College-Level Writing RUBRIC Criteria

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
followed.
College-Level Writing RUBRIC
C
la
ri
ty

Language &
Mechanics
∙All sentences are
well‐ written with
varied sentence
structure and virtually
free of errors in
grammar, punctuation
and spelling.
∙Most sentences are well‐
written with varied sentence
structure and virtually free of
errors in grammar,
punctuation and spelling.
∙Language is accessible to
readers; however, many
sentences may lack
variation in structure.
∙Minimally acceptable
number of errors in
and/or spelling.
∙Some/few sentences
are well‐ written with
little variance in
structure and/or
numerous errors in

and/or spelling.
∙Language may
be inaccessible
to readers.
∙Sentences are
incomplete
and/or contain
errors in
grammar,
punctuation
and/or spelling.
Target Audience/
Point of View/
Originality
∙Maintains
appropriate tone,
diction and
vocabulary for various
modes of writing.
∙Work demonstrates
clear understanding of
the target audience.
∙In situations where
originality is expected,
writing is clearly
creative & innovative.
∙Tone, diction, and vocabulary
are mostly appropriate for

various modes of writing.
∙Work mostly demonstrates
understanding of target
audience.
∙ In situations where originality
is expected, writing is
generally creative and
innovative.
∙Tone, diction, and
vocabulary are adequate
for various modes of
writing.
∙Work minimally
demonstrates
understanding of target
audience.
∙ In situations where
writing is minimally
creative and innovative.
∙Lacks some important
qualities for having the
appropriate tone,
diction, and vocabulary
for various modes of
writing—but does meet
others.

∙Work demonstrates
some understanding of
the target audience, but
lacks the level of
understanding required.
∙ In situations where
little creativity and
innovation are evident.
∙Does not
maintain
appropriate
tone, diction
and/or
vocabulary.
∙Does not
demonstrate
understanding of
target audience.
∙ In situations
where originality
is expected,
creativity and
innovation are
not present.
At instructors’ discretion and as appropriate to the specific
assignment, instructors may refer students to specifically
designated, content‐ related assignment criteria not
otherwise delineated in this rubric.

In this rubric, “critically reviewed” refers to evidence in the
writing/text itself that demonstrates that the writer has carefully
analyzed, evaluated, and assessed (i.e.,
reviewed critically) sources for their relevance to the topic and
their appropriateness for the assignment; sources that are
critically reviewed are considered high in
quality as well as relevant and appropriate within the discursive
(i.e., oral & written) communications of a particular discipline
and its characteristic modes of
communication.
Action Research Project
Module Plan
ACTION RESEARCH APPLICATION PROJECTLEARNERS
PACKET
WILEY COLLEGEWEEK ONE LEARNING OBJECTIVES
The adult learner will:
1. Think of a problem in the workplace to solve.
2. Complete a problem analysis.
3. Create a topic proposal.
PROBLEM ANALYSIS AND TOPIC PROPOSAL

You are now ready to choose the problem topic for the Reserch
Project. Begin by generating a series of possible topics. Once
the obvious problems are down on paper, the new, often better
ideas start to flow. Do not worry about feasibility at this point.
Include at least a few topics that will stretch the mind a bit.
Keep in mind though, the biggest mistake is to select the easiest
problem just to complete the requirements. Little learning takes
place when this is done.
Once you have generated a large number of topics, group them
in categories such as job, community, or environment. Develop
a few of these ideas beyond the single word or phrase stage.
Discuss several of the topic areas with the site contact as well
as the Business Application Project Facilitator. Submit the
Problem Analysis Worksheet when it is due.
Let us take a closer look at what is involved in conducting a
problem analysis. Remember, you are not looking for solutions
yet; but are interested in zeroing in on the problem area so that
a clearer and more accurate picture may emerge.
1. Write down the initial question -- for example:
· "Why are other departments producing better results than this
one?"
· "Why are sales not higher in this department?"
· "Why is absenteeism higher in this department than in any
other department of the office complex?"
2. Roughly delineate the problem area, including:
· What is being discussed about it and why is it a problem?
· Where is the problem located and who is involved?

Answers to these questions often require no more than a word or
a short phrase.
3. Accumulate observations that appear to be related to the
problem question. Separate these observations into two lists —
one that describes the current situation and one that describes
the desired status. These lists will include symptoms of outward
manifestations of the problem as well as possible underlying
causes.
Obtain these initial observations from the organization in which
you will be implementing the Business Application Project. To
add to these possible causes, brainstorm (with fellow adult
learners, site contact and others in the organization) other
possible causes. Some of these additional possible causes will
suggest other symptoms that should be observed. Further
observations and discussions with others in the organization
will verify whether these symptoms exist. Finally, there should
be a complete list of the symptoms and possible causes.
4. Consolidate the list of symptoms and causes and translate
them into a set of explanations of the problem. It is important at
this stage to be aware of personal biases, so do not ignore other
equally possible explanations. Start to think objectively.
5. Based on all the observations, select the explanations that
appear to be most relevant to the problem under study.
6. Analyze the relationships between the various explanations
that may provide additional insight into the problem. Are they
getting at the same thing? If so, you may be able to consolidate
them into a more general statement. Does your explanation have
implications for another one?
All of the above information is placed on the Problem Analysis

Worksheet and discussed with the Business Application Project
Facilitator. Record each step of the analysis. You may wish to
make copies of the form and complete one for each general
topic being considered as a Business Application Project.
You may find it helpful to view the Problem Analysis
Worksheet in terms of a "funnel" analogy. The top of the funnel
represents the broad or vague area of interest. As observations
are made, facts accumulated, descriptions clarified, and
relationships discerned, the problem becomes progressively
focused, defined, and manageable.
You are now ready to write the Research Project topic proposal.
The problem statement, which will become the topic proposal,
should be a brief and clear statement. Keep in mind that this
proposal needs to be written in such a way that someone who
knows nothing about the area of study will understand it. Define
all specialized terms clearly and concisely.
A copy of the Research Project topic proposal form appears in
the Appendix.
The Topic Proposal must be approved by all individuals
indicated at the bottom of the form. When the proposal is shared
with the site contact, have the site contact sign the proposal
after the n Project Facilitator has given verbal consent to the
topic. After the site contact has signed the proposal, give the
proposal to the Facilitator, who will then sign it.
Beginning steps toACTION RESEARCH Project
Sample Research Project Problems
Now that you have digested the "whole" of the Research Project
procedures, it is time to introduce some possible problems and
titles for the Research Project. The reoccurring theme is that an
actual "real live" problem exists that will be researched for a
possible solution.

Problem:
Why are the part-time National Guard soldiers getting such low
scores on their field tests?
Title: COMBINED ARMS TRAINING: MICHIGAN
NATIONAL
GUARD
Problem:
Are employees feeling "short-changed" with only a bi-yearly
evaluation?
Title:
EVALUATION OF EMPLOYEES USING THE
PERFORMANCE
APPRAISAL FORM
Problem:
Automation has caused low morale among employees, much
dissension, and general fear of job loss.
Title:
IMPACT AND EFFECT OF AUTOMATION ON THE
TECHNOLOGIES AND RELATED TRADE INSTRUCTION
DEPARTMENTS

Problem:
Many employees of the Engineering Department are feeling that
their efforts and progress are not being evaluated fairly.
Title:
MEASURING INDICATIONS OF SUCCESS IN THE
ENGINEERING DEPARTMENT
Problem:
Is there a better and cheaper way to package material into
storage containers at the Distribution Center?
Title: FEASIBILITY OF UTILIZING MATERIAL-HANDLING
ROBOTS
Problem:
Procedures for quoting prices at the C.J.B. Corporation are slow
and burdensome. Is there a better way?
Title:
COMPUTER-ASSISTED QUOTING PROCEDURES OF
THE C.J.B. CORPORATION
Problem:
Customers at the Ella Mott Museum are complaining that too
many volunteer guides are uninformed and giving wrong

information.
Title:
THE EFFECT OF A TRAINING PROGRAM ON HISTORIC
INTERPRETERS AT THE ELLA MOTT MUSEUM
Problem:
Employees complain that fringe benefits do not fit their needs
because their spouses get much the same ones.
Title:
DEVELOPING A PROGRAM TO ALLOW EMPLOYEES
GREATER CHOICE IN FRINGE BENEFITS PROVIDED
BY THEIR EMPLOYER
Problem:
Many small townships do a lot of their work with "pencil and
paper." Is there a better and more economical way of record-
keeping?
Title:
DATA PROCESSING--COOPERATIVE ACQUISITIONS BY
SMALL TOWNSHIPS

Problem:
The preschool teacher and aides noticed that many of their
students were coming to them without the basic motor skills
such as hopping, skipping, and jumping.
Title:
MOTOR SKILLS PROGRAM FOR PRESCHOOL CHILDREN
Problem:
When the telephone system was broken up by law, there were
numerous problems with work orders and billing.
Title:
REDUCTION IN ERROR RATE ON CUSTOMER WORK
INVOICES
Problem:
A small, local fire department felt that information about
location of fire, type of fire, and needed equipment was
sometimes inaccurate, too costly, and too slow.

Title:
COMPUTERIZED INFORMATION SYSTEM FOR THE
WATERGRANT AREA FIRE DEPARTMENT
Problem:
A historical society needs money. Local tax dollars were shut
off
by a millage defeat.
Title:
DEVELOPING ALTERNATIVE FUNDING SOURCES FOR
THE JOHNSON COUNTY HISTORICAL SOCIETY
Problem:
Sales were decreasing. Equipment was not fixed properly. There
was an "air of discontent" throughout the company.
Title:
MOTIVATING EMPLOYEES TO INCREASE SALES AND
REDUCE
EQUIPMENT-RELATED COMPLAINTS
Problem:
The company was getting negative evaluations every time the

government examined the waste water coming from its plant.
Title:
UPGRADING THE INDUSTRIAL WASTE WATER
TREATMENT SYSTEM
TO ENSURE COMPLIANCE WITH REVISED
ENVIRONMENTAL PROTECTION AGENCY
REGULATIONSOutline for section 1
INTRODUCTION
To assist in writing Chapter 1, a number of examples have been
included. Several worksheets—such as the Problem Analysis
Worksheet—are included to guide the thinking and planning
process.
Please read this entire section before starting Chapter 1. This
will provide ideas of what is expected. Then, as each chapter is
developed, use these guidelines as a reference and guide.
Always check the format and style section of these guidelines
while writing the paper.
Purposes of Chapter 1
* Chapter One - to demonstrate that there is a firm grasp on the
problem you have chosen. The entire project is based on this
problem.
ORGANIZATIONAL FORMAT FOR INTRODUCTORY
CHAPTERS
Organizational formatting is required to finish the first two
chapters correctly. A more complete description of the format,
style, and mechanics for writing the report is contained in the
format and style chapter of these Guidelines. Below is an
outline for the suggested organization for Chapter 1. Each
chapter starts on a new page and is centered and in capital

letters with a Roman numeral indicating the chapter number.
A suggested format for Chapter One might be as follows:
5-7 pages total
· Description of the Problem
· Purpose of the Project
· Setting of the Problem
· History and Background of the Problem
· Scope of the Project
· Importance of the Project
· Definition of Terms
CHECKLIST FOR CHAPTER 1
Statement of Purpose
Has the overall purpose of the project been stated?
Yes
No
Does the statement serve to give the reader an
adequate overview of the project?
Yes
No

Is the statement concise, clear, and appealing?
Yes
No
Setting of the Problem
Is there a general but current description of the
organization or community in which the project will be
implemented?
Yes
No
Are the number of people involved indicated?
Yes
No
Are all the unique characteristics of
the organization described?
Yes
No
History and Background of the Problem

Is there a full picture of the problem as it
currently exists, indicating all the symptoms,
possible causes, and their interrelationships?
Yes
No
Is there a historical context of
the problem; i.e., how long it has existed and
major possible causes that had an influence on it?
Yes
No
Are there any interrelationships between
parts of the problem and parts of the setting described?
Yes
No
Scope of the Business Application Project
Is there a description of the aspects of the setting

included in the study and of those not included?
Yes
No
Is there a description of exactly which parts of
the problem will be included in the study?
Yes
No
Importance of the Action Research Project
Is it clearly indicated why the project is needed?
Yes
NoWriting Chapter 1 - Description of the Problem
5-7 pages
Chapter 1 of the Research Project states the purpose and
provides a full description of the problem. You will be required
to review the history and background of the problem and detail
the scope and limits of the project. Chapter 1 will identify the
importance (significance) of the problem, demonstrate the full
knowledge of the setting (organization or community) in which
the problem is researched, and define all key terms.
After reading this chapter, the reader should have a clear
picture, not only of the specific problem being explored, but

also of its background and history, its setting, and its limits.
Basically, this chapter is an expansion and more refined
discussion of many of the items included in the Topic Proposal.
The following are the sections that should be included in
Chapter 1. Generally, all six topics constitute separate sections
and will be written in the indicated sequence; however, the
sequence is not mandatory. In some cases, it may be more
logical to combine two or more of them into a single section. In
other cases, a change in the sequence may improve the flow of
the presentation. Check with your facilitator for guidance.
Statement of Purpose
In two or three sentences, state as clearly as possible the
purpose of the project.
1. Example
The purpose of this project was to create, implement, and
evaluate a communication/feedback manual for the Welding
Metallurgical Department of Factory SKS. The manual will be
used to develop, improve and maintain the metallurgists'
communication skills.
The Setting of the Problem
In this section, you should describe the organizatio n or
community in which the problem exists and will be
implemented.
The following examples indicate how the description of the
setting might be organized.
Note: You may wish to combine this section with the next one,
especially if the problem is intricately tied to several
components of the system. If the sections are combined, make
sure the heading in the report reflects the combination.

A. Example One
Elmwood Counseling Center is a non-profit organization located
in a southern suburb of Chicago. It exists to provide a variety of
counseling services, foster home placement, and outdoor
educational activities to residents within the county.
Staff members of the center and representatives from the
community elect a twelve-person board of trustees, which hires
a director who is responsible for running the agency. Four
coordinators report to the director: The Drop-in Center
Coordinator, the Agency Outreach Coordinator, the Outdoor
Education Coordinator, and the Drug Counseling Coordinator.
(See organizational chart at the end of description.) The director
and coordinators are the only paid staff members with the
exception of the consultants who are called in periodically for
the purpose of staff development.
Much of the agency's work is conducted by its seventy-five
volunteers who donate their time each week. The volunteers are
dedicated community members who are willing to donate their
time because they find the work personally rewarding. One
difficulty is that there is constant turnover of volunteers,
making it necessary for staff to devote a considerable amount of
time to recruiting and training new volunteers. There is often
inadequate or poor communication between paid staff members
and volunteers.
The structure of the organization is functional. There is
overlapping of services in the four functions when clients are
cross-referred, making cooperation of the coordinators
necessary for the agency to function smoothly. Weekly staff
meetings are held to facilitate cooperation and communication
among coordinators.
The organization maintains close ties with law enforcement

agencies, hospitals, courts, and state agencies such as the
Department of Children and Family Services (DCFS). Although
members of the community serve on the Board of Trustees and
as volunteers, the Center has been accused of not being
responsive enough to the needs of the community.
Elmwood Counseling Center is supported by state, federal, and
village funds, which provide an operating budget. Special
projects are paid for by community contributions or through
writing grant proposals and submitting them to the appropriate
funding sources. Different paid staff members take turns writing
grant proposals as needed. While this is a necessary part of the
agency's activities for its economic survival, staff members
neither enjoy nor feel competent writing grant proposals.
B. Example Two
Training and Staff Development is a section of Personnel
Services at the Medical Center Campus of the University of
Illinois. There are three other sections of the Personnel Services
Office: Employment, Classification, and Records. These
sections work closely together to carry out the personnel
function. Organization of the department is according to
functions performed. Training and Staff Development is located
in a separate building, which results in this section having more
autonomy than the other three.
The Director of Personnel Services is in charge of the Personnel
Department. He reports to the Vice Chancellor of
Administrative Services, who reports to the Chancellor of the
Medical Center. There are three campuses of the University of
Illinois—Medical Center, Chicago Circle, and Champagne-
Urbana. Each has a chancellor who reports to the President of
the University of Illinois. The president reports to the Board of
Trustees elected by Illinois voters.

The purpose of Training and Staff Development is to train
nonacademic staff, so that they can best perform their jobs.
Nonacademic staff, approximately 5,000, do not have academic
appointments at the Medical Center. This training is part of the
Personnel Department whose function is to provide the Medical
Center with qualified nonacademic personnel. Academic
personnel are hired by the Vice Chancellor of Academic Affairs.
A unique aspect of the Medical Center campus is that in
addition to its being a major university, it has hospitals
requiring twenty-four hour staffing. The purpose of the Medical
Center is two-fold—to provide quality health care and quality
education. The Vice Chancellor for Health Services is
responsible for the first purpose and the Vice Chancellor for
Academic Affairs for the second. All of their activities, such as
business affairs and personnel selection, which are necessary
for the Medical Center to function, are the responsibility of the
Vice Chancellor for Administrative Services.
The University of Illinois is part of the State University Civil
Service System, not to be confused with state and federal civil
service systems, which were established with the intent of
taking state universities out of the political arena. All state
universities belong to the system. This means that major
decisions in employment procedures, position classification,
salary schedules, and labor and employment relations must be
reviewed by the University Civil Service System.
Thus, Training and Staff Development, a section of Personnel
Services, is part of a vast system. It is most directly affected by
the Director of Personnel and the Vice Chancellor for
Administrative Services. It is part of the University System and
thus subject to its requirements and ultimate decisions. Part of
the funding for the Center is obtained through allocations made
by the Illinois Legislature. Other funding is generated from the
educational and medical services it provides.

C. Example Three
The Harris Company is a prosperous manufacturer of metal
products designed for industrial use. Its manufacturing plant,
located in central Massachusetts, employs nearly 600 workers
who produce a large variety of clamps, inserts, knobs, and
similar items. Orders for these products are large and on a
recurrent basis. Order volume fluctuates according to business
conditions in the primary industries that the company services.
The goal of the Harris Company is to supply prompt delivery of
quality metal products to its customers at a competitive price.
The dye making and setup operations require the greatest degree
of skill and are supplied by highly paid, long-service craftsman.
The Finishing Department, divided geographically between
plating and painting, attracts less trained but relatively skilled
workers, some of whom have been employed by the company
for many years. The remaining operations are largely unskilled
in nature and characterized by low pay and a high rate of
personnel turnover.
Examples adapted from: Paul R. Lawrence and John A. Seiler,
Organizational Behavior and Administration Cases, Concepts
and Research Findings, Homewood, Illinois: The Dorsey Press,
1965.
This section should be an expansion of the basic description you
gave in the Topic Proposal. Describe, in some detail, all the
ramifications of the problem: the symptoms, the possible and
most probable underlying causes, and how these causes may be
interrelated. Also, describe the history of the problem: how long
it has existed; how it has existed; how it has changed over time;
and what major events have had an influence on it. To the

extent possible, show how various parts of the problem are
related to the various parts of the setting. Describe the group(s)
involved or affected by the problem. Who are they? How many
are involved and in which organizational unit or geographical
location? In most cases, the source of the information for this
section will come from the setting itself. It will come from the
personal knowledge of and experience in the organization, from
organizational records or documents, from your observations,
and from discussions with people in the setting. In some cases,
the description may include information obtained from the
published literature, but the history should be real and not
theoretical. In this case, you may write an initial draft of this
section based on your knowledge of the setting, and then rewrite
if after you have completed the literature review.
Scope of the Project
Here one should very clearly and specifically describe the limits
or scope of the problem to be dealt with in the project. In the
history and background section, you should completely describe
the problem as it exists in its setting. However, since you may
choose to work on only parts of the problem, indicate which
parts will be included in the project. Only some of the
underlying causes, organizational units involved, or parts of the
population affected may be addressed. You might need to
modify this section after completing the literature review, since
the review may cause you to change the scope of the study.
Importance/Significance of the Project
In this section, indicate why the project is important. Explain
what special or unique benefits will be derived from developing
it. Is there anything unique about it in comparison to what other
research has been done on the problem? Be specific in the
analysis, so the reader can immediately grasp why this project is
considered important.

This is another section you might wish to rewrite after
completing the literature review. In that way, there will be a
better understanding of how the project relates to the work of
others.
Definition of Terms
In the final section of Chapter 1, define all important and
unique terms used to this point, and any anticipated to be used
later in the Action Research Project. You might also have to add
to this list in the final draft of the report. Include all terms that
are unusual or technical, and not likely to be familiar to the
readers.
Have someone who is not a member of the profession read the
rough drafts and circle any term not understood. This is a good
way to identify terms that need defining for the casual reader.
Be sure that the list is alphabetized for greater ease in finding
the terms.PROBLEM ANALYSIS AND TOPIC PROPOSAL
You are now ready to choose the problem topic for the Research
Project. Begin by generating a series of possible topics. Once
the obvious problems are down on paper, the new, often better
ideas start to flow. Do not worry about feasibility at this point.
Include at least a few topics that will stretch the mind a bit.
Keep in mind though, the biggest mistake is to select the easiest
problem just to complete the requirements. Little learning takes
place when this is done.
Once you have generated a large number of topics, group them
in categories such as job, community, or environment. Develop
a few of these ideas beyond the single word or phrase stage.
Let us take a closer look at what is involved in conducting a
problem analysis. Remember, you are not looking for solutions
yet; but are interested in zeroing in on the problem area so that

a clearer and more accurate picture may emerge.
7. Write down the initial question -- for example:
· "Why are other departments producing better results than this
one?"
· "Why are sales not higher in this department?"
· "Why is absenteeism higher in this department than in any
other department of the office complex?"
8. Roughly delineate the problem area, including:
· What is being discussed about it and why is it a problem?
· Where is the problem located and who is involved?
Answers to these questions often require no more than a word or
a short phrase.
9. Accumulate observations that appear to be related to the
problem question. Separate these observations into two lists —
one that describes the current situation and one that describes
the desired status. These lists will include symptoms of outward
manifestations of the problem as well as possible underl ying
causes.
Obtain these initial observations from the organization in which
you will be implementing the Business Application Project. To
add to these possible causes, brainstorm (with fellow adult
learners, site contact and others in the organization) other
possible causes. Some of these additional possible causes will
suggest other symptoms that should be observed. Further
observations and discussions with others in the organization
will verify whether these symptoms exist. Finally, there should

be a complete list of the symptoms and possible causes.
10. Consolidate the list of symptoms and causes and translate
them into a set of explanations of the problem. It is important at
this stage to be aware of personal biases, so do not ignore other
equally possible explanations. Start to think objectively.
11. Based on all the observations, select the explanations that
appear to be most relevant to the problem under study.
12. Analyze the relationships between the various explanations
that may provide additional insight into the problem. Are they
getting at the same thing? If so, you may be able to consolidate
them into a more general statement. Does your explanation have
implications for another one?
All of the above information is placed on the Problem Analysis
Worksheet and discussed with the Research Project Facilitator.
Record each step of the analysis. You may wish to make copies
of the form and complete one for each general topic being
considered as a Research Project.
You may find it helpful to view the Problem Analysis
Worksheet in terms of a "funnel" analogy. The top of the funnel
represents the broad or vague area of interest. As observations
are made, facts accumulated, descriptions clarified, and
relationships discerned, the problem becomes progressively
focused, defined, and manageable.
You are now ready to write the Research Project topic proposal.
The problem statement, which will become the topic proposal,
should be a brief and clear statement. Keep in mind that this
proposal needs to be written in such a way that someone who
knows nothing about the area of study will understand it. Define
all specialized terms clearly and concisely.

A copy of the Research Project topic proposal form appears in
the Appendix.
The Topic Proposal must be approved by all individuals
indicated at the bottom of the form. When the proposal is shared
with the site contact, have the site contact sign the proposal
after the Research Project Facilitator has given verbal consent
to the topic. After the site contact has signed the proposal, give
the proposal to the Facilitator, who will then sign it.
Week TwoOVERVIEW
Learners will be working independently to complete a draft of
Chapters 1 and 2 of their Research Project.
LEARNING OBJECTIVES
1. Complete Chapter 1 of their Research Project.
Purposes of Chapter 2
Chapter Two - to demonstrate that you are familiar with the
literature (expert research in the field) relevant to the problem.
writing Chapter 2 - Literature Review
6-8 pages
This chapter of the project reviews the published literature
related to the stated problem. In Chapter 1, you describe the
problem as it exists in the specific setting being studied. In
Chapter 2, you should help the reader understand the problem as
it exists in other settings.
There are several purposes for conducting a literature review.

The literature review:
· Places the problem and project in a broader context and shows
how they relate to earlier and perhaps less effective approaches
to the same problem.
· Reveals difficulties others have had in attacking the problem
or weaknesses in their approach or conclusions that will give
ideas on how to avoid the problem.
· Provides new ideas and approaches one may not have thought
of, ideas that may be alternative solutions, ways of ensuring or
evaluating outcomes, and ways of operationally defining
objectives and variables.
A well-developed literature review should contain the following
features:
1. Articles should be grouped from a general overview to a
specific subject perspective dealing with the particular problem.
This is called the "funnel" approach—moving from general
material to specific material on the topic.
2. Sectionheadings should be provided to organize the review,
so the reader can easily spot the direction of the review.
· Example:
Section One: History of the Work Problem
Section Two: Case Studies in Other Industries

Section Three: Case Studies in Automotive Industry
Section Four: Participation Management and Union Involvement
· Example:
Section One: Overall Job Performance and Satisfaction
Section Two: Time Management at the Job Site
Section Three: Employee/Management Relations and Job
Description
· Example:
Section One: Vandalism in America
Section Two: Vandalism in Public Places
Section Three: Vandalism in America's Schools
By organizing the review to proceed from the general to the
specific, the literature review becomes more than a collection of
what others have said.
3. Relevance. The review is a discussion of the relevance of the
literature to the Action Research Project. Every article must
contribute to an understanding of some aspect of the problem

selected. There may be disagreements among authors; they may
have different points of view on the causes or solutions to the
problem. You should indicate how each of these views relates to
the project.
At times, adult learners indicate that they cannot find any
literature dealing with their papers’ problems. This generally
results from taking too narrow a view of both their problem and
how the literature review should relate to it. You may find that
there is little information specifically dealing with the approach
or narrow problem definition. However, generally you will find
literature dealing with a broader problem area that is important
to the study of the project. As you review the literature on
related or similar problems, it will shed light on the area of
study. These insights often have much to offer in guiding the
thinking and approach to the project.
Writing the Literature Review
The literature review is Chapter 2 of Part One. Center the
heading, LITERATURE REVIEW, at the top of the page.
Section headings for parts of the review are entered as free -
standing side headings, as outlined in the format and style
section of these guidelines.
When citing references in the text of the review and preparing a
reference list, follow the examples in the Format, Style and
Organization section.
The reference list is placed at the end of the final report;
however, a preliminary reference list should be submitted with
Chapter 2. The Publication Manual of the American
Psychological Association (Latest Edition) is required as the
guide for all referencing.
Note: When submitting the literature review to the Research

Project Advisor you must also submit the reference list. This
reference list must contain only the references cited in the
report. The review must include at least a minimum of 8-10
bibliographical references.
CHECKLIST FOR CHAPTER 2
Literature Review
Is the general background of the literature presented to show
how
the specific project fits into a broader picture of the whole topic
area?
Yes
No
Is the information on the current research most closely related
to
the specific problem presented?
Yes
No
Is it indicated how the literature being reviewed relates to the
Project throughout?
Yes
NoChapters 3 and 4

Purpose of Chapters 3 and 4
In Chapters 3 and 4 of the RESEARCH Project, the following
specific requirements will be addressed. They are:
1. To identify measurable objectives that will specify the details
of the intervention.
2. To describe the actual intervention that will be implemented
at the RESEARCH Project site.
3. To develop a detailed plan of evaluation to be applied to
determine the degree of success achieved with the intervention.
Chapters 3 And 4 Requirements
1. Chapter 3 - Description of the Intervention
Statement of Objectives
2. Chapter 4 - The Evaluation Plan
Evaluation Design
Data Collection Plan
Limitations for the Data Collection Plan
If the organization selected in Chapter 3 differs from the above,
be sure to label the sections clearly and correctly. This chapter
will identify what design was chosen to gather the data and how
it was gathered. It will clearly conclude with the limitations of
the evaluation process. If other sections are included, be sure to
label them correctly.

Use of the Word “Data”
Literally, the word “data” is the plural form of the Latin word
“datum.” But in modern usage it can be considered singular.
Therefore, both of the following sentences are grammatically
correct:
• The data have been analyzed and are ready for review.
• The data has been analyzed and is ready for review.
You need to choose a particular approach and use it consistently
throughout your project.
Checklist for Chapters 3 and 4
Summary of the Problem
Are Chapters 3 and 4 introduced with a
2-3 paragraph summary of the problem?
Yes
No
Are at least two evaluation objectives listed?
Yes
No

Does the statement of each objective include:
What change will result?
Yes
No
How much change is expected?
Yes
No
Where the change will occur?
Yes
No
When the change will occur?
Yes
No
Description of the Intervention
Is there a complete, clear and concise description
of the program implemented given?
Yes
No
The Evaluation Plan
Is the evaluation design named or described?
Yes
No

Is the size of the sample(s) stated and how the individuals
were selected?
Yes
No
Is a complete description of the demographic data included
and how these data were used?
Yes
No
Is there a description of the manner in which the data
were analyzed, indicating any statistical test(s) used and the
level of significance chosen?
Yes
No
Is there a copy of all evaluation instruments, whether
self-developed or purchased, included as part of the study?
Yes
No
Is there a description of the manner in which you developed the
instrument, whether it was field tested and the results?
Yes
No

Is there a description of all limitations to the evaluation plan?
Yes
No
Are all the data collected directly relevant to the objectives?
Yes
Nowriting Chapter 3:
Begin this chapter by briefly summarizing the nature of the
problem to be studied. This summary of the problem should be
only two or three paragraphs long. It will serve to refresh the
reader's memory and provide a focus or frame of reference to
which the rest of the chapter can be related.
The most important part of the Research Project is writing
measurable (result-oriented) objectives. At least two objectives,
but preferably four or five objectives, should be part of the
study.
In writing the objectives, state each one in a separate paragraph.
It would be advisable to identify each objective (Objective One,
Objective Two,etc.). Use free-standing side headings for this
process.
To assist the reader in understanding what the objective is and
why it was selected, a description and explanation should
follow each one.
When stating each objective include:
· What change will result? (Stated in observable and measurable

terms.)
· How much change is expected?
· Who or what will change?
· Where will the change occur?
· When will the change occur? (time boundaries)
EXAMPLE:
Objective One
By January of next year, there will be a 50 percent reduction in
the number of errors committed by the clerical staff in the XYZ
Department of the SKS Manufacturing Plant.
What?
Reduction in the amount of errors
How much?
50 percent
Who?
Clerical staff
Where?
XYZ Department
When?
By January of next year
Remember, the explanation clarifying the reason for including

the objective must come immediately following each objective.
The intervention is a plan, or program, intended to correct the
problem. Describe completely, clearly, and concisely, the
intervention to be implemented. If it was a training program,
describe the content of the program, the methods and materials
used, the length of the program, and when and where the
program was held.
If a procedures manual is to be developed, describe its contents,
its length, how it was distributed, and when and where it was
distributed.
If a computerized inventory control program is developed,
describe the input and the output, describe the type of data
entered into the program, how the data are manipulated by the
program, and what type of data or report are generated from the
program. Also, indicate its implementation, complexity, and
intended use.
Since this is the core of the entire Research Project, the reader
must clearly understand all the characteristics and procedures of
the intervention. In short, by reading this section only, the
reader will know what was designed and implemented. If you
developed a different intervention (or strategy) for each
objective, then organize this section by each objective. One
word of caution: limit the intervention to one main strategy if at
all possible. The more complex the intervention, the more
difficult it is to specify what really caused the change.
Writing Chapter 4 - The Evaluation Plan
General Requirements
The methodology used to determine whether the project met its

objectives is described in this chapter. Included are
questionnaires, collection methods, and complete methodology
descriptions.
Some of the descriptions to be included are:
· The evaluation design - name or describe the research design
used.
· The size of the population and how it was selected and
organized into groups.
· If any demographic data on the population were collected,
describe the data and how they were used.
· When and where the data were obtained and the manner in
which the data were obtained.
· Special precautions which were taken to remove bias in the
data.
· The manner in which the data were analyzed. If a statistical
test was used, indicate which one, and what level of
significance was chosen in performing the test.
If a questionnaire was developed
, or other data collection instruments used, include complete
copies of them in the appendix. However, learners should
describe and explain the data collection instruments in the body
of the text of this chapter, in order to give validity to the
instrumentation and the study. After describing the instruments,
write in parentheses where readers can find them. For example:
The data in Sample Questionnaire X indicates… (Please refer to
Appendix B to see a copy of the Questionnaire used.)

Finally, discuss any limitations in the evaluation plan. These
may be variables that cannot be controlled by the research
design or flaws or biases in the instruments.
The following examples are intended to illustrate how to
organize this chapter. These are not exclusive. Use any format
that organizes the information clearly and completely.
EXAMPLE A:
Objective Analysis Design
In this segment, list each objective with a description of how
the evaluation design will determine if the objective is met.
Questions, collection of data, pre- and post-analysis, etc. may
be used to accomplish the task. Each objective may have a
different method of collecting proof to determine if the
objective was met. The number of segments in the chapter is
dependent upon the number of objectives. Remember, however,
results are not included in this chapter.
Data Analysis
This section indicates what data analysis and calculations are
important to the research. Each calculation should be noted with
an explanation of why it was selected.
Limitations of the Data Collection Plan
The weaknesses of the design is established in this part. It also
includes what variables may hinder clear answers and what
other factors could not be controlled. Every experiment or test
has elements that cannot be controlled, and should be noted.
EXAMPLE B:
Evaluation Design

If there is one design for the entire project, it is best to describe
the plan in detail. This provides the reader with a complete
overview of the design and how it was administered.
In this section, weave into the discussion of the data collection,
the objectives to be reached by such a collection. Mention
pretest and post-test collections and how they will be used
statistically to gather proof of objectives being met.
Keep the collection plan simple. In its analysis, each objective
will be closely monitored to see if it was met. Be as complete as
possible. As a consequence, the reader will know the plan in
detail and how to apply it to all of the objectives.
This section denotes the weaknesses of the design, what
variables may hinder clear answers, and what other factors
could not be controlled. Every experiment has elements which
cannot be controlled, and they should be noted.
Start each chapter with an opening paragraph that explains what
will be found in that chapter. Furthermore, close each chapter
with a summary paragraph specifying how this particular
chapter is integrated into the entire Business Application
Project.
week ThreeOVERVIEW
Learners will be working independently to complete Chapters 3
and 4 of the Research Project.
LEARNING OBJECTIVES

1. Complete Chapter 3 of the Research Project.
ASSIGNMENTS DUE
2. Complete Chapter 4 of the Research Application Project.
WEEK three Session schedule
Learners should email the instructor a draft of Chapters 3 and 4.
Chapters 3 and 4
Purpose of Chapters 3 and 4
In Chapters 3 and 4 of the RESEARCH Project, the following
specific requirements will be addressed. They are:
4. To identify measurable objectives that will specify the details
of the intervention.
5. To describe the actual intervention that will be implemented
at the RESEARCH Project site.
6. To develop a detailed plan of evaluation to be applied to
determine the degree of success achieved with the intervention.
Chapters 3 And 4 Requirements
3. Chapter 3 - Description of the Intervention
4. Chapter 4 - The Evaluation Plan

Evaluation Design
Limitations for the Data Collection Plan
If the organization selected in Chapter 3 differs from the above,
be sure to label the sections clearly and correctly. This chapter
will identify what design was chosen to gather the data and how
it was gathered. It will clearly conclude with the limitations of
the evaluation process. If other sections are included, be sure to
label them correctly.
Use of the Word “Data”
Literally, the word “data” is the plural form of the Latin word
“datum.” But in modern usage it can be considered singular.
Therefore, both of the following sentences are grammatically
correct:
• The data have been analyzed and are ready for review.
• The data has been analyzed and is ready for review.
You need to choose a particular approach and use it consistently
throughout your project.
Summary of the Problem
Are Chapters 3 and 4 introduced with a
2-3 paragraph summary of the problem?

Yes
No
Are at least two evaluation objectives listed?
Yes
No
Does the statement of each objective include:
What change will result?
Yes
No
How much change is expected?
Yes
No
Where the change will occur?
Yes
No
When the change will occur?
Yes
No
Is there a complete, clear and concise description
of the program implemented given?

Yes
No
The Evaluation Plan
Is the evaluation design named or described?
Yes
No
Is the size of the sample(s) stated and how the individuals
were selected?
Yes
No
Is a complete description of the demographic data included
and how these data were used?
Yes
No
Is there a description of the manner in which the data
were analyzed, indicating any statistical test(s) used and the
level of significance chosen?
Yes
No

Is there a copy of all evaluation instruments, whether
self-developed or purchased, included as part of the study?
Yes
No
Is there a description of the manner in which you developed the
instrument, whether it was field tested and the results?
Yes
No
Is there a description of all limitations to the evaluation plan?
Yes
No
Are all the data collected directly relevant to the objectives?
Yes
Nowriting Chapter 3 - Description of the Intervention
Begin this chapter by briefly summarizing the nature of the
problem to be studied. This summary of the problem should be
only two or three paragraphs long. It will serve to refresh the
reader's memory and provide a focus or frame of reference to
which the rest of the chapter can be related.
The most important part of the Business Application Project is
writing measurable (result-oriented) objectives. At least two
objectives, but preferably four or five objectives, should be part
of the study.
In writing the objectives, state each one in a separate paragraph.

It would be advisable to identify each objective (Objective One,
Objective Two,etc.). Use free-standing side headings for this
process.
To assist the reader in understanding what the objective is and
why it was selected, a description and explanation should
follow each one.
When stating each objective include:
· What change will result? (Stated in observable and measurable
terms.)
· How much change is expected?
· Who or what will change?
· Where will the change occur?
· When will the change occur? (time boundaries)
EXAMPLE:
Objective One
By January of next year, there will be a 50 percent reduction in
the number of errors committed by the clerical staff in the XYZ
Department of the SKS Manufacturing Plant.
What?
Reduction in the amount of errors
How much?
50 percent

Who?
Clerical staff
Where?
XYZ Department
When?
By January of next year
Remember, the explanation clarifying the reason for including
the objective must come immediately following each objective.
The intervention is a plan, or program, intended to correct the
problem. Describe completely, clearly, and concisely, the
intervention to be implemented. If it was a training program,
describe the content of the program, the methods and materials
used, the length of the program, and when and where the
program was held.
If a procedures manual is to be developed, describe its contents,
its length, how it was distributed, and when and where it was
distributed.
If a computerized inventory control program is developed,
describe the input and the output, describe the type of data
entered into the program, how the data are manipulated by the
program, and what type of data or report are generated from the
program. Also, indicate its implementation, complexity, and
intended use.
Since this is the core of the entire Business Application Project,
the reader must clearly understand all the characteristics and
procedures of the intervention. In short, by reading this section

only, the reader will know what was designed and implemented.
If you developed a different intervention (or strategy) for each
objective, then organize this section by each objective. One
word of caution: limit the intervention to one main strategy if at
all possible. The more complex the intervention, the more
difficult it is to specify what really caused the change.
Writing Chapter 4 - The Evaluation Plan
General Requirements
The methodology used to determine whether the project met its
objectives is described in this chapter. Included are
questionnaires, collection methods, and complete methodology
descriptions.
Some of the descriptions to be included are:
· The evaluation design - name or describe the research design
used.
· The size of the population and how it was selected and
organized into groups.
· If any demographic data on the population were collected,
describe the data and how they were used.
· When and where the data were obtained and the manner in
which the data were obtained.
· Special precautions which were taken to remove bias in the
data.
· The manner in which the data were analyzed. If a statistical
test was used, indicate which one, and what level of
significance was chosen in performing the test.

If a questionnaire was developed
, or other data collection instruments used, include complete
copies of them in the appendix. However, learners should
describe and explain the data collection instruments in the body
of the text of this chapter, in order to give validity to the
instrumentation and the study. After describing the instruments,
write in parentheses where readers can find them. For example:
The data in Sample Questionnaire X indicates… (Please refer to
Appendix B to see a copy of the Questionnaire used.)
Finally, discuss any limitations in the evaluation plan. These
may be variables that cannot be controlled by the research
design or flaws or biases in the instruments.
The following examples are intended to illustrate how to
organize this chapter. These are not exclusive. Use any format
that organizes the information clearly and completely.
EXAMPLE A:
Objective Analysis Design
In this segment, list each objective with a description of how
the evaluation design will determine if the objective is met.
Questions, collection of data, pre- and post-analysis, etc. may
be used to accomplish the task. Each objective may have a
different method of collecting proof to determine if the
objective was met. The number of segments in the chapter is
dependent upon the number of objectives. Remember, however,
results are not included in this chapter.
Data Analysis
This section indicates what data analysis and calculations are
important to the research. Each calculation should be noted with
an explanation of why it was selected.

The weaknesses of the design is established in this part. It also
includes what variables may hinder clear answers and what
other factors could not be controlled. Every experiment or test
has elements that cannot be controlled, and should be noted.
EXAMPLE B:
Evaluation Design
If there is one design for the entire project, it is best to describe
the plan in detail. This provides the reader with a complete
overview of the design and how it was administered.
In this section, weave into the discussion of the data collection,
the objectives to be reached by such a collection. Mention
pretest and post-test collections and how they will be used
statistically to gather proof of objectives being met.
Keep the collection plan simple. In its analysis, each objective
will be closely monitored to see if it was met. Be as complete as
possible. As a consequence, the reader will know the plan in
detail and how to apply it to all of the objectives.
This section denotes the weaknesses of the design, what
variables may hinder clear answers, and what other factors
could not be controlled. Every experiment has elements which
cannot be controlled, and they should be noted.
Start each chapter with an opening paragraph that explains what
will be found in that chapter. Furthermore, close each chapter

with a summary paragraph specifying how this particular
chapter is integrated into the entire Business Application
Project.
Week FOUROVERVIEW
Learners will be presenting Chapters 1-4 of their Research
Projects, and receiving feedback from the facilitator.
LEARNING OBJECTIVES
Adult learners will:
1. Compare and contrast their progress and approach with that
of the rest of the cohort.
2. Model for each other constructive feedback techniques.
3. Learn and demonstrate public speaking and presentation
skills.
week fiveOVERVIEW
Learners will be working independently to write Chapters 5 and
6 of their Business Application Projects.
LEARNING OBJECTIVES
Writing CHAPTERS 5 AND 6
The Purpose of Chapters 5 and 6
The two general purposes of these chapters are:
1. To present a summary of the results with an analysis,

according to the procedures outlined in the data collecti on plan.
This demonstrates the ability to apply data analysis and
statistical methods.
2. To present the conclusions and recommendations derived
from the data analysis. This demonstrates the ability to interpret
and draw conclusions from research data and to develop
recommendations based on sound research findings.
The work completed up to this point culminates in Chapters 5
and 6. These two chapters focus on the results of the research
and its practical value.
Results
Have you organized this chapter by objective, briefly restating
each objective and indicating the instruments or measurements
used?
Yes
No
Have you presented for each objective only the data which are
relevant to it?
Yes
No
Have your followed each table or figure with a discussion of its
contents?
Yes
No

Have you clearly stated the results of any statistical tests?
Yes
No
Have you stated how the actual results compared to those
expected?
Yes
No
Conclusions
Have you briefly stated your Research Project’s
purpose and objectives?
Yes
No
Have you stated whether your objectives were met, and
indicated why or why not?
Yes
No
Have you stated whether or not your original expectations were
met?
Yes
No

Have you related your findings to the original problem as
described in Chapter 1; is impact clearly shown?
Yes
No
Have you related your findings to relevant research by other
researchers?
Yes
No
Have you discussed any limitations in your procedures and
indicated the implications of these limitations on the
conclusions?
Yes
No
Have you discussed the generalizations you can make from your
findings?
Yes
No
Have you given a complete analysis of the findings, indicating
all
the conclusions that can be drawn from them?
Yes
No
Have you confined the conclusions to those which are supported
by solid data?
Yes

No
Recommendations
Have you discussed all the policy recommendations that can be
based on the findings?
Yes
No
Have you discussed the recommendations for further research
that the project suggests?
Yes
No
Have you shown how the results support the recommendations
you made?
Yes
No
writing Chapter 5 - Summary of Results
This chapter will summarize the results obtained from
implementing the evaluation plan described in Chapter 4. Tell
the reader what was discovered as a result of the research.
The chapter should begin with a brief introduction stating the
contents of the chapter. Following this introduction, the chapter
should be organized by objective. The results of the data
collection should be presented as they relate to each objective,
so that the reader will know which objectives were met and
which were not met.

For each objective, begin by restating the objective and briefly
indicating the instrument or nature of the measurements used to
obtain data relevant to the objective. Follow with a summary of
the actual data collected. Only pertinent data to an objective
should be presented. For example, if you used a questionnaire
with questions relevant to two or more objectives, do not
present the data on all the questions; present only the data on
the questions relevant to the objective currently being
discussed.
Data are normally presented in table or figure format. Each
table or figure should be followed by a brief discussion of its
contents. Be specific about the unusual or key findings. In
discussing the data, report the level of significance of each
statistical test and indicate whether it exceeded the criterion
level one established to determine significance. Also, indicate
how the obtained results compared to those expected. The raw
data collected should be presented in the Appendix of the paper.
Only summarized data should be presented in this chapter. One
exception is raw data that is not lengthy; such data may be
included in the text. Introduce the statistical material with
statements such as, "The data summarizing the effect of training
on sales are presented in Table 9 on page 23; the raw data can
be found in Appendix B on pages 31-36."
When using tables or figures to display data in the text of this
chapter, position them as closely as possible to the written
discussion of their contents. This helps the reader make quick
comparisons between the visual and textual presentations of the
results. The best placement is on the same page. If that is
impossible, make sure the table or figure appears on the page
following the reference to it.
A brief example is provided below.

Chapter 5 - Sample
The effect of a training program for sales agents on the behavior
of the agents and on sales quotas is presented in this chapter.
The raw data for each objective are presented in Tables 4 and 5
in Appendix A.
Effect of a Training Program on Sales Agents
Objective One: To significantly (P=.05) increase the sales of
telephone sales agents in the sales office within two months
after training.
A randomized pretest/post test control group design, utilizing
the February 1990 (pre-training) and May 1990 (post training),
and Monthly Agent's Sales Reports, was used to evaluate
achievement of this objective. The data summarizing the effects
of a training program on sales agents are presented in Table 1.
TABLE 1
MEAN SALES FACTORS FOR TRAINED
AND UNTRAINED AGENTS
Group*
Pre-training Sales
Post-training Sales
Trained

35.6
47.3
Untrained
35.7
37.9
*n = 25 for each group
The two-tailed, non-paired t-test comparison of the pre-training
mean sales factor was not significant at .05, indicating that both
groups were equal on this dependent variable at the start of the
study. The post training means showed a difference of 9.4 in
favor of the trained agents.
The t-value for this difference was 10.31, which is significant
beyond the .001 level. As predicted, the trained group's
performance was significantly better than that of the untrained
group.
writing Chapter 6 - Conclusions & Recommendations
This chapter will draw conclusions based on the analysis of the
results presented in the previous chapter. In short, tell the
reader what the results mean and what actions should be taken
as a result of the findings.
Introduce the chapter with a restatement of the purpose of the

Research Project and its objectives. Follow this introduction
with a brief statement indicating that this chapter presents an
interpretation and discussion of the project findings (results)
and a discussion of the recommendations stemming from these
findings. Following this brief introduction there are three
sections to the chapter, which are indicated by free-standing
side headings:
· Conclusions
· Policy Recommendations
· Recommendations for Further Research
Conclusions
In this section, discuss the meaning of the results beyond what
they mean statistically; that is, interpret the findings and
indicate what can be concluded from them. This section should
be a detailed discussion of the conclusions relevant to the actual
subjects involved in the study and to other populations to which
it can be generalized.
In the discussion, (1) indicate whether the results confirm,
totally or in part, the original expectations or predictions; (2)
indicate whether or not each objective was achieved and why;
and (3) indicate whether the results were due to the expected
variables or to uncontrollable variables. At this point, discuss
what implications the limitations previously mentioned have
had on the conclusions. Discuss the relationship of the results to
the original problem description. Questions to ask: "Was the
intervention a viable solution to the problem?" or "Did it make
a difference in solving the problem or improving the
situation?". If appropriate, discuss the long-term, as well as
short-term implications. Finally, indicate other populations to
which one can generalize the study results and the extent to

which the generalizations can be made.
The presentation of conclusions should be organized by
objectives. Preface the conclusions with a brief summary of the
objectives and the findings (results) relevant to them; then,
discuss the conclusions that can be drawn from these results. In
some cases, the findings regarding several objectives may be
interrelated. In that situation, you should explain the
interrelationship. When writing the conclusions section, present
only those conclusions that can be supported by solid data: do
not claim more for the results than they really show. Special
care must be taken when speculating why the results were not as
expected. Be ready to support any speculation with data,
information, or observations gathered during the project or from
the published literature. Be sure to discuss why the objective
was or was not achieved and what modifications may have
improved the intervention’s effectiveness.
Policy Recommendations
In this section, discuss what actions the organization or
community should take based on the results of the Business
Application Project. A good set of recommendations makes it
more likely that the report will have an impact on policy. The
recommendations may affect the future of the program and other
programs or policies long after the project is complete.
At a minimum, state whether the intervention should be
continued, dropped, modified, or tested with other populations.
Perhaps there are new or expanded policies you would suggest
as a result of the findings. Perhaps new programs or
interventions or change is needed in existing programs. In
making recommendations, explain how the results support them.
Recommendations for Further Research

In this section, indicate the kinds of additional research needed
in the topic area. These recommendations may take various
forms. If there were any limitations in the research procedures,
indicate what changes should be made in future studies. If one
addressed only some aspects of the problem as described in
Chapter 1 of the report, indicate how the remaining aspects
should be researched. If the project raised new questions,
indicate how they could be studied. If the intervention failed to
achieve some of its objectives, indicate what other interventions
may prove fruitful. Indicate any additional outcome variables
the intervention is likely to impact—variables that should be
measured. For example, if it measured the impact of training on
increased knowledge, one may wish to recommend that a
follow-up study measuring the impact of on-the-job behaviors
be implemented.
At the end of this chapter, include a summary for the entire
Business Application Project. These two or three paragraphs
will be the capstone of the entire project.
Week sixLEARNING OBJECTIVES
2. Complete the abstract and the table of contents of their
Research Project.
READING AND WRITING UNIT (Individual Work)
writing Chapter 7 - Reflections on the ACTION RESEARCH
Project
In this chapter, discuss the learning you have realized in
completing the Research Project. This is the first and only time
one can use personal pronouns (I, my, me). During the Research
Project you were to have kept a journal of your many

experiences and frustrations. Now is the time to refer to these
experiences and write the reflections important to the study.
The requirements of this chapter necessitate a balance between
concrete experiences (what you have learned) and
conceptualizations (how they have affected you). Do not repeat
a step-by-step writing of the Research Project. Instead, attempt
to analyze your feelings, your learning outcomes, and changed
attitudes on the basis of some specific experiences. An example
would be the literature review. What skills did you acquire?
How did researching material of others change your mind? What
will change in the future because of the review of literature?
Provide a good mix of conceptualization and concrete
experiences. Indicate any roadblocks or difficulties you
encountered and how you overcame them. Can any of this
learning be generalized to other researchers or research
situations? Discuss any unexpected outcomes that occurred
during or as a result of this project.
In addition to documenting the learning outcomes, indicate what
problems you encountered that needed to be resolved. Be sure to
discuss what techniques became apparent during the research
process that can be applicable to the daily work situation.
Finally, conclude with a discourse on how the entire program
and Business Application Project affected your personal life.
Will any of the learning outcomes transfer to personal or home
activities? Were there concrete changes that gave personal
satisfaction? Would you go through the process over again if
given the opportunity?
Make this chapter count for all it is worth. You deserve
it.Checklist For Chapter 7
Results

Reflections
Have you indicated the experiences and
learning outcomes relating to the project?
Yes
No
Have you described the major problems
you encountered and how you overcame them?
Yes
No
Have you discussed the relevance
and value of the research to management?
Yes
No
Have you written this chapter in a manner
which reflects a good balance between
conceptualization and concrete experiences?
Yes
No
Have you discussed and documented all

of the learning outcomes?
Yes
No
Have you generalized the learning outcomes
to other problems in management or personal life?
Yes
No
Abstract
Is the abstract a three-page overview of the
entire Business Application Project?
Yes
No
Is the abstract length within the three-page maximum?
Yes
No writing the ABSTRACT
(Including sample)
The abstract is a condensed summary of the contents of the
Business Application Project. The major purpose of the abstract
is to provide the reader with a quick overview. This overview
will enable another researcher to determine whether the
contents are sufficiently related to his or her problem to make
reading the entire Business Application Project worthwhile.

Since the abstract is a summary, it should consist of no more
than three pages. Only the key points of the report should be
included.
*
The opening sentence should indicate the purpose of the project
and
your opinion.
* Briefly summarize the nature of the problem in the next
paragraph.
* Next, indicate, in summary form, the project objectives.
* In the following paragraph, summarize the nature of the
intervention or alternatives implemented to achieve these
objectives.
* Then write a brief summary of the research method
implemented and the key results obtained from the analysis of
the data.
* Close the abstract with a brief summary of the conclusions
and recommendations.
Note: The reflections chapter is not summarized in the abstract.
A sample abstract appears on the following page.
Sample Abstract
ABSTRACT
The purpose of the project was to design, implement, and
evaluate an interpersonal
relations training program for telephone sales agents at the XYZ

Company.
In analyzing the reasons for the low sales conversions, it
appeared that a major
contributing cause was inadequate interpersonal relations skills,
particularly in dealing
with problem customers. Agents lacked skills in responding to
the emotional content of
customer messages, tended to be either defensive or aggressive
when handling problems,
and occasionally were discourteous to the customers. Based on
the problem analysis, two
objectives were established: to increase the percentage of calls
converted into sales and
to increase the ratio of positive to negative interpersonal
behaviors, both within two
months after training. The one-week training program consisted
of a lecture covering the
basic concepts of transactional analysis, videotapes of effective
and ineffective
interpersonal behaviors, and sixteen hours of practice on active
listening and problem-
solving behaviors. A randomized pretest/posttest control group
design was used to
determine whether the objectives were met. One month pre- and
two months’ post-
training sales data were obtained from company sales reports.
The data on interpersonal
behaviors were obtained by analyzing taped sales calls. The
results showed the trained
agents to be significantly higher on both performance variables.
Trained agents achieved
a 25 percent increase in sales over untrained agents. Trained
agents demonstrated a 50
percent increase in the ratio of positive to negative behaviors
over the controls. Both
objectives were achieved, and it is concluded that the

achievements were due to the
training program. The relationship between these findings and
those of other researchers
are discussed. The findings of this project support previous
findings that interpersonal
behaviors are a significant factor in sales effectiveness and that
training involving actual
practice with new skills can result in improved behavior within
a short period of time.
Based on the results of this study, it was recommended that the
program be
implemented for all the agents in the sales office. It was also
recommended that the
program with modifications be tested with sales personnel other
than telephone sales
agents.
SAMPLE TABLE OF CONTENTS
TABLE OF CONTENTS
ABSTRACT
ii
CHAPTER 1: DESCRIPTION OF THE PROBLEM
1
Purpose of the Business Application Project
1
Setting of the Problem
1
3

Scope of the Business Application Project
5
Importance of the Business Application Project
5
Definition of Terms
6
CHAPTER 2: LITERATURE REVIEW
7
CHAPTER 3: DESCRIPTION OF THE INTERVENTION
11
11
Description of Intervention
13
CHAPTER 4: THE EVALUATION PLAN
15
Evaluation Design
15
Data Collection Procedures
18
Data Analysis Procedures
19
Limitations of the Evaluation Plan
21

CHAPTER 5: SUMMARY OF RESULTS
22
Effect of XYZ on ABC
22
Effect of UVW on DEF
23
CHAPTER 6: CONCLUSIONS AND RECOMMENDATIONS
24
Discussion of Conclusions
24
Policy Recommendations
25
Recommendations for Further Research
26
REFERENCE LIST
27
CHAPTER 7: REFLECTIONS ON THE ACTION RESEARCH
PROJECT
29
APPENDIX B: Supplemental Material
31
THE FINAL DRAFT
It is time to put the Research Project into final form. (Please
read the material on formatting again.)
Next, write the final Table of Contents. This is done after

collating all the parts of the report, including the Appendices.
Be sure you have the necessary title pages and that all pages are
numbered correctly.
Begin to put everything into two copies for the final draft. One
of these must be bound in a loose-leaf binder or study folder.
This copy will be placed in the library or in the program office,
as specified earlier. If it is classified as restricted, it will be
kept confidential.
Week Seven
final written summaries
This week includes the evaluation of the final summaries of the
completed Research Project. Each learner should prepare a
summary and outline of each section of their Business
Application Project. The grade on the Final Summary should
include the following:
1. Appropriateness of topic:
· Level of difficulty (not too easy or too difficult)
· Research materials available
· Unique research (not adequately covered by other research)
· Timeliness of the topic
· Matching of topic with adult learner ability
· Possibility of impact upon an organization
2. Diligence by the adult learner in continuing to move ahead.
3. The following chart can be used to evaluate the content of the
summaries.

Excellent
Satisfactory
Needs Improvement
Opening statement that indicates a clear purpose and objectives
( )
( )
( )
The project’s thesis (position)
( )
( )
( )
The introduction
( )
( )
( )
The body (data)
( )
( )
( )
Conclusion (change advocated)
( )
( )
( )
Is the recommended action clear, specific and consistent with
the results of the study?
( )
( )
( )
MODULE EVALUATION FORMS
APPENDICES

APPENDIX A
Problem Analysis Worksheet
1. State the problem in as clear and concise a manner as
possible:
2. Why is this a problem?
Where is the problem located or centered?
Who is affected by the problem?
3. Description of current status:
Description of desired status:
(a)
(a)
(b)
(b)
(c)
______
(c)
(d)
(d)
(e)
(e)
(f)

______
(f)
4. Analyze the above for symptoms vs. possible causes. Ask
yourself what causes the condition that makes you think there is
a real problem. Is this really the problem or only the
manifestation of a symptom?
SYMPTOMS
POSSIBLE CAUSE
5. List all possible explanations (hypotheses) for the problem.
Use complete sentences, such as: The problem is a result of
ineffective communication between departments.
6.
Explain why the above explanations (hypotheses) appear to be
relevant or applicable to your study.
7.
Indicate any relationship among the most relevant explanations
(hypotheses) identified in #6. (I.e. are they getting at the same
thing, does one have implication for another?)
APPENDIX B
ACTION RESEARCH Project
Topic Proposal
Name: Group: Date:
Using your completed Problem Analysis Worksheet as a guide,
type your responses to the following questions. Strive for

complete, yet concise, statements.
1. Problem statement (This can take the form of a statement or
question and should include where the problem is found, major
elements or variables involved, and the population affected.)
2. What is your personal involvement with the problem, and to
what degree do you have control over the situation?
3. On the basis of your problem analysis, what are your
explanations and assumptions about the cause(s) of this
problem?
4. Specifically, in what practical ways will the situation
improve if the problem is solved? How will your organization
benefit?
5. What are the first two or three steps you need to take?
6. How do you plan to go about gathering your information?
APPROVAL:
Business Application Project Facilitator: Date:
Site Contact: Date: APPENDIX C
Final ACTION RESEARCH Project Evaluation Report
Name
Group
Date
A. Writing Ability
Poor Fair Good Excellent

1.
Correct usage of standard English (correct spelling and tense).
1 2 3 4
2.
Effective sentence structure and paragraphing, including clear
and concise thoughts.
1 2 3 4
3.
Logical organization of ideas that evolve into complete
concepts.
1 2 3 4
B.
Procedures of Problem Solving
1.
Problem accurately stated for proper research.
1 2 3 4
2.
Background and history relevant to problem.
1 2 3 4
3.
Data collection relevant and complete for conclusion
description.
1 2 3 4

4.
Explanation of format (Intervention, Alternative) clear for
proper follow-through of problem.
1 2 3 4
5.
Evaluation plan clearly tied to problem and solution-seeking.
1 2 3 4
C.
Quality of Documentation
1.
Literature review contains proper readings focused on the total
picture as well as stated problems.
1 2 3 4
2. Sources are properly documented in APA format.
1 2 3 4
3.
The listed solutions focus on the precise nature of the defined
problem.
1 2 3 4
4.
Evidence of testing, interpreting, and correct conclusion-making
is clear.
1 2 3 4

5.
Evidence that a clear solution to the problem is stated with
convincing supporting detail.
1 2 3 4
6.
The weaknesses of the study are clearly identified and
explained.
1 2 3 4
F. General Comments (if any)
Action Research Project Facilitator’s signature
Final Grade
Appendix E
Literature Review Q&A
Q: What is a literature review?
A: Essentially a literature review is a summary of pertinent
research in the field. Learners and professionals conduct
literature reviews to learn about and stay up to date on a
particular problem or topic. Think of a literature review as a
guide to a particular topic.
Q: Why do I need to have a literature review for this project?
A: This project is an in-depth practical look at a particular
problem in your field. It is a hands-on application project
designed to walk you through the proper steps of conducting

research on a particular topic. Part of the formal research
process requires that the researcher investigate what others have
already done on the topic. Think of it this way, why conduct the
exact same study yielding the same results, if it’s already been
done?
With that said, the literature review provides the reader and the
researcher with solid background for a research paper’s
investigation of the topic.
Q: What type of literature should the literature review contain?
A: It should contain reviews of current (no more than 5 years
old) scholarly articles preferably from peer reviewed journals.
These types of sources are the safest because you can be sure
the research has validity and was conducted correctly. Peer
reviewed journals add an additional level of security to the
study because it means the research was reviewed by other
experts in the field before going to print. You cannot be sure
research from non-scholarly sources (i.e. .coms) is reputable.
Q: What do I do if I can’t find any literature?
A: Try expanding your search. One of the biggest struggles
when looking for articles is finding articles that aren’t too
narrow or too broad. Remember, there isn’t going to be an
article or research on your specific problem. (If there is, then
you need to revise your problem statement because the whole
point of this project is to further research in the field, not repeat
it.)
So, if you can’t find any articles, chances are you need to either
broaden or narrow your search criteria. Once you’ve found one
article that is a good fit, try looking at the key words and the
sources that that particular researcher used. If you are still
having trouble locating appropriate sources, check with your

instructor or a librarian. They will be able to help you narrow or
broaden your search.
Q: How do I write the literature review?
A: Every paper will be different, so keep in mind that this is a
flexible process. However, the following are some general tips
to help you get started.
· Introduction, body, conclusion: Like all sections of your
project paper, the literature review should contain an
introduction (introducing the reader to the literature review), a
body (discussing the literature in detail), and a conclusion (a
brief summary of the main points in the section).
· Organization: There are many ways to organize the literature
in a literature review. However, you will probably find the
“funnel” approach the easiest for this type of project. Try
grouping the articles from a general overview to a specific
subject perspective dealing with the particular problem.
· Synthesize and summarize the literature selectively: In the
body, summarize the main points of each article as they relate
to your research. For example, if your research is about apples,
and the article you’re discussing is about fruit in general, don’t
bother to include the research on oranges. Include the research
as it pertains to your topic and your research.
· Use citations: Be careful not to plagiarize. Remember to use
citations even if you are paraphrasing.
· Keep your own voice: Sometimes it’s hard to summarize
others’ work while keeping your own perspective and voice. A
good way to avoid this is by not using too many direct
quotations or paraphrases. Try beginning and ending each
article review with your own words and how the source relates

to your project. Explain why you chose that particular source
for your review, and why the research is valid.
· Read other literature reviews: Most scholarly research articles
will contain a literature review. Try reading the authors’
literature reviews and see how they write them.
Appendix F
Organizational Format of final report
The final report should consist of the following major divisions
in the sequence presented:
· Title Page
· Certification Page
· Abstract
· Table of Contents
· Text of the Report
· Introduction with problem statement
· Purpose of the research
· Literature Review
· Methodology
· Description of the research conducted
· Results

· Conclusion
· Reflections (Your opinions, experiences, and conclusions)
· Reference list
· Appendix of Appendices
Be sure to review your Publication Manual of the American
Psychological Association (Latest Edition) for all references.
Title Page
The first page of the report is the title page. It is not numbered
and includes the title of the work, the institution to which the
report is submitted, the author's name, the Business Application
Project Facilitator’s name, the group designation, a running
head, and the date submitted. The exact location of this
information and the spacing to be used is shown in the example
included at the end of this section.
The title should be brief but must provide an accurate and
complete description of the Business Application Project. (For
example, "The Impact of Interpersonal Relations Training on
Productivity of Telephone Sales Agents of the XYZ Company"
or "An Interpersonal Relations Training Program for Telephone
Sales Agents of the XYZ Company.")
Certification Page
The second page of the report is the certification page. It is not
numbered and includes your name, the title of the Business
Application Project, and the signature of the Business
Application Project Facilitator. Indicate whether the report is
considered confidential, and therefore restricted from being
used as a sample in future classes or catalogued in the library.

If there is sensitive information or data that the company, or
other organizations, prefer to have protected, the report will be
restricted.
Follow the format of the sample indicated at the end of this
section.
· Place the researcher’s name and the title of the report on the
designated lines.
· Provide lines for the required signature of the Business
Application Project Facilitator and site contact.
· Double space between all entries except the restriction
statement that begins on the fifth line below the Business
Application Project Facilitator’s signature.
· Indicate whether or not the Business Application Project is
considered confidential and restricted.
Abstract
The next major division of the report is the two- to three-page
abstract. The beginning page should be titled with ABSTRACT
centered and in capital letters. The pages of the abstract are
numbered with lower case Roman numerals, starting with the
numeral ii. (A sample abstract can be found in Week 6.)
The major purpose of the abstract is to provide the reader with a
quick overview of the Business Application Project. This
condensed summary will enable another researcher to determine
whether the contents are sufficiently related to his or her
research to make reading the entire report worthwhile.
The key points of the abstract should follow this format:
· The opening sentence should indicate the purpose of the

Business Application Project.
· The next paragraph should briefly summarize the nature of the
problem.
· The objectives, in summary form, should come next.
· The following paragraph should summarize the nature of the
intervention implemented (or proposed) in order to achieve
these objectives.
· Next, briefly summarize the hypotheses that were developed.
· Following that is a brief summary of the conclusion and
recommendations.
Table of Contents
The table of contents is the next division following the abstract.
The title TABLE OF CONTENTS should be centered at the top
of the page and capitalized. The pages of the table of contents
are numbered with lower case Roman numerals.
The table of contents lists the major division of the Research
Project and the chapter and section headings into which the text
is formally divided; it also includes the beginning page number
of each section. The table of contents provides the reader with
an outline of the material covered by the report Business
Application Project.
The relationship between the chapters and sections is indicated
by the appropriate use of capitals and indentation. The chapter
headings listed in the table of contents are numbered
consecutively with capitalized Roman numerals and are
capitalized as titles. The section headings of each chapter are
indented two spaces from the first letter of the chapter heading.

The titles ABSTRACT, REFERENCE LIST, and APPENDIX are
included as major divisions in the table of contents. These titles
are capitalized but are not numbered with Roman numerals. If
the report contains more than one appendix, each appendix
should be labeled with a letter or number; for example,
APPENDIX A, APPENDIX B, or APPENDIX 1, APPENDIX 2.
The title of each appendix should be included in the list, and it
should be capitalized.
All titles and headings in the table of contents should
correspond exactly with the titles and headings as they appear
in the body of the report.
In spacing the entries in the table of contents, you should leave
three lines between the title, TABLE OF CONTENTS, and the
first entry. You should also leave one blank line between each
entry in the table.
Page numbers in the table of contents should be located at the
right-hand side of the page, each following a line of dots from
the last word of the heading. Only the beginning page number of
each division, chapter, or section is given.
Note: Many computer software programs will automatically
format this for you.
Text of the Report
The first page of Chapter 1 is the beginning of the report. This
page and all pages in the text of the report should contain a
header, right centered with the title and the page number on
each page.
Each chapter of the report must begin on a new page. The
chapter titles must be centered at the top of the page, and be

typed in capital letters.
The sections of the chapters should have appropriate headings
to indicate the important and logical divisions of the chapters.
These section headings should be entered as free-standing side
headers, underlined, and have the first letter of each significant
word capitalized. (For more specific information and examples,
check the most recent version of the American Psychological
Association’s Publication Manual.)
Each chapter should begin with an introductory paragraph
stating the content of the chapter and should conclude with a
summary paragraph stating the contribution of that chapter to
the whole report.
Remember that the text of the report is written in the past tense
and, except for the reflections chapter, without the use of
personal pronouns.
References
Follow the APA guidelines found Hacker’s A Writer’s
Reference (latest edition) or the Publication Manual of the
American Psychological Association (latest edition).
appendix G
Sample Title Page
TITLE OF THE PROJECT
An Action Research Project Presented to the Degree-
Completion Program Name
In partial fulfillment of the requirements
for the Organizational Management Program

Your Name
Action Research Project Facilitator’s Name
Group Designation
Submission Date
Appendix H
Sample Certification Page
This is to certify that the Action Research Project prepared
By
Entitled
Has been accepted by the Degree Completion Program Name.
Signed:
Action Research Project Facilitator Date
This Action Research Project (is/is not) to be regarded as
confidential and its use as a sample in future classes is
(restricted/not restricted).
Site Contact
Appendix I

Sample Abstract
The purpose of the project was to design, implement, and
evaluate an interpersonal relations training program for
telephone sales agents at the XYZ Company.
In analyzing the reasons for the low sales conversions, it
appeared that a major contributing cause was inadequate
interpersonal relations skills, particularly in dealing with
problem customers. Agents lacked skills in responding to the
emotional content of customer messages, tended to be either
defensive or aggressive when handling problems, and
occasionally were discourteous to the customers.
Based on the problem analysis, two objectives were established:
to increase the percentage of calls converted into sales and to
increase the ratio of positive to negative interpersonal
behaviors, both within two months after training.
The one-week training program consisted of a lecture covering
the basic concepts of transactional analysis, videotapes of
effective and ineffective interpersonal behaviors, and sixteen
hours of practice on active listening and problem-solving
behaviors.
A randomized pretest/posttest control group design was used to
determine whether the objectives were met. One month pre- and
two months’ post-training sales data were obtained from
company sales reports. The data on interpersonal behaviors
were obtained by analyzing taped sales calls. The results
showed the trained agents to be significantly higher on both
performance variables. Trained agents achieved a 25 percent
increase in sales over untrained agents. Trained agents
demonstrated a 50 percent increase in the ratio of positive to

negative behaviors over the controls.
Both objectives were achieved, and it is concluded that the
achievements were due to the training program. The relationship
between these findings and those of other researchers are
discussed.
The findings of this project support previous findings that
interpersonal behaviors are a significant factor in sales
effectiveness and that training involving actual practice with
new skills can result in improved behavior within a short period
of time.
Based on the results of this study, it was recommended that the
program be implemented for all the agents in the sales office. It
was also recommended that the program with modifications be
tested with sales personnel other than telephone sales agents.
appendix J
Sample Organizational Development Interventions
TARGET GROUP
TYPES OF INTERVENTIONS
Interventions designed to improve the effectiveness of
INDIVIDUALS
· Life and Career planning activities
· Coaching and counseling
· T-group (sensitivity training)
· Education and training to increase skills, knowledge in the
areas of technical task needs, relationship skills, process skills,
decision making, problem solving, planning, goal-setting skills

· Grid OD phase 1
· Work redesign
· Gestalt OD
· Behavior modeling
DYADS/TRIADS
· Process consultation
· Third-party peacemaking
· Role negotiation technique
· Gestalt OD
Intervention designed to improve the effectiveness of TEAMS
and GROUPS
· Team building - task directed or process directed
· Gestalt OD
· Grid OD phase 2
· Interdependency exercise
· Appreciative inquiry
· Responsibility charting
· Process Consultation
· Role negotiation
· Role analysis technique

· “Startup” team-building activities
· Education in decision making, problem solving, planning, goal
setting in group settings
· Team MBO
· Appreciations and concerns exercise
· Sociotechnical systems (STS)
· Visioning
· Quality of work life (QWL) programs
· Quality circles
· Force-field analysis
· Self-managed teams
INTERGROUP RELATIONS
· Intergroup activities - Process or task directed
· Organizational Mirroring
· Partnering
· Process consultation
· Third-party peacemaking at group level
· Grid OD phase 3
· Survey feedback
Interventions designed to improve the effectiveness of the

TOTAL ORGANIZATION
· Socio-technical systems (STS)
· Parallel learning structures
· MBO (participation forms)
· Cultural analysis
· Confrontation meetings
· Visioning
· Strategic planning/strategic management activities
· Grid OD phases 4, 5, 6
· Interdependency exercise
· Survey feedback
· Appreciative inquiry
· Future search conferences
· Quality of work life (QWL) programs
· Total quality management (TQM)
· Physical settings
· Large-scale systems change
� If you use a questionnaire or other data gathering instrument
involving human subjects, be sure to check the specific policies
of the school’s institutional review board. You may also need to
use a consent form or get another form of permission from your

College-Level Writing RUBRIC Criteria

College-Level Writing RUBRIC Criteria

Recommended

Recommended

More Related Content

Similar to College-Level Writing RUBRIC Criteria

Similar to College-Level Writing RUBRIC Criteria (10)

More from LynellBull52

More from LynellBull52 (20)

Recently uploaded

Recently uploaded (20)

College-Level Writing RUBRIC Criteria