6719, 6(27 PMRubric Detail – Blackboard LearnPage 1 of 3.docx

6/7/19, 6(27 PMRubric Detail – Blackboard Learn
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Rubric Detail
Select Grid View or List View to change the rubric's layout.
Superior Criteria
Excellent
Criteria
Satisfactory
Criteria
Marginal
Criteria
Unsatisfactory
Criteria
Not
Submitted
Element 1a: Initial
Post - Key
Components
4 (10%)
Student presents
a thorough and

detailed
description of the
key components
of his/her chosen
quantitative
study: problem
statement,
purpose
statement,
theoretical
framework,
research
question(s), and
hypotheses, and
includes the
study as an
attachment.
Several sources
and examples
support thinking.
3.8 (9.5%)
Student presents
a thorough and
detailed
description of the
key components
of his/her chosen
quantitative
study: problem
statement,
purpose
statement,
theoretical
framework,
research

question(s), and
hypotheses, and
includes the
study as an
attachment.
Several sources
and examples
support thinking.
There are one or
two minor errors.
3.4 (8.5%)
Student presents
a description with
some details of
the key
components of
his/her chosen
quantitative
study: problem
statement,
purpose
statement,
theoretical
framework,
research
question(s), and
hypotheses, and
includes the
study as an
attachment.
Some sources
and examples
support thinking.
3 (7.5%)

Student presents
a cursory or
incomplete
description with
vague or missing
details of the key
components of
his/her chosen
quantitative
study: problem
statement,
purpose
statement,
theoretical
framework,
research
question(s), and
hypotheses, and
includes the
study as an
attachment. Few
sources or
examples
support thinking.
2 (5%)
Does not meet
minimal
standards.
0 (0%)
Did not
submit
element.
Element 1b: Initial

Post - Alignment
4 (10%)
Student presents
a thorough and
detailed analysis
between those
components,
including areas of
misalignment,
explaining the
level of alignment
between specific
components and
areas that may
be lacking.
Several sources
and examples
support thinking.
3.8 (9.5%)
Student presents
a thorough and
detailed analysis
between those
components,
including areas of
misalignment,
explaining the
level of alignment
between specific
components and
areas that may
be lacking.
Several sources
and examples

support thinking.
There are one or
two minor errors.
3.4 (8.5%)
Student presents
an analysis with
some details
between those
components,
including some
details on areas
of misalignment,
explaining the
level of alignment
between specific
components and
areas that may
be lacking. Some
sources and
examples
support thinking.
3 (7.5%)
Student presents
a cursory or
incomplete
analysis with
vague or missing
details between
those
components,
including few
details on areas
of misalignment
and/or vague or

missing details
explaining the
level of alignment
between specific
components and
areas that may
be lacking. Few
sources or
examples
support thinking.
2 (5%)
Does not meet
minimal
standards.
0 (0%)
Did not
submit
element.
Name: DDBA_8300_Week_5_Discussion_Rubric EXIT
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Element 1c: Initial
Post -
Recommendations
4 (10%)
Student presents
a thorough and
detailed
recommendation
of at least one
change that
could improve
the alignment
within the
selected
quantitative
study, and
includes his/her
rationale for the
recommendation.
Several sources
and examples
support thinking.
3.8 (9.5%)
Student presents
a thorough and
detailed
recommendation
of at least one
change that
could improve
the alignment

within the
selected
quantitative
study, and
includes his/her
rationale for the
recommendation.
Several sources
and examples
support thinking.
There are one or
two minor errors.
3.4 (8.5%)
Student presents
a
recommendation
with some details
of at least one
change that
could improve
the alignment
within the
selected
quantitative
study, and
includes some
details on his/her
rationale for the
recommendation.
Some sources
and examples
support thinking.
3 (7.5%)
Student presents

a cursory or
incomplete
recommendation
with vague or
missing details of
at least one
change that
could improve
the alignment
within the
selected
quantitative
study, and/or
does not include
his/her rationale
for the
recommendation.
Few sources or
examples
support thinking.
2 (5%)
Does not meet
minimal
standards.
0 (0%)
Did not
submit
element.
Element 1d:
Scholarly Sources
for Initial Post
4 (10%)

Student supports
his/her initial
post with a
minimum of two
specific citations
from this week's
Learning
Resources and
one or more
additional
scholarly sources.
3.8 (9.5%)
Student supports
his/her initial
post with a
minimum of two
specific citations
from this week's
Learning
Resources and
one or more
additional
scholarly sources.
There are one or
two minor errors
in format or
relevance of
sources.
3.4 (8.5%)
Student supports
his/her initial
post with only
one specific
citations from

this week's
Learning
Resources and
one or more
additional
scholarly sources.
3 (7.5%)
Student supports
his/her initial
post with at least
one scholarly
source provided.
2 (5%)
Does not meet
minimal
standards.
0 (0%)
Did not
submit
element.
Element 2:
Response to
Colleagues'
Postings
12 (30%)
Responses are
excellent and
fully contribute to
the quality of
interaction by
offering

constructive
critique,
suggestions, in-
depth questions,
additional
resources, and
stimulating
thoughts and/or
probes to more
than two peers
with a minimum
of one
appropriately
cited scholarly
reference for
each response.
11.4 (28.5%)
Responses are
very good and
fully contribute to
the quality of
interaction by
offering
constructive
critique,
suggestions, in-
depth questions,
additional
resources, and
stimulating
thoughts and/or
probes to at least
two peers with a
minimum of one
appropriately

cited scholarly
reference for
each response.
10.2 (25.5%)
Responses are
good and
somewhat
contribute to the
quality of
interaction by
offering
constructive
critique,
suggestions, in-
depth questions,
additional
resources, and
stimulating
thoughts and/or
probes to at least
two peers with a
minimum of one
appropriately
cited scholarly
reference for
each response.
9 (22.5%)
Responses are
weak and do not
fully contribute to
the quality of
interaction by
offering
constructive

critique,
suggestions, in-
depth questions,
additional
resources, and
stimulating
thoughts and/or
probes to at least
two peers with at
least one
scholarly source
provided for each
response.
6 (15%)
Does not meet
minimal
standards.
0 (0%)
Did not
submit
element.
Element 3: Written
Delivery Style &
6 (15%) 5.7 (14.25%) 5.1 (12.75%) 4.5 (11.25%) 3 (7.5%) 0
(0%)

d=_985807_1
Grammar Student
consistently
follows APA
writing style and
basic rules of
formal English
grammar and
written essay
style. Student
communicates in
a cohesive, logical
style. There are
no spelling or
grammar errors.
Student
consistently
follows APA
writing style and
basic rules of
formal English
grammar and
written essay
style. Student
communicates in
a cohesive, logical
style. There are
one or two minor
errors in spelling
or grammar.
Student mostly
follows APA
writing style and

basic rules of
formal English
grammar and
written essay
style. Student
mostly
communicates in
a cohesive, logical
style. There are
some errors in
spelling or
grammar.
Student does not
follow APA
writing style and
basic rules of
formal English
grammar and
written essay
style and does
not communicate
in a cohesive,
logical style.
Does not meet
minimal
standards.
Did not
submit
element.
Element 4: Formal
and Appropriate
Documentation of

Evidence,
Attribution of
Ideas (APA
Citations)
6 (15%)
Student
demonstrates full
adherence to
scholarly
reference
requirements
and adheres to
APA style with
respect to source
attribution,
references,
heading and
subheading logic,
table of contents
and lists of
charts, etc. There
are no APA
errors.
5.7 (14.25%)
Student
demonstrates full
adherence to
scholarly
reference
requirements
and adheres to
APA style with
respect to source
attribution,

references,
heading and
subheading logic,
table of contents
and lists of
charts, etc. There
are one or two
minor errors in
APA style or
format.
5.1 (12.75%)
Student mostly
adheres to
scholarly
reference
requirements
and/or mostly
adheres to APA
style with respect
to source
attribution,
references,
heading and
subheading logic,
table of contents
and lists of
charts, etc. Some
errors in APA
format and style
are evident.
4.5 (11.25%)
Student
demonstrates
weak or

inconsistent
adherence
scholarly
reference
requirements
and/or weak or
inconsistent
adherence to APA
style with respect
to source
attribution,
references,
heading and
subheading logic,
table of contents
and lists of
charts, etc.
Several errors in
APA format and
style are evident.
3 (7.5%)
Does not meet
minimal
standards.
0 (0%)
Did not
submit
element.
Name: DDBA_8300_Week_5_Discussion_Rubric
EXIT

6/7/19, 6(26 PMThread: Discussion - Week 5 – DDBA-8300-
8,Qual Quant ...
Page 1 of
11https://class.waldenu.edu/webapps/discussionboard/do/messa
ge?actio…&discussion_board_entry&conf_id=_3178722_1&mes
sage_id=_98959989_1
DDBA-8300-8,Qual Quant Method Applied Rsch.2019 Summer
Sem 05/06-08/25-PT2
Discussion Board Forum: Week 5 Forum Thread: Discussion -
Week 5
Thread: Discussion - Week 5
31 Post(s) in this Thread 27 Unread 0 Replies to me
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Anonymous
Discussion - Week 5
2 years ago
Alignment Within Quantitative Studies
For independent scholars, determining alignment among the key

components of the
quantitative prospectus is an important task within the research
process. Ensuring
proper alignment among the problem statement, purpose
statement, and research
questions/hypotheses can increase the propensity for your
research to be a significant
contribution to the scholarly conversation on your research
topic. Also, assessing the
alignment among these critical components in extant
quantitative literature will provide
the knowledge required to ensure proper alignment in your own
professional research
career.
To prepare for this Discussion, choose one of the three
quantitative studies that you
analyzed for your Assignment in Week 2, and consider how the
key components of this
study (problem statement, purpose statement, theoretical
framework, research
question(s), and hypotheses) did or did not align within the
overall study.
By Day 3
Post an assessment of your chosen quantitative study utilized in
Week 2. Your
?
COURSES
??
HELPMY HOME PAGE
TAB 1 OF 3 (ACTIVE TAB)

Theresa Bean 4
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REPLY
Briefly describe the key components of your chosen article:
problem statement,
purpose statement, theoretical framework, research question(s),
and
hypotheses. (Note: You will attach a copy of this study to your
Discussion post.)
Analyze the alignment between these components, including
areas of
misalignment.

Explain the level of alignment between these specific
components,
including any areas that may be lacking.
Recommend at least one change that could improve alignment
within this
study, including a rationale for your recommendation.
Address the content of your colleague’s analysis and evaluation
of the topic, as
well as the integration of the relevant resources.
Address a question posed by your colleague for further
Discussion.
Link your colleague’s posting to other colleagues’ postings, or
to other course
materials and concepts, where appropriate and relevant.
Post an assessment of your chosen quantitative study utilized in
Week 2. Your
assessment should include the following:
Be sure to support your work with a minimum of two specific
citations from this
week’s Learning Resources and at least one additional scholarly
source.
Refer to the Week 5 Discussion Rubric for specific grading
elements and criteria. Your
Instructor will use this rubric to assess your work.
Read a selection of your colleagues’ postings.
By Day 5
Respond to two or more of your colleagues’ postings in one or
more of the following

ways:
Please note that, for each response, you must include a
minimum of one appropriately
cited scholarly reference.
Return to this Discussion in a few days to read the responses to
your initial posting.
Note what insights you gained as a result of reading the
comments your colleagues
made.
Click on the Reply button below to reveal the textbox for
entering your message. Then
click on the Submit button to post your message.
RE: Discussion - Week 5
3 days agoGergana Velkova
Question from students
Question: I am writing my Abstract. What might delay the
approval from the CAO?
Response: Not using or following the Abstract template, plus:
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0replyUrl+'_98959989_1',%20$('_98959989_1')%20)
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8,Qual Quant ...

of
age_id=_98959989_1
Incorrect grammar, punctuation, and spelling
Inadequate or missing implications for positive social change
An unclear or absent research problem, research question, or
purpose of the
study
No answer to the question “so what?” The student must
indicate why the
research is important and who will care that the issue was
studied
A length of more than a single typed page
An unclear identification of participants, partner site, or general
geographic
location
Response: Not using or following the Abstract template, plus:
Upcoming Residencies and Intensives
Here are the upcoming residencies: Please follow the
registration steps at:
http://academicguides.waldenu.edu/residencies/before/register
June 20-23, 2019; San Antonio, TX: Grand Hyatt San Antonio

July 20-23, 2019; Amsterdam, Netherlands: Hilton Amsterdam
August 15-18, 2019; Atlanta, GA: Hyatt Regency Atlanta
October 10-13, 2019; Orlando, FL: Hilton Buena Vista
December 1-4, 2019; Maui, Hawaii: Hyatt Regency Maui
December 27-30, 2019; National Harbor, MD: Gaylord National
Harbor
After both mandatory DBA residencies are completed, students
wanting to
move faster in their degree completion or students who have
received a U in
8101 or 9001, you are strongly encouraged to attend a DBA
intensive. Please sign up
for an optional intensive by contacting academic advising at
[email protected]
July 24-27, 2019; Amsterdam, Netherlands
August 7-11, 2019; Annapolis, MD
September 18-22, 2019; Phoenix, AZ: Embassy Suites Airport
Phoenix
November 13-17, 2019; Atlanta, GA: Hyatt Perimeter at Villa
Christina
http://academicguides.waldenu.edu/residencies/before/register
mailto:[email protected]
8,Qual Quant ...
Page 4 of

age_id=_98959989_1
2 days agoGergana Velkova
Hello Class,
I hope this finds you well! This is a friendly reminder that we
have many resources to
help you understand alignment of key components. The
components below are from
the DBA handbook. Be sure to review the assigned reading
materials for this week,
available in the Resources area.
Best,
Dr Velkova
Hypothetical Example (Correlation Design)
Problem Statement
Organizations place great emphasis on retention because of the
strategic
value of intellectual capital and the costs of replacing valued
employees (cite).
Research in this domain is potentially valuable because turnover

costs U.S.
businesses billions of dollars per year (cite), and practices that
promote retention
can save even small companies millions of dollars annually
(cite). The general
business problem is that turnover intention has been shown to
be among the
best predictors of turnover (cite). The specific business problem
is that some
microelectronic business owners do not understand the
relationship between
job satisfaction, motivation, and employee turnover intentions.
Purpose Statement
The purpose of this quantitative correlation study is to examine
the
relationship between employee job satisfaction, employee
motivation, and
employee turnover intentions. The independent variables are
employee job
satisfaction and employee motivation. The dependent variable is
employee
turnover intention. The targeted population will consist of mid-
level employees of
microelectronic companies located in the southeast United
States. The implications
for positive social change include the potential to better
understand the correlates of
employee turnover, thus increasing propensity for sustainability
of the
microelectronic industry.

8,Qual Quant ...
Page 5 of
age_id=_98959989_1
microelectronic industry.
Research Question
What is the relationship between employee job satisfaction,
employee
motivation, and employee turnover intentions?
Hypotheses
Null Hypothesis (H0): There is no statistically significant
employee job satisfaction, employee motivation, and employee
turnover
intentions.
Alternative Hypothesis (H1): There is a statistically significant
employee job satisfaction, employee motivation, and employee
turnover
intentions.

Quantitative Example
Burns (1978) developed the transformational leadership theory.
Burns used the
theory to offer an explanation for leadership based upon the
premise that leaders are
able to inspire followers to change expectations, perceptions,
and motivations to work
toward common goals. Burns identified the following key
constructs underlying the
theory (a) idealized attributes, (b) idealized behaviors, (c)
intellectual stimulation, (d)
inspirational motivation, and (e) individualized consideration.
As applied to this study,
the transformational leadership theory holds that I would expect
the independent
variables (transformational leadership constructs), measured by
the Multifaceted
Leadership Questionnaire, to predict employee turnover
intention because (provide a
rationale based upon the logic of the theory and extant
literature). The following figure
is a graphical depiction of the transformational leadership
theory as it applies to
examining turnover intentions.
̖Hide 2 replies (1 unread)
1 day agoMonica Metri

e_id=_98959989_1#
8,Qual Quant ...
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Aina and Verma (2019) stated problems with 21st century
organizations are that
they have a hard time creating employee satisfaction. The
different generations within the
organization have a different idea of what leadership styles
should be. The purpose of the
study was to investigate the relationship between the leadership
style of the senior
managers and job satisfaction and commitment of the middle
managers working within an
organization. Aina and Verma (2019) used a quantitative
correlational research study where
they identified three research questions with their corresponding
null and alternate
hypotheses. Through the research, Aina and Verma (2019) were
able to accept the alternate
hypotheses.
The components Aina and Verma (2019) used for their

quantitative research were
clearly defined within the study such as the problem statement,
purpose statement, research
question, and hypotheses. One area I felt they did a good job in
was identifying the
independent and dependent variables. Job satisfaction and
commitment to the organization
are identified as the dependent variables because they are
dependent on the leadership
styles of the senior managers. The dependent factors are the
response variables while the
independent variables are what are thought to influence the
dependent variables (Walden
University Doctoral Capstone Resources, 2016a). Having the
keywords
referenced within the study-helped keep the research
components in alignment
(Walden University Doctoral Capstone Resources, 2016a).
One recommendation that could improve alignment within this
study would be
expanding on the theoretical framework. Aina and Verma (2019)
touch upon the
management and leadership theories that are in the literature,
but do not go in depth. The
theory used in this study was leadership styles, but the authors
did not add the authors or
date of the theoretical base of the framework. The theoretical
framework helps the reader
understand which perspective the researchers are looking
through (Walden University
Doctoral Capstone Resources, 2016b). Another recommendation
is to include
the nature of the study within the article. The nature of the
study includes two
purposes, describing and justifying the methodology and

describing and
justifying the design (Walden University Doctoral Capstone
Resources,
2016a). Adding the nature of the design may provide more
incite to the reader
as to why that approach was taken versus other approaches
within the
research.
References:
Aina, O. A., & Verma, K. K. (2019, February 11-14). Managing
21st century workforce. Paper presented at the 2019 Pan Pacific
Microelectronics Symposium (Pan
Pacific). doi: 10.23919/panpacific.2019.8696750
Walden University Doctoral Capstone Resources. (2016a).
Doctoral
study rubric and research handbook. Available from
http://academicguides.waldenu.edu/doctoralcapstoneresources/d
ba
Walden University Doctoral Capstone Resources. (2016b). DBA
doctoral study prospectus guide. Available from
ba
8,Qual Quant ...
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age_id=_98959989_1
ba
8300 WK5Managing 21st Century Workforce.pdf
̖Hide 1 reply (1 unread)
3 hours agoMarian Rigava
2 days agoQuincy Walker
1 day agoGergana Velkova
3 hours agoQuincy Walker

1 hour agoGergana Velkova
2 days agoMarian Rigava
https://class.waldenu.edu/courses/1/USW1.54609.201960/db/_1
00297338_1/embedded/8300%20WK5Managing%2021st%20Cen
tury%20Workforce.pdf
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2 days agoMarian Rigava
7 hours agoMonica Metri
1 day agoJennifer Brito

3 hours agoLeilani Evans
e_id=_98959989_1#
e_id=_98959989_1#

8,Qual Quant ...
Page 9 of
age_id=_98959989_1
1 day agoKathy Keo
4 hours agoHenry Ayoola Olofinmoyin
1 day agoEmily Dahlen

4 hours agoHenry Ayoola Olofinmoyin
e_id=_98959989_1#
e_id=_98959989_1#
8,Qual Quant ...

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Henry Ayoola Olofinmoyin
1 day agoPAMELA MANUEL
1 day agoPAMELA MANUEL

1 day agoLeilani Evans
e_id=_98959989_1#
e_id=_98959989_1#
e_id=_98959989_1#

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3 hours agoMarian Rigava
1 day agoHenry Ayoola Olofinmoyin
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