The student prepares an oral presentation to the class of one of the case studies in the main textbook which includes a discussion of ethical theories as described above and their views on the value or importance of the case study. 3. Written Analysis and Oral Case Study Presentation This combines 1 and 2 above, requiring less of each component than would be required if a written or oral presentation alone were made. 4. PowerPoint of Case Analysis and Accompanying Oral Presentation The student creates and presents orally to the class a PowerPoint summary and analysis of one of the case studies in the main textbook which includes a discussion of ethical theories as described above and their views on the value or importance of the case study. Illustrative images or video may be imbedded in the PowerPoint. 5. Group Wiki The student creates a wiki page, as part of a group wiki project, on a selected topic which includes a discussion of ethical theories as described above and their views on the value or importance of the topic. Illustrative images or video may be imbedded in the wiki. As with other written formats, an oral presentation to the class of the work is also an option. MGMT 355 Learning Outcomes 1-2.2 and 3-3.2 Sample Assessment Instrument for Program Learning Outcomes and GE Learning Outcomes The following is a sample assessment plan that may be used to measure the course learning outcomes related to the BSOM Program goals and also GE Life Long Learning Outcomes. Leadership Analysis Paper Students select a leader and write an analytic paper about that leader’s leadership practices. Please pick a leader (a manager/leader in your own organization or a manager/leader in other organizations) about whom you can collect information. You will analyze his/her leadership practices using one or more of the theories that we cover in this course. The paper should be about 15 pages long and must contain 5 chapters. Chapter 1: Introduction. This chapter should include: the background of the chosen leader (education, experience, and other characteristics), the organization in which the leader operates (brief history of the organization, goals/missions of the organization, structure of the organization, functions of the organization in society, etc.), the roles and responsibilities of the leader in that organization, and some characteristics of the followers.
Excellent Good Acceptable Poor Unsatisfactory Correctly identifies all three types of organizational controls control, & feedback control). Correctly discusses where each is used, or should be used in their company, with examples. Correctly identifies two of the types of organizational controls control, & feedback control). Correctly discusses where each is used, or should be used in their company, with examples. Correctly identifies two of the types of organizational controls control, & feedback control). Incorrectly discusses where each is used, or should be used in their company, with poor (or no) examples. Incorrectly identifies one or two types of organizational controls control, & feedback control). No discussion of where each should be used, and no examples, or inaccurate examples. Does not identify, nor describe any type of controls. Program Goal 5: An understanding of the need to work collaboratively within group situations to solve problems. Learning Objective 5-1: Students will identify process/competencies to work collaboratively.
Learning Outcome 5-1.1: Students will identify processes/competencies for effective teamwork (MGMT 300). Excellent Good Acceptable Poor Unsatisfactory Students identify at six of the following competencies as important for effective teamwork, with accurate descriptions and examples: effectively in teams Resolving team conflicts Making meetings work Utilizing team members’ abilities Creating a shared team purpose Evaluating team performance Making team decisions by consensus Students identify at least four of the following competencies as important for effective teamwork, with accurate descriptions and examples: effectively in teams Resolving team conflicts Making meetings work Utilizing team members’ abilities Creating a shared team purpose Evaluating team performance Making team decisions by consensus Students identify at least three of the following competencies as important for effective teamwork, with accurate descriptions and examples: effectively in teams Resolving team conflicts Making meetings work Utilizing team members’ abilities Creating a shared team purpose Evaluating team performance Making team decisions by consensus Students identify two of the following competencies as important for effective teamwork, with accurate descriptions and examples: effectively in Resolving team conflicts Making meetings work Utilizing team members’ abilities Creating a shared team purpose Evaluating team performance Making team decisions by consensus Students identify less than two of the following competencies as important for effective teamwork, or identifies more, but lacks accurate descriptions and examples: Communicating effectively in teams Resolving team conflicts Making meetings work Utilizing team members’ abilities Creating a shared team purpose Evaluating team performance Making team decisions by consensus RUBRICS MEASURED IN MGMT 355: Leadership in Organizations
Accurately describes the extent to which the leader’s delegation practice is compatible with the developmental levels of the followers. Accurately describes the extent to which the leader’s delegation practice is compatible with the developmental levels of the followers with few exceptions. Accurately describes the extent to which the leader’s delegation practice is compatible with the developmental levels of the followers with some exceptions. Somewhat accurately describes the extent to which the leader’s delegation practice is compatible with the developmental levels of the followers with some exceptions. Does not accurately describe the extent to which the leader’s delegation practice is compatible with the developmental levels of the followers. many thoughtful (showing consideration for both the leader and the organization) and practical (applicable to the leader in the context of the organization) recommendations. Makes several thoughtful and practical recommendations. Makes one or two thoughtful and practical recommendations. Makes one thoughtful and practical recommendations. Does not make thoughtful and practical recommendations. RUBRICS MEASURED IN MGMT 358: Culture and Gender Issues in Management Program Goal 1: An understanding of the role of the management functions to guide organizations toward goals accomplishment. Learning Objective 1-2: Be able to apply tools and processes of communication, motivation, leadership, and group dynamics that enable organizations to achieve organizational goals. Learning Outcome 1-2.1: Students will be able to analyze different forms of verbal and non-verbal communication impacted by cultures (MGMT 358). Excellent Good Acceptable Poor Unsatisfactory
RUBRICS MEASURED IN MGMT 496: Seminar in Management Program Goal 2: An understanding of the need for continuously gathering and evaluation of information to improve organizational outcomes as needed. Learning Objective 2-2: Students will demonstrate the ability to apply conceptual knowledge and understanding on an organizational issue to a specific research project Learning Outcome 2-2.1: Students will demonstrate the ability to apply the tools of social scientific inquiry into an organizational issue (MGMT 496). Excellent Good Acceptable Poor Unsatisfactory In the context of the research study of an organizational issue, student demonstrates mastery of the components of the research proposal including: 1, Problem Statement 2. Literature review 3. Theory 4. Methodology 5. Findings 6. Interpretation, & Recommendations In the context of the research study of an organizational issue, student demonstrates superior grasp of the components of the research proposal including: 1, Problem Statement 2. Literature review 3. Theory 4. Methodology 5. Findings 6.Interpretation, & Recommendations In the context of the research of an organizational issue, student demonstrates average grasp of the components of the research proposal including: 1, Problem Statement 2. Literature review 3. Theory 4. Methodology 5. Findings 6.Interpretation, & Recommendations In the context of the research study of an organizational issue, student demonstrates some grasp of the components of the research proposal including: 1, Problem Statement 2. Literature review 3. Theory 4. Methodology 5. Findings 6.Interpretation, & Recommendations In the context of the research study of an organizational issue, student demonstrates little grasp of the components of the research proposal including: 1, Problem Statement 2. Literature review 3. Theory 4. Methodology 5. Findings 6.Interpretation, and Recommendations Program Goal 3: An understanding of the diversity of cultures that exist locally, nationally, and internationally. Learning Objective 3-1: Demonstrate an understanding of the impact of the environment on organizations. Learning Outcome 3-1.2: Be able to make appropriate recommendations from the analysis to improve the study and practice of contemporary management (MGMT 496) Excellent Good Acceptable Poor Unsatisfactory Based on the outcomes of the data analysis of the research Based on the outcomes of the data analysis of the research Based on the outcomes of the data analysis of the research Based on the outcomes of the data analysis of the research Based on the outcomes of the data analysis of the research
study, the student demonstrates the ability to make very strong on: Applicabili-ty of the outcomes from sample to population; Importance for improving future study Improving practice of future manage-ment Limitations of the study. study, the student demonstrates the ability to make strong on: Applicabili-ty of the outcomes from sample to population; Importance for improving future study Improving practice of future manage-ment Limitations of the study. study, the student demonstrates the ability to make good on: Applicabili-ty of the outcomes from sample to population; Importance for improving future study Improving practice of future manage-ment Limitations of the study, the student demonstrates the ability to make fair on: Applicabili-ty of the outcomes from sample to population; Importance for improving future study Improving practice of future manage-ment Limitations of the study study, the student demonstrates the ability to make weak on: Applicabili-ty of the outcomes from sample to population; Importance for improving future study Improving practice of future manage-ment Limitations of the study. RUBRICS MEASURED IN BUS 343: Business Ethics Program Goal 4: An understanding of the role of social responsibility in managerial decision-making. Learning Objective 4-1: Demonstrate an understanding of consequence-based and rule-based theories of ethics. Learning Outcome 4-1.1: Students will be able to apply consequence-based and rule-based theories of ethics in managerial decision-making. Excellent Good Acceptable Poor Unsatisfactory