Alverno College
School of Business
MBA Student Handbook
2010-2011
Updated: August 20, 2010
Table of Contents
Section I – Introduction to the Handbook ………………………………………...
Section II – The Alverno College School of Business
Our Mission/Vision/Philosophy …………………………………………..
Contacting Us ……………………………………………………………..
Faculty Profiles …………………………………………………………...
Section III – The Curriculum
MBA Overview …………………………………………………………...
MBA Outcomes …………………………………………………………..
MBA Course Sequence …………………………………………………...
MBA Elective Rotation Schedule ………………………………………...
MBA Course Descriptions ………………………………………………..
Section IV – Policies and Procedures
Absences from Courses …………………………………………………...
Academic Honesty ………………………………………………………..
Advising …………………………………………………………………..
Business Writing ………………………………………………………….
Credit for Transfer Courses ……………………………………………….
Extension of Program Completion ………………………………………..
Graduate Student Professionalism Rubric ………………………………..
MBA Student Status Committee …………………………………………
Independent Study, Internships, Projects for Academic Credit …………..
Participation in Commencement ………………………………………….
Section V – Appendices
Criteria for Academic Performance: Speaking/Media, Writing, and Social
Interaction ………………………………………………………………...
I-1
II-1
II-3
II-4
III-1
III-1
III-2
III-3
III-4
IV-1
IV-1
IV-4
IV-4
IV-5
IV-5
IV-5
IV-6
IV-6
IV-8
V-1
Alverno College School of Business
MBA Student Handbook
Introduction
This handbook is a supplement to the Alverno College Student Handbook, Building a
Community of Learners: A Community Guide and Student Handbook. The college handbook
includes the policies that apply to all undergraduate and graduate students. The MBA Student
Handbook provides additional information, policies, and procedures specific to the MBA
program. In the spirit of continuous improvement, the Alverno business faculty invite you to
contact the MBA Program Director with your suggestions for changes to the handbook. All
student handbooks are available online at
http://www.alverno.edu/current_students/stu_handbooks.html
Section I - Introduction
Page 1
Alverno College School of Business
MBA Student Handbook
Our Mission
Our mission is to deliver relevant, quality, professional programs in the best of the liberal
arts tradition through innovative undergraduate and graduate curriculum responsive to the
current and future needs of students, employers, and other stakeholders.
We do this by:
 Creating a learning community among students, staff, and faculty
 Creating a mutually-owned outcome-focused ability-based curriculum
 Creating ties to the business community, and
 Creating relationships with higher education
What we do and how we function is driven by three principles: a focus on our
stakeholders, a commitment to continuous improvement and learning, and participation
and teamwork.
Our Vision
Our vision is simple: to make a direct and meaningful difference in the personal,
professional, organizational, and community lives of our students and through them to
improve the communities in which they live.
Our Graduate Business Education Philosophy
What distinguishes a graduate business program from an undergraduate business
program? We frame our response to this question based on, and as an extension of, our
undergraduate experience:

The graduate program is focused on professional practice and therefore requires a
level of application, practice, and sharing that is well beyond the requirements or
expectations of our undergraduate degree.

Discipline content has a basis in scholarly literature and research, reflects current
research and practice, and is presented in an integrated (rather than functional)
way to address complex, realistic business issues. Practitioner based inquiry is
central to the learning experience at the graduate level.

Management-leadership is central to our graduate program and addressed in an
integrated way. We draw extensively from our experience and expertise in
teaching leadership at the undergraduate level. We have, for many years, offered
an undergraduate elective entitled Women and Leadership, and have three
fulltime faculty who have been active in the design of learning and assessment
experiences related to leadership development. One distinguishing characteristic
of leadership development at the graduate level is its central role in developing
personal and organizational agility.
Creating, building, and managing relationships at multiple levels is another
central theme throughout the graduate program. This builds on and extends the

Section II – The Alverno College School of Business
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MBA Student Handbook
stakeholder focus that is a central framework used across our undergraduate
courses. Distinguishing characteristics of relationship building at the graduate
level include managing conflict and complexity.

Ethics and values are critical elements of every manager‘s life. Addressing
ethical issues as business issues is another theme that runs through our core
graduate courses. We will draw upon our extensive experience teaching and
assessing for valuing as one of the eight abilities that define our undergraduate
ability-based graduation requirements. We teach our undergraduates that their
own and others‘ values are an important part of every business decision.
Complex, multidimensional, sometimes global cases and situations will
characterize the learning experiences at the graduate level.

The outcomes of our graduate program are decidedly different from the outcomes
of our undergraduate program. Graduate outcomes have a unique performance
dimension focusing on reflection, delivery and execution, organizational
achievement and results, management-leadership, and personal and organizational
agility. Undergraduate outcomes, on the other hand, reflect more integrated
business-focused statements of Alverno‘s eight abilities in action.

While always sensitive to different learning styles at the undergraduate level, the
graduate program specifically addresses emotional intelligence and incorporates
active, reflective, cognitive, and experiential approaches in the design of the
learning and assessment experiences.

Experiential learning is a key element of our undergraduate program. We have
extensive experience mentoring students in internships and off-campus consulting
projects, guiding them through simulations and performance assessments, and
designing in-class experiences that engage them in active learning. This provides
a sound foundation for experiential learning at the graduate level. The
distinguishing characteristic here will be the level of complexity, interdisciplinary
nature, and workplace relevance inherent in these graduate learning experiences.

And finally, our graduate program takes faculty development, scholarly work, and
our own shared learning community to new levels. As an undergraduate teaching
faculty, we often find ourselves in the role of simplifying, explaining, and making
complex concepts relevant to a broad cross-section of students. Our challenge as
educators often focuses on preparing students for entry into the workforce or
providing them with the knowledge and abilities required to move to a new level
of responsibility in their workplace. As a graduate teaching faculty, we will of
necessity have to pursue new study ourselves, expand our role as facilitators and
coaches, and become part of a learning community with our graduate students.
Section II – The Alverno College School of Business
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Contacting Us
Dean of the School of Business:
Dena Lieberman
Office: CO426; Telephone: 382-6253; E-mail: dena.lieberman@alverno.edu
MBA Program Director:
Patricia J Jensen
Office: CO406; Telephone: 382-632; E-mail: patricia.jensen@alverno.edu
School of Business Academic Administrative Assistant
Denise Poberezny
Office: C0404; Telephone: 382-6246; E-mail: denise.poberezny@alverno.edu
School of Business Faculty:
See individual faculty profiles.
Section II – The Alverno College School of Business
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Faculty Profiles
Maurizio Azzarello, Assistant Professor of
Business and Management
Office: CO408
Telephone: 382-6292
Email: maurizio.azzarello@alverno.edu
Education: Master of Science in Applied Economics,
Marquette University (Business Economics Specialization)
B.A. Business Management and Communication,
Concordia University-Wisconsin
Teaching Interests: economics. product and market
development with emphasis in international business
Robert Birney, Professor of Business and Management
Office: CO401
Telephone: 382-6238
Email: robert.birney@alverno.edu
Education: Currently pursuing Ph.D. Poznan University
(Economics), M.B.A., Old Dominion University
(Marketing Management), B.S.B.A. Old Dominion
University (Business Administration)
Teaching Interests: Marketing, business research and
planning, business strategy, global business strategies.
Personal Interests: Racing sailboats, league tennis, bicycle
touring
Section II – The Alverno College School of Business
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MBA Student Handbook
Richard Butler, Professor of Business and Management
Office: CO428
Telephone: 382-6251
Email: richard.butler@alverno.edu
Education: M.B.A., Michigan State University
(Management), M.L.I.R., Michigan State University
(Industrial Relations)
B.A., Michigan State University (Political Science)
Teaching Interests: Accounting, finance, small business
management
Personal Interests: All sports, politics
Zohreh Emami, Professor of Business and Management
Office: CO425
Telephone: 382-6241
Email: zohreh.emami@alverno.edu
Education: Ph.D., Michigan State University (Economics),
B.A., University of Illinois (Economics)
Teaching Interests: Economics and leadership
Personal Interests: Syda yoga
Regina Grantz, Associate Professor of Business and
Management
Office: CO427
Telephone: 382-6393
Email: regina.grantz@alverno.edu
Education: M.B.A., University of Wisconsin Milwaukee
(Business Administration), B.S., University of Wisconsin
Madison (Sociology), Certified Management Accountant
Teaching Interests: Accounting, finance, experiential
learning
Personal Interests: Travel, gardening, reading
Section II – The Alverno College School of Business
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MBA Student Handbook
Jim Henderson, Assistant Professor of Business and
Management
Office: CO423
Telephone: 382-6394
Email: jim.henderson@alverno.edu
Education: M.B.A. Queen‘s University (Organizational
Behavior), B.A. Queen's University (History)
Teaching Interests: Organizational behavior, human
resource management, business strategy, leadership
Personal Interests: Travel, cycling and spinning, music and
dancing, women and leadership, politics, social issues, and
his dog Max
Patricia Jensen, Professor of Business and Management
Office: CO406
Telephone: 382-6321
Email: patricia.jensen@alverno.edu
Education: Ph.D., Case Western Reserve University
(Organizational Behavior), M.B.A., Tulane University
(Business Administration), B.A., Alverno College
(Sociology)
Teaching Interests: Management and adult education
Personal Interests: Reading, folk music, Nebraska football
Dena Lieberman, Professor of Business and Management
Office: CO426
Telephone: 382-6253
Email: dena.lieberman@alverno.edu
Education: Ph.D., University of Wisconsin Madison
(Anthropology), M.B.A., Marquette University, B.A.,
Syracuse University (Anthropology)
Teaching Interests: Management, marketing, small
business management, business strategy
Personal Interests: Piano and music, travel
Section II – The Alverno College School of Business
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MBA Student Handbook
Joanne Mack, Assistant Professor of Business and
Management
Office: CO418
Telephone: 382-6429
Email: joanne.mack@alverno.edu
Education: J.D., Marquette University (Law), B.A.,
University of Notre Dame (English, and Arts & Letters
Program for Administrators)
Teaching Interests: Business, law
Personal Interests: Sports, travel, spending time with
family and friends
Daniel Matre, Assistant Professor of Business and
Management
Office: CO418
Telephone: 382-6403
Email: daniel.matre@alverno.edu
Education: M.B.A., University of Wisconsin-Milwaukee,
B.S., University of Cincinnati (Industrial Design)
Teaching Interests: Business operations and management;
innovation in products, services and processes; global
mindset in NPD and marketing; exploration of 4dimensional business and operations models;
multidisciplinary collaboration
Personal Interests: golf, flying, road course auto racing,
biking, home restoration/remodeling, and collecting
Lincoln Wheat Penny coins
Section II – The Alverno College School of Business
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Bill McEachern, Professor Emeritus of Business and
Management
Office: CO405
Telephone: 382-6238
Email: william.mceachern@alverno.edu
Education: M.A., University of Toronto (Philosophy),
B.A., Lakehead University (Philosophy), Certified Public
Accountant
Teaching Interests: Accounting, finance, high performance
management, small business management
Personal Interests: Dog obedience competition, bicycling,
jazz
Craig Miller, Assistant Professor of Business and
Management
Office: CO403
Telephone: 382-6194
Email: craig.miller@alverno.edu
Education: M.B.A. University of Wisconsin-Milwaukee
(Finance and Quantitative Methods), B.A. University of
Wisconsin-Milwaukee (Finance and Quantitative
Analysis)
Teaching Interests: Marketing, quantitative methods
Personal Interests: Baseball, golf, working-out, European
travel
Kathleen O’Brien, Professor of Business and Management
Office: LA219
Telephone: 382-6084
Email: kathleen.obrien@alverno.edu
Education: Ph.D. University of Wisconsin - Madison
(Management) M.B.A. Vanderbilt University, B.A.
Alverno College (History and Mathematics)
Teaching Interests: Management, leadership
Personal Interests: Reading
Section II – The Alverno College School of Business
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MBA Student Handbook
Carol Pope, Associate Professor of Business and Management
Office: CO424
Telephone: 382-6320
Email: carol.pope@alverno.edu
Education: Currently pursuing Ph.D. California Coast
University (Management), M.B.A. University of
Wisconsin - Milwaukee, B.A. University of Wisconsin Milwaukee (Mass Communication)
Teaching Interests: Marketing, international business
Personal Interests: International travel, promoting the
culture and heritage of Paraguay, swimming
Rebecca Porter, Assistant Professor of Business and
Management
Office: CO421
Telephone: 382-6308
Email: rebecca.porter@alverno.edu
Education: M.B.A., University of Chicago,
Certified Public Accountant
Teaching Interests: Accounting
Personal Interests: Family, playing outside with the kids,
bike riding, running, camping, outdoors
Rebecca Toledo, Assistant Professor of Business and
Management
Office: CO422
Telephone: 382-6307
Email: rebecca.toledo@alverno.edu
Education: M.B.A., San Francisco State University, B.S.,
University of the Philippines (Business Administration and
Accountancy)
Teaching Interests: Business Administration, tax related
topics
Personal Interests: Ballroom dancing, playing piano
Section II – The Alverno College School of Business
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Alverno College School of Business
MBA Student Handbook
Overview of the MBA Curriculum
The 36 semester-hour MBA program consists of five cross-functional required courses
(30 credits) and two electives (6 credits) and can be completed in five semesters if
students follow the Graduate Bulletin course sequence.
Each cross-functional required course integrates core knowledge areas with skills, values,
and attitudes to enable graduates to build relationships that enhance organizational
capability, results, and agility.
The electives offer students the opportunity to focus in greater depth on selected business
practices, topics, and issues.
Core knowledge areas representing the disciplinary content traditionally found in separate
courses in an MBA program are integrated developmentally across the required courses
and include:




Accounting/finance
Marketing, production, and microeconomics
Organizational behavior, human resources, and managing organizational change
Macro environment: macroeconomics, regulation and public policy, and global
economics
 Technology and quantitative methods
MBA Program Outcomes
By emphasizing experiential learning in an integrated business curriculum, faculty assist
students to develop their managerial competence and proficiency in:
Strategic Analysis
The Alverno MBA graduate uses knowledge of proven and emerging business
principles and strategies to navigate complexity; recognizes the defining areas of
distinctiveness of different enterprises and how to leverage them to advantage in the
marketplace.
Execution
The Alverno MBA knows how to get the right work done in the right way to get
results; takes a disciplined, reality-based and focused approach to translating strategy
into action, using the resources of the organization and the team wisely to produce
results.
Global and Cultural Competence
The Alverno MBA graduate uses interdisciplinary knowledge and enhanced cultural
competence to interact with, manage, and lead individuals, teams, and business units
within a variety of cultural and global contexts to develop relationships, resources,
and markets.
Section III – The Curriculum
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Alverno College School of Business
MBA Student Handbook
Innovation
The Alverno MBA graduate integrates and applies cross-disciplinary business
knowledge to create and deliver inventive business solutions to customers and other
stakeholders in ways that create or add value to business processes, products, and
services.
Ethical Managing and Leading
The Alverno MBA graduate identifies competing values in business decisions and
can act with a commitment to integrity in interactions that lead to the development of
trustworthy relationships with stakeholders - customers, colleagues, suppliers, and
other key business partners.
Master of Business Administration Course Sequence
The MBA required courses (MGT 600, 610, 620, 630, and 640) are offered every
semester. Electives will be offered based on the rotation plan set forth below. Formal and
informal surveys of MBA students will be conducted to identify course needs and the
rotation plan will be adjusted accordingly. The 44 Semester Hour track includes 4
foundation courses.
36 Semester Hour Track
Semester/Course
Semester 1
MGT 600
Semester 2
MGT 610
Summer Session 1
MGT 6XX
Semester 3
MGT 620
Semester 4
MGT 630
Summer Session 2
MGT 6XX
Semester 5
MGT 640
Course Title
Semester
Hours
Integrated Management
6
Assessing Self, Organizations, and the Operating Environment
6
3
Elective
Building Processes, Relationships, and Resources
6
Acting with Innovation, Creativity, and Imagination
6
3
Elective
Creating Agility in Dynamic Environments
Section III – The Curriculum
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44 Semester Hour Track
Semester/Course
Semester 1
MGT 605
MGT 606
Semester 2
MGT 607
MGT 608
Semester 3
MGT 600
Semester 4
MGT 610
Summer Session 1
MGT 6XX
Semester 5
MGT 620
Semester 6
MGT 630
Summer Session 2
MGT 6XX
Semester 7
MGT 640
Course Title
Semester
Hours
Introduction to Accounting
Business Models and Quantitative Methods
2
2
Marketing Principles and Management
Finance
2
2
Integrated Management
6
Assessing Self, Organizations, and the Operating Environment
6
3
Elective
Building Processes, Relationships, and Resources
6
Acting with Innovation, Creativity, and Imagination
6
3
Elective
Creating Agility in Dynamic Environments
6
MBA Elective Rotation Plan
Course
MGT 647 – Adult Learning and Workplace Competency
MGT 650 – Graduate Seminar*
MGT 657 – Facilitating Organizational Change
MGT 667 – Managing the Consulting Process
MGT 677 – Group and Team Facilitation
MGT 687 – Tools and Processes for Organizational Intervention
MGT 697 – Independent Study**
Semester
FA SP SS
x
x
x
x
x
x
* Graduate seminars are offered every summer in a variety of time frames. Topics
change based on student and faculty interests.
** Subject to faculty availability and approval.
MBA Course Descriptions
Section III – The Curriculum
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MBA Student Handbook
(The number in parentheses after course title is the number of graduate semester hours)
MGT 600 Integrated Management (6)
Prereq. Admission to MBA program
This course is interdisciplinary and organized around the core knowledge areas
emphasized in the MBA program. Students are introduced to the Alverno Professional
Competence Model and use discipline knowledge from the core knowledge areas to
integrate their prior learning and business experience. Through a team business planning
exercise, development of a professional portfolio, case studies, and a financial analysis
project, students connect knowing and doing, develop their financial acumen, and
improve their organizational decision making..
MGT 605 Introduction to Accounting (2)
Prereq. Admission to MBA program (Foundation course)
The student is introduced to the nature of accounting within a business context. The
student learns the different functions of business, and the types of information,
management reports, and financial statements that are provided by a company's
accounting system. The course emphasizes the integrated nature of management and
financial accounting issues. It provides the student with an overview of the judgments
and estimates the accountant must make and how financial information is used as part of
an organization's information system to make decisions.
MGT 606 Business Models and Quantitative Methods (2)
Prereq. MGT 605 or concurrent registration (Foundation course)
The student develops the ability to use a variety of quantitative and statistical techniques
to make and support sound business decisions in areas as diverse as marketing, human
resources, and financial management. The student uses descriptive and inferential
statistics, correlation and regression analysis, and other quantitative methods to develop
the analytic and problem-solving abilities needed in today's business world. The student
also uses contemporary business software applications to analyze and communicate
statistical and quantitative information.
MGT 607 Marketing Principles and Management (2)
Prereq. MGT 605 (Foundation course)
This course introduces the student to how organizations develop products and services to
meet the needs and wants of customers. The student works in a simulated new product
development team for a major company. The student and teammates invent a new
product and present a comprehensive marketing plan via a written report and an oral
presentation to the organization's simulated board of directors at the end of the semester.
The team identifies and addresses problems ranging from production design to pricing to
distribution to marketing communications and considers the product's impact in both
domestic and global markets.
MGT 608 Finance (2)
Prereq. MGT 605 (Foundation course)
Section III – The Curriculum
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MBA Student Handbook
The student is introduced to the basic concepts and skills required to manage an
organization's assets for growth and survival. The student learns problem-solving
techniques used in the acquisition, control, and use of funds to finance current and future
operations. The student also learns to analyze a firm's financial strengths and weaknesses
in order to more effectively manage the firm's operations.
MGT 610 Assessing Self, Organizations, and the Operating Environment (6)
Prereq. MGT 600
This course builds upon and expands the frameworks and core knowledge areas
introduced in MGT 600, Integrated Management. It also lays the foundation for the
student as a reflective practitioner - someone who uses her/his performance on the job for
reflective learning that improves future performance. Students assess their professional
competence, emotional intelligence, and risk intelligence through a variety of learning
experiences. They also use a variety of strategic management frameworks and balanced
scorecards to evaluate organizational effectiveness as a foundation for improved
organizational performance. Students participate in a semester-long competitive business
simulation to test out and evaluate their strategic management, decision-making, and
management skills.
MGT 620 Building Processes, Relationships, and Resources (6)
Prereq. MGT 610
Students focus on their ability to effectively manage processes, relationships, and
organizational resources to enhance organizational capability, results, and agility. They
use a variety of analytic frameworks, best practices, and discipline content from core
knowledge areas to study and analyze value and supply chains and to develop their
understanding of the complex issues managers face. They also further develop their
financial acumen using financial and quantitative information for decision making.
MGT 630 Acting with Innovation, Creativity and Imagination (6)
Prereq. MGT 620
Students expand their discipline knowledge in the Core Knowledge Areas to create
business models that are responsive to the diversity and global nature of today‘s business.
They participate in global, worldly, multicultural, and interdisciplinary experiences that
foster the development of the new attitudes, mindsets, and values required of today‘s
manager-leaders. Students view their work and workplaces through the lens of other
cultures and peoples. The course provides a unique foundation for managing and
developing people as well as understanding the more macro forces that shape the context
of business in the 21st century.
Section III – The Curriculum
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Alverno College School of Business
MBA Student Handbook
MGT 640 Creating Agility in Dynamic Environments (6)
Prereq. MGT 630
Students continue to grow as worldly managers by developing the abilities, thinking, and
discipline knowledge from the Core Knowledge Areas needed to build enduring, agile
organizations. This course focuses on change management, management-leadership,
teamwork, and collaboration to develop each student's ability to anticipate and respond to
changing markets, global operating environments, and unforeseen events. Students also
study legal, regulatory, and ethical issues confronting today's business leaders, and use
ethics-based decision-making frameworks to develop their ability to successfully
navigate an ever-changing operating environment.
MGT 647 Adult Learning and Workplace Competency (3)
Prereq. MGT 600 or concurrent registration and permission of department
In this course, students consider varied adult learner needs and abilities as they explore
the connections between theories of adult learning, workplace competencies, and
resources for supporting adult learning in workplace settings. Learners in this course
participate in an overview of adult learning theory and its roots in education, psychology,
and organizational behavior and explore the theoretical roots of adult learning practices in
the workplace.
MGT 650 Graduate Seminar (3)
Prereq. MGT 600
This course provides students with the opportunity to explore new business topics, issues,
or practices as they emerge in an ever changing business environment or focus on
advanced topics in any of the core knowledge areas. Seminar topics rotate on a regular
basis with multiple sections providing students with a variety of choices to meet their
academic and professional needs.
MGT 667 Managing the Consulting Process (3)
Prereq. MGT 600 or concurrent registration and permission of department
This course enables students to function responsibly as beginning consultants or midlevel
practitioners, depending on each student‘s experience, as they learn to apply consulting
skills and strategies to their own professional context. Course content focuses on current
consulting theory and practice to develop a problem-centered approach to intervening in
organizations that emphasizes collaborative innovation and learning between client and
consultant. Students learn strategies for building effective client-consultant relationships
and for diagnosing, designing, implementing, and evaluating appropriate organizational
interventions.
Section III – The Curriculum
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MBA Student Handbook
MGT 677 Group and Team Facilitation (3)
Prereq. MGT 600 or concurrent registration and permission of department
Collaborative management of the work team culture is a fundamental aspect of
developing organizations. In this course, students learn strategies to effectively build and
lead high-performance work groups and teams. They examine the use of diagnostic and
intervention techniques to focus on inter-team and group relations. They learn how to
design strategies to assess and diagnose individual and team effectiveness, build trust
within teams, and guide team interventions. They also learn techniques for coaching and
mentoring teams and team members.
MGT 687 Tools and Processes for Organizational Intervention (3)
Prereq. MGT 600 or concurrent registration and permission of department
Organizational development (OD) interventions are sets of structured activities designed
to move the organization from its current state to a desired state. This course focuses on
applying conceptual knowledge to equip students to plan and implement OD
interventions. Students learn how to diagnose organizational issues and design
appropriate interventions that target specific workplace or competitive environment
needs. They also learn the underlying causal mechanisms of intervention to ensure the
change initiative fits the desired outcome. Students learn a range of strategies to support
organizational development, such as process consultation, planning and goal setting,
cultural analysis, work redesign, and organizational restructuring.
MGT 697 Independent Study
Prereq. MGT 600 and permission of department
Independent study is available to graduate students who seek unique and specialized
professional development learning opportunities which are not available through existing
MBA elective courses. It requires students to independently design, implement, and
manage their learning with the guidance of a School of Business faculty member.
Approval is subject to faculty availability.
Section III – The Curriculum
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MBA Student Handbook
Absences from Courses
Students are expected to attend all classes and participate in all learning activities. If, due
to illness or unavoidable personal/professional commitments, you must miss a class, you
should consult with the faculty member involved and/or the MBA program director, as
soon as possible in advance of the class, to develop an alternative plan to meet the
objectives of the missed class. Absence from more than one session of a 6 semester hour
required course will generally require the student to repeat the course. Consistent lateness
may be considered an absence.
Depending on the situation, your professor or the MBA program director may advise you
to drop a course or may decide that you are ineligible to continue attending a course if
attendance has not been regular or you have missed the first class meeting. In all
instances, if you choose to drop a course, it is your responsibility to officially drop the
course by contacting the Registrar's Office. You are always encouraged to communicate
with your advisor if you are considering dropping a course.
Academic Honesty
Plagiarism and Misrepresentation of Authorship
(Reprinted from Building a Community of Learners: A Community Guide and Student
Handboook)
Throughout your studies at Alverno College, you are exposed to a variety of learning
styles. In some classes faculty require students to complete assignments in small group
work sessions, while in other cases they may require you to complete work on an
independent and individual basis. Both experiences can be stimulating and rewarding.
However, when submitting work for your courses, you need to remember that you have a
personal responsibility to complete work in accordance with the instruction of your
teacher and sound academic principles. This means standing behind your work as a
contributing member of a team when collaborative work is required. It also means
standing behind your work as the individual who thought it through and carried it out
when independent work is required.
When you are required to consult with professionals outside the College or undertake
research in the library in order to gather information necessary for the completion of an
assignment, you need to make reference to the resources used. Whenever you refer to
secondary sources, whether for direct quotation or paraphrasing, you must supply clear
documentation within generally accepted academic standards. In other words, when you
use another‘s thoughts in the exact words or with some words changed around, the source
must be indicated.
Work required to be completed independently does not meet the above requirements if it
is more the work of someone else than that of the person who claims it. To claim work
that is essentially someone else‘s constitutes misrepresentation. Failure to document
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sources of information constitutes plagiarism. When such cases come to the attention of
faculty, a department or division faculty committee will review the situation and make a
recommendation to the department or division regarding the necessity of disciplinary
action. After the committee reviews the situation, they may recommend that the student
receive an unsatisfactory in the course for which the work was required, an assignment of
a new equivalent assignment, dismissal from the College or other disciplinary action.
Here are some additional guidelines adapted from The Masters in Education Student
Handbook:
―GIVE CREDIT WHERE CREDIT IS DUE‖—AVOID PLAGIARISM.
Learning the appropriate academic procedures for citing sources will not only help you in
writing your papers within the academic setting, it will also help you to be accurate about
the sources of ideas in writing and speaking within your work setting. Giving others
credit for their ideas is a basic writing guideline. Such practice keeps you honest, by
allowing you to reflect on the ideas of another and to add or integrate your own thoughts
with the deliberate support of other authors. Citing sources correctly also helps your
reader to follow your own thinking and to understand the evidence that supports your
thoughts. You too may find that being able to find a reference based on how someone
else talked about them in an article or paper is a very helpful process.
The same guidelines apply to giving a speech, poster-project, or other form of
presentation. PowerPoint, slides, posters and other visual materials need to be properly
referenced, and your thinking needs to be distinguished from the thoughts and ideas of
others.
Plagiarism is, in essence, the taking of someone else‘s thoughts and words and
representing them as your own. It is seen as an offense to both the original author of those
thoughts and words as well as an offense to your reader, who potentially could confuse
the thoughts of the original author with those of someone representing those thoughts as
their own.
Therefore, we will be very picky about plagiarism. If you use someone else‘s words, you
must use the proper quotation format. For short quotations, that means quotation marks
and a reference with page number. For longer quotations, that means a hanging indent,
and a reference with page number. Don‘t do this incorrectly even on a draft – it‘s
plagiarism if you do. We‘ll stop reading drafts when we find plagiarism – there‘s no point
in our assessing the writing of an already published work. Your best bet is to avoid using
quotes as much as possible. Consult your APA Manual, Fifth Edition for ways to
paraphrase an author‘s ideas and how to properly give credit for that idea, even when you
are paraphrasing it. (Remember when you paraphrase, you give the author‘s name and
date of the publication. When you quote, you must also include the quotation marks and
the page number where you found the quote.)
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If you have a question about the format of a specific citation, first consult your APA
Manual, Fifth Edition. If after considerable effort in trying to resolve your question you
are still in need of assistance, bring your question to your instructor or advisor, along
with your specific work with the APA Manual and show them exactly where your
confusion lies. They will help you address your specific concern. In the end however, you
will be held responsible for representing yourself and others in an appropriate manner.
―TELL IT LIKE IT IS‖—AVOID MISREPRESENTATION
When you are working with another author‘s ideas, it is imperative that you represent
those ideas accurately and that you give credit to the author for those ideas. If, for
example, an author is presenting several alternatives to a particular dilemma, it is
important that you indicate the range of alternatives that the author offers, rather than
simply picking the one that you like the best and presenting it as if it were the author‘s
only idea. To single out a sentence or paragraph that suits your own purposes but does
not represent the author‘s train of thought is considered misrepresentation.
―TALK YOUR OWN TALK‖—AVOID PLAGIARIZING ANOTHER STUDENT‘S
WORK.
A student may be dismissed from the program if he/she uses the work of another student
as her/his own. This includes using papers that have been published on the internet,
written by a student in this or another college or university, or written by a former
student.
―BE DISCREET ABOUT REPEAT‖—AVOID SELF-PLAGIARISM
Self-plagiarism is the practice of using a paper that is written in one class to complete the
requirements for a different class or project. If you are planning to use a part of a paper
that you have already written in another class, first consult your instructor to see if the
part of the paper is suitable material for the class you are presently taking. If you do not
obtain appropriate permission for building on work from another class, or if you hand in a
duplicate paper from another class to meet an assessment requirement, you may fail the
project, the assessment and jeopardize your standing in the program.
―WALK THE WALK IN ORDER TO TALK THE TALK‖—MAINTAIN
RESPONSIBILITY FOR YOUR WORK WITHIN GROUPS
Students are expected to be appropriately responsible for their work within a group
project setting. This includes attending mutually agreed-upon group meetings,
completing mutually-agreed upon assignments and carrying your weight in the writing of
a group paper or the implementation of a group presentation. If you fail to maintain your
responsibilities as a group member, you may fail the group project assignment and you
may be dismissed from the class.
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Resources Consulted:
Smith, P. (2001). Policy on plagiarism for all psychology & MA courses. Alverno
College Master of Arts in Education policy on academic honesty. Unpublished
document. Milwaukee, WI: Alverno College.
University of Massachusetts: Policies: Academic Honesty. Retrieved August 2002 from
http://www.umass.edu/umhome/policies/honesty.html
University of Oregon: Avoiding Plagiarism. Retrieved August 2002 from
http://www.cs.orst.edu/~watsog/cs151/honesty.htm
University of Vermont Policies on Academic Honesty. Retrieved August 2002 from
http://www.uvm.edu/~judicial/ah.html?Page=faculty.html&SM=ahmenu.html
Advising
When you are admitted to the MBA program you are assigned the MBA program director
as your academic advisor. The program director serves as a resource to each student
during their first semester with regard to academic matters, policies and procedures, and
registration. In the second semester, you are assigned a faculty advisor/mentor who
serves in this role until you graduate.
Business Writing
As an MBA student you will engage in a variety of writing exercises in your courses as
well as in your workplace. Business writing takes a variety of forms: memoranda, reports,
proposals, plans, and presentations. Business writers also write for a variety of audiences
and often what they write must serve the needs of multiple audiences at the same time.
These audiences include internal audiences (management and employees) and external
audiences (customers, vendors, regulatory agencies, and professionals providing support
services, to name a few). Audiences may also be international. Business writing often
involves your personal observations and conclusions and uses what is considered
―common knowledge‖. At other times, your writing includes research and the ideas of
others and may be of a more ―academic‖ nature. In these cases it is important that you
reference and give credit to your sources.
All MBA students should be familiar with the business communication format. A variety
of business communication books/texts and online resources are available if needed. All
MBA students should use the APA Style Manual to cite their references when
appropriate and be familiar with the college policies regarding plagiarism and use. See
the Academic Misconduct: Plagiarism and Misrepresentation of Authorship
Alverno All College Policy section this handbook for further information.
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Credit for Transfer Courses
Previous graduate course work is evaluated at the time of admission. In no case will
transfer credit be granted for the MBA required courses (MGT 600, 610, 620, 630, and
640). Elective credit will be considered if there is no significant overlap with these
required courses.
Extension of Program Completion
Course work is to be completed within seven years of entry into the MBA program. If
you are not able to complete the program within this timeframe, you must submit a letter
to the MBA program director requesting an extension. Your letter should explain why an
extension is required and describe your plan and timeline for program completion. The
program director will review the request and respond in writing. The deadline for
submitting a request to extend your program completion is the beginning of your sixth
year in the program.
Graduate Student Professionalism Rubric
All MBA students are held to high academic and professional standards. This rubric is
used by faculty to document professional behavior. Should concerns arise regarding
professional behavior, faculty will review concerns with the student involved and report
them to the MBA Program Director.

Student effectively demonstrates discipline and responsibility for attending all class
sessions and being present at the start of each class.

Student finishes and turns in on the dates requested assignments that are complete and
have been proofread.

Student takes the initiative to communicate with faculty if there are attendance or
assignment concerns.

Student consistently uses appropriate language, interacts in a professional manner,
and shows respect for others.

Student accepts equal responsibility for group assignments and supports others in
doing so.

Student honors professional ethics including appropriate use of quotations,
recognition/citation of sources, respect for confidentiality and privacy, etc.
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MBA Student Status Committee
Every semester, the MBA Student Status Committee reviews MBA student academic
performance and professionalism. Any student with an Unsatisfactory MBA course
progress code will be recommended to the college status committee for probation. Any
student with multiple Unsatisfactory MBA course progress codes (in the same or
different courses) will be recommended for probation with warning or dismissal. Any
student not meeting one or more professionalism standards (see Graduate Student
Professionalism Rubric) may also be recommended for probation.
Independent Study, Internships, Projects for Academic Credit
A student who wishes to engage in independent study, pursue an internship, or receive
academic credit for a special project, as part of their elective coursework must complete
the Independent Study/Internship/ Project Proposal Form. This form is available from the
School of Business secretary and must be submitted to the MBA program director at least
one semester prior to pursuing this as an alternative to an existing course.
Purpose – These alternatives are available to graduate students who seek unique and
specialized professional development learning opportunities which are not available
through existing MBA elective courses. It requires students to independently design,
implement, and manage their learning with the guidance of a School of Business faculty
member. The learning experience, if approved, must be completed within the regular
semester timeframe. For each semester hour of academic credit a minimum of 20 hours
of academic study is required.
Feasibility - The first step in exploring the feasibility of an independent study, internship,
or project is to formulate and describe your topic, objectives, and learning strategies in
writing and discuss this with the program director and/or your faculty advisor. It is also
important that you identify a faculty member who is willing and able to serve as your
mentor and evaluator for this experience. You should meet with them and explain:
How you would benefit from this experience
What your specific topic, objectives, and learning strategy would include
When you would begin and end your work
How many semester credit hours you are requesting
If your proposal appears feasible based on these exploratory conversations, you should
complete and submit the Independent Study/Internship/Project Proposal Form to begin
the formal approval process for registration.
Approval and Registration Process - Complete the Independent/Internship/Project
Proposal Form and submit it to the MBA program director for approval at least one
semester prior to registration.
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The request must be approved by the faculty member who will serve as your mentor and
evaluator, the School of Business Dean, and the MBA program director. It will be
evaluated according to:
Your need for this experience as a part of your academic program
The quality of your objectives and plans for learning
The availability of alternative learning opportunities
The availability of faculty resources
If your request is approved by everyone, it will be forwarded to the Registrar's Office and
added to your official registration for the semester.
Plan for Independent Study/Internship/Project - Within the first week of the semester you
should initiate and arrange a meeting with your faculty mentor/evaluator. Within 25 days
after the start of the semester you must submit your formal plan for faculty approval. The
plan will include:
1. Title, purpose, and detailed description of the independent
study/internship/project
2. Learning objectives related to your topic, the MBA outcomes, and your academic
development
3. Detailed description of learning strategies, activities, and tasks
4. Timeline of activities and tasks for the semester. Timeline should include
meetings with your faculty mentor/evaluator
5. Description of resources and external individuals necessary to complete your
work
6. Description and due date (at least 6 weeks before last class) of interim progress
report
7. Description of final product, audience, and date of completion
8. Plan for faculty and self assessment of performance including criteria related to
learning objectives
Activity Log - You are required to keep an activity log for your academic work. The log
should include dates, beginning and ending times, and descriptions of activities. The log
should always be up to date and available for faculty review. You will turn this in with
your final product.
Course Completion - Your independent study, internship, or project must be completed
by the last class or an earlier date as required by faculty.
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Participation in Commencement
Alverno College believes in the value of participation in the commencement ceremony
and the value of students sharing in the event with their colleagues. While the college
participation policy requires the satisfactory completion of all requirements, an exception
is made for MBA students in recognition of the cohort nature of the MBA program. MBA
students who have completed all requirements except their MBA electives may request
permission to participate in commencement by submitting a general permit to the
Registrar‘s Office.
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Criteria for Academic Performance
Graduate students at Alverno College are expected to develop and consistently
demonstrate strong communication and social interaction, along with critical thinking and
problem solving. Three developmental rubrics help guide the students in integrating these
skills into their performance in academic and clinical settings.
I.
CRITERIA FOR EFFECTIVE SPEAKING/MEDIA
(Adapted for Entering Graduate Students, 8/04)
In a given speech, the student should show the following abilities to the level indicated:
Preliminary: Follows directions: yes ___ no ___
1. Connects with audience through SPEAKING ON ONE’S FEET
L1 Speaks to an audience for at least a minute with little reliance on scripted or
memorized input
L2 Communicates to an audience, long enough to suggest the speaker has
internalized his/her message, with little reliance on scripted or memorized input
L3 Communicates with the audience, giving the impression of both thinking and
speaking spontaneously without reliance on scripted or memorized input
L4 Gives a consistent impression of communicating with the audience without
reliance on scripted or memorized input
Graduate Level: As a professional, gives a consistent impression of
communicating with the audience without reliance on scripted or memorized
input in a variety of job related contexts.
2. Connects with audience through ESTABLISHING AND MAINTAINING
CONTEXT (clarifying, in a manner appropriate to a specified audience, limits of
the situation and sources of thinking)
L1 Gives audience some sense of focus and purpose (What am I telling whom and why?)
L2 Gives audience full sense of purpose and focus, distinguishing his/her own thoughts
from those of others
L3 Throughout a presentation, show how others‘ ideas relate to his/her own
thinking
L4 Throughout a presentation, clearly articulates relationships between ideas/concepts
out of an academic framework and those out of his/her own thinking
Graduate Level: As a professional, shows explicit awareness of his/her own
ideas as claims rather than truths in the context of disciplinary/professional
discourse.
3. Connects with audience through VERBAL EXPRESSION (word choice/ style/tone—reflecting
awareness of the audience’s degree of knowledge, values, need for clarity, right to n opinion,
and expectation of interest)
L1 Uses language that shows some awareness of appropriate word
choice/style/tone
L2 Uses language that shows general awareness of appropriate word
choice/style/tone— avoiding vague, empty, and condescending expression
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L3 Uses language that consistently shows awareness of appropriate word
choice/style/tone
L4 Uses language that reflects a refined awareness of the audience
Graduate Level: As a professional,
Effectively incorporates word choice/style/tone unique to a particular discipline or
profession
Shows explicit awareness of ambiguity, e.g., that words/concepts may have different
meanings for different audiences
Maintains the individuality of the speaker
Communicates a sense of ongoing dialogue, common ground, and openness to other
perspectives
4. Connects with audience through EFFECTIVE DELIVERY (speaking with credibility
demonstrated through adequate volume and voice projection, clear articulation, vocal
variety, use of gestures/body language, eye contact, and projection of interest in topic
and audience)
L1 Speaks with some elements of effective delivery
L2 Speaks with most elements of effective delivery
L3 Speaks consistently with elements of effective delivery
L4 Speaks with a refined repertory of effective delivery techniques
Graduate Level: As a professional, meets the delivery requirements of a given discipline
or profession
5. Connects with audience through use of APPROPRIATE CONVENTIONS
(usage, pronunciation, and sentence structure)
L1 Generally follows appropriate conventions
L2 Consistently follows appropriate conventions
L3 Adapts appropriate conventions to the expression of complex relationships
L4 Shows a refined sense of appropriate conventions
Graduate Level: As a professional, meets the stylistic requirements of a given discipline or
profession
6. Connects with audience through PURPOSEFUL STRUCTURE (sense of
introduction/development/
conclusion; focusing by main point make; major/minor connections)
L1 Presents a message with recognizable introduction, development, and conclusion
L2 Establishes and maintains focus on a clear purpose, providing transitions to clarify
relationships between most points of development
L3 Without digression from the focus of the speech, consistently articulates relationships
between points of development
L4 Maintains a refined sense of structure in relation to an academic framework
Graduate Level: As a professional, maintains a refined sense of structure in relation to an
academic framework integrated into that of a profession
7. Connects with audience through SUPPORT FOR A POSITION/DEVELOPMENT OF
AN IDEA
L1 Shows ability to use examples and/or evidence meaningful to audience
L2 Supports most generalizations with examples and/or evidence meaningful to audience
L3 Uses development appropriate to audience and purpose to clarify message
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L4 Uses development of appropriate length and variety and of sufficient interest to convince
audience of worth of message
Graduate Level: As a professional, explicitly acknowledges contradictory or
conflicting evidence
8. Connects with audience through CREATION and USE OF MEDIA
L1 Incorporates a visual that is legible, understandable, and appropriate to topic and
audience
L2 Computer-generates eye-appealing visuals, using them purposefully to enhance
presentation
L3 Smoothly incorporates high-quality and diverse media whose messages reflect the core
concepts of a presentation
L4 Incorporates professional-quality media within a specific context to aid in clarifying
academic frameworks
Graduate Level: As a professional, meets expectations for media quality for a given
profession
9. Connects with audience through APPROPRIATE CONTENT (criteria may be further
contextualized by instructor in discipline)
L1 Articulates accurate representation of ideas
L2 Demonstrates appropriate application of designated or selected ideas
L3 Identifies key elements that indicate understanding of theories and/or frameworks
L4 Articulates original applications, syntheses, and/or evaluations of academic
frameworks/theories, validating them with substantial thinking and appropriately citing valid
sources
Graduate Level: As a professional,
Effectively integrates academic frameworks/theories into the context of the profession
Thoughtfully challenges existing frameworks and/or approaches
10. SELF ASSESSMENT
L1 Shows awareness of a few strengths and weaknesses in a presentation, based on
specifically designated criteria
L2 Shows some understanding of development in speaking ability, based on the same
criteria
L3 Articulates, providing evidence, a realistic sense of performance in all criteria areas
L4 Shows a refined sense of strengths and weaknesses in all criteria areas
Graduate Level: As a professional,
Shows a refined sense of one‘s own strengths and weaknesses in all criteria areas,
particularly in professional contexts
Identifies reasonable plans for improvement related to one‘s own areas of weakness
Shows explicit awareness of the development of one‘s own understanding of one‘s own
mental models
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II.
CRITERIA FOR EFFECTIVE WRITING
(Adapted for Entering Graduate Students, 1/03)
In a given piece of writing, the student should show the following abilities to the level
indicated: Preliminary: Follows directions: yes ___ no ___
1. Connects with audience through ESTABLISHING AND MAINTAINING
CONTEXT (clarifying, in a manner appropriate to a specified audience, limits of
the situation and sources of thinking)
L1 Gives audience some sense of focus and purpose (What I am telling whom and why?)
L2 Gives audience full sense of purpose and focus, distinguishing own thoughts from those
of others
L3 Throughout the writing, shows reasonably how others‘ ideas relate to his/her own
thinking
L4 Throughout the writing, convincingly articulates relationships between ideas/concepts
out of an academic framework and those out of her own thinking
Graduate Level: As a professional, shows explicit awareness of one‘s own ideas as claims
rather than truths in the context of disciplinary/professional discourse
2. Connects with audience through VERBAL EXPRESSION (word choice/style/tone—
reflecting awareness of the audience’s degree of knowledge, values, need for clarity, right to
an opinion, and expectation of interest)
L1 Uses language that shows some awareness of appropriate word choice/style/tone
L2 Uses language that shows general awareness of appropriate work choice/style/tone—
avoiding vague, empty, and condescending expression
L3 Uses language that consistently shows awareness of appropriate word choice/style/tone
L4 Uses language that reflects a refined awareness of the audience
Graduate Level: As a professional,
1. Effectively incorporates word choice/style/tone unique to a particular discipline or
profession
2. Shows explicit awareness of ambiguity, e.g., that words/concepts may have different
meanings for different audiences
3. Maintains the individuality of the writer
4. Communicates a sense of ongoing dialogue, common ground, and openness to other
perspectives
3. Connects with audience through APPROPRIATE CONVENTIONS (usage, spelling,
punctuation, capitalization, sentence structure, format conventions)
L1 Generally follows appropriate conventions
L2 Consistently follows appropriate conventions
L3 Adapts appropriate conventions to the expression of complex relationships
L4 Shows a refined sense of appropriate conventions
Graduate Level: As a professional, meets the stylistic requirements of a given discipline or
profession
4. Connects with audience through PURPOSEFUL STRUCTURE (sense of
introduction/development/conclusion; focusing by main point made; major/minor
connections)
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L1 Presents a message with recognizable introduction, development, and conclusion
L2 Establishes and maintains focus on a clear purpose, providing transitions to clarify
relationships between most points of development
L3 Without digression from the focus of the work, consistently articulates relationships
between points of development
L4 Maintains a refined sense of structure in relation to an academic framework
Graduate Level: As a professional, maintains a refined sense of structure in relation to an
academic framework integrated into that of a profession
5. Connects with audience through SUPPORT FOR A POSITION/DEVELOPMENT
OF AN IDEA
L1 Shows ability to use examples and/or evidence meaningful to audience
L2 Supports most generalizations with examples and/or evidence meaningful to audience
L3 Uses development appropriate to audience and purpose to clarify message
L4 Uses development of appropriate length and variety and of sufficient interest to convince
audience of worth of message
Graduate Level: As a professional, explicitly acknowledges contradictory or conflicting
evidence
6. Connects with audience through APPROPRIATE CONTENT (criteria may be further
contextualized by instructor in discipline)
L1 Articulates ideas accurately
L2 Demonstrates appropriate application of designated or selected ideas
L3 Identifies key elements that indicate understanding of theories and/or frameworks
L4 Articulates original applications, syntheses, and/or evaluations of academic frameworks/
theories, validating them with substantiated thinking and appropriately citing valid sources
Graduate Level: As a professional,
Effectively integrates academic frameworks/theories into the context of the profession
Thoughtfully challenges existing frameworks and/or approaches
7. SELF ASSESSMENT
L1 Shows awareness of a few strengths and weaknesses in one‘s own written work, based on
specifically designated criteria
L2 Shows some understanding of one‘s own development in writing ability, based on the
same criteria
L3 Articulates, providing evidence, a realistic sense of one‘s own writing performance in all
criteria areas
L4 Shows a refined sense of one‘s own strengths and weaknesses in all criteria areas
Graduate Level: As a professional,
Shows a refined sense of one‘s own strengths and weaknesses in all criteria areas,
particularly in professional contexts
Identifies reasonable plans for improvement related to one‘s own areas of weakness
Shows explicit awareness of the development of one‘s own understanding of one‘s
own mental models
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III.
CRITERIA FOR SOCIAL INTERACTION
(Adapted for Entering Graduate Students, 8/04)
1. Shaping and Working with a Task
Clearly defines a problem identification process
Accurately verbalizes a representation of the problem
Clearly defines a decision making process
2. Using Task Oriented Behaviors Appropriate to the Task
Effectively exhibits task oriented group behaviors such as leading,
reinforcing, seeking information, etc.
Listens analytically and affectively, trying to understand a speaker‘s frame of
reference
Provides appropriate information before, during and following meetings
Thoughtfully includes multiple viewpoints in a discussion
Effectively demonstrates planning and implementation strategies for decisions
Effectively uses strategies to explore a wide range of possibilities, thus
avoiding ‗group think‘
Thoughtfully utilizes group techniques to promote effective decision making
Effectively demonstrates consensus building skills
Reflectively draws upon an understanding of power dynamics to effectively
lead and participate in groups
Effectively uses conflict management strategies to create win-win results
3. Using Interpersonal Behaviors Appropriate to a Situation
Effectively exhibits interpersonal behaviors such as using ‗I‘ statements,
verbalizing feelings, etc.
Uses effective repertoire of non-verbal body language to communicate
positively
Effectively creates a physical environment conducive to the groups needs
Consistently behaves proactively
Consistently creates patterns of dialogue that are healthy for group
participants
4. Using Reflection for Personal Growth in Task Oriented and Interpersonal
Behaviors
Thoughtfully uses feedback to others to improve group skills
Accurately self assesses own performance related to both task and
interpersonal behaviors
Consistently views feedback as a means of strengthening relationships and/or
accomplishing the task
Thoughtfully reflects on stages of group development to analyze impact of
own and others‘ behavior
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