Course Syllabus Part II
MBA 615 Human Capital and Organizational Performance
Professor: Dr. Brian Brittain
BU Email: bbrittain@bellevue.edu
Office Hours: By appointment
Phone Contacts: 386-679-7364
Course Resources
Course Texts
Kinicki, A. (2021). Organizational behavior: A practical, problem-solving approach (3rd ed.). McGraw-Hill,
Education. The digital e-book may be purchased or rented from the bookstore or directly from McGrawHill. For those with digital texts, the ‘professor’s URL’ is: https://connect.mheducation.com/class/l-thomasall-sections-1
Ritti, R., Levy, S. & Tocher, N. (2021). The ropes to skip & the ropes to know (10th ed.). Chicago Business
Press. (All older versions are acceptable, but make sure to go by the chapter titles rather than their
numbers when doing your homework.)
Course Schedule
Make sure to also read your weekly assignment folders.
Week 1
Introduction
Assignment Guidelines
Profile
Chapter 1 -- Making OB Work for Me: What Is OB and Why Is It Important?
Chapter 2 – Values and Attitudes: How Do They Affect Work-Related Outcomes?
Week 2
Chapter 3 – Individual Differences and Emotions: How Does Who I Am Affect My
Performance?
Chapter 4 – Social Perception and Managing Diversity: Why Are These Topics Essential for
Success?
Perception and Attribution Materials (See Course Resources)
Rope 1 -- Hi, Call Me _____
Quiz 1
Effective Date of Syllabus: November 6, 2022
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Week 3
Chapter 5 – Foundations of Employee Motivation: How Can Managers Apply Motivation
Theories?
Chapter 6 – Performance Management: How Can You Use Goals, Feedback, Rewards, and
Positive Reinforcement to Boost Effectiveness?
Case 1: Sam’s Story
Rope 20 -- Sunrise Service
Week 4
Chapter 8 – Groups and Teams: How Can Working with Others Increase Everybody’s
Performance?
Case 2: Bob Knowlton
Rope 33 – Who You Gonna Trust?
Quiz 2
Week 5
Chapter 10 – Managing Conflict and Negotiations: How Can These Skills Give Me an
Advantage?
Case 3: Is Work-Life Balance a Fallacy?
Rope 55 -- Friday Night Meeting
Week 6
Chapter 16 – Managing Change and Stress: How Can You Apply OB and Show What You
Have Learned?
Coping Strategies
Case 4: Harvard Cheating Incident
Rope 19 -- Rite of Passage
Quiz 3
Week 7
Chapter 12 – Power, Influence, and Politics: How Can You Apply These to Increase Your
Effectiveness?
Case 5: Conflict Within Facebook – The Big Blind Spot
Rope 35 – Better the Devil You Know
Week 8
Chapter 9 – Communication in the Digital Age: How Can I Become a More Effective
Communicator?
Chapter 11 – Decision Making and Creativity: How Critical Is It to Master These Skills?
Rope 40 -- Career Women?
Position Paper Teams and Topics Due
Quiz 4
Effective Date of Syllabus: November 6, 2022
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Week 9
Chapter 13 – Leadership Effectiveness: What Does It Take to Be Effective?
Chapter 14 – Organizational Culture, Socialization, and Mentoring
Case 6: She Left Harvard. He Got to Stay.
Rope 41 -- The Pearl
Week 10
Chapter 7 -- Positive Organizational Behavior: How Can I Flourish at School, Work and Home?
Rope 53 -- Your Job? My Reputation!
Disciplining Employees
Quiz 5
Week 11
Position Paper Presentations
Team 1
Team 2
Team 3
Team 4
Team 5
Week 12
Position Paper Reactions
Course Evaluation
Course Format
The class week runs from Monday to 11:59 p.m. (CST) Sunday. Most written assignments are due by
midnight Wednesday with responses required by midnight Sunday. Your weekly assignment folders
contain explicit details. Please read them carefully and look at your Syllabus to see due dates in advance.
This course will be taught online. Learners are expected to read the material carefully and if necessary,
seek help from the instructor and other class members using Discussion Board platforms. It is believed
that most learning in an online environment occurs when students engage in open dialogue to discuss
and offer explanations to each other.
There are weekly forums on the Discussion Board that have been created for each week's materials.
There is also a general forum called “Prof’s Office” to which you may post questions that you have, or
points you need clarification with so that your classmates or I may address them.
Your reading assignments, case and rope titles, and general schedule are located above. Make sure that
you also read your weekly assignment folders (e.g., Week 1, Week 2, Week 3 etc.) for more explicit
details. If you have questions or concerns, please use my e-mail address. Remember, I get emails from
many students, so please sign your full name to all correspondence.
Each class member will be responsible for a written case analysis, a rope analysis, a position paper, and
group or individual presentations of each.
Effective Date of Syllabus: November 6, 2022
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arranged and presented, are owned by Bellevue University and protected by U.S. Copyright law. You may use this course content
for your own personal, educational, informational, and non-commercial use.
There are three online quizzes that must be taken between Friday and Sunday. Here's how the quizzes
work: You must take a total of three out of five quizzes during the semester. This gives you the option of
missing a quiz with no penalty or taking all five and throwing the lowest two scores out. If for
some reason, you are unable to complete a quiz, e.g., you are interrupted in the middle, or you forget to
hit the "submit" key, or you are traveling on business or take a vacation in the middle of the semester, it
that week could count as one that you toss. The “slack” is built into the system. If you have technical
difficulties, please contact Technical Support at bruinsupportservices@bellevue.edu and cc me
immediately.
Grade Breakdown/Criteria
Grades will be based on the following:
Case Presentation
Rope Presentation
Participation
Position Paper
3 Highest Quizzes
Total
21.05%
10.53%
15.79%
21.05%
31.58%
Points
200
100
150
200
300
950
A
AB+
B+
BC+
C
CD+
D
DF
Total
884
855
826.1
788.1
759.1
731.1
693.1
664.1
636.1
598.1
570.1
< 570
950
883
854
826
788
759
731
693
664
636
598
You may determine your grade at any point in time by dividing the number of points you have earned so
far by the number of points possible so far. If, for example, you have earned 80/100 points on a quiz,
55/60 points for participation and 177/200 points on your case, your grade at that point, would be 312/360
= .867 = 86.7% = B.
Please notice that the grade book will say there are 1150 points available. There are not. Your grade will
be based on 950 points. I will manually drop your two lowest quiz scores and Bb does not automatically
recognize that.
Late Work
In general, late assignments will not be accepted unless an extension request, prior to the assignment
deadline, is approved.
Participation
Learners must post responses to the work of their classmates on a regular basis, at least three times
per week and perhaps more often depending on the nature of the assignments and number of discussion
forums. See details in the Discussion Board Grading Rubric.
Effective Date of Syllabus: November 6, 2022
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arranged and presented, are owned by Bellevue University and protected by U.S. Copyright law. You may use this course content
for your own personal, educational, informational, and non-commercial use.
Expectations for Students
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Students are responsible for attending class, and for reading and studying assigned textual materials
and current readings in the popular literature. Reading the text material once is not going to be
enough effort to attain a high grade. Most students must, read, study, outline, review, and think about
the application of the material -- as in “how does this apply to my work situation?” -- to do well in the
course.
Students should expect to spend approximately 10-15 hours per week to complete the activities and
assignments in this course.
Students are expected to log in on a regular basis and respond to the assignments and comments
made by their classmates in a timely and thoughtful fashion, a minimum of three times per week.
Students may also be required to read outside materials and write short case analyses, ropes &
position and/or term papers, and participate in class discussions, experiential exercises, team
activities, peer evaluations, and student presentations.
Students will treat their classmates and the instructor with respect and courtesy.
Students are responsible for keeping current with the reading assignments and coming to class
prepared to discuss the work assigned.
Students are responsible for knowing what assignments are due and when.
Students will submit only their own work and will not commit plagiarism or other acts of academic
dishonesty.
Students will contact the instructor as soon as personal problems arise that may affect the student’s
ability to complete assignments on time.
Expectations for Faculty
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The instructor will treat all students with respect and courtesy.
The instructor will make grading criteria clear and follow the criteria in evaluating student work.
The instructor will usually provide feedback prior to the following week’s assignments are due.
However, depending on the nature of the assignments, and whether all students on a team have
submitted their work, at times some feedback may take longer.
The instructor will respond to all student email messages within 48 hours.
The instructor will keep course material current, relevant and evidence based.
The instructor will be vigilant about monitoring student work and quizzes for dishonesty.
Writing Tips, Resources and Study Guides
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APA Writing Tips
The Purdue University Online Writing Lab (OWL) is an excellent resource for writing guidelines:
http://owl.english.purdue.edu/, and especially for help with correctly using APA formatting when
writing your papers: http://owl.english.purdue.edu/owl/resource/560/01/. Bellevue University also has
a Writing Center where you can get help editing your papers (See link below). Please use these
resources.
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Help With Editing Papers
Bellevue University’s Writing Center is free to BU students and available online. Whether a writer is
still looking for ideas to write about or is nearly done with an assignment, the trained consultants in
the Writing Center will offer their professional feedback and encouragement. They do not proofread,
but rather help the writer refine skills. http://www.bellevue.edu/current-students/learning-labs/writingcenter.aspx
Effective Date of Syllabus: November 6, 2022
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arranged and presented, are owned by Bellevue University and protected by U.S. Copyright law. You may use this course content
for your own personal, educational, informational, and non-commercial use.
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Critical Success Factors in Online Discussion
Information about what to post, how to post, how to respond, and what not to post can be found under
the Resources → Toolbox tab.
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Business Writing Tips
A wealth of good information and directions for writing a plethora of business documents, such as
executive summaries, memos and resumes, is available through Colorado State University’s Writing
Guides at: http://writing.colostate.edu/guides/index.cfm?categoryid=13&title=3. Additional links can
be found under the Resources → Toolbox tab.
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Chapter PowerPoints and Practice Quizzes
McGraw-Hill Publishing has a website for your text which contains PowerPoints and practice quizzes
if you purchased a code. If you did not purchase a code, you still have access to the PowerPoints in
your weekly assignment folders. Many students find this information helpful in effectively learning the
material.
Academic Dishonesty
Cheating in any form will not be tolerated. Plagiarizing is cheating. To plagiarize means to "to steal and
pass off as one's own (the ideas or words of another)," to "present as one's own an idea or product
derived from an existing source" (from Webster's Seventh New Collegiate Dictionary, 646).
Please be careful about cutting and pasting information found on the Internet or written by your
colleagues into your papers or discussions without giving credit to the original source. Direct quotes
(including those written words of your own which have been used/published in another class) should be
enclosed in quotation marks while paraphrased comments need only be referenced. Changing one or two
words or the order of words in a sentence is not paraphrasing. Paraphrasing means that you express
someone else's ideas in your own words. Please consult the APA Writing Manual or other similar sources
for examples.
Also, sharing with and using quizzes and papers on websites designed to subvert rules to obtain unfair
advantage, such as coursehero.com, is cheating. If you can see it, so can we. Please do your own work
and uphold the integrity of our class and university.
Please also note that most professors use turnitin.com, which means that the computer will find any
quotations from databases, Internet sites, publications, homework turned in here or by other students to
another university, in a matter of seconds. Please don’t risk it. Get your money’s worth by doing your own
work and giving credit where credit is due. In general, no more than 10% of your papers should be
quoted.
The rest of this document provides a convenient compilation of assignment guidelines that may
be found under other tabs in Bb.
Undergraduate vs. graduate level work
Understanding ‘theory’
GUIDELINES AND FORMAT FOR CASE ANALYSES
GUIDELINES AND FORMAT FOR ROPE ANALYSES
GUIDELINES AND FORMAT FOR POSITION PAPERS
Effective Date of Syllabus: November 6, 2022
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for your own personal, educational, informational, and non-commercial use.
SURVIVAL HINTS
WELCOME TO MBA 615!
Whether you are a first-time graduate student or already have a few courses under your belt, remember
that mastering the following concepts will enhance your ability to succeed in this class and in the MBA
program.
This introduction to the assignment area is meant to serve two purposes:
1. Explain the level of analysis that is expected in your assignments, discussions, and group work
(synthesizing vs. summarizing); and
2. Answer the question, what the heck is "theory" anyway?
1. GRADUATE VS. UNDERGRADUATE LEVELS OF ANALYSIS
Because this is a masters level course, it is important that you understand the difference between
expectations for undergraduate vs. graduate levels of analysis. First, graduate school is supposed to be
hard. Individuals who are not seeking the challenges of an advanced degree should consider getting a
second major as an undergrad. As an undergrad, it was often acceptable for you to memorize
terminology, regurgitate definitions and write papers that essentially summarized the work of several
other authors. That is no longer sufficient.
You must now strive to ratchet your level of critical thinking upward:
a. By using theory to inform your answers.
b. By synthesizing the work of several authors—how do they compare and contrast with each other?
Where are the commonalities? Differences?
c. By using your own knowledge and experiences at work and in life to support or negate information
forwarded by theorists and fellow students.
d. By becoming familiar with what is going on in the popular literature regarding hot topics, major areas
of concern, popular vs. wise practices, implications of government policy, etc.
e. By expressing YOUR opinion based on all the sources you have used above; and
f. By documenting those ideas that did not originate in your own mind.
The bottom line is that we are expecting informed opinions. It is not enough for you to say "I think this way
because I worked in this area for 20 years. I ought to know." I will say "so what?" That's only one little
piece of information. It may be a very important piece, and it may be very accurate. But it is still only one
piece and could also be very skewed. There are probably people who have worked in your area even
longer that hold different opinions. And there are 100 years of research data where academics and
business wizards have systematically studied many of the concepts you hold opinions about -- what do
THEY think? Would they support your position? Why or why not? What about their theory is inaccurate,
missing, over-extended, misinterpreted, etc.? If you think you know better (and you very well may), you
must justify it based on all the other available information. After 100 years of research and debate, about
Effective Date of Syllabus: November 6, 2022
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arranged and presented, are owned by Bellevue University and protected by U.S. Copyright law. You may use this course content
for your own personal, educational, informational, and non-commercial use.
the only thing that academics and other informed folks agree on about management is that there is no
such thing as one best way. Should you discover it, you will become very wealthy, indeed.
But we can all learn a tremendous amount from the experiences and perceptions of others in this class,
so I strongly encourage diverse opinions for they will challenge and enrich the discussions and group
projects. You will never receive a poor grade for having a "different" opinion or one that may not agree
with the professor—the poor grade will have derived from an unsubstantiated and uninformed opinion.
2. WHAT THE HECK IS THEORY, ANYWAY? (This information can also be found in a narrated
PowerPoint in the Toolbox).
For purposes of this course, a theory will be defined as the way certain variables within a set are
expected to relate to each other. We can't see it, taste it, feel it, or touch it—it's made up of concepts—
thoughts—ideas in our brains. And that often makes it difficult for us to immediately comprehend. It
usually involves one- or two-persons’ opinions about what is correlated with what. The opinion is usually
based on an extensive review about how each of the variables has walked and talked in the past and may
also include information derived from the theorists' own surveys or experimental studies. A theory isn't
always formally labeled "theory." Sometimes it is referred to as an area of conceptual development
or a model. A theory is not the same as a single concept or variable, such as the glass ceiling or social
perception. Such terms would have to be embedded in a wider nomological network to be referred to as
“theory.”
For example, let's say we're interested in work-family conflict. We know, based on the literature, that
work-family conflict (wfc) is related to stress; that stress is related to cardiovascular heart disease, high
blood pressure, absenteeism, low morale, and poor job satisfaction (among other things); that sometimes
we experience more conflict because we feel we don't have much control; and that there are certain
things that organizations could do that might help with all of the above, such as providing flexible work
schedules, day care, supportive supervisors, and information and referral (I & R) services. If I drew a
model that grouped and labeled these variables, with arrows that indicated which variable(s) seemed to
influence which other variable(s), I could propose a model or theory of work-family conflict (See Table
below):
I might explain that flextime, daycare, supportive supervisors, and I & R services increase an employee's
perceptions of control; which in turn decreases one's experience of wfc; which in turn decreases one's
experience of stress and strain as indicated by few incidents of heart disease, low blood pressure, high
morale, high job satisfaction, low absenteeism, and less tardiness.
Family Supportive
Policies  (lead to)
Perceptions of Control 
* Flextime
* Daycare
* Supportive Supervisors
* I & R Services
Effective Date of Syllabus: November 6, 2022
Work-Family Conflict 
Strain
* Heart Disease
* Blood Pressure
* Morale
* Job Satisfaction
* Tardiness
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To gain support for this theory, I would have to ground it firmly in literature, examining what other
researchers have suggested about each of these variables over the years; make a case for why I think
each is or should be related to the others; provide some hypotheses or propositions for testing the theory;
and suggest some methods or instruments that might be used to measure these variables. I might also
provide some initial empirical data from studies I have conducted. Then, after peer review by experts in
the field, it might get published, generate some interest from other researchers, and eventually,
depending on how important it is deemed by authors and how compelling the findings are—end up in a
textbook. This could take a couple of years or a couple of decades. Some of it is political. Nevertheless, it
is a theory, and its importance should depend on how useful it is in helping managers predict and
manage behavior in organizations. Can it help managers resolve problems and make better decisions? I'll
come back to this in the next section under "theory" regarding guidelines for case analyses—stay tuned ...
Another Perspective: I have found another way to look at theory based on a quote by Anne Sophie
Swetchine: “To have ideas is to gather flowers. To think is to weave them into garlands.” If you think
about each variable in the above model as an independent idea -- or flower -- floating around in a field,
you may recognize that each flower has its own species, colors, variations, structural plans, floral
formulas, nectarines, pollinators, and scents. While each one, by itself, is beautiful and has value, it can
also contribute to bigger and better plans when combined with other plants and flowers, such as holiday
bouquets, decorative wreaths, window flower boxes, country courtyards, Morton Arboretum, or the Royal
Botanical Gardens.
But to make one of these beautiful, bigger and better plans or models (read theories), we must know the
characteristics of each flower (variable) in order to know how it will fit with the other flowers (variables) to
make a contribution to the plan. If sunflowers are planted next to geraniums, will the resulting blooms be
bigger or smaller? If I plant Passionflower or White Horse Mint in the same garden, will that prevent deer
from eating the geraniums while still attracting the bees and butterflies necessary to pollinate the fruit
trees? So, when we think about theories, we must think about the relationship between variables that
forms the bigger picture. Self-efficacy, for example, is a single variable (flower). What influences selfefficacy (i.e., makes it grow) and how it relates to job commitment, job satisfaction, and/or performance
(the bigger picture -- how it fits in the wreath or contributes to the garden) is theory.
Content ©2007, 2014. 2020. All rights reserved.
Created by Linda T. Thomas, PhD
Effective Date of Syllabus: November 6, 2022
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arranged and presented, are owned by Bellevue University and protected by U.S. Copyright law. You may use this course content
for your own personal, educational, informational, and non-commercial use.
PROFILE
The purpose of this assignment is to introduce yourselves to each other. You will find it interesting to note
how many occupations, industries, and even countries are represented in this class. Since it is believed
that most learning in an online environment occurs when learners engage in open dialogue to discuss
and offer explanations to each other, you are likely to find the diversity of experiences, cultures and
backgrounds of your classmates will enhance the richness of your own learning and performance.
Here's how it works:
1. Go to the Discussion Board and start a new thread in your name. Introduce yourself by giving your
name and any pertinent information you would like to share with the class. Your writing should take the
form of a narrative profile rather than a formal resume. Include all or some of the following:
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Occupation (you might want to describe a bit of what your job entails)
Company you work for
Present management responsibilities (how many people do you supervise?)
Past management experiences
Undergraduate degree (major, minor, school)
Why you are taking this class
Where you are from
How long you have been in the Omaha/Bellevue area
Marital status
Number and ages of children, grandchildren, pets
Hobbies
Most exciting thing you've ever done
Most embarrassing moment at work
Accomplishment you are most proud of
Travel experiences (how many states and/or countries you have visited or lived in)
A unique experience you've had or person you've met (name-dropping is OK here)
Anything else you would like to share
2. Read the resumes of your fellow classmates. Those discussion threads with a personal name as the
topic will indicate your classmates. Feel free to respond accordingly.
Effective Date of Syllabus: November 6, 2022
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arranged and presented, are owned by Bellevue University and protected by U.S. Copyright law. You may use this course content
for your own personal, educational, informational, and non-commercial use.
GUIDELINES AND FORMAT FOR CASE ANALYSES
The purpose of the case analysis is to provide you with practice describing and understanding behavioral
and organization level problems in organizations, using diverse theoretical perspectives to help diagnose
those problems, and evaluating and prescribing realistic solutions that will lead to reduced costs and
increased benefits for both the organization and its employees. The group presentation prepares you to
work cooperatively with individuals of diverse backgrounds and experiences and allows you to lead the
class by organizing and directing the flow of discussion.
The following format should be used for all case assignments. Review your Case Analysis Grading Rubric
(under the Case Analysis Assignment tab) for explicit information about earning grades. You will be
expected to go into far more depth for your major analysis than for your weekly 1-page analyses.
1. DESCRIPTION: The first section in the case is the Description. Case discussants should assume that
everyone in the class has read the case and only those facts relevant to the problem should be repeated.
It should be very short -- just a couple of sentences. Only facts, no opinions.
2. DIAGNOSIS: This is where you determine the cause of the problem. It is very common for students to
deal with "symptoms" rather than the root problem. Keep asking yourself the question "why?" And if you
can keep explaining, you are probably still dealing with symptoms. Look for the problem that if fixed, all
the other problems will go away. This should be brief as well; one paragraph should be enough to
define the problem.
For example, Andrea has been a model employee for three years, but recently the quality and quantity of
her work has been suffering and fellow employees are getting annoyed at having to pick up the slack and
throw out inferior parts. You are getting a lot of complaints from her co-workers. What's the problem?
Disgruntled employees? Rejected parts? Why are they disgruntled? Why are the parts being rejected?
Because Andrea's work performance has declined. Why? Because she's lazy. Maybe. But keep probing -Why do you think so? Because she's been coming to work late. Why? Because her day care provider
quit, and her back-up system failed and she's worried sick about her kids and keeping her job. If we solve
the last problem, the tardiness, disgruntled employees, and work performance problems all go away.
3. *** THEORY ***: While determining the cause of the problem or its solution, we need to use
organizational theories and concepts to help inform our analysis. This is the most critical part of your
paper -- indeed, of every paper you will write in this class. What has somebody already thought about
that might help explain why something happened and/or how we might fix it? Aim for a model – a
relationship between variables -- not the definition of a single variable. Review “What the Heck Is Theory,
Anyway?” in your Syllabus and a video by the same name in your Toolbox. Your book is filled with
theories, but it is only the tip of the iceberg. There are hundreds of other sources -- texts, journals,
authors’ web pages -- that also suggest systematic ways of looking at the world. Make sure whatever
source you use is peer-reviewed.
Peer-reviewed sources are easily found by going to the BU library from the BU login page or using the
OB LibGuide in the Toolbox. Click on the Business/Management topic area; then ProQuest Research
Library; then check-mark scholarly journals; then click on the publications tab at the top of the page. Look
in journals such as: Academy of Management Journal, Academy of Management Review, Journal of
Applied Psychology, Sloan Management Review, Journal of Organizational Behavior, Personnel
Psychology, Psychological Bulletin, Organizational Behavior & Human Decision Processes, Harvard
Business Review, Academy of Management Executive, Journal of Leadership and Organizational Studies,
Academy of Management Learning and Education, Journal of Behavioral and Applied Management
(www.IBAM.com), Administrative Science Quarterly, Journal of Excellence in Business & Education,
Effective Date of Syllabus: November 6, 2022
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arranged and presented, are owned by Bellevue University and protected by U.S. Copyright law. You may use this course content
for your own personal, educational, informational, and non-commercial use.
Journal of Management Studies & Strategic Management Journal -- for starters. After selecting a journal,
put a few key words into the search box." You can also find useful information in "The Wall Street
Journal," "Forbes," "Newsweek," various industry publications, and books, but these are not considered
"academic" sources. (See how to use the library in the Toolbox.)
There is no reason to reinvent the wheel -- see what's out there. Read, read, read. There are at least 30
different theories that could apply to every case. There is no, one, best theory to use for any one case.
Your job is to pick one or two that make sense, explain in detail how they work, and then explain how they
relate to the case -- how they help to explain, manage, or control behavior.
For example, if we revisit the "What The Heck Is Theory, Anyway?" section in the "Survival Hints" folder,
and look at our work-family conflict theory, we find that it has many salient ingredients or variables in
relation to Andrea's story. After explaining what the theory proposes, I might use it to justify suggesting
that Andrea's organization institute some sort of family supportive policies because according to the
theory, such policies will increase Andrea's sense of control over her personal affairs, which will decrease
her perceptions of work-family conflict (increasing her sense of balance), which will decrease her
experience of stress (level of anxiety), which may improve her work performance, lessen the necessity of
her tardiness, and improve the morale of her co-workers and herself. Then the complaints will go away,
Andrea might even break her previous performance records, and the organization decreases the odds of
having to recruit and train a new employee -- a win-win solution!
Remember: Using multiple perspectives, or "triangulation," often leads to a richer solution, but use caution
in selecting more than two -- you won't have the space to do any of them well.
4. PRESCRIPTION: Based on what you determined caused the problem defined in the diagnosis, you
must now recommend a solution. This should entail both short term and long-term prescriptions. Shortterm: What do we need to do right now to bring the problem under immediate control? Long-term: What
should we do in the next few months to prevent this problem from ever happening again?
While there are no definitive "right" answers, it IS possible to prescribe a wrong answer. For example, if a
business is scrambling to meet its payroll next week, a solution suggesting that the owners enroll in a
couple of finance and human resources classes would be totally inappropriate because it would take too
long to implement, i.e., by the time they completed their classes, the company would have folded.
5. FALLOUT: Even if your recommendations are followed to the letter, there are still things that could go
wrong. What are they? Perhaps someone who is offered a promotion will say no. Maybe the
recommended training will not be well received. What if a key employee's family decides to relocate?
What governmental or environmental factors could impact the outcome?
* NOTE * Buttress your remarks with current literature. Your presentation should be informed by related
articles in scholarly journals (i.e., peer-reviewed) that are related to the description, diagnosis, or
prescription of your case problem. These articles should be referenced in your paper according to APA
(American Psychological Association) guidelines (see your Syllabus and APA Help Center for access to
APA resources) and incorporated into your presentation. BU has one of the best online libraries in the
state, so please take advantage of your privileges as a student and access the thousands of full text
articles available for your use. (See how to use the library or access the OB LibGuide in the Toolbox.) If
you have any questions about using the library, call our staff toll free (800.756.7920). They are very
friendly and will walk you through the process. You can also live chat online.
Due date example: If a case assignment is due on June 17th, the team assigned to that case would
have to post one 1600-word analysis to the appropriate Discussion Board folder by midnight on June
17th. Class members would then have until midnight on June 21st to read the team's analysis and post
Effective Date of Syllabus: November 6, 2022
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their first responses to the Discussion Board (although consistently waiting until the last day to make your
first post will negatively impact your grade). During the next 7 days following the initial post, the team
presenting the case would be responsible for monitoring and responding to the class responses to their
analysis. Each of the team members' final 1200-1400-word, individually written papers would be due in
the appropriate assignment folder by midnight on June 24th.
Case Analyses - Responsibilities
What
Initial analysis of case
One analysis, team effort
Who
Use format of 5 headings outlined in syllabus
(Description, Diagnosis, Theory, Prescription,
Fallout). See syllabus for more information
Case Leaders
Up to 1400 words (about the same as six, double-
When
Wednesday of current
class week
spaced, 12-pt. font, 1-inch margins all around,
pages)
This is not the paper I will grade
Post to Discussion Board
Lead class discussion
Read case and be prepared for discussion
Class members that
are not case leaders
in current week
Reply to existing discussion board thread posted
by case leaders
Limit responses to about 150 words
Include a reference for full points!
Individual paper
1200-1400 words in APA format
Use format of 5 headings outlined in syllabus
(Description, Diagnosis, Theory, Prescription,
Fallout). See syllabus for more information
Case Leaders
Incorporate new information learned from
discussion
From Wednesday
through end of current
week (Sunday
midnight)
From Wednesday
through end of current
week (Sunday
midnight)
By Wednesday of
following week
These individual papers are the papers I will grade
Post to Case Analysis Assignments tab
Effective Date of Syllabus: November 6, 2022
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GUIDELINES AND FORMAT FOR ROPE ANALYSIS
The purpose of the rope analysis is to discover and examine methods and techniques for preventing
and/or dealing with typical mistakes and common issues that often confront managers in the workplace.
Some of the lessons to be learned may seem obvious, while others may give you that "aha!" feeling.
Regardless, it will be important to inform your analysis with theory and research. The depth and diversity
of your work experiences will also play a major role in the richness of these discussions. Most students
find this a very pleasant experience -- it seems that everyone has a story to tell.
1. Lesson to be learned – There may be more than one lesson to be learned so find the most
prominent lesson to be learned from your perspective. As already stated, there may be more than
one lesson learned so there is no one perfect answer. You should be able to explain this succinctly in
a paragraph.
2. How theory helps explain what is going on - You should be able to find a theory or OB concept we
have discussed in the textbook. You can find supporting material outside the textbook as appropriate.
This section should be no more that 2-4 paragraphs explaining the theory and how it relates to the
lesson learned. It is important to link the rope and the theory/OB concept together in a way that
demonstrates an understanding of the theory/OB concept.
3. What personal experiences relate – This section is for you to relate your personal experience to the
rope and OB/concept. Do not rehash the theory/OB concept in the personal experience section. This
section should be no more than 1-2 paragraphs
Use sub-headings to help guide the reader through your analysis.
Who
Rope Analyses - Responsibilities
What
When
Initial analysis of Rope. If more than one Rope
leader, post one joint-analysis
Rope Leader
Use format of headings outlined in syllabus
(Major point of the story/lesson to be
learned; How theory helps explain what is
going on; What personal experiences relate).
Wednesday of current
class week
500-word analysis in APA format
Post to Discussion Board
Lead class discussion
Class members that are
NOT Rope leaders in
current week
Rope Leader
Read the Rope (in book) and Rope analysis
posted by the Rope Leader(s)
Post at least one response
Limit responses to about 150 words
Include a reference for full points!
Final individually written analyses
Effective Date of Syllabus: November 6, 2022
From Wednesday
through end of current
week (Sunday midnight)
From Wednesday
through end of current
week (Sunday midnight)
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Around 500-700 words in APA format
Incorporate new information learned from
discussion
By Sunday night of
current week
Post to Rope Analysis Assignments tab
(Note: Each of your replies may be made in separate postings, but please try to "Reply" to an existing
thread rather than start a new one unless you are the discussion leader and are posting the original.)
Effective Date of Syllabus: November 6, 2022
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for your own personal, educational, informational, and non-commercial use.
GUIDELINES AND FORMAT FOR POSITION PAPER
The purpose of the position paper is to practice formulating and articulating an informed opinion that
could be used to influence one's constituents about a conflict in business. Because conflict has the
potential to breed growth, it is important for managers (and learners) to be able to consider many different
perspectives to an issue and to ground their arguments in theory so that the resulting decisions will be
viewed as informed, reliable, and convincing rather than somewhat ignorant, unsubstantiated, and
biased. The position paper will provide you the opportunity to select a controversy of interest to you,
examine your views considering existing theory and research, design a presentation format that will
convince your constituents to act in your favor, and work with a team in presenting that posture to the rest
of the class.
Here's how it works:
1. Depending on how many students are in the class, you will be assigned to teams of either three or four.
2. The team selects a conflict – a controversial topic -- that has implications for managers. The conflict
must be approved by the professor in advance to: a) prevent overlap, and b) make sure you have
selected a topic that is doable. (Hint: There are at least 5 different conflicts discussed daily on the front
pages of Sections A and B in The Wall Street Journal.)
For example, Mike Harper, former CEO of ConAgra, was instrumental in the development of Healthy
Choice foods (his wife conceived the idea while he was recovering from a heart attack). In fact, Harper's
name became almost synonymous with healthy living. Then he left ConAgra to become CEO of a
cigarette manufacturing company! Whoa! Many claimed he had no right -- that this was a foolish
decision -- that he was betraying the public trust by turning to a company that destroyed lives. Harper
responded that he was a manager, nothing more -- nothing less, that manufacturing cigarettes was legal,
and that the company presented managerial challenges (and $$$) that were appealing -- that it was really
nobody's business. Well, there's a conflict here ... should he have? or shouldn't he have?
3. Two learners take one side of the conflict; two learners take the other side. Your job is to convince us
to buy into your side of the issue. In addition to two, 1250-word presentations (one for each side) that will
be posted in your group’s forum (or presented in class) for all class members to view and respond to,
each team of two will also post their final 1250-word position paper to the Position Paper Assignments
folder (or turn it in during class). One paper per two-person position -- that means you sink or swim
together on this one, folks.
Rules of the Game
1. We have learned a great deal about groups and teams this semester. Please review and use those
techniques in advance to avoid problems. You are adults and have equal responsibility to each other
and for the team’s success.





Practice common teamwork competencies (Table 8.5, p. 311)
Guard against social loafing (pp.312-313)
If you mess up, use Reina’s 7-step model to rebuild trust (Figure 8.6, p. 320)
Review working with others Takeaways on p. 328
Review managing conflict Takeaways on p. 415
When there are three students in a group, two are expected to take one side, and one is expected to take
the other side. In the spirit of teamwork, everyone should work together to help provide editing support,
information, ideas, and resources to the individual going alone. But at the end of the day, there are still
Effective Date of Syllabus: November 6, 2022
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two papers to be posted to the forum (or presented in class). For the final papers turned in for grading,
there should be two names on one paper and one name on the other.
4. For each of the teams of which you are not a member, you will need to read both positions and post at
least one 100-200-word response to each side in the group’s forum during the last two class sessions. As
you respond to each other’s position papers, please do so with the idea that you are trying to help them
get an A grade. So please feel free to critique, question, evaluate, point out biases, ask for peer-reviewed
references, point out omissions and errors, suggest additions or deletions, explore OB theory, praise,
comment, or otherwise respond to your classmates. Critical thinking at its finest!
5. Up to this point, I have been very explicit about the formatting of your projects. Now, it's your turn. The
design of your format and presentation is entirely up to the team -- whatever works best given the nature
of your conflict. The sky is the limit. This is your chance to be creative. It is up to you to determine the way
to best articulate your position. The only guideline I would suggest is that you DO NOT follow the case
format. It is unlikely that the case format will be appropriate for your position.
6. Review the Position Paper Rubric to earn the highest grade. DO use sub-headings. DO ground
your arguments in theory. DO pull extensively from existing literature and research in formulating your
opinions. Post your final 1250-word paper (plus references) to the Position Paper Assignments link within
the tab according to the schedule. Remember, there will be two papers per team: one paper for each side
of the conflict. Only one person on each, 2-member team needs to post the final paper. If you are on a
three-member team, I would highly encourage the two learners who form one side to give substantial
support to the learner who is going alone.
If you get desperate because of a non-participant, it is appropriate to inform the instructor.
Effective Date of Syllabus: November 6, 2022
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Case Analysis Rubric
Levels of Achievement
Criteria
Diagnosis
Poor -- did not meet
minimum standards
0 to 27.5 points
Factors causing or
contributing to the root
problem were not identified
nor considered. Either the
reader was left wondering,
“SOOO, what is the
problem?” or the problem
identified was off track given
the case information.
Theory
Major factors causing the
root problem were not
considered. Some
contributing factors were
identified, but fixing these
factors would not prevent the
problem from reoccurring.
28 to 31.5 points
The discussion named OB
concepts or a theory. They
were superficially explained
or discussed and not applied,
i.e., used to help inform
either the diagnosis or
prescription. This section
needed more depth in critical
thinking and may not have
been linked to academic, i.e.,
peer-reviewed, information.
0 to 27.5 points
Inadequate short-term and
long-term recommendations
were made, and strategies
for implementation were
missing. The
recommendations did not
address the problem
identified in the diagnosis or
did not prevent the problem
from reoccurring. Evidence
of critical thinking was
missing.
Outside
Readings
28 to 31.5 points
0 to 27.5 points
The discussion did not
clearly identify OB concepts
or theory, nor were they used
to help inform either the
diagnosis or prescription.
This section was either
missing or needed
considerably more depth in
critical thinking and was not
based on academic, i.e.,
peer-reviewed, information.
Prescription
Fair -- needs more depth
for Master's level work
28 to 31.5 points
Superficial, obvious
recommendations were
made, but not thoroughly
discussed nor wellexplained. Either short-term
or long-term
recommendations were
missing or did not address
the problem identified in the
diagnosis. Some strategies
for implementation were
missing. The
recommendations may not
prevent the root problem
from reoccurring. There were
serious weaknesses.
0 to 27.5 points
Effective Date of Syllabus: November 6, 2022
28 to 31.5 points
Good
Outstanding
32 to 35.5 points
36 to 40 points
Many contributing factors
were identified, but the root
problem was either not
identified or not indicated to
be the root cause.
Supporting information was
light.
32 to 35.5 points
The discussion and
explanation named or
defined a theory or OB
concept. An OB, theoretical
model, linking critical
variables together was not
identified and/or not
explained. The concepts
were applied to the case and
used to inform either the
diagnosis or prescription.
This section displayed basic
understanding of OB
concepts, not necessarily
theory, and some evidence
of critical thinking and was
based on peer-reviewed,
information.
32 to 35.5 points
Either no distinction was
made between short-term
and long-term
recommendations, or one set
was missing. The
recommendations may have
been appropriate, but may
not have addressed the
problem identified in the
diagnosis. Some strategies
for implementation might
have been missing. The
recommendations may not
prevent the root problem
from reoccurring. The
recommendations may have
been limited and/or not
supported by the literature.
32 to 35.5 points
Factors causing the root
problem were identified and
considered. If these factors
were addressed, the rest of
the problems would go away.
36 to 40 points
The discussion and
explanation went beyond
merely naming or defining
OB concepts. An academic,
OB, theoretical model, linking
critical variables together
was identified and explained.
The model was then applied
to the case and used to
inform either the diagnosis or
prescription. This section
displayed depth and
evidence of critical thinking
and was based on academic,
i.e., peer-reviewed,
information.
36 to 40 points
Short-term
recommendations were
made to deal immediately
with the issues. Reasonable
long-term recommendations
were made to help prevent
the problem from reoccurring
in the future, including
strategies for
implementation. The
recommendations addressed
the problem that was
identified in the diagnosis;
were thorough and
supported by the literature.
36 to 40 points
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Only one or no substantive
sources, in addition to the
textbook, were used to help
inform the analysis.
Academic, peer-reviewed
journals were not consulted.
Internet sources without
authors, titles and journals
might have been used.
Random websites might
have been used. Outside
sources were not carefully
integrated into the analysis.
Quality of
Writing
0 to 27.5 points
Poor, masters-level,
writing skills and vocabulary
were employed. There were
several, serious weaknesses
in grammar and sentence
structure and several
misspelled words. Ideas
were not articulated clearly
nor appropriately referenced.
More than 10% of the paper
was quoted. Citations and
references were not
complete and/or not in
proper APA format. All
citations were not referenced
in the back of the paper. All
references listed were not
cited in the text of the paper.
186-200
180-185
174-179
166-173
160-165
At least two substantive
sources, in addition to the
textbook, were used to help
inform the analysis.
Academic, peer-reviewed
journals may not have been
consulted. Internet sources
without authors, titles and
journals might have been
used. Random websites
might have been used.
Outside sources were not
carefully integrated into the
analysis.
28 to 31.5 points
Fair, masters-level, writing
skills and vocabulary were
employed. There were
several weaknesses in
grammar and sentence
structure and some
misspelled words. Ideas may
not have been articulated
clearly nor appropriately
referenced. No more than
10% of the paper was
quoted. Citations and
references may not have
been complete nor in proper
APA format. All citations may
not have been referenced in
the back of the paper. All
references listed were not
cited in the text of the paper.
At least three substantive
sources, in addition to the
textbook, were used to help
inform the analysis. There
was at least one academic,
peer-reviewed journal
consulted. Internet sources
without authors, titles and
names of credible
publications were not used.
Random websites were not
used. Outside sources were
mentioned, if not totally
integrated into the analysis.
At least four substantive
sources, in addition to the
textbook, were used to help
inform the analysis. There
was at least one academic,
peer-reviewed journal
consulted. Internet sources
without authors, titles and
names of credible
publications were not used.
Random websites were not
used. Outside sources were
smoothly integrated into the
analysis.
32 to 35.5 points
Solid, masters-level,
writing skills and vocabulary
were employed. There were
a few weaknesses in
grammar and sentence
structure and some
misspelled words. Some
ideas may not have been
referenced. No more than
10% of the paper was
quoted. Citations and
references were complete
(authors, dates, titles,
journals, publishers, cities
and states of publishers,
page numbers, websites)
and in proper APA format. All
citations were referenced in
the back of the paper. All
references listed may not
have been cited in the text of
the paper.
36 to 40 points
Outstanding, masterslevel, writing skills and
vocabulary were employed.
There were minimal
weaknesses in grammar and
sentence structure and no
misspelled words. Ideas
were articulated clearly and
were appropriately
referenced. No more than
10% of the paper was
quoted. Citations and
references were complete
(authors, dates, titles,
journals, publishers, cities
and states of publishers,
page numbers, websites)
and in proper APA format. All
citations were referenced in
the back of the paper. All
references listed were cited
in the text of the paper.
A = Outstanding. All sections are well-done. Much better than average
master’s level work.
A - = Very good work. Most, but not all sections are worthy of recognition.
B+ = Good, solid work. Contains at least two sections worthy of recognition.
B = Good, solid, master’s level work. Meets or exceeds all standards.
B - = Fairly good work, some important weaknesses. Does not meet all
minimum standards.
Effective Date of Syllabus: November 6, 2022
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Rope Analysis Rubric
Levels of Achievement
Poor -- did not meet minimum
standards
Criteria
0 to 20 points
Lesson
Learned
Major lessons from the rope
were not identified nor discussed.
Either the reader was left
wondering, “SOOO, what is the
major point of the rope?” or the
issue identified was off track given
the rope information.
0 to 20 points
The discussion did not clearly
identify OB concepts or theory, nor
were they used to help inform the
rope analysis. This section was
either missing or needed
considerably more depth in critical
thinking and was not based on
academic, i.e., peer-reviewed,
information.
Theory
0 to 20 points
Personal
Experience
Either no personal example was
provided, or the example was not
related to the rope.
0 to 6.9 points
Quality of
Writing
Poor, masters-level, writing skills
and vocabulary were employed.
There were several, serious
weaknesses in grammar and
sentence structure and several
misspelled words. Ideas were not
articulated clearly nor
appropriately referenced. More
than 10% of the paper may have
been quoted. Citations and
references were not complete
and/or not in proper APA format.
All citations were not referenced in
the back of the paper. All
references listed were not cited in
the text of the paper.
Fair -- needs more depth for
Master's level work
21 to 23 points
The major point of the rope was
not considered. There might have
been several tangential lessons
identified rather than a focus on
the major point of the story.
21 to 23 points
The discussion named OB
concepts or a theory. They were
superficially explained or discussed
and not applied, i.e., used to help
inform the rope. This section
needed more depth in critical
thinking and may not have been
linked to academic, i.e., peerreviewed, information.
21 to 23 points
An example was provided but
not very thoughtfully discussed nor
connected to the story in the rope.
7 to 7.9 points
Fair, masters-level, writing skills
and vocabulary were employed.
There were several weaknesses in
grammar and sentence structure
and some misspelled words. Ideas
may not have been articulated
clearly nor appropriately
referenced. No more than 10% of
the paper was quoted. Citations
and references may not have been
complete nor in proper APA
format. All citations may not have
been referenced in the back of the
paper. All references listed were
not cited in the text of the paper.
Effective Date of Syllabus: November 6, 2022
Good
Outstanding
24 to 26 points
27 to 30 points
A lesson might have been
identified, but not discussed or not
discussed in terms of the
workplace. There might have been
several lessons identified, including
the major point, without focus on
the major lesson to be learned.
24 to 26 points
The discussion and explanation
named or defined a theory or OB
concept. An OB, theoretical model,
linking critical variables together
was not identified and/or not
explained. The concepts were
applied to the rope. This section
displayed basic understanding of
OB concepts, not necessarily
theory, and some evidence of
critical thinking and was based on
peer-reviewed, information.
24 to 26 points
An example was provided but
may not have been thoroughly
discussed or the example may not
have been very connected to the
story in the rope and/or the
connection was not thoughtfully
explained.
8 to 8.9 points
Solid, masters-level, writing skills
and vocabulary were employed.
There were a few weaknesses in
grammar and sentence structure
and some misspelled words. Some
ideas may not have been
referenced. No more than 10% of
the paper was quoted. Citations
and references were complete
(authors, dates, titles, journals,
publishers, cities and states of
publishers, page numbers,
websites) and in proper APA
format. All citations were
referenced in the back of the
paper. All references listed may not
have been cited in the text of the
paper.
The main lesson to be learned,
such as a method or technique for
preventing and/or dealing with
typical mistakes and common
issues that often confront
managers in the workplace, was
identified and discussed.
27 to 30 points
The discussion and explanation
went beyond merely naming or
defining OB concepts. An
academic, OB, theoretical model,
linking critical variables together
was identified and explained. The
model was then applied to the
behaviors in the rope. This section
displayed depth and evidence of
critical thinking and was based on
academic, i.e., peer-reviewed,
information.
27 to 30 points
A personal example was shared
about something at home, at work,
at school, or in the news that
related to or paralleled the story in
the rope. The connection was
thoughtfully discussed.
9 to 10 points
Outstanding, masters-level,
writing skills and vocabulary were
employed. There were minimal
weaknesses in grammar and
sentence structure and no
misspelled words. Ideas were
articulated clearly and were
appropriately referenced. No more
than 10% of the paper was quoted.
Citations and references were
complete (authors, dates, titles,
journals, publishers, cities and
states of publishers, page numbers,
websites) and in proper APA
format. All citations were
referenced in the back of the
paper. All references listed were
cited in the text of the paper.
20
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Discussion Board Rubric
Below Average
Average
Above Average
Excellent
0-69%
70-79%
80-89%
90-100%
Timeliness
and
compliance
with
minimum
posting
requirements
20%
Posts late or fails to
post minimum posting
requirements.
On time but waits until
last hours on due date
to post; does not
exceed posting
requirements.
On time, posts prior to
the day posting is due
but does not exceed
posting requirements.
On time, always before
the end of the day on the
due date for posting and
routinely exceeds posting
requirements.
Clarity of
Expression
10%
Multiple grammatical
and spelling errors
and lack of clarity of
expression.
Errors in spelling and
grammar, but key
thoughts are
adequately conveyed.
Few grammatical or
spelling errors, and
adequate syntax.
Free of grammatical
errors. Clear, concise, and
often eloquent syntax.
States position and
provides support for
position. Substantive
in nature and leads to
further threaded
discussion.
Answers are quite
pertinent, and often
encourage expanded
exploration and threaded
discussion of the topic at
hand. Assignment and
responses reference
required readings and
possibly other source
material.
States position and
provides support for
position. Substantive
in nature and leads to
further threaded
discussion.
States position and
provides support for
position. Contributes
value-added perspective,
and/or supplemental
references that encourage
further discussion.
Response postings on
more than one day.
Injects fresh
perspectives and
viewpoints for further
consideration and
discussion by the
class.
Evidence that checks in
on the discussion on a
regular basis. Exhibits
intellectual curiosity and
contributes experiential or
researched perspectives
that enhance the
collective learning
experience.
Assessed
Parameter
Relevance of
Postings 25%
Postings do not
adequately address
the question(s) as
posed or respond
directly to on-going
class discussion. Does
not reference required
reading.
Quality of
Responses
25%
Very brief. May
merely agree/disagree
or states “good point”.
Evidence of plagiarism
or fails to provide
quote marks around
direct quotes or cite
source of material if
not an original idea.
Contribution
to the
Learning
Process 25%
Makes no effort to
participate or
contribute to the
process. Missing
posts or posts
assignments and
responses on the last
minute of the last day.
Effective Date of Syllabus: November 6, 2022
Answers are pertinent
but seldom inspire
further discussion.
Vaguely references
required reading.
Brief, but states
position. Provides no
support for position.
Merely a rehash of a
previous classmate’s
position or a textbook
answer. Doesn’t
inspire further
discussion.
All response postings
on the same day. May
make meaningful
contributions to the
ongoing discussions
but leaves to others
the possible
exploration of related
topics.
21
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DISCUSSION BOARD GRADING

4-5 well-articulated posts to the DB as a whole each week, with at least one post per DB. This
will result in 20 points.

It is important to integrate the material (theories or OB concepts) we are studying to
demonstrate understanding. This means having at least one reference for ropes and
case studies incorporating a theory or OB concept. Not supporting responses to case
studies and ropes with theory or OB concepts will result in the loss of 2 points.
Ethical Dilemma discussion boards do not need to be supported with references.
2 points will be deducted for using random websites and popular magazines. Such
sources are not academically grounded.
No more than 2 points will be earned if your post only restates what has been said in
previous posts
Providing a weak response will result in points lost (not to exceed 4 points total).
Properly cite the works of others. You may receive a reminder for a first offense, but
subsequent offenses will result in 0 points earned and a report of academic dishonesty.
Be succinct in your responses and do not feel you need to exceed 150 words for a post.
No credit will be given for posts after Sunday at midnight unless the student encounters
extenuating circumstances.







Effective Date of Syllabus: November 6, 2022
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Position Paper Rubric
Levels of Achievement
Poor -- did not meet
minimum standards
Fair -- needs more depth for
Master's level work
Conflict &
Position
0 to 13.5 points
The conflict was vague
and not clearly stated in
the paper. An
interrogative format was
not used. The reader had
a hard time figuring out
what was being debated.
Content
Arguments
Criteria
Good
Outstanding
14 to 15.5 points
The conflict was vague and
not clearly stated early in the
paper, within the first two
paragraphs. An interrogative
format to which half of the
team answered yes, and the
other half, no, was not used.
The reader had to search for
the position being taken.
16 to 17.5 points
The conflict was eventually
implied or stated, but not early
in the paper, within the first
two paragraphs. An
interrogative format to which
half of the team answered yes,
and the other half, no, was
clear. The reader had to wait
to find out what position was
being taken.
18 to 20 points
The conflict was clearly
stated in an interrogative
format to which half of the
team answered yes, and the
other half, no. The position
taken was clearly stated at
the beginning of the paper
(within the first paragraph or
two).
0 to 31 points
Inadequate arguments for
the position were
mentioned or discussed.
Evidence of critical
thinking was missing.
Arguments were not
especially persuasive or
thoughtful. Supporting
sources were
questionable, not peerreviewed, and obtained
from random websites,
rather than academic
sources.
31.5 to 35.5 points
Superficial, obvious
arguments for the position
were discussed, but not wellexplained. Arguments were
not especially persuasive or
thoughtful. Some supporting
sources were questionable,
not peer-reviewed, and
obtained from random
websites, rather than
academic sources.
36 to 40 points
Solid, basic arguments for the
position were clearly listed,
explained, persuasive and
supported by academic
journals, legitimate news
outlets, government, company
and/or industrial sources.
40.5 to 45 points
Outstanding arguments for
the position, going beyond
the obvious and covering
different perspectives (such
as financial, ethical,
emotional, global) were
clearly listed, explained,
persuasive and supported by
academic journals, legitimate
news outlets, government,
company and/or industrial
sources.
Theory
0 to 31 points
The discussion did not
clearly identify OB
concepts or theory, nor
were they used to help
inform the position. This
section was either missing
or needed considerably
more depth in critical
thinking and was not
based on academic, i.e.,
peer-reviewed,
information.
31.5 to 35.5 points
The discussion named OB
concepts or a theory. They
were superficially explained
or discussed and not used to
help inform the position. This
section needed more depth
in critical thinking and was
not linked to academic, i.e.,
peer-reviewed, information.
36 to 40 points
The discussion and
explanation named or defined
a theory or OB concept. An
OB, theoretical model, linking
critical variables together was
not identified and/or explained.
The concepts were applied to
the conflict and used to
explain how the position was
supported. This section
displayed basic understanding
of OB concepts, not
necessarily theory, and some
evidence of critical thinking
and was based on peerreviewed, information.
40.5 to 45 points
The discussion and
explanation went beyond
merely naming or defining
OB concepts. An academic,
OB, theoretical model, linking
critical variables together
was identified and explained.
The model was then applied
to the conflict and used to
explain how the position was
supported. This section
displayed depth and
evidence of critical thinking
and was based on academic,
i.e., peer-reviewed,
information.
Outside
Readings
0 to 31 points
Only one or no substantive
sources, in addition to the
textbook, were used to
help inform the arguments
and position. Academic,
peer-reviewed journals
were not consulted.
Internet sources without
authors, titles and journals
31.5 to 35.5 points
At least two substantive
sources, in addition to the
textbook, were used to help
inform the arguments and
position. Academic, peerreviewed journals may not
have been consulted.
Internet sources without
authors, titles and journals
36 to 40 points
At least three substantive
sources, in addition to the
textbook, were used to help
inform the arguments and
position. There was at least
one academic, peer-reviewed
journal consulted. Internet
sources without authors, titles
and names of credible
40.5 to 45 points
At least four substantive
sources, in addition to the
textbook, were used to help
inform the arguments and
position. There was at least
one academic, peerreviewed journal consulted.
Internet sources without
authors, titles and names of
Effective Date of Syllabus: November 6, 2022
23
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arranged and presented, are owned by Bellevue University and protected by U.S. Copyright law. You may use this course content
for your own personal, educational, informational, and non-commercial use.
Quality of Writing
might have been used.
Random websites might
have been used. Outside
sources were not carefully
integrated into the
analysis.
might have been used.
Random websites might
have been used. Outside
sources were not carefully
integrated into the analysis.
publications were not used.
Random websites were not
used. Outside sources were
mentioned, if not totally
integrated into the analysis.
credible publications were
not used. Random websites
were not used. Outside
sources were smoothly
integrated into the analysis.
0 to 31 points
Poor, masters-level,
writing skills and
vocabulary were
employed. There were
several, serious
weaknesses in grammar
and sentence structure
and several misspelled
words. Writing errors
highlighted in the feedback
on your case and rope
assignments were
repeated. Ideas were not
articulated clearly nor
appropriately referenced.
More than 10% of the
paper was quoted.
Citations and references
were not complete and/or
not in proper APA format.
All citations were not
referenced in the back of
the paper. All references
listed were not cited in the
text of the paper.
31.5 to 35.5 points
Fair, masters-level, writing
skills and vocabulary were
employed. There were
several weaknesses in
grammar and sentence
structure and some
misspelled words. Writing
errors highlighted in the
feedback on your case and
rope assignments may have
been repeated. Ideas may
not have been articulated
clearly nor appropriately
referenced. No more than
10% of the paper was
quoted. Citations and
references may not have
been where complete nor in
proper APA format. All
citations may not have been
referenced in the back of the
paper. All references listed
were not cited in the text of
the paper.
36 to 40 points
Solid, masters-level, writing
skills and vocabulary were
employed. There were a few
weaknesses in grammar and
sentence structure and some
misspelled words. Writing
errors highlighted in the
feedback on your previous
case and rope assignments
may have been repeated.
Some ideas may not have
been referenced. No more
than 10% of the paper was
quoted. Citations and
references were complete
(authors, dates, titles, journals,
publishers, cities and states of
publishers, page numbers,
websites) and in proper APA
format. All citations were
referenced in the back of the
paper. All references listed
may not have been cited in the
text of the paper.
40.5 to 45 points
Outstanding, masters-level,
writing skills and vocabulary
were employed. There were
minimal weaknesses in
grammar and sentence
structure and no misspelled
words. Writing errors
highlighted in the feedback
on your case and rope
assignments were not
repeated. Ideas were
articulated clearly and were
appropriately referenced. No
more than 10% of the paper
was quoted. Citations and
references were complete
(authors, dates, titles,
journals, publishers, cities
and states of publishers,
page numbers, websites)
and in proper APA format. All
citations were referenced in
the back of the paper. All
references listed were cited
in the text of the paper.
Effective Date of Syllabus: November 6, 2022
24
© 2021 Bellevue University. Unless otherwise noted, the contents of this course, including the text and images and how they are
arranged and presented, are owned by Bellevue University and protected by U.S. Copyright law. You may use this course content
for your own personal, educational, informational, and non-commercial use.