Due Date: Thursday at 11:59 pm of Unit 8 Points: 100 Overview: As we have stated, self-assessment is a critical component of the Baldrige process. Accordingly, this assignment will require you to engage in a reflective process and allow you to develop and articulate your own thoughts on the concept of "quality", the Baldrige principles, organizational issues, personal and organizational learning, corporate responsibility, and other important ideas discussed in this course. Instructions: Your paper should cover:  A reflection of the Baldrige process and quality.  Organizational issues  Personal and organizational learning.  Corporate responsibility Your paper should cover the issues above, address your learning experience in the course, and identify areas of your greatest (or least, if necessary) development or understanding. A well- developed paper will make reference to the Baldrige principles in a coherent and thoughtful way, introduce new thinking if appropriate, and show an understanding of the course materials and their application in an organizational or personal environment. Please write clearly and in a grammatically correct manner. Remember, clarity of presentation goes a long way in enhancing the credibility of the presentation. Requirements:  Length: a minimum of five pages, not including title or reference pages  Resources: a minimum of four resources to back up your reflection  Demonstrate a depth of thought and consideration worthy of a course in quality systems.  The final product will be a paper that is double-spaced, APA formatted pages. Be sure to read the criteria by which your work will be evaluated before you write and again after you write. BUS211 – Baldrige Principles and Introduction to Quality Unit 8 Assignment: Reflection Paper Evaluation Rubric for Unit 8 Assignment CRITERIA Exemplary Proficient Needs Improvement Deficient (19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points) Reflection of the Baldrige Process and Quality The reflection on the Baldrige process is clearly defined and presented, including all details. The reflection on the Baldrige process is present, but is missing minor details. The reflection on the Baldrige process is present, but is missing key details. The reflection on the Baldrige process is missing or poorly presented. Organizational Issues Organizational issues are clearly defined and presented, including all details. Organizational issues are present, but is missing minor details. Organizational issues are present, but is missing key details. Organizational issues are missing or poorly presented. Personal and Organizational Learning Personal and organizational learning is clearly defined and presented, including all details. Personal and organizational learning is present, but is missing minor details. Personal and organ.

1. Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of
the Baldrige process.
Accordingly, this assignment will require you to engage in a
reflective process and allow you to
develop and articulate your own thoughts on the concept of
"quality", the Baldrige principles,
organizational issues, personal and organizational learning,
corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
ate responsibility
Your paper should cover the issues above, address your learning

2. experience in the course, and
identify areas of your greatest (or least, if necessary)
development or understanding. A well-
developed paper will make reference to the Baldrige principles
in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an
understanding of the course materials
and their application in an organizational or personal
environment.
Please write clearly and in a grammatically correct manner.
Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
reference pages
to back up your
reflection
course in quality systems.
-spaced, APA
formatted pages.
Be sure to read the criteria by which your work will be
evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and

3. Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.

4. The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.

5. Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organizational
learning is
present, but is
missing key
details.
Personal and
organizational
learning is

6. missing or
poorly
presented.
Corporate
Responsibility
Corporate
responsibility is
clearly defined
and presented,
including all
details.
Corporate
responsibility is
present, but is
missing minor
details.
Corporate
responsibility is
present, but is
missing key
details.
Corporate
responsibility is
missing or
poorly
presented.
(5 points) (4 points) (3 points) (0 points)
Resources More than 4
resources

7. 4 resources 2 resources 0 resources
Paper Length More than 5
pages
5 pages 4 pages 0-3 pages
(9-10 points) (7-8 points) (5-6 points) (0-4 points)
Clear and
Professional
Writing and
APA Format
Writing and
format is clear,
professional,
APA compliant,
and error free.
Few errors that
do not impede
professional
presentation.
Significant errors
that do not
impede
professional
presentation.
Errors impede
professional
presentation;
guidelines not

8. followed.
Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsECE-510ECE-510-O500Benchmark -
Advocating for Early Childhood
Students300.0CriteriaPercentageNo Submission
(0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable
(87.00%)Target (100.00%)CommentsPoints
EarnedCriteria100.0%Advocates COE 5.415.0%Not
addressed.The letter erroneously advocates for the differentiated
needs of early childhood students.The letter artificially
advocates for the differentiated needs of early childhood
students.The letter clearly advocates for the differentiated needs
of early childhood students.The letter thoughtfully advocates
for the differentiated needs of early childhood
students.Theoretical Concepts10.0%Not addressed.Two or less
of the theoretical concepts are incorrectly included and poorly
support stated position.Two of the theoretical concepts are
minimally included and ambiguously support stated
position.Two or more of the theoretical concepts are accurately
included and effectively support stated position.Two or more of
the theoretical concepts are substantially included and
thoroughly support stated position.Readiness for Learning COE
1.215.0%Not addressed.The student's readiness for learning in
at least one of the developmental domains is inaccurately
included.The student's readiness for learning in at least two of
the developmental domains are vaguely included.The student's
readiness for learning in at least two of the developmental
domains are properly included.The student's readiness for
learning in at least two of the developmental domains are
extensively included.Collaboration COE 3.615.0%Not
addressed.How educational professionals collaborate to evaluate
the outcomes of teaching and learning and to adapt and

9. differentiate planning and practice for all students is
unrealistically described.How educational professionals
collaborate to evaluate the outcomes of teaching and learning
and to adapt and differentiate planning and practice for all
students is weakly described.How educational professionals
collaborate to evaluate the outcomes of teaching and learning
and to adapt and differentiate planning and practice for all
students is descriptively described.How educational
professionals collaborate to evaluate the outcomes of teaching
and learning and to adapt and differentiate planning and
practice for all students is innovatively described.Differentiated
Instruction15.0%Not addressed.How differentiating instruction
for young children can positively influence the developmental
domains is imprecise and flawed. How differentiating
instruction for young children can positively influence the
developmental domains is underdeveloped and shallow. How
differentiating instruction for young children can positively
influence the developmental domains is significant and
meaningful. How differentiating instruction for young children
can positively influence the developmental domains is
compelling and thought provoking. Organization10.0%Not
addressed.An attempt is made to organize the content, but the
sequence is indiscernible. The ideas presented are
compartmentalized; may not relate to each other.The content
may not be adequately organized even though it provides the
audience with a sense of the main idea.The content is logically
organized. The ideas presented relate to each other. The content
provides the audience with a clear sense of the main idea.The
content is well organized and logical. There is a sequential
progression of ideas related to each other. The content is
presented as a cohesive unit and provided the audience with a
clear sense of the main idea.Research Citations (in-text
citations, type of sources, reference page, and format)10.0%Not
addressed.Many citations are missing where needed; or sources
are not credible; or the references page includes numerous
errors; or most aspects of the required format are missing or

10. mistaken throughout the entire submission.Some citations are
missing where needed; or the citations do not support the
submission; or some sources may not be credible; or references
page includes some errors; or many aspects of the required
format are missing or mistaken throughout the entire
submission.In-text citations are complete and virtually error
free. Sources are credible and adequate for the submission. The
references page has very few errors. The required format is
utilized for the most part throughout the submission.In-text
citations are complete, error-free, and arranged appropriately.
Sources are credible and appropriate for the submission. The
sources strongly support the submission. The references page is
free of errors. All aspects of the required format are correct
within the submission.Mechanics of Writing (includes spelling,
punctuation, grammar, and language use)10.0%Not
addressed.Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice and/or
sentence construction are used.Frequent and repetitive
mechanical errors distract the reader. Inconsistencies in
language choice (register) and/or word choice are
present.Submission includes some mechanical errors, but they
do not hinder comprehension. Varieties of effective sentence
structures are used, as well as some practice and content-related
language.Submission is virtually free of mechanical errors.
Word choice reflects well-developed use of practice and
content-related language. Sentence structures are varied and
engaging.Total Weightage100%