A to A- B+ to B- Failing Synthesis of Knowledge (Focus/Thesis) 30% 110–117 Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.  103–109 Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment. 0–108 Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment. Foundation of Knowledge 20% 74–78 Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence. 69–73 Student exhibits above-average usage of subject matter in assignment. Student provides above-average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge. 0–68 The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts but only meets the minimum requirements in this area. A to A- B+ to B- Failing Application of Knowledge (Critical Thinking Skills) 20% 74–78 Student demonstrates a higher level of critical thinking necessary for graduate-level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions that are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment. 69–73 Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above-average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors. 0–68 Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student pr.

1. BUSI 750
Strategic HRD Research Proposal Grading Rubric
Student:
A to A-
B+ to B-
Failing
Synthesis of Knowledge
(Focus/Thesis)
30%
110–117
Student exhibits a defined and clear understanding of the
assignment. Thesis is clearly defined and well constructed to
help guide the reader throughout the assignment. Student builds
upon the thesis of the assignment with well-documented and
exceptional supporting facts, figures, and/or statements.
103–109
Establishes a good comprehension of topic and in the building
of the thesis. Student demonstrates an effective presentation of
thesis, with most support statements helping to support the key
focus of assignment.
0–108
Student exhibits a basic understanding of the intended
assignment, but the thesis is not fully supported throughout the
assignment. While thesis helps to guide the development of the
assignment, the reader may have some difficulty in seeing
linkages between thoughts. While student has included a few
supporting facts and statements, this has limited the quality of
the assignment.
Foundation of Knowledge
20%
74–78
Student demonstrates proficient command of the subject matter
in the assignment. Assignment shows an impressive level of

2. depth of student’s ability to relate course content to practical
examples and applications. Student provides comprehensive
analysis of details, facts, and concepts in a logical sequence.
69–73
Student exhibits above-average usage of subject matter in
assignment. Student provides above-average ability in relating
course content in examples given. Details and facts presented
provide an adequate presentation of student’s current level of
subject matter knowledge.
0–68
The assignment reveals that the student has a general,
fundamental understanding of the course material. Whereas,
there are areas of some concerning in the linkages provided
between facts and supporting statements. Student generally
explains concepts but only meets the minimum requirements in
this area.
A to A-
B+ to B-
Failing
Application of Knowledge (Critical Thinking Skills)
20%
74–78
Student demonstrates a higher level of critical thinking
necessary for graduate-level work. Learner provides a strategic
approach in presenting examples of problem solving or critical
thinking, while drawing logical conclusions that are not
immediately obvious. Student provides well-supported ideas and
reflection with a variety of current and/or worldviews in the
assignment. Student presents a genuine intellectual development
of ideas throughout assignment.
69–73
Student exhibits a good command of critical thinking skills in
the presentation of material and supporting

3. statements. Assignment demonstrates the student’s above-
average use of relating concepts by using a variety of
factors. Overall, student provides adequate conclusions, with 2
or fewer errors.
0–68
Student takes a common, conventional approach in guiding the
reader through various linkages and connections presented in
assignment. However, student presents a limited perspective on
key concepts throughout assignment. Student appears to have
problems applying information in a problem-solving manner.
Organization of Ideas/Format
10%
37–39
Student thoroughly understands and excels in explaining all
major points. An original, unique, and/or imaginative approach
to overall ideas, concepts, and findings is presented. Overall
format of assignment includes an appropriate introduction (or
abstract), well-developed paragraphs, and conclusion. Finished
assignment demonstrates student’s ability to plan and organize
research in a logical sequence.
34–36
Student explains the majority of points and concepts in the
assignment. Learner demonstrates a good skill level in
formatting and organizing material in assignment. Student
presents an above-average level of preparedness, with few
formatting errors.
0–33
Learner applies some points and concepts incorrectly. Student
uses a variety of formatting styles, with some inconsistencies
throughout the paper. Assignment does not have a continuous
pattern of logical sequencing.
A to A-
B+ to B-
Failing

4. Writing Skill
10%
37–39
Student demonstrates an excellent command of grammar as well
as presents research in a clear and concise writing style.
Presents a thorough, extensive understanding of word
usage. Student excels in the selection and development of a
well-planned research assignment. Assignment is error-free and
reflects student’s ability to prepare graduate-level writing for
possible publication in a peer-reviewed (refereed) journal.
34–36
Student provides an effective display of good writing and
grammar. Assignment reflects student’s ability to select
appropriate word usage and presents an above-average
presentation of a given topic or issue. Assignment appears to be
well-written with no more than 3 errors. Student provides a
good final product that covers the above-minimal requirements.
0–33
Assignment reflects basic writing and grammar, but with more
than 6 errors. Key terms and concepts are somewhat vague and
not completely explained by student. Student uses a basic
vocabulary in assignment. Student’s writing ability is average
but demonstrates a basic understanding of the subject matter.
Research Skill
10%
37–39
Student provides sophisticated synthesis of complex body of
information in the preparation of assignment. Research provided
by student contributes significantly to the development of the
overall thesis. Student cites at least 19 total sources, including
at least 10 citations from related scholarly journals (e.g. Human
Resource Development Quarterly, Human Resource
Development Review, Human Resource Management Journal,
Journal of Applied Psychology, Journal of Strategic Human
Resource Management, Journal of Biblical Integration in
Business, Christian Scholars Review), at least 3 citations from

5. related trade/practitioner publications (e.g. Harvard Business
Review, HR Magazine, T&D Magazine, Business Week, Wall
Street Journal), at least 3 citations from the course-specific
Hardy text, and at least 3 citations from the Van Duzer
supplemental text.
34–36
Student achieves an above-average synthesis of research, but
interpretation is narrow in scope and description within
assignment. Student cites at least 19 total sources but does not
meet all prescribed source category requirements.
0–33
Assignment provides a basic, but borderline, perspective of
student’s research abilities. Student cites fewer than 19 total
sources and does not meet all prescribed source category
requirements.
Page 1 of 3
BUSI 750
Strategic HRD Research proposal
Write a 4,000-word paper that includes the following sections:
1) Substantive and compelling articulation of the current HRD
theory/practice problem, related need for further research, and
related Christian worldview implications/drivers.
2) Literature Review: Synthesize a review of the most salient
literature related to the proposed research need/topic.
3) Proposed Research Methodology: Delineate a
methodologically and theoretically sound approach for
investigating the proposed research need/topic.
4) Envisioned HRD Theory/Practice Contribution: Provide a
compelling, yet appropriately realistic, articulation of the
envisioned impact that the proposed research project output will
have on the evolving state of HRD theory/practice.
5) Envisioned Impact on God’s World: Provide a compelling,
yet appropriately realistic, articulation of the envisioned

6. redemptive impact that the proposed research project output
will have on the unfolding nature of God’s world.
Required Sources
Include the following sources in your reference page, and use
in-text citations as follows:
· At least 3 citations from Mello (2015).
· At least 3 citations from Hardy (1990) and/or Van Duzer
(2010).
· At least 10 citations from related scholarly journals (e.g.
Human Resource Development Quarterly, Human Resource
Development Review, Human Resource Management Journal,
Journal of Applied Psychology, Journal of Strategic Human
Resource Management, Journal of Biblical Integration in
Business, Christian Scholars Review).
· At least 3 citations from related trade/practitioner publications
(e.g. Harvard Business Review, HR Magazine, T&D Magazine,
Business Week, Wall Street Journal).
Running head: STRATEGIC HUMAN RESOURCE
DEVELOPMENT
STRATEGIC HUMAN RESOURCE DEVELOPMENT
2
Strategic human resource development
Student’s name
University affiliation
Date
Articulation of the current practice problem

7. Human resource development includes the training of employees
and providing employees with the opportunities of learning new
knowledge and skills. Human resource development helps in
improving the employees, the work process, and the
performance of the organization. Additionally, human resource
development is essential for performance improvement and
employee training and development (Mello, 2011). Therefore,
this helps in improving the expertise of the work team,
employees, and the organization in general. Basically, human
resource development is essential since it helps employees in
adjusting to the internal and external business environment
changes. The business environment is changing. This is due to
technological advancement which has provided businesses with
new opportunities and threats.
Technology has driven organizational change. Therefore, human
resource development has to come up with a training design
process every time there is a technological advancement.
Therefore, this research will analyze how technological
advancement affects human resource development.
Literature review
Training has an effect on the performance of the employees.
The technological advancement starts with the importance of
human resource development practice. However, human
resource development has been defined differently over time.
According to Hardy, Palmer, & Phillips, (2000), discourse as a
strategic resource produces concepts such as categories,
relationships, and theories. Therefore, the definition of human
resource development to them is based on discourse. Other
studies have concluded that training is costly. However,
effective training can help an organization in saving money that
could be used on inefficient training. As stated by Mello,
(2013), training has acquired a strategic value for organizations.
Proposed research methodology
The research method to be used is the interpretive method which

8. will solemnly focus on disclosing the practices of human
subjects. It will help in designing the training need assessment
for employees, design an after evaluation form which will be
able to show the level of employee satisfaction, and also
interview the human resource manager on the training and
development function. These factors will help in developing an
observable outcome. The interpretative method will also help in
the connection of the topic under study.
Practice contribution
This research project will help in providing the importance of
human resource training and development on organizational
development. Therefore, it will provide a comparison between
the effectiveness and efficiency of the organization and its
employees before and after the training. It will also provide the
human resource development models, and also provide the best
methods of applying the training.
Impact on God’s World
Technology advancement has an impact on God’s World in
many ways. Technology can be used in the communication of
Christian’s beliefs. Their views can also be propagated through
the use of global technologies. Therefore, training is essential
for use of technology.
References
Hardy, C., Palmer, I., & Phillips, N. (2000). Discourse as a
strategic resource. Human relations, 53(9), 1227-1248.
Mello, J. (2013). Strategic Human Resource Management.
Florence, KY: Cengage.
Mello, J. A. (2011). Strategic management of human resources.
South-western cengage learning.