Aaa assessment 2/Assessment description.pdf
Critical Thinking and Managerial Decision Making
Written Assessment- Reflective Essay
Task: The essay must be 2000 words (+/-10%) in length.
Cover page: The essay must include a cover page that contains your name, student number,
resident campus, assessment title, and lecturer.
Format: Text should be word-processed, with appropriate layout and use of headings/sub
headings. Times New Roman, 12 size font and line spacing (1.5).
Referencing: A minimum of 10 academic references are required. The list of references
should form the last page or two, at the end of the assessment. Referencing should be in a
consistent APA style.
Task Description: The objectives of this reflective essay are for students to (1) summarize,
critically review and reinforce key concepts and theories learned from week 1 to week 9 of this
unit. (2) reflect on these concepts/theories’ potential impact on students’ decision making, and
how these learnings are being applied and could be applied in their current jobs, development
of future career and/or their life generally. (3) reflect on new insights gained about oneself as a
result of learning the unit and propose a plan for self-development.
Minimum number of concepts/theories/themes required to pass: 6
Students ought to start the reflective essay in week 4 after the submission of their first
assignment. From week 4 to week 9 (a total of 6 weeks), students are expected to reflect on
the topics (week 1-week 9) this unit has covered and evaluate which concepts or theories
have inspired their thinking or influenced their decision making. This assignment still
requires an essay format with introduction section outlining the scope, purpose and
structure information. The body paragraphs need to contain at least six themes over the
course of six weeks, and each theme needs to contain a CONVINCING and PERSONAL
justification of why these concepts/theories are chosen and how the mentioned
concepts/theories have changed/might change the students’ thinking or the students’
decisions. For example, students could identify the concepts of “automatic versus critical
thinking” as a theme for one week’s reflection, and illustrate with personal examples how
having learned about the differences has enabled him/her to be more effective in making a
certain decision at work. Close to the end, the essay needs to reflect on self-knowledge and
highlight implications for future self-development.
To successfully complete this assessment task, students should answer the following reflective essay
questions:
Which concepts/theories from which week’s learning activities are significant or important to
you?
Why are these concepts/theories you have identified important or significant to you?
(Theoretical review)
How are the concepts/theories you have learned influencing/impacting your deci.
SOCI 403 Social ChangeAmerican Public University SystemWri.docxjensgosney
SOCI 403 Social Change
American Public University System
Written Assignment Four: Final Paper (Due Week 8)
IMPORTANT NOTE: This assignment is due in Week 8 to give you ample time to explore our class topics and create a thorough and informed paper. It must be turned in by 11:55 pm (EST) on Sunday of Week 8. Because this is the end of class, NO EXTENSIONS can be given for this paper. When class ends, all assignments must be in! Please plan your time carefully and turn this paper in early if at all possible.
In this assignment, you will construct a 10-12 page final research paper. Your paper should utilize sound critical thought and it should provide appropriate APA in-text citations and APA full-reference citations. The overall assignment is worth 20% of your final course grade. Be sure to read the directions for Submitting the Assignment.
Your paper will adhere to the general standards of the APA-formatting guidelines. It will include a title page, a short abstract, body of paper (Introduction/Thesis, Analysis, Application of Research, Summary and Conclusion) and a reference page. Comment by mothertao: Where the APA guidelines and the rules of this assignment diverge, stick to the rules of the assignment.
The Purdue Online Writing Lab offers information about APA guidelines and formatting:
http://owl.english.purdue.edu/owl/resource/560/01/
This site offers you answers to the most frequently asked questions on APA style as well as other useful APA information:
http://www.apastyle.org/learn/faqs/index.aspx
ALL Written assignments (i.e. Your Paper assignments) must be submitted TWICE: 1) Through the Sakai assignment submission link, and 2) Through www.turnitin.com. See Turnitin.com Directions
Format, Length and Content of Paper:
Title (First whole page of paper)
Abstract (Separate page)
Body of Paper: (10 -12 pages total) Clearly mark each part of the body of your paper with the following four section headings. Watch the page requirements carefully as you will be graded on them.
I. Introduction and Thesis Questions/Statement (1 page):
Introduce your topic and explain its relevance to you personally. Summarize the significance of this topic for others (e.g., the reader, groups, society). Describe the research questions that will guide your inquiry or the thesis statement that you will explore.
II. Analysis Using Concepts/Theories (2 – 3 pages):
Clearly and significantly apply at least five concepts/theories from our text to your research topic. While this sounds like what you did in Assignment One, this is no longer an exploration of how these might apply. Rather, these applications should be strong and well-supported in the final draft.
III. Application of Research (6 - 7 pages):
Clearly and significantly apply findings from at least 8 meaningful, up-to-date resources, 5 of which are from reputable academic journals. Your research in Assignment Two should help you with this, but remember that the final pape.
Directions essay 3 Write a post-session summary based on the com.docxmariona83
Directions essay 3
Write a post-session summary based on the completed experience. Include the following:
1. Explain the two learning disciplines that you examined for this assessment: team learning and systems thinking.
2. Team exercise plan:
. Outline the schedule for your team development session. Include the job titles or roles of the team members participating in the session. List the scheduled meeting date and time.
. Describe the problem or issue you chose as the intended purpose for your team development session.
. Identify the learning discipline that you chose to focus on for your team exercise. Explain the process used to select that learning discipline, the rationale for its selection, and the team development exercise that you used with your team.
· Post-session summary:
. Describe your team development experience in a narrative format.
. Explain the successful and unsuccessful aspects of the team development exercise.
. Explain the lessons learned for team facilitation, including both planned and unplanned journeys that resulted.
. Explain the lessons learned for your chosen discipline, and its potential for helping a group examine itself, choose new direction, and commit to that direction.
DDDEEEHHH 111888000000 DDDeeennntttaaalll HHHyyygggiii eeennn eee 111
Informative Poster Research Paper Peer Evaluation Form
At the conclusion of each group project, please rate yourself and your team colleagues on regarding the relative
contributions that were made in preparing, submitting, and presenting your group project. Please be honest,
objective, constructive, and fair in your evaluation of yourself and your colleagues. Your ratings will not be
disclosed to other students. In rating yourself and your peers, using the following five-point scale, where:
5 = Always 4 = Most of the time 3 = Sometimes 2 = Seldom 1 = Never
Project or Paper Title: _________________________________________________________________
*Insert YOUR NAME IN THE FIRST COLUMN and those of your peers’ in the other spaces. (One name at the top of each column).
Names __________ __________ __________ __________ __________
Participated in discussions or
meetings
Contributed thoughtful research
germane to topic
Helped keep the group on the
task
Contributed useful ideas
Quantity of work done
Quality of work done
Shared equally in the work
Cooperated with colleagues
Made fair, considered decisions
re: direction of project and work
Deliverables on time, as promised
= = = = =
Total Score
Please take a moment to reflect, and answer the following questions.
1. Would you want to work with this group again? Why or why not?
2. In one sentence each; describe each team member’s contribution toward the project reaching completion?
Dental Hygiene 1 Informative Poster Research Paper Rubric for Evaluation (100 points poss.)
Qualities and C.
Scoring Guide for Rhetorical Analysis (10 of grade; 100 po.docxaryan532920
Scoring Guide for Rhetorical Analysis (10% of grade; 100 points)
The scoring guide helps you and your instructor see some of the specific ways your writing is matching expectations. No rubric can encompass everything a piece of writing can or
needs to accomplish, so your instructor will comment both about and beyond these categories to help you understand how this piece of writing is effective and how it (or future pieces)
could be more effective. Your grade will be determined by your instructor’s overall evaluation of this piece of writing and the revision process it enjoyed, with the top three categories
carrying more weight than the bottom three. Note: If for any category, the piece does not meet “Developing” standards, your instructor will assign no credit for that category.
KHO/16
Categories Excellent (A) Effective (B) Adequate (C) Developing (D)
Invention and
Purpose
Provides exceptional detail, depth,
and clarity about the effects of one or
two specific elements (e.g., patterns,
rhetorical strategies, audience,
purpose); interesting, sophisticated
argument develops through the paper
Provides solid detail, depth, and clarity
about the the effects of one or two
specific elements (e.g., patterns,
rhetorical strategies, audience,
purpose); solid argument develops as
the paper progresses
Provides some detail and clarity about
the effects of one or two specific
elements (e.g., patterns, rhetorical
strategies, audience, author, purpose);
consistent argument
Provides little detail, depth, or clarity
about the effects of specific elements,
may attempt to discuss many
elements without depth; may use
terms inaccurately; confusing, vague,
or inconsistent argument
Arrangement
and Audience
Awareness
Arrangement enhances the central
idea; intro intrigues readers, provides
helpful context, and prepares readers
well; sophisticated transitions guide
readers; conclusion refines thesis,
provides a satisfying resolution
Arrangement supports the central idea
and its development; intro provides
context and prepares readers well;
effective transitions guide readers;
conclusion recasts thesis and provides
a satisfying resolution
Arrangement mostly supports the
central idea; intro provides limited
context or reader preparation;
transitions formulaic or not always
effective; conclusion merely repeats
thesis or provides little resolution
Arrangement doesn’t consistently
support the central idea; intro provides
little context or reader preparation;
transitions missing or ineffective;
relationship among ideas unclear;
conclusion off-topic or underdeveloped
Ethos and
Evidence
Evidence and overall content easily
convince the reader that the author is
credible and that the analysis is valid;
evidence fully supports or enhances
writer’s claims
Evidence and overall content convince
the reader that the author is credible
and that the analysis is valid; evidence
supports writ ...
PADM 620Assignment 3 Administrative Law InstructionsRead all .docxkarlhennesey
PADM 620
Assignment 3: Administrative Law Instructions
Read all instructions and the grading rubric carefully before writing this assignment. You are responsible for reading and understanding these documents.
For this assignment, you are required to choose between producing a PowerPoint presentation, a video presentation, or writing a research paper. This assignment must focus on the relationship between administrative law and public administration.
Read Exercise 8 in the Dresang text, the Metzger article, and conduct your own research; then you will draft a 5–7-page research paper or a 9–10-minute presentation. In your paper/presentation, you must explain the relationship between, and impact of, Administrative Law on Public Administration.
Option 1: Research Paper
If you elect to write a research paper for this assignment, the text of this research paper must be 5–7 pages (not including title page, reference page, and any appendices). This paper must be in current APA format with 1-inch margins and 12-pt Times New Roman font. A title page and reference page must also be included. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources.
Option 2: PowerPoint Presentation
If you elect to complete a PowerPoint presentation with audio (see tutorial in the Assignment Instructions folder for adding audio), the presentation must include 9–10 minutes of spoken audio. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources. In addition to the presentation, you must submit a separate document listing all references in current APA format.
Option 3: Video Presentation
If you elect to complete an original video presentation, the presentation must include 9–10 minutes of spoken audio. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources. Images may be incorporated where appropriate. In addition to the video, you must submit a separate document listing all references in current APA format.
General Instructions
You are expected to comport yourself with the highest writing, research, and ethical standards. Additionally, to do well on this assignment, you must conduct high quality research and offer rich, well-supported analysis and ...
SOCI 201
Sociological Observation Grading Rubric
Module/Week 5
Criteria
Levels of Achievement
Content 70%
63 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Content
57 to 63 points
The paper exceeds content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
44 to 56 points
The paper meets content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
1 to 43 points
The paper meets some of the content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
0 points
Not present.
Structure 30%
27 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Mechanics
24 to 27 points
The paper exceeds structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
19 to 23 points
The paper meets structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
1 to 18 points
The paper meets most of the structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
0 points
Not present.
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and consider.
SOCI 403 Social ChangeAmerican Public University SystemWri.docxjensgosney
SOCI 403 Social Change
American Public University System
Written Assignment Four: Final Paper (Due Week 8)
IMPORTANT NOTE: This assignment is due in Week 8 to give you ample time to explore our class topics and create a thorough and informed paper. It must be turned in by 11:55 pm (EST) on Sunday of Week 8. Because this is the end of class, NO EXTENSIONS can be given for this paper. When class ends, all assignments must be in! Please plan your time carefully and turn this paper in early if at all possible.
In this assignment, you will construct a 10-12 page final research paper. Your paper should utilize sound critical thought and it should provide appropriate APA in-text citations and APA full-reference citations. The overall assignment is worth 20% of your final course grade. Be sure to read the directions for Submitting the Assignment.
Your paper will adhere to the general standards of the APA-formatting guidelines. It will include a title page, a short abstract, body of paper (Introduction/Thesis, Analysis, Application of Research, Summary and Conclusion) and a reference page. Comment by mothertao: Where the APA guidelines and the rules of this assignment diverge, stick to the rules of the assignment.
The Purdue Online Writing Lab offers information about APA guidelines and formatting:
http://owl.english.purdue.edu/owl/resource/560/01/
This site offers you answers to the most frequently asked questions on APA style as well as other useful APA information:
http://www.apastyle.org/learn/faqs/index.aspx
ALL Written assignments (i.e. Your Paper assignments) must be submitted TWICE: 1) Through the Sakai assignment submission link, and 2) Through www.turnitin.com. See Turnitin.com Directions
Format, Length and Content of Paper:
Title (First whole page of paper)
Abstract (Separate page)
Body of Paper: (10 -12 pages total) Clearly mark each part of the body of your paper with the following four section headings. Watch the page requirements carefully as you will be graded on them.
I. Introduction and Thesis Questions/Statement (1 page):
Introduce your topic and explain its relevance to you personally. Summarize the significance of this topic for others (e.g., the reader, groups, society). Describe the research questions that will guide your inquiry or the thesis statement that you will explore.
II. Analysis Using Concepts/Theories (2 – 3 pages):
Clearly and significantly apply at least five concepts/theories from our text to your research topic. While this sounds like what you did in Assignment One, this is no longer an exploration of how these might apply. Rather, these applications should be strong and well-supported in the final draft.
III. Application of Research (6 - 7 pages):
Clearly and significantly apply findings from at least 8 meaningful, up-to-date resources, 5 of which are from reputable academic journals. Your research in Assignment Two should help you with this, but remember that the final pape.
Directions essay 3 Write a post-session summary based on the com.docxmariona83
Directions essay 3
Write a post-session summary based on the completed experience. Include the following:
1. Explain the two learning disciplines that you examined for this assessment: team learning and systems thinking.
2. Team exercise plan:
. Outline the schedule for your team development session. Include the job titles or roles of the team members participating in the session. List the scheduled meeting date and time.
. Describe the problem or issue you chose as the intended purpose for your team development session.
. Identify the learning discipline that you chose to focus on for your team exercise. Explain the process used to select that learning discipline, the rationale for its selection, and the team development exercise that you used with your team.
· Post-session summary:
. Describe your team development experience in a narrative format.
. Explain the successful and unsuccessful aspects of the team development exercise.
. Explain the lessons learned for team facilitation, including both planned and unplanned journeys that resulted.
. Explain the lessons learned for your chosen discipline, and its potential for helping a group examine itself, choose new direction, and commit to that direction.
DDDEEEHHH 111888000000 DDDeeennntttaaalll HHHyyygggiii eeennn eee 111
Informative Poster Research Paper Peer Evaluation Form
At the conclusion of each group project, please rate yourself and your team colleagues on regarding the relative
contributions that were made in preparing, submitting, and presenting your group project. Please be honest,
objective, constructive, and fair in your evaluation of yourself and your colleagues. Your ratings will not be
disclosed to other students. In rating yourself and your peers, using the following five-point scale, where:
5 = Always 4 = Most of the time 3 = Sometimes 2 = Seldom 1 = Never
Project or Paper Title: _________________________________________________________________
*Insert YOUR NAME IN THE FIRST COLUMN and those of your peers’ in the other spaces. (One name at the top of each column).
Names __________ __________ __________ __________ __________
Participated in discussions or
meetings
Contributed thoughtful research
germane to topic
Helped keep the group on the
task
Contributed useful ideas
Quantity of work done
Quality of work done
Shared equally in the work
Cooperated with colleagues
Made fair, considered decisions
re: direction of project and work
Deliverables on time, as promised
= = = = =
Total Score
Please take a moment to reflect, and answer the following questions.
1. Would you want to work with this group again? Why or why not?
2. In one sentence each; describe each team member’s contribution toward the project reaching completion?
Dental Hygiene 1 Informative Poster Research Paper Rubric for Evaluation (100 points poss.)
Qualities and C.
Scoring Guide for Rhetorical Analysis (10 of grade; 100 po.docxaryan532920
Scoring Guide for Rhetorical Analysis (10% of grade; 100 points)
The scoring guide helps you and your instructor see some of the specific ways your writing is matching expectations. No rubric can encompass everything a piece of writing can or
needs to accomplish, so your instructor will comment both about and beyond these categories to help you understand how this piece of writing is effective and how it (or future pieces)
could be more effective. Your grade will be determined by your instructor’s overall evaluation of this piece of writing and the revision process it enjoyed, with the top three categories
carrying more weight than the bottom three. Note: If for any category, the piece does not meet “Developing” standards, your instructor will assign no credit for that category.
KHO/16
Categories Excellent (A) Effective (B) Adequate (C) Developing (D)
Invention and
Purpose
Provides exceptional detail, depth,
and clarity about the effects of one or
two specific elements (e.g., patterns,
rhetorical strategies, audience,
purpose); interesting, sophisticated
argument develops through the paper
Provides solid detail, depth, and clarity
about the the effects of one or two
specific elements (e.g., patterns,
rhetorical strategies, audience,
purpose); solid argument develops as
the paper progresses
Provides some detail and clarity about
the effects of one or two specific
elements (e.g., patterns, rhetorical
strategies, audience, author, purpose);
consistent argument
Provides little detail, depth, or clarity
about the effects of specific elements,
may attempt to discuss many
elements without depth; may use
terms inaccurately; confusing, vague,
or inconsistent argument
Arrangement
and Audience
Awareness
Arrangement enhances the central
idea; intro intrigues readers, provides
helpful context, and prepares readers
well; sophisticated transitions guide
readers; conclusion refines thesis,
provides a satisfying resolution
Arrangement supports the central idea
and its development; intro provides
context and prepares readers well;
effective transitions guide readers;
conclusion recasts thesis and provides
a satisfying resolution
Arrangement mostly supports the
central idea; intro provides limited
context or reader preparation;
transitions formulaic or not always
effective; conclusion merely repeats
thesis or provides little resolution
Arrangement doesn’t consistently
support the central idea; intro provides
little context or reader preparation;
transitions missing or ineffective;
relationship among ideas unclear;
conclusion off-topic or underdeveloped
Ethos and
Evidence
Evidence and overall content easily
convince the reader that the author is
credible and that the analysis is valid;
evidence fully supports or enhances
writer’s claims
Evidence and overall content convince
the reader that the author is credible
and that the analysis is valid; evidence
supports writ ...
PADM 620Assignment 3 Administrative Law InstructionsRead all .docxkarlhennesey
PADM 620
Assignment 3: Administrative Law Instructions
Read all instructions and the grading rubric carefully before writing this assignment. You are responsible for reading and understanding these documents.
For this assignment, you are required to choose between producing a PowerPoint presentation, a video presentation, or writing a research paper. This assignment must focus on the relationship between administrative law and public administration.
Read Exercise 8 in the Dresang text, the Metzger article, and conduct your own research; then you will draft a 5–7-page research paper or a 9–10-minute presentation. In your paper/presentation, you must explain the relationship between, and impact of, Administrative Law on Public Administration.
Option 1: Research Paper
If you elect to write a research paper for this assignment, the text of this research paper must be 5–7 pages (not including title page, reference page, and any appendices). This paper must be in current APA format with 1-inch margins and 12-pt Times New Roman font. A title page and reference page must also be included. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources.
Option 2: PowerPoint Presentation
If you elect to complete a PowerPoint presentation with audio (see tutorial in the Assignment Instructions folder for adding audio), the presentation must include 9–10 minutes of spoken audio. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources. In addition to the presentation, you must submit a separate document listing all references in current APA format.
Option 3: Video Presentation
If you elect to complete an original video presentation, the presentation must include 9–10 minutes of spoken audio. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources. Images may be incorporated where appropriate. In addition to the video, you must submit a separate document listing all references in current APA format.
General Instructions
You are expected to comport yourself with the highest writing, research, and ethical standards. Additionally, to do well on this assignment, you must conduct high quality research and offer rich, well-supported analysis and ...
SOCI 201
Sociological Observation Grading Rubric
Module/Week 5
Criteria
Levels of Achievement
Content 70%
63 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Content
57 to 63 points
The paper exceeds content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
44 to 56 points
The paper meets content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
1 to 43 points
The paper meets some of the content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
0 points
Not present.
Structure 30%
27 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Mechanics
24 to 27 points
The paper exceeds structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
19 to 23 points
The paper meets structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
1 to 18 points
The paper meets most of the structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
0 points
Not present.
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and consider.
242019 Assignment due Week 5 - Mainstream media and HIVAIDS.docxvickeryr87
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 1/3
Assignment due Week 5 - Mainstream media and HIV/AIDS
Due Thursday by 11:59pm Points 30 Submitting a text entry box or a file upload
Assignment Rubric
Submit Assignment
Purpose
Critical analysis is a vital part of learning. The goal of this assignment is to help you practice
your skills in reading mainstream media articles and being able to critically evaluate it as a
source of information.
Instruc ons
Your analysis of the article should exhibit careful thought, logical reasoning and provide evidence for your
answers. Each post should be at least two well-developed paragraph (approximately 4-6 sentences each
minimum). Use correct spelling, punctuation, and grammar.
Identify an article released by the mainstream media to the general public that discusses HIV/AIDS.
Example of an article is Botswana HIV Aids Deaths Decline
(https://allafrica.com/stories/201810030288.html) .
1. Identify which levels of the SEM are being addressed
2. Identify which levels of the SEM not addressed
3. In what ways might this article lead to stigma and discrimination that places a person or group at risk of
contracting HIV/AIDS?
4. Provide a written opinion on the how this article positively, negatively, or even excludes information
that contributes to the stemming of the HIV/AIDS epidemic.
Submission Details
Due: Thursday by 11:59 pm
Grading Criteria
Opinion based in logical reasoning and evidence: 4 points
Identified SEM levels (both addressed and not addressed): 2 points
Length of post approximately 4-6 sentences or more: 2 points
Spelling and grammar: 2 points
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 2/3
Criteria Ratings Pts
8.0 pts
8.0 pts
4.0 pts
3.0 pts
Organization
8.0 pts
Full Marks
Writing shows high
degree of attention
to logic and
reasoning of points.
Unity clearly leads
the reader to the
conclusion and stirs
thought regarding
the topic.
6.0 pts
Above Average
Writing is coherent
and logically
organized with
transitions used
between ideas and
paragraphs to
create coherence.
Overall unity of
ideas is present.
4.0 pts
Adequate
Writing is coherent
and logically
organized. Some
points remain
misplaced and
stray from the topic.
Transitions evident
but not used
throughout essay.
2.0 pts
Inadequate
Writing lacks
logical
organization.
It shows
some
coherence
but ideas
lack unity.
Serious
errors.
0.0 pts
No
Marks
Level of
Content
8.0 pts
Full Marks
Content indicates
synthesis of ideas,
in-depth analysis
and evidences
original thought and
support for the topic.
6.0 pts
Above Average
Content
indicates
original thinking
and develops
ideas with
sufficient and
firm evidence.
4.0 pts
Adequate
Content
indicates
thinking and
reasoning
app.
7012EHR
Organisational Change
AssEssent GuidE
Assessment 3: Reflective Learning Journal
Weight: 35%
Task Description:
You are required to maintain a record of what you have learned from readings, lectures and class discussions and incorporate them in a written report of 1800 words (plus or minus 10%), excluding cover page, contents, references and appendices.
The report is to comprise three main components:
1. Reflective observation — what you consider you have learned from the course:
• What did you notice or learn that you want to remember?
• How did what you have learned relate to your previous personal/professional experience?
2. Abstract generalisation — your conclusions from the learning outcomes:
What conclusions, principles, or guidelines can you draw from what you have learned from the course?
• About what you have learned from the topics covered?
• About your prior assumptions regarding the topics covered?
• About yourself?
3. Application — how you are going to apply what you have learned from the course:
• To future academic assignments (this course and/or others)?
• As a change agent/leader in the workplace?
Marking Criteria:
• Understanding and critical analyses of course concepts, theories and frameworks
• Evidence of critical reflection and evaluation of what you have learned
• Demonstrated ability to synthesise and apply course information to your future studies and or/work
• Report presentation (clarity, internal flow, referencing)
Reflective Learning Journal
Step 1: Record your reflections
· Use the Reflective Log Template (table attached below, full version can be found under the ‘Assessment tab’ at [email protected] to record your learning activities throughout the semester.
· The three columns in the learning log correspond with the three sections in the report.
· Reflections can be recorded during or closely after the sessions.
· The focus of the reflection could be the weekly lecture topic, or you may like to focus on a particular reading for the week.
· Remember you will need to incorporate at least 6 of the weekly readings into the final report.
Reflective Learning Log Template
Activity
(the focus of your reflection)
Weekly lecture topic or reading
What … Reflective observation
… is the situation?
… am I trying to achieve?
… actions did I take?
… was the response of others?
… were the consequences –
for myself/for others?
So what … Abstract generalisations or conclusions drawn from the reflection
… does this teach me?
… was I thinking and feeling?
… other knowledge can I bring to the situation?
… is my new understanding of the situation?
Now what … Application
… do I need to do to improve things?
… broader issues need to be considered if
this action is to be successful?
… might I do differently in the future?
… might be the consequences of this action?
Ie: Week 1 (24th July) –Introduction to the new economy
Article (Weick & Quinn, 1999)
Step 2: Write the report
Once you hav.
Preparing for the AssessmentMN7367 Week 7 Lecture 1Anne-.docxharrisonhoward80223
Preparing for the Assessment
MN7367 Week 7 Lecture 1
Anne-marie Greene
1
Brewis, Jo (Prof.) (BJ() - Add module code and name here
Your assessment
Part 1
Essay Assignment
50% of overall mark
Part 2
Unseen Examination
50% of overall mark
A Two-Headed Monster?
Essay Assignment 2017
The ability of HRM to lead to improved organisational performance is contingent on achieving a fit between business strategy and HRM practice. Discuss the validity of this statement with specific reference to two HRM practices.
As a business operating in markets all around the world, we believe diversity brings benefits for our customers, our business and our people. We want a connected workforce that reflects the communities where we operate and helps us meet the needs of customers from all walks of life. Different ideas and perspectives help us innovate, manage risk, and grow the business in a sustainable way…Diversity and inclusion is part of who we are at HSBC. It is vital to the future of our business (HSBC Bank). Consider this recent organisational statement on diversity and discuss the rationale for attention to equality and diversity issues within human resource management, reflecting on both business case and moral/social justice cases.
Sociologists tend to see conflict as normal part of organisational functioning. Consider the implications of this view for the management of people within organisations, with specific reference to two HRM practices.
Discuss whether you agree with the view which sees that ‘the importance of HRM lies not in the objective reality of its normative models and their implementation, but in the… reality of its rhetoric… redefining the meaning of work and the way individual employees relate to their employers.’ (Legge, 2005: 123)
Most mainstream HRM research starts from the premise of there being a generic, universal worker. Discuss the extent to which you agree with this statement, reflecting on the factors that determine an organisation’s approach to HRM?
‘A core managerial belief appears to be that not only is managing through the payment system the most appropriate means of managing human resources, but that the existence of a payment system is also sufficient for managing human resources’. Discuss this statement, looking at the centrality of payment systems within, and the common problems faced in performance management.
Essay Assignment
3,000 word essay (+/- 10%)
Selection of ONE essay question ONLY from a possible selection of six.
Deadline Tuesday 12th December 2017.
A penalty of 10% of the available marks will be imposed if a student misses the above deadline
A further penalty of 5% will be imposed for every ten subsequent working days the submission is late.
Submit the Assignment via the Turnitin link on BB
Q from seminar 1: Turnitin: can I submit my essay and check for plagiarism?
A: No, this is not allowed. You must avoid plagiarism from the beginning and before you submit.
Answer the quest.
Assessment Task 1 Leadership Development ReportThis assessmen.docxdavezstarr61655
Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good result
THE TASK
1. Explore the Central Michigan University competencies model (5 clusters eg. Self-Management, Leading others, Task management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or potential leader) within the context of the CMU (eg. Create a clear vision of yourself in approx. 5-10 years time – only then will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and describe how they relate to you and your leadership development (again in the context of the CMU model eg. Blake and Mouton model grid)
4. Create a leadership development plan (*Starting point – Acti.
Assessment Task 1 Leadership Development ReportThis assessmen.docxfredharris32
Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good result
THE TASK
1. Explore the Central Michigan University competencies model (5 clusters eg. Self-Management, Leading others, Task management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or potential leader) within the context of the CMU (eg. Create a clear vision of yourself in approx. 5-10 years time – only then will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and describe how they relate to you and your leadership development (again in the context of the CMU model eg. Blake and Mouton model grid)
4. Create a leadership development plan (*Starting point – Acti ...
Running head TEST SPECIFICATIONS1TEST SPECIFICATIONS.docxjeanettehully
Running head: TEST SPECIFICATIONS
1
TEST SPECIFICATIONS
5
Thanks for the application assignment submission. Below is the grading rubric for the application assignments. Use it in conjunction with the edits in the manuscript.
Comments:
So, the scorecard approach seems to be trying to make a qualitative or projective technique quantitative. Great minds have failed miserably with this approach. I may be misunderstanding what was described. Do consider a) how you will explain this more clearly when we get to the sample items and instructions and b) how you will show that different raters (questioners) can demonstrate reliability and validity.
Responsiveness
4
Content Knowledge
4
Quality of writing
4
Total
12
Application Assignment Rubric
Grading Rubric: Application Assignments 12 possible points per application assignment
scored on the first three indicators (Responsiveness, Content, and Quality).
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
RESPONSIVENESS
(AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
(4 points)
Paper or writing assignment is unresponsive to the requirements given in the instructions. The content misses the point of the assigned or selected topic; and/or relies primarily on anecdotal evidence (e.g., largely comprised of student opinion); and/or contains little or no evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content is somewhat misses the point of the assigned or selected topic; and/or lacks in substance, relying more on anecdotal than scholarly evidence (e.g., largely comprised of student opinion); and/or contains minimal evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and meets the requirements given in the instructions. It responds to the assigned or selected topic; is substantive and evidence based; demonstrates clearly that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It responds to assigned or selected topic; demonstrates insight beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what is known about the topic, unearths something unanticipated, etc.); is substantive and evidence-based; demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful wa ...
The assignment is to write a paper reflecting on 2-3 topics that w.docxarnoldmeredith47041
The assignment is to write a paper reflecting on 2-3 topics that were interesting in the second half of the semester and how you might apply them in the future to your profession. The reflection paper must be at least minimum 2 pages in length but no longer than 3 pages. The reflection paper must be completed in APA format and must provide at minimum 3 outside resources. Please take a few minutes to review the grading rubic, most of what you will review has to do with content and ensuring you are correct writing style. When completing assignment, please upload the document.
Due Friday August 16th, 2019
TOPICS ARE:
· Ergogenic Aids and Performance
&
· Training at Altitude
FUTURE PROFESSION: Physical Therapy
RUBRIC ~
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeComprehension of Material
10.0 pts
Demonstrates excellent comprehension of the assignment’s key principles and issues.
8.5 pts
Demonstrates good comprehension of the assignment’s key principles and issues.
7.5 pts
Demonstrates fair comprehension of the assignment’s key principles and issues.
6.5 pts
Demonstrates poor comprehension of the assignment’s key principles and issues.
0.0 pts
No work submitted.
10.0 pts
This criterion is linked to a Learning OutcomeDevelopment of Main Points
10.0 pts
Develops main points well in a logical, organized manner.
8.5 pts
Ideas are mostly presented in a logical, organized manner.
7.5 pts
Ideas may stray from topic and are presented with little logic and organization.
6.5 pts
Logic and organization are missing.
0.0 pts
No work submitted.
10.0 pts
This criterion is linked to a Learning OutcomeCritical Thinking
10.0 pts
Offers thorough constructive critique and/or in-depth analysis, insight, reflection.
8.5 pts
Occasionally offers constructive critique and/or in-depth analysis, insight, reflection.
7.5 pts
Offers insufficient constructive critique and/or in-depth analysis, insight, reflection.
6.5 pts
Lacks constructive critique ad/or in-depth analysis, insight, reflection.
0.0 pts
No work submitted.
10.0 pts
This criterion is linked to a Learning OutcomeUse of Resources
5.0 pts
Uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
4.0 pts
Mostly uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
3.0 pts
Sometimes uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
2.0 pts
Rarely uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
0.0 pts
Never uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
5.0 pts
This criterion is linked to a Learning OutcomeSynthesis Through Use of Words
10.0 pts
Always uses own words to synthesize li.
School of Business and Law CQUniversity Australia .docxanhlodge
School of Business and Law CQUniversity Australia CRICOS Provider Code: 02219C
Page 1 out of 2
MGMT 20135: Critical Thinking and Managerial Decision Making
Assessment 1: Practical and Written Assessment-Article Review
This assessment item accounts for 30% of your final grade for this unit and must be
completed by students individually.
Due: The assessment is due at 5.00 PM on Monday, 30th. July, 2018 AEST in Week 4.
Task: The review must be 1500 words (+/-10%) in length.
Cover page: The essay must include a cover page that contains your name, student number,
resident campus, assessment title, and lecturer.
Minimum number of peer-reviewed journal articles to pass: 10
Both on-campus students and Distance students must write a review article and submit
online via Moodle by the due date.
Format: Text should be word-processed, with appropriate layout and use of headings/sub-
headings. Times New Roman, 12 size font and line spacing (1.5).
Referencing: The list of references should form the last page or two, at the end of the
assessment. Referencing should be in a consistent APA style.
Please save/upload your file in either a Word format (.doc or .docx) or pdf. format.
Task Description: The purpose of this task is for you to demonstrate your ability to critically
analyze, synthesize and evaluate information and present that information in a written format.
A list of articles will be available on the unit’s Moodle site for you to choose from. You
will then write a critical article review based around your responses to the following questions.
Critical Analysis
o What is the background of the research? (Background)
o What is the research problem? What do we know about the research
problem? What do we not know? (Research objective and literature
review)
o What are the core research questions the article addresses? Why are
they important to address? (Research questions)
o How was the research conducted? (Methodology)
o What where the major findings? (Findings)
o What are the significance of the findings for future research or
management practice? (Significance/implications)
Critical evaluation
School of Business and Law CQUniversity Australia CRICOS Provider Code: 02219C
Page 2 out of 2
o In your view, are there any limitations with this research?
o What are some of the assumptions that the authors have made in this
research? Do you agree with them?
o What is your overall evaluation of the article's effectiveness and
credibility?
Please do not simply list the questions and your response to them. The questions are to be
used simply as a means for you to critically think about your chosen article. Your review
needs to contain answers to these questions, but they need to be in essay format, that is,
containing introduction section, body paragraphs and a conclusion section.
MGMT 20135: Marking Rubrics for.
MSN Evaluation Criteria for Applications and Formal PapersCriteria.docxgilpinleeanna
MSN Evaluation Criteria for Applications and Formal Papers
Criteria
Levels of Achievement
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking
(0–30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the Assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear
(0–5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the Assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the Assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the Assignment’s key concepts
(0–10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e., video, required readings, and textbook) and credible outside resources
(0–20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3–4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3–4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3–4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integ ...
College-Level Writing RUBRIC
C
ri
te
ri
a
Performance
Indicators
Target/
High Proficiency
15
Proficiency
12
Acceptable
9
Needs Improvement
6
Unacceptable
3
C
o
v
e
ra
g
e
&
O
rg
a
n
iz
a
ti
o
n
Content‐Specific
Assignment Criteriai
∙Writing meets all
assignment content
∙Writing meets most
assignment content
∙Writing meets minimum
assignment content
∙Writing meets
some/few assignment
∙Writing does not
meet assignment
as per Instructor
Guidelines
requirements. requirements. requirements. content requirements. content
requirements.
∙Writing is clear and ∙Writing is generally clear and ∙Writing is adequate in ∙Writing may be unclear ∙Writing is
appropriate for the appropriate for the purpose of terms of clarity and and/or inappropriate unclear and
Purpose purpose of the the assignment—with some appropriateness for the for the purpose of the inappropriate for
& assignment. exceptions. purpose of the assignment. the purpose of
Support ∙All evidence and ∙Evidence and examples are assignment. ∙Evidence and examples the assignment.
examples are generally effective, specific ∙Evidence and examples may require further ∙Evidence and
effective, specific and and relevant—with some meet basic requirements development to be examples are not
relevant. exceptions. for being effective, adequately effective, effective, specific
specific and relevant. specific and relevant. and/or relevant.
∙Ideas are coherently ∙Organization of ideas is ∙Organization of ideas ∙Organization of ideas ∙Ideas are
and logically generally coherent and logical. meets the minimum does not meet the incoherent and
Structure & organized with well‐ ∙In addition, most paragraphs requirement for being minimum requirement illogically
Development developed paragraphs are well‐developed and use coherent and logical. for coherent and logical. organized.
and effective effective transitions. ∙Some paragraphs may ∙Paragraphs lack ∙Paragraphs are
transitions. be well‐developed and development and/or fail undeveloped
use effective transitions to employ transitions and need
while others do not. effectively. transitions.
∙All sources are
critically reviewediii,
∙Most sources are critically
reviewed and documented
∙Sources meet the
minimum requirements
∙Sources do not meet
the minimum
∙Insufficient
sources and/or
Documentation of documented and following standard practices of for being critically requirements for being insufficient
Sources formatted following the field (APA, MLA, Turabian, reviewed and critically reviewed and quality, critical
standard practices of CMS, etc.). documented following documented following review and
the field (APA, MLA, standard practices of the standard practices of documentation.
Turabian, CMS, etc.). field (APA, MLA, the field (APA, MLA, Standard
Turabian, CMS, etc.). Turabian, CMS, etc.). practices of the
field are not ...
The name of the company is South west airlinei chose action pla.docxdennisa15
The name of the company is South west airline
i chose action plan and evaluative plan
Final Project: Final Paper, Presentation, and Peer Assessment
This assignment is a group project. Students will be placed into groups consisting of groups of four or five students each. Groups will be assigned early, and the expectation is that the groups will work on the various parts of the assignment as relevant material is covered throughout the course. The group will act as a self-directed team, and will therefore determine its own timetable, task list, guidelines for communication, goals, and so forth. As an individual, you are expected to participate fully in the project. Everyone in your group will receive the same grade for the project.
Your group will create a strategic plan and present the plan in a professional manner. The plan requires a paper turn in to the Assignment Folder and a PowerPoint presentation that is presented in the last week of class.
All students in the group will receive the same grade for the final paper and the presentation.
However, if a student fails to contribute to the project, the student will earn a zero for the assignment and/or PowerPoint presentation.
By completing this assignment, students will meet the outcome(s):
examine the impact of ethical decision making, social responsibility, stakeholder analysis, and corporate governance on organizations and society
formulate and evaluate an organization's vision and mission statement, and develop long-term objectives
analyze and synthesize strengths, weaknesses, opportunities, and threats (SWOT) to generate, prioritize, and implement alternative strategies in order to write and present a strategic plan
evaluate the outcomes of selected strategies to determine their success and impact on the achievement of an organization's vision and mission
Required Elements to include in Applied Final Project:
The strategic plan should include:
Ø vision and mission
Ø background organization
Ø industry analysis
Ø competitive analysis
Ø financial analysis
Ø technique analysis (using one technique from chapter 6)
Ø alternative strategy generation
Ø SWOT analysis
Ø strategy and prioritization selection
Ø action plan
Ø evaluative plan
Identify strategies
Discuss strategies used at the corporate, business and function levels using the concepts learned in the course.
Demonstrate critical thinking in the assessment.
Required Formatting of Paper:
This report should be double spaced, 12-point font, 20 - 25 pages in length excluding the title page and reference page;
This paper should be written in the third person. No script should contain the words “I or we;”
Title page with your name, the course name, the date, and instructor’s name;
Include a reference page;
Use APA formatting for in-text citations and reference page. You are expected to paraphrase and not use quotes. Deductions will be taken when quotes are used and found to be unnecessary;
Submit the paper in the Assignment Folder.
Final Project HR Plan Week 8 DUE Wednesday July 27, 2017 BEF.docxAKHIL969626
Final Project HR Plan: Week 8
DUE: Wednesday July 27, 2017 BEFORE 11:55 PM CST
Top of Form 1
Assignment Instructions:
Guidelines for HR Plan
Overview:You have acquired a vast knowledge about multiple topics relevant to managers and HR employees. You will apply your learning by presenting an overall HR plan for an organization that you have chosen to work on throughout the course (fictitious or real). This is your opportunity to demonstrate your ability to consider and recommend actions to management on how the organization can be most competitive in the global environment by utilizing the organizations best asset; its human resources.
Development of the PlanYou will come up with a fictitious organization or you can use a real organization that is familiar throughout the course. The end product is a paper that presents a comprehensive HR plan for the organization that includes the concepts that you have learned from the text and outside resources.
Parameters for the organization:
You are free to describe the organization with which you will be associated. You will need to provide some level of detail of your organization. Use your general knowledge, coursework, and research to accomplish this.
· Even though you are required to provide general organizational details, your primary function is human resources. Analyze based on this premise.
· Assume that a core group of managers and employees (approximately 250) are already in place.
· Your organization can produce a product or perform a service.
· Requirements for the Overview of the organization
Description of what the organization does and organizational structure. Be specific. You may include an organizational chart.
· How does the organization operate? How are tasks/work projects accomplished?
· Is the organization domestic or international? Locations?
· Who are the competitors?
· What are the factors that you believe are critical to success in this organization?
· What is the culture like?
· How is information communicated?
· Why would people want to work for this organization?
HR Topics that MUST be addressed in the paper
· Recruitment and Selection: Include the job description and interview questions . A discussion and analysis of why and how you developed these tools must be included in the paper. Best practices based on the research and your text should be discussed.
· Compensation and Benefits: Include the compensation package for each position. A discussion and analysis of why and how you developed these tools must be included in the paper. Best practices based on the research and your text should be discussed.
· Performance Management: Include a performance appraisal and management system.A discussion and analysis of why and how you developed these tools must be included in the paper. Best practices based on the research and your text should be discussed.
· Training Program: Include a training program overview. A discussion and analysis of why and how you deve ...
ENG-106 Rubric: Proposal Essay
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content & Ideas – 40%
Proposal
Content and Ideas Should:
Include an effective title.
Use a thesis that centers on a proposal argument.
Give a problem presence.
Develop the proposal argument by using claim-type strategies that support proposals (categorical, ethical, and/or cause and effect claims).
Present specific evidence to supplement supporting arguments.
40%
Does not have title, and has missing or indiscernible thesis statement and minimal evidence to support main ideas. The writer gives the problem no presence. Argument includes elements of a proposal, but the argument does not center on the proposal. The writer does not use strategies that support proposal arguments.
Title may not suggest subject and does not spark interest. Thesis statement and/or the controlling idea are not clearly stated. The writer gives the problem little presence. Argument includes elements of proposals, but the argument does not center on a proposal and/or the writer does not use strategies that support proposal arguments very well. Ideas are underdeveloped and clichéd. They do not support the thesis. Evidence from outside sources can be irrelevant.
Title suggests subject but does not spark interest. Thesis statement identifies the main point the author is trying to make. The writer gives the problem some presence, though the problem could be explained more forcefully. Most of content relates to thesis statement, but lacks sufficient support through appropriate strategies for making proposal arguments (categorical, ethical, and/or cause and effect claims). Argument may not center specifically on a proposal. Cited evidence sometimes does not justify ideas.
Title suggests subject but does not necessarily spark interest. Thesis statement clearly identifies the main point the author is trying to make. The writer gives the problem presence. Argument centers specifically on a proposal and uses strategies that support it (categorical, ethical, and/or cause and effect claims). Most of the content supports thesis, and cited evidence usually justifies ideas.
Title suggests subject and sparks interest. With a clear, controlling idea, thesis statement effectively identifies the main proposal the student is trying to make. The student gives the problem full presence. Content supports thesis well by effectively using strategies that support proposals as necessary (categorical, ethical, and/or cause and effect claims). Specific, cited evidence justifies ideas and enriches the essay.
Organization – 12%
Organization
12%
No apparent organization present. The piece does not explain that a problem exists, provide a solution, and/or justify the solution. Ineffective introduction does not invite readers or explain the subject. The reader cannot find the thesis statement. Underdeveloped paragraphs lack focus and topic sent ...
Week 6 Reflection Final Draft Revision Guidelines Still as .docxcockekeshia
Week 6 Reflection Final Draft Revision Guidelines:
Still as Easy as A, B, C, 1, 2, 3, Baby, You and Me!
These guidelines are meant to help you improve your rough draft from Week 4 into your final draft.
In Week 4, you used a worksheet to review the writing process and walk you through creating a rough draft of your reflection paper. Now it’s time to revise and finalize your paper. Make sure to use the guidelines below and any feedback from your instructor.
Due Date: Day 7 of Week 6
Length: 3-5 pages, double-spaced
Goal: Using AWE and the Undergraduate Template
Start by Reviewing the Undergraduate Writing Template File found in the Week 4 or Week 6 Learning Resources.
Make sure to read through the instructions and writing advice in the template.
Next, use the template to properly format what you’ve already written.
Make sure to Save As with the file and name it according to our usual naming convention:
WK6Assgn2+last name+first initial
Are there any additional comments or examples you want to add from Weeks 5 and 6? How about the journal entry or the final picture of all your Smarter Measure self-assessments? Consider the Week 5 discussion and assignments.
Lastly, consider the overall course themes and ideas: being human in our virtual world while living and learning in a technological world which relates to finding your identity in a virtual space, tool using animals, balancing life and your time, learning styles and strategies, perspectives on reality, important vs. essential technology, connecting and disconnecting online, and social change.
Write up any additional sentences directly into your paper in the appropriate sections or create new paragraphs to include these.
Now that you’ve gotten all your ideas on paper and properly formatted, it is time to dive into the revision and proofreading stages.
Let’s start with Drafting and Revising. This can be compared to the “meat and potatoes” of the revision process because it serves as the main part of the meal in which everything else is based. It is the most important step because this is when you take a deeper look at the organization and coherence of your paper. In the drafting process, you look at the effectiveness of the ideas, organization and coherence of the paper, and the supportive analysis of ideas. This is an active process. You might move a word or two, change a sentence, or even rearrange an entire paragraph. You might even move a paragraph to another place in the body of the paper. You want to ensure your paper is readable, makes sense, and meets all the requirements of the assignment and scholarly writing expectations.
For More Info: http://academicguides.waldenu.edu/writingcenter/writingprocess/revising
As you are revising your paper for the writing elements, you also want to ensure you’ve met the assignment requirements:
· Your revision should include topic sentences, strong body paragraphs, a thesis statement, an introduction, and a conclusion. Us.
CJUS 310Research Paper – Outline InstructionsYou must provide .docxclarebernice
CJUS 310
Research Paper – Outline Instructions
You must provide an in-depth outline of the research paper you plan to write based on the topic you selected in Module/Week 2. Your outline must contain headings that correlate to your chosen topic:
Introduction
First Heading
Sub-heading
Second Heading
Sub-heading
Third Heading
Sub-heading
Conclusion
Reference List
You must describe each point with 1–2 sentences. See the Research Paper – Final Draft Instructions for details on each section of the paper.
See the Research Paper – Outline Grading Rubric for all grading criteria. You will receive written explanation if your outline needs to be modified.
This assignment is due by 11:59 p.m. (ET) on Monday of Module/Week 4.
CJUS 310
Research Paper – Final Instructions
Now that you have selected a topic, created an outline, and completed a rough draft, you will submit the final copy of your Research Paper. Below you will find detailed instructions for what needs to be included in each section of your paper as well as the details on the formatting.
Research Paper Guidelines
· Length of Paper: A minimum of 5 pages, excluding the title page, abstract, table of contents, reference list, and appendices.
· References: A minimum of 5 primary references and 5 biblical references. All references must be cited in the body of the paper and included in the reference list. Biblical references are only cited in text.
· Formatting: The paper must use 12-point, Times New Roman font and be double-spaced with 1-inch margins. The paper must follow current APA format.
Content
· Title Page: The title must be short and to the point. If the title is more than one line, double-space between the lines. The page header and page number appear at the top right of the title page. The title of the paper is centered on the page. Your name appears 1 double-space below the title. Your institutional affiliation appears 1 double-space below your name, then the course number and title 1 double-space below that. The running head must be in the upper right-hand corner.
· Abstract: A synopsis or executive summary of your project that also describes the purpose of the project and what it accomplishes.
· Introduction: A statement of your approach and assumptions, the background the reader needs to understand your approach, and an explanation of how you intend to address the main issues.
· First Heading: Presents an overview of the history and/or current learning related to the topic, based on literature and electronic sources. It provides the reader with an in-depth understanding regarding the topic.
· Second Heading: Provides the reader with an in-depth understanding of the topic and how the topic is applied in practical settings.
· Third Heading: Integrates the information about the topic and makes assumptions about the current and future use of juvenile justice. The presentation must provide the reader with sufficient information to understand and support the assumptions.
· Conclusi ...
CompetencyAnalyze how human resource standards and practices.docxbartholomeocoombs
Competency
Analyze how human resource standards and practices within the healthcare field support organizational mission, visions, and values.
Scenario
Wynn Regional Medical Center (WRMC) is the premier hospital in your area. The hospital has been in your city for over 100 years. Over the past decade, the hospital has been losing money for various reasons, though primarily due to uncompensated care. You were recently hired as the Vice President for Human Resources at WRMC, and part of your responsibilities include presenting historical information to participants of the new employee orientation.
Instructions
Create a PowerPoint presentation detailing the changing nature of the healthcare workforce. The presentation should contain speaker notes for each slide or voiceover narration. The presentation should address the following topics and questions:
Historical information on the changing healthcare workforce
How have legislation and policies changed in the past decade?
How have patient demographics changed in the past decade (baby boomers, generation X, millennials, ethnicities)?
How have patient centric approaches changed in the past decade (use of the Internet and social media to gather health information)?
Challenges associated with the changing healthcare workforce
What are some of the challenges associated with the policy and legislative changes?
What are some challenges associated with demographic changes?
What are some of the challenges associated with patients “researching” their own health instead of going to the doctor?
Current state of healthcare
What have been some of the improvements to the healthcare system over the last decade?
Resources
This
link
has information for creating a PowerPoint presentation.
Here is a
link
to information about adding speaker notes.
Here is a
link
to information about creating a voiceover narration using Screencast-O-Matic.
GRADING RUBRICS:
1.Clear and thorough explanation of the history of the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
2. Clear and thorough discussion of the challenges associated with the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
3. Comprehensive analysis of the current state of healthcare.
Includes a clear and thorough assessment of improvements to the healthcare system over the last decade and supports assertions with multiple supporting examples.
.
CompetencyAnalyze financial statements to assess performance.docxbartholomeocoombs
Competency
Analyze financial statements to assess performance and to ensure organizational improvement and long-term viability
.
Scenario
In an ongoing effort to explore the feasibility of expanding services into rural areas of the state, leadership at Memorial Hospital has determined that conducting a review of its financial condition will be essential to ensuring the organization’s ability to successfully achieve its expansion goals.
Instructions
The CFO has provided you with a copy of the organization’s
financial statements
. This information will be critical in evaluating the organization’s financial capacity to support the proposed expansion of services into the rural areas of the state.
You are asked to review these financial statements (which include the Income Statement, Statement of Cash Flows, and the Balance Sheet) and prepare an executive summary outlining the financial strength of the organization and evidence to support the expansion. Your executive summary should include the following:
An overview of the issue.
A review of critical financial ratios (Liquidity, Solvency, Profitability, and Efficiency) based on financial statements.
Inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios.
Provide a recommendation based on ration analysis.
Resources
This
link
has information for creating an executive summary.
Grading Rubric:
1.
Comprehensive identification of summary of the issue. Includes multiple examples or supporting details.
2. Clear and thorough review of critical financial ratios--Liquidity, Solvency, Profitability, and Efficiency--based on financial statements. Includes multiple examples or supporting details per topic.
3. Clear and thorough inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios. Includes multiple examples or supporting details per topic.
4. Comprehensive recommendation, based on ration analysis. Includes multiple examples or supporting details.
.
CompetencyAnalyze ethical and legal dilemmas that healthcare.docxbartholomeocoombs
Competency
Analyze ethical and legal dilemmas that healthcare workers may encounter in the medical field.
Instructions
You have recently been promoted to Health Services Manager at Three Mountains Regional Hospital, a small hospital located in a mid-size city in the Midwest. Three Mountains is a general medical and surgical facility with 400 beds. Last year there were approximately 62,000 emergency visits and 15,000 admissions. More than 6,000 outpatient and 10,000 inpatient surgeries were performed.
An important aspect of the provider/patient relationship pertains to open communication and trust. Patients want to know that their doctors and the support staff associated with their care understand their wishes and will abide by them. Ideally, these conversations happen well before an emergency or procedure takes place; however, often times this information is missing from a patient's file. As part of Three Mountains' initiative to build trust with their patients, an increased emphasis has been placed on obtaining living wills from the patient as part of the intake process to ensure that the healthcare team has written directives of the patient's wishes in case of incapacitation. You will be creating a living will for a patient and provide educational information as to why the patient should fill it out during the admission process before a procedure.
Introduction:
Explain the definition of a living will and its key components. This section will provide an educational overview of the document for the patient.
Living Will Template:
Create a living will that can serve as a template to the patients. This should cover the basic treatment issues such as resuscitation, feeding tubes, ventilation, organ and tissue donations, etc. Provide instructions in the template that can be easily altered, depending on each patient's wishes.
Summary:
In this section, you will discuss the importance of this document and encourage patients to complete it. Address how this document ensures that a patient's wishes are known and followed by the healthcare team.
NOTE
- APA formatting and proper grammar, punctuation, and form required. APA help is available
here.
.
CompetencyAnalyze ethical and legal dilemmas that healthcare wor.docxbartholomeocoombs
Competency
Analyze ethical and legal dilemmas that healthcare workers may encounter in the medical field.
Instructions
You have recently been promoted to Health Services Manager at Three Mountains Regional Hospital, a small hospital located in a mid-size city in the Midwest. Three Mountains is a general medical and surgical facility with 400 beds. Last year there were approximately 62,000 emergency visits and 15,000 admissions. More than 6,000 outpatient and 10,000 inpatient surgeries were performed.
An important aspect of the provider/patient relationship pertains to open communication and trust. Patients want to know that their doctors and the support staff associated with their care understand their wishes and will abide by them. Ideally, these conversations happen well before an emergency or procedure takes place; however, often times this information is missing from a patient's file. As part of Three Mountains' initiative to build trust with their patients, an increased emphasis has been placed on obtaining living wills from the patient as part of the intake process to ensure that the healthcare team has written directives of the patient's wishes in case of incapacitation. You will be creating a living will for a patient and provide educational information as to why the patient should fill it out during the admission process before a procedure.
Introduction:
Explain the definition of a living will and its key components. This section will provide an educational overview of the document for the patient.
Living Will Template:
Create a living will that can serve as a template to the patients. This should cover the basic treatment issues such as resuscitation, feeding tubes, ventilation, organ and tissue donations, etc. Provide instructions in the template that can be easily altered, depending on each patient's wishes.
Summary:
In this section, you will discuss the importance of this document and encourage patients to complete it. Address how this document ensures that a patient's wishes are known and followed by the healthcare team.
NOTE
- APA formatting and proper grammar, punctuation, and form required.
.
CompetencyAnalyze collaboration tools to support organizatio.docxbartholomeocoombs
Competency
Analyze collaboration tools to support organizational goals.
Scenario
You are a new manager at Elliot Building Supplies International who has seen huge success in managing your global team remotely. This success has been shown in the team outcomes/production and employee satisfaction and engagement. Senior leadership has taken notice of your success and has asked you to create a presentation to share with your peers, who also manage remotely, that explains the best collaboration tools for remote teams. Also, you will explain the best way to manage effectively and create a motivating and satisfying work environment that supports collaboration.
Instructions
You will need to include the following in your PowerPoint presentation.
Presentation welcome/introduction slide.
Collaboration tools that you have used to be successful.
This should include at least 4 different types of tools.
Each type should be explained in detail, along with the benefits it provides.
Critical skills to successfully manage remote employees.
Closing slide to share final thoughts and ideas.
.
More Related Content
Similar to Aaa assessment 2Assessment description.pdfCritical Thinki.docx
242019 Assignment due Week 5 - Mainstream media and HIVAIDS.docxvickeryr87
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 1/3
Assignment due Week 5 - Mainstream media and HIV/AIDS
Due Thursday by 11:59pm Points 30 Submitting a text entry box or a file upload
Assignment Rubric
Submit Assignment
Purpose
Critical analysis is a vital part of learning. The goal of this assignment is to help you practice
your skills in reading mainstream media articles and being able to critically evaluate it as a
source of information.
Instruc ons
Your analysis of the article should exhibit careful thought, logical reasoning and provide evidence for your
answers. Each post should be at least two well-developed paragraph (approximately 4-6 sentences each
minimum). Use correct spelling, punctuation, and grammar.
Identify an article released by the mainstream media to the general public that discusses HIV/AIDS.
Example of an article is Botswana HIV Aids Deaths Decline
(https://allafrica.com/stories/201810030288.html) .
1. Identify which levels of the SEM are being addressed
2. Identify which levels of the SEM not addressed
3. In what ways might this article lead to stigma and discrimination that places a person or group at risk of
contracting HIV/AIDS?
4. Provide a written opinion on the how this article positively, negatively, or even excludes information
that contributes to the stemming of the HIV/AIDS epidemic.
Submission Details
Due: Thursday by 11:59 pm
Grading Criteria
Opinion based in logical reasoning and evidence: 4 points
Identified SEM levels (both addressed and not addressed): 2 points
Length of post approximately 4-6 sentences or more: 2 points
Spelling and grammar: 2 points
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 2/3
Criteria Ratings Pts
8.0 pts
8.0 pts
4.0 pts
3.0 pts
Organization
8.0 pts
Full Marks
Writing shows high
degree of attention
to logic and
reasoning of points.
Unity clearly leads
the reader to the
conclusion and stirs
thought regarding
the topic.
6.0 pts
Above Average
Writing is coherent
and logically
organized with
transitions used
between ideas and
paragraphs to
create coherence.
Overall unity of
ideas is present.
4.0 pts
Adequate
Writing is coherent
and logically
organized. Some
points remain
misplaced and
stray from the topic.
Transitions evident
but not used
throughout essay.
2.0 pts
Inadequate
Writing lacks
logical
organization.
It shows
some
coherence
but ideas
lack unity.
Serious
errors.
0.0 pts
No
Marks
Level of
Content
8.0 pts
Full Marks
Content indicates
synthesis of ideas,
in-depth analysis
and evidences
original thought and
support for the topic.
6.0 pts
Above Average
Content
indicates
original thinking
and develops
ideas with
sufficient and
firm evidence.
4.0 pts
Adequate
Content
indicates
thinking and
reasoning
app.
7012EHR
Organisational Change
AssEssent GuidE
Assessment 3: Reflective Learning Journal
Weight: 35%
Task Description:
You are required to maintain a record of what you have learned from readings, lectures and class discussions and incorporate them in a written report of 1800 words (plus or minus 10%), excluding cover page, contents, references and appendices.
The report is to comprise three main components:
1. Reflective observation — what you consider you have learned from the course:
• What did you notice or learn that you want to remember?
• How did what you have learned relate to your previous personal/professional experience?
2. Abstract generalisation — your conclusions from the learning outcomes:
What conclusions, principles, or guidelines can you draw from what you have learned from the course?
• About what you have learned from the topics covered?
• About your prior assumptions regarding the topics covered?
• About yourself?
3. Application — how you are going to apply what you have learned from the course:
• To future academic assignments (this course and/or others)?
• As a change agent/leader in the workplace?
Marking Criteria:
• Understanding and critical analyses of course concepts, theories and frameworks
• Evidence of critical reflection and evaluation of what you have learned
• Demonstrated ability to synthesise and apply course information to your future studies and or/work
• Report presentation (clarity, internal flow, referencing)
Reflective Learning Journal
Step 1: Record your reflections
· Use the Reflective Log Template (table attached below, full version can be found under the ‘Assessment tab’ at [email protected] to record your learning activities throughout the semester.
· The three columns in the learning log correspond with the three sections in the report.
· Reflections can be recorded during or closely after the sessions.
· The focus of the reflection could be the weekly lecture topic, or you may like to focus on a particular reading for the week.
· Remember you will need to incorporate at least 6 of the weekly readings into the final report.
Reflective Learning Log Template
Activity
(the focus of your reflection)
Weekly lecture topic or reading
What … Reflective observation
… is the situation?
… am I trying to achieve?
… actions did I take?
… was the response of others?
… were the consequences –
for myself/for others?
So what … Abstract generalisations or conclusions drawn from the reflection
… does this teach me?
… was I thinking and feeling?
… other knowledge can I bring to the situation?
… is my new understanding of the situation?
Now what … Application
… do I need to do to improve things?
… broader issues need to be considered if
this action is to be successful?
… might I do differently in the future?
… might be the consequences of this action?
Ie: Week 1 (24th July) –Introduction to the new economy
Article (Weick & Quinn, 1999)
Step 2: Write the report
Once you hav.
Preparing for the AssessmentMN7367 Week 7 Lecture 1Anne-.docxharrisonhoward80223
Preparing for the Assessment
MN7367 Week 7 Lecture 1
Anne-marie Greene
1
Brewis, Jo (Prof.) (BJ() - Add module code and name here
Your assessment
Part 1
Essay Assignment
50% of overall mark
Part 2
Unseen Examination
50% of overall mark
A Two-Headed Monster?
Essay Assignment 2017
The ability of HRM to lead to improved organisational performance is contingent on achieving a fit between business strategy and HRM practice. Discuss the validity of this statement with specific reference to two HRM practices.
As a business operating in markets all around the world, we believe diversity brings benefits for our customers, our business and our people. We want a connected workforce that reflects the communities where we operate and helps us meet the needs of customers from all walks of life. Different ideas and perspectives help us innovate, manage risk, and grow the business in a sustainable way…Diversity and inclusion is part of who we are at HSBC. It is vital to the future of our business (HSBC Bank). Consider this recent organisational statement on diversity and discuss the rationale for attention to equality and diversity issues within human resource management, reflecting on both business case and moral/social justice cases.
Sociologists tend to see conflict as normal part of organisational functioning. Consider the implications of this view for the management of people within organisations, with specific reference to two HRM practices.
Discuss whether you agree with the view which sees that ‘the importance of HRM lies not in the objective reality of its normative models and their implementation, but in the… reality of its rhetoric… redefining the meaning of work and the way individual employees relate to their employers.’ (Legge, 2005: 123)
Most mainstream HRM research starts from the premise of there being a generic, universal worker. Discuss the extent to which you agree with this statement, reflecting on the factors that determine an organisation’s approach to HRM?
‘A core managerial belief appears to be that not only is managing through the payment system the most appropriate means of managing human resources, but that the existence of a payment system is also sufficient for managing human resources’. Discuss this statement, looking at the centrality of payment systems within, and the common problems faced in performance management.
Essay Assignment
3,000 word essay (+/- 10%)
Selection of ONE essay question ONLY from a possible selection of six.
Deadline Tuesday 12th December 2017.
A penalty of 10% of the available marks will be imposed if a student misses the above deadline
A further penalty of 5% will be imposed for every ten subsequent working days the submission is late.
Submit the Assignment via the Turnitin link on BB
Q from seminar 1: Turnitin: can I submit my essay and check for plagiarism?
A: No, this is not allowed. You must avoid plagiarism from the beginning and before you submit.
Answer the quest.
Assessment Task 1 Leadership Development ReportThis assessmen.docxdavezstarr61655
Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good result
THE TASK
1. Explore the Central Michigan University competencies model (5 clusters eg. Self-Management, Leading others, Task management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or potential leader) within the context of the CMU (eg. Create a clear vision of yourself in approx. 5-10 years time – only then will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and describe how they relate to you and your leadership development (again in the context of the CMU model eg. Blake and Mouton model grid)
4. Create a leadership development plan (*Starting point – Acti.
Assessment Task 1 Leadership Development ReportThis assessmen.docxfredharris32
Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good result
THE TASK
1. Explore the Central Michigan University competencies model (5 clusters eg. Self-Management, Leading others, Task management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or potential leader) within the context of the CMU (eg. Create a clear vision of yourself in approx. 5-10 years time – only then will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and describe how they relate to you and your leadership development (again in the context of the CMU model eg. Blake and Mouton model grid)
4. Create a leadership development plan (*Starting point – Acti ...
Running head TEST SPECIFICATIONS1TEST SPECIFICATIONS.docxjeanettehully
Running head: TEST SPECIFICATIONS
1
TEST SPECIFICATIONS
5
Thanks for the application assignment submission. Below is the grading rubric for the application assignments. Use it in conjunction with the edits in the manuscript.
Comments:
So, the scorecard approach seems to be trying to make a qualitative or projective technique quantitative. Great minds have failed miserably with this approach. I may be misunderstanding what was described. Do consider a) how you will explain this more clearly when we get to the sample items and instructions and b) how you will show that different raters (questioners) can demonstrate reliability and validity.
Responsiveness
4
Content Knowledge
4
Quality of writing
4
Total
12
Application Assignment Rubric
Grading Rubric: Application Assignments 12 possible points per application assignment
scored on the first three indicators (Responsiveness, Content, and Quality).
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
RESPONSIVENESS
(AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
(4 points)
Paper or writing assignment is unresponsive to the requirements given in the instructions. The content misses the point of the assigned or selected topic; and/or relies primarily on anecdotal evidence (e.g., largely comprised of student opinion); and/or contains little or no evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content is somewhat misses the point of the assigned or selected topic; and/or lacks in substance, relying more on anecdotal than scholarly evidence (e.g., largely comprised of student opinion); and/or contains minimal evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and meets the requirements given in the instructions. It responds to the assigned or selected topic; is substantive and evidence based; demonstrates clearly that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It responds to assigned or selected topic; demonstrates insight beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what is known about the topic, unearths something unanticipated, etc.); is substantive and evidence-based; demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful wa ...
The assignment is to write a paper reflecting on 2-3 topics that w.docxarnoldmeredith47041
The assignment is to write a paper reflecting on 2-3 topics that were interesting in the second half of the semester and how you might apply them in the future to your profession. The reflection paper must be at least minimum 2 pages in length but no longer than 3 pages. The reflection paper must be completed in APA format and must provide at minimum 3 outside resources. Please take a few minutes to review the grading rubic, most of what you will review has to do with content and ensuring you are correct writing style. When completing assignment, please upload the document.
Due Friday August 16th, 2019
TOPICS ARE:
· Ergogenic Aids and Performance
&
· Training at Altitude
FUTURE PROFESSION: Physical Therapy
RUBRIC ~
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeComprehension of Material
10.0 pts
Demonstrates excellent comprehension of the assignment’s key principles and issues.
8.5 pts
Demonstrates good comprehension of the assignment’s key principles and issues.
7.5 pts
Demonstrates fair comprehension of the assignment’s key principles and issues.
6.5 pts
Demonstrates poor comprehension of the assignment’s key principles and issues.
0.0 pts
No work submitted.
10.0 pts
This criterion is linked to a Learning OutcomeDevelopment of Main Points
10.0 pts
Develops main points well in a logical, organized manner.
8.5 pts
Ideas are mostly presented in a logical, organized manner.
7.5 pts
Ideas may stray from topic and are presented with little logic and organization.
6.5 pts
Logic and organization are missing.
0.0 pts
No work submitted.
10.0 pts
This criterion is linked to a Learning OutcomeCritical Thinking
10.0 pts
Offers thorough constructive critique and/or in-depth analysis, insight, reflection.
8.5 pts
Occasionally offers constructive critique and/or in-depth analysis, insight, reflection.
7.5 pts
Offers insufficient constructive critique and/or in-depth analysis, insight, reflection.
6.5 pts
Lacks constructive critique ad/or in-depth analysis, insight, reflection.
0.0 pts
No work submitted.
10.0 pts
This criterion is linked to a Learning OutcomeUse of Resources
5.0 pts
Uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
4.0 pts
Mostly uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
3.0 pts
Sometimes uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
2.0 pts
Rarely uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
0.0 pts
Never uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.
5.0 pts
This criterion is linked to a Learning OutcomeSynthesis Through Use of Words
10.0 pts
Always uses own words to synthesize li.
School of Business and Law CQUniversity Australia .docxanhlodge
School of Business and Law CQUniversity Australia CRICOS Provider Code: 02219C
Page 1 out of 2
MGMT 20135: Critical Thinking and Managerial Decision Making
Assessment 1: Practical and Written Assessment-Article Review
This assessment item accounts for 30% of your final grade for this unit and must be
completed by students individually.
Due: The assessment is due at 5.00 PM on Monday, 30th. July, 2018 AEST in Week 4.
Task: The review must be 1500 words (+/-10%) in length.
Cover page: The essay must include a cover page that contains your name, student number,
resident campus, assessment title, and lecturer.
Minimum number of peer-reviewed journal articles to pass: 10
Both on-campus students and Distance students must write a review article and submit
online via Moodle by the due date.
Format: Text should be word-processed, with appropriate layout and use of headings/sub-
headings. Times New Roman, 12 size font and line spacing (1.5).
Referencing: The list of references should form the last page or two, at the end of the
assessment. Referencing should be in a consistent APA style.
Please save/upload your file in either a Word format (.doc or .docx) or pdf. format.
Task Description: The purpose of this task is for you to demonstrate your ability to critically
analyze, synthesize and evaluate information and present that information in a written format.
A list of articles will be available on the unit’s Moodle site for you to choose from. You
will then write a critical article review based around your responses to the following questions.
Critical Analysis
o What is the background of the research? (Background)
o What is the research problem? What do we know about the research
problem? What do we not know? (Research objective and literature
review)
o What are the core research questions the article addresses? Why are
they important to address? (Research questions)
o How was the research conducted? (Methodology)
o What where the major findings? (Findings)
o What are the significance of the findings for future research or
management practice? (Significance/implications)
Critical evaluation
School of Business and Law CQUniversity Australia CRICOS Provider Code: 02219C
Page 2 out of 2
o In your view, are there any limitations with this research?
o What are some of the assumptions that the authors have made in this
research? Do you agree with them?
o What is your overall evaluation of the article's effectiveness and
credibility?
Please do not simply list the questions and your response to them. The questions are to be
used simply as a means for you to critically think about your chosen article. Your review
needs to contain answers to these questions, but they need to be in essay format, that is,
containing introduction section, body paragraphs and a conclusion section.
MGMT 20135: Marking Rubrics for.
MSN Evaluation Criteria for Applications and Formal PapersCriteria.docxgilpinleeanna
MSN Evaluation Criteria for Applications and Formal Papers
Criteria
Levels of Achievement
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking
(0–30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the Assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear
(0–5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the Assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the Assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the Assignment’s key concepts
(0–10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e., video, required readings, and textbook) and credible outside resources
(0–20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3–4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3–4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3–4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integ ...
College-Level Writing RUBRIC
C
ri
te
ri
a
Performance
Indicators
Target/
High Proficiency
15
Proficiency
12
Acceptable
9
Needs Improvement
6
Unacceptable
3
C
o
v
e
ra
g
e
&
O
rg
a
n
iz
a
ti
o
n
Content‐Specific
Assignment Criteriai
∙Writing meets all
assignment content
∙Writing meets most
assignment content
∙Writing meets minimum
assignment content
∙Writing meets
some/few assignment
∙Writing does not
meet assignment
as per Instructor
Guidelines
requirements. requirements. requirements. content requirements. content
requirements.
∙Writing is clear and ∙Writing is generally clear and ∙Writing is adequate in ∙Writing may be unclear ∙Writing is
appropriate for the appropriate for the purpose of terms of clarity and and/or inappropriate unclear and
Purpose purpose of the the assignment—with some appropriateness for the for the purpose of the inappropriate for
& assignment. exceptions. purpose of the assignment. the purpose of
Support ∙All evidence and ∙Evidence and examples are assignment. ∙Evidence and examples the assignment.
examples are generally effective, specific ∙Evidence and examples may require further ∙Evidence and
effective, specific and and relevant—with some meet basic requirements development to be examples are not
relevant. exceptions. for being effective, adequately effective, effective, specific
specific and relevant. specific and relevant. and/or relevant.
∙Ideas are coherently ∙Organization of ideas is ∙Organization of ideas ∙Organization of ideas ∙Ideas are
and logically generally coherent and logical. meets the minimum does not meet the incoherent and
Structure & organized with well‐ ∙In addition, most paragraphs requirement for being minimum requirement illogically
Development developed paragraphs are well‐developed and use coherent and logical. for coherent and logical. organized.
and effective effective transitions. ∙Some paragraphs may ∙Paragraphs lack ∙Paragraphs are
transitions. be well‐developed and development and/or fail undeveloped
use effective transitions to employ transitions and need
while others do not. effectively. transitions.
∙All sources are
critically reviewediii,
∙Most sources are critically
reviewed and documented
∙Sources meet the
minimum requirements
∙Sources do not meet
the minimum
∙Insufficient
sources and/or
Documentation of documented and following standard practices of for being critically requirements for being insufficient
Sources formatted following the field (APA, MLA, Turabian, reviewed and critically reviewed and quality, critical
standard practices of CMS, etc.). documented following documented following review and
the field (APA, MLA, standard practices of the standard practices of documentation.
Turabian, CMS, etc.). field (APA, MLA, the field (APA, MLA, Standard
Turabian, CMS, etc.). Turabian, CMS, etc.). practices of the
field are not ...
The name of the company is South west airlinei chose action pla.docxdennisa15
The name of the company is South west airline
i chose action plan and evaluative plan
Final Project: Final Paper, Presentation, and Peer Assessment
This assignment is a group project. Students will be placed into groups consisting of groups of four or five students each. Groups will be assigned early, and the expectation is that the groups will work on the various parts of the assignment as relevant material is covered throughout the course. The group will act as a self-directed team, and will therefore determine its own timetable, task list, guidelines for communication, goals, and so forth. As an individual, you are expected to participate fully in the project. Everyone in your group will receive the same grade for the project.
Your group will create a strategic plan and present the plan in a professional manner. The plan requires a paper turn in to the Assignment Folder and a PowerPoint presentation that is presented in the last week of class.
All students in the group will receive the same grade for the final paper and the presentation.
However, if a student fails to contribute to the project, the student will earn a zero for the assignment and/or PowerPoint presentation.
By completing this assignment, students will meet the outcome(s):
examine the impact of ethical decision making, social responsibility, stakeholder analysis, and corporate governance on organizations and society
formulate and evaluate an organization's vision and mission statement, and develop long-term objectives
analyze and synthesize strengths, weaknesses, opportunities, and threats (SWOT) to generate, prioritize, and implement alternative strategies in order to write and present a strategic plan
evaluate the outcomes of selected strategies to determine their success and impact on the achievement of an organization's vision and mission
Required Elements to include in Applied Final Project:
The strategic plan should include:
Ø vision and mission
Ø background organization
Ø industry analysis
Ø competitive analysis
Ø financial analysis
Ø technique analysis (using one technique from chapter 6)
Ø alternative strategy generation
Ø SWOT analysis
Ø strategy and prioritization selection
Ø action plan
Ø evaluative plan
Identify strategies
Discuss strategies used at the corporate, business and function levels using the concepts learned in the course.
Demonstrate critical thinking in the assessment.
Required Formatting of Paper:
This report should be double spaced, 12-point font, 20 - 25 pages in length excluding the title page and reference page;
This paper should be written in the third person. No script should contain the words “I or we;”
Title page with your name, the course name, the date, and instructor’s name;
Include a reference page;
Use APA formatting for in-text citations and reference page. You are expected to paraphrase and not use quotes. Deductions will be taken when quotes are used and found to be unnecessary;
Submit the paper in the Assignment Folder.
Final Project HR Plan Week 8 DUE Wednesday July 27, 2017 BEF.docxAKHIL969626
Final Project HR Plan: Week 8
DUE: Wednesday July 27, 2017 BEFORE 11:55 PM CST
Top of Form 1
Assignment Instructions:
Guidelines for HR Plan
Overview:You have acquired a vast knowledge about multiple topics relevant to managers and HR employees. You will apply your learning by presenting an overall HR plan for an organization that you have chosen to work on throughout the course (fictitious or real). This is your opportunity to demonstrate your ability to consider and recommend actions to management on how the organization can be most competitive in the global environment by utilizing the organizations best asset; its human resources.
Development of the PlanYou will come up with a fictitious organization or you can use a real organization that is familiar throughout the course. The end product is a paper that presents a comprehensive HR plan for the organization that includes the concepts that you have learned from the text and outside resources.
Parameters for the organization:
You are free to describe the organization with which you will be associated. You will need to provide some level of detail of your organization. Use your general knowledge, coursework, and research to accomplish this.
· Even though you are required to provide general organizational details, your primary function is human resources. Analyze based on this premise.
· Assume that a core group of managers and employees (approximately 250) are already in place.
· Your organization can produce a product or perform a service.
· Requirements for the Overview of the organization
Description of what the organization does and organizational structure. Be specific. You may include an organizational chart.
· How does the organization operate? How are tasks/work projects accomplished?
· Is the organization domestic or international? Locations?
· Who are the competitors?
· What are the factors that you believe are critical to success in this organization?
· What is the culture like?
· How is information communicated?
· Why would people want to work for this organization?
HR Topics that MUST be addressed in the paper
· Recruitment and Selection: Include the job description and interview questions . A discussion and analysis of why and how you developed these tools must be included in the paper. Best practices based on the research and your text should be discussed.
· Compensation and Benefits: Include the compensation package for each position. A discussion and analysis of why and how you developed these tools must be included in the paper. Best practices based on the research and your text should be discussed.
· Performance Management: Include a performance appraisal and management system.A discussion and analysis of why and how you developed these tools must be included in the paper. Best practices based on the research and your text should be discussed.
· Training Program: Include a training program overview. A discussion and analysis of why and how you deve ...
ENG-106 Rubric: Proposal Essay
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content & Ideas – 40%
Proposal
Content and Ideas Should:
Include an effective title.
Use a thesis that centers on a proposal argument.
Give a problem presence.
Develop the proposal argument by using claim-type strategies that support proposals (categorical, ethical, and/or cause and effect claims).
Present specific evidence to supplement supporting arguments.
40%
Does not have title, and has missing or indiscernible thesis statement and minimal evidence to support main ideas. The writer gives the problem no presence. Argument includes elements of a proposal, but the argument does not center on the proposal. The writer does not use strategies that support proposal arguments.
Title may not suggest subject and does not spark interest. Thesis statement and/or the controlling idea are not clearly stated. The writer gives the problem little presence. Argument includes elements of proposals, but the argument does not center on a proposal and/or the writer does not use strategies that support proposal arguments very well. Ideas are underdeveloped and clichéd. They do not support the thesis. Evidence from outside sources can be irrelevant.
Title suggests subject but does not spark interest. Thesis statement identifies the main point the author is trying to make. The writer gives the problem some presence, though the problem could be explained more forcefully. Most of content relates to thesis statement, but lacks sufficient support through appropriate strategies for making proposal arguments (categorical, ethical, and/or cause and effect claims). Argument may not center specifically on a proposal. Cited evidence sometimes does not justify ideas.
Title suggests subject but does not necessarily spark interest. Thesis statement clearly identifies the main point the author is trying to make. The writer gives the problem presence. Argument centers specifically on a proposal and uses strategies that support it (categorical, ethical, and/or cause and effect claims). Most of the content supports thesis, and cited evidence usually justifies ideas.
Title suggests subject and sparks interest. With a clear, controlling idea, thesis statement effectively identifies the main proposal the student is trying to make. The student gives the problem full presence. Content supports thesis well by effectively using strategies that support proposals as necessary (categorical, ethical, and/or cause and effect claims). Specific, cited evidence justifies ideas and enriches the essay.
Organization – 12%
Organization
12%
No apparent organization present. The piece does not explain that a problem exists, provide a solution, and/or justify the solution. Ineffective introduction does not invite readers or explain the subject. The reader cannot find the thesis statement. Underdeveloped paragraphs lack focus and topic sent ...
Week 6 Reflection Final Draft Revision Guidelines Still as .docxcockekeshia
Week 6 Reflection Final Draft Revision Guidelines:
Still as Easy as A, B, C, 1, 2, 3, Baby, You and Me!
These guidelines are meant to help you improve your rough draft from Week 4 into your final draft.
In Week 4, you used a worksheet to review the writing process and walk you through creating a rough draft of your reflection paper. Now it’s time to revise and finalize your paper. Make sure to use the guidelines below and any feedback from your instructor.
Due Date: Day 7 of Week 6
Length: 3-5 pages, double-spaced
Goal: Using AWE and the Undergraduate Template
Start by Reviewing the Undergraduate Writing Template File found in the Week 4 or Week 6 Learning Resources.
Make sure to read through the instructions and writing advice in the template.
Next, use the template to properly format what you’ve already written.
Make sure to Save As with the file and name it according to our usual naming convention:
WK6Assgn2+last name+first initial
Are there any additional comments or examples you want to add from Weeks 5 and 6? How about the journal entry or the final picture of all your Smarter Measure self-assessments? Consider the Week 5 discussion and assignments.
Lastly, consider the overall course themes and ideas: being human in our virtual world while living and learning in a technological world which relates to finding your identity in a virtual space, tool using animals, balancing life and your time, learning styles and strategies, perspectives on reality, important vs. essential technology, connecting and disconnecting online, and social change.
Write up any additional sentences directly into your paper in the appropriate sections or create new paragraphs to include these.
Now that you’ve gotten all your ideas on paper and properly formatted, it is time to dive into the revision and proofreading stages.
Let’s start with Drafting and Revising. This can be compared to the “meat and potatoes” of the revision process because it serves as the main part of the meal in which everything else is based. It is the most important step because this is when you take a deeper look at the organization and coherence of your paper. In the drafting process, you look at the effectiveness of the ideas, organization and coherence of the paper, and the supportive analysis of ideas. This is an active process. You might move a word or two, change a sentence, or even rearrange an entire paragraph. You might even move a paragraph to another place in the body of the paper. You want to ensure your paper is readable, makes sense, and meets all the requirements of the assignment and scholarly writing expectations.
For More Info: http://academicguides.waldenu.edu/writingcenter/writingprocess/revising
As you are revising your paper for the writing elements, you also want to ensure you’ve met the assignment requirements:
· Your revision should include topic sentences, strong body paragraphs, a thesis statement, an introduction, and a conclusion. Us.
CJUS 310Research Paper – Outline InstructionsYou must provide .docxclarebernice
CJUS 310
Research Paper – Outline Instructions
You must provide an in-depth outline of the research paper you plan to write based on the topic you selected in Module/Week 2. Your outline must contain headings that correlate to your chosen topic:
Introduction
First Heading
Sub-heading
Second Heading
Sub-heading
Third Heading
Sub-heading
Conclusion
Reference List
You must describe each point with 1–2 sentences. See the Research Paper – Final Draft Instructions for details on each section of the paper.
See the Research Paper – Outline Grading Rubric for all grading criteria. You will receive written explanation if your outline needs to be modified.
This assignment is due by 11:59 p.m. (ET) on Monday of Module/Week 4.
CJUS 310
Research Paper – Final Instructions
Now that you have selected a topic, created an outline, and completed a rough draft, you will submit the final copy of your Research Paper. Below you will find detailed instructions for what needs to be included in each section of your paper as well as the details on the formatting.
Research Paper Guidelines
· Length of Paper: A minimum of 5 pages, excluding the title page, abstract, table of contents, reference list, and appendices.
· References: A minimum of 5 primary references and 5 biblical references. All references must be cited in the body of the paper and included in the reference list. Biblical references are only cited in text.
· Formatting: The paper must use 12-point, Times New Roman font and be double-spaced with 1-inch margins. The paper must follow current APA format.
Content
· Title Page: The title must be short and to the point. If the title is more than one line, double-space between the lines. The page header and page number appear at the top right of the title page. The title of the paper is centered on the page. Your name appears 1 double-space below the title. Your institutional affiliation appears 1 double-space below your name, then the course number and title 1 double-space below that. The running head must be in the upper right-hand corner.
· Abstract: A synopsis or executive summary of your project that also describes the purpose of the project and what it accomplishes.
· Introduction: A statement of your approach and assumptions, the background the reader needs to understand your approach, and an explanation of how you intend to address the main issues.
· First Heading: Presents an overview of the history and/or current learning related to the topic, based on literature and electronic sources. It provides the reader with an in-depth understanding regarding the topic.
· Second Heading: Provides the reader with an in-depth understanding of the topic and how the topic is applied in practical settings.
· Third Heading: Integrates the information about the topic and makes assumptions about the current and future use of juvenile justice. The presentation must provide the reader with sufficient information to understand and support the assumptions.
· Conclusi ...
Similar to Aaa assessment 2Assessment description.pdfCritical Thinki.docx (17)
CompetencyAnalyze how human resource standards and practices.docxbartholomeocoombs
Competency
Analyze how human resource standards and practices within the healthcare field support organizational mission, visions, and values.
Scenario
Wynn Regional Medical Center (WRMC) is the premier hospital in your area. The hospital has been in your city for over 100 years. Over the past decade, the hospital has been losing money for various reasons, though primarily due to uncompensated care. You were recently hired as the Vice President for Human Resources at WRMC, and part of your responsibilities include presenting historical information to participants of the new employee orientation.
Instructions
Create a PowerPoint presentation detailing the changing nature of the healthcare workforce. The presentation should contain speaker notes for each slide or voiceover narration. The presentation should address the following topics and questions:
Historical information on the changing healthcare workforce
How have legislation and policies changed in the past decade?
How have patient demographics changed in the past decade (baby boomers, generation X, millennials, ethnicities)?
How have patient centric approaches changed in the past decade (use of the Internet and social media to gather health information)?
Challenges associated with the changing healthcare workforce
What are some of the challenges associated with the policy and legislative changes?
What are some challenges associated with demographic changes?
What are some of the challenges associated with patients “researching” their own health instead of going to the doctor?
Current state of healthcare
What have been some of the improvements to the healthcare system over the last decade?
Resources
This
link
has information for creating a PowerPoint presentation.
Here is a
link
to information about adding speaker notes.
Here is a
link
to information about creating a voiceover narration using Screencast-O-Matic.
GRADING RUBRICS:
1.Clear and thorough explanation of the history of the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
2. Clear and thorough discussion of the challenges associated with the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
3. Comprehensive analysis of the current state of healthcare.
Includes a clear and thorough assessment of improvements to the healthcare system over the last decade and supports assertions with multiple supporting examples.
.
CompetencyAnalyze financial statements to assess performance.docxbartholomeocoombs
Competency
Analyze financial statements to assess performance and to ensure organizational improvement and long-term viability
.
Scenario
In an ongoing effort to explore the feasibility of expanding services into rural areas of the state, leadership at Memorial Hospital has determined that conducting a review of its financial condition will be essential to ensuring the organization’s ability to successfully achieve its expansion goals.
Instructions
The CFO has provided you with a copy of the organization’s
financial statements
. This information will be critical in evaluating the organization’s financial capacity to support the proposed expansion of services into the rural areas of the state.
You are asked to review these financial statements (which include the Income Statement, Statement of Cash Flows, and the Balance Sheet) and prepare an executive summary outlining the financial strength of the organization and evidence to support the expansion. Your executive summary should include the following:
An overview of the issue.
A review of critical financial ratios (Liquidity, Solvency, Profitability, and Efficiency) based on financial statements.
Inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios.
Provide a recommendation based on ration analysis.
Resources
This
link
has information for creating an executive summary.
Grading Rubric:
1.
Comprehensive identification of summary of the issue. Includes multiple examples or supporting details.
2. Clear and thorough review of critical financial ratios--Liquidity, Solvency, Profitability, and Efficiency--based on financial statements. Includes multiple examples or supporting details per topic.
3. Clear and thorough inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios. Includes multiple examples or supporting details per topic.
4. Comprehensive recommendation, based on ration analysis. Includes multiple examples or supporting details.
.
CompetencyAnalyze ethical and legal dilemmas that healthcare.docxbartholomeocoombs
Competency
Analyze ethical and legal dilemmas that healthcare workers may encounter in the medical field.
Instructions
You have recently been promoted to Health Services Manager at Three Mountains Regional Hospital, a small hospital located in a mid-size city in the Midwest. Three Mountains is a general medical and surgical facility with 400 beds. Last year there were approximately 62,000 emergency visits and 15,000 admissions. More than 6,000 outpatient and 10,000 inpatient surgeries were performed.
An important aspect of the provider/patient relationship pertains to open communication and trust. Patients want to know that their doctors and the support staff associated with their care understand their wishes and will abide by them. Ideally, these conversations happen well before an emergency or procedure takes place; however, often times this information is missing from a patient's file. As part of Three Mountains' initiative to build trust with their patients, an increased emphasis has been placed on obtaining living wills from the patient as part of the intake process to ensure that the healthcare team has written directives of the patient's wishes in case of incapacitation. You will be creating a living will for a patient and provide educational information as to why the patient should fill it out during the admission process before a procedure.
Introduction:
Explain the definition of a living will and its key components. This section will provide an educational overview of the document for the patient.
Living Will Template:
Create a living will that can serve as a template to the patients. This should cover the basic treatment issues such as resuscitation, feeding tubes, ventilation, organ and tissue donations, etc. Provide instructions in the template that can be easily altered, depending on each patient's wishes.
Summary:
In this section, you will discuss the importance of this document and encourage patients to complete it. Address how this document ensures that a patient's wishes are known and followed by the healthcare team.
NOTE
- APA formatting and proper grammar, punctuation, and form required. APA help is available
here.
.
CompetencyAnalyze ethical and legal dilemmas that healthcare wor.docxbartholomeocoombs
Competency
Analyze ethical and legal dilemmas that healthcare workers may encounter in the medical field.
Instructions
You have recently been promoted to Health Services Manager at Three Mountains Regional Hospital, a small hospital located in a mid-size city in the Midwest. Three Mountains is a general medical and surgical facility with 400 beds. Last year there were approximately 62,000 emergency visits and 15,000 admissions. More than 6,000 outpatient and 10,000 inpatient surgeries were performed.
An important aspect of the provider/patient relationship pertains to open communication and trust. Patients want to know that their doctors and the support staff associated with their care understand their wishes and will abide by them. Ideally, these conversations happen well before an emergency or procedure takes place; however, often times this information is missing from a patient's file. As part of Three Mountains' initiative to build trust with their patients, an increased emphasis has been placed on obtaining living wills from the patient as part of the intake process to ensure that the healthcare team has written directives of the patient's wishes in case of incapacitation. You will be creating a living will for a patient and provide educational information as to why the patient should fill it out during the admission process before a procedure.
Introduction:
Explain the definition of a living will and its key components. This section will provide an educational overview of the document for the patient.
Living Will Template:
Create a living will that can serve as a template to the patients. This should cover the basic treatment issues such as resuscitation, feeding tubes, ventilation, organ and tissue donations, etc. Provide instructions in the template that can be easily altered, depending on each patient's wishes.
Summary:
In this section, you will discuss the importance of this document and encourage patients to complete it. Address how this document ensures that a patient's wishes are known and followed by the healthcare team.
NOTE
- APA formatting and proper grammar, punctuation, and form required.
.
CompetencyAnalyze collaboration tools to support organizatio.docxbartholomeocoombs
Competency
Analyze collaboration tools to support organizational goals.
Scenario
You are a new manager at Elliot Building Supplies International who has seen huge success in managing your global team remotely. This success has been shown in the team outcomes/production and employee satisfaction and engagement. Senior leadership has taken notice of your success and has asked you to create a presentation to share with your peers, who also manage remotely, that explains the best collaboration tools for remote teams. Also, you will explain the best way to manage effectively and create a motivating and satisfying work environment that supports collaboration.
Instructions
You will need to include the following in your PowerPoint presentation.
Presentation welcome/introduction slide.
Collaboration tools that you have used to be successful.
This should include at least 4 different types of tools.
Each type should be explained in detail, along with the benefits it provides.
Critical skills to successfully manage remote employees.
Closing slide to share final thoughts and ideas.
.
Competency Checklist and Professional Development Resources .docxbartholomeocoombs
Competency Checklist and Professional Development Resources
An important and yet often overlooked function of leadership in an early childhood program is the ability to positively influence the people in the program. For this group assignment, consider the characteristics of a leader who can support and lead teachers in reflective teaching. This type of self-reflection is the first step to understanding how a supervisor supports teachers to accomplish their goals through mentoring. For this assignment, your group will need to address the following two components:
Part 1
: Consider the following question as your group completes the competency checklist below: What might be evidence that a teacher leader possesses the competence to also be a mentor? You are encouraged to evenly divide the competencies among your group, so that each member contributes to providing brief examples of interactions while highlighting the characteristic(s) that demonstrates each competency. While this portion can be completed independently, you should then collaborate to ensure that each group member provides feedback before submitting the full collaborative document.
Competency Checklist
Competency
Describe an example of a teacher-leader with children (when acting as a teacher)
Describe an example of a teacher-leader with adults (when acting as a supervisor)
Listens well, does not interrupt, and respects the pace of the other person
Is able to wait for others to discover solutions, form own ideas, and reflect
Asks questions that encourage details
Is aware of and comfortable with his or her feelings and the emotions of others
Is responsive to others
Guides, nurtures, supports, and empathizes
Integrates emotion and intellect
Fosters reflection or wondering by others
Is aware of how others’ reactions affect a process of dialogue and reflection, including sensitivity to bias and cultural context
Is willing to have consistent and predictable meeting times and places
Is flexible and available
Is able to form trusting relationships
Part 2:
Professional Development Resources Document
–Early childhood programs have numerous curriculum options which may contribute to a need to support teachers and staff in a curriculum context they are not familiar with. Therefore, as we prepare to support protégés, we can refer to the National Association of the Education of Young Children core standards for professional development, to promote the use of best practices. These six core standards, briefly describe what early childhood professionals should know and be able to do. After reading each of the
NAEYC Standards for Early Childhood Professional Preparation Programs (Links to an external site.)
, focus on the first four standards:
STANDARD 1.
PROMOTING CHILD DEVELOPMENT AND LEARNING
STANDARD 2.
BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
STANDARD 3.
OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
STANDARD 4.
US.
Competency 6 Enagage with Communities and Organizations (3 hrs) (1 .docxbartholomeocoombs
Competency 6: Enagage with Communities and Organizations (3 hrs) (1 to 2 Pages)
Behavior: use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.
For this assignment, you are to explore how your community is addressing the needs of its citizens during the CoVID 19 situation. Explore how you can consult and connect with community leaders and organizations to be a part of solutions in your community. Provide a detailed account of your exploration of community needs, as well as how you participated at the community level to address the needs of your community.
.
Competency 2 Examine the organizational behavior within busines.docxbartholomeocoombs
Competency 2: Examine the organizational behavior within business systems
Provide the name of the corporation you will be using as the basis for this project.
Provide the organization’s purpose or mission statement.
Describe the organization's industry.
Provide the name and position of the person interviewed during this portion of the assignment (indicate as much pertinent information (e.g., length of service with company, previous roles in the company, educational background, etc.).
Provide the list of interview questions you asked the manager/executive.
Indicate which two - three of the following concepts from this competency that you intend to evaluate the organization/team on and describe the company’s/team’s current situation with each topic you’ve selected:
Motivational theories
Psychological contract
Job design
Use of evaluation, feedback and rewards
Misbehavior
Individual or organizational stress
Provide citations in APA format for any references
.
CompetenciesEvaluate the challenges and benefits of employ.docxbartholomeocoombs
Competencies
Evaluate the challenges and benefits of employing a diverse workforce.
Design a plan for conducting business and managing employees in a global society.
Critique the actions of organizations as they integrate diverse perspectives into their cultures.
Evaluate the role of identity, diverse segments, and cultural backgrounds within organizations.
Attribute different cultural perspectives to current social-cultural dimensions.
Analyze the importance of managing a diverse workforce.
Scenario Information
Your company has been nominated for a national diversity award associated with your efforts and dedication to diversity initiatives in the workplace and their impact on the organization and community. You have been asked to summarize your efforts for the year in a slide presentation for the diversity committee who selects the winner. Be sure to include details of the changes you made in your organization and the impact the changes made.
Instructions
As part of your nomination, you have been asked to create a slide presentation including a voice recording for your entry (Voice Recording not needed). Remember your audience when giving your presentation and include the following slides:
Title slide
Highlighting the importance of workplace diversity
Discussing the points that were included in your diversity plan
Describing how culture and inclusion impact your organization
Providing examples of how diverse workgroups work together in the workplace
Gives examples of strategies used to incorporate Hofstede's cultural dimensions in a global workforce
Provides best practices for managers associated with managing a diverse, global workforce
Conclusion slide that includes a summary of why you should win this award
Any additional, relevant information
References
.
CompetenciesDescribe the supply chain management principle.docxbartholomeocoombs
Competencies
Describe the supply chain management principles through the flow of information, materials, services, and resources.
Analyze the external and internal drivers that influence supply chain principles.
Evaluate supply chain management operational best practices.
Compare the nature of logistics operations and services in both international and domestic contexts.
Apply strategic supply chain management to logistics systems.
Analyze different software systems and technology strategies used in supply chain management.
Scenario
You have just been promoted to Senior Analyst at Mitchell Consulting, a firm that specializes in providing managerial expertise in supply chain management. After completing many assignments under the supervision of a Senior Analyst, your role now allows you to make selections for clients. You are assigned a new client, Scent
Solution
s. Your new manager, Partner Ronda Anderson, has directed you to work on this case and provide analysis and options to resolve the problems directly to the client.
Scent
.
CompetenciesABCDF1.1 Create oral, written, or visual .docxbartholomeocoombs
Competencies
A
B
C
D
F
1.1: Create oral, written, or visual communications appropriate to the audience, purpose, and context.
4 points
Key Criteria: Tailors communication to purpose, context, and target audience. Clearly articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Provides smooth transitions and leaves no awkward gaps from point to point. Shows coherent progress from the introduction to the conclusion with no unnecessary sections.
3 points
Key Criteria: Tailors communication to purpose, context, and target audience. Articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Generally provides smooth transitions and leaves few awkward gaps from point to point. Shows identifiable progress from the introduction to the conclusion with no unnecessary sections.
2 points
Key Criteria: Considers the purpose, context, and target audience. Articulates the thesis and purpose, and shows some evidence supporting both. Some transitions are not smooth, and there are occasional gaps or awkward connections from point to point. There is a sense of progress from the introduction through the conclusion, but the organization may not be completely clear.
1 point
Key Criteria: Does not tailor communication well in terms of purpose, context, and target audience. Provides a weak thesis, unclear purpose, and little or no evidence to support points. Transitions may be rough or nonexistent, and there are significant gaps or connections between points that leave sections incomprehensible. Progress from the introduction through the conclusion is difficult to decipher, and there may be some material that is unrelated to thesis and purpose.
0 points
Key Criteria: Does not tailor communication in terms of purpose, context, and target audience. Lacks a good thesis and has little or no evidence to support a thesis. Transitions are rough or nonexistent, and there are few discernable connections from point to point. There is no identifiable progress from the introduction through the conclusion, and/or there is substantial material that is unrelated to thesis and purpose.
1.2: Communicate using appropriate writing conventions, including spelling, grammar, mechanics, word choice, and format.
4 points
Uses a format that is highly appropriate to the writing task and carefully tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
3 points
Uses a format that is appropriate to the writing task and tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
2 points
Generally has a clear purpose, but there may be a gap between the format used and the writing task. Fails to fully align the style and tone to the audience, or fails to fully define the audience for the writing task. Has some style or grammar.
COMPETENCIES734.3.4 Healthcare Utilization and Finance.docxbartholomeocoombs
COMPETENCIES
734.3.4
:
Healthcare Utilization and Finance
The graduate analyzes financial implications related to healthcare delivery, reimbursement, access, and national initiatives.
INTRODUCTION
It is essential that nurses understand the issues related to healthcare financing, including local, state, and national healthcare policies and initiatives that affect healthcare delivery. As a patient advocate, the professional nurse is in a position to work with patients and families to access available resources to meet their healthcare needs.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Compare the U.S. healthcare system with the healthcare system of Great Britain, Japan, Germany, or Switzerland, by doing the following:
1. Identify
one
country from the following list whose healthcare system you will compare to the U.S. healthcare system: Great Britain, Japan, Germany, or Switzerland.
2. Compare access between the
two
healthcare systems for children, people who are unemployed, and people who are retired.
a. Discuss coverage for medications in the two healthcare systems.
b. Determine the requirements to get a referral to see a specialist in the two healthcare systems.
c. Discuss coverage for preexisting conditions in the two healthcare systems.
3. Explain
two
financial implications for patients with regard to the healthcare delivery differences between the two countries (i.e.; how are the patients financially impacted).
B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
C. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! - _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A1:COUNTRY TO COMPARE
NOT EVIDENT
A country for comparison is not identified.
APPROACHING COMPETENCE
The identified country for comparison is not from the given list.
COMPETENT
The identified country for comparison is from the given list.
A2:ACCESS
NOT EVIDENT
A comparison of healthcare system access is not provided.
APPROACHING COMPETENCE
The comparison does not acc.
Competencies and KnowledgeWhat competencies were you able to dev.docxbartholomeocoombs
Competencies and Knowledge
What competencies were you able to develop in researching and writing the course Comprehensive Project? How did you leverage knowledge gained in the assignments (Units 1–4) in completing the Comprehensive Project? How will these competencies and knowledge support your career advancement in management
.
Competencies and KnowledgeThis assignment has 2 parts.docxbartholomeocoombs
Competencies and Knowledge
This assignment has 2 parts:
What competencies were you able to develop in researching and writing the course Comprehensive Project? How did you leverage knowledge gained in the intellipath assignments (Units 1- 4) in completing the Comprehensive Project? How will these competencies and knowledge support your career advancement in management?
Discuss the similarities and differences between shareholder wealth maximization and stakeholder wealth maximization.
.
Competencies and KnowledgeThis assignment has 2 partsWhat.docxbartholomeocoombs
Competencies and Knowledge
This assignment has 2 parts:
What competencies were you able to develop in researching and writing the course Comprehensive Project? How did you leverage knowledge gained in the intellipath assignments (Units 1- 4) in completing the Comprehensive Project? How will these competencies and knowledge support your career advancement in management?
Discuss the similarities and differences between shareholder wealth maximization and stakeholder wealth maximization.
.
Competences, Learning Theories and MOOCsRecent Developments.docxbartholomeocoombs
Competences, Learning Theories and MOOCs:
Recent Developments in Lifelong Learning
Karl Steffens
Introduction
We think of our societies as ‘knowledge societies’ in which lifelong learning is
becoming increasingly important. Lifelong learning refers to the idea that people
not only learn in schools and universities, but also in non-formal and informal
ways during their lifespan.The concepts of lifelong learning and lifelong education
began to enter the discourse on educational policies in the late 1960s (Tuijnman
& Boström, 2002). However, these are related, but distinct concepts. As Lee (2014,
p. 472) notes ‘the terminological change (from lifelong education, continuing
education and adult education, to lifelong learning) reflects a conceptual departure
from the idea of organised educational provision to that of a more individualised
pursuit of learning’.
One of the first important documents on lifelong learning was the report of the
International Commission on the Development of Education to UNESCO in
1972, titled ‘Learning to be. The world of education today and tomorrow’. In his
introductory letter to the Director-General of UNESCO, the chairman of the
Commission, Edgar Faure, stated that the work of the Commission was based on
four assumptions (see Elfert pp. and Carneiro pp. in this issue). The first was
related to the idea that there was an international community which was united by
common aspirations and the second was the belief in democracy and in education
as its keystones. The third was ‘that the aim of development is the complete
fulfilment of man, in all the richness of his personality, the complexity of his forms
of expression and his various commitments — as individual, member of a family
and of a community, citizen and producer, inventor of techniques and creative
dreamer’. The last assumption was that ‘only an over-all, lifelong education can
produce the kind of complete man, the need for whom is increasing with the
continually more stringent constraints tearing the individual asunder’ (Faure,
1972, p. vi).
Following the Faure Report, the UNESCO Institute for Education, which
was founded in Germany in 1951, started to focus on lifelong learning and
subsequently became the UNESCO Institute for Lifelong Learning (UIL, http://
uil.unesco.org/home/). It was under its leadership that a formal model of lifelong
education was developed and published in the book ‘Towards a System of Life-
long Education’ (Cropley, 1980). The concept of lifelong learning also became
manifest in the ‘Education for All’ (EFA) agenda that was launched at the World
Conference on Education for All which took place in Jomtien (Thailand) in
1990 (Inter-Agency Commission, 1990). Ten years later, at the World Education
Forum in Dakar (Senegal) in 2000, the Dakar Framework for Action was
designed ‘to enable all individuals to realize their right to learn and to fulfil their
responsibility to contribute to the development of their society’ (UNESCO,
2000, p..
Compensation & Benefits Class 700 words with referencesA stra.docxbartholomeocoombs
Compensation & Benefits Class 700 words with references
A strategic purpose for a well-blended compensation program, one that includes various types of direct compensation, is gaining employee commitment and productivity. One of the most effective tactics for this strategy is designing a process for linking individual achievement to organizational goals.
Prepare a report to senior leaders addressing the following:
·
Explain the concept of tying performance to organizational goals.
·
Describe the different types of individual and group-level performance measurements.
·
What are the advantages and disadvantages of individual versus group-level performance recognition?
·
Discuss the options an organization has to link individual or group monetary rewards to organizational success.
·
Develop recommendations for how to implement, monitor, and evaluate such a program.
.
Compensation, Benefits, Reward & Recognition Plan for V..docxbartholomeocoombs
Compensation, Benefits, Reward & Recognition Plan for V.P. Operations
Learning Team B
HRM 595
December 19, 2017
Rosalie M. Lopez
Running head: COMPENSATION, BENEFITS, REWARD & RECOGNITION PLAN
1
COMPENSATION, BENEFITS, REWARD & RECOGNITION PLAN
2
Compensation, Benefits, Reward & Recognition Plan for V.P. Operations
Introduction
Base Salary Range
For the position of VP of Operations, the National Average Salary is $122,624. In San Francisco, the average is higher and placed at $155,946. This amount is 16% higher than the National Average (Payscale, 2016). The reason for this increase is because of experience and geography. These are the two prime factors that impact the pay scale. Another major factor is the employer. Most employers base their decision to hire an individual on the experience they bring with them. Of course, with more experience, higher pay is required. With our company cutting cost a less experienced individual would be the best fit for the position.
Standard Employee Benefit
In many cases, your employee benefits could be the turning point for a prospective employee. This benefit is a vital portion of any employee packet. These valuable benefits are used as a blanket of security in the case of any sickness, injury, unemployment, old age, or death (Gomez-Mejia, Balkin & Cardy, 2015, p. 362). There is a significant difference between incentives and benefits: benefits are financial and nonfinancial compensations that are indirect to the employee. To have a competitive strategy Blossoms Up! must align their profits with the compensation package that has been already put in place. This action will help provide flexibility to the amount and the benefits available (Gomez-Mejia et al., 2015).
There are also some benefits that most companies are legally obligated to provide. Three benefits are required regardless of the number of employees that the company has. These interests involve social security, workers compensation, and unemployment insurance (Gomez-Mejia et al., 2015). Other laws must be adhered to when dealing with a certain number of individuals. When a company has 50 or more employee they must have the Family and Medical Leave Act in place and since its induction in 2015 the Affordable Care Act for Health Insurance for companies with 20 or more employees. For the health insurance to be considered standard medical, vision and dental plans must be made available to the business. These programs that must be regarded as being under the Health Maintenance Organization (HMO) or a Preferred Provider Organization (PPO) (Gomez-Mejia et al., 2015).
There are some voluntary benefits that we can include. We are already looking into adding a pension package using the Defined Contribution Plan as well as the 401(K) plan (Gomez-Mejia et al., 2015). Life insurance is another excellent benefit that could be added to the package as well as short-term and long-term disability insurance. Adding Vacation and PTO, and Holiday pay is .
Compete the following tablesTheoryKey figuresKey concepts o.docxbartholomeocoombs
Compete the following tables:
Theory
Key figures
Key concepts of personality formation
Explanation of the disordered personality
Scientific credibility
Comprehensiveness
Applicability
Attachment
Complete the following...200-300 words..
Is Freud's theory a viable theory for this century?
Provide reasons for
your
view.
.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Aaa assessment 2/Assessment description.pdf
Critical Thinking and Managerial Decision Making
Written Assessment- Reflective Essay
Task: The essay must be 2000 words (+/-10%) in length.
Cover page: The essay must include a cover page that contains
your name, student number,
resident campus, assessment title, and lecturer.
Format: Text should be word-processed, with appropriate layout
and use of headings/sub
headings. Times New Roman, 12 size font and line spacing
(1.5).
Referencing: A minimum of 10 academic references are
required. The list of references
should form the last page or two, at the end of the assessment.
Referencing should be in a
consistent APA style.
Task Description: The objectives of this reflective essay are for
students to (1) summarize,
2. critically review and reinforce key concepts and theories
learned from week 1 to week 9 of this
unit. (2) reflect on these concepts/theories’ potential impact on
students’ decision making, and
how these learnings are being applied and could be applied in
their current jobs, development
of future career and/or their life generally. (3) reflect on new
insights gained about oneself as a
result of learning the unit and propose a plan for self-
development.
Minimum number of concepts/theories/themes required to pass:
6
Students ought to start the reflective essay in week 4 after the
submission of their first
assignment. From week 4 to week 9 (a total of 6 weeks),
students are expected to reflect on
the topics (week 1-week 9) this unit has covered and evaluate
which concepts or theories
have inspired their thinking or influenced their decision making.
This assignment still
requires an essay format with introduction section outlining the
scope, purpose and
structure information. The body paragraphs need to contain at
least six themes over the
3. course of six weeks, and each theme needs to contain a
CONVINCING and PERSONAL
justification of why these concepts/theories are chosen and how
the mentioned
concepts/theories have changed/might change the students’
thinking or the students’
decisions. For example, students could identify the concepts of
“automatic versus critical
thinking” as a theme for one week’s reflection, and illustrate
with personal examples how
having learned about the differences has enabled him/her to be
more effective in making a
certain decision at work. Close to the end, the essay needs to
reflect on self-knowledge and
highlight implications for future self-development.
To successfully complete this assessment task, students should
answer the following reflective essay
questions:
activities are significant or important to
4. you?
important or significant to you?
(Theoretical review)
influencing/impacting your decision-making in
relation to your current interpersonal relationships, professional
workplaces and/or personal
life? (Practical Application)
activities? What skills do you possess
and what skills are you lacking? How are you going to improve
your decision-making in the
future? (Self-knowledge and self-development)
of your paper, highlighting how
you think you will be able to use your learning in your future
career and in life generally.
Aaa assessment 2/Marking Rubrics Assessment 2_40%.pdf
Assessment 2: Written Assessment- Reflective Essay Marking
Rubrics
Section/Criteria 40% Fail (< 25%) Fail (26-49%) Pass (50‐59%)
Credit (60‐69%) Distinction (70‐79%) High D (80‐100%)
Introduction & Conclusion
5. 6 No introduction. No
conclusions
provided.
No topic, key
points and/or
purpose is
introduced or the
introduction is
irrelevant to
assessment item.
Brief conclusion
but no links
established to the
introduction and
body of the essay.
Topic introduced, but
the introduction is
underdeveloped in
terms of key points
and/or purpose. Brief
conclusion with
limited links
established to the
introduction and body
of the essay.
Topic, key points
and purpose of the
essay is introduced
with satisfactory
clarity.
The conclusion
provided some links
6. to the introduction
and body, but was
not concise or
unclear.
Topic, key points and
purpose of the essay
is introduced in a
clear and interesting
way. The conclusion
provided links to the
introduction and
body, but concise or
unclear at times.
Topic, key points and
purpose of the essay
is introduced in a
clear and interesting
way. Clear and
concise summary of
the essay with links
to the introduction
and body of the
essay.
Critical review of key
concepts/theories
Are the following two
questions well addressed?
Which concepts/theories
from each week’s learning
activities are significant or
important to you?
Why are these
concepts/theories you have
7. identified important or
significant to you?
10 The concepts and
theories that will be
considered, and
their impact on the
students’ thinking
and decision-making
are not clearly
identified and
justified.
The concepts and
theories that will
be considered are
identified but
their impact on
the students’
thinking and
decision-making
are not
articulated.
The concepts and
theories that will be
considered, and their
impact on the
students’ thinking and
decision-making are
clearly identified and
articulated in an
acceptable manner.
Containing six (6)
concepts theories.
8. The concepts and
theories that will be
considered, and their
impact on the
students’ thinking
and decision-making
are clearly identified
and articulated in an
effective manner.
Containing more
than six (6) concepts
theories and strong
justifications.
The concepts and
theories that will be
considered, and their
impact on the
students’ thinking
and decision-making
are clearly identified
and articulated.
Containing more
than eight (8)
concepts theories
and strong
justifications.
The concepts and
theories that will be
considered, and their
impact on the
students’ thinking
and decision-making
are clearly identified
and articulated.
9. Containing more
than ten (10)
concepts theories
and strong
justifications.
Reflection on course impact in
personal decision making
Is the following question well
addressed?
How are the concepts/theories you
have learned influencing/impacting
your decision-making in relation to
your current interpersonal
relationships, professional
workplaces and/or personal life?
10 Demonstrates little,
if any reflection on
course impact in
personal decision
making with
extremely limited, if
any, analysis.
Demonstrates
limited reflection
on course impact
in personal
decision making
by providing a
limited level of
analysis.
10. Demonstrate average
level of reflection on
course impact in
personal decision
making by providing
an acceptable level of
analysis.
Demonstrates a
good level of
reflection on course
impact in personal
decision making by
providing some
level of analysis
with evidence.
Demonstrates a high
level of reflection on
course impact in
personal decision
making by providing
a high level of
analysis with
evidence.
Demonstrates an
exceptional level of
reflection on course
impact in personal
decision making by
providing a high level
of analysis with
strong and
11. compelling evidence.
Assessment 2: Written Assessment- Reflective Essay Marking
Rubrics
Reflection on self-knowledge and
future development
Are the following questions
well addressed?
What have you learned
about yourself through the
course activities? What
skills do you possess and
what skills are you
lacking? How are you
going to improve your
decision-making in the
future?
10 Demonstrates little,
if any reflection on
Self-knowledge and
self-development
with extremely
limited, if any,
analysis.
Demonstrates
limited reflection
on Self-knowledge
and self-
development by
providing a limited
12. level of analysis
Demonstrate average
level of reflection on
Self-knowledge and
self-development by
providing an
acceptable level of
analysis.
Demonstrates a
good level of
reflection on Self-
knowledge and self-
development by
providing some
level of analysis
with evidence.
Demonstrates a high
level of reflection on
Self-knowledge and
self-development by
providing a high level
of analysis with
evidence.
Demonstrates an
exceptional level of
reflection on Self-
knowledge and self-
development by
providing a high level
of analysis with
strong and
13. compelling evidence
Presentation:
High quality of expression,
grammar, spelling, punctuation and
proofreading. Format and layout in
professional manner (i.e. 1.5
spacing, 12-size font, Times New
Roman). Assessment cover page
included, within the word count.
2 Quality of writing is
at a very poor
standard so barely
understandable.
Many spelling
mistakes. Little or no
evidence of proof
reading.
Some problems
with sentence
structure and
presentation
Frequent
grammar,
punctuation and
spelling mistakes.
Use of
inappropriate
language.
Quality of writing is of
14. an average standard.
There are a few
grammar, spelling and
punctuation mistakes.
Quality of writing is
of a good standard.
Few grammar,
spelling and
punctuation
mistakes.
Quality of writing is
of a high standard.
Few grammar,
spelling and
punctuation
mistakes.
Quality of writing at a
very high standard.
Correct grammar,
spelling and
punctuation.
Referencing:
Use of APA referencing system in a
consistent and correct manner in
the essay itself. Inclusion of an
15. accurate reference list on a separate
page listing only the sources that
actually have been used. The
reference list is arranged in
alphabetical order according to the
authors’ last names.
2 Utilizes less than 6
academic
references.
Does not meet the
requirement, in
terms of in-text style
and final reference
list. In-text and final
reference list are
inconsistent.
Utilizes less than 8
academic
references
There are
frequent citation
errors, both in-
text and in the
final reference list.
Utilizes 10 academic
references
There are occasional
referencing errors,
either in-text or in the
final reference list.
However, the in-text
and final reference
list are consistent.
16. Utilizes more than 10
academic references
There are very few
reference errors. In-
text and final
reference list are
consistent.
Utilizes more than 12
excellent, relevant
and credible sources.
Use of APA
referencing system in
a consistent and
correct manner in
the essay itself.
Utilizes more than 14
excellent, relevant
and credible sources.
Use of APA
referencing system in
a consistent and
correct manner in
the essay itself.
Late assessment penalty 5% per day x 40 marks = 2 marks per
day
Aaa assessment 2/week-1.pptx
MGMT 20135: CRITICAL THINKING AND MANAGERIAL
17. DECISION-MAKING
Week 1- Lecture 1
9/15/2018
MGMT20144 – Management and Business Context
2
Yourselves?
Where are you from?
What major?
Which year of study?
Why this unit?
Introduction
2
Outline
Unit objectives
Teaching staff around Australia
Assessment requirements
Forming groups for Assessment 3
Expectations
Introduction to critical thinking and managerial decision-
making
Workshop, including getting to know each other, experiential
exercises, etc.
3
18. 3
Unit objectives
Introduce key concepts and theories and explain how they are
applied in the real-world
Explain how we solve more complex problems and then make
decisions
Help students become better thinkers and managers, including
manage:
Knowledge better
One’s own and other’s comprehension limitations
Methods of analyses
Argument development
Decision-making
4
Unit profile
You should read the Unit profile from beginning to end, contact
your lecturer or Unit Coordinator if you have questions or bring
your questions to class
5
Week 1. Learning Objectives
What is critical thinking?
What is a statement?
What is an argument?
What is argumentation?
Logic of argument
19. What are premises and conclusions?
How to recognise premises and conclusions?
Implicit premises and conclusions
Critical thinking defined by Kallet
6
Introducing the Unit
7
What is critical thinking in your opinion?
Critical thinking in University context
8
Following Alexander, Argent & Spencer that we remove the
problematic term, critical thinking, and simply see this as
thinking, but as a style of thinking that is questioning and
transformative.
This kind of thinking, valued in university settings, is also a
thinking that reflects and considers its own basis, its
background and its reasons as well as considering these things
in others' thinking, a thinking that seeks to make original
connections between ticks and points of view, but always
supported by reasons and evidence, and a thinking that aims to
be objective and free of personal bias.
Wrestling with an idea, and expression of the idea
Multiple perspectives, how your idea overlay with them
Ability to scrutinize the relation between evidence and claim
Self-critical, personal biases etc.; method critical
the ability to think systematically and objectively through
decision making processes and problem solving processes.
9
20. Define Critical thinking
---A ‘slippery eel” (Molinary & Kavanagh, 2013)
---Complex
---Context-dependent
--
Three linked terms
Critical thinking
Argument
Argumentation
While critical thinking is more related to thinking and learning,
argumentation and argument are more closely related to
communicating critical thinking to others.
From Critical Thinking Skills for University Success
9
Argument
What do arguments consist of?
Conclusion
What the author wants you to believe
Signal words: hence, thus, therefore, so, consequently, as a
result…
Can be either beginning or end of the argument
Premises
Statements that are used as evidence
Signal words: because, since, due to…
10
Important concepts in Critical thinking
Argument disagreements
21. Argument = presenting a set of reasons that show that a
conclusion is correct or valid, in other words, the smallest
observable unit of critical thinking.
Argumentation= process of linking arguments together, or
taking a certain position or stance in relation to a topic. This
position is one supported by critical thinking.
11
Exercise
Argument: An attempt to defend, validate or explain a
conclusion using specific reasons or evidence.
Are the following statements arguments?
1. I like CQuniverisity.
2. I do not like being a vegetarian.
3. She is late because she missed the tram.
4. The unit is practical, interesting, hence, I recommend it to
you.
5. It is a common held belief that female students work harder
than males.
12
This is actually a statement, not an argument. An argument must
have premises and conclusions.
N
Y
Y
Y
12
Statement
A statement is any sentence that is either valid or invalid. For
22. example, the sky is blue. Your blood is purple.
It is not a question, nor instructions. E.g., have you eaten yet?
Wake up!
Statements can function as either premises or conclusions.
13
Example
“Students already have enough work to do. What I really mean
is that students do not have to face the difficulties of
homework. Teachers should not give out homework because
students cannot spend time with their family, students have no
time to have fun and students have responsibilities to do at
home”
source: http://avoca37.org/18tobiasd/2014/02/21/teachers-
should-not-give-out-homework/
Which one is the conclusion?
Which ones are premises?
14
Brainstorm with the class
What makes an argument stronger?
15
Strong argument use structure of Logic
Premise 1: All international students are foreign.
Premise 2: Patel is an international student.
Conclusion: Therefore, Patel is foreign.
Logic structure:
All A are B,
C is A,
Therefore, C is B.
23. 16
B
A
C
Logic
Argument=conclusion + reasoning you have used
The conclusion is only as strong as the evidence/reasons you
have used.
In formal logic, if premises are valid, conclusion must be valid.
If any of the premises are invalid, the conclusion will be
invalid.
17
Implicit premises and/or conclusion
18
When premises and/or conclusion is left unsaid, because it is
common knowledge, or implied by the situation or when we do
not want to overstate the point.
24. All ads are arguments with conclusion: Buy this product
Introducing the Unit
What is critical thinking?
Critical thinking is disciplined thinking that is clear, rational,
open-minded, and informed by evidence
Conscious and deliberate
With purpose
Involves being critical of your own thought processes
Best processes or tools are used to aid thinking
Objective is to make better decisions than if just used “gut feel”
to inform decision-making
19
Kallet’s definition
Purposeful method for enhancing your thoughts beyond your
automatic, everyday way of thinking. It’s a process that uses a
framework and tool set.
Some examples?
What have you learned to do in your working/student life that
was improved by critically thinking through a problem?
Context: Thinking about problems and critical issues in the
wider world,
20
Benefits of critical thinking
Kallet:
Clear understanding of the problems of situations
Faster and accurate conclusions and quality decisions
25. A richer variety of explanations and solutions
Opportunity recognition
Mistake avoidance
Thought-out strategies and early elimination of dead ends
21
Overview
22
Clarity
Conclusions
Decisions
Clear headscratcher (more serious thought and/or process
required)
Problem, Issue, or Goal (headscratcher)
Reach conclusions abut the headscratcher (
Solution
+ To Do)
Make a decision (take action on a conclusion)
Automatic versus critical thinking
31. Week 1: Module 1: Introduction to critical thinking
Week 3: Module 1:
Accessing and synthesising information, and forming views
Week 2: Module 1: Framing and scoping
Week 4: Module 2:
Understanding and development of self
Week 5: Module 2:
Making major decisions
Week 6: Module 2:
Balancing rational and non-rational approaches
Week 7: Module 3: Decision-making in uncertain or difficult
situations
Week 8: Module 3: The nature of the contract
Week 9: Module 3: Working collaboratively
Week 12: Module 4: Managing for all
Aaa assessment 2/week-2.pptx
32. MGMT 20135: CRITICAL THINKING AND MANAGERIAL
DECISION-MAKING
Week 2 - Lecture
Recap of concepts introduced last week
What is critical thinking?
What is a statement?
What is an argument?
What is argumentation?
Logic of argument
What are premises and conclusions?
How to recognise premises and conclusions?
Implicit premises and conclusions
Critical thinking defined by Kallet
2
Outline of this week
Conceptual foundation--what is scientific knowledge: Kuhn
versus Popper
Conceptual foundation--Understand formal logical structures
Logical reasoning—Deductive
The first step of critical thinking/managerial decision making—
Clarity, and ten points for achieving it.
33. 3
3
Conceptual foundation--what is scientific knowledge: Kuhn
versus Popper
4KUHNPOPPERScience enjoys long periods of stable growth
but will experience scientific revolution or “paradigm
shifts”Theory of formalised falsification. The objective is
through deduction to eliminate theories that are falseParadigms
are an accepted way or theory for explaining
phenomenonScientific knowledge is therefore revolutionary. It
grows because old theories are discardedParadigms guide
research Move towards truth through an evolutionary
processResearchers working within the paradigm do not seek to
discover new paradigms/ theories but focus on confirming the
paradigmBased on empirical facts. Look at the evidence and test
the evidence, progressing by testing increasingly difficult
variations of the evidenceParadigms suggest a pre-determined
answerCritical of paradigms approaching dogmaBut once there
34. is a enough anomalies/ incongruent findings a new paradigm
will be sought/embraced but this can take decadesArgues that
there should be no such thing as a dominant paradigm or theory,
although they may guide thinking while searching for “truths”
Kuhn versus Popper
5
https://www.youtube.com/watch?v=zrX6qGjuW54
Kuhn versus Popper
Who is right?
They are both right in their own way…..
Both are important to managers and management scholarship**
Key differences:
Kuhn accepts that science progress through the application of
paradigms/theories and these do not impede progress
Popper argues that ruling dogma/dominant paradigms or
theories impedes scientific progress and the search for truths
6
35. 7
**NB. When you study management you are studying a subject
which is a social science!
More on theories
Pervasive, we all use theories every day
Not just something you learn at university
Theories are developed based on observing the real-life.
They require discretion
Example:
The theory that some people are motivated by intrinsic factors
was observed
some people do work harder if paid more money, but some
people did not work harder because they were paid more
Some people worked harder if they found their work interesting,
something they could be proud of and/or found meaningful
Intrinsic versus extrinsic motivators
8
36. Another example
How to cost effectively get to university on time each week?
9
Fairly fast, cheap and keeps me fit.
Bus is usually fastest and cheap too.
Only losers don’t drive or waste time by not driving.
THEORY
Thinking deeper
10
Bus is cheap but only fastest during peak times.
When I have weekend classes the bike is faster and cheapest.
37. Parking costs money but I can get to evening classes
faster/safely.
Decide cheapest and fastest way to get to class on time
Take the bus when attending university during weekdays and
peak periods
Ride bike on weekends to stay fit and save on gym fees
Drive the car when there are evening classes, since it is fastest
and safest at night, can get back home to work on assignments
faster, and can enjoy car ownership a little then
Integrated the theories
Conceptual foundation--Understand formal logical structures
Formal logic represents the structure of the argument, and is the
building blocks of critical reasoning.
The distillation of arguments into “standardised forms for the
purpose of building, comparing and analysing” them (Inch &
Warnick, 2011, p. 38)
11
Formal logic can be broken down into 3 broad structures for
arguments
39. 1. Categorical
Your argument uses classification of things, e.g.,
Major premise: All dogs (A) are mammals (B).
Minor premise: All Labradors (C) are dogs (A).
Conclusion: Therefore, all Labradors (C) are mammals (B).
Also called syllogisms
Logic structure:
All A are B,
All C are A,
Therefore, all C are B.
13
B
40. A
C
A syllogism is a kind of logical argument that applies deductive
reasoning to arrive at a conclusion based on two or more
propositions that are asserted or assumed to be true
13
Caveat
Careful not to make mistakes when using the formula. E.g.,
All A are B, All C are B, therefore, All A are C (X).
E.g., all cats are animals, all dogs are animals, therefore, all
cats are dogs.
If formal logic is used correctly, it's impossible for the
premises to be valid and the conclusion invalid.
14
41. 2. Hypothetical
If A, then B.
A, therefore, B.
This type of structure implies a conditional meaning that an
event will occur, if another event occurs.
E.g., If it rains, then the floor will be wet.
It rains, therefore, the floor is wet.
15
Caveat
Careful not to change the events around:
If A, then B.
B, therefore, A (X)
If Chris oversleeps, then he will miss his bus.
Chris missed his bus, therefore, he overslept.
(Invalid, could be many other reasons why Chris missed his
bus…)
If formal logic is used correctly, it's impossible for the premises
to be valid and the conclusion invalid.
16
42. 3. Disjunctive
Either A or B.
Not A, therefore, B.
It's either pass or fail.
It's not pass.
Therefore, it's fail.
Interestingly, changing the premises around still results in a
logical argument for this structure.
Either A or B
not B. Therefore, A (still correct)
17
Forms of reasoning
Deductive
Inductive
Abductive
Formal logic is the process of breaking down an argument into
its parts and evaluating it in terms of the structure of the
argument and the structure of the premises.
43. 18
Deductive reasoning
Deductive reasoning is a type of logic where general statements,
or premises, are used to form a specific conclusion.
Red meat has iron in it and beef is red meat, so beef has iron in
it.
Acute angles are less than 90 degrees and this angle is 40
degrees so this angle is acute.
Deductive logic is the kind of formal logic that we've been
looking at (three structures of logic) so far. -
previous three slides for a review
19
Deductive logic
In deductive arguments, the truth of the argument is assured by
the truth of the premises…
20
44. 20
Formal logic
Categorical
All A are B
All C are A
Therefore, All C are B
Hypothetical
If A, then B
A, therefore, B
Disjunctive
Either A or B,
Not A (B), hence, B (A)
45. Exercise
Get in groups of 3-5 people, come up with examples using
deductive logic in your everyday life.
E.g., I like all apples.
Granny smith is an apple.
Therefore, I like Granny Smith.
21
Inductive logic
However, some arguments don't follow these structures, i.e., the
truth of the premises does not guarantee the truth of the
46. conclusion:
Most CQUniversity students are from India.
Pattini is a CQUniversity student,
Therefore, Pattini is from India.
Valid? Not according to deductive logic, Pattini could be from
Nepal, China, Korea…
However, the argument is still logical, this is where Inductive
logic comes in. We will talk about inductive logic next week.
22
Moving on to Kallet (2014)
The first step of critical thinking/managerial decision making—
Clarity, and ten points for achieving it.
23
Last week introduced the course
Kallet (2014)’s definition:
Purposeful method for enhancing your thoughts beyond your
automatic, everyday way of thinking. It’s a process that uses a
47. framework and tool set.
Objective of critical thinking is to make better decisions than if
just used “gut feel.”
Benefits:
Clear understanding of the problems of situations
Faster and accurate conclusions and quality decisions
A richer variety of explanations and solutions
Opportunity recognition
Mistake avoidance
Thought-out strategies and early elimination of dead ends
24
Section III: Conclusions
50. Critical thinking framework: The textbook
25
Clarity
Conclusions
Decisions
Discovery information and ideas
26
Clarity: Pattern and context recognition
51. Read the following text:
You mghit tnihk i’ts aaminzg that you can raed this with
vrlialuty no diluftficuy even tuohg the ltetres are mxedid up.
It trnus out that all you need are the fsrit and lsat leetrts.
What is happening?
Clarity: Screening, noise as a concept
Read the following in 15 seconds….
How many f’s can you count?
FINISHED FILES ARE THE RE
SULT OF YEARS OF SCIENTI
FIC STUDY COMBINED WITH
THE EXPERIENCE OF THE YEARS
Why didn’t everyone count the same number?
52. 27
Clarity: What shape do you see?
28
But not really there……
Clarity: Automatic versus critical thinking
Automatic thinking, good but…..
Discards, distorts and creates information, limiting
Critical thinking
Purposeful
Aware of the partiality of your thinking
Consider other perspectives
Avoid distortions and biases
Is a process
Conducted within a framework and a toolset
Organise your thoughts
54. Automatic Thinking
Weak foundations for decisions, less time getting clear, and
more time needed for decisions
Strong foundations for decisions, more time getting clear, and
less time needed for decisions
Ten Tools of Clarity
Emptying your bucket
Inspection
Why
Distinguish this from that
Get at the root cause
Determine if the issue is “I don’t know”
To get to because
So what
What is the need
Anticipatory thinking
What else?
The ingredient diagram
Vision
The thinking coach
55. 31
1. Emptying your bucket
32WHICH BETTER? WHYBeen there, done that?Every
experience is uniqueConflicting priorities, strategies and
projectsIs there scope to include this, juggle things?Lack of
resources, time and budgetHow can we use resources, time and
budget better?Job of other departmentsI think about how the
whole organisation can work together to achieve goalsFocus on
the negativeThere is always a way
An open mind?
33
Example:
What do you say at a meeting when someone says “we’ve done
this before, and the outcome was terrible…”?
Example:
The boss wants to see you in their office later in the day to talk
to you in private? Do negative thoughts arise, do you feel
nervous?
56. 2. Inspection and 3. Why
Eliminating ambiguity and problems with interpretation through
inspection of the problem, etc.
Identify the true meaning
That everyone interpreting the same way
Ask why to get it right the first time, get a better understanding
of what is required
Get to the root cause to solve the problem efficiently
Determine that you don’t know, need more information
Identification of the because helps you identify constraints
34
Example: Ask 5 whys to get your organizational core purpose
We make X products
We deliver X services
57. E.g., market research company •
We provide the bes
So that our customers could understand their markets better than
successful. (why?)
• Purpose statement:
• To contribute to our customers’ success by helping them
understand their markets.
• Product decision: • Will it sell? (X)
• Will it make a contribution to our customers’ success? (√)
35
4. So what and 5. What is the need?
By asking so what you can identify why something is relevant
or significant, and should be considered.
Includes actions and consequences.
Example:
Someone is away for 2 weeks….?
Getting everyone aligned behind the need is important to make
sure the right problem, decision or goal is addressed and
properly.
Example:
Why are you and the people in your team for the group
58. assignment doing this course? What do you want to achieve?
36
6. Anticipatory thinking and 7. What else?
By anticipating you think what else should I be doing?
More efficient and think about any unintended consequences.
Example:
Your grandmother or another elderly relative will be visiting
you. What do you do in anticipation? ……..Scatter open
textbooks around the house, buy her favourite tea and cakes to
serve?
What else keeps the thinking going, stimulates new
ideas/possibilities and prevent premature closure of issue, idea
or solution.
Example:
What else could we include in our group assignment to increase
our chances of getting a high mark.
37
59. 8. The Ingredient diagram
Diagram to transition between clarity and conclusions.
Example: Going for a long drive diagram.
38
Traffic
----------
Tune-up
Number of people
----------
Luggage
----------
Trailer
Tyre pressure
----------
Wind direction
----------
Speed limits
Day of week
----------
60. Time of day
On roof and in trunk
Roadworks slowing traffic
Distance to gas station. How much to fill up the tank?
Km/tank of the car
Extra weight of the car
Average speed on highway
9. Vision
Vision can be first and/or last tool, and involves lofty goals.
Helps clarify purpose, timelines for goals and problems to
solve, gatekeepers know what to accept/reject, get a sense of
what constitutes a real need.
Example: CQU University.
Our Vision: To be Australia’s most engaged University by
2020.
“We will become one of Australia’s truly great universities
through partnerships with students, industry, and the
community.”
61. How can this statement help everyone at CQU involved in
decision-making exactly?
39
10. The thinking coach
The thinking coach objectively gets others to think.
Unbiased and helps others to think more deeply and effectively.
Explains the role as coach.
Makes as much time available as is necessary. So won’t take on
the role if has no time.
Asks open-ended questions.
“Pretends” knows nothing of the subject.
Do not ask questions designed to sway thinking a particular
way.
Always wait for an answer to the question.
Some examples?
40
Clarity in Summary
“The single most important reason why projects, initiatives,
62. problem solving, decisions, tactics, and strategies go awry is
that the head-scratcher wasn’t clear in the first place.
Getting clear is the first step in the critical thinking process and
will help you and others understand a goal or problem.”
41
Aaa assessment 2/week-3 (part 1).pptx
MGMT 20135: CRITICAL THINKING AND MANAGERIAL
DECISION-MAKING
Week 3 - Lecture
Recap of concepts introduced in week 2
Conceptual foundation--what is scientific knowledge: Kuhn
versus Popper
Conceptual foundation--Understand formal logical structures
Logical reasoning—Deductive
The first step of critical thinking/managerial decision making—
Clarity, and ten points for achieving it.
2
63. Outline of this week
Logical reasoning—Inductive
Appreciating the underlying premise
5 Components of the premise
The process of coming to a conclusion
Influencing and persuading
3
3
Deductive logic
In deductive arguments, the truth of the argument is assured by
the truth of the premises…
4
4
64. Formal logic
Categorical
All A are B
All C are A
Therefore, All C are B
Hypothetical
If A, then B
A, therefore, B
Disjunctive
Either A or B,
Not A (B), hence, B (A)
65. Inductive logic
However, some arguments don't follow these structures, i.e., the
truth of the premises does not guarantee the truth of the
conclusion, e.g.,:
Most CQUniversity students are from India.
Pattini is a CQUniversity student,
Therefore, Pattini is from India.
Valid? Not according to deductive logic, Pattini could be from
Nepal, China, Korea…
However, the argument is still logical, this is where Inductive
logic comes in.
5
Inductive logic
6
66. An inductive argument claims that the truth of the premises
show that the conclusion is likely to be true.
Even if all the premises are true, the conclusion to an inductive
argument might still be false. Thus, this kind of reasoning relies
on showing the probability of an argument being true.
Susan came to school yesterday.
Susan came to school every day before yesterday.
Hence, Susan will come to school tomorrow.
The Sun rose up yesterday.
The Sun rose up every day before yesterday.
Hence, the Sun will rise up tomorrow
Inductive thinking and premises
We mostly engage in inductive thinking
The stronger the premise, the more probable the event.
The outcome is not guaranteed
Almost all of our thinking is inductive, and we come to 1000s
of conclusions each day
The stronger the premise, the more probable the outcome
67. 7
Misperception
Inductive arguments are inferior than deductive arguments?
NO! They are different.
8
Deductive versus Inductive Arguments
9Deductive Inductive Valid or InvalidStrong or Weak All or
NothingDegrees, to what extent Indefeasible *
Not open to objectionDefeasible *
Open to objection, annulment Movement from general
statements to specific conclusions. Top down. Reasoning that
moves from specific observations to general conclusions (there
are other types too).
we use deductive reasoning when we do not want our ideas to
68. be questioned or when we're presenting a fact or a definition of
something.
In academic arguments, you need to be careful when you're
using deductive logic,
because they can leave your arguments open to attack.
Inductive arguments on the other hand are for when you want to
convince people
using probabilities or likelihood of something being the case.
9
Different types of inductive reasoning
1. Inference to the best explanation (Abductive reasoning)
E.g., broken plates on the kitchen floor, your son is in school,
your wife is on a business trip, hence, it is probably your cat
who broke it.
2. Analogy
E.g., This year’s CQU students are very similar to last year’s
(similar nationality, age and level of hard work). Last year, 10%
students failed this unit, hence, this year, 10% will fail.
3. Generalizing from samples
E.g., the first student I called upon is from India, 2nd…,
3rd..4th…35th
Most of the students in this class are from India.
69. 4. Applying generalizations
E.g., Google reviews, 80% of the customers did not have a
pleasant experience in that restaurant, hence, I am not going.
10
Defeasibility of Inductive Reasoning
I knew it was him because I saw his face when he was fleeing
the scene.
Did you know the perpetrator has a twin brother?
Inductive arguments could become weaker (defeasible) in light
of new knowledge/information/context
11
Section III: Conclusions
73. Conclusions
The end goal of clarity is to solve problems
You need ideas, solutions and things to do
Must look at situations creatively and make decisions
Critical thinking is about coming to conclusions thoughtfully
Looking at ideas, potential solutions and actions from a variety
of perspectives, including taking account of one’s own
limitations
13
Premises
We have talked about Deductive thinking last week and
inductive reasoning this week.
Conclusions are all about the premise
Drawing conclusions from premises Involves both deductive
and inductive thinking
14
74. Premises
Using inductive reasoning to come to conclusions involve 5
components coming together:
15
Assumptions
Facts
CONCLUSIONS
Observations
Experiences
Beliefs
1
2
75. 5
4
3
1. Facts
Are absolute truths, not debateable
But saying something is the truth does not necessarily mean it is
factual
Disciplines such as mathematics are based on truth
Other disciplines have grey areas, truths are not 100%
Examples:
It is raining outside. (If you are standing outside and it is
raining on you then it is true so it is a fact.)
“It currently takes us an average of about 2 hours to complete
this task.” (If the data are correct, this would be fact.)
“If we get this contract, we will need to hire 5 people.” (This is
not fact, because it is something that is taking place in the
future. There are contingencies that have not been explored,
such as finding an employee who can do the work of 2 people.)
16
2. Observations
Involves what we read and what we hear, what we sense
76. Observations are not facts
Examples:
You read a review of a restaurant on TripAdvisor. (You are
observing what others have thought of the restaurant.)
A weather forecaster says “it is going to rain.” (You are
learning about a probable event.)
“I own a home.” (If you think about it, if you have a mortgage
then the bank owns a proportion of your home.)
Involve the possibility of being true or untrue
17
Quiz
Difficult to sometimes distinguish fact from observation
What do you think, fact or observation?
You are reading this sentence now.
On the Earth, if you drop something, it will fall to the ground.
As a manager, I’m responsible for evaluating the performance
of my direct reports
77. 18
Answers
You are reading this sentence now.
FACT, unless someone is reading it to you, then it would be an
observation.
On the Earth, if you drop something, it will fall to the ground.
OBSERVATION, because if you dropped a helium balloon it
will rise.
As a manager, I’m responsible for evaluating the performance
of my direct reports
FACT. If it is in your job description, then it is a fact.
19
3. Experiences
Come from the past
Sometimes difficult to distinguish from observation
They are your first-hand encounters
Where you have actually been or what you have done or tried or
78. witnessed
You can recollect inaccurately, and so have a distorted view of
your experience
Strong experiences lead to more confidence in your premises
Examples:
Someone says to you, “its raining outside.” (Observation)
You were in the rain and you say, “it’s raining outside.”
(Experience)
20
4. Beliefs
Moderate facts, observations and experiences and ultimately
assumptions
Example:
You’re walking down the road and you notice a wallet. You
pick it up. There’s about $200 in it and no identification.
Should you keep it or turn it over to the police? Your choice
depends on what your values are.
You print out a 100-page report and then notice a minor error.
The typos will have little or no effect and would probably not
be noticed. Do you fix the error and print out again or just hand
out as it is?
These values are your beliefs, which consist of your merits and
79. flaws, including prejudices
21
Beliefs and others
Beliefs are generally formed when we are young and are
influenced by our environment and experiences
People can have very different beliefs
If beliefs and values clash it is important to negotiate:
Acknowledge the differences in beliefs
Weigh up the pros and cons of each person’s underlying belief
Identify what is a reasonable/optimal outcome under the
circumstances
Understanding our beliefs does not remove emotion but helps us
understand how they influence our conclusions
22
5. Assumptions
An assumption is a thought you have and presume to be correct
In automatic mode, you take it for granted your assumptions are
correct.
In critical thinking mode, you ask, “How do I know my
assumption is a good one?”
80. Assumptions are formed from facts, observations and
experiences
Example:
The store will have milk.
The car’s petrol gauge is correct.
If the facts, observations and experiences are valid and relevant,
then the assumption is strong
23
Conclusions
If you have a strong premise, then the conclusion you come to is
more likely to lead to good results.
Need to constantly ask if the premise was based on facts,
observations and experiences that are sound
Easy to jump to conclusions when in automatic mode
Different personalities will apply different premises
Example:
The whole family goes to buy a car. You all hear about the
safety features, its running costs and its music system.
One person wants to buy the car because of its safety record,
another because it is cheap to run, another does not want to buy
the car because the music system is not very good.
81. Need to negotiate with each other about the conclusion by
understanding each person’s assumptions
24
Strong conclusion?
25
Credibility of the premise
Feasible and realistic
Consistent with your knowledge
Received from a reliable source
Verifiable
26
Consistency of the premise components
Are all observations consistent with each other?
Are observations and facts consistent with your experience?
Are you making assumptions consistent with the premise
82. components?
Examples:
You see prices on Ebay for an item - $45, $50, $52, then $10.
You have always enjoyed flying with Qantas and then read one
bad review about Qantas.
You are sensing that something is bothering your wife, she tells
you that everything is fine, but you see her spend longer than
usual time in the bathroom, and also stop to dress up. Is
everything really still fine?
27
Triangular thinking/triangulating
Identify high confidence estimates of the probable future
You use multiple perspectives or indirect measures
If the answer is mostly the same then you have high confidence
in your estimate
Example:
You want to know how long a project will take.
1. You calculate the different steps in hour terms, for instance,
step 1 should take 2 hours.
2. You recollect your team’s track record for completing similar
projects.
3. You compare to other projects of similar scale and
83. complexity
28
Further examples?
Conduct a research on consumer purchasing behaviour of
apples, conclusion: royal gala>granny smith
1. interview data on consumer’s preferences (e.g., Royal gala,
granny smith)
2. sales volume
3. observation
29
Critical thinking at work
Could you think of examples at your workplace in which your
conclusion is strengthened with triangular thinking?
30
Change
People resist change or are uncomfortable with it because they
have less experience
When they think about the components of the premise, they find
experience is weak
84. If you strengthen the premise with observations then change is
easier to accept
Example:
You introduce a new computer system and everyone says they
hate it
You bring in a trainer who not only trains staff but shows them
how the new system is an improvement
People begin to have experiences related to the change
31
Influencing and persuading
Influencing is changing others’ conclusions.
It is more subtle than persuasion
Persuasion is directly causing someone to adopt or concur with
your conclusion, which may at times be very different from
their initial thinking
Example:
Influence someone to adopt different facts, observations and
experiences.
For instance, describe interesting facts about the car’s fuel
consumption, what reviewers have said and how much you
enjoyed driving the car.
Persuade someone by weakening their premise.
For instance, someone who thinks you do not have to invest
85. money in satisfied customers is told “research has shown that
even highly satisfied customers defect.”
32
Other purposes of arguments?
Explanation
Justification
Can you provide examples from your workplaces?
33
Thank you
34
Aaa assessment 2/week-3 (part 2).pptx
MGMT 20135: CRITICAL THINKING AND MANAGERIAL
DECISION-MAKING
Week 3 – WHO IS ELIZABETH?
86. Elizabeth
2
Elizabeth Blackburn
The person you met on the train station is Australian, Dr
Elizabeth Blackburn, Morris Herzstein Professor in Biology and
Physiology in the Department of Biochemistry and Biophysics
at the University of California, San Francisco.
She is a leader in the area of telomere and telomerase research,
which is an area of research that could one day explain why
some people biologically age slower than others, among other
things.
In 2009, Elizabeth Blackburn was awarded the Nobel Prize in
Physiology or Medicine.
She regularly flies across the world to give talks at scientific
conferences.
87. 3
Aaa assessment 2/week-4.pptx
MGMT 20135: CRITICAL THINKING AND MANAGERIAL
DECISION-MAKING
Week 4 - Lecture
Outline
Important points about the course once more
Student presentations
Self-awareness
Johari Window
Self esteem, and
Self efficacy
Self-awareness and leadership
2
88. 2
Why self-awareness?
7
3
Self-awareness
The most empowering thing you can do in your own life is know
yourself. Self-awareness is the key to everything.
Mindy Grossman
Chief Executive Officer of HSN, Inc.
8
4
According to Chris Lowney, bestselling author of “Heroic
Leadership”
89. “…leaders thrive by understanding who they are and what they
value, by becoming aware of unhealthy blind spots or
weaknesses that can derail them, and by cultivating the habit of
continuous self-reflection and learning.”
9
When the 75 members of Stanford Graduate School of
Business’s Advisory Council were asked to recommend the most
important capability for leaders to develop, their answer was
nearly unanimous: self-awareness. Yet many leaders, especially
those early in their careers, are trying so hard to establish
themselves in the world that they leave little time for self-
exploration. They strive to achieve success in tangible ways that
are recognized in the external world—money, fame, power,
status, or a rising stock price. Often their drive enables them to
be professionally successful for a while, but they are unable to
sustain that success. As they age, they may find something is
missing in their lives and realize they are holding back from
being the person they want to be. Knowing their authentic
selves requires the courage and honesty to open up and examine
their experiences. As they do so, leaders become more humane
and willing to be vulnerable.
90. 5
Good Leaders Know Themselves
Watch YouTube Video on the importance on Knowing Yourself
to be a good leader.
https://www.youtube.com/watch?v=eIUkzc9OOZ4
6
10
Netflix
Co-founder Mitch Lowe reveals the people most likely to get
hired — and fired
IF YOU utter this phrase at Netflix HQ, you’ll be out the door
in no time — no matter who you are, or how senior your
position is.
Alexis Carey
news.com.au
Speaking at the 2018 Online Retailer trade event, Netflix co-
founder Mitch Lowe said the business was extremely focused on
91. hiring the right people — and firing the wrong ones.
He said Netflix recruited people who were self-motivating, self-
aware, self-disciplined and self-improving — and that
employees needed to “behave like owners and pick up trash”.
https://www.news.com.au/finance/business/media/cofounder-
mitch-lowe-reveals-the-people-most-likely-to-get-hired-and-
fired/news-story/8ca48de53ad415c7588ebb006af774d0
7
Self awareness – the core of good leadership
Meaning- Knowing one’s own
Attitudes - opinions
Feelings - emotions
Motives - purposes
Desires - needs
Strengths - weaknesses
Accurate self assessment
11
92. 8
Key areas of self awareness
Personality traits
Personal values
Habits
Emotions
Psychological needs
12
How to create self awareness?
Seeking feedback from others
Reflecting on one’s own feelings and behaviours
Admitting mistakes
Being aware of your own emotions and the effect you are
having on others
Taking self-scored “profiling” tests
Being introspective….
13
93. Johari Window
The Johari window is a technique created in 1955 by Luft and
Ingham, used to help people better understand their relationship
with self and others.
When performing the exercise, subjects are given a list of 55
adjectives and pick five or six that they feel describe their own
personality.
Peers of the subject are then given the same list, and each pick
five or six adjectives that describe the subject.
These adjectives are then mapped onto a grid.
14
12Known to self Not known to self Known to others OPEN-
Known to me and known to others BLIND- Known to others but
Not known to me Not known to others HIDDEN- Known to Me
but not known to others UNKNOWN- Neither known to me nor
known to others.
Johari Window
15
94. Minimum openness-
Ineffective personality for good leadership
Open BlindHiddenDark
16
More openness-
More Effective personality for leadershipOpen
BlindHiddenDark
17
How to widen the OPEN corner Open Seeking
Feedback
Self Disclosure
Practice New
BehavioursBlindHiddenDark
95. 18
Self analysis
It involves asking our selves the following questions:
Do you like where you are and what you have become?
Have you ever wished that your life was different?
Can your relationships be improved?
Are you producing the results that you want?
And, Using psychological profiling instruments
Terms associated with self-awareness:
Self esteem
Self efficacy
19
Self analysis
Think for a moment and identify:
The areas you normally excel
The areas you normally face difficulties
Kind of people, events, and things you like the most and those
96. you dislike
The people, events that bring you happiness/sadness
The nature and extent of openness you have with others
20
What makes you
Happy
What are your Strengths
What are your Beliefs
What are your Values
What motivates you, inspires you
What challenges you
What’s your passion , what’s your purpose?
What’s your EQ, what impact do you have on others
21
97. 18
Self esteem is based on your attitudes about yourself, such as:
Your value as a person
The job you do
Your achievements
How you think others see you
Your purpose in life
Your place in the world
Your potential for success
Your strengths and weaknesses
Your social status and how you relate to others
Your independence or ability to stand on your own feet
22
High and low self esteem
High
Feeling of worth
Happy
98. Good
Confident
Courage
Results in motivation and drive to excel
Low
Feeling of helplessness
Lack of motivation
Depressed
Fear
Meaninglessness
https://www.facebook.com/ialwaysthinkprettythings
23
Self efficacy
Advocated by Albert Bandura
Meaning: Belief in one’s own capability for accomplishment
It is a “Can do” attitude
24
99. What does Self Efficacy theory say?
Individuals who believe their capacity to produce specific
performance attainments:
Can have more active and self-determined life course.
Are not threatened by environment
Take adaptive action
Withstand stress
https://www.facebook.com/ialwaysthinkprettythings
25
Individuals with high and low self efficacy are
High self efficacy
Active
Courageous
Competent
High self esteem
Optimism
High social integration
High motivation
More effort
Longer persistence of goals
101. Daniel Goleman
Emotional Intelligence
28
Self-awareness and leadership
You position yourself better
You surround yourself with people who complement you (NOT
“Compliment”!)
Helps you know your boundaries
You are more confident [by following your own path]
You have a vision and a purpose
29
26
102. Self awareness is a journey and not a destination
30
Acknowledgement
Some slide content courtesy of:
Rajendra Krishnan, and
Madhujit Singh
{From Slideshare.net}
31
28
Aaa assessment 2/week-5.pptx
MGMT 20135: CRITICAL THINKING AND MANAGERIAL
DECISION-MAKING
Week 5- Lecture
Outline
103. Important points about the course, your progress
Conclusions and Innovation
Decisions and the context
Interpreting your DISC results
Introduction to self-reflection essay
2
2
Important information
You should be accessing Moodle regularly now
Have you finished your DISC Assessment Tool? This is
essential for successfully finalising the reflective essay
(Assessment 2).
You should start to think about who you want to work with for
Assessment 3. You will need to sign up for your group on the
unit’s Moodle page. Failure to do so may result in your not
receive a grade.
3
104. Conclusions and Innovation
The chapter of the text builds on the idea that conclusions have
5 elements:
4
Assumptions
Facts
CONCLUSIONS
Observations
Experiences
Beliefs
1
105. 2
5
4
3
Conclusions and Innovation
But just knowing how we end up with conclusions by which to
base our decisions is not enough when innovating or looking for
truly creative outcomes
Define innovation and creativity as:
Providing a new or modified conclusion that obtains a positive
result, such as a customised process, fresh product, different
marketing approach, or different way of handling a customer
call.
If you are looking for a true breakthrough, a paradigm-changing
solution more is needed
Conclusions that lead to innovation are something most people
can identify with the right effort and mindset
5
106. Conclusions and Innovation
Hierarchy of conclusions that allow one to “push the
boundaries” and innovate
6
Impossible Thinking
Abductive Thinking
Outside-the-box Thinking
Conclusions
Impossible, abductive, outside-the-box thinking produce
solutions you cannot reach otherwise
Conclusions of the basic kind should produce quality solutions
6
Outside-the-box thinking
107. Must think outside the usual boundaries that make up regular
conclusions
7
Assumptions
Facts
CONCLUSIONS
Observations
Experiences
Beliefs
1
2
5
4
3
108. The 5 elements that make up your premise that leads to your
conclusion
Outside-the-box thinking
Another way of thinking of it
8
Assumptions
Observations
Experiences
Beliefs
Facts
Assumptions