Program Review and
Learning Assurance Report
for the
EMBA Program
in the
Coles College of Business
Kennesaw State University
Prepared by
Alison Keefe
February 2006
Prepared for SACS Assurance of Learning Reports
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
1
Table of Contents
I. Articulating Student Learning Outcomes
II. Linking Outcomes to Program Requirements
III. Linking Student Learning Outcomes to Methods That Collect Evidence of AOL
IV. Articulating Expected and Hypothesized Findings for the Evidence
V. Articulating The Plan and Timetable for Collecting Evidence of AOL
VI. Collecting, Analyzing, and Interpreting Evidence of AOL
VII. Using Findings of AOL for Quality Enhancement
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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Section 1
Articulating Student Learning Outcomes
The Executive Masters of Business Administration (EMBA) offers qualifies and highly motivated
associated the opportunity to earn the Coles Executive MBA to provide experienced executives
with the confidence and tools to thrive personally and professionally. The Executive MBA develops
a broad base knowledge of business acumen, functional teaming, authentic leadership, executive
coaching, and a unique global experience. The EMBA program is a lock-step cohort program that
made up of three course groupings – accounting foundation, core, and program specific. Every
student must complete all core courses and all program specific courses for a total of 48 semester
credit hours of 7000-level course work, (41 of which are core and 7 program specific). Exhibit I.A.
represents the EMBA course requirements.
Exhibit I.A.
EMBA Core Courses
Course Name:
GBA 7105
GBA 7110
GBA 7115
GBA 7120
GBA 7125
GBA 7130
GBA 7135
GBA 7140
GBA 7145
GBA 7150
GBA 7160
GBA 7165
GBA 7170
GBA 7185
Building Foundations of Excellence
Personal and Professional Development
Executive Communication and Coaching
Executing the Fundamentals of Business
Business Strategy and Decision Making
Managerial Accounting and Finance
Marketing and Management of the Value Chain
Managing Human Capital
Global Financial and Economic Strategies
Coaching Individuals for High Performance
Authentic Leadership – Managing Organizations through Change
Financial and Economic Decision Modeling for Executives
Influencing Corporate Culture
Application and Integration of Business Acumen and Leadership
The Coles College EMBA program has identified nine (9) primary goals to assure student learning.
These 9 goals are broken down in terms of learning objectives. Our goals are integrated within
and across the disciplines and build on each other. For both the students and the faculty,
envisioning these goals fitting together like a puzzle reminds us of how mutually dependent we are
on each other --how each of us has but a small piece of the whole. Synergy across the learning
process can only be accomplished by working together to ensure that each of our individual pieces
contributes effectively to the whole.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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The program has articulated its learning outcomes associated with the program in the form of
Goals (General Student Learning Outcomes) and Objectives (Specific Student Learning
Outcomes). These Goals and Objectives have been associated with course goals that have
embedded assessment vehicles that enable measurement of student performance which are
described in Section II. The Goals and Objectives are presented in Exhibit I.B.
Goals and Objectives for EMBA
I.B. Learning Goals and Objectives
Coles College EMBA
Classified as: Knowledge = What knowledge should graduates have acquired?
Skills = What skills should graduates have acquired?
Attitudes = Attitudes, Values or Dispositions graduates should acquire?
Goals (General Student
Objectives (Specific Student Learning Outcomes)
Learning Outcomes)
1.1 Function effectively in a collaborative environment. (Knowledge,
1.0 Collaboration
Graduate students will
Skill, Attitude)
1.2 Evaluate the appropriate use of collaboration.
collaborate to accomplish
individual and organizational (Knowledge, Skill)
1.3 Apply the appropriate collaborative techniques within various
objectives. (Knowledge,
organizational environments. (Knowledge, Skill)
Skill, Attitude)
2.0 Ethics
Graduate students will be
able to question, formulate
and defend decisions using
an ethics framework.
(Knowledge, Skill, Attitude)
2.1 Identify the ethical dimensions of a situation. (Knowledge, Skill,
Attitude)
2.2 Using models of ethical decision-making, generate decision
alternatives and appraise their nature and consequences
(Knowledge, Skill, Attitude)
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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3.0 Communication
Graduate students will be
able to communicate to
establish a shared
understanding in order to
achieve personal and
organizational goals.
(Knowledge, Skill, Attitude)
3.1 Select and use appropriate interpersonal communication skills and
channels (Knowledge, Skill, Attitude)
3.2 Select and use appropriate organizational communication skills and
channels (Knowledge, Skill, Attitude)
3.3 Create effective interpersonal relationships through organizing and
influencing people to achieve desired individual and organizational
outcomes. (Skill, Attitude)
4.0 Technology
Graduate students will
evaluate technologies and
use appropriate processes
and skills to enhance
personal and organizational
effectiveness. (Knowledge,
Skill, Attitude)
4.1 Create written and oral presentations using the most appropriate
technologies. (Knowledge & Skill)
4.2 Assess and propose the use of technology and technological
improvements to enhance a firm’s effectiveness.(Skill)
4.3 Understand and evaluate the technologies required to manage the
organization’s human intellectual capital and associated data to achieve
the organization’s mission. (Skill)
5.0 Global Environment
Graduate students will
evaluate and adapt to the
effects of a global
environment on an
organization’s mission.
(Knowledge, Skill, Attitude)
5.1 Evaluate the impact of different economic systems and
environments on the organization. (Knowledge, Skill)
5.2 Evaluate the impact of different financial systems and
environments on the organization. (Knowledge, Skill, Attitude)
5.3 Evaluate the impact of different national and regional cultures on
the organization. (Knowledge, Skill, Attitude)
6.0 Leadership
Graduate students will
evaluate and use
appropriate leadership
behaviors to enhance
personal and organizational
effectiveness. (Knowledge,
Skill, Attitude)
6.1 Evaluate people (including themselves) using proven models of
personality, thinking styles, and emotional intelligence to achieve
individual and organizational goals. (Knowledge, Skill, Attitude)
6.2 Assess and design interventions that will result in the personal and
professional growth of others. (Knowledge, Skill, Attitude)
6.3 Identify and produce needed individual and organizational change.
(Knowledge, Skill, Attitude)
7.0 Decision-making
Graduate students will make
decisions to accomplish
organizational objectives.
(Knowledge, Skill, Attitude)
7.1 Assess and evaluate the process of decision-making and problem
solving required to accomplish organizational goals and objectives.
(Knowledge, Skill, Attitude).
7.2 Assemble, analyze, and synthesize (intelligence) information from
internal and external sources to enable the decision-making process.
(Knowledge, Skill)
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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8.0 Business Acumen
Graduate students will
coordinate disparate
resources to foster an
organization’s mission by
synthesizing data and
applying the tenets of
relevant disciplines.
(Knowledge, Skill, Attitude)
8.1 Comprehend the basic concepts of the functional areas of business:
accounting (Knowledge, Skill)
8.2 Comprehend the basic concepts of the functional areas of business:
economics (Knowledge, Skill)
8.3 Comprehend the basic concepts of the functional areas of business:
finance (Knowledge, Skill)
8.4 Comprehend the basic concepts of the functional areas of business:
marketing (Knowledge, Skill)
8.5 Comprehend the basic concepts of the functional areas of business:
operations (Knowledge, Skill)
8.6 Comprehend the basic concepts of the functional areas of business:
people management tools (Knowledge, Skill)
8.7 Comprehend the basic concepts of the functional areas of business:
organizational theory (Knowledge, Skill)
8.8 Comprehend the basic concepts of the functional areas of business:
business law (Knowledge, Skill)
9.0 Strategy
Graduate students will
evaluate and use
appropriate strategic models
to enhance personal and
organizational effectiveness.
(Knowledge, Skill, Attitude)
9.1 Establish goals and objectives to achieve individual and
organizational desired outcomes.
(Knowledge, Skill, Attitude)
9.2 Develop and evaluate alternatives to define an appropriate strategic
framework to accomplish the established goals and objectives.
(Skill, Attitude)
9.3 Select an appropriate strategic plan for organizational effectiveness
(Skill, Attitude)
1.A. Knowledge / Skill / Attitude Balance: Satisfactory
The general and specific learning outcomes represent a balance of knowledge, skill, and attitudes,
which are appropriate for graduate level business education. All of the Goals include knowledge,
skill, and attitude outcomes. See Exhibit I.C..
I.C. Knowledge, Skill, and Attitude Content of Goals
Goals (General Student Learning
Outcomes)
Knowledge
Collaboration
1.0
1
Ethics
2.0
1
Communication
3.0
1
Technology
4.0
1
Global Environment
5.0
1
Leadership
6.0
1
Decision-making
7.0
1
Business Acumen
8.0
1
Strategy
9.0
1
9
Total
Skill
1
1
1
1
1
1
1
1
1
9
Attitude
1
1
1
1
1
1
1
1
1
9
Specific learning outcomes also represent a balance of knowledge, skills, and attitudes. All of the
Objectives include skill outcomes, two thirds include knowledge outcomes, and two thirds include
attitude outcomes. See Exhibit I.D.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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I.D. Knowledge, Skill, and Attitude Content of Specific Student
Learning Outcomes
Objectives (Specific Student Learning
Outcomes)
Knowledge
Collaboration
1.1
1
1.2
1
1.3
1
Ethics
2.1
1
2.2
1
Communication
3.1
1
3.2
1
3.3
Technology
4.1
1
4.2
4.3
GlobalEnvironment
5.1
1
5.2
1
5.3
1
Leadership
6.1
1
6.2
1
6.3
1
Decision-making
7.1
1
7.2
1
Business Acumen
8.1
1
8.2
1
8.3
1
8.4
1
8.5
1
8.6
1
8.7
1
8.8
1
Strategy
9.1
1
9.2
9.3
25
Total
Skill
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
30
Attitude
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
15
1.B. SLO Differentiation: Satisfactory
The Objectives (specific learning outcomes) are well differentiated from the Goals (general learning
outcomes). They are more explicit and more focused and connect general learning outcomes with
student learning. They use action verbs that are consistent with the general level outcomes. For
example, Goal 2.0 states in general terms that students will be able to make decisions using an
ethical framework. The accompanying specific learning outcomes identify ethical dimensions,
using an ethical framework, and how to appraise the nature and consequences of a decision.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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1.C. Compliance with Disciplinary Conventions & Guidelines: Satisfactory
Standards for assessing graduate level business learning outcomes have been slow to develop but
are stated in AASCB guidelines as summarized in Exhibit I.E. below, are on pages 65 to 68 of the
25th April version of “Eligibility Procedures and Standards for Business Accreditation” by AASCB
International.
Note that all Objectives can be mapped to an AASCB requirement and all AASCB requirements
can be mapped to Objectives.
I.E. Mapping AASCB Requirements and Objectives
AASCB Requirements
Ethical and legal responsibilities in organizations and society.
Financial theories, analysis, reporting, and markets.
Type
UG
UG
Creation of value through the integrated production and distribution of
goods, services, and information.
Group and individual dynamics in organizations.
Statistical data analysis and management science as they support decisionmaking processes throughout the organization.
Information technologies as they influence the structure and processes of
organizations and economics, and as they influence the roles and
techniques of management
Domestic and global economic environments of organizations.
Communication abilities
Capacity to lead in organizational situations.
Capacity to apply knowledge in new and unfamiliar circumstances through a
conceptual understanding of relevant disciplines
Capacity to adapt and innovate to solve problems, to cope with unforeseen
events, and to manage in unpredictable environments.
Capacity to critically analyze and question knowledge claims.
Note: U = Undergraduate; G = Graduate
UG
Objective
2.1, 2.2
5.1, 8.1, 8.2,
8.3
8.1, 8.2, 8.3,
9.1
1.1, 1.2, 1.3,
3.1, 3.2, 3.3,
6.3
4.1, 7.2, 8.1
UG
4.1, 4.2, 4.3
UG
5.1, 5.2, 5.3,
8.2
3.1, 3.2, 3.3
6.1, 6.2, 6.3
7.3, 8.1, 8.2,
8.3
7.1, 7.2, 9.1,
9.2, 9.3
7.1, 7.2
UG
UG
U
G
G
G
G
As an example of how the Objectives are recognized as current concerns of managers, Exhibit I.F.
maps the concerns (from a meeting on October 2003, with Richard Sibbernsen, VP Human
Resources, BellSouth) of senior management of BellSouth (for whom one of our programs is run)
with Objectives. All of BellSouth concerns are met by our Objectives.
I.F. Mapping Objectives and BellSouth Requirements
BellSouth Requirements
Leadership skills
Process management, improvement, and discipline
Understanding themselves and managing their career
Work across an organization to earn a profit
Manage and resolve conflict
Eliminate silos
Think strategically
Understand financial drivers
Understand budget management
Objectives
6.1, 6.2, 6.3
8.1, 8.2, 8.3
6.3
1.1, 1.2, 1.3
1.2
8.1, 8.2, 8.3, 9.1, 9.2, 9.3
9.1, 9.2, 9.3
BC, 1.4
8.1, 8.3
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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1.D. Building upon Prior Learning: Satisfactory
The learning outcomes build upon, deepen, and focus prior learning at the undergraduate level
and in the accounting boot camp. Both general and specific learning outcomes are stated in terms
that explicitly focus learning on business contexts. Both general and specific learning outcomes
allow for increasing the depth of learning achieved at the undergraduate level. The curriculum
builds upon a knowledge foundation that is satisfied by undergraduate coursework in any subject.
Students, who enter the program without prior business education, are required to ensure that their
accounting foundation knowledge requirements are satisfied through the Accounting Boot Camp
(see Exhibit I.G.), unless exempted by an accounting assessment test that all those admitted to the
program have to take.
I.G. Goals and Objectives for EMBA Associates attending Accounting Boot camp
Goals
Objectives
1.1 Understand the theory underlying the present accounting model and
1.0)Financial Accounting use this understanding to evaluate emerging accounting issues at a
Theory
Graduate students will judge and national and international level. (Knowledge, Skill)
understand at a macro level; the 1.2 Understand the role of accounting information in society, including the
underlying theory of accounting, major stakeholders in the financial reporting. (Knowledge)
the accounting model, the role of 1.3 Differentiate between financial and managerial accounting, and
recognize the functions that are performed in each area. (Knowledge)
accounting in business and
1.4 Analyze external forces (e.g., legal/regulatory, global, industry, and
society, and the governance
mechanisms related to financial customer) and understand their impact on recording and reporting
accounting transactions. (Knowledge, Attitude)
accounting. (Knowledge, Skill)
2.1 Demonstrate knowledge of the financial statement equation and use
2.0) Financial Accountingthat knowledge support problem solving to determine appropriate:
Applied
Graduate students will
a) Balances in asset accounts such as cash, Accounts receivable,
understand and interpret financial Inventories, pre-paid expenses, PPE and goodwill.
b) Balances in Liability Accounts such as Accounts Payable,
statement information. (Skill)
unearned revenue, Debt Instruments, stockholders equity, additional paid
in capital and retained earnings.
c) Disposition of Income statement items such as revenues and
expenses. (Knowledge, Skill)
2.2 Analyze financial statements and disclosures to facilitate decisionmaking. (Knowledge, Skill)
2.3 Understand and be able to identify key threats to reliable financial
accounting information and governance mechanisms designed to promote
reliability of financial statements. (Knowledge, Skill)
1.E. Lower-Level and Higher-Level Thinking: Satisfactory
However, the Bloom taxonomy is increasingly recognized for its relevance in assessment of MBA
learning outcomes (http://www.aacsb.edu/knowledgeservices/benchmarking.asp). The set of
general and specific learning outcomes presented in this set are fully consistent with Bloom
categories. All of the Goals include some of Bloom’s higher order learning outcomes (analysis,
synthesis, evaluation), which are appropriate as graduate level learning outcomes, as well as the
lower level outcomes (knowledge, understanding, application). The general and specific outcomes
emphasize higher order thinking that is appropriate for graduate education. The higher-level
outcomes of synthesis and evaluation are prominent on each of the eight general learning
outcomes. Analysis outcomes are present in three Goals. Synthesis and Evaluation outcomes are
present in all Goals. See Exhibit I.H.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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I.H. Higher Level vs. Lower Level Content of General Student Learning Outcomes
Goals (General Student Learning
Outcomes)
Collaboration
Ethics
Communications
Technology
Global Environment
Leadership
Decision-making
Business Acumen
Strategy
Total
Knowledge
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
Understanding Application Analysis Synthesis
Evaluation
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
1
6
1
7
1
1
1
4
1
4
2
This emphasis on higher level learning outcomes is also clear within the set of specific learning
outcomes. See Exhibit I.I. Objectives are heavily weighted to Synthesis and Evaluation outcomes
with, a few Knowledge, Understanding, Application, and Analysis outcomes.
I.I. Higher Level vs. Lower Level Content of Specific Student Learning Outcomes
Objectives (Specific Student Learning
Outcomes)
Collaboration
Ethics
Communications
Technology
Global Environment
Leadership
Decision-making
Business Acumen
1.1
1.2
1.3
2.1
2.2
3.1
3.2
3.3
4.1
4.2
4.3
5.1
5.2
5.3
6.1
6.2
6.3
7.1
7.2
8.1
8.2
8.3
8.4
8.5
8.6
Knowledge
Understanding Application
Analysis
Synthesis
Evaluation
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
1
2
1
1
1
1
1
1
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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Strategy
Total
8.7
8.8
9.1
9.2
9.3
28
1
1
1
1
5
9
6
1
1
2
9
1
1
13
Overall Summary of the Strength of Objectives (Student Learning Outcomes): Satisfactory
Evaluation of the statement of general and specific learning outcomes for the EMBA
program indicates that the outcomes are satisfactory with respect to all criteria. The
outcomes reflect a balance of knowledge, skills, and attitudes. Specific outcomes are
consistent with general outcomes and differentiated from those general outcomes.
Outcomes are consistent with AACSB guidelines, customer requirements, and Bloom’s
taxonomy. The program represents a progression that builds on prior knowledge from an
accounting foundation. Finally, the outcomes favor an emphasis of higher order learning,
which is appropriate for business education at the graduate level.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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Section II
Linking Outcomes to the EMBA Core Course and Program Requirements:
The program has articulated its learning outcomes associated with the program in the form of Goals (General Student Learning
Outcomes) and Objectives (Specific Student Learning Outcomes) in Section I, Exhibit I.B. These Goals and Objectives have been
associated with course goals that have embedded assessment vehicles that enable measurement of student performance which
are presented in Exhibit II.A.
II.A. Core-Linkage of All Program Requirements to Learning Outcomes
Coles College EMBA
Goals
Objectives
Mapping of Key Course and Program Requirements to Objectives
1.0 Collaboration
Graduate students
will collaborate to
accomplish individual
and organizational
objectives.
(Knowledge, Skill,
Attitude)
1.1 Function
effectively in a
collaborative
environment.
(Knowledge, Skill,
Attitude)
1.2 Evaluate the
appropriate use of
collaboration.
(Knowledge, Skill)
1.3 Apply the
appropriate
collaborative
techniques
within various
organizational
environments.
(Knowledge, Skill)
GBA 7105 - Associates complete a team charter with delineated roles to establish operative norms for the
EMBA team.
GBA 7115 – Associates complete an individual and team Readiness Assessment Test to develop the ability
to use concepts as opposed to simply learning about them, which is higher order learning.
GBA 7140 – Associates complete a Teaming Assessment and complete a Team Development Action Plan.
GBA 7150 – Associates work with their Coach to create a 21 Day Action Plan to improve EQ
GBA 7175 – Associates complete a team communication plan with delineated roles to establish operative
norms for the far flung international team.
GBA 7175 – Associates (interacting with a far flung international team) analyze and present a relevant
business topic.
GBA 7140 – Associates complete a Teaming Assessment and complete a Team Development Action Plan.
GBA 7175 – Associates complete process questions designed to evaluate individual and team behaviors.
GBA 7185 - Associates complete peer feedback to evaluate their team members on their participation,
helpfulness, preparation, contribution, and expertise.
GBA 7115 – Associates complete an individual and team Readiness Assessment Test to develop the ability
to use concepts as opposed to simply learning about them, which is higher order learning.
GBA 7115 - Associates ascertain the ability to practice and apply the principles of effective business
communication in the creation of a “bad news” memo.
GBA 7140 – Associates complete a Teaming Assessment and complete a Team Development Action Plan.
GBA 7170 – Associates research, evaluate, and present a firm's governance, culture, vision, mission, and
ethics to suggest improvements for future growth.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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II.A. Core-Linkage of All Program Requirements to Learning Outcomes
Coles College EMBA
Goals
Objectives
Mapping of Key Course and Program Requirements to Objectives
2.0 Ethics
Graduate students
will be able to
question, formulate
and defend decisions
using an ethics
framework.
(Knowledge, Skill,
Attitude)
3.0 Communication
Graduate students
will be able to
communicate to
establish a shared
understanding in
order to achieve
personal and
organizational goals.
(Knowledge, Skill,
Attitude)
2.1 Identify the
ethical dimensions
of a situation.
(Knowledge, Skill,
Attitude)
GBA 7110 – Associates compete multiple journal entries in which they analyze the ethical dimensions of
specific cases.
GBA 7170 – Associates research, evaluate, and present a firm's governance, culture, vision, mission, and
ethics to suggest improvements for future growth.
2.2 Using models
of ethical decisionmaking, generate
decision
alternatives and
appraise their
nature and
consequences
(Knowledge, Skill,
Attitude)
GBA 7110 – Associates compete multiple journal entries in which they analyze the ethical dimensions of
specific cases.
GBA 7170 – Associates research, evaluate, and present a firm's governance, culture, vision, mission, and
ethics to suggest improvements for future growth.
3.1 Select and use
appropriate
interpersonal
communication
skills and channels
(Knowledge, Skill,
Attitude)
GBA 7105 – Associates complete a team charter with delineated roles to establish operative norms for the
EMBA team.
GBA 7115 – Associates complete assigned exercises and journal entries to practice and apply the principles
of effective business communication and reflect on what they have learned.
GBA 7120 – Associates complete peer evaluations to understand differences in communication styles.
GBA 7150 - Associates complete assigned coaching sessions and journal entries to practice and apply the
principles of effective interpersonal communication and reflect on what they have learned.
GBA 7170 – Associates research, evaluate, and present a firm's governance, culture, vision, mission, and
ethics to suggest improvements for future growth.
GBA 7175 – Associates (interacting with a far flung international team) analyze and present a relevant
business topic.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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II.A. Core-Linkage of All Program Requirements to Learning Outcomes
Coles College EMBA
Goals
Objectives
Mapping of Key Course and Program Requirements to Objectives
3.2 Select and use
appropriate
organizational
communication
skills and channels
(Knowledge, Skill,
Attitude)
GBA 7105 – Associates complete the Paul Volcker and the Federal Reserve Case assignment to analyze
and discuss the implications of Volcker and the Fed’s monetary policies on the economic
stability of the U.S. in the late 70s and early 80s and the effects of those policies on the ensuing
recession.
GBA 7105 – Associates complete a team charter with delineated roles to establish operative norms for the
EMBA team.
GBA 7115 – Associates complete an individual and team Readiness Assessment Test to develop the ability
to use concepts as opposed to simply learning about them, which is higher order learning.
GBA 7115 – Associates ascertain the ability to practice and apply the principles of effective business
communication in the creation of a “bad news” memo.
GBA 7115 – Associates ascertain the ability to practice and apply the principles of effective business
communication in the creation of an oral presentation video and subsequent memo.
GBA 7115 – Associates complete a quality of feedback assignment on each member of their team to improve
on communication style.
GBA 7170 – Associates produce a team action plan to be able to negotiate in a planned manner and to
understand, navigate through, and influence an organization.
GBA 7175 - Associates complete a team communication plan with delineated roles to establish operative
norms for the far flung international team.
GBA 7185 - Associates make various group presentations utilizing the XB-Learning Organization model.
3.3 Create effective
interpersonal
relationships
through
organizing and
influencing people
to achieve desired
individual and
organizational
outcomes. (Skill,
Attitude)
GBA 7105 – Associates complete a team charter with delineated roles to establish operative norms for the
EMBA team.
GBA 7115 – Associates complete an individual and team Readiness Assessment Test to develop the ability
to use concepts as opposed to simply learning about them, which is higher order learning.
GBA 7115 – Associates complete a quality of feedback assignment on each member of their team to improve
on communication style.
GBA 7120 – Associates complete peer evaluations to understand differences in communication styles.
GBA 7150 – Associates complete supervised practice session with other students.
GBA 7170 – Associates carry out an individual negotiation simulation to be able to negotiate in a planned
manner.
GBA 7175 – Associates complete a team communication plan with delineated roles to establish operative
norms for the far flung international team.
GBA 7175 – Associates complete peer evaluations to understand differences in communication styles.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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II.A. Core-Linkage of All Program Requirements to Learning Outcomes
Coles College EMBA
Goals
Objectives
Mapping of Key Course and Program Requirements to Objectives
4.0 Technology
Graduate students
will evaluate
technologies and use
appropriate
processes and skills
to enhance personal
and organizational
effectiveness.
(Knowledge, Skill,
Attitude)
5.0 Global
Environment
Graduate students
will evaluate and
adapt to the effects of
a global environment
on an organization’s
mission. (Knowledge,
Skill, Attitude)
4.1 Create written
and oral
presentations using
the most
appropriate
technologies.
(Knowledge & Skill)
GBA 7170 – Associates research, evaluate, and present a firm's governance, culture, vision, mission, and
ethics to suggest improvements for future growth.
GBA 7175 – Associates (interacting with a far flung international team) analyze and present a relevant
business topic.
GBA 7185 - Associates analyze and present a business plan for a set specific company.
4.2 Assess and
propose the use of
technology and
technological
improvements to
enhance a firm’s
effectiveness.(Skill)
GBA 7125 - Associates analyze a case on forecasting and the introduction of new technology and suggest
future action.
4.3 Understand
and evaluate the
technologies
required to manage
the organization’s
human intellectual
capital and
associated data to
achieve the
organization’s
mission. (Skill)
GBA 7160 – Associates analyze a knowledge management case to understand change management in an
organization.
5.1 Evaluate the
impact of different
economic systems
and environments
on the
organization.
(Knowledge, Skill)
GBA 7145 – Associates analyze and produce a country risk analysis to evaluate and adapt to faced
international economic environment.
GBA 7145 – Associates calculate, assess and integrate exchange rate measurements.
GBA 7145 – Associates analyze the case “Thailand Melts Down” in an effort to comprehend and adapt to the
effects of currency fluctuations and understand currency risk.
GBA 7145 – Associates are assigned questions designed to evaluate and utilize the concept and limitations
of the gains from trade models and comparative advantage in the global business environment.
GBA 7175 – Associates (interacting with a far flung international team) analyze and present a relevant
business topic.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
15
II.A. Core-Linkage of All Program Requirements to Learning Outcomes
Coles College EMBA
Goals
Objectives
Mapping of Key Course and Program Requirements to Objectives
6.0 Leadership
Graduate students
will evaluate and use
appropriate
leadership behaviors
to enhance personal
and organizational
effectiveness.
(Knowledge, Skill,
Attitude)
5.2 Evaluate the
impact of different
financial systems
and environments
on the
organization.
(Knowledge, Skill,
Attitude)
GBA 7175 - Associates (interacting with a far flung international team) analyze and present a relevant
business topic.
5.3 Evaluate the
impact of different
national and
regional cultures on
the organization.
(Knowledge, Skill,
Attitude)
GBA 7175 - Associates (interacting with a far flung international team) analyze and present a relevant
business topic.
6.1 Evaluate
people (including
themselves) using
proven models of
personality,
thinking styles, and
emotional
intelligence to
achieve individual
and organizational
goals. (Knowledge,
Skill, Attitude)
GBA 7110 – Associates complete multiple journal entries in which they evaluate themselves and team
members based on the results of their HBDI, 5Factor Personality Instrument, EQ, and LPI.
GBA 7140 – Associates use the 5 factor personality instrument to generate a position profile.
GBA 7150 - Associates use the results of the HBDI, 5Factor Personality Instrument, EQ, and LPI to coach
the development of another student.
GBA 7160 – Associates complete a written report profiling a contemporary organizational leader.
GBA 7185 – Associates complete peer and self-evaluations to evaluate themselves and team members.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
16
II.A. Core-Linkage of All Program Requirements to Learning Outcomes
Coles College EMBA
Goals
Objectives
Mapping of Key Course and Program Requirements to Objectives
7.0 Decision-making
Graduate students
will make decisions to
accomplish
organizational
objectives.
(Knowledge, Skill,
Attitude)
6.2 Assess and
design
interventions that
will result in the
personal and
professional growth
of others.
(Knowledge, Skill,
Attitude)
GBA 7140 – Associates apply the Situational Leadership model to create development plans for an
individual.
GBA 7150 – Associates use the results of the HBDI, 5Factor Personality Instrument, EQ, and LPI to coach
the development of another student.
GBA 7170 – Associates produce a team action plan to be able to negotiate in a planned manner and to
understand, navigate through, and influence an organization.
6.3 Identify and
produce needed
individual and
organizational
change.
(Knowledge, Skill,
Attitude)
GBA 7110 – Associates complete multiple journal entries leading to the creation of a Personal and
Professional Development Plan.
GBA 7140 – Associates apply the Situational Leadership model to create development plans for an
individual.
GBA 7160 – Associates analyze a leadership case to understand and use several leadership models.
GBA 7160 – Associates analyze a change management case to be able to manage information and
knowledge in an organization.
GBA 7170 – Associates produce a team action plan to be able to negotiate in a planned manner and to
understand, navigate through, and influence an organization.
7.1 Assess and
evaluate the
process of
decision-making
and problem
solving required to
accomplish
organizational
goals and
objectives.
(Knowledge, Skill,
Attitude).
GBA 7105 – Associates complete a team charter with delineated roles to establish operative norms for the
EMBA team.
GBA 7115 – Associates complete an individual and team Readiness Assessment Test to develop the ability
to use concepts as opposed to simply learning about them, which is higher order learning.
GBA 7120 – Associates complete peer evaluations to understand differences in communication styles.
GBA 7125 – Associates analyze a decision making case and make a decision based partly on mathematical
reasoning.
GBA 7175 – Associates complete a team communication plan with delineated roles to establish operative
norms for the far flung international team.
GBA 7175 – Associates (interacting with a far flung international team) analyze and present a relevant
business topic.
GBA 7175 – Associates complete process questions designed to evaluate individual and team behaviors.
GBA 7185 - Associates research and complete a business plan for a set specific business.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
17
II.A. Core-Linkage of All Program Requirements to Learning Outcomes
Coles College EMBA
Goals
Objectives
Mapping of Key Course and Program Requirements to Objectives
8.0 Business
Acumen
Graduate students
will coordinate
disparate resources
to foster an
organization’s
mission by
synthesizing data and
applying the tenets of
relevant disciplines.
(Knowledge, Skill,
Attitude)
7.2 Assemble,
analyze, and
synthesize
(intelligence)
information from
internal and
external sources to
enable the
decision-making
process.
(Knowledge, Skill)
GBA 7105 – Associates complete a team charter with delineated roles to establish operative norms for the
EMBA team.
GBA 7115 – Associates complete an individual and team Readiness Assessment Test to develop the ability
to use concepts as opposed to simply learning about them, which is higher order learning.
GBA 7120 – Associates complete a process improvement assignment to assemble, analyze, and synthesize
information from internal and external sources to comprehend the basic concepts of operations.
GBA 7125 – Associates complete the Virtual IVY business statistics and mathematics pre and post
assessments to introduce several management tools from mathematics and statistics, such as
decision trees, probability, math programming, and regression.
GBA 7175 – Associates complete a team communication plan with delineated roles to establish operative
norms for the far flung international team.
GBA 7175 – Associates (interacting with a far flung international team) analyze and present a relevant
business topic.
GBA 7175 – Associates complete process questions designed to evaluate individual and team behaviors.
8.1 Comprehend
the basic concepts
of the functional
areas of business:
accounting
(Knowledge, Skill)
GBA 7120 – Associates complete a Thumbs-Up Video, Inc. case to comprehend the basic concepts of the
functional areas of financial accounting.
GBA 7120 – Associates complete a Destin Brass Products, Co. case to comprehend the basic concepts of
the functional areas of cost accounting.
GBA 7130 – Associates complete the ACME Corporation case to develop an understanding of direct and
flexible costing as used in managerial decision making.
GBA 7130 – Associates complete the Wells Fargo Online Financial Services case, which develops skills in
applying the Balanced Scorecard method in the measurement of performance.
GBA 7130 - Associates complete the Ivy Software Test – Financial Accounting to evaluate their
understanding of the fundamental concepts in financial accounting and accounting prerequisites
to understanding the functional area of finance.
GBA 7185 - Associates research and complete a business plan for a set specific business.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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II.A. Core-Linkage of All Program Requirements to Learning Outcomes
Coles College EMBA
Goals
Objectives
Mapping of Key Course and Program Requirements to Objectives
8.2 Comprehend
the basic concepts
of the functional
areas of business:
economics
(Knowledge, Skill)
GBA 7105 – Associates complete the Virtual IVY economics pre and post-Assessments to comprehend the
basic concepts of the functional areas of economics as well as to reinforce fundamental
concepts related to all areas of economics.
GBA 7105 – Associates complete the Paul Volcker and the Federal Reserve Case assignment to analyze
and discuss the implications of Volcker and the Fed’s monetary policies on the economic
stability of the U.S. in the late 70s and early 80s and the effects of those policies on the ensuing
recession.
GBA 7145 – Associates analyze and produce a country risk analysis to evaluate and adapt to faced
international economic environment.
GBA 7145 – Associates calculate, assess and integrate exchange rate measurements.
GBA 7145 – Associates analyze the case “Thailand Melts Down” in an effort to comprehend and adapt to the
effects of currency fluctuations and understand currency risk.
GBA 7145 – Associates are assigned questions designed to evaluate and utilize the concept and limitations
of the gains from trade models and comparative advantage in the global business environment.
GBA 7165 – Associates are assigned questions designed to help them derive, evaluate, and defend the
purpose and limitations of profit-maximization on business behaviors and decisions.
GBA 7165 – Associates analyze the case “Forever: DeBeers” understand and evaluate the relevancy and
purpose of market power and pricing on business behaviors and performance.
GBA 7165 – Associates are assigned questions to apply price discrimination and game theory analysis to the
price and output decision criteria.
GBA 7185 - Associates research and complete a business plan for a set specific business.
8.3 Comprehend
the basic concepts
of the functional
areas of business:
finance
(Knowledge, Skill)
GBA 7130 – Associates complete the Beta Management Co. case to assist in their understanding of the
relationship between Risk and Return and how to apply the Capital Asset Pricing Model (CAPM)
to identify over and under valued assets.
GBA 7145 – Associates complete the Whirlpool Europe case to understand and identify relevant cash flows
for capital budgeting, understand and evaluate capital investments based on various decision
criteria, and apply the weighted average cost of capital (WACC).
GBA 7165 – Associates complete the Ford Motor Co.'s Value Enhancement Plan (A) case to evaluate the
implications of various capital structures on risk, return and growth and understand the impact of
dividend policy on the cost of capital and growth capacity.
GBA 7165 – Associates complete the Ivy Software Test Ivy Software – Understanding Corporate Finance to
evaluate their understanding of the functional areas of finance.
GBA 7185 - Associates research and complete a business plan for a set specific business.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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II.A. Core-Linkage of All Program Requirements to Learning Outcomes
Coles College EMBA
Goals
Objectives
Mapping of Key Course and Program Requirements to Objectives
8.4 Comprehend
the basic concepts
of the functional
areas of business:
marketing
(Knowledge, Skill)
GBA 7125 – Associates analyze a market for an allocated business, and do a SWOT.
GBA 7135 – Associates analyze a marketing case to analyze an organization’s product portfolio, to analyze
an organization’s sales operations, and to recommend an appropriate support strategy.
GBA 7185 - Associates research and complete a business plan for a set specific business.
8.5 Comprehend
the basic concepts
of the functional
areas of business:
operations
(Knowledge, Skill)
GBA 7120 – Associates complete a process improvement assignment to assemble, analyze, and synthesize
information from internal and external sources to comprehend the basic concepts of operations.
GBA 7125 – Associates analyze a case on forecasting and the introduction of new technology and suggest
future action.
GBA 7135 – Associates analyze case on value change, SCM, and advanced operations to understand and
evaluate Supply Chains and Operational tools.
GBA 7135 – Associates plan a project to implement process improvement.
GBA 7160 – Associates analyze a new product introduction case to manage the introduction of new products.
GBA 7185 - Associates research and complete a business plan for a set specific business.
GBA 7140 – Associates complete a journal entry in which they define the role of HR in today’s organizations.
GBA 7170 – Associates research, evaluate, and present a firm's governance, culture, vision, mission, and
ethics to suggest improvements for future growth.
8.6 Comprehend
the basic concepts
of the functional
areas of business:
people
management
tools (Knowledge,
Skill)
8.7 Comprehend
the basic concepts
of the functional
areas of business:
organizational
theory
(Knowledge, Skill)
GBA 7160 – Associates analyze a change management case to understand change management in an
organization.
GBA 7170 – Associates produce a team action plan to be able to negotiate in a planned manner and to
understand, navigate through, and influence an organization.
GBA 7170 – Associates research, evaluate, and present a firm's governance, culture, vision, mission, and
ethics to suggest improvements for future growth.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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II.A. Core-Linkage of All Program Requirements to Learning Outcomes
Coles College EMBA
Goals
Objectives
Mapping of Key Course and Program Requirements to Objectives
9.0 Strategy
Graduate students
will evaluate and use
appropriate strategic
models to enhance
personal and
organizational
effectiveness.
(Knowledge, Skill,
Attitude)
8.8 Comprehend
the basic concepts
of the functional
areas of business:
business law
(Knowledge, Skill)
GBA 7135 – Associates analyze a contract case law case to understand the basics of contract law.
GBA 7160 – Associates analyze the IP law case to understand the reasons to protect Intellectual Property
and the basics of the steps to pursue protection and enforcement.
GBA 7170 – Associates analyze an anti-trust law case to understand the basics of Anti-trust Law.
GBA 7185 - Associates utilize business law concepts in creating and presenting a business plan for a set
specific business.
9.1 Establish goals
and objectives to
achieve individual
and organizational
desired outcomes.
(Knowledge, Skill,
Attitude)
GBA 7105 – Associates complete a team charter with delineated roles to establish operative norms for the
EMBA team.
GBA 7115 – Associates ascertain the ability to practice and apply the principles of effective business
communication in the creation of a “bad news” memo.
GBA 7125 – Associates analyze a real allocated business's strategy and propose changes.
GBA 7170 – Associates research, evaluate, and present a firm's governance, culture, vision, mission, and
ethics to suggest improvements for future growth.
GBA 7175 – Associates complete a team communication plan with delineated roles to establish operative
norms for the far flung international team.
GBA 7175 – Associates (interacting with a far flung international team) analyze and present a relevant
business topic.
9.2 Develop and
evaluate
alternatives to
define an
appropriate
strategic
framework to
accomplish the
established goals
and objectives.
(Skill, Attitude)
GBA 7125 – Associates analyze a real allocated business's strategy and propose changes.
GBA 7170 – Associates research, evaluate, and present a firm's governance, culture, vision, mission, and
ethics to suggest improvements for future growth.
GBA 7185 - Associates establish goals and objectives through the completion of a business plan for a set
specific business for achieving the assigned deliverables of their various functional teams.
9.3 Select an
appropriate
strategic plan for
organizational
effectiveness (Skill,
Attitude)
GBA 7185 – Associates execute the mission and objectives of their various teams and simulated organization
through the completion of a business plan for a set specific business.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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2.A. Linkage of All Program Requirements to Objectives: Exemplary
All of the program requirements have been linked to the general and specific learning outcomes. All courses in the EMBA
Core are linked to multiple specific student learning outcomes. Please refer to Exhibit II.A above and Exhibit II.B. below.
II.B. Linkage of Course Requirements to Objectives (Specific Student Learning Outcomes)
Core Courses
SSLO
7105 7110 7115 7120 7125 7130 7135 7140 7145
Collaboration
Ethics
Communication
Technology
Global Environment
Leadership
Decision-making
Business Acumen
Strategy
1.1
1.2
1.3
2.1
2.2
3.1
3.2
3.3
4.1
4.2
4.3
5.1
5.2
5.3
6.1
6.2
6.3
7.1
7.2
8.1
8.2
8.3
8.4
8.5
8.6
8.7
8.8
9.1
9.2
9.3
Total
1
1
1
1
1
2
7150
7160
7165
1
1
1
1
1
1
1
1
1
1
1
2
1
1
3
1
7170
1
1
1
1
7175
7185
2
1
1
1
1
1
1
1
1
1
1
1
4
1
1
1
1
1
1
1
1
1
1
1
2
1
1
1
1
1
1
2
1
1
3
3
3
2
4
1
1
1
1
1
1
1
1
1
1
10
1
4
11
1
2
1
1
1
1
1
1
1
1
1
7
7
4
4
1
1
1
1
1
3
2
1
2
7
9
5
7
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
5
1
15
1
2
1
1
16
16
22
2.B. Reinforcing SLO Attainment through Multiple Program Requirements: Satisfactory
Core program requirements represent a balance of specific learning outcomes. See
Exhibit II.B. All specific student learning outcomes except 4.2, 4.3, 5.2, 5.3, and 9.3 are
reinforced by multiple core program requirements. After review of the learning goals and
objectives and current market situation of the EMBA program at Kennesaw State University, a
current curriculum re-examination is in progress to re-align the curriculum with the assurance of
learning goals and objectives.
2.C. Lower Division, Program Admission, & Prerequisite Requirements: Exemplary
The Admissions Committee and faculty in the Department of Leadership and Professional
Development determine the eligibility of each person who applies for admission to the EMBA
program. The criteria include:
1. Baccalaureate degree from an institution accredited in a manner accepted by Kennesaw
State University.
2. Minimum cumulative adjusted grade point average (GPA) of 2.80 on a 4.0 scale.
3. Minimum total score of 500 (verbal, quantitative, and analytical) on the Graduate
Management Admissions Test (GMAT). (Test requirements may be waived for applicants
who have earned an advanced degree from an institution accredited in a manner
acceptable to Kennesaw State University.)
4. Minimum of five years of significant business-related work experience with strong
managerial skills.
5. Consideration is given to the applicant’s academic record, scores on the GMAT,
professional résumé, and GMAT Analytical Writing Assessment results. Additional
supporting documents may be required.
6. An interview conducted by the admissions committee and two faculty members in the
department of Leadership and Professional Development is required to determine
suitability of candidates based on criteria other than test scores and GPA.
7. When there is a conflict in the predictions of success from the GPA and GMAT, exceptions
may be made if the applicant’s educational background, excellence in performance in
outside activities,creativity and leadership, or accomplishments in business and
professional activities are sufficient to indicate success in the program. At a minimum, two
letters of recommendation and a personal statement of objectives will be required to
determine the appropriateness of an exception.
The admissions criteria for the program establishes a base level of knowledge and skills that
students need to be successful in the program. The graduate program is designed to build upon
these base levels, and to provide experiences at a higher level of learning, refer to Exhibits I.C.
and I.D. in Section 1 above.
2.D. Core Graduate Course Requirements: Strong
The core requirements of this graduate program include courses in the disciplines of accounting,
economics, finance, management, marketing, operations, and leadership. All nine of the general
student learning outcomes are supported by required coursework, as indicated in Exhibit II.B.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
23
2.E. Elective Upper Division (or Graduate) Requirements: Not applicable
The focus of this assessment is on the core courses for the EMBA, therefore, elective
coursework is unavailable in the program due to its structure. All students must take the same
set of courses.
2.F. Building Upon Baccalaureate Education: Strong
This program does not require the same foundation course work in accounting, business
information systems, business law, economics, finance, management, and marketing as other
MBA courses due to the structure of the program. This program is designed for those working
professionals with a variety of backgrounds who have 5 or more years of experience within the
business world. The foundation that would normally come from a baccalaureate business
education is obtained through the work experience requirement. The students are required to
take an accounting foundation boot camp as outlined in the Appendix below in order to obtain
the appropriate accounting foundation of knowledge and skills to attain the learning outcomes of
that specific part of the program. The courses in the EMBA core build upon the business work
experience and the accounting foundation bootcamp and emphasize higher order thinking that
is appropriate for graduate education.
2.G. Required Practica and Internships: Not applicable
There are no practicum or internship requirements in the EMBA core.
2.H. Capstone Experience: Exemplary
The program requires each student to complete a Capstone simulation in both GBA 7145 and
GBA 7165 and the Iliad Assessment Center in GBA 7185. The capstone simulation is designed
to provide an executive viewpoint of strategy formation and management of an enterprise. A
firm’s strategy for long-run survival and growth in competitive markets is analyzed as individuals
(in 7145) and teams (in 7165) develop, implement, and control an organization’s efficiency and
effectiveness through marketing production, human resources, and finance at the strategic and
operational levels to increase a company’s position and profitability in the marketplace. This
program requirement course supports six of the nine Goals that represent all the general
outcomes and sixteen of the Objectives (2.1, 2.2, 3.1, 4.2, 4.3, 5.1, 5.2, 8.1, 8.2, 8.3, 8.4, 8.5,
8.6, 9.1, 9.2, 9.3). The Iliad Assessment center is designed to provide an integrated assessment
of critical management skills such as: organization, delegation, time management, teamwork,
oral communication, written communication, and decision-making to evaluate their own
managerial abilities. This program requirement course supports the four of the nine Goals that
represent all the general outcomes and nine of the Objectives (1.1, 1.3, 3.1, 3.2, 6.1, 6.3, 7.1,
7.2, 7.3). This two-pronged program assessment approach allows the EMBA program to
measure and assure program learning of two assessment methods which cover all nine Goals
and allow for more well-rounded and balanced program assessment results. A full explanation
of the program assessment methods can be found in Section III.
2.
Summary Conclusions for Section 2: Strong
The EMBA program requirements are effectively linked to the general and specific student
learning outcomes. All Goals and Objectives are supported by course requirements of the
program. The required courses support all the Goals assuring each student will leave the
program having completed this experience.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
24
All the Objectives (except 4.2, 4.3, 5.2, 5.3, and 9.3) are supported by the core course
requirements. Currently, those Objectives not supported by core courses are those undergoing
curriculum design changes in the department. Kennesaw State’s EMBA program is accredited
by AACSB and the program as well as the Coles College of Business were both given
reaffirmation in Spring 2005 with exemplary marks. This accreditation and reaffirmation support
the strong rating of the program.
References:
“Eligibility Procedures and Standards for Business Accreditation”, by AASCB International, 25th
April, 2003.
Bloom’s Taxonomy from “Measurement and Evaluation in Teaching”, 4th Edition (1981), by
Gronlund, N. E., Macmillan Publishing, New York.
Appendix: EMBA Program Requirements
The EMBA program is made up of three course groupings – accounting foundation, core, and
program specific. Every student must complete all core courses and all program specific
courses. This is a total of 48 semester credit hours of 7000-level course work, (41 of which are
core and 7 program specific). Some students have to also take the accounting foundation boot
camp. An on-line test is used to guide students into the boot camp.
Accounting Foundation Boot Camp:
The MBA curriculum is developed on the assumption that students will bring certain preparatory
accounting knowledge into the 7000-level courses. This is tested by an online accounting test;
those with low scores are counseled into taking the two-day accounting boot camp.
CORE REQUIREMENTS (41 credit hours):
All students have to do the core courses;
GBA 7105
GBA 7110
GBA 7115
GBA 7120
GBA 7125
GBA 7130
GBA 7135
GBA 7140
GBA 7145
GBA 7150
GBA 7160
GBA 7165
GBA 7170
GBA 7185
Building Foundations of Excellence
Personal and Professional Development
Executive Communication and Coaching
Executing the Fundamentals of Business
Business Strategy and Decision Making
Managerial Accounting and Finance
Marketing and Management of the Value Chain
Managing Human Capital
Global Financial and Economic Strategies
Coaching Individuals for High Performance
Authentic Leadership – Managing Organizations through Change
Financial and Economic Decision Modeling for Executives
Influencing Corporate Culture
Application and Integration of Business Acumen and Leadership
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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PROGRAM SPECIFIC REQUIREMENTS (7 credit hours):
EP (Experienced Professional) students have to do;
GBA 7175 Exploring the Global Environment
BellSouth students have to do;
GBA 7155 Telecom Policy Residency
GBA 7180 Quality Residency
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
26
SECTION III
LINKING OUTCOMES TO METHODS THAT COLLECT EVIDENCE OF AOL
FOR THE
EMBA PROGRAM
3.A. Linking Outcomes to Methods of Collection
The EMBA program will use multiple approaches to link outcomes and methods to collect
evidence of AOL. The first approach will involve course embedded assessment vehicles to
collect evidence of AOL and the second will utilize program assessment vehicles to collect
evidence of AOL.
Course Embedded Methods of Collection
As the EMBA Core courses are required of all students, course-embedded assessment will
occur in those courses. In the Coles College of Business, the assessment of these courses is
being instituted in phases, beginning in the spring of 2005. As shown in the timeline in Section
V., all 14 core EMBA courses and one program specific course will have undergone an initial
assessment by the fall of 2007. Assessment instruments will then be administered in each of
the 14 core EMBA courses once per academic year.
As shown in the next section, a variety of assessment methods are used to determine students’
mastery of the learning objectives, including on-line multiple choice tests, assessment tests,
essay question type memos, written reports, oral presentations, business plan projects, Excel
spreadsheet models and reports, peer evaluations, and Harvard Business case discussions. In
all cases in the EMBA program, faculty teaching a course undergoing assessment administer
identical assessment vehicles to all students involved, a standardized testing mechanism per se
since the EMBA program is a lock-step cohort program and there is only one section of a course
delivered at one time.
Assessment vehicles are being developed for each Course Objective associated with a
Goal and Objective per the timetable discussed in Section V. The assessment vehicles
facilitate collection of evidence of AOL across the curriculum and support multiple
measurements of each Goal. For example, GLO 3.0 Communication has three Objectives
measured via 21 course embedded assessment vehicles. Summary details are provided in
Exhibit III.D and detailed linkages of assessment vehicles to Goals are provided in Exhibit
III.E.
Program Methods of Collection
The EMBA program will assess program effectiveness using Capstone Simulation and the Iliad
Assessment Center.
Capstone® Simulation: Capstone is a complex web-based computer simulation that enables
the associates to get hands-on experience in running a business as a member of a senior
management team. Thus, Capstone® tests in an integrated manner to provide the associates
the ability to make decisions on numerical aspects of business.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
27
What is Capstone® Business Simulation?
Capstone® is the world's best selling business simulation game. The following paragraphs provide only a brief overview of what this great program offers.
Capstone® Business Simulation
Capstone® is the richer, more complex business simulation. It is perfect for more advanced students, upper undergrads, and MBAs.
Students run a $100 million companies for five to eight years. The simulation can be played:
· As a team competition (Capstone® Tournament): four to six teams, with each team running a company and competing head-to-head, or
· As an individual competition (Capstone® Foot race), in which your students each run a company, competing against five computer-generated
companies.
Each Capstone® Business Simulation company operates in five market segments: "Low," "Traditional," "High," "Size" and "Performance."
Students begin the simulation with five products but can develop a portfolio of up to eight products. Each simulated year they will make decisions in
Research and Development, Marketing, Finance, Human Resources and Production. Labor Negotiation, Advanced Marketing and Total Quality
Management modules can be added at the teacher's option.
The program uses Capstone® Management Simulations, Inc. Software Version 2005.1. This
business simulation consists of competing individuals who run hypothetical companies making
electronic sensors. All individuals start with identical positions and compete over several
periods of decision rounds, where each round is the equivalent of one year. Capstone®
simulates a market of 6 firms and 5 business segments. The simulation is cross-functional and
integrates all major elements of the business decision-making process. Each individual will
have the opportunity to set corporate strategies and apply strategic concepts and techniques
within a practical decision-making framework. The effectiveness of the strategy and its
implementation will determine the successful competition with the other teams. They make
R&D (3 dimensions for positioning), Operations (production, capacity, and automation),
marketing (price, 6 avenues of promotion and three agents of distribution), HR (Training, hiring,
labor negotiations on wages, and profit sharing), and finance (buy and sell shares, raise and pay
off bonds, raise and pay off bank borrowing, time for accounts payable and receivable, and
dividends) decisions each round based on full financial, operational, HR, and marketing data.
Each associate will receive a guide that describes the industry in detail. The guide contains all
the information necessary to make decisions for the companies. Each individual will prepare a
report containing the vision statement, mission statement, management model, objectives and
business strategy it plans to use to obtain the objectives. Also, each week, individuals will
submit a brief description of the firm’s decisions for each round of the simulation.
Iliad Assessment Center: The Assessment Center provides a well-established and validated
process for evaluating managerial skills. Such firms as Bayer, AT&T, Merrill Lynch, JC Penney,
Procter and Gamble, BellSouth, and Georgia Pacific utilize assessment center experiences to
evaluate their employees for promotion and selection. This assessment exercise will provide a
behaviorally-based individual assessment of critical management skills such as: organization,
delegation, time management, teamwork, oral communication, written communication, and
decision-making. Data will be collected through memorandums, group meetings, and oral
presentations. Some of the activities require working with other participants, others focus on
individual effort.
A team of trained external raters will evaluate and summarize the information obtained through
the assessment exercise. These raters will not know the associate, which will enable them to
provide an entirely objective evaluation of the associate’s performance. All evaluations will be
integrated into a meaningful feedback report. This activity will provide an important "need to
know" experience for the associate as well as provide a common experience to discuss
throughout the entire program.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
28
Each associate will be assigned the role of a vice president in a fictional company. Before
arriving at the assessment center, the associate will receive a packet of information containing a
company annual report, product updates, and other materials needed to be familiar with before
beginning the assessment center experience. The assessment activities are all tied to the same
role in the same company.
Once at the assessment center, associates will be given an additional binder of information to
be used with the background material previously received. This material will give each
associate enough information to participate in two leaderless discussions, to make a threeminute business presentation, and to complete an in-basket. The in-basket will actually drive
(i.e., contains all the necessary memos and times) the entire activity. Across the exercises
(leaderless groups, presentation, and in basket), associates will be assessed on a number of
dimensions. The total activity takes a little under 2 ½ hours of assessment time.
Skill Building:
All activities will be videotaped for performance review.
Feedback:
Feedback will be received via the Internet within 10 days after the assessment exercise.
Feedback will consist of dimension scores, exercise scores, and an overall score. The scores
will be given in both raw numbers (out of 1000 possible points) and as percentile of
performance. In addition to the scores, associates will receive behavioral comments from the
raters regarding your performance.
Personal Growth:
To assist associates in further skill development, the Internet-based feedback mechanism will
provide hyperlinks on how to improve performance.
Example of Detailed Explanation of an Assessment Center Performance by Interpersonal
and Technical Skill Area
Below are details about your performance for each skill area. The table summarizes your scores
for each skill area. Under the table are examples of the types of behaviors that were assessed
to arrive at your score. The percentile ranking is the percentage of others that you outperformed
on this skill (i.e., higher numbers are better).
Assessed Skill
Percentile Ranking
Leadership Initiative
92
Decision Making
71
Organizing
88
Communication
76
Teamwork
74
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
29
Leadership Initiative - your ability to establish an agenda, monitor time, complete important
memoranda, take notes when appropriate and keep the group focused on the task at hand.
Decision-Making - your ability to define appropriate decision criteria and steps in a decision
making process, identify strengths and weakness of decisions, readiness to take action or
render judgment, commit oneself to a course of action and evaluate consequences of decisions.
Organizing - your ability to arrive on time to meetings and activities, introduce yourself clearly,
follow directions, manage time effectively, and establish a course of action to accomplish a
specific goal.
Communication: Oral & Written - your ability to communicate clearly and with enthusiasm,
use appropriate grammar, write in a clear and concise manner, participate in meetings, speak
with appropriate pace and inflection and to provide detail in written communications.
Teamwork - your ability to seek input from other team members, listen without interrupting,
contribute meaningfully to meetings, validate others' concerns or issues, show respect for others
and ask for assistance when necessary.
Summary of Your Assessment Center Skill Areas
Summary Explanation At your assessment, you provided a self -assessment of your skills in
the following areas. Those scores were compiled and any score of over 50 was considered a
self-rated strength and any score 50 or below was considered a self-rated weakness. Then,
your actual performance was compared to the self-ratings. The table below includes the
information that is a summary of your performance versus the self-ratings on the following skills.
•
Communication: Oral and Written, Decision-Making, Leadership Initiative, Organizing,
Teamwork.
Unacknowledged Strengths are skill areas in which the ABA assessors rated you above
average (compared to other participants) in this area, but you rated yourself lower than other
participants. These are skill areas you may not be aware you possess.
Confirmed Strengths are skill areas in which the ABA assessors rated you above average and
you also rated yourself above average. These represent skill areas on which you can capitalize.
Confirmed Weaknesses are skill areas in which the ABA assessors rated you below average
and you also rated yourself below average. These are skills you already recognize have room
for improvement.
Unacknowledged Weaknesses are skill areas in which the ABA assessors rated you below
average and you rated yourself above average. These represent skill areas that you may not
recognize need improvement and therefore they are a good place to begin individual
development.
Assessment
Skill Areas
Strength
Confirmed
Unacknowledged
Leadership Initiative, Decision-Making,
Organizing, Communication,
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
30
Teamwork
Weakness
Detailed Explanation of Your Assessment Center Performance by Activity
Below are details about your performance for each activity. The table summarizes your scores
for each activity. The percentile ranking is the percentage of others that you outperformed on
this activity (i.e., higher numbers are better).
Recall that you completed four exercises during the assessment center:
•
•
•
•
CEO Selection Meeting
Customer Service Meeting
Oral Presentation
In-basket Activity
Below are your scores for each assessment center exercise.
The performance level is based upon the percent of your peers that you did better than on that
activity. The overall score represents the total points you earned in Iliad compared to the total
points earned by everyone else in the database who has taken the same version of Iliad
(currently about 3,000 people). Please keep in mind that this total score is not the average of
the percentiles for each activity.
Exercise Name
Percentile Ranking
CEO Selection Meeting
43
Customer Service Meeting
98
Oral Presentation
29
Inbasket
89
Overall Score
88
CEO Selection Meeting - your ability to establish an agenda, use appropriate decision
processes, communicate clearly, and involve others through effective teamwork behaviors.
Customer Service Meeting - your ability to define appropriate decision criteria and steps in a
decision making process, identify strengths and weakness of decisions, ability to communicate
clearly, and to demonstrate effective teamwork behaviors.
Oral Presentation - your ability to organize your thoughts quickly, communicate a structured
message in a set period of time, your ability to communicate clearly, and to provide convincing
support for the decision you reached.
Inbasket - your ability to communicate clearly in a written form, to determine the importance of
specific memos, and to address those most important items effectively.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
31
Exercise Performance Checklists
Three of the activities that you participated in were taped. Raters then viewed these tapes and
the values below are those results. These values are provided to give you further detail as to
what you did well and what areas could be improved. The activities that were taped and rated
included:
•
•
•
CEO Selection Meeting
Customer Service Meeting
Oral Presentation
Below are your scores for each behavior as it was rated in each exercise
CEO Selection Meeting
Attends Correct Meeting on Time (1,0,1,2) PO
2
States Name and Number (-1, 0,1,2) PO
Identifies next appropriate step (-1,0,1,2)
DM
2
Defines decision criteria (0,1,2) DM
0
Strengths & weaknesses of candidates
(0,1,2) DM
2
Handwriting (-1,0) DM
0
Irrelevant personal info. (-1,0) DM
0
Personality (0,1) DM
1
Intelligence (0,1) DM
0
0
Relevant resume info. (0,2) DM
2
Seeks input (0,1,2) TW
1
Validates others (-1,0,1) TW
1
Does not interrupt (-1,0) TW
Checks for common understanding (0,1)
TW
Contributes to meeting (-1,0,1) TW
0
0
Refocuses others (0,1) LI
0
Documents group discussion (0,1) LI
0
Monitors time remaining (0,1) LI
0
Clarifies Group Task (0,1) LI
0
Speaks clearly (-1,0,1,2) CO
2
Speaks concisely (-1,0,1,2) CO
2
Uses appropriate grammar (-1,0,1,2) CO
Appropriate non-verbal (-1,0,1) CO
Customer Service Meeting
Attends Correct Meeting on Time (-1,0,1,2)
PO
States Name and Number (-1, 0,1,2) PO
Identifies next appropriate step (-1,0,1,2
DM)
1
1
1
2
2
0
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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Defines decision criteria (0,1,2) DM
Strengths & weaknesses of initiative
(0,1,2) DM
Makes appropriate recommendation (1,0,1,2) DM
Evaluates consequences (0,1) DM
Considers impact on customers (0,1) DM
Seeks input (0,1,2) TW
Validates others (-1,0,1) TW
Does not interrupt (-1,0) TW
Checks for common understanding (0,1)
TW
Contributes to meeting (-1,0,1) TW
Refocuses others (0,1) LI
Documents group discussion (0,1) LI
Monitors time remaining (0,1) LI
Clarifies group task (0,1) LI
Speaks clearly (-1,0,1,2) CO
Speaks concisely (-1,0,1,2) CO
Uses appropriate grammar (-1,0,1,2) CO
Appropriate non-verbal (-1,0,1) CO
Speaks enthusiastically (-1,0,1) CO
Market Expansion Speech
Gives speech, in group, in order (-1,0,1,2)
PO
States name and number (0,1,2) PO
Talks about assigned market (0,1) PO
Time of speech (0,1,2) PO
States purpose (0,1) PO
Develops an outline (0,1,2) PO
Clear closing statement (0,1,2) PO
Asks for questions (0,1) PO
Provides multiple sources of info. (-1,0,1)
DM
Defines decision criteria (0,1,2) DM
Identifies strengths and weaknesses of
market (0,1,2) DM
Makes recommendations (0,1) DM
Addresses consequences of decision (0,1)
DM
Speaks clearly (-1,1,2) CO
Appropriate grammar (-1,1,2) CO
Appropriate non-verbal (-1,0,1) CO
Does not read speech (-1,0,1) CO
Speaks enthusiastically (-1,1) CO
Speaks confidently (-1,0,1) CO
Uses appropriate pace (-1,0,1) CO
1
2
2
1
1
2
1
0
0
1
1
0
0
1
2
2
2
1
1
2
2
1
1
1
2
1
0
0
1
1
1
0
2
1
1
0
1
0
1
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
33
The program has further articulated the learning outcomes associated with the program methods by mapping the Goals and
Objectives to the embedded program assessment vehicles that enable measurement of student performance. The Goals,
Objectives and Program Methods are presented in Exhibit III.A.
III.A. Core-Linkage of Program Assessment Methods to Learning Outcomes
Coles College EMBA
Goals
Learning Objectives
Course Alignment / Course
Mapping
1.0
Collaboration
Graduate
students will
collaborate to
accomplish
individual and
organizational
objectives.
(Knowledge,
Skill, Attitude)
1.1 Function
effectively in a
collaborative
environment.
(Knowledge, Skill,
Attitude)
Briefly Describe
Assessment Vehicles
Quantitative Assessment
of Criteria
Associates complete an
integrated assessment of critical
management skills such as:
organization, delegation, time
management, teamwork, oral
communication, written
communication, and decisionmaking to evaluate their own
managerial abilities.
GBA 7185 – Iliad
Assessment Center –
To Exceed Expectations
Associates complete an
integrated assessment of critical
management skills such as:
organization, delegation, time
management, teamwork, oral
communication, written
communication, and decisionmaking to evaluate their own
managerial abilities.
GBA 7185 – Iliad
Assessment Center –
Benchmarking
Quantitative Prediction of
Learning Objective (% of
students expected to
meet or exceed
expectations)
Above Expectations
(100% – 90% of Points)
To Meet Expectations
Meets Expectations
(89% – 80% of Points)
To Fall Below Expectations
Below Expectations
(79% – 0% of Points)
To Exceed Expectations
Above Expectations
(100% – 90% of Points)
To Meet Expectations
Meets Expectations
(89% – 80% of Points)
To Fall Below Expectations
Below Expectations
(79% – 0% of Points)
1.2 Evaluate the
appropriate use of
collaboration.
(Knowledge, Skill)
1.3 Apply the
appropriate
collaborative
techniques
within various
organizational
environments.
(Knowledge, Skill)
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
34
2.0 Ethics
Graduate
students will be
able to question,
formulate and
defend decisions
using an ethics
framework.
(Knowledge,
Skill, Attitude)
3.0
Communication
Graduate
students will be
able to
communicate to
establish a
shared
understanding in
order to achieve
personal and
organizational
goals.
(Knowledge,
Skill, Attitude)
2.1 Identify the
ethical dimensions of
a situation.
(Knowledge, Skill,
Attitude)
Associates compete in a
business strategy web-based
computer simulation to
demonstrate their integration of
fundamental business concepts,
their ability to develop strategies
for business decisions.
GBA 7145 – Capstone®
Simulation –
2.2 Using models of
ethical decisionmaking, generate
decision alternatives
and appraise their
nature and
consequences
(Knowledge, Skill,
Attitude)
Associates compete in a
business strategy web-based
computer simulation to
demonstrate their integration of
fundamental business concepts,
their ability to develop strategies
for business decisions.
GBA 7145 – Capstone®
Simulation –
3.1 Select and use
appropriate
interpersonal
communication skills
and channels
(Knowledge, Skill,
Attitude)
Associates complete an
integrated assessment of critical
management skills such as:
organization, delegation, time
management, teamwork, oral
communication, written
communication, and decisionmaking to evaluate their own
managerial abilities.
Associates complete an
integrated assessment of critical
management skills such as:
organization, delegation, time
management, teamwork, oral
communication, written
communication, and decisionmaking to evaluate their own
managerial abilities.
GBA 7185 – Iliad
Assessment Center –
3.2 Select and use
appropriate
organizational
communication skills
and channels
(Knowledge, Skill,
Attitude)
GBA 7185 – Iliad
Assessment Center –
To Exceed Expectations
Above Expectations
(100% – 90% of Points)
To Meet Expectations
Meets Expectations
(89% – 80% of Points)
To Fall Below Expectations
Below Expectations
(79% – 0% of Points)
To Exceed Expectations
Above Expectations
(100% – 90% of Points)
To Meet Expectations
Meets Expectations
(89% – 80% of Points)
To Fall Below Expectations
Below Expectations
(79% – 0% of Points)
To Exceed Expectations
Above Expectations
(100% – 90% of Points)
To Meet Expectations
Meets Expectations
(89% – 80% of Points)
To Fall Below Expectations
Below Expectations
(79% – 0% of Points)
To Exceed Expectations
Above Expectations
(100% – 90% of Points)
To Meet Expectations
Meets Expectations
(89% – 80% of Points)
To Fall Below Expectations
Below Expectations
(79% – 0% of Points)
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
35
3.3 Create effective
interpersonal
relationships through
organizing and
influencing people to
achieve desired
individual and
organizational
outcomes. (Skill,
Attitude)
4.0 Technology
Graduate
students will
evaluate
technologies and
use appropriate
processes and
skills to enhance
personal and
organizational
effectiveness.
(Knowledge,
Skill, Attitude)
4.1 Create written and
oral presentations
using the most
appropriate
technologies.
(Knowledge & Skill)
4.2 Assess and
propose the use of
technology and
technological
improvements to
enhance a firm’s
effectiveness.(Skill)
Associates compete in a
business strategy web-based
computer simulation to
demonstrate their integration of
fundamental business concepts,
their ability to develop strategies
for business decisions.
GBA 7145 – Capstone®
Simulation –
4.3 Understand and
evaluate the
technologies required
to manage the
organization’s human
intellectual capital and
associated data to
achieve the
organization’s mission.
(Skill)
Associates compete in a
business strategy web-based
computer simulation to
demonstrate their integration of
fundamental business concepts,
their ability to develop strategies
for business decisions.
GBA 7145 – Capstone®
Simulation –
To Exceed Expectations
Above Expectations
(100% – 90% of Points)
To Meet Expectations
Meets Expectations
(89% – 80% of Points)
To Fall Below Expectations
Below Expectations
(79% – 0% of Points)
To Exceed Expectations
Above Expectations
(100% – 90% of Points)
To Meet Expectations
Meets Expectations
(89% – 80% of Points)
To Fall Below Expectations
Below Expectations
(79% – 0% of Points)
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
36
5.0 Global
Environment
Graduate
students will
evaluate and
adapt to the
effects of a
global
environment on
an organization’s
mission.
(Knowledge,
Skill, Attitude)
5.1 Evaluate the
impact of different
economic systems and
environments on the
organization.
(Knowledge, Skill)
5.2 Evaluate the
impact of different
financial systems and
environments on the
organization.
(Knowledge, Skill,
Attitude)
Associates compete in a
business strategy web-based
computer simulation to
demonstrate their integration of
fundamental business concepts,
their ability to develop strategies
for business decisions.
GBA 7145 – Capstone®
Simulation –
Associates compete in a
business strategy web-based
computer simulation to
demonstrate their integration of
fundamental business concepts,
their ability to develop strategies
for business decisions.
GBA 7145 – Capstone®
Simulation –
Associates complete an
integrated assessment of
critical management skills
such as: organization,
delegation, time
management, teamwork,
oral communication,
written communication,
and decision-making to
evaluate their own
managerial abilities.
GBA 7185 – Iliad
Assessment Center –
To Exceed Expectations
Above Expectations
(100% – 90% of Points)
To Meet Expectations
Meets Expectations
(89% – 80% of Points)
To Fall Below Expectations
Below Expectations
(79% – 0% of Points)
To Exceed Expectations
Above Expectations
(100% – 90% of Points)
To Meet Expectations
Meets Expectations
(89% – 80% of Points)
To Fall Below Expectations
Below Expectations
(79% – 0% of Points)
To Exceed Expectations
Above Expectations
(100% – 90% of Points)
To Meet Expectations
Meets Expectations
(89% – 80% of Points)
To Fall Below Expectations
Below Expectations
(79% – 0% of Points)
5.3 Evaluate the
impact of different
national and regional
cultures on the
organization.
(Knowledge, Skill,
Attitude)
6.0 Leadership
Graduate
students will
evaluate and
use appropriate
leadership
behaviors to
enhance
personal and
organizational
effectiveness.
6.1 Evaluate people
(including themselves)
using proven models
of personality, thinking
styles, and emotional
intelligence to achieve
individual and
organizational goals.
(Knowledge, Skill,
Attitude)
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
37
(Knowledge,
Skill, Attitude)
6.2 Assess and design
interventions that will
result in the personal
and professional
growth of others.
(Knowledge, Skill,
Attitude)
6.3 Identify and
produce needed
individual and
organizational change.
(Knowledge, Skill,
Attitude)
7.0 Decisionmaking
Graduate
students will
make decisions
to accomplish
organizational
objectives.
(Knowledge,
Skill, Attitude)
7.1 Assess and
evaluate the process
of decision-making
and problem solving
required to accomplish
organizational goals
and objectives.
(Knowledge, Skill,
Attitude)
7.2 Assemble,
analyze, and
synthesize
(intelligence)
information from
internal and external
sources to enable the
decision-making
process. (Knowledge,
Skill)
Associates complete an
integrated assessment of critical
management skills such as:
organization, delegation, time
management, teamwork, oral
communication, written
communication, and decisionmaking to evaluate their own
managerial abilities.
Associates complete an
integrated assessment of
critical management skills
such as: organization,
delegation, time
management, teamwork,
oral communication,
written communication,
and decision-making to
evaluate their own
managerial abilities.
Associates complete an
integrated assessment of critical
management skills such as:
organization, delegation, time
management, teamwork, oral
communication, written
communication, and decisionmaking to evaluate their own
managerial abilities.
GBA 7185 – Iliad
Assessment Center –
GBA 7185 – Iliad
Assessment Center –
GBA 7185 – Iliad
Assessment Center –
To Exceed Expectations
Above Expectations
(100% – 90% of Points)
To Meet Expectations
Meets Expectations
(89% – 80% of Points)
To Fall Below Expectations
Below Expectations
(79% – 0% of Points)
To Exceed Expectations
Above Expectations
(100% – 90% of Points)
To Meet Expectations
Meets Expectations
(89% – 80% of Points)
To Fall Below Expectations
Below Expectations
(79% – 0% of Points)
To Exceed Expectations
Above Expectations
(100% – 90% of Points)
To Meet Expectations
Meets Expectations
(89% – 80% of Points)
To Fall Below Expectations
Below Expectations
(79% – 0% of Points)
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
38
8.0 Business
Acumen
Graduate
students will
coordinate
disparate
resources to
foster an
organization’s
mission by
synthesizing
data and
applying the
tenets of
relevant
disciplines.
(Knowledge,
Skill, Attitude)
8.1 Comprehend the
basic concepts of the
functional areas of
business: accounting
(Knowledge, Skill)
8.2 Comprehend the
basic concepts of the
functional areas of
business: economics
(Knowledge, Skill)
8.3 Comprehend the
basic concepts of the
functional areas of
business: finance
(Knowledge, Skill)
8.4 Comprehend the
basic concepts of the
functional areas of
business: marketing
(Knowledge, Skill)
Associates compete in a
business strategy web-based
computer simulation to
demonstrate their integration of
fundamental business concepts,
their ability to develop strategies
for business decisions.
GBA 7145 – Capstone®
Simulation –
Associates compete in a
business strategy web
based computer
simulation to
demonstrate their
integration of
fundamental business
concepts, their ability to
develop strategies for
business decisions.
Associates compete in a
business strategy web-based
computer simulation to
demonstrate their integration of
fundamental business concepts,
their ability to develop strategies
for business decisions.
GBA 7145 – Capstone®
Simulation –
Associates compete in a
business strategy web-based
computer simulation to
demonstrate their integration of
fundamental business concepts,
their ability to develop strategies
for business decisions.
GBA 7145 – Capstone®
Simulation –
GBA 7145 – Capstone®
Simulation –
To Exceed Expectations
Above Expectations
(100% – 90% of Points)
To Meet Expectations
Meets Expectations
(89% – 80% of Points)
To Fall Below Expectations
Below Expectations
(79% – 0% of Points)
To Exceed Expectations
Above Expectations
(100% – 90% of Points)
To Meet Expectations
Meets Expectations
(89% – 80% of Points)
To Fall Below Expectations
Below Expectations
(79% – 0% of Points)
To Exceed Expectations
Above Expectations
(100% – 90% of Points)
To Meet Expectations
Meets Expectations
(89% – 80% of Points)
To Fall Below Expectations
Below Expectations
(79% – 0% of Points)
To Exceed Expectations
Above Expectations
(100% – 90% of Points)
To Meet Expectations
Meets Expectations
(89% – 80% of Points)
To Fall Below Expectations
Below Expectations
(79% – 0% of Points)
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
39
8.5 Comprehend the
basic concepts of the
functional areas of
business: operations
(Knowledge, Skill)
8.6 Comprehend the
basic concepts of the
functional areas of
business: people
management tools
(Knowledge, Skill)
Associates compete in a
business strategy web
based computer
simulation to
demonstrate their
integration of
fundamental business
concepts, their ability to
develop strategies for
business decisions.
Associates compete in a
business strategy web-based
computer simulation to
demonstrate their integration of
fundamental business concepts,
their ability to develop strategies
for business decisions.
GBA 7145 – Capstone®
Simulation –
Associates compete in a
business strategy web-based
computer simulation to
demonstrate their integration of
fundamental business concepts,
their ability to develop strategies
for business decisions.
GBA 7145 – Capstone®
Simulation –
GBA 7145 – Capstone®
Simulation –
To Exceed Expectations
Above Expectations
(100% – 90% of Points)
To Meet Expectations
Meets Expectations
(89% – 80% of Points)
To Fall Below Expectations
Below Expectations
(79% – 0% of Points)
To Exceed Expectations
Above Expectations
(100% – 90% of Points)
To Meet Expectations
Meets Expectations
(89% – 80% of Points)
To Fall Below Expectations
Below Expectations
(79% – 0% of Points)
To Exceed Expectations
Above Expectations
(100% – 90% of Points)
To Meet Expectations
Meets Expectations
(89% – 80% of Points)
To Fall Below Expectations
Below Expectations
(79% – 0% of Points)
8.7 Comprehend the
basic concepts of the
functional areas of
business:
organizational theory
(Knowledge, Skill)
8.8 Comprehend the
basic concepts of the
functional areas of
business:
business law
(Knowledge, Skill)
9.0 Strategy
Graduate
students will
evaluate and
use appropriate
strategic models
to enhance
personal and
organizational
9.1 Establish goals
and objectives to
achieve individual and
organizational desired
outcomes.
(Knowledge, Skill,
Attitude)
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
40
effectiveness.
(Knowledge,
Skill, Attitude)
9.2 Develop and
evaluate alternatives
to define an
appropriate strategic
framework to
accomplish the
established goals and
objectives. (Skill,
Attitude)
Associates compete in a
business strategy web-based
computer simulation to
demonstrate their integration of
fundamental business concepts,
their ability to develop strategies
for business decisions.
GBA 7145 – Capstone®
Simulation –
9.3 Select an
appropriate strategic
plan for organizational
effectiveness (Skill,
Attitude)
Associates compete in a
business strategy web-based
computer simulation to
demonstrate their integration of
fundamental business concepts,
their ability to develop strategies
for business decisions.
GBA 7145 – Capstone®
Simulation –
To Exceed Expectations
Above Expectations
(100% – 90% of Points)
To Meet Expectations
Meets Expectations
(89% – 80% of Points)
To Fall Below Expectations
Below Expectations
(79% – 0% of Points)
To Exceed Expectations
Above Expectations
(100% – 90% of Points)
To Meet Expectations
Meets Expectations
(89% – 80% of Points)
To Fall Below Expectations
Below Expectations
(79% – 0% of Points)
3.B. Linking Methods of Collection to Lower-Level and Higher-Level Thinking
As seen in Section II, the set of general and specific learning outcomes presented are fully consistent with Bloom categories. All of
the Goals include some of Bloom’s higher order learning outcomes (analysis, synthesis, evaluation), which are appropriate as
graduate level learning outcomes, as well as the lower level outcomes (knowledge, understanding, application). The higher-level
outcomes of synthesis and evaluation are prominent on each of the eight general learning outcomes as well as in the number of
times each is assessed over each course by an appropriate method of evaluation. Assessment amounts are described in Exhibits
III.B. and III.C. below.
Exhibit III.B. Balance of Knowledge, Skill and Attitude in Current Assessment Process
# of Times Assessed
Knowledge
114
Skill
127
Attitude
64
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Exhibit III.C. Assessment of Higher-Order and
Lower-Order Thinking
Bloom’s Classifications
# of Times Assessed
Knowledge
23
Understanding
42
Application
26
Analysis
11
Synthesis
34
Evaluation
42
3.C. Use of Reliable and Valid Methods that Collect Evidence of Assurance of
Learning
The process of collecting assurance of learning evidence involved several steps including
developing assessment vehicles and rubrics for those vehicles that meet the general and
specific objectives described in Section I, Exhibit I.B. and Section II, Exhibit II.A. Rubrics
for each assessment vehicle were developed to guide the student as to the necessary
requirements of each assessment and to develop measurements for each assessment
vehicle. Assessment result reports for courses that have already been measured or the
assessment vehicles have been identified are presented in Section VI. As evidence of the
EMBA’s use of reliable and valid methods for measuring goals and objectives and assuring
learning, the assessment vehicles with assignment details, including sample rubrics and
benchmarking criteria, that have been measured or identified (as per the timetable
presented in Section V) are described below.
7175 Assessment Vehicle Description with Benchmarking
Assessment Vehicle I – The International Team Communication Plan supports Objectives mapped to
Collaboration (1.0), Communication (3.0), Decision Making (7.0), and Strategy (9.0) Goals.
1.1 Collaboration – Associates learn how to function in an international team based collaborative environment to
produce an International Team Communication Plan to enable them to work collaboratively through the
international residency. This collaboration requires the team to determine:
A clear mission statement
Clearly defined roles and how they will be distributed
How assignments will be delegated
Behavioral Operating Norms
Methods for dealing with conflict
Dealing with behavioral problems by team members – accountability
How feedback will be received and delivered
How to access and leverage their faculty leader
The International Team Communication Plan is evaluated for how well the international far flung team (FFT) defines
a clear, comprehensive, operational agreement. See attached grading Matrix. Readability, organization, graphics,
and reasonableness are assessed.
3.2 and 3.3 Communication – Associates must practice effective communication techniques in the creation of
their Plan. This includes both negotiation and written skills. Team members must demonstrate:
Listening skills
Verbal communication skills
Writing skills
The ability to create consensus
The International Team Communication Plan development process is evaluated by the international team Faculty
Leader to assure that all members of the team are involved in the creation of the Plan and all assigned components
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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are addressed. The Plan is assessed for its readability, organization, overall appearance, and appropriate
response to key teaming issues.
7.1 Decision Making – Associates must demonstrate the ability to brainstorm potential solutions to problems,
evaluate, and decide on appropriate responses to issues of international teaming.
This requires them to:
Demonstrate the ability to look at an issue from multiple perspectives
Deal with diverse ways of thinking and problem solving
The Communication Plan creation process is managed by the International Team Faculty Leader to determine how
the international far flung team (FFT) generates solutions.
9.1 Strategy – Associates must demonstrate the ability to generate a Team Vision and Mission and the Values by
which the international team will operate.
The Communication Plan is evaluated for its ability to focus the international FFT on its purpose and values as well
as its ability to adapt to alternative situations. In addition, the clarification of values and the translation of these into
behaviors is graded.
Benchmarking Standard for Assessment Vehicle I:
Quantitative Assessment of Criteria:
Each component of the assessment vehicle is supported by a grading rubric (see attached). The faculty member
sets the rubric standards. Points are awarded based on these criteria:
Above Expectations
(100% – 90% of Points)
Meets Expectations
(89% – 80% of Points)
Below Expectations
(79% – 0% of Points)
Quantitative Prediction:
It is predicted that 80% of selected sample will meet or exceed expectations
Assessment vehicle applied in latter half of last semester.
Assessment Vehicle I:
GBA 7175 Students:
The purpose of this assignment is to complete a team communication plan with delineated roles to
establish operative norms for the far flung international team. The guidelines for the agreement are
presented below.
International Team Communication Plan
The team plan allows you:
To specify the behaviors the team agrees to use or not to use
To serve as a contract between team members on issues critical to team effectiveness
To give members the responsibility and the means to work through tensions or issues that arise between team
members
To prevent conflicts or surprises
It is necessary to have a clearly understood statement of direction at the beginning of any team. This plan serves
as a point of departure for more detailed plans. For traditional teams, if the starting point is properly aimed, the dayto-day contact of the team members can add meaning and reinforce shared understanding between team
members. The synergy that results from day-to-day interaction tends to facilitate a smooth transition from the
strategic plan to other activities. For virtual teams, the lack of physical contact may erode meaning and
understanding and make the link between Strategic Communication Plan and work more tenuous. For this reason,
preparation must be more thoroughly planned and reinforced.
The task of developing the Strategic Communication Plan is overlaid and affected by an equally important set of
tasks having to do with ensuring "buy in," participation, and input. Eliciting this support early in the team's life cycle
helps to reduce the number of issues that may arise later and which may stem from conflicts of interest, shifting
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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priorities, and loss of resources. Because virtual teams cross so many boundaries, the potential for conflicts of
interest or priorities is great.
Teams frequently devise a plan based on the organization's or the team's values. These include such things as
meeting deadlines, attendance at teleconferences, where decisions will be made by the whole team or by
individuals, how to honor commitments to other team members, how to give each other bad news, specific roles
and responsibilities, and expectations around communications.
Assumptions, expectations, roles, procedures, standards, norms, and processes must be explicit. If members make
assumptions based on past experience without a clear definition among teammates, time and effort can be wasted.
Once the agreements are clear and in place, they enhance the development of a common language, helping team
members work with a minimum of misunderstandings.
Features of a Team Communication Plan
The common features of this document include a purpose statement, goals, and team norms. A working agreement
represents shared agreement including these elements and points to how the project will be handled. This
document should be developed by all team members. It should spell out what team members commit to do or not
to do. The plan may cover things from the way topics are discussed, to how often everyone will update the
database, to how breaking agreements will be handled or how conflicts will be managed. The more thought and
time you invest upfront in your project, the fewer the difficulties your team will encounter later.
Purpose
A clearly written team purpose statement is important for everyone to understand what they are supposed to do
and what is or is not the team's responsibility. It should be concise, written, and focused. The purpose statement
shows the work that will be done, how you will work, and the result or payoff of completing the work.
Goals
Goals should be agreed upon by all members of the team. They should be measurable and obtainable. They
should spell out the specific actions and activities needed to obtain those results. Small incremental goals should
lead you to project completion.
Team norms
Norms contribute to and reinforce team unity. Members should understand their best interests lie in serving the
team, not exploiting it. A cardinal rule should be for team members to not act in their own self-interest if doing so
will hurt the team. Norms provide a general understanding of what is and is not allowed of team members.
"Team norms can be anything that team members feel is important for everyone to commit to doing. For
instance, one item might be that everyone checks into the database once a day to monitor the progress of
the project, even if she has no new information to add. Other norms might deal with the way information is
handled. Which kinds of issues are discussed by the team as a whole, and how often? Does everyone have
access to all information, or is some of it restricted?
Other agreed-upon practices might cover ways to deal with conflict. Teams sometimes enforce a rule that if
one team member has a conflict with another and it can't be dealt with electronically, then they must
telephone or meet in person."
Chris Newell
Lotus Institute
(Geber 1995, 40)
Establishing team norms helps to clarify expectations about acceptable and unacceptable behaviors for all persons
who work in or with the team. Team norms guide participation, communication, conflict management, meeting
management, problem solving, and decision making. Virtual teams may require unique and more detailed process
norms than co-located teams do. Virtual team norms include the following:
Telephone, audio conference, and video conference etiquette and meeting management, such as techniques for
ensuring participation from all team members, protocols for saying who one is before one speaks, using the mute
button when one is not talking, giving people who are using a second language time to collect their thoughts, using
a meeting agenda, taking and distributing minutes, and rotating time zones.
Guidelines regarding acceptable time frames for returning telephone calls and e-mail messages and the uses of
voice mail and pagers.
Guidelines about using e-mail: when it should be used, when it should not be used, and how e-mail messages
should be constructed-including when to flag messages as "urgent" and as "important"
Which meetings must be attended face-to-face, which can be attended by audio conference or video conference,
and which can be missed.
How work will be reviewed and approved. This includes which team members will review work and which ones can
approve deliverables.
Procedures for scheduling meetings using group-scheduling systems.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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The types of technological applications to be used by team members and the policies regarding upgrades. (More
than one team has encountered compatibility problems when a team member has upgraded software ahead of the
others.)
A sample set of norms for a virtual team is shown in the Checklist below. A work-sheet for developing team norms
is shown in the table after the checklist.
CHECKLIST : SAMPLE TEAM NORMS
Keep in Touch with Other Team Members
Check your voice mail every day and return calls within 24 hours.
Check your e-mail every day and respond to messages within 24 hours.
Logon to Sametime instant messaging and meeting webpage daily.
Exchange documents using Application
Attend all mandatory meetings.
If you are going to be out of the office, let other people know and leave a message on your voice mail - an "out of
the office alert."
E-mail messages are to be used for updating and exchanging information only.
There are to be no surprises over e-mail about problems. Interpersonal issues are not to be resolved using e-mail:
use the telephone or face-to-face meeting.
Communicate with those outside the team using our established communication plan.
Meeting Management
Be on time for video conferences, audio conferences, and sametime meetings and attend the entire meetings.
Rotate time zones for meetings in order to be equitable and fair.
Link times and dates to (for example, Eastern Standard Time in North America)
In video conferences or audio conferences, keep the mute button on when not speaking.
Take breaks every 60 or 90 minutes during audio conferences and video conferences.
Do not interrupt others in meetings.
Respect the facilitator's attempts to foster participation from all team members. Respect the agenda.
An agenda is sent out via e-mail 48 hours in advance of every meeting, and minutes are sent out via e-mail 48
hours after every meeting. Rotate taking minutes.
If there are people attending the meeting or in the audio conference or video conference whose native language is
different from the language in which the meeting is being conducted, give them time to think and time to speak.
Provide "think breaks" so that people can gather their thoughts.
At the end of each meeting, evaluate how we performed in terms of abiding by our team norms.
Decision Making and Problem Solving
Strive for consensus but realize that consensus takes time and is not always necessary.
If we cannot reach consensus, go with our expert team member's opinion.
Use the ______ approach to problem solving and decision making.
Keep the interests and goals of the team in the forefront of all decisions.
Balance the local interests of team members with those of the entire team.
If you need advice, first call the team member who is considered an expert before you go outside the team.
Conflict Management
Resolve differences in ways of doing business using the organization's code of conduct.
Do not attempt to settle differences by using e-mail. Use the telephone and speak directly to the person. Go to the
person first, not to the team leader or another team member.
Use an established conflict-management process.
Realize that conflict is a normal part of the team's life cycle and that conflict is focused on the task and not on
another person is healthy and productive.
Recognize that unproductive conflict is more difficult to detect in a virtual setting and take the pulse of the team
frequently to ensure that conflict produces positive tension.
Don't let tensions built.
Working Together to Produce or Review Documents
Do not review details of long documents during group audio conferences; send them to the team leader or to
another designated person.
When working a sequential (assembly line) fashion, move the document through the system in a timely manner.
Give one another feedback when promised.
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Keep confidential documents within the core team and do not allow external team members to review them.
Review the team's progress for one hour via audio conference every Monday morning.
All team members are to attend, with no exceptions! All will send their agenda items and updates to the facilitator
by Thursday 5:00 p.m. (for example, Eastern Standard Time in North America).
The team leader is the only person who has the authority to release documents to the client.
SUGGESTED TOPICS FOR COMMUNICATION PLAN
How and when to conduct meetings
How decisions will be made and with whose involvement
How feedback on work will be given
How bad news will be delivered to other team members
Agreements around deadlines and milestones
How to keep everyone informed
Methods for acknowledging receipt of information
Upkeep and updating of databases
How to ask for and receive help
Expectations between team members and team leaders
How to ensure that fun and celebration are built into the process
Handling confidentiality
Keep in mind that management are communication are formal processes with specific and direct responsibilities
laid out and little left to chance. Sharing of critical information is a top priority, and anything that slows the process
of information must be correctly immediately. Expect and require competent performance and don't put aside the
human side of the arrangement. Ways to have personal contact and informal social time need to be built in. Make
special efforts to create fun, celebrate progress and successes, and show personality.
GETTING TO KNOW YOU!
At the beginning of a team's life, it is important for the team players to learn something about each other's values,
beliefs, and cultures. Taking the time in the beginning to discuss the following questions can help your team
members develop respect for each other as well as prevent misunderstandings and conflict. Answering the
questions provides a simply way to understand each other better. The questions represent areas where there are
usually the most cross-cultural differences between people. By learning how each team member likes to work, you
can gain respect for each person's preferred methods of working with others.
What are your expectations in the area of time frames?
Do people in your culture believe that deadlines are requirements, options, or moving targets?
Do you usually think in terms of the very long term, or more immediate short-term goals?
Would you describe yourself as more action oriented, or thoughtful and reflective?
How is it best to communicate to you? Written, verbal, other?
Area suggestions viewed as calls for actions, food for thought, or directives?
What is your philosophy toward people in positions of power?
How do you tend to behave when working with people who have more power than you? Less power than you?
What is the role of the individual in your culture?
Do people tend to work alone, or prefer to work collectively?
Do you find the people in your culture to be competitive? Or do they avoid competition? Is competition considered
rude?
Do you generally follow a hierarchical structure? Do you prefer to "go through the channels?" Or do you prefer to
work with whomever you believe you need to in order to get the work accomplished?
How do you prefer to work with others? Do you like to be more formal and polite? Or do you like to be casual and
informal? What would be an example of rudeness or impropriety in this area?
(Sources Used: Tools for Virtual Teams by Jane E. Henry Ph.D. and Meg Hartzler and Mastering Virtual
Teams by Deborah L. Duarte and Nancy Tennant "Synder)
Grading Matrix:
The faculty in grading the Team Communication Plan uses the following matrix:
Team Communication Plan Assessment (100 points)
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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Communication Plan (1-5 scale, 1=is not addressed, 5=very clear)
The faculty member assigned to the group will complete the assessment. Each team member will be assigned the
score assigned to the group for their respective grade on the communication plan. Assessment will be based on
the following.
1. The Team Communication Plan establishes expectations for individual group members for communicating in an
electronic environment (10 points)
__ Very Clear (5) __ Clear (4) __ Somewhat Clear (3) __ Not Clear (2) __ Not Addressed (1)
2. The Team Communication Plan establishes expectations for individual group members for completing in a
timely manner all work assigned. (10 points)
__ Very Clear (5) __ Clear (4) __ Somewhat Clear (3) __ Not Clear (2) __ Not Addressed (1)
3. The Team Communication Plan establishes individual roles and responsibilities for each group member. (10
points)
__ Very Clear (5) __ Clear (4) __ Somewhat Clear (3) __ Not Clear (2) __ Not Addressed (1)
4. The Team Communication Plan identifies the common communication tools the group will us to communicate
and share work. (10 points)
__ Very Clear (5) __ Clear (4) __ Somewhat Clear (3) __ Not Clear (2) __ Not Addressed (1)
5. The Team Communication Plan establishes contingency plans for communicating when the primary means of
communication fails. (10 points)
__ Very Clear (5) __ Clear (4) __ Somewhat Clear (3) __ Not Clear (2) __ Not Addressed (1)
6. The Team Communication Plan establishes when group members will communicate. (10 points)
__ Very Clear (5) __ Clear (4) __ Somewhat Clear (3) __ Not Clear (2) __ Not Addressed (1)
7. The Team Communication Plan addresses meeting planning in a virtual environment. (10 points)
__ Very Clear (5) __ Clear (4) __ Somewhat Clear (3) __ Not Clear (2) __ Not Addressed (1)
8. The Team Communication Plan addresses the content, process, and management of feedback to individual
group members. (10 points)
__ Very Clear (5) __ Clear (4) __ Somewhat Clear (3) __ Not Clear (2) __ Not Addressed (1)
9. The Team Communication Plan establishes a process for resolving conflict between group members. (10 points)
__ Very Clear (5) __ Clear (4) __ Somewhat Clear (3) __ Not Clear (2) __ Not Addressed (1)
10. The Team Communication Plan establishes a contingency plan for addressing the unexpected. (10 points)
__ Very Clear (5) __ Clear (4) __ Somewhat Clear (3) __ Not Clear (2) __ Not Addressed (1)
Assessment Vehicle II – The International Team Project and Presentation supports Objectives mapped to
Collaboration (1.0), Communication (3.0), Technology (4.0), Global Environment (5.0), Decision Making (7.0), and
Strategy (9.0) Goals.
1.1 Collaboration – Associates learn how to function in an international far flung team (FFT) based collaborative
environment to develop, analyze, and present issues concerning a relevant international business topic. This
collaboration requires the team to determine:
How should the work associated with the preparation of the project be allocated amongst team members?
How as an international FFT should a competitive strategy be developed?
How as a FFT should a product mix be developed to support a strategy?
The International Team Project and Presentation is evaluated for how well the team collaboratively executes the
preparation of the project as well as organizing a presentation to elucidate the project. Readability, organization,
graphics, and reasonableness are assessed.
3.1 Communication – Associates must practice effective communication techniques in the creation of their Project
and Presentation. This includes both negotiation and written skills. Team members must demonstrate:
Listening skills
Verbal communication skills
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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Writing skills
The ability to create consensus
The International Team Project and Presentation is evaluated by the International Team Faculty Leader to assure
that all members of the FFT are involved in the creation of the Project and Presentation and all assigned
components are addressed. The International Team Project and Presentation is assessed for its readability,
organization, overall appearance, and appropriate response to key teaming issues.
4.1 Technology – Associates interact in a team environment using appropriate technologies to develop and
complete a comprehensive International Team Project and Presentation, and support organizational decisionmaking. The use of technologies requires the international FFT to determine:
Appropriate technologies to support the project and presentation planning process.
Appropriate technologies to deliver the completed project.
The International Team Project and Presentation is evaluated for how well the international FFT executes the
preparation of the project form a technology perspective. Were the right mix of word processing, spreadsheet, and
graphics used to produce the project? The International Team Project and Presentation is assessed for its
readability, organization, overall appearance, and appropriate use of software.
5.1, 5.2, and 5.3 Global Environment – Associates must interact in a team environment to develop strategies in
order to adapt to changing global environments (economic, political, legal, and cultural) and incorporate those
strategies into a complete International Team Project and Presentation.
The International Team Project and Presentation is evaluated for how well the international FFT executes the
preparation of the project from a global perspective. Did the international FFT fully evaluate the impact of the
economic, political, and cultural situations faced by the business project chosen? The International Team Project
and Presentation is assessed for its readability, organization, overall appearance, and appropriate use of
adaptation and evaluation.
7.1 Decision Making – Associates must demonstrate the ability to brainstorm potential solutions to problems,
evaluate, and decide on appropriate responses to issues of international teaming.
This requires them to:
Demonstrate the ability to look at an issue from multiple perspectives
Deal with diverse ways of thinking and problem solving
The International Team Project and Presentation creation process is monitored by the International Team Faculty
Leader to determine how the international team generates solutions.
9.1 Strategy – Associates must demonstrate the ability to generate alternative strategies by which their business
project can fully operate amongst changing situations and be able to recommend a viable strategy for this business
project.
The International Team Project and Presentation is evaluated for its ability to focus the international FFT on its
project’s purpose and goals as well as its ability to adapt to alternative situations.
Benchmarking Standard for Assessment Vehicle II:
Quantitative Assessment of Criteria:
Each component of the assessment vehicle is supported by a grading rubric (see attached). The faculty member
sets the rubric standards. Points are awarded based on these criteria:
Above Expectations
(100% – 90% of Points)
Meets Expectations
(89% – 80% of Points)
Below Expectations
(79% – 0% of Points)
Quantitative Prediction:
It is predicted that 80% of selected sample will meet or exceed expectations
Assessment vehicle applied in latter half of last semester.
Assessment Vehicle II:
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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GBA 7175 Students:
The purpose of this assignment is to analyze and present a relevant business topic collaborating with your
international FFT. The primary objectives of this project and presentation are to (1) analyze a relevant
business topic related to international issues to become aware of the impacts of the global environment on
the business community. (2) clearly demonstrate that the team has mastered the relevant material
presented this semester, and (3) make a specific strategic recommendation for the business topic.
Each FFT will make a 30 minute presentation on their selected international project. See below. This will be
followed by approximately 10 minutes of a Question and Answer session.
The following is a summary of the international joint FFT project. Please review to see if additional clarification is
needed.
Compare and contrast the application (or lack thereof) of business practices and principles
Steps:
Team reaches consensus on two or three business practices/principles that were studied in their respective EMBA
programs to compare and contrast.
Team will document its understanding of the practices/principles selected.
Team will consider the impact of the economic, legal, political, and cultural environments on the selected business
practices/principles.
Each team member shares how his or her company is applying the practices/principles.
Team compares the application documentation.
Team analyzes the comparison.
Team makes conclusions and recommendations to the team members’ companies.
Team prepares a presentation that summarizes the results of their work.
Grading Matrix:
The faculty in grading the International Team Project and Presentation uses the following matrix:
International Team Project and Presentation Assessment (100 points)
Project and Presentation (1-5 scale, 1=poor, 5=excellent)
The faculty member assigned to each team is responsible for assessing each team's project and
presentation. The grading criteria will be developed once the team's project proposal is approved by the faculty
member assigned to the team, but all such criteria will include a set of common "core" criteria that will apply to all
teams.
1. Rate the quality of the presentation introduction in terms of the appropriate use of an attention getter, motivating
the audience to listen, and explaining the purpose of the presentation.
__ Excellent (5) __ Above Average (4) __ Average (3) __ Below Average (2) __ Poor (1)
2. Rate the quality of the Team's presentation organization in terms of including significant facts, a logical pattern,
connecting the points, and transitioning smoothly between speakers.
__ Excellent (5) __ Above Average (4) __ Average (3) __ Below Average (2) __ Poor (1)
3. Rate the quality of supporting visuals aids in terms of keeping the audience’s attention, helping to clarify and
convince the audience, following guidelines for professional visual aids.
__ Excellent (5) __ Above Average (4) __ Average (3) __ Below Average (2) __ Poor (1)
4. Rate the quality of the presentation's conclusion in terms of a summary, restimulating interest, providing a
smooth ending and focus, making an impact on the audience, and concluding after the question and answer period.
__ Excellent (5) __ Above Average (4) __ Average (3) __ Below Average (2) __ Poor (1)
5. Rate the quality of the delivery in terms of: smiling, appearing relaxed with enthusiasm, employing a
conversational tone—not monotone, varying rate and pitch of speech, being loud enough so that everyone could
hear, not reading from a script or from slides, maintaining eye contact with entire audience, avoided the use of filler
words—uh, um, okays, using the ready position and appropriate gestures, controlling nervous mannerisms, not
pacing or swaying, staying within time limit, not rushing or dragging, and seeing evidence of practice as a team.
__ Excellent (5) __ Above Average (4) __ Average (3) __ Below Average (2) __ Poor (1)
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6. Did the FFT demonstrate a common understanding of two or three business practices/principles that were
studied in their respective EMBA programs to compare and contrast?
__ Excellent (5) __ Above Average (4) __ Average (3) __ Below Average (2) __ Poor (1)
7. Did the FFT compare the application documentation as well as analyze the comparison?
__ Excellent (5) __ Above Average (4) __ Average (3) __ Below Average (2) __ Poor (1)
8. Did the FFT make conclusions and recommendations to the team members’ companies?
__ Excellent (5) __ Above Average (4) __ Average (3) __ Below Average (2) __ Poor (1)
9. Did the recommendation(s) support the decision making process?
__ Excellent (5) __ Above Average (4) __ Average (3) __ Below Average (2) __ Poor (1)
10. Overall, how would you rate this team's project and presentation?
__ Excellent (5) __ Above Average (4) __ Average (3) __ Below Average (2) __ Poor (1)
Assessment Vehicle III – The International Peer Feedback supports Objectives mapped to Communication (3.0),
and Decision Making (7.0) Goals.
3.3 Communication – Associates must practice effective communication techniques in the completion of their Peer
Feedback. Far flung team (FFT) members rate their peers based their performance during the international
residency. Team members must demonstrate:
Listening skills
Verbal communication skills
Writing skills
The ability to create consensus
7.1 Decision Making – Associates must demonstrate the ability to brainstorm potential solutions to problems,
evaluate, and decide on appropriate responses to issues of international teaming.
This requires them to:
Demonstrate the ability to look at an issue from multiple perspectives
Deal with diverse ways of thinking and problem solving
The Peer Feedback is evaluated by the International Team Faculty Leader.
Benchmarking Standard for Assessment Vehicle III:
Quantitative Assessment of Criteria:
Each component of the assessment vehicle is supported by a grading rubric (see attached). The faculty member
sets the rubric standards. Points are awarded based on these criteria:
Above Expectations
(100% – 90% of Points)
Meets Expectations
(89% – 80% of Points)
Below Expectations
(79% – 0% of Points)
Quantitative Prediction:
It is predicted that 80% of selected sample will meet or exceed expectations
Assessment vehicle applied in latter half of last semester.
Assessment Vehicle III:
GBA 7175 Students:
The purpose of this assignment is to analyze and evaluate international peer performance through a series
of questions designed to determine individual achievement and outcomes throughout the international
residency process.
Each group member will complete three assessments during the project. The three assessments will be averaged
to determine the final points earned for peer assessment contribution and participation. The team's faculty leader
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
50
will summarize the feedback for each member at the end of assessment period to provide periodic feedback to
each team member.
Grading Matrix:
The faculty in grading the Peer Feedback uses the following matrix:
Peer Feedback Assessment (100 points)
Peer assessed contribution & participation
The questions below will be used by each FFT member to quantify the extent to which each other team
member contributed to and participated in the joint project. Responses to the questions for each team member will
be sent in an email to the faculty members assigned to your joint group. The individual team member's score will
be the average of the scores provided by all team members in relation to the individual team member.
1. This FFT member actively participated in the group’s activities. (Some activity examples: team meetings and
TeamRoom discussions.)(5 points)
__ Always (5) __ Most Always (4)
__ Some (3)
__ Occasionally (2)
__ Seldom (1)
2. This FFT member encouraged others to participate in the group’s activities. (Some activity examples: team
meetings and TeamRoom discussions.)(5 points)
__ Always (5) __ Most Always (4)
__ Some (3)
__ Occasionally (2)
__ Seldom (1)
3. This FFT member helped me learn during the group’s activities. (5 points)
__ Always (5) __ Most Always (4)
__ Some (3)
__ Occasionally (2)
__ Seldom (1)
4. This FFT member was actively involved in the completion of major team assignments (Team operating
agreement, selection of team project, video conference(s), team presentation, process question paper, and
residencies.) (5 points)
__ Always (5) __ Most Always (4)
__ Some (3)
__ Occasionally (2)
__ Seldom (1)
5. This FFT member assumed a leadership role during the group’s activities. (5 points)
__ Always (5) __ Most Always (4)
__ Some (3)
__ Occasionally (2)
__ Seldom (1)
Assessment Vehicle IV – The International Team Process Questions supports Objectives mapped to
Collaboration (1.0) and Decision Making (7.0) Goals.
1.2 Collaboration – Associates evaluate the appropriate use of collaboration in an international far flung team
(FFT) based collaborative environment to complete a series of residency finale process questions to evaluate the
overall residency process and experience as well as collaborative techniques used within the team.
7.1 Decision Making – Associates must demonstrate the ability to brainstorm potential solutions to problems,
evaluate, and decide on appropriate responses to issues of international teaming.
This requires them to:
Demonstrate the ability to look at an issue from multiple perspectives
Deal with diverse ways of thinking and problem solving
The Process Questions process is managed by the International Team Faculty Leader to determine how the
international far flung team (FFT) generates solutions.
Benchmarking Standard for Assessment Vehicle IV:
Quantitative Assessment of Criteria:
Each component of the assessment vehicle is supported by a grading rubric (see attached). The faculty member
sets the rubric standards. Points are awarded based on these criteria:
Above Expectations
Meets Expectations
Below Expectations
(100% – 90% of Points) (89% – 80% of Points) (79% – 0% of Points)
Quantitative Prediction:
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
51
It is predicted that 80% of selected sample will meet or exceed expectations
Assessment vehicle applied in latter half of last semester.
Assessment Vehicle IV:
GBA 7175 Students:
The purpose of this assignment is to analyze and evaluate the international residency process and
experience through a series of questions designed to determine improvement levels, standards, and
initiatives as well as individual achievements and outcomes throughout the international residency
process.
The following are a list of process questions to be answered following the completion of the international team
project and presentation.
1. Now that you are nearing the completion of this project, if your companies were considering implementing
virtual or distance project management in its operations, what "lessons learned" and "Do's, and Don'ts" would you
recommend?
2. In looking at team behaviors, what would be the five most important attributes that contributed to the success
of your team's activities and assignments?
3. In looking at team member behaviors, what would be the three most important behaviors that detracted from
the success of your team's activities and assignments?
4. If you were to make two recommendations to future executive MBA groups planning to engage in international
virtual or distance project management, what would they be?
5. Recognizing technology can support or detract from virtual or distance project management and problem
solving, what alternative approaches would you suggest to enhance team performance? What are the aspects in
which technology has been more useful for managing the project? (Please be specific in terms of software, vendor
providers, or other issues)
6. What were the main challenges / difficulties faced during the project? What have been the strategies that your
team has developed for facing/solving those challenges?
7. Based upon the creativity of your team, please develop a question and answer regarding your feelings and
experiences related to this collaborative international virtual or distance teaming project
Grading Matrix:
The faculty in grading the Process Questions uses the following matrix:
Process Questions (100 points)
Process Questions (1-5 scale, 1=not answered in depth, 5=always)
1. All process questions are answered in depth.
__ Always (5) __ Most Always (4) __ Acceptable (3) __ Somewhat (2) __ Not Answered In Depth (1)
2. The team generated process question is well thought out and answered in depth.
__ Always (5) __ Most Always (4) __ Acceptable (3) __ Somewhat (2) __ Not Answered In Depth (1)
3. The answers provide lessons learned and advice for future participants who will work in the joint project in the
future.
__ Always (5) __ Most Always (4) __ Acceptable (3) __ Somewhat (2) __ Not Answered In Depth (1)
4. The answers clearly reflect the views of both groups of program participants.
__ Always (5) __ Most Always (4) __ Acceptable (3) __ Somewhat (2) __ Not Answered In Depth (1)
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7105 Assessment Vehicle Description with Benchmarking
Assessment Vehicle I – The Virtual IVY Economics Pre and Post-Assessments supports SSLO’s (objectives)
mapped to Business Acumen (8.0) GLO’s (Goals).
8.2 Economics – Associates comprehend the basic concepts of the functional areas of economics by taking an
online pre and post economics assessment from the following website: http://www.ivysoftware.com. These
assessments requires the individual student to:
• Comprehend, contrast, and assess the factors and macroeconomic circumstances affecting business
environments.
• Understand, contrast, and evaluate the nature, operation, and limitations of fiscal policy.
• Understand, contrast, and evaluate the nature, operation, and limitations of monetary policy.
• Comprehend and evaluate the purpose and application of supply and demand mechanisms to recognize
and describe business behaviors.
• Contrast and employ those variables that affect economic structure and stability.
The Virtual IVY Economics Pre and Post-Assessments is evaluated by the Faculty for how well the associate
prepares for, analyzes, and answers each economics question. See attached grading matrix.
Benchmarking Standard for Assessment Vehicle I:
Quantitative Assessment of Criteria:
Each component of the assessment vehicle is supported by a grading rubric (see attached). The faculty member
sets the rubric standards. Points are awarded based on these criteria:
Above Expectations
(100% – 90% of Points)
Meets Expectations
(89% – 80% of Points)
Below Expectations
(79% – 0% of Points)
Quantitative Prediction:
It is predicted that 80% of selected sample will meet or exceed expectations
Assessment Vehicle I:
GBA 7105 Students:
The purpose of this assignment is to complete a pre and post economics assessments to establish an
economics knowledge baseline for all associates as they enter the Executive MBA program and to
comprehend the basic concepts of the functional areas of economics as well as to reinforce fundamental
concepts related to macro, micro, and international economics. The guidelines for the assessment are
presented below.
Directions for Kennesaw State Economics Pre-Assessment
Please begin by taking the “Kennesaw State Economics Assessment” pre-assessment test located at
http://www.ivysoftware.com in order to evaluate your current economics knowledge base.
Once you get to the IVY website, click on Products. Under ONLINE TESTING (left side of the screen), click on Log
in To Take a Test. When the new screen appears, enter your First Name? and Last Name? as requested. Under
Program?, click on the Drop Down Arrow and scroll down to the assessment you will be taking, which is Kennesaw
State Economics Assessment. Enter password 643666. Then answer the questions and receive your baseline
score.
After you have completed your assessment, you will receive two textbooks: Fundamentals of Economics and
Macroeconomics Essentials: Understanding Economics in the News. You will need to read all chapters in
Fundamental of Economics as well as chapters 2, 3, 4, 5, 7, 8, and 10 in Kennedy’s Macroeconomics
Essentials: Understanding Economics in the News. In addition, there are practice problems for you to complete
on a CD that accompanies the Fundamentals of Economics.
Once you finished the assigned readings and completed as many exercises as you need, you will send Dr.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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Alison Keefe an e-mail, and she will give you instructions for assessing the Economics Final Assessment,
which will count for 25 percent of your Kickoff Residency grade. You must complete this assignment with a passing
score of 80 percent by August 17.
Directions for Kennesaw State Economics Post-Assessment
You will be taking the “Kennesaw State Economics Final” post-assessment test located at
http://www.ivysoftware.com in order to further your economics knowledge base and establish a baseline economics
knowledge for all associates in the Executive MBA program.
Once you get to the IVY website, click on Products. Under ON-LINE TESTING (left side of the screen), click on Log
in To Take a Test. When the new screen appears, enter your First Name? and Last Name? as requested. Under
Program?, click on the Drop Down Arrow and scroll down to the assessment you will be taking, which is the
Kennesaw State Economics Final. Enter password 676436. Then answer the questions and receive your
baseline score.
Grading Matrix:
The faculty in grading the Virtual IVY Economics Post-Assessment uses the following matrix:
Virtual IVY Economics Post-Assessment (100 points)
This is an individual assignment making up 25% of your Module GBA 7105 grade.
Questions for the pre and post assessment can be found at the following website: http://www.ivysoftware.com.
Each question is broken down by specific bloom’s smart objectives found in the EMBA curricula matrix under the
SSLO 8.2 - Comprehend the basic concepts of the functional areas of economics.
The 40 questions per assessment will be given equal weights with each question worth 2.5 points for a total of 100
points.
Assessment Vehicle II – The Paul Volcker and the Federal Reserve Case assignment supports SSLO’s
(objectives) mapped to Communication (3.0), and Business Acumen (8.0) GLO’s (Goals).
3.2 Communication – Associates must practice effective communication techniques in the creation of their
assignment. Associates must create written documents that express facts and ideas in a clear, convincing, and
organized manner.
The Paul Volcker and the Federal Reserve Case assignment is evaluated by the Faculty to assure that all aspects
of the written document preparation are complete and all assigned components are addressed. The assignment is
assessed for its readability, organization, overall appearance, and appropriate response to the questions posed.
See attached grading matrix.
8.2 Economics – Associates comprehend the basic concepts of the functional areas of economics by completing
a memo based on the case of Paul Volcker and the Federal Reserve and the role of monetary and fiscal policy
during the late 1970s and early 1980s and the effect of decisions made during that period on the subsequent
recession and economic indicators. This memo further requires the individual student to:
• Comprehend, contrast, and assess the factors and macroeconomic circumstances affecting business
environments.
• Understand, contrast, and evaluate the nature, operation, and limitations of fiscal policy.
• Understand, contrast, and evaluate the nature, operation, and limitations of monetary policy.
• Contrast and employ those variables that affect economic structure and stability.
The Paul Volcker and the Federal Reserve Case assignment is evaluated by the Faculty for how well the associate
prepares for, analyzes, and answers each of the questions centered around the case. See attached grading matrix.
Benchmarking Standard for Assessment Vehicle II:
Quantitative Assessment of Criteria:
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
54
Each component of the assessment vehicle is supported by a grading rubric (see attached). The faculty member
sets the rubric standards. Points are awarded based on these criteria:
Above Expectations
(100% – 90% of Points)
Meets Expectations
(89% – 80% of Points)
Below Expectations
(79% – 0% of Points)
Quantitative Prediction:
It is predicted that 80% of selected sample will meet or exceed expectations
Assessment Vehicle II:
GBA 7105 Students:
The purpose of this assignment is to analyze and discuss the implications of Paul Volcker and the Federal
Reserve’s monetary policies on the economic structure and stability of the United States in the late 1970s
and early 1980s and the subsequent effects of those policies on the ensuing recession. The primary
objectives of this assignment are to (1) Comprehend, contrast, and assess the factors and macroeconomic
circumstances affecting business environments. (2) Understand, contrast, and evaluate the nature,
operation, and limitations of fiscal policy, (3) Understand, contrast, and evaluate the nature, operation, and
limitations of monetary policy, and (4) Contrast and employ those variables that affect economic structure
and stability. The guidelines for the assignment are presented below.
Macroeconomics Assignment
The case, "Paul Volcker and the Federal Reserve" is to be written up and turned in for a grade. This case outlines
the problems at hand in the United States during the late 1970s and the subsequent recession that followed in the
early 1980s. The case also addresses the policies enacted by Volcker and the Federal Reserve. Your assignment
is to analyze those policies and their effects on the economic stability of the U.S. during the same period. More
specifically, the following questions should be addressed:
1. What were the strengths & weaknesses of the Fed's operating procedure that was used after October 6,
1979?
2. What were the consequences of deregulation for the conduct of monetary policy?
3. To what extent were monetary factors responsible for the recession of 1981 and 1982?
4. Was Volcker responsible for the fall in inflation?
This write up should be prepared on a MS Word document titled Volcker_Your Last Name. The document should
be written in the form of a memo (to the faculty). The memo should be a maximum of two pages in length, 12-point
font, single spacing. All requirements for an effective memo must be met in addition to addressing the content
questions above (See critique sheet below).
Grading Matrix:
The faculty in grading the Paul Volcker and the Federal Reserve Case assignment uses the following matrix:
Paul Volcker and the Federal Reserve Case assignment Assessment (100 points)
This is an individual assignment making up 15% of your Module GBA 7105 grade.
Paul Volcker Memo--100 Points
Critique Sheet
Mechanics
(worth 30 points)
Did you use proper memo format?
______
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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Did the memo follow the guidelines as stated in the
assignment instructions? (Two pages maximum and 12-point
font)?
______
Did you single space the memo with an extra space
between paragraphs?
______
Did the memo have an introductory paragraph/sentence
stating the purpose of the memo and providing
transition for the reader?
Did you make the "SUBJECT LINE" specific and brief?
______
______
Did you include penwritten initials or electronic initials with
sender’s name?
Does the concluding paragraph re-state the main points and
provides effective final remarks making an impact on the
audience?
______
______
Content (worth 70 points)
Does the memo open with a neutral statement, which
makes it clear what the memo is about?
Does the neutral statement lead naturally to the next paragraph?
______
______
Did you use convincing details and explanation?
______
Did you write effective sentences and appropriate paragraphs?
______
Did you answer the following questions correctly:
What were the strengths & weaknesses of the Fed's operating
procedure that was used after October 6, 1979?
What were the consequences of deregulation for the conduct
of monetary policy?
To what extent were monetary factors responsible for the
recession of 1981 and 1982?
Was Volcker responsible for the fall in inflation?
______
______
______
______
Are the memo ideas well supported with specific data (not just
general economic statements) and relevant to the audience?
______
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Assessment Vehicle III – The Team Charter supports SSLO’s (objectives) mapped to Collaboration (1.0),
Communication (3.0), Decision Making (7.0), and Strategy (9.0) GLO’s (Goals).
1.1 Collaboration – Associates learn how to function in an fully functioning team based collaborative environment
to produce a Team Charter to enable them to work collaboratively throughout the Executive MBA (EMBA) program
based on the program’s teaming component. The Team Charter is a living instrument that will be used to establish
operating norms for a team. This exercise is extremely important for team development.
This collaboration requires the team to determine:
• A clear mission statement
• Clearly defined roles and how they will be distributed
• How assignments will be delegated
• Behavioral Operating Norms
• Methods for dealing with conflict
• Dealing with behavioral problems by team members – accountability
• How feedback will be received and delivered
• How to access and leverage their faculty leader
The Team Charter is evaluated by the Faculty for how well the EMBA team defines a clear, comprehensive,
operational agreement. See attached grading Matrix. Readability, organization, graphics, and reasonableness are
assessed.
3.1, 3.2, and 3.3 Communication – Associates must practice effective communication techniques in the creation
of their charter during the 7105 course in order to begin to create effective interpersonal relationships through
organizing and influencing people to achieve desired individual and organizational outcomes. They must select
and use appropriate interpersonal communication skills and channels.
This includes both negotiation and written skills. Team members must demonstrate:
• Listening skills
• Verbal communication skills
• Writing skills
• The ability to create consensus
The Team Charter development process is evaluated by the Faculty to assure that all members of the team are
involved in the creation of the charter and all assigned components are addressed. The charter is assessed for its
readability, organization, overall appearance, and appropriate response to key teaming issues.
7.1 and 7.3 Decision Making – Associates must demonstrate the ability to brainstorm potential solutions to
problems, evaluate, and decide on appropriate responses to issues of teaming.
This requires them to:
• Demonstrate the ability to look at an issue from multiple perspectives
• Deal with diverse ways of thinking and problem solving
The Team Charter creation process is managed by the Faculty to determine how the team generates solutions.
9.1 Strategy – Associates must demonstrate the ability to generate a Team Vision and Mission and the Values by
which the team will operate.
The Team Charter is evaluated by the Faculty for its ability to focus the team on its purpose and values as well as
its ability to adapt to alternative situations. In addition, the clarification of values and the translation of these into
behaviors is graded.
Benchmarking Standard for Assessment Vehicle III:
Quantitative Assessment of Criteria:
Each component of the assessment vehicle is supported by a grading rubric (see attached). The faculty member
sets the rubric standards. Points are awarded based on these criteria:
Above Expectations
(100% – 90% of Points)
Meets Expectations
(89% – 80% of Points)
Below Expectations
(79% – 0% of Points)
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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Quantitative Prediction:
It is predicted that 80% of selected sample will meet or exceed expectations
Assessment Vehicle III:
GBA 7105 Students:
The purpose of this assignment is to complete a Team Charter with delineated roles to establish operative
norms for the Executive MBA team. The Team Charter is a living instrument that will be used to establish
operating norms for the EMBA team. This exercise is extremely important for team development. The
guidelines for the assignment are presented below.
TQS Spec Management Process - Team Charter
General Description of Project:
The team’s objective is to define a common Riverwood process of aligning paper and packaging product
specifications with customer fitness-for-use requirements. Several different processes for specification change
control exist today and are generally reactive in nature. The newly defined process, while allowing for reactive
needs, is to be proactive in nature with stages of ideation, investigation, approval, and document control. Routine
analysis of customer feedback, sales & marketing input, customer inquiries, internal waste and other cost factors,
fixed and variable, will generate visible opportunities for specification adjustment and factor in the investigation and
approval/decision stages. The new process should combine the discipline of a gated procedure with the flexibility to
react quickly to urgent needs.
Expected Results:
The success of this project is based on the following specific deliverables1) Develop flow charts describing current processes at different sites and/or business units.
2) Design overall specification management process with gated stages of ideation, investigation, approval,
and document control. Allow for rapid approval of “urgent” specification changes to be followed by main
process. Clearly define roles & responsibilities. (see Appendix B page 19 for beginning framework)
3) Develop flow chart and text policy describing new design. Review with manufacturing site, sales and
marketing leadership.
4) Present new process, along with feedback from leadership reviews, to Operating Committee for review and
refinement or approval.
5) Communicate / Implement approved process throughout organization.
Methods:
The team will establish basic guidelines and ground rules for participation and contribution of members
ProcessWorks teaming fundamentals to be utilized.
The team is expected to use standardized meeting agenda, notes, and action item formats.
All proceedings will be documented and published in a timely fashion to team members, leaders, and sponsor.
Boundaries:
Timeline:
The team will be commissioned upon approval.
The target date for presentation of new process to Operating Committee for approval/refinement is their September
meeting, currently set for September 17, 2001. Communication/Implementation to occur by end of 2001.
A timeline for the project should be established by the team, updated bi-weekly and communicated to sponsor.
Meeting Logistics:
The team is expected to establish the requirements for number of meetings and location of meetings.
The team is expected to choose number of meetings and location to minimize overall business expenses, without
sacrificing team effectiveness.
Updates & Communication:
A monthly status report will be provided to the Operating Committee.
Decisions and Spending Limits:
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It is not anticipated that any expenses will be required with the exception of travel. Conference calls to be utilized to
minimize expenses.
Each team member’s business unit will be responsible for expenses realized during project.
Any additional expenditure over $1000 that is necessary for completion of the team’s charter will need to be
approved by the team sponsor.
Team Structure and General Contribution
Team structure should include functions of manufacturing, quality assurance, sales, marketing, etc. Team based
primarily in Georgia to minimize travel costs.
Team Membership:
Sherry Vig, 68, carton quality (soft drink)
Ed Ginty, 70, carton production (beer)
Steve Hanson, Macon mill quality & production
Bonnie Goodman, WM mill ISO document control (former quality)
Steve Kennedy, carton sales
Robin Heaton, container board sales
Patti Gettinger, CPP marketing
Patti Purcell, Finance
Sponsor: Tom Gannon, COO
Team Leader: Mike Hohnadel, Dir of Corp Quality
Team Facilitator: John Hagemeyer, VP of Tech Svc
Team Charter
Bednarz and Wood in their book, Research in teams, state: “trust among members is crucial to a successful team
project.” A trusting team feels cohesiveness, solidarity, a “we feeling,” a general sense of cooperativeness, a sense
of belonging, and a team identity. Competition is friendly and is channeled to the success of the team, not
exclusively to any one team member. Members have a collective purpose where each member, as the primary
goal, seeks the success of the team. Each individual’s interests should tie positively to the team, not in opposition
or indifference to it.
As your team builds trust among your members, you are forming a contractual bond about how to complete your
assignments and tasks. A team charter is a set of agreements that clearly states what the team wants to
accomplish, why it is important, and how the team will work together for results. As pressures build and difficulties
arise, the charter serves as a reminder to help keep your team focused on its agreements and the end results.
Your team charter will document the common understandings of your team members. Research has shown that
having a clear direction—a sense of why the team exists and what it is trying to accomplish is the number one
critical success factor in high performing teams.
Some common features of a team charter include team vision, purpose, values, norms, roles, and operating
guidelines. A charter represents shared agreement including these elements and points to how the team will
manage their task and maintenance work and behaviors.
The more thought and time you invest upfront in your charter, the fewer difficulties your team will encounter later.
As you start work on your team’s charter, your team should review Step 2 Team Contracts in The Team Learning
Assistant Workbook. In addition, each team member should share his or her answers to the questions on page
25. Then your team should follow the Team Discussion Guidelines on page 26-29 to help your start the team’s
charter.
The following sections provide guidelines for completing each part of your team's charter. Your team should begin
by discussing your team’s vision.
Team Vision
A vision provides a results-oriented picture of your team operating in an ideal way. It is an end state sometime in
the future. Your team vision provides the context for defining your purpose and clarifying your shared goals. If your
team has a compelling vision, all team members can commit and seek to achieve it. The vision provides the drive
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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and motivation to constantly move your team forward. Your team can use the following questions to guide you in
creating your team’s vision.
¾
¾
¾
¾
What do we want to accomplish as a team?
How does our learning organization benefit from the work of our team?
What makes our team so successful and effective?
What are others in our learning organization saying about the work of our team?
Team Purpose
So that all of your team members understand what they are supposed to do and what is or is not the team's
responsibility, your team should develop a clear team purpose statement. Your team’s purpose statement defines
the reason for your team’s existence. It states:
¾
¾
¾
What the team does
For whom
Why
Spending time at the beginning of your team’s journey to clearly define your mission will pay dividends in the long
run. Your team’s purpose statement should reflect your team’s values and provide a framework for setting goals.
Team Values
Values are the enduring beliefs or principles your team will use to guide behavior with each other and those outside
your team. Your team values define what is right or fundamentally important to your team as they will guide your
team’s choices and actions. Values are the few (three to six) core principles that should never be compromised for
short-term gain or expediency.
Some examples of values include creativity, agility, integrity, relationships, excellence, empowerment, diversity,
learning, or citizenship. You need to define your values in terms of specific behaviors. For example:
Value:
Integrity
Definition:
Doing the right thing for the team and the other members of our learning
organization.
Behaviors:
Completing tasks on time as committed to do.
Accepting responsibility for our actions and admitting when we’ve made a mistake.
Doing process checks to make sure the team members are following the team’s
charter.
Team Norms
Team norms or ground rules further clarify the behaviors expected from your team members. Norms provide a
mechanism for holding each team member accountable for agreed-upon behavior. The team values you identified
in the previous section represent only some of the norms for your team.
Behavioral norms provide a general understanding of what is and is not allowed for your team members as you
work together. As you identify the norms, you should keep in mind that “behavioral norms” define something that
can be “seen”. To say that you will treat each other with respect is not a behavioral norm. You have to define
what “respect” looks like, for example--not interrupting when another team member is talking and not having side
bar conversations while others are talking. Your norms need to be clearly defined so that anyone outside the team
could clearly identify when your team was acting according to your norms.
Research on teams suggests that to perform well; teams must develop a collective understanding of and focus on
their tasks. That seems obvious except team members may have distracting commitments on their time or
distracting relationships. On occasion, your team might have to actively work to control these distractions because
your time together and your collective energy can be scarce. Socializing should be part of your team's activities as
it will likely contribute to team cohesiveness. However, your team members should realize that most of the team's
energy and time should be spent in getting down to business.
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Agreement on the scope and method for doing team assignments should never be taken for granted. Your team
must pay conscious attention to the formation of a consensus on how to complete assignments, how much effort it
will take to do a high-quality job (which should not be taken for granted as a goal of each member), the steps
necessary to do the assignments, and most of all how much effort each member thinks projects will require. You
will not know all of this precisely at the beginning of your team's formation, so your team should hold
discussions of how to complete tasks and assignments throughout your team’s journey. However, you
should discuss how you think your team will handle assignments at this stage no matter how vague the
assignments may seem initially.
You may be thinking, "Why should we make sure that a consensus is reached about our
assignments?” As faculty team coaches, we can share that it can be heartbreaking for team members to have a
confrontation far into an assignment where one member huffily says to an accusatory or exasperated fellow
member: "Well, I don't see it that way at all, you seem to take this too seriously and want to put more time into it
than I do. I've got other things in life to worry about, too." From our experience as team coaches, once the actual
work has begun, it is more difficult to alter such differences over your assignments. In the above example, two
contrary views of the importance of an assignment have clashed belatedly, and the psychological commitment of
members to their position is now difficult to change. Additionally, people may have honest differences about the
specifics on an assignment and how to divide their efforts. These differences are best uncovered and resolved
before the assignment is started.
At the team formation stage, almost any disagreement over the scope of an assignment can be negotiable, but as
time goes on, and work is done, commitments tend to harden and negotiation becomes more difficult. As coaches,
we have witnessed teams encounter great difficulties. For example, instead of coming together as a team for the
final team project, the team weakens because of an underlying conflict over the assignment or between members.
Thus, the final team presentation reflects this discord no matter how much the members try to disguise it.
Attention to how you will discuss and clarify team assignments and tasks as a part of the overall charter discussion
serves not only to bring to the surface and then settle difference among members; it also serves in the team
formation process. As members argue, negotiate, agree or disagree, you are learning about one another as you
move toward a working consensus. From these kinds of discussions, trust and team identify are built, and a
working relationship begins to take shape.
As you individually prepare to discuss these issues with your team, answer the following questions.
1.
2.
How will we develop a collective understanding of our assignments and responsibilities?
How much effort will it take to do a high-quality job?
Team Member Roles
Team effectiveness is the responsibility of each member of your team. Many of the team roles can be shared so
that you can both improve your team’s functioning while developing team members’ skills. Some examples of team
member roles follow:
Team Facilitator
Team Leader
Scribe
Processor
Recorder
Timekeeper
Team Communicator
Project Tracker
Team Member
Team Coach
One question you may be asking is: "Do we need a leader?" Instead of focusing on one person being the leader,
begin by dealing with generic team issues usually associated with the idea of leadership. In your team, one person
may step forth, be acclaimed the leader, and take on all leadership responsibilities. However, this does not offer
each team member the opportunity to develop his or her leadership skills. Some teams will do well reaching
consensus on every major decision and then delegating responsibilities and roles on an ad hoc basis. Other teams
may assign team leaders to certain projects allowing the leadership role to shift from person to person. Your team
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will develop its own sense of itself while learning each member competencies to know which approach will work
best. Your team should give each team member an opportunity to lead and to personally develop his or her skills.
The advantages of assigning team roles and dividing the labor should be apparent to your team, since teams can
accomplish much more work than individuals. Nevertheless, discussions of these topics are equally important to
building trust and team identity. In addition, these discussions add to the development of your team's charter.
Members usually have complementary skills and different styles of thinking. One member might find a task
straightforward or interesting while another would perceive it to be difficult.
The fundamental point about team roles and dividing the labor is that it cannot be divorced from the trust issue.
Your team members should have a definite idea of their assignments, and they should agree to divide the work in a
way that is acceptable to all team members. In addition, no alterations of standards or assignments should be
made without team discussion of the issue and trying to reach a consensus decision (see Improving Business
Communication Skills).
As a team, each member should talk about the assignments in relation to his or her skills and suggest parts of the
work that he or she would like to do. This may seem difficult or even pointless at the beginning of your journey
when so much is unknown about the assignments, however, we encourage you to do it anyway because what you
learn about team members the first time around will be of value the second, third, and subsequent times you
consider dividing the work, when the picture of what needs to be done is much sharper.
Out of your initial division of labor will come a better understanding of the capabilities of each member and a better
sense of your team's overall knowledge, abilities, skills, and potential. Moreover, trust and team identity continues
to build. You may want to remember your Competing Values Skills Survey with your team members. For
example, many times during this discussion, one of your team members may reveal something previously
unmentioned.
In an area as sensitive as team roles and division of labor, be certain that too vocal or domineering types do not
take over and hand out assignments suiting only their interests. Be certain that quiet members actually talk in
detail, not just nod in acceptance about whether or not they think the assignments are fair. In this way, it is hard for
disgruntled or concerned quiet members to disguise their genuine reactions and perhaps to blow up about equity
issues later. As with all elements of the team charter, talking about, elaborating on, arguing over, and negotiating
the roles and division of labor adds to the trust of the members and contributes to the formation of the team. Above
all else, do not gloss over discussing what is fair. If you gloss over issues, your team risks later destructive conflict
over equity issues.
As you think about your team's roles and division of labor, write down your individual responses to these questions
and come prepared to discuss them at your team's meetings.
1.
What knowledge, skills, and abilities do I bring to this team?
2.
What is my learning goal in being a part of a team? What do I want to learn about
3.
What do I enjoy doing?
4.
What do I need to do to increase my leadership and professional development?
5.
What suggestions do I bring for how our team should go about completing our tasks and assignments?
6.
How will we decide what each member of the team should do?
7.
How do we know that the division of labor we have made is fair? What is our standard of fairness?
8.
How do we prevent certain members from:
•
•
•
•
teaming?
Complaining all the time about their busy schedules and never meeting with the team.
Saying, “You go ahead and decide what you want me to do and then just let me know.”
Stating, “I offered to help but nobody asked me.”
Doing everything themselves to make sure everything gets done a certain way. If someone else offers
to help, these individuals will tell them not to worry and everything is under control. Other team
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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•
•
•
members have little input because these individuals would rather do things themselves than turn them
over to someone else because they might not do as good a job.
Insisting on doing things his or her way even when others in the group disagree.
Taking over and handing out assignments suited only to their interests.
Being too quiet to talk or give input. Typically, they just mutter or nod in acceptance about whether or
not they think the assignments are fair.
9.
How will we assign roles or work?
10.
How will we keep track of the overall direction of our projects?
11.
How will we keep team motivation and morale up?
12.
How will we plan tasks?
13.
How will we measure individual performance and contribution to the team task?
Operating Guidelines
Your team norms should contribute to and reinforce team unity. In high performance teams, members feel both a
task and a maintenance responsibility to one another similar to, but obviously not as intense, as that felt towards
family and friends. The members of your team should understand their best interests lie in serving the team, not in
exploiting it. Team members should not act only in their own self-interest as doing so will hurt the team.
Your team will need to identify operational guidelines. Given that communication is the lifeblood of your team, your
communication strategies will greatly affect your team’s success. The sharing of information is necessary for
empowerment, commitment, involvement and informed decision making. You should think about and determine
who beyond the team needs to be kept informed of the team’s work. (Hint: Team Coach)
Other procedural matters include how meetings are run, how decisions are made, how team members are held
accountable, how members will be rewarded or penalized, how the team will manage conflict and how members
will share feedback. You should include procedures for giving rewards, oral and written feedback, and written
warnings as well as how to place a team member on probation or terminate him or her. Your team should clearly
define its procedures so no questions are left unanswered. For example, you may decide coming to one meeting
late is grounds for giving oral feedback; being late for two meetings is grounds for placing a person on probation;
and being late for three meetings is grounds for dismissal. You may also decide that not finishing an assignment
on time is immediate grounds for corrective action. Each team’s norms will be different as each team is different.
In addition, you should discuss expectations for performance and describe these expectations in behavioral terms
that are measurable. For example, it is better to include an expectation that states: “We expect members to have
their work completed by 3:30 p.m. on September 9, 2005.” than to say: “We expect members to do their work.”
Another example might be: “We expect all team members to proofread an assignment and confirm in writing that
they have done so.” as opposed to: “We expect members to write well.” In the first case, there is something you
can measure. In the second case, writing well is subjective and can mean different things to different people. If at
all possible, try to reach a consensus on which expectations to include in your team’s charter.
For some teams, drawing up written behavioral norms and operating guidelines may seem silly or a waste of time,
and we are sympathetic with that reaction. However, our experience, as team coaches, has shown that most
teams find it valuable to write them down especially if members know each other slightly and thus have
expectations but little knowledge of each other's abilities and work styles. These norms and guidelines must be
shared and understood by all team members. A general understanding of what is and is not allowed of a team
member should be developed early in team meetings. Without this understanding, confusion over the scope of
tasks, assignments, rules, rights, and responsibilities is likely to occur in high-anxiety or high-uncertainly points in
the team's work.
As your team forms, an outline of behavioral operating guidelines concerning how your team will work to complete
the various team assignments should emerge. You can review Chapters 10 and 11 in Improving Business
Communication Skills for additional ideas and suggestions as well as Chapter 3 of Becoming a Master
Manager. You should ask all team members to complete the conflict management assessment so that your
team has a clear understanding of how members approach conflict situations.
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Some ideas to consider include:
¾
What will be each member's responsibility as far as coming prepared to class and meeting as well as doing
assigned work?
¾
How will our personalities and learning styles factor into our work?
¾
What will be the rules for resolving conflict or differences?
¾
How will members stay in touch with each other? How often will members replicate and check e-mail?
¾
How will our meetings be run? How often will they occur? What penalties will be imposed for members
who miss team meetings? What will be our code of conduct in meetings? How will we insure members
come prepared to meetings and do assigned tasks?
¾
What penalties will be imposed for not doing assigned tasks, for doing assigned tasks poorly, or turning in
work late?
¾
How will we manage our projects? How will we share leadership?
¾
How will we use feedback?
¾
How will we make decisions?
¾
How will we work and communicate with our team coach?
The above activities encompass the “forming stage” of team development. Your team charter should provide a
living document that may be modified or revised throughout this program as your team moves toward high
performance.
Grading Matrix:
The faculty in grading the Team Charter assignment uses the following matrix:
Team Charter Assessment (100 points)
This is a team assignment making up 40% of your Module GBA 7105 grade. Your coach will provide input into the
final grade that your team will receive from the faculty. Approximately 20 percent of your grade will come from the
process that the team used and 20 percent will be the actual document that the team produces. The process and
task portions will be evaluated using the attached grading rubrics.
Team Charter Process Rubric
100 Points
Each time your team coach meets with your team, he or she will be providing feedback and evaluating your
performance on the following criteria.
_____1.
Did the team, as a whole, regularly give input for each item of discussion on the
charter?
_____2.
Did the team invite all members to contribute?
_____3.
Did all members contribute to the process?
_____4.
Did the team seek clarification from the coach so that everyone arrived at a shared
understanding of what was being said?
_____5.
Did the team members listen to each other?
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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_____6.
Did the team members work to resolve issues for the benefit of the whole team?
_____7.
Did the team manage their meetings?
_____8.
Did the team work to resolve conflicts?
_____9.
Did the team members exhibit behaviors that supported team consensus building?
_____10.
Did the team rotate roles and responsibilities?
Team Charter Document Rubric
100 Points
The faculty will provide the evaluation of the team charter.
_____1.
Does your team charter provide a clear picture of success—what it will look like and feel like?
Does your team charter provide a clear understanding of team values? Do the behaviors reflect that the
team’s values are understandable?
_____2.
Are the team norms and team roles clear? Are the operating guidelines measurable so that team
members can be held accountable? Are systems in place to track the progress of the individual team members as
well as the team towards its goals? Does your team charter present a method for assuring a fair division of labor so
that all members have the opportunity to assume all the roles at some time during the program? Did the team
consider the Competing Values Skills Survey profiles results as roles and responsibilities were assigned? Is there a
clear strategy for how tasks and assignments are made?
_____3.
Have meeting roles been identified and expectations set? Have meeting roles been considered
such as leader/facilitator, scribe processor, or other? Are team meetings planned—when, where and how long?
Are minutes and documentation planned for? Does the team state how it will evaluate the effectiveness of its
meetings? Does your team charter define a plan for meetings and what penalties will be imposed for members who
miss team meetings, come late, or who are unprepared? Does it define how members will communicate with each
other between meetings?
_____4.
Are methods for coordinating with other teams, faculty, or team coach identified? Are different
communication channels and systems among team members, other class members, coaches, faculty, and other
stake holders noted?
_____5.
Is coordination among team members organized? Have necessary resources been identified? Are
time demands on team members understood and supported? Do members have access to necessary information?
_____6.
Are any limits on the team’s authority to make decisions clear? Is it clearly stated what can be
decided by individuals and what must be decided by the team? Is the approval process for decisions or
recommendations clear? Have decision-making methods been identified and agreed upon? Does the team charter
discuss how the team will make decisions and solve problems?
_____7.
Does the team charter discuss how the team will resolve and manage conflict? Does the charter
identify team members’ conflict management styles from Chapter 3 in Becoming a Master Manager?
_____8.
Does the team charter address how team members will be held accountable for their behaviors and
define a plan for progressive discipline, including the possibility of being fired by the team?
_____9.
Does the team charter address how team members will use feedback to help both individual team
members and the team as a whole?
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_____10.
Does the team charter address how the team will communicate with its coach? How often the
team will meet with the coach? When and where these meetings will take place? Does it identify who is
responsible for the agenda and outcomes from these meetings?
7115 Assessment Vehicle Description with Benchmarking
Assessment Vehicle I – The Readiness Assessment Test individual and team assignments support SSLO’s
(objectives) mapped to Collaboration (1.0) and Communication (3.0) GLO’s (Goals).
1.1 and 1.3 Collaboration – Associates learn how to function in a team based collaborative environment to
complete the Readiness Assessment Test (RAT) to facilitate team based learning to enable them to work
collaboratively throughout the Executive MBA (EMBA) program. This collaboration requires the team to determine
and develop:
• Methods for dealing with conflict
• The ability to use concepts as opposed to simply learning about them, which is higher order learning.
• Dealing with behavioral problems by team members
• The ability to create consensus
The Readiness Assessment Test (RAT) is evaluated by the Faculty for how well the EMBA team discusses and
coordinates each question’s answer and their ability to reach consensus. See attached grading matrix. Readability,
organization, and reasonableness are assessed.
3.2 and 3.3 Communication – Associates must practice effective communication techniques in the discussions
and consensus of their RAT assignment. This includes both negotiation and written skills. Team members must
demonstrate:
• Listening skills
• Verbal communication skills
• Writing skills
• The ability to create consensus
The Readiness Assessment Test (RAT) development process is evaluated by the Faculty to assure that all
members of the team are involved in the creation of the answers to the assignment and all assigned components
are addressed. The RAT is assessed for its readability, organization, overall appearance, and appropriate
response to key teaming issues.
7.1 and 7.3 Decision Making – Associates must demonstrate the ability to brainstorm potential solutions to
problems, evaluate, and decide on appropriate responses to the issues brought forth by the RAT process and of
the teaming experience.
This requires them to:
• Demonstrate the ability to look at an issue from multiple perspectives
• Deal with diverse ways of thinking and problem solving
The Readiness Assessment Test (RAT) creation process is evaluated by the Faculty to determine how the EMBA
team generates solutions.
Benchmarking Standard for Assessment Vehicle I:
Quantitative Assessment of Criteria:
Each component of the assessment vehicle is supported by a grading rubric (see attached). The faculty member
sets the rubric standards. Points are awarded based on these criteria:
Above Expectations
(100% – 90% of Points)
Meets Expectations
(89% – 80% of Points)
Below Expectations
(79% – 0% of Points)
Quantitative Prediction:
It is predicted that 80% of selected sample will meet or exceed expectations
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Assessment Vehicle I:
GBA 7115 Students:
The purpose of this assignment is to explain and demonstrate the several different steps in the Readiness
Assurance Process, a critical starting phase of team-based learning through completion of a 6-step
instructional activity sequence, making it possible to focus the vast majority of class time on helping you
develop the ability to use concepts as opposed to simply learning about them, which is higher order
learning. The guidelines for the assignment are presented below.
RAT assignment
Team Learning Instructional Activity Sequence
This module will use team learning to provide active involvement in the learning process. You will spend
most of this module completing exercises, interacting with your team, participating in readiness assessment
tests and then applying your learning. This readiness approach helps you develop the ability to use concepts as
opposed to simply learning about them. Using this approach, your professor becomes a coach rather than an
intellectual guru. Team learning includes: 1) working in your team; 2) grading based on a combination of
individual performance and team performance; 3) most class time devoted to small group activities; and 4) a 6step instructional activity sequence, making it possible to focus the vast majority of class time on helping you
develop the ability to use concepts as opposed to simply learning about them, which is higher order learning.
Step One
The process begins with individual study. You should read all assigned readings for this module as well as
complete all assigned exercises to be prepared for class. The traditional lecture as the primary learning tool is
eliminated. Hearing a lecture on how concepts apply to the workplace is likely to have little, if any, impact on
your ability to use the concepts in your job. Therefore, I will make no formal presentations until after you have
read and studied the material. You may find this responsibility of taking ownership for your learning before
coming to class unusual and challenging.
Step Two
When you come to class, the first activity will be an individual readiness assessment test (RAT) to
measure if you have read your assigned material, understand the concepts of each unit, and can apply them.
You cannot use your book, notes, or any handout materials during the individual and team tests; however, you
are allowed to use these resources during Step 4, Written Appeals. The Individual RAT is 15 percent of your
overall grade for 7115. When you have completed your individual RAT, you will then turn in your answers and
immediately proceed to re-take the same test, but this time with your team.
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Step Three
This step calls upon your team to take the same test together, to discuss each question, and strive to reach
a consensus. Through this process, you will be teaching each other as well as learning how to communicate,
to manage conflict, and to make decisions. As a team, you must reach agreement on each test question. The
discussion required to choose a team answer both serves as an excellent review of the readings and allows
you to learn from each other.
While your team is taking the team RAT, I will be scoring your individual RATs, so you will receive
immediate feedback on both your individual as well as team performance. The Team RAT is 20 percent of
your team grade for 7115. As soon as your team has completed its RAT, you will score your team test. You
will receive both your individual as well as team score.
The Individual and Team Readiness Assessment Tests are a significant part of your learning process.
First, they create opportunities and incentives for you to accept responsibility for your learning. Individuals who
complete their assigned homework receive higher scores on the individual tests and contribute to the success
of their team. You receive feedback on your understanding of the key concepts at least six different times. You
are initially exposed to concepts through individual reading and studying. Additional exposure occurs during
the individual test and helps reinforce your memory of what you learned. During the team tests, you will receive
oral input from your peers that often broadens your understanding. Second, RATs build team cohesiveness
that, in turn, enables your professor to rely on team norms to provide motivation for individual study and class
attendance. You will have an opportunity to compare your individual score to the rest of your team. Often
through this process, your team learns to listen to all team members as a quieter member might have the
correct answer. As a result, more vocal members talk less, listen more, and encourage quieter members to
participate in the discussions. Third, because the RATs efficiently expose you to conceptual material, most of
our class time will be spent on application-oriented class activities.
Step Four
Following the grading of the team test, your team may choose to challenge in writing any questions the
team missed.
This appeals process allows you to engage in a focused restudy of particularly troublesome
concepts. Team members are free to use their books and notes to prepare written appeals. You must specify
the question involved in your appeal, indicate your preferred correct answer, and justify why you believe your
answer may be better or at least as good as the answer given on the key. Please place all testing materials
back in the team folder that I gave you. I will read the appeals after class and I will respond back to each team
within one week regarding whether your appeal was granted or not.
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This appeals process further increases learning because your team learns how to organize their ideas
systematically, to write coherently, and to be persuasive. The process enhances team cohesiveness by forcing
your team to act on its own behalf as no team receives rewards for the work of another. If a team wants to earn
more points, it must put forth the effort. Only team appeals are allowed because individual appeals decrease
team cohesiveness and reduce team learning. If individual team members can get credit on their own, without
having to challenge others' ideas, no incentive exists for working to achieve agreement as a team. The
appeals process is designed to strengthen your team and help individuals learn how to work together. When
appeals are granted, credit goes to the team and to each team member who missed the question. Often the
situation arises where one team member has the correct answer according to the key, and the team wants to
appeal. That individual is not penalized for supporting his or her team since the appeals process is designed to
increase team cohesiveness without sacrificing the individual for the welfare of the team.
Step Five
I will conclude the whole readiness assurance process by providing oral input to resolves any remaining
misunderstandings. Subsequently, you will be exposed to the concepts again as you will use them while
working on application-oriented activities in this module as well as throughout the program. By this point in the
process, typically most teams will have successfully developed a sound understanding of the text material. If
not, I will help resolve any existing misunderstandings. Again, the reason for the readiness assurance testing
process is to prepare you for the application-oriented activities and the projects that are to follow. You should
make sure that you identify any problematic topics before moving on to the next activity.
Step Six
Application exercises are designed to promote learning of essential concepts or skills, build team
cohesiveness, ensure individual accountability and teach the value of teamwork. These activities will help you grow
in self-confidence and build a sound understanding of concepts and to experience ways of using them. Because
the application activities are an important part of the learning process, you will spend the majority of the module
working on them. At the conclusion of our module, each team will present their case.
Grading Matrix:
The faculty in grading the Individual and Team Readiness Assessment Tests (RAT) use the following matrix:
Readiness Assessment Tests (RAT) (100 points)
This is an individual and team assignment making up 35% of your Module GBA 7115 grade.
Each question worth 4 points for a total of 100.
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Individual Business Writing RAT
Chapters 2, 4, 5, 6, 7, and 12
Familiar Words, Technical Jargon, and Readability are part of:
A.
B.
C.
D.
E.
completeness
clearness
concreteness
conciseness
courtesy
The horses were watered by Hillary. This sentence is an example of:
A.
B.
C.
D.
active writing
passive writing
concrete writing
none of the above
The three grammatical mistakes business writers consistently make involve:
A.
B.
C.
D.
Dangling modifiers, Parallel Structure, and Subject/Verb Agreement
Parallel Structure, Passive Writing, and Dangling modifiers
Comma splices, dangling modifiers, and parallel structure
Sentence fragments, dangling modifiers, and subject/verb
agreement.
When writing, you should ask yourself: What goal do I want to accomplish?"
Helps tangential thinkers.
Most important news first
Ninety percent of your documents should follow this style.
Begin with a neutral statement.
Allows you to see the impact this news will have on your reader.
When you give ____, you allow conciseness and directness to be secondary to diplomacy.
As a persuasive writer, you must be viewed as:
Appeal aiming at the heart or ego.
AIDA
Many Receivers, Written Record, and Complex Information
Using numbers, bullets, headings, and tables is called.
Putting your e-mail message in all caps.
Informs a manager of your progress on a certain assignment.
Users have developed their own substitute images called ___to accompany electronic words.
Include your name and contact information.
A ___acts as a general guide to decision making
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Person's name, Date and Page number
Team Oral RAT
Chapter 9
1.
Which of the following is one of the top three annoying things about bad PowerPoint presentations?
A.
B.
C.
D.
2.
The speaker read the slides to us.
The speaker’s presentation had too many fonts used.
The speaker used overly complex diagrams.
No clear purpose is given.
To make your PowerPoint slides most effective:
A.
B.
C.
D.
Use dark backgrounds with yellow or white text.
Use light background with black text.
Use backgrounds with images.
Use lots of bright colors.
3.
Americans and Canadians will ask questions; however, in most ______ cultures,
not likely to ask many if at all any questions.
A.
B.
C.
D.
4.
5.
Fear of being dull or boring
Fear of being stared at
Fear of making embarrassing mistakes
A, B, and C are all top reasons.
Careful preparation
Outstanding visuals
Memorizing the presentation
A, B, and C make a successful presentation.
Which general purpose tries to teach the listeners?
A.
B.
C.
D.
8.
speaking?
What makes a successful presentation?
A.
B.
C.
D.
7.
________slide.
First
Last
Middle
All of the Above
Which of the following is one of the top reasons for being afraid of public
A.
B.
C.
D.
6.
Mexican
Romanian
Asian
North European
Some experts recommend that you start creating your visuals by creating the
A.
B.
C.
D.
the audience is
Informing
Persuading
Entertaining
Teaching
The thesis for your oral presentation should:
A. Be one sentence long.
B. Receive support from the main points.
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C. Name the main divisions.
D. Do A, B, and C.
9.
The main ideas of your presentation should:
A.
B.
C.
D.
10.
Which organizational pattern for oral presentations is the most widely used?
A.
B.
C.
D.
11.
Number between three and seven.
Have increasing importance.
Relate.
Do A, B, and C.
Problem-solution or cause and effect
Chronological pattern
Spatial pattern
Topical pattern
Which of the following describes an analogy?
A.
B.
C.
D.
A direct comparison
An implied comparison
A comparison of an unknown concept to a known one
A, B, and C describe an analogy
12.
Which of the following is not described in the text, Improving Business Communication Skills as a way
to gain attention?
A.
B.
C.
D.
13.
The conclusion of a presentation:
A.
B.
C.
D.
14.
Fact
Pause
Illustration
Bullet point
Your presentation's introduction should:
A.
B.
C.
D.
17.
10 minutes to conclude.
Less than 5 minutes to conclude.
One sentence's time to conclude.
Less than one minute to conclude.
A ______________ enables your listeners to absorb the point that you just made.
A.
B.
C.
D.
16.
Reviews the thesis and main points as well as gives effective final remarks.
Reviews the thesis.
Gives the presenter's final opinion and remarks.
Does neither A, B, nor C.
After you say, "In conclusion," you have:
A.
B.
C.
D.
15.
Choosing an audience member to tease.
Reciting a quotation
Telling a joke.
A, B, and C can work as good attention getters.
Capture the audience's attention.
Show benefits to the listener and your qualifications.
Preview the main points.
Do A, B, and C.
Use a green highlighter to mark your outline because:
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A.
B.
C.
D.
18.
Which colors convey tranquility?
A.
B.
C.
D.
19.
Continuously move around the floor.
Stand in one spot and use gestures for movement.
Take at least two steps towards your audience.
Do A and C.
A yawning audience could:
A.
B.
C.
D.
25.
Use two hands.
Gesture as often as possible.
Fold hands in front of you while not gesturing.
Do neither A, B, nor C.
When presenting:
A.
B.
C.
D.
24.
Do simple isometric exercises just before speaking.
Understand that your body goes through emotional and bodily changes before your speech.
Push down on the arms of a chair for several seconds, and then relax.
Do A, B, or C.
When gesturing during your presentation:
A.
B.
C.
D.
23.
Read it the first couple of times.
Do not over practice.
Tape record or videotape the speech.
Do A, B, and C.
If you find you have too much nervous energy before a presentation:
A.
B.
C.
D.
22.
Point quickly to the item.
Use a flashing motion to identify the item.
Circle the item.
Do neither A, B, nor C.
When you practice your speech:
A.
B.
C.
D.
21.
Grays and Pinks
Grays and Browns
Browns and Pinks
Grays and Reds
When using a laser pointer, you should:
A.
B.
C.
D.
20.
The Smith's Speaking Organization recommends it.
The green highlighter appears gray when copied.
Green is the most notable color.
A, B, and C are true.
Signify the need for a break.
Signify the need for a change in your presentation.
Recommend to you to shorten your presentation.
Recommend to you to do A, B, or C.
Which of the following statements about audience questions is false?
A.
B.
C.
D.
Preface your answer with: That's a good question.
Watch the speaker's body language to pick up clues about how the person feels about the question.
Assume the audience will ask questions and give them time to do so.
Using appropriate body language helps encourage your audience to ask questions.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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Assessment Vehicle II – The Assigned Exercises and Journal Entries supports SSLO’s (objectives) mapped to
Communication (3.0) GLO’s (Goals).
3.1 and 3.2 Communication – Associates must practice effective communication techniques by applying the
principles of clearness, concreteness, correctness, conciseness, character, and courtesy to assigned business
writing exercises and journal entries that will be described in further detailed below.
The Assigned Exercises and Journal Entries are evaluated by the Faculty to assure that associates obtain the
ability to practice and apply the principles of effective business communication in the creation of the assigned
exercises and journal entries and all assigned components are addressed. The assignments are assessed for
readability, organization, overall appearance, and appropriate response to key issues.
Benchmarking Standard for Assessment Vehicle II:
Quantitative Assessment of Criteria:
Each component of the assessment vehicle is supported by a grading rubric (see attached). The faculty member
sets the rubric standards. Points are awarded based on these criteria:
Above Expectations
(100% – 90% of Points)
Meets Expectations
(89% – 80% of Points)
Below Expectations
(79% – 0% of Points)
Quantitative Prediction:
It is predicted that 80% of selected sample will meet or exceed expectations
Assessment Vehicle II:
GBA 7115 Students:
The purpose of this assignment is to provide an opportunity for students to practice and apply the
principles of effective business communication. These exercises ask students to determine the correct
logical order for business writing as well as to apply the principles of clearness, concreteness,
correctness, conciseness, character, and courtesy. The journal entries allow students to learn from their
experiences. Individuals who succeed in today's turbulent business environment are those who learn
quickly and apply that learning to unpredictable, rapidly occurring new situations. The guidelines for the
assignments are presented below.
Assigned Exercises
Chapter 2
Exercises Found Only on CD
Exercise A-Self Assessment
How Well Do You Know Your Writing Abilities?
Self-Assessment
Part 1
Yes
No
I Don’t Know!
1.I always keep my audience in mind when I write.
_____
_____
2. I have no problem with the basics: grammar, spelling, and punctuation.
_____
_____
_____
_____
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
74
3. I know the difference between active and passive writing.
_____
_____
_____
4. I choose simple words to communicate clearly.
_____
_____
_____
5. I make it a point to state clearly the specific purpose of my letters or memos.
_____
_____
_____
6. I recognize and avoid business clichés and jargon.
_____
_____
7. I ruthlessly edit everything I write.
_____
_____
8. I'm confident I can communicate persuasively.
_____
_____
_____
_____
_____
Part 2
1. What do you see as the three most important elements in effective business writing?
2. What do you do to further develop your writing skills?
3. How would you rank the writing skills of those who work with you? in your profession?
4. What tools or texts do you keep on hand when you write?
5. Do you agree spell-checkers have eliminated the need for close proofreading?
6. My specific writing strengths are:
7. My specific writing weaknesses are:
Part 3
Identify the problem/s with each of the following examples:
1. A seminar has been scheduled by Roebuck Associates for clients with an interest in business writing.
2. Each employee should come prepared to analyze both their strengths and their weaknesses.
3. The seminar will feature a general overview of the writing process, giving consideration to the questions and
concerns that have been expressed by individuals in regard to this timely issue.
4. The individuals who make up our office are truly one of a kind.
5. E-mail message: Send Janice Johnston file before meeting.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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Part 4
Directions: The following advertisement contains many errors. See how many you can find. Circle or mark all
errors.
--------------------------------------------------------------------------------------------------------------------------------Effective Business Writing
Writing For Increased Productivity
Effective Business Writing Can Help You...
Save your company !
Protect your reputation!
Enhance your image!
Effective writing is essential to effective businesses'
In this day and age, pooly written letters are an embarrasment. Protect your company and give your employees
selfconfidence in his skills. A business writing refresher is an important part of a training program. You can update skills and enhance your companys' image in these highly competitive times.
Effective Business Writing presents. . .
differences in business writing styles from academic and social writing.
grammar rules you want to know.
grammar errors commonly made.
the 7 C's of effective business writing.
Come spend a few hours practicing the correct and up-to-date business writing style of the '90s. Permit me to say
that with the seminar is an attractive manual you can take with you for continual on the job reference.
--------------------------------------------------------------------------------------------------------------------------------Additional Information
Just for Fun
The following 14 tips on better writing were published by the "High School Editor," the official organ of the South
Dakota High School Press. The tips may be amusing, but each also has an important message.
Each pronoun agrees with their antecedent.
Just between you and I, case is important.
Verbs has to agree with their subjects.
Don't use no double negatives.
A writer mustn't shift your point of view.
When dangling, don't use participles.
Join clauses good, like a conjunction should.
Don't write a run-on sentence you got to punctuate it.
About sentence fragments.
In letters themes reports articles new stories and stuff like that we use commas to keep a string of items apart.
Don't use comas, which aren't necessary.
Its important to use apostrophe's right.
Don't abbrev.
Check to see if you any words out.
Another One!
Avoid alliteration. Always.
Prepositions are not words to end sentences with.
Avoid clichés like the plague. (They're old hat.)
Employ the vernacular.
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76
Eschew ampersands & abbreviations, etc.
Parenthetical remarks (however relevant) are unnecessary.
It is wrong to ever split an infinitive.
Contractions aren't necessary.
Foreign words and phrases are not apropos.
One should never generalize.
Eliminate quotations. As Ralph Waldo Emerson once said: "I hate quotations. Tell me what you know."
Comparisons are as bad as clichés
Helpful Websites
Using the Article (A, An, The) in English:
http://www.allaboutcommunication.com/EnglArticle.html
Editing and Revision Tips:
http://www.nutsandboltsguide.com/topten/html
http://www.better-english.com/exerciselist.html
Writing an Effective Document:
http://www.allaboutcommunication.com/WritingGetStarted.html
http://www.allaboutcommunication.com/Writing30MinMemo.html
Exercises and Assignment Options Found in Text
Exercise 1-Logical Order
Directions: For each sentence, identify the correct logical order: priority, reverse priority, chronological, reverse
chronological, comparison, contrast, or spatial.
1. You must prepare a status report to account for daily activities.
2. You examine how three companies solved the same problem.
3. You must write a report to discuss your department’s major projects.
4. You develop a set of instructions for an on-the-job training manual.
5. You attended a meeting representing your boss, and you are now writing a memo to your boss about what
happened.
6. You evaluate a new employee relations program just before implementation.
7. You must find out why policy manuals are not being read and recommend some changes.
8. You examined two pieces of equipment and must determine which one will cost less to operate.
Exercise 2-Clearness
Directions: Applying the principles of clearness discussed in the chapter, make the following statements clearer.
NOT CLEAR: Security personnel need not detain packages when the claimant
presents a green pass signed by the manager.
CLEAR:
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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NOT CLEAR: We are appreciably cognizant of your esteemed order for ten dozen computer diskettes.
CLEAR:
NOT CLEAR: Illumination is required to be extinguished on these premises after nightfall.
CLEAR:
NOT CLEAR: I acknowledge receipt of your letter and I beg to thank you.
CLEAR:
NOT CLEAR: My thinking has evolved to the significant point where a concept has emerged.
CLEAR:
NOT CLEAR: Our facilitator will interface with the new employees.
CLEAR:
Exercise 3-Concreteness
Directions: Applying the principles of concreteness, make the following ineffective sentences effective.
INEFFECTIVE: Your passbook savings account will earn the highest possible interest.
EFFECTIVE:
INEFFECTIVE: The majority of our shareholders voted for the new plan.
EFFECTIVE:
INEFFECTIVE: You failed to enclose a check with your order; therefore, it is impossible to send you the
merchandise.
EFFECTIVE:
INEFFECTIVE: There can be no exceptions to this policy.
EFFECTIVE:
INEFFECTIVE: The salesman made $10,000 in commissions in one day.
EFFECTIVE:
INEFFECTIVE: The typical businessperson spends four hours each day in meetings.
EFFECTIVE:
Exercise 4-Correctness
Directions: Applying the principles of correctness, improve the following incorrect sentences.
INCORRECT: Smelling of liquor, the policeman arrested the driver.
CORRECT:
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INCORRECT: The purposes of the meeting was: (1) to communicate personnel policies; (2) encouragement of
participation in in-service training programs; and (3) introducing several new employees.
CORRECT:
INCORRECT: The report was intended for Fred and I, not for John and Susan.
CORRECT:
INCORRECT: A $35 price discounted by 10% is $3.50
CORRECT:
INCORRECT: A refund will be sent to you.
CORRECT:
INCORRECT: It was both a long meeting and very tedious.
CORRECT:
INCORRECT: Business used to be taught by the textbook method, while today the practical experience method is
used.
CORRECT:
INCORRECT: When the ship arrives, you must take two steps: (1) Telephone the Customs House broker
immediately. (2) The other is to alert the Missouri factory.
CORRECT:
Exercise 5-Correct Spelling
Directions: Place a check mark in the blank before the correctly spelled word in each pair.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
arrangment
maladjusted
temperament
questionaire
acommodate
jepardy
precede
disimilar
inadvertent
mediocer
reluctent
prevalent
irresistible
strategy
jubilent
emminent
iradicate
deficit
remeniscent
debatable
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
arrangement
malajusted
temperment
questionnaire
accommodate
jeopardy
_____ preceed
_____ dissimilar
inadvertant
mediocre
_____ reluctant
prevelant
irresistable
stratagy
jubilant
eminent
_____ eradicate
defecit
reminiscent
debateable
Exercise 6-Conciseness
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
79
Directions: Applying the concepts of conciseness discussed in the chapter, improve the following sentences.
NOT CONCISE: The two cars were exactly identical.
CONCISE:
NOT CONCISE: With the extension of the scheduled date, there exists the possibility that the Marketing
Department may exceed staffing limitations.
CONCISE:
NOT CONCISE: It would be my recommendation that we request a firm completion date for this project.
CONCISE:
NOT CONCISE: It is of utmost importance that these reports be printed.
CONCISE:
NOT CONCISE: I spoke with MIS, and they informed me that there will be no problem completing the special runs
by Friday.
CONCISE:
NOT CONCISE: Thank you very much for the very thoughtful gift.
CONCISE:
NOT CONCISE: There was a general difficulty in printing from the PC software packages because we were not
using a standard PC printer. Still, it was the consensus of all present that the packages were superior to our current
software.
CONCISE:
NOT CONCISE: We are not in a position to comment on this job you contemplate or in a position to assist you in
drawing up your resume, but it is our opinion that your professor would be in a position to provide an answer to
these questions.
CONCISE:
NOT CONCISE: A more or less obvious type of pattern among those stores with declining volume of sales is a
nature to indicate need for some kind of refresher course for each of the managers with this type of sales trend.
CONCISE:
NOT CONCISE: Subsequent to the time of the governmental survey of forests apparently under condition of state
ownership through cession of one kind or another, the land office found fifty of the titles of a questionable nature
with the consequence of mandatory negotiations and purchases on an individual basis from one hundred heirs.
CONCISE:
Exercise 7-Courtesy
Directions: Improve the following sentences using the principles of courtesy.
INEFFECTIVE: We didn’t receive a check.
EFFECTIVE:
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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INEFFECTIVE: Employees who are late three days with no excused reason will be dismissed.
EFFECTIVE:
INEFFECTIVE: We’ve mailed a check.
EFFECTIVE:
INEFFECTIVE: Our savings accounts pay 6 percent interest.
EFFECTIVE:
INEFFECTIVE: I want to express my appreciation.
EFFECTIVE:
INEFFECTIVE: We have in stock a wide selection of fabrics.
EFFECTIVE:
INEFFECTIVE: We are pleased to announce our new 800 customer service telephone number.
EFFECTIVE:
INEFFECTIVE: To help us improve our production schedule, we would appreciate your placing your orders two
weeks in advance of the date that you need the merchandise.
EFFECTIVE:
INEFFECTIVE: You failed to submit your receipts for your travel expenses; consequently, we cannot process your
request for travel reimbursement.
EFFECTIVE:
INEFFECTIVE: If in the future you will address your inquiries to this office instead of the Atlanta office, you will not
experience the delays about which you complained.
EFFECTIVE:
Exercise 8-Usage
Directions: Read each item below and circle or fill in the correct answer.
1.The __________ of studying can be to __________ your grades in college.
a. affect/effect
b. effect/effect
c. effect/affect
d. affect/affect
2. Circle the letter of the correct sentence.
a. The president pledges not to raise taxes, which would be harmful to the economy.
b. The president pledges not to raise taxes that would be harmful to the economy.
3. Choose the correct sentence.
a. Was 23 July 20XX the date of the basketball game?
b. On July 23, 20XX I graduated from college.
c. On July 23, 20XX, I’m leaving to go to Florida.
4. Choose the correct phrase.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
81
a. An historic date.
b. A historic date.
5. The boss can _______________ all the files _______________ the ones we mailed today.
a. except/except
b. accept/except
c. accept/accept
d. except/accept
6. I would _______________ you to follow the _______________ of your professor.
a. advice/advise
b. advise/advice
c. advise/advise
d. advice/advice
7. We were _______________ to leave when Mrs. Williams asked us if we had _______________
given a copy of the schedule.
a. all ready/already
b. already/already
c. all ready/all ready
d. already/all ready
been
8. Complete each sentence using either capitol or capital.
a. Atlanta is the _______________ of Georgia.
b. The company tried to raise enough _______________ to buy new computers.
c. The first word in a sentence should begin with a _______________ letter.
Exercise 9-Character
Directions: Apply the 7 Cs of effective business writing to this letter. Then write a better letter.
Dear Sir:
We have at hand your recent letter in which you make request for delivery of merchandise that you ordered. We are
more than willing to help you in said matter, but your order—if we received it—is buried in the depth of our new
computer. In order to assist us we would desire some additional information than that contained therein in your
letter of December 1, mentioned above (copy of which is enclosed for your convenience), secondly, the manner in
which your order was submitted by you to us, and the name of the salesperson, agent, or other individual who
received your order. As soon as we receive your letter we will investigate same. Address undersigned as indicated
hereunder in the Adjustment Department. Hoping and trusting that this meets with your approval and assuring you
of our earnest desire to be of service to you at all times, we remain.
Yours very truly,
Exercise 10-Debate
These exercises were provided by Sana Reynolds, Associate Professor: Management Communication, Stern School
of Business, New York University,40 West Fourth Street, Suite 202C, New York, New York 10012-1118, Telephone:
212-998-0091 (business), Facsimile: 212-995-4213,E-Mail: sreynold@stern.nyu.edu
Directions: This activity will require our class to debate whether others should adapt to the American way or we, as
Americans, should adapt to their way. Come prepared to debate either side of this issue to increase sensitivity to
issues of acculturation and ethnocentricity.
Team Exercise 11-Cultural Values Revealed in Everyday Activities
Directions: This exercise increases your awareness of cultural differences by understanding how cultural values
are revealed in mundane, repetitive actions. You are asked to describe a typical day from waking until bedtime.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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Then you will analyze and write how cultural values govern your actions? Bring your thoughts to class to share
with your team members.
Action
Value
Brush teeth, take
shower, apply
deodorant
Personal odors are
considered offensive in the
United States.
Put on Jeans and t-shirt
Personal comfort and
informality are prized.
Team Exercise 12-The Mystery of Cultural Behaviors
Directions: This exercise allows you to share knowledge already owned by your team and to develop a class
dynamic where questions and dialogue are handled respectfully. Each team member should think of examples of a
cultural behavior that he or she does not understand that have caused misunderstanding. Ask teams to discuss the
behaviors to see if they can arrive at an explanation. Come to class prepared to discuss your team’s thoughts with
the other teams in the class.
Assignment Options
Option 1-International Interview
Directions: Find a businessperson who communicates internationally, in writing, as part of his or her job. Interview
that person about the following topics.
A.
whom do you communicate? What is the
What international business writing do you do? With
context? What is the mode? What is the message?
B.
writing? What are the advantages and
business communication is international?
How much of your business communication is in
disadvantages of writing? How much of your
How has the amount of international business writing
in your job changed?
C.
successful international business writer?
What strategies have you used to become a more
D.
more successful international business writer?
What stages have you gone through in becoming a
What have you learned along the way?
E.
communication is conducted in different cultures?
for your business writing?
What variations have you found in the way
What have been the implications of those variations
F.
balance individual and collective interests in
differences? In the way people deal with
variations for your business writing?
What variations have you found in the way people
different cultures? In the way people deal with gender
authority? What have been the implications of those
G.
people to change in different cultures? In how
time? What have been the implications of
What variations have you found in what causes
people feel about change? In how people think about
those variations for your business writing?
Option 2-Team Panel Presentation
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
83
This assignment was provided by Sana Reynolds,Associate Professor: Management Communication, Stern
School of Business, New York University,40 West Fourth Street, Suite 202C, New York, New York 100121118,Telephone: 212-998-0091 (business), Facsimile: 212-995-4213,E-Mail: sreynold@stern.nyu.edu
Directions: Your team will present a panel discussion that will be videotaped. This panel presentation will empower
you to learn more about a culture(s) from a business perspective and to anchor the knowledge you acquire by
sharing information with the class. Panels should present useful (rather than merely theoretical) information in an
organized manner using concrete examples.
Below you will find some suggestions for this presentation. Once your team has chosen its topic, please inform
your professor. You may come up with your own topic, but you should seek approval from your professor before
preparing your presentation.
¾
How does the concept of management differ from culture to culture? What do these differences mean?
How do they play out in the way business is conducted, in relationships with clients, in interaction with
managers and co-workers? Support your presentation with concrete examples.
¾
Strategies for negotiation vary from culture to culture. Select and discuss, using examples, the negotiation
strategies used by two or three countries.
¾
You are a team of outside consultants working with a company that would like to expand internationally.
(You select both the company and the country.) The management of the company has little background or
knowledge of intercultural communication or international business. What does the company need to know
about that country’s economic system, history, religion, core values, culture, business practices,
communication patterns, to conduct business successfully? Prepare a presentation to brief company
management.
¾
Roger Axtell in Do’s and Taboos of Doing Business Around the World, Robert Moran in Managing Cultural
Differences, and others have identified a number of translating problems in marketing/advertising
campaigns. Some examples:
o
General Motors failed to market the “Nova” automobile in Latin America because “no va” means
“doesn’t go” in Spanish.
o
Pepsi’s “Come alive with Pepsi” was translated in Taiwan as “Pepsi brings your ancestors back
from the grave.”
o
The advertising campaign used by Electrolux, the Swedish vacuum manufacturer, failed in the US.
The slogan used in Europe was “Nothing sucks like Electrolux.”
o
Sales of Big Macs and Coke plummeted during the 1994 World Cup when both McDonald’s and
Coca-Cola reprinted the Saudi flag including the quote from the Koran – “There is no God but
Allah, and Mohammed was his prophet.” Muslims were appalled that those (sacred to them) words
would be used to sell a product or be put on something that is thrown away.
Think of a product you would like to sell, distribute, or represent internationally. How would you alter your marketing
approach or advertising campaign to succeed in a given country/culture?
Journal Entries
Given that reflective skills are required by the marketplace and that the new assurance of learning standards for
AACSB (the accrediting body for colleges of business) include reflective thinking skills (website, p. 18), journal
entries will help students develop their reflection skills. The students will experience the three stages of reflection
through journaling. The wander stage encourages individuals to think, write, or talk in unstructured, free-flowing
ways. This stage allows individuals to follow ideas wherever they lead. The learning process calls for enforcement
of these ideas by recording them in journals or sharing them by talking informally with one or more individuals in
open-ended group discussions. The second stage (capture) begins the process of making sense out of the
learning that has just occurred during the wander phase. Students will use monthly learning summary entries to list
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
84
their insights and the implication of those insights for action so that they can extract lessons learned. The third
stage (share) requires individuals to reformulate the wording of their insights in order to more effectively
communicate them to others and to facilitate feedback. The share stage will ask the students to share certain
entries with other team members or their coaches.
Personal and Professional Journal
Throughout this program, you will keep a Personal and Professional Journal. Some of the entries will be
assignments, e.g. the one you did about your Personal Mission Statement. The journal is a formal methodology for
doing reflection. Using written language, you will better understand your experiences and frustrations in the
development of and perfecting of your skills. You serve as the audience for your writing. In these assignments,
only the process of writing matters, not the finished product.
Keeping a journal allows you to use your writing as a discovery procedure. Your journal can help you to learn
something better, to understand concepts and experiences more fully, to clarify what you think, to decide if you
want to influence anyone in any way and how to do it, to assess your own participation at work and at school, to
learn what you really do believe, to plan your course of actions, and to set goals for yourself as a communicator. It
is a place for critical thinking applied to your life and work.
As discussed in Chapter 10 on page 352 of Quinn's Becoming a Master Manager, a journal allows you to learn
about yourself by providing a written record of your behaviors and thoughts over time. You will be able to review
your accomplishments and determine how you have progressed in your skill development.
The professors and your Personal Coach serve as a secondary audience and have several reasons for "reading
over your shoulder." First, your journal allows the faculty to assess the competence of your written language as a
tool in exploring the experience. Second, your journal helps the faculty and your Coach better understand how to
assist the development of your interpersonal and group skills. Third, your journal gives them better perspective of
your skill development. Please note, your confidentiality in writing the journal will always be protected, in no
case will anything in your journal ever be revealed to any one without your permission.
Entries can discuss what you learned in class, your learning space interactions, your readings, feelings related to
class activities, your skill development, and information about your team. You can report results of application
exercises or attempts you make to improve different skills.
Your journal should be a place where you can record insights and experiences contributing to your skill
competency. You should include new knowledge, not trivial events. Remember you write to investigate your own
interaction for your own purposes. Do not plan and organize as you would if the writing were designed for others.
Think about your experiences, then just sit down, and write. Let your thoughts flow, as they will.
The journal should be a first draft with only the changes you make during the writing itself. You can spell check
your work, but do not revise your writing. If you change your mind, just continue to write according to the new idea.
After drafting, do read your manuscript over but do not to correct it, but to learn from it.
Learning from Past Associates
This assignment will aid your development in becoming a Master Manager and Leader. Past students offer the
following insights to enhance this learning experience:
"The journal acts as a recorder. It allows you to document your thoughts, actions, and plans. It serves as a
reminder to put your goals back into focus and show your progress."
"The journal rewards the student by noting his or her accomplishments and successes in the journey of skill
development."
"I can not overstress the importance of making daily journal entries. These entries provide the foundation of
the Action Plan." "In the beginning, I did not take the journal seriously, and thus later had problems writing
my Action Plan".
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
85
"Individuals must realize they must dedicate the time and energy to this assignment to receive any value.
The old saying: 'What you get out of something depends on what you put into it.' definitely applies to this
assignment."
"In the beginning, I questioned the value of such an assignment. Now I realize what great learning potential
it offers." "Let the journal be your venting tool and your bench marker. I encourage students to have fun with
the journal."
Learning from Experience through Reflection
The following ideas are adapted from The Reflection Handbook: Guidelines for Leveraging Learning From
Challenging Work Experiences by Marilyn Wood Daudelin.
In today's fast-changing environment, the ability to learn from one's experiences is a critical skill. Learning from
experience is often thought to involve a four-step cycle: experiencing, reflecting, developing new understanding,
and putting that understanding into action. It is the reflection step of learning from experience that is the focus
here.
When we engage in reflection, we take an experience from the outside world, bring it inside our minds, turn it over,
and make connections to other experiences. Reflection is the process of stepping back from an experience to
ponder, carefully and persistently, its meaning to the self through the development of inferences.
Journals are among the most powerful tools for surfacing learning from challenging experiences. They provide
opportunities to explore thoughts you might never say aloud and which therefore could be lost. A journal can be a
place to explore ideas and insights about an experience. A journal can help you improve your ability to take in
many perspectives and develop fuller, more vivid pictures of your experiences and thinking.
The journal is not intended to contain deeply personal thoughts. Instead, use the journal to gain better
understanding of your experiences and to make connections to things in your life. Explore areas that intrigue and
excite you. Discuss any questions that your reflection raises. What mysteries have you uncovered that you might
want to explore further? Do not use the journal simply to chronicle events, describe a situation, state your opinions,
or as a forum for writing about what you already know; use it to enhance your learning and understanding by
exploring events, situations, opinions, and current knowledge. The best journals are focused, reflective, personally
relevant, result in new insights, and discuss how those insights can be put into action.
Although the power of writing journals comes from freely following ideas, sometimes a bit of structure helps to start
the flow. Faced with a blank piece of paper and no immediate thoughts, those unused to the journal writing
process will probably feel uncomfortable. This is where the basic elements of reflection can help. A provocative
question, some suggested categories to consider, or a sequence to follow can help a hesitant writer begin.
Follow these guidelines:
9
Capture insights as they occur.
9
Push beyond surface evaluation. Journals provide opportunities to question initial reactions, to explore
alternative interpretations, and to probe more deeply into feelings and thoughts.
9
Adopt a spirit of inquiry. Approach the process as one of discovery and go where the journey takes you.
Do not try to force ideas into meaningful patterns. Let go of the need to defend a view or an idea.
9
Reread what you have written. You may discover patterns in your thinking or emotions that can be
explored in new journal entries. Ideas or events recorded at one point in time may acquire new meaning
when reread.
9
Learn to recognize emerging learning. If you find yourself uncomfortable, angry, or reluctant to explore a
topic, this may be an indication of important learning. Rather than avoiding the issue, ask yourself what the
reaction means. Explore how your reactions are affecting your effectiveness and learning. Adopt a
posture of inquiry and pursue it.
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9
Allow contradictions to occur. You may find that a new entry directly contradicts an earlier one. Record
them both, and then explore the apparent paradox from a position of "both/and" rather than "either/or."
9
Search for underlying assumptions, values or beliefs. Journal writers often uncover new insights about
basic values or beliefs that seem to govern a series of actions or reactions. Explore them and their
implications.
9
Observe the process. If you find yourself thinking that this activity is silly, that what you have just written is
powerful, or you do not feel like writing today put it down and explore it.
9
Try to make connections between what you are learning and your life experiences. It is often helpful to
think about ways that concepts and/or ideas can be applied to past experiences.
9
Use your idle time (e.g. taking a shower, commuting, waiting for the web) to think about something you
have found interesting or perplexing.
9
Trust that you will discover relevant information. If you believe this activity has value, it will.
Learning from the Center on Creative Leadership
Research at the Center for Creative Leadership offers evidence of the important role that systematic reflection can
play in the process of learning and growth. It also suggests that the regular use of some form of learning journal
can greatly enhance a person's ability and willingness to engage in meaningful reflection.
Most of us have had the experience of looking back at a powerful event that triggered major learning and potent
lessons for living in our lives. CCL research suggests that people are most likely to examine and learn from such
experiences retrospectively, that is, after some passage of time. Perhaps that is because we find it easier to reflect
in honest and productive ways when we are removed from the demands and stress that often are associated with
the here and now of important experiences. CCL research also suggest that those people who have been
identified as being most effective in terms of their ability to learn from experience, their facility for coping with stress
and transitions, and their skill at taking charge of their own growth and development; are typically more likely to
have more effective systems for "learning in real time." That is to say, they are more likely to have created both
time and systems for reflecting regularly on how and how effectively they are learning from their ongoing
experiences both at work and at home.
The act of engaging in on-line continuous reflection might best be described as "catching oneself in the act of
learning." The journal can provide a very useful fool for making reflection happen and helping the learning process
come to live. Maintaining a journal provides a proven means for examining the strategies, thoughts, successes,
pitfalls, and stresses that often accompany our learning process of professional development. It can help you
clarify what is and is not working, and what might need modification to enhance your chances of success.
Like any new and different activity that requires time and energy, you will need to work it into your routine. If you do
not make time for the journal activity, it simply is not likely to happen. Most people describe their initial journaling
efforts as uncomfortable and difficult. Therefore, it is important in the beginning to fight through the desire to set the
journal aside and give it up. Try to allow 10 to 15 minutes to reflect on what you have accomplished each day and
more importantly how you have accomplished it. While you may not make an actual entry each day, you should at
least schedule a few moments of concentrated reflection. Try to set aside a larger block of time, perhaps 20 to 30
minutes every 10 days to look over your cumulative record. Your objective in these expanded sessions should be
to search out patterns and record your progress to date. It is a good time to examine your long-term objectives in
light of your progress and to map out a revised learning strategy. Remember that it is human nature to resist make
a change.
Some General Guidance
9
Create a Lens for Self Reflection. (Use feedback that you have received from assessments as well as
360-degree instruments.)
9
Establish a Routine.
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9
Periodically Reflect on Your Reflections.
9
Use Other People as Sounding Boards and Sources of Support.
9
Focus Your Journal Entries Around Evolving Patterns of Learning Process.
List of Questions to Ponder
9
What did I learn today? What can I take away from the events that I encountered?
9
What major learning events are operating at work? In my outside life?
9
Where am I directing most of my learning attention and energy?
9
What issues are not getting attention? What am I avoiding? Why?
9
What are the factors determining which problems and challenges I am attending to? (e.g. personal
choice, pressure from or priorities of others, available information, anxiety, and/or stress, likelihood of
success or failure)
9
What have I learned that is new? What can I do now that I could not do before?
9
What information am I using to make decisions or develop strategies? How was that information
obtained? (e.g. other people, reading, classroom, data search, chance)
9
How am I categorizing and using information?
9
What goals have I set? (short-term, medium, long-range)
9
How is my stress level at work? at home? at school?
9
What does my current coping pattern look like? Does confronting the stressors or avoiding them drive
my strategies? What might work better?
9
What behaviors might I adopt to try to be more adaptive? Whose support might be most beneficial at
work? Outside of work?
The assignments for your journal are to be found in the schedule for the entire length of the program. Remember
that these are only the “required” entries. You are encouraged to do at least one “wandering” entry each month
[see the article “Through the Looking Glass” for a deeper understanding of this term]. Wandering entries may be
about anything from something you pick up from class to something happening at work or at home.
Grading Matrix:
The faculty in grading the Assigned Exercises and Journal Entries uses the following matrix:
Assigned Exercises and Journal Entries (100 points)
This is an individual assignment making up 10% of your Module GBA 7115 grade.
Each question (found above in the assigned exercises and journal entries description is worth equal points for a
total of 100.
Assessment Vehicle III – The Quality of Feedback supports SSLO’s (objectives) mapped to Communication (3.0)
GLO’s (Goals).
3.2 and 3.3 Communication – Associates must create effective interpersonal relationships through
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organizing and influencing people to achieve desired individual and organizational outcomes by practicing effective
communication techniques in the completion of their Peer Feedback. The feedback is then evaluated for quality in
applying the BET/ERASER technique. Team members must demonstrate:
• Listening skills
• Verbal communication skills
• Writing skills
• The ability to create consensus
The Quality of Feedback is evaluated by the Faculty.
Benchmarking Standard for Assessment Vehicle III:
Quantitative Assessment of Criteria:
Each component of the assessment vehicle is supported by a grading rubric (see attached). The faculty member
sets the rubric standards. Points are awarded based on these criteria:
Above Expectations
(100% – 90% of Points)
Meets Expectations
(89% – 80% of Points)
Below Expectations
(79% – 0% of Points)
Quantitative Prediction:
It is predicted that 80% of selected sample will meet or exceed expectations
Assessment vehicle applied in latter half of last semester.
Assessment Vehicle III:
GBA 7115 Students:
The purpose of this assignment is to learn and realize the importance of being able to give and receive
feedback as a critical skill for all individuals. Students are required to provide 80 percent BET (Behavior,
Effect on the team or organization, Thank you) to their team members at the end of each semester. In
addition, they are also required to provide 20 percent ERASER (Exact Behavior, Result, Awareness of
feelings, Switch to new behavior, Expectations for new behavior, Reward for doing so). Faculty then
assess how well the students use the feedback models where providing feedback to their peers. The
guidelines for the assignment are presented below.
Observing and Evaluating Team Members' Contributions
Providing Quality Feedback
To successfully manage your team's performance, each team member must be prepared to provide helpful and
accurate feedback to other team members. You will find it helpful to keep regular notes on the performance of your
peers to refer to when providing feedback. Relying on your memory will probably not work. Notes should include
examples of actual behaviors, positive as well as negative, and the effects the behaviors have on you and the
team. The more specific you can be the better.
When you keep notes, you are not trying to create a secret log to spring on a particular teammate, but rather to use
as an aid to providing quality feedback that is accurate and constructive. The quality of your notes will have a direct
impact on the effectiveness of the feedback you are able to give.
Providing performance feedback is a serious and important process for both you and your team. If a person is not
meeting expectations, feedback should be given immediately, do not wait until the end of the semester. In an ideal
world, no one should be surprised by any of the feedback given during a formal performance review.
Giving feedback, either positive or negative, can be difficult. If you realize the feedback is intended to help you, that
it can improve your performance, you will find it easier to receive. Receiving feedback allows you to see things
about yourself that you could not see in any other way. In illuminating your blind spots, you will be able to correct
behaviors that may inhibit your growth. Constructive feedback is an important gift. Every time you use it wisely,
you will have taken another step in your professional development.
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Because we believe in the importance of providing quality feedback, 5% of your final grade for 7005 comes from
the feedback you give to your teammates. When we evaluate your feedback, we will use the following checklist to
help us determine the quality of your feedback.
Grading Matrix:
The faculty in grading the Quality of Feedback uses the following matrix:
Quality of Feedback (100 points)
This is an individual assignment making up 10% of your Module GBA 7115 grade.
The following scale will be used to evaluate how effectively you give descriptive feedback using the models and
guidelines we have given to you.
Total Points Earned______________
Grading Scale for Part 1
High Quality
30
25
Needs Improvement
20
15
10
5
_____
Did you follow BET method in giving positive feedback? Did you provide 80 percent BET feedback
to each team member on both intellectual and maintenance contribution?
Behavior
Exact, Specific, and Detailed
Are your feedback observations specific? Did you state exactly who did what, when, where, and why? If
appropriate, did you give a detailed but brief step-by step replay of exactly what you observed or heard? Did you
give recent examples of what the individual did? Did you paint an observable picture?
Did you describe a situation so the receiver can see a picture of what you
disinterested observer watching the situation?
Is the feedback clear, detailed, accurate, and unambiguous?
saw, as if you were a
Are your feedback observations exact and not stated in generalizations? Did you avoid the tendency to
exaggerate behavior that bothers you by
using all or nothing expressions such as "never," "always" and
"every time." To describe behavior accurately, you need to be
exact by using phrases such as "three times this month" "every day
this week," "sometimes," "often," or "occasionally."
“When you . . .”
Effect on Organization/Team
Concrete Result of that Behavior
“The effects are . . .”
Thank You
_____
Did you follow the ERASER method for giving constructive feedback? Did you provide 20 percent
ERASER feedback for each team member on both intellectual and maintenance contribution?
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Exact Behavior
Describe the offensive behavior in exact, observable terms, as it exists now. For example: “You were late to five
of our six team meetings.”
Are your feedback observations specific? Did you state exactly who did what, when, where, and why? If
appropriate, did you give a detailed but brief step-by step replay of exactly what you observed or heard?
Did you give recent examples of what the individual did? Did you paint an observable picture?
Did you describe a situation so the receiver can see a picture of what you
disinterested observer watching the situation?
Is the feedback clear, detailed, accurate, and unambiguous?
saw, as if you were a
Are your feedback observations exact and not stated in generalizations? Did you avoid the tendency to
exaggerate behavior that bothers you by
using all or nothing expressions such as "never," "always" and
"every time." To describe behavior accurately, you need to be
exact by using phrases such as "three times this month" "every day
this week," "sometimes," "often," or "occasionally."
Result
State the concrete result of that behavior. What happens because the
Individual does or does not do something? For example: “When you are not on time to our meeting, we have
to wait until you arrive and that causes our meetings to run late.”
Did you describe the impact of the behavior on you and/or the team?
Often people do not understand feedback for improvement until
they understand the impact of their specific behavior on others.
Aware
Create awareness. When appropriate, state how you feel in response to their behavior. Describe the feelings you
experience as a result of the behavior. Be specific in sharing how you feel. Remember that statements that begin
with “I feel that . . . or I feel like . . .” are statements of thoughts not feelings. For example: “When you are late to
our meetings, I feel anxious that the team will not be able to accomplish its objectives.”
Switch
Pause [when in person].
Solicit input.
Ask them to switch. Recommend and describe the behavior you
would like to see occurring in place of the current offensive
behavior. For example: "I would like to see you come to our meetings on time.”
Did you offer suggestions for alternative behaviors and indicate how
your suggestion would improve the person’s and team’s
performance?
Expectations
Give the individual a specific number of times or a time frame in which you would like them to change or modify
their behavior. For example: “I would like to see you arrive on time the next three weeks for our meetings.”
“I would like to see you contribute your ideas during the next two discussions of Capstone.”
Clarify your expectations.
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Get agreement and commitment for future.
Recognition [Think of other creative ways to encourage each other to change behavior or punish for not
changing the behavior.]
Give the individual an acknowledgement for modifying or changing his or her behavior. With team members, you
may affirm the change they make and indicate how it affects you and the team in a positive way.
Grading Scale for Part 2
High Quality
10
_____
9
8
Needs Improvement
7
6
5
4
3
2
1
Did you avoid using judgmental words whether positive or negative? Did you describe the behavior
without using labels such as: bright, excellent, good, defensive, immature, unprofessional,
irresponsible, and prejudiced?
When people discuss behavior that offends them, they are prone to use judgmental words such as "sloppy," "lazy,"
"inconsiderate," or "stupid." These words not only judge a person's behavior, they are frequently used to make
judgments about a person's character traits. Because they tend to put down a person and imply he or she is
wrong, they are
aggressive rather than assertive. They usually trigger defensive or
guilty feelings. In addition, they give little or no information that can
help the receiver identify specific behavior that will be acceptable to
you.
_____
Is your feedback addressed to the individual in a personal way, e.g. by name? For example, “Joe,
when you summarize all the cases and share your summary, you help keep the meeting
focused and on task. Thank you.” Feedback that sounds like it is a clinical report fosters
defensiveness. Addressing people by name and indicating that you have an investment in them
helps them to be more open to receiving feedback for improvement.
_____
Do you speak for yourself? Did you avoid referring to absent, anonymous
people, e.g. using phrases such as "A lot of the team doesn't like it when. . .”? Each team
member should learn to speak for himself or herself. Did you use "I" statements instead of "you"
statements? For example, "I appreciate your coming to our meetings on time." versus "You
are very prompt for our meetings." This guideline is one of the most important. People
become defensive around "you" statements and are less likely to hear or understand what is being
said. "I" messages create an adult/peer relationship. People are more likely to remain open to a
message when an "I" statement is used. "I" statements implies "I think we have an issue we must
resolve together." The "I" statement allows the receiver to see what effect the behavior has on the
person giving the feedback. Use "I" statements so the effectiveness of the comments is not lost.
_____
Did your feedback address behavior, not attitudes? Behavior is
objective while attitudes are subjective. For example you might state,
“Patty has a positive attitude.” Instead of stating that attitude, what
behavior have you observed that allowed you to draw the conclusion
that Patty has a positive attitude?
Assessment Vehicle IV – The Lucy Fabrics Case supports SSLO’s (objectives) mapped to Collaboration (1.0),
Communication (3.0), and Strategy (9.0) GLO’s (Goals).
1.3 Collaboration – Associates must apply the appropriate collaborative techniques within various
organizational environments through the use of teamwork to collaboratively write a memo expressing bad news to
the Lucy Fabrics company’s employees.
The Lucy Fabrics Case is evaluated by the Faculty to ensure collaborative efforts throughout the assignment in
achieving the overall goal preparing the most appropriate and effective “bad news” memo.
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3.2 Communication – Associates must practice effective communication techniques by selecting and using
appropriate organizational communication skills and channels on how best to communicate this "bad news"
situation to their audience.
The Lucy Fabrics Case is evaluated by the Faculty to assure that associates ascertain the ability to practice and
apply the principles of effective business communication in the creation of a “bad news” memo that will allow them
to use critical thinking skills to analyze a case and to determine a communication strategy. The assignment is
assessed for readability, organization, overall appearance, and appropriate response to key issues.
9.1 Strategy – Associates must demonstrate the ability to formulate a communication strategy in preparing to
present bad news as outlined in the case.
The Lucy Fabrics Case is evaluated by the Faculty for its ability to focus the team on the assignment’s purpose as
well as their ability to adapt to alternative situations in selecting the most appropriate communication strategy and
method of communication when delivering bad news.
Benchmarking Standard for Assessment Vehicle IV:
Quantitative Assessment of Criteria:
Each component of the assessment vehicle is supported by a grading rubric (see attached). The faculty member
sets the rubric standards. Points are awarded based on these criteria:
Above Expectations
(100% – 90% of Points)
Meets Expectations
(89% – 80% of Points)
Below Expectations
(79% – 0% of Points)
Quantitative Prediction:
It is predicted that 80% of selected sample will meet or exceed expectations
Assessment Vehicle IV:
GBA 7115 Students:
The purpose of this assignment is to use critical thinking skills to analyze a case and to determine a
communication strategy. As a team, they will discuss how best to communicate this "bad news" situation
to their audience. At the conclusion of their discussion, they will then collaboratively write a memo to the
employees of Lucy Fabrics. The guidelines for the assignment are presented below.
Case Study: Lucy Fabrics
Lucy Fabrics, Inc., a textile mill in Superville, Georgia, has been owned by four different companies in the past 14
years. Ralph Hampton has been general manager for the last four years under the most recent ownership of World
Corporation. World bought the plant to manufacture automotive and specialty household fabrics.
The plant has seen hard times since the new owners took over. In fact, the parent company has had to put about
$10,000 a month into the plant to keep it going. Only since January (it is now late June) has the operation begun to
show a small profit. Hampton's present fear is that his 341 workers will want a share of this profit in the form of a
pay raise—a share they deserve.
Workers at Lucy Fabrics have carried a large part of the burden of getting the mill on its feet again. The textile
industry has been depressed during the last few years, so some extreme measures were required to keep the plant
going. At one point, three years ago, most workers were cut to 32-hour work weeks. A year later, they were asked
to take a cut in wages.
During World’s ownership of the plant, employee raises have been limited to cost-of-living differentials every three
months. According to the union contract, for every eight tenths of a point change in the Consumer Price Index,
wages were raised or lowered $.02 per hour.
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Hampton believed, however, that his workers were comparatively well off. They did have job security, and working
conditions were thought to be superior to those of many of the mills in the area. Furthermore, workers had new
equipment to work with, as most of the machinery used under the former ownership was old and in need of
replacement. Union-management relations were stable. Hampton attributed the rather poor showing (15 to 20
members) at the union shop monthly meetings to this stable relationship.
But despite all these relatively positive features, the general manager knew that workers had accepted hard times
these past four years with the understanding that they would be able to share in the plant's eventual good fortune or
profitability. The profit of the last six months would probably signal them that their time had come. Unfortunately, it
has not.
This small profit must instead serve as an indication to the new owners that their investment does, in fact, have
some potential. Perplexed as to how he might convey this news to his work force, Hampton has called in his
controller, Bill Rauls, and his manager of personnel, John Rider. Together they decided to draft three versions of
memos that might be sent to employees just before they begin their vacations.
Ralph Hampton's Memo
TO:
All Employees
FROM:
Ralph Hampton
SUBJECT:
A Profit!
DATE:
June 30, 20XX
As general manager of this mill, I am happy to report that as of the 24-week period ending the nineteenth of last
month, this mill has finally turned in a profit. This shows, I feel, that our constant attention to keeping overhead low
and the quality of our products high is a policy which will, in the end, pay off in the form of a profitable and
permanent business here in Superville. What this means to you employees is that with each passing day, your jobs
become more secure and you become safer than ever from layoffs and slowdowns.
Your cooperation in this effort has been, of course, essential to its success. By accepting wage cuts and the
necessary curtailment of activities and fringe benefits (such as a shorter vacation), you have done more than your
share in making this mill a going concern. The owners of this mill must now be surer than ever that our people here
are determined to keep the business in the black. Our customers are again coming to depend on our product and
service, and our reputation is growing daily.
I would like to add, however, that in order to continue this favorable trend, we must not allow, insofar as is possible,
any of our costs to increase. Among these expenses are employees' wages. I am sure that you can understand the
necessity of holding the line on all costs, so that the present trend toward greater profitability can continue. What
you are buying with a refusal to ask for more compensation is greater job security. I am sure that we can all agree
that having stable employment and reasonable freedom from fears of a layoff is far better than a few cents an hour
increase in remuneration.
I know that the owners of this mill are at least as pleased as the rest of us to see this business producing a return
for the first time. I want you all to feel that this has been the final payoff in a long, and sometimes discouraging,
team effort. Rest assured, however, that this need not be the last time we get into the black. If we can all work
together, and hold the line on overhead, and keep providing the kind of dependable service and quality products
which we are slowly becoming again to be known for, we can turn in a profit every quarter.
In closing, I want to extend to you on behalf of the whole management and administrative team here, all best
wishes for a pleasant and restful vacation.
TO:
FROM:
SUBJECT:
DATE:
Controller's Version
All EMPLOYEES
Bill Rauls
Relation of Lucy Fabrics to World Corporation
June 30, 20XX
As you probably know, our mill here in Superville is owned by the World Corporation, which also has interests in a
number of other industries. We have not been one of their better investment bets, to say the least. In fact, I'm
afraid that till now, we've been just about their worst—in plain language, they've had to put about $10,000 per
month into our operation for the last four years just to keep us going. They've been losing money on our mill for a
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number of years, but they've always felt, as we have, that we have a good crew here, and that we'd eventually start
making money.
It is my pleasure to report to you that, as a result of the continued efforts of management and workers alike, we
have turned in a small profit for the first half of this year. We're in a difficult and very competitive business—we've
had to decrease our vacation time and modernize our equipment just to keep our customers happy—but we've
managed to show both the owners and our customers that we can turn out the best product in the business and
make a profit besides. You can be proud of this achievement because it is due to your efforts as much as anyone
else's. We on the management team can take only part of the credit; we direct and organize your efforts, but you
are the ones who turn out our fine product.
And turn it out at a profit, as I said. But our competition from the South is tough and the business is a very difficult
one to prosper in. And the owners of the mill, though they realize they didn't have to put money into the business
these past 24 weeks to keep it going, also realize that this could be just a “flash in the pan.” From their point of
view, they've started to make money, but they have a long way to go before they get back all the money they have
put into the business over the last four years. They have to be shown that our recent profit is not just a fluke.
If we all work together as we have this first half of the year, I'm sure we can keep turning in profits. This means, of
course, that expenses have to be held where they are: management salaries and employee wages must both stay
at the same level, and all frills must be kept at a minimum. Once we show the owners that we can and will turn in
profits month after month, then they will be more likely to want to reward us all with increased salaries and wages,
as an incentive to keep up our good work. But we all have to pitch in first and prove to them that we can do it.
We'll get much more than eventually higher wages out of continued hard work now, however; we'll be building our
reputation and prestige in the business, and insuring that we'll all have jobs here for many years to come.
I want to thank you once again for the fine work you've done; we've finally put this mill on a profitable basis, and
we'll keep it there, with your help. Have a pleasant vacation, and I hope to see you all at the Clambake.
Personnel Manager's Version
TO:
FROM:
SUBJECT:
DATE:
All Employees
John Rider
Change in Financial Status
June 30, 20XX
I would like to take this opportunity to inform all employees that there has been a change in the financial status of
the Lucy Fabrics company—the company has, for the first time in four years of operations, shown a profit on its
financial statements. This is a source of considerable pleasure to us in management, and so we would like to
communicate it to you.
We know you will understand that, even though we are now turning out a small profit, this is no reason to expect
any increase in pay for any of us. The company has lost considerable amounts of money in the last four years, and
the parent company is in no mood to see this continue. We will all be safeguarding our jobs if we keep our noses to
the grindstone and keep working at the same level of pay as previously. We are all confronted with whether we
want increased salary or no salary at all. In the sense that if we do go for greater salary now, and then begin losing
money again later on as we have, the parent firm may simply decide to liquidate this mill. The old “bird in the hand”
story applies here too.
We have to, in short, keep overhead low and productivity high; this is the way to keep a high profit margin.
Increasing pay now might be totally premature; it would cut into a very thin profit margin that is only now showing
strength. We have two parties we have to satisfy. We have the owners, who want a good profit on their
investment, and we have the customers, who want good, steady service and a high quality product. We have had
to update our equipment to keep turning out a good product, and we've had to cut vacations, because our
customers can't stock two weeks' good anymore. We've been satisfying our customers for some time now, and
now we have started with the owners, with this profit. This is only a start, however. In order to win their confidence,
the profit margin must continue, and get better. Your union has been understanding on this, and they know also
that security of employment is very important in these days when layoff is constantly a possibility.
As manager of personnel, I can tell you that there are plenty of textile workers looking for work who would gladly
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take these jobs at present pay. Additionally, our working conditions here in Superville are the best in the area. The
way to build job security now for us is to recognize the needs of the owners to have reasonable profit on their
investment.
WE wish you the best of vacation holidays, and will see you when you get back.
Directions: Please answer the following questions regarding the case.
1.
What are some of the errors in the memo from the General Manager, the Controller, and the
Personnel Manager?
2.
In your team's opinion, which memo provides the most damage? Why?
3.
Should this memo be sent now? Why or why not?
4.
Should the union be considered?
5.
What would be the most appropriate method of communicating this information? Why?
After answering the questions, your task will be to write a better memo. As always, everything should be typed in
final business format. Identify whether you wrote your revised memo directly or indirectly and why did you choose
to write it using that strategy.
Grading Matrix:
The faculty in grading the Lucy Fabrics Case uses the following matrix:
Lucy Fabrics Case (100 points)
This is a team assignment making up 20% of your Module GBA 7115 grade.
The following scale will be used to evaluate how effectively you give bad news in memo format using the models
and guidelines we have given to you.
Bad News Memo
Mechanics
1.
2.
3.
4.
5.
6.
7.
8.
5 pts. O pts.
Did you use a correct heading?
___
___
Does the memo have correct margins?
___
Did you show the date in full?
___
Did you make the "SUBJECT LINE" specific and brief?
Did you include penwritten initials or electronic initials with
sender’s name?
___
___
Did the writer omit all abbreviations except courtesy titles and routinely
abbreviated words?
___
___
Did the writer single space the memo with an extra space between
paragraphs?
___
___
If the writer used a second page, is a second page heading used? ___
___
___
Content
9.
10.
11.
12.
13.
14.
Does the memo open with a neutral statement, which makes it clear what
the memo is about?
___
___
Does the neutral statement lead naturally to the next paragraph?
___
Did the writer use convincing details and explanation?
___
Does the memo sound overly apologetic?
___
___
Does the memo fall back on company policy?
___
___
Did the writer imply the decision or diplomatically state it?
___
___
___
___
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15.
16.
17.
Did the writer include a counterproposal if appropriate?
___
___
Does the memo end on an action or goodwill close that takes the emphasis
off the bad news?
___
___
Does the memo omit negative words, like however, although, and but?
___
___
Assessment Vehicle V – The Oral Presentation and Memo Critique supports SSLO’s (objectives) mapped to
Communication (3.0) GLO’s (Goals).
3.2 Communication – Associates must practice effective communication techniques by selecting and using
appropriate organizational communication skills and channels. Each student will prepare, practice, and present a
three-five minute oral presentation. They will then watch their presentation and write a memo stating what they did
well, what they could improve, and what they will do differently the next time that they are asked to make a
presentation.
The Oral Presentation and Memo Critique is evaluated by the Faculty to assure that associates ascertain the ability
to practice and apply the principles of effective business communication in the creation of an oral presentation
video and subsequent memo to apply all of their learning regarding effective business writing and business
speaking. The assignment is assessed for readability, organization, overall appearance, and appropriate response
to key issues.
Benchmarking Standard for Assessment Vehicle V:
Quantitative Assessment of Criteria:
Each component of the assessment vehicle is supported by a grading rubric (see attached). The faculty member
sets the rubric standards. Points are awarded based on these criteria:
Above Expectations
(100% – 90% of Points)
Meets Expectations
(89% – 80% of Points)
Below Expectations
(79% – 0% of Points)
Quantitative Prediction:
It is predicted that 80% of selected sample will meet or exceed expectations
Assessment Vehicle V:
GBA 7115 Students:
The purpose of this assignment is to allow associates to apply all of their learning regarding effective
business writing and business speaking. Each student will prepare, practice, and present a three-five
minute oral presentation. They will then watch their presentation and write a memo stating what they did
well, what they could improve, and what they will do differently the next time that they are asked to make a
presentation. The guidelines for the assignment are presented below.
Written and Oral Communication Assignment
"Didn't get to give you this feedback in the CourseRoom evaluation as it related to Unit 2-1, which has
already been turned in - so I wanted to say . . . Thank you, thank you, thank you for this assignment!!! I
think I may have learned how to give a presentation without getting sick first!! I re-read the chapter in our
book on Oral Presentations and took the book's advice - I practiced, practiced, and practiced. I have
always kind of "winged it" before - I did not get the connection between practice and nerves. I got it now.
This was my very best presentation by far. Thanks for showing me the light. It was a good exercise."
Personal Growth: You will pick one of the following topics:
Why do you want a MBA degree?
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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What is your greatest achievement in life?
What two accomplishments have you made in your last two positions?
Why should someone choose to obtain his or her MBA degree from Kennesaw State?
**Other topic approved by faculty
You will make a three to five-minute presentation on one of the above topics that you will record to a videotape or
DVD. If you use an 8MM video camera, you will need to get your tape converted to a standard VHS
videotape. You will prepare, practice, and present according to the guidelines given in class and in chapter nine of
Improving Business Communication Skills. You will need to incorporate at least one professional-looking
visual aid in your presentation. In addition, you should submit an outline of your presentation following
the example presented on page 178 of the text.
Be sure to consider the following guidelines in preparing your presentation:
1. Stay within your time limit. You will lose points if you exceed your time limit.
2. Check your visuals for typographical errors and make sure you followed the guidelines from the
text.
3. Remember the importance of an attention getting opening and closing.
When you tape your presentation, place the camera in the back of the room so it will be less of a distraction. You
want to be able to move and use your "real estate". You should be able to see your entire body on the tape. If
possible, have an audience. If you cannot have a "real" audience, you might want to place some chairs throughout
the room and place Post-It Notes with "smiley faces" on those chairs. Former students have even shared they
placed stuffed animals in their audience! Some tips to keep in mind as you videotape include:
1. Use less contrast in your visual aids and avoid using white.
2. Avoid wearing white.
3. Check if your video camera has a dial for adjusting the exposure. Adjusting the exposure can make
it easier to see the facial features of people with darker skin tones in the recorded presentation.
As you watch your video, use the Presentation Evaluation form on the next page to analyze your presentation.
You do not have to submit this form with your memo report.
Then create at least a three-page memo short report following the guidelines in chapter seven of Improving
Business Communication Skills. In your opening paragraph state the purpose of your report and provide
transition to the body. Within the body, use the following headings: What Went Well, What Could Be Improved,
and SMART Action Steps.
What Went Well
In the section entitled What Went Well, discuss (not just list) what you perceive went well as you prepared,
practiced, and presented. This discussion should include each major section of the presentation evaluation form:
introduction, organization, supporting materials, conclusions, and delivery.
What Could Be Improved
In the section entitled What Could Be Improved, detail what you believe you could improve and why you should
make these improvements. Again, include your thoughts regarding each major section of the presentation
evaluation form.
SMART Action Steps
In the section entitled SMART Action Steps, please provide specific action steps you will take before your next
presentation. Please do not include vague references like . . . “I will practice more . . ..” but instead make your
action steps SMART (specific, measurable, achievable, realistic, and time-related—see pages 197-198 in
Becoming A Master Manager for more explanation of SMART objectives). An example of one set of SMART
action steps follows:
1. Improvement: Arcing and Parking
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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S-Specific
I will place tape marks on the floor to identify parking places to make we aware of where I should stop and park.
Producers and directors utilize this process to assist during video production. I will choose tape that has color
harmony with the floor to make the marks less evident.
M-Measurable
Team Everest will give a Term Presentation in April. During practice, I will ask my teammates to measure my
improvement in arcing and parking by noting how many times I sway or pace. I will listen to, as well as hear them.
A-Assignable
I accept responsibility to implement this improvement with the help of Team Everest.
R-Realistic
My initial presentation video will be the benchmark. A 50 percent reduction in “dancing” will be the goal.
T-Time Period
I will start immediately to prepare and practice with my team. My improvement time period starts now and ends
with the Team Everest 7010 Term Presentation.
Conclusion
In your final paragraph, offer a concluding thought and any suggestions that you might have for improving this
assignment.
After completing your memo, be sure to run the spell/ grammar checker. Remember your readability should fall
between 10 and 12 and your passive writing should be 5% or less. In the subject line of your memo, include the
readability level and passive writing percent.
Before submitting your memo, review the Presentation Evaluation Memo Critique to make sure you have
included all the necessary information. Once you are ready to submit your memo, click the Begin Assignment
button. Notice that the assignment document fills in the title for you. Leave the status of the document "In
Progress" until you are ready to submit and then select "Submit for Grading." Mark the document "Private". Leave
the 'For' field blank. Please submit any PowerPoint visuals and your outline with your memo report. Bring
your videotaped presentation to class on the assigned due date.
Grading Matrix:
The faculty in grading the Oral Presentation and Memo Critique uses the following matrix:
Oral Presentation and Memo Critque (100 points)
This is an individual assignment making up 25% of your Module GBA 7115 grade.
The following scale will be used to evaluate how effectively you follow the models and guidelines given to you to
make oral presentations and effectively write memos in business format.
Presentation Evaluation
Directions: Circle a number for each section with 5 being high. Then place a number before each question
within the section.
I.
Introduction
1 2 3 4 5
___1. Begins with an attention getter
___2. Motivates audience to listen
___3. Establishes credibility
___4. States the purpose
___5. Summarizes main points
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II.
Organization 1 2 3 4 5
___1. Main ideas easy to follow
___2. Main ideas easy to remember
___3. Smooth transitions used
III. Supporting Materials 1 2 3 4 5
___1. Ideas well supported with data and relevant to the audience
___2. Uses a variety of verbal supports: (Check those used)
___ Statistics
___ Comparison
___ Examples
___3.
___ Expert Opinion
___ Illustrations
___ Explanations
Uses a variety of visual supports (Use Y for yes and N for no)
___ Appropriate visuals and/or handouts
___ Lettering legible and easy to read
___ Simple (one idea for each visual)
___ Consistent in format
___ Professional looking
___ Handled in a professional manner
IV. Conclusion 1 2 3 4 5
___1. Reviews the thesis
___2. States the main points
___3. Gives effective final remarks making an impact on the audience
V. Delivery 1 2 3 4 5
___1. Relaxed, confident posture
___2. Maintains eye contact
___3. Sounds natural and conversational
___4. Free of distracting mannerisms (Check those used)
___ Uh, Um, And Uh, You know, Well, Ok, or any other filler words
___ Plays with pencil, clothes, hair, pointer, etc.
___ Nervous laugh, cough, or clearing of throat
___ Slouches, taps feet, paces, sways, switches weight on feet
___ Other
___5. Refers to notes only briefly
___6. Uses appropriate volume for the size of the audience and room
SELF-EVALUATION MEMO OF PRESENTATION CRITIQUE FORM
100 POINTS
Mechanics
1.
2.
3.
5 pt.
0 pts.
Did you use proper memo report format? Did you include the
required headings within the body.
___
___
Did you include the readability and passive writing statistics
within the Subject Line?
Did you use a second or third-page heading on subsequent pages?
___
___
Did the memo report have an introductory paragraph stating
the purpose of the memo report and providing transition for
the reader?
___
___
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4.
Does the conclusion draw any inferences and offer suggestions
for ways to improve the assignment?
___
Content
5.
6.
7.
25 pts.
Did the memo report discuss not just list what you did correctly when
preparing, practicing, and presenting relative to the presentation?
evaluation form?
___
Did the memo discuss not just list further improvements you
could make and why you should make them relative to the
presentation evaluation form?
___
Did the memo discuss thoroughly what you will do differently
the next time you present?
Does it present the SMART
action steps you will take?
TOTAL POINTS FROM MEMO
___
___
___
0 pts.
___
___
____________
MINUS ONE FOR EACH VIOLATION OF THE CHECKLIST OF
COMMON ERRORS FOUND IN THE APPENDIX OF ROEBUCK
FINAL MEMO TOTAL
_____________
95 Points
Speech Outline
__________5 Points
Speech
__________ 100 Points
Grand Total
__________ 200 Points
7120 Assessment Vehicle Description with Benchmarking
Assessment Vehicle I – The Financial Accounting “Thumbs-Up Video, Inc.” assignment supports SSLO’s
(objectives) mapped to Business Acumen (8.0) GLO’s (Goals).
8.1. Accounting – Associates comprehend the basic concepts of the functional areas of accounting by reading
and answering 3 financial accounting questions based on the case, Thumbs-Up Video, Inc. This assignment further
requires the individual student to:
• Understand Generally Accepted Accounting Principles (GAAP)
• Define Tax Accounting
• Define International Accounting Standards (IAS)
• Understand the role of GAAP, Tax, & IAS in Financial Reporting
• Understand the purpose of financial reporting
• Understand the purpose of financial statements prepared IAW GAAP
• Understand the transaction processing system of an organization
• Understand the difference between errors & irregularities
• Understand the role of ratio analysis in financial statement analysis
The Thumbs-Up Video, Inc. case assignment is evaluated by the Faculty for how well the associate prepares for,
analyzes, and answers each of the questions centered around the case. See attached grading matrix.
Benchmarking Standard for Assessment Vehicle I:
Quantitative Assessment of Criteria:
Each component of the assessment vehicle is supported by a grading rubric (see attached). The faculty member
sets the rubric standards. Points are awarded based on these criteria:
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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Above Expectations
(100% – 90% of Points)
Meets Expectations
(89% – 80% of Points)
Below Expectations
(79% – 0% of Points)
Quantitative Prediction:
It is predicted that 80% of selected sample will meet or exceed expectations
Assessment Vehicle I:
GBA 7120 Students:
The purpose of this assignment is to comprehend the basic concepts of accounting, and is designed to
assess understanding of fundamental concepts related to accounting policies, accounting procedures,
development stage enterprises, and financial reporting. The guidelines for the assignment are presented
below.
Instructions and Grading Criteria for Thumbs-Up Video, Inc.
A start-up video rental business is described to provide a basis for financial accounting exercises. Both start-up and
operating transactions are included along with situations requiring judgments about depreciation policies and endof-period adjustments
Associates are to read case HBS 9-189-193, Thumbs-Up Video, Inc and answer questions 1, 2, and 3 on page 3 of
the case. The questions are as follows:
1.
2.
3.
Construct a set of T accounts to record the transactions that occurred at Thumbs-up Video, Inc from
November 1988 through June 1989.
Prepare a Statement of Financial Position as of June 30, 1989, for Thumbs-up Video, Inc.
Prepare an Income Statement for Thumbs-up Video, Inc., from incorporation through June 30, 1989.
Disregard any income tax that might be due.
Assignment Submission Procedure: The completed assignment should be prepared as a Word document.
Titled Thumbs-Up_Your Last Name.
Grading Matrix:
The faculty in grading the Financial Accounting “Thumbs-Up Video, Inc.” assignment uses the following matrix:
Financial Accounting “Thumbs-Up Video, Inc.” Assessment (100 points)
This is an individual assignment making up 30% of the Module GBA 7120 grade.
The 3 questions will be given equal weights.
The points allocated are determined as follows:
RATING
SCALE
Excellent
(Professional)
10
Question 1
Excellent:
Good:
Adequate:
Deficient:
Good
(EMBA level
+)
9
Adequate
(Graduate
Level)
8
Deficient
(Not Graduate Level)
7
6
5
4
3
2
1
0
Completed all T accounts correctly
Completed 90% or more, but less than 100% of the T accounts correctly
Completed 80% or more, but less than 90% of the T accounts correctly
Completed less than 80% of the T accounts correctly.
Question 2
Areas to be assessed equally:
Correct identification of Current Assets, Fixed Assets, Liabilities, and Equity.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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Excellent:
Good:
Adequate:
Deficient:
Completed all correctly
Completed 90% or more, but less than 100% correctly
Completed 80% or more, but less than 90% correctly
Completed less than 80% correctly.
Question 3
Areas to be assessed equally:
Correct identification of Cash Sales, Credit Sales, Cost of Goods Sold, Operating Expenses, and
Depreciation/Amortization, in order to determine Gross Profit and Earnings Before Taxes
Excellent:
Good:
Adequate:
Deficient:
Completed all correctly
Completed 90% or more, but less than 100% correctly
Completed 80% or more, but less than 90% correctly
Completed less than 80% correctly.
Assessment Vehicle II – The Cost Accounting “Destin Brass Products Co.” SSLO’s (objectives) mapped to
Business Acumen (8.0) GLO’s (Goals).
8.1. Accounting – Associates comprehend the basic concepts of the functional areas of accounting by reading
and answering 4 cost accounting questions based on the case, Destin Brass Products Co. This assignment further
requires the individual student to:
• Understand the concept of cost behavior
• Understand the role of cost in product pricing & costing
• Classify costs as overhead, labor, materials
• Classify costs as direct or indirect
• Evaluate cost pools to classify costs according to activity driver
• Explain the purpose if budgeting
• Understand the role budgeting plays in the overall planning process
• Understand the role budgeting plays in the decision making process
The Destin Brass Products Co. case assignment is evaluated by the Faculty for how well the associate prepares
for, analyzes, and answers each of the questions centered around the case. See attached grading matrix.
Benchmarking Standard for Assessment Vehicle II:
Quantitative Assessment of Criteria:
Each component of the assessment vehicle is supported by a grading rubric (see attached). The faculty member
sets the rubric standards. Points are awarded based on these criteria:
Above Expectations
(100% – 90% of Points)
Meets Expectations
(89% – 80% of Points)
Below Expectations
(79% – 0% of Points)
Quantitative Prediction:
It is predicted that 80% of selected sample will meet or exceed expectations.
Assessment Vehicle II:
GBA 7120 Students:
The purpose of this assignment is to comprehend the basic concepts of accounting, and is designed to
assess skills in assigning overhead costs to products, estimating product costs using an ABC system, and
to understand how cost systems affect firm profits. The guidelines for the assignment are presented
below.
Instructions and Grading Criteria for Destin Brass Products Co.
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A specialized manufacturer of brass valves, pumps, and flow controllers is troubled by competitive pricing in pumps
and higher than expected margins for flow controllers. Managers suspect that cost accounting and cost allocations
to products may be to blame. Two volume-based systems are described and illustrated.
Associates are to read case HBS 9-190-089, Destin Brass Products Co., and answer all four “Required” questions
on pages 5 and 6 of the case. The questions are as follows:
1.
2.
3.
4.
Use the Overhead Cost activity Analysis in Exhibit 5 and other data on manufacturing costs to
estimate product costs for valves, pumps, and flow controllers
Compare the estimated costs you calculate to existing standard unit costs (Exhibit 3) and the revised
unit costs (Exhibit 4). What causes the different product costing methods to produce such different
results?
What are the strategic implications of your analysis? What actions would you recommend to the
Managers at Destin Brass Products Co?
Assume that interest in a new basis for cost accounting at Destin Brass Products remains high. In the
following month, quantities produced and sold, activities, and costs were all standard. How much
higher or lower would the net income reported under the activity-transaction-based-system be than the
net income that would be reported under the present system, more traditional systems? Why?
Assignment Submission Procedure:
The completed assignment should be prepared as a Word document
Titled Destin_YourTeamName.
Grading Matrix:
The faculty in grading the Cost Accounting “Destin Brass Products Co.” assignment uses the following matrix:
Cost Accounting “Destin Brass Products Co.” Assessment (100 points)
This is a Team assignment making up 30% of the Module GBA 7120 grade.
The 4 questions will be given equal weights. Please note that other than the quantitative answer required in
question number 1, all the questions require qualitative/executive analysis. Excellence is based on the degree to
which the concepts covered in the module are applied to the challenge.
The points allocated are determined as follows:
RATING
SCALE
Excellent
(Professional)
10
Excellent:
Good:
Adequate:
Deficient:
Good
(EMBA level
+)
9
Adequate
(Graduate
Level)
8
Deficient
(Not Graduate Level)
7
6
5
4
3
2
1
0
Completed all mathematical aspects correctly, applied (where appropriate) concepts discussed in
class and in the textbook, and extended (where appropriate) to professional applications and
practice.
Completed all mathematical and analytical aspects correctly, and applied concepts explained in
class and in the textbook to analytical questions
Answered all mathematical and analytical questions correctly without integration and extensions.
Answers did not demonstrate basic understanding of concepts.
Assessment Vehicle III – The Process and Quality Assurance Process Improvement assignment supports SSLO’s
(objectives) mapped to Decision Making (7.0) and Business Acumen (8.0) GLO’s (Goals).
7.2 Decision Making – Associates assemble, analyze, and synthesize (intelligence) information from internal and
external sources to enable the decision-making process by identifying, collecting, and assembling internal and
external information required in the development of the 7 stages of the process improvement assignment.
The Process Improvement assignment is evaluated by the Faculty for how well the associate prepares for,
analyzes, and evaluates each of the stages of the improvement process. See attached grading matrix.
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8.5 Operations – Associates comprehend the basic concepts of the functional areas of operations by planning and
executing an improvement to a process at their place of work followed by an evaluation of that process
improvement through 7 stages of development. This assignment further requires the individual student to:
• Understand and evaluate the different types of Operations Strategy
• Understand how to evaluate and improve quality in an organization
The Process Improvement assignment is evaluated by the Faculty for how well the associate prepares for,
analyzes, and evaluates each of the stages of the improvement process. See attached grading matrix.
Benchmarking Standard for Assessment Vehicle III:
Quantitative Assessment of Criteria:
Each component of the assessment vehicle is supported by a grading rubric (see attached). The faculty member
sets the rubric standards. Points are awarded based on these criteria:
Above Expectations
(100% – 90% of Points)
Meets Expectations
(89% – 80% of Points)
Below Expectations
(79% – 0% of Points)
Quantitative Prediction:
It is predicted that 80% of selected sample will meet or exceed expectations
Assessment vehicle applied in latter half of last semester.
Assessment Vehicle III:
GBA 7120 Students:
The purpose of this assignment is to select, describe, analyze, plan, and evaluate an improvement to a
process at their place of work. The guidelines for the assignment are presented below.
Process Improvement Assignment
You will complete as an individual this total assignment for marking by the end of the program. You will complete
stages 1 to 4 in Part A for grading in this course. Stages 5 to 7 will be part B, which will be due and graded in a later
course.
However, you are encouraged to use colleagues at work to assist you, especially in the brainstorming stages.
The assignment will consist of 7 stages. All seven stages will be done on the same assignment document in the
CourseRoom. Note there are different due dates for each part and suggested due dates for each stage. You are
strongly encouraged to meet these stage due dates.
You may request a review from me at any time in the process not just at stage due dates.
The ultimate assignment will include all 7 stages as an integrated report not as a collection of stages. I encourage
you to read all seven stage requirements before you start stage one.
The 7 stages are;
PART A
1 - Choose process
2 - Describe existing process
3 - Find process problems, chose problem to solve.
4 - Find solutions, chose best solution
PART B
5 - Produce solution implementation Action Plan,
6 - Produce Evaluation plan, Justification, and last the Executive Summary
7 - Edit whole report.
Do not use "Final Submission" until a complete part assignment is completed and you want me to grade your part.
Use "Request for Review" for reviews.
Please put your name within all electronic documents - so when I print them out I know who they belong to.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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Remember this report is designed to get people to change something - so it must be a SALES effort.
NOTE
I want to make sure that learning software will not interfere with the Process Improvement Assignment. I can
receive work in MS Word, Excel, PowerPoint, Visio, or Project. You do not have to embed all files in a master Word
file - you can refer to other files in the master Word document.
I think Visio is a great tool for drawing PFDs, Fishbone Diagrams, etc but if you do not have access to or time to
learn Visio, you can use other software. If not in the list above then you can give it to me in a printed out form. You
can also hand draw diagrams like Process flow if you want. All long as everything is neat and readable, I do not
insist on Visio for diagrams.
Please note that when you submit the final report it will be an integrated document not one document in two parts
and will be marked as follows over the two courses.
PART A
Stage 1
Choose any process that you can study well (probably at work). This can be a simple or complicated process.
Write an introduction that sets the scene for the process for someone like myself that does not know your place of
work.
Give a very brief description of the process (one sentence is enough).
State the business objectives that the process supports.
Set the objectives and rationale for the process.
Note: Memory Jogger II outlines the process that you will follow.
Stage 2
Description of Existing Process
Describe fully your process as it is actually done not as it is supposed to happen, using a Process Flow Diagram to
help. Use the Memory Joggers to help. Show all flows of material, people, and information, including abnormal
paths as they actually occur not as they are supposed to occur. Show all decision points and recycle loops. If who
does what is important, then you may want to consider using a swimming pool type PFD. If flows occur only
occasionally still put them in.
Consider the following tactical operational dimensions and state as they apply to your process (some or many of
these may not apply to your process) and what the associated challenges are; product/service type, process type
and capacity, quality, location, layout, humans, supply chain, inventory, scheduling, and maintenance.
Stage 3
State what all the problems are, their relative importances, and their root causes. Then choose a problem(s) to
solve.
You will probably do the following:
1) Brainstorm for all the problems with the process, use a Fishbone Diagram or similar to organize the problems.
2) Choose a problem(s) to solve using tools like Pareto Diagram, Check sheets, etc. and state why you chose this
problem(s). This may include data collection.
3) Collect detailed data on the problem using tools like Control Charts, Histograms, etc. to find its root causes.
Use the Memory Joggers as a help.
Stage 4
Then consider all alternative solutions to the problem, and their pros and cons. Then chose a solution to implement.
Use the Memory Joggers as a help.
You will probably do the following:
4) Brainstorm for all solutions for problem.
5) State the pros and cons of each solution (including those later rejected), which may involve finding costs
involved and using tools that Janice has taught you like payback time and NPV, if necessary.
6) Choose a solution(s) and state why you chose it (them).
PART B
Stage 5
1) Implementation of Solution
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Describe your project action plan for implementing your solution(s) to the problem(s) in your process, using at least
a Gantt chart with activity related arrows connecting all activities. You need to at a minimum state; who will do what
by when. Please include the following; all activities with their due dates, costs (may be estimated), and responsible
people.
Use the Project Manager Memory Jogger to help.
Please put in your targets (in numbers) that you hope to achieve once the improvement is implemented.
Stage 6
2) Evaluation Plan
State how you will check using metrics that your implemented solution(s) has solved your process problem(s) and
not created new problems. This should say who measures what when.
3) Cost/Benefit Analysis and Capital Investment Justification
If you have the information then do a cost/benefit capital investment justification, which you will summarize in the
executive summary.
4) Executive Summary
When you have produced the rest of the assignment report, produce a less than one page executive summary.
This should include the process, problem(s), solution(s), and justification and will be at the front of report. This
should be written as one narrative in a way that "sells" the proposal. This should be a stand alone document that
"sells" your ideas and thus should not refer to rest of report.
Stage 7
Now produce an integrated, well written report that flows well and includes the content of all previous stages (you
do not have to use stage numbers as headings).
Written Presentation should be as follows (on paper or in electronic format)
1) Please present report as an integrated whole not as a collection of the six previous stages.
2) Executive Summary on own page at front.
3) Please refer to charts, figures, attachments, appendices, etc by name in the main text so that readers can look at
them at right point in the narrative (unless you embed charts in wordage - then say "see below" or "see above").
4) Please state where in master document the attachments are placed if submitted electronically.
5) I will accept paper copies of final report if you wish.
6) Please use Page Numbers and an Agenda or Contents page after Executive Summary.
7) Please ensure that spelling and grammar is correct - spellcheckers do not correct all spelling mistakes.
I strongly advise you to get fellow team members or others not familiar with the process to read and comment on
your completed assignment before you submit it for a grade.
Grading Matrix:
The faculty in grading the Process and Quality Assurance Process Improvement assignment uses the following
matrix:
Process and Quality Assurance Process Improvement assignment Assessment (100 points)
This is an individual assignment making up 30% of your Module GBA 7120 grade.
Marking Schedule for Process Improvement Assignment
CONTENT
Executive Summary
Introduction with Business and Process Objectives
Existing Process and Process Flow Description (incl. flowchart)
Problems, their Relative Importance, and Root Causes
Alternate Solutions to Chosen Problem(s) and their Pros and Cons
Chosen Solution(s) Implementation Action Plan
Evaluation Plan
10
5
15
15
15
15
5
80
PRESENTATION
Visual Appeal
Ease of Understanding Report and English
5
10
St 6
St 1
St 2
St 3
St 4
St 5
St 6
20
St 7
St 7
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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Use of Diagrams
5
Part A
Part B
TOTAL
St 7
50
50
100
Assessment Vehicle IV – The Peer Evaluation supports SSLO’s (objectives) mapped to Communication (3.0), and
Decision Making (7.0) GLO’s (Goals).
3.1 and 3.3 Communication – Associates must practice effective communication techniques in the completion of
their Peer Feedback by selecting and using appropriate interpersonal communication skills and channels.
Executive MBA team members rate their peers based their performance during the 7120 course in order to begin to
create effective interpersonal relationships through organizing and influencing people to achieve desired individual
and organizational outcomes. Through this process, team members must demonstrate:
• Listening skills
• Verbal communication skills
• Writing skills
• The ability to create consensus
7.1 Decision Making – Associates must demonstrate the ability to brainstorm potential solutions to problems,
evaluate, and decide on appropriate responses to issues of international teaming.
This requires them to:
• Demonstrate the ability to look at an issue from multiple perspectives
• Deal with diverse ways of thinking and problem solving
The Peer Evaluation is evaluated by the Faculty.
Benchmarking Standard for Assessment Vehicle IV:
Quantitative Assessment of Criteria:
Each component of the assessment vehicle is supported by a grading rubric (see attached). The faculty member
sets the rubric standards. Points are awarded based on these criteria:
Above Expectations
(100% – 90% of Points)
Meets Expectations
(89% – 80% of Points)
Below Expectations
(79% – 0% of Points)
Quantitative Prediction:
It is predicted that 80% of selected sample will meet or exceed expectations
Assessment vehicle applied in latter half of last semester.
Assessment Vehicle IV:
GBA 7120 Students:
The purpose of this assignment is to analyze and evaluate peer performance through a series of questions
designed to determine individual achievement and outcomes throughout the 7120 course process. The
guidelines for the assignment are presented below.
Each team member will complete one assessment during GBA 7120. Perform the peer evaluation using the
instrument in the Team Learning assistant at: www.mhhe-tla.com. The assessment questions will be added to
determine the final points earned for peer assessment contribution and participation. The team's faculty leader will
summarize the feedback for each member at the end of assessment period to provide periodic feedback to each
team member.
Grading Matrix:
The faculty in grading the Peer Feedback uses the following matrix:
Peer Feedback Assessment (100 points)
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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This is an individual assignment making up 10% of your Module GBA 7105 grade.
Peer assessed contribution & participation
The questions found at www.mhhe-tla.com will be used by each Executive MBA team member to quantify
the extent to which each other team member contributed to and participated in the assignments and learning of
7120. Responses to the questions for each team member will be sent in an email to the faculty members assigned
to your joint group. The individual team member's score will be the average of the scores provided by all team
members in relation to the individual team member.
3.D. Use of Multiple Measures
Specific objectives and course assessment vehicles have been identified across the
curriculum and support multiple measurements of each Goal. The following exhibits show
the quantity and diversity of assessment vehicles used in the course embedded and
program assessment measurements.
Exhibit III.D.
Goal Measurement
# of
Objectives
# of Embedded Assessment
Vehicles
1.0 Collaboration
3
13
2.0 Ethics
2
4
3.0 Communication
3
21
4.0 Technology
3
5
5.0 Global Environment
3
7
6.0 Leadership
3
13
7.0 Decision-Making
2
15
8.0 Business Acumen
8
39
9.0 Strategy
3
10
Goal
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
109
Exhibit III.E.
Method Measurement Linked to Goals
Assessment
Tests
Memos
Report
Presentations
Projects
2
1
7
2
1
1
5
1
3
4.0 Technology
2
4
5.0 Global
Environment
3
4
Goal
MC
Tests
1.0
Collaboration
2
2.0 Ethics
2
3.0
Communication
2
6.0 Leadership
7.0 DecisionMaking
1
8.0 Business
Acumen
3
9.0 Strategy
5
2
Excel
Models
Evals
Cases
2
6
4
1
2
2
1
6
2
4
1
2
4
2
10
14
1
4
3
3
1
1
5
1
1
15
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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SECTION IV
ARTICULATING EXPECTED AND HYPOTHESIZED FINDINGS FOR THE EVIDENCE
FOR THE
EMBA PROGRAM
In general, the EMBA expects 80% of students to meet or exceed course objectives. The
rational is that graduate students should perform at a high level relative to course objectives.
The following courses have had or will have assessment vehicles designed, implemented, and
evaluated for their respective course objectives (Vehicle administration dates are in
parentheses):
GBA 7105 - Building Foundations of Excellence (Fall 2005)
Objective 1.1 – 80% of students will meet or exceed expectations.
Objective 1.3 – 80% of students will meet or exceed expectations.
Objective 3.1 – 80% of students will meet or exceed expectations.
Objective 3.2 – 80% of students will meet or exceed expectations.
Objective 3.3 – 80% of students will meet or exceed expectations.
Objective 7.1 – 80% of students will meet or exceed expectations.
Objective 7.2 – 80% of students will meet or exceed expectations.
Objective 8.2 – 80% of students will meet or exceed expectations.
Objective 9.1 – 80% of students will meet or exceed expectations.
GBA 7105 Assessment Vehicle Form is presented in Section VI
GBA 7110 - Personal and Professional Development (Fall 2007)
Objective 2.1 – 80% of students will meet or exceed expectations.
Objective 2.2 – 80% of students will meet or exceed expectations.
Objective 6.1 – 80% of students will meet or exceed expectations.
Objective 6.3 – 80% of students will meet or exceed expectations.
GBA 7110 Assessment Vehicle Form is presented in Section VI
GBA 7115 - Executive Communication and Coaching (Fall 2005)
Objective 1.1 – 80% of students will meet or exceed expectations.
Objective 1.2 – 80% of students will meet or exceed expectations.
Objective 3.1 – 80% of students will meet or exceed expectations.
Objective 3.2 – 80% of students will meet or exceed expectations.
Objective 3.3 – 80% of students will meet or exceed expectations.
Objective 7.1 – 80% of students will meet or exceed expectations.
Objective 7.2 – 80% of students will meet or exceed expectations.
Objective 9.1 – 80% of students will meet or exceed expectations.
GBA 7115 Assessment Vehicle Form is presented in Section VI
GBA 7120 - Executing the Fundamentals of Business (Fall 2005)
Objective 3.1 – 80% of students will meet or exceed expectations.
Objective 3.3 – 80% of students will meet or exceed expectations.
Objective 7.1 – 80% of students will meet or exceed expectations.
Objective 7.2 – 80% of students will meet or exceed expectations.
Objective 8.1 – 80% of students will meet or exceed expectations.
Objective 8.5 – 80% of students will meet or exceed expectations.
GBA 7120 Assessment Vehicle Form is presented in Section VI
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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GBA 7125 - Business Strategy and Decision Making (Spring 2006)
Objective 4.2 – 80% of students will meet or exceed expectations.
Objective 7.1 – 80% of students will meet or exceed expectations.
Objective 7.2 – 80% of students will meet or exceed expectations.
Objective 8.4 – 80% of students will meet or exceed expectations.
Objective 8.5 – 80% of students will meet or exceed expectations.
Objective 9.1 – 80% of students will meet or exceed expectations.
Objective 9.2 – 80% of students will meet or exceed expectations.
GBA 7125 Assessment Vehicle Form is presented in Section VI
GBA 7130 - Managerial Accounting and Finance (Spring 2006)
Objective 8.1 – 80% of students will meet or exceed expectations.
Objective 8.3 – 80% of students will meet or exceed expectations.
GBA 7130 Assessment Vehicle Form is presented in Section VI
GBA 7135 - Marketing and Management of the Value Chain (Spring 2006)
Objective 8.4 – 80% of students will meet or exceed expectations.
Objective 8.5 – 80% of students will meet or exceed expectations.
Objective 8.8 – 80% of students will meet or exceed expectations.
GBA 7135 Assessment Vehicle Form is presented in Section VI
GBA 7140 - Managing Human Capital (Fall 2006)
Objective 1.1 – 80% of students will meet or exceed expectations.
Objective 1.2 – 80% of students will meet or exceed expectations.
Objective 1.3 – 80% of students will meet or exceed expectations.
Objective 6.1 – 80% of students will meet or exceed expectations.
Objective 6.2 – 80% of students will meet or exceed expectations.
Objective 6.3 – 80% of students will meet or exceed expectations.
Objective 8.6 – 80% of students will meet or exceed expectations.
GBA 7140 Assessment Vehicle Form is presented in Section VI
GBA 7145 - Global Financial and Economic Strategies (Fall 2006)
Objective 5.1 – 80% of students will meet or exceed expectations.
Objective 8.2 – 80% of students will meet or exceed expectations.
Objective 8.3 – 80% of students will meet or exceed expectations.
GBA 7145 Assessment Vehicle Form is presented in Section VI
GBA 7150 - Coaching Individuals for High Performance (Fall 2006)
Objective 1.1 – 80% of students will meet or exceed expectations.
Objective 3.1 – 80% of students will meet or exceed expectations.
Objective 3.3 – 80% of students will meet or exceed expectations.
Objective 6.1 – 80% of students will meet or exceed expectations.
Objective 6.2 – 80% of students will meet or exceed expectations.
GBA 7150 Assessment Vehicle Form is presented in Section VI
GBA 7160 - Authentic Leadership:Managing Organizations through Change (Spring 2007)
Objective 4.3 – 80% of students will meet or exceed expectations.
Objective 6.1 – 80% of students will meet or exceed expectations.
Objective 6.3 – 80% of students will meet or exceed expectations.
Objective 8.5 – 80% of students will meet or exceed expectations.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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Objective 8.7 – 80% of students will meet or exceed expectations.
Objective 8.8 – 80% of students will meet or exceed expectations.
GBA 7160 Assessment Vehicle Form is presented in Section VI
GBA 7165 - Financial and Economic Decision Modeling for Executives (Spring 2007)
Objective 8.2 – 80% of students will meet or exceed expectations.
Objective 8.3 – 80% of students will meet or exceed expectations.
GBA 7165 Assessment Vehicle Form is presented in Section VI
GBA 7170 - Influencing Corporate Culture (Spring 2007)
Objective 1.3 – 80% of students will meet or exceed expectations.
Objective 2.1 – 80% of students will meet or exceed expectations.
Objective 2.2 – 80% of students will meet or exceed expectations.
Objective 3.1 – 80% of students will meet or exceed expectations.
Objective 3.2 – 80% of students will meet or exceed expectations.
Objective 3.3 – 80% of students will meet or exceed expectations.
Objective 4.1 – 80% of students will meet or exceed expectations.
Objective 6.2 – 80% of students will meet or exceed expectations.
Objective 6.3 – 80% of students will meet or exceed expectations.
Objective 8.6 – 80% of students will meet or exceed expectations.
Objective 8.7 – 80% of students will meet or exceed expectations.
Objective 8.8 – 80% of students will meet or exceed expectations.
Objective 9.1 – 80% of students will meet or exceed expectations.
Objective 9.2 – 80% of students will meet or exceed expectations.
GBA 7170 Assessment Vehicle Form is presented in Section VI
GBA 7175 - Exploring the Global Environment (Spring 2005)
Objective 1.1 – 80% of students will meet or exceed expectations.
Objective 1.2 – 80% of students will meet or exceed expectations.
Objective 3.1 – 80% of students will meet or exceed expectations.
Objective 3.2 – 80% of students will meet or exceed expectations.
Objective 3.3 – 80% of students will meet or exceed expectations.
Objective 4.1 – 80% of students will meet or exceed expectations.
Objective 5.1 – 80% of students will meet or exceed expectations.
Objective 5.2 – 80% of students will meet or exceed expectations.
Objective 5.3 – 80% of students will meet or exceed expectations.
Objective 7.1 – 80% of students will meet or exceed expectations.
Objective 7.2 – 80% of students will meet or exceed expectations.
Objective 9.1 – 80% of students will meet or exceed expectations.
GBA 7175 Assessment Vehicle Form is presented in Section VI
GBA 7185 - Application and Integration of Business Acumen and Leadership (Fall 2007)
Objective 1.2 – 80% of students will meet or exceed expectations.
Objective 3.2 – 80% of students will meet or exceed expectations.
Objective 4.1 – 80% of students will meet or exceed expectations.
Objective 6.1 – 80% of students will meet or exceed expectations.
Objective 7.1 – 80% of students will meet or exceed expectations.
Objective 8.1 – 80% of students will meet or exceed expectations.
Objective 8.2 – 80% of students will meet or exceed expectations.
Objective 8.3 – 80% of students will meet or exceed expectations.
Objective 8.4 – 80% of students will meet or exceed expectations.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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Objective 8.5 – 80% of students will meet or exceed expectations.
Objective 8.8 – 80% of students will meet or exceed expectations.
Objective 9.2 – 80% of students will meet or exceed expectations.
Objective 9.3 – 80% of students will meet or exceed expectations.
GBA 7185 Assessment Vehicle Form is presented in Section VI
Benchmarking standards for the assessed courses as well as for the program embedded
assessments can also be found in Exhibit III.A. and Section 3.C.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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SECTION V
ARTICULATING THE PLAN AND TIMETABLE FOR COLLECTING EVIDENCE OF AOL
FOR THE EMBA PROGRAM
5. A. Completeness of the Evidence Gathering Plan
The EMBA program has planned to administer and collect evidence of AOL by using both
course embedded assessment vehicles and two program assessment vehicles.
Course Embedded Assessment
Course embedded assessment vehicles are administered as courses are delivered. The
vehicles were described in Section II, Exhibit II.A., as well as in the assessment result reports
presented in Section VI. All course results which have been measured are reported in Section
VI. The other course results either are currently being analyzed or will be measured based on
the timeline presented in Exhibit V.A.
Program Assessment (as fully described in Section III)
The program will be assessed using the Capstone business simulation and the Iliad
Assessment Center which will cover all the EMBA Goals and specific objectives as outlined in
Exhibit III.A.
Student activities & procedures: EMBA Program Assessment Spring 2006
All students enrolled in GBA 7040 will participate in the EMBA Program Assessment during the
Spring Semester 2006. During the course of this three-month course, associates will participate
in once in the Iliad Assessment Center assessment and participate in the Capstone assessment
over a two month structured period in which completion of the assessment by all participants is
set for April 1, 2006.
The EMBA Program Assessment is based upon Management Simulations, Inc.’s (MSI)
Capstone Simulation®, an integrated business competency evaluation tool that enables the
associates to get hands-on experience in running a business as a member of a senior
management team, and the Iliad Assessment Center designed to provide an integrated
assessment of critical management skills such as: organization, delegation, time management,
teamwork, oral communication, written communication, and decision-making to evaluate their
own managerial abilities.
Capstone® Simulation:
Capstone® tests in an integrated manner to provide the associates the ability to make decisions
on numerical aspects of business.
Capstone® is presented to the associates in two parts:
A business simulation practice phase;
and A business simulation examination phase
The practice phase:
The business simulation practice phase is designed to teach participants how to successfully
operate a company in the simulation environment. Capstone® is one of the world's best selling
business simulation games. Capstone® requires knowledge and skills in business R&D, HR,
Finance, Marketing, Production, Strategy, Tactics, Leadership and Teamwork.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
115
In Capstone®, our students will run a $100 million company for eight simulated years.
Capstone® companies operate in five market segments: "Low," "Traditional," "High," "Size" and
"Performance." Students begin the simulation with five products, but can develop a portfolio of
up to eight products. Each simulated year they will make decisions in Research and
Development, Marketing, Finance, Human Resources and Production. In later rounds, Labor
Negotiation, Advanced Marketing, and Total Quality Management are added as well.
The business simulation examination phase:
Once each associate has completed the practice phase, they will begin the competition phase.
This structured phase of the business simulation consists of competing individuals who run
hypothetical companies making electronic sensors. The simulation will be played as an
individual competition, in which the associates each run a company, competing against five
computer-generated companies. All individuals start with identical positions and compete over
several periods of decision rounds, where each round is the equivalent of one year. Capstone®
simulates a market of 6 firms and 5 business segments. The simulation is cross-functional and
integrates all major elements of the business decision-making process. Each individual will
have the opportunity to set corporate strategies and apply strategic concepts and techniques
within a practical decision-making framework. The effectiveness of the strategy and its
implementation will determine the successful competition with the other teams. They make
R&D (3 dimensions for positioning), Operations (production, capacity, and automation),
marketing (price, 6 avenues of promotion and three agents of distribution), HR (Training, hiring,
labor negotiations on wages, and profit sharing), and finance (buy and sell shares, raise and pay
off bonds, raise and pay off bank borrowing, time for accounts payable and receivable, and
dividends) decisions each round based on full financial, operational, HR, and marketing data.
Each associate will receive a guide that describes the industry in detail. The guide contains all
the information necessary to make decisions for the companies. Each individual will prepare a
report containing the vision statement, mission statement, management model, objectives and
business strategy it plans to use to obtain the objectives. Also, each week, individuals will
submit a brief description of the firm’s decisions for each round of the simulation.
Before the actual competition begins, associates select the benchmarks that will measure
success and that will determine their grade on the assignment. They choose from two or more
measures including Return on Equity (ROE), Return on Investment (ROI), Market Capitalization,
Market Share (in Dollars), Cumulative Profit, Return on Assets (ROA), Asset Turnover and
Stock Price. Metrics are provided that relate performance in the simulation to the Goals and
Objectives outlined in Exhibit III.A.
Iliad Assessment Center: The Assessment Center provides a well-established and validated
process for evaluating managerial skills. Such firms as Bayer, AT&T, Merrill Lynch, JC Penney,
Procter and Gamble, BellSouth, and Georgia Pacific utilize assessment center experiences to
evaluate their employees for promotion and selection. This assessment exercise will provide a
behaviorally-based individual assessment of critical management skills such as: organization,
delegation, time management, teamwork, oral communication, written communication, and
decision-making. Data will be collected through memorandums, group meetings, and oral
presentations. Some of the activities require working with other participants, others focus on
individual effort.
A team of trained external raters will evaluate and summarize the information obtained through
the assessment exercise. These raters will not know the associate, which will enable them to
provide an entirely objective evaluation of the associate’s performance. All evaluations will be
integrated into a meaningful feedback report. This activity will provide an important "need to
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
116
know" experience for the associate as well as provide a common experience to discuss
throughout the entire program.
Each associate will be assigned the role of a vice president in a fictional company. Before
arriving at the assessment center, the associate will receive a packet of information containing a
company annual report, product updates, and other materials needed to be familiar with before
beginning the assessment center experience. The assessment activities are all tied to the same
role in the same company.
Once at the assessment center, associates will be given an additional binder of information to
be used with the background material previously received. This material will give each
associate enough information to participate in two leaderless discussions, to make a threeminute business presentation, and to complete an in-basket. The in-basket will actually drive
(i.e., contains all the necessary memos and times) the entire activity. Across the exercises
(leaderless groups, presentation, and in basket), associates will be assessed on a number of
dimensions. The total activity takes a little under 2 ½ hours of assessment time.
Skill Building:
All activities will be videotaped for performance review.
Feedback:
Feedback will be received via the Internet within 10 days after the assessment exercise.
Feedback will consist of dimension scores, exercise scores, and an overall score. The scores
will be given in both raw numbers (out of 1000 possible points) and as percentile of
performance. In addition to the scores, associates will receive behavioral comments from the
raters regarding your performance.
Personal Growth:
To assist associates in further skill development, the Internet-based feedback mechanism will
provide hyperlinks on how to improve performance.
Metrics are provided that relate performance in the assessment to the Goals and Objectives
outlined in Exhibit III.A.
Course, sections & number of students participating:
Since the EMBA is a lock-step cohort program, the 7040 class is only offered once a year to a
set specific number of associates; therefore, only one section will be used in the sampling
process in which all associates will be sampled.
GBA 7040
24
Total
24
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
117
Timelines for the Implementation of the AOL Process
• Each departmental AOL Committee will develop a timeline for implementation of the AOL
process for all core courses in the department.
• The Coles College AOL Council will maintain a master timeline for all core courses in the
BBA, Career Growth MBA, and the MBA for Experienced Professionals. The Master of
Accounting program will be added if the new AACSB standards become applicable to
that program..
The timeline for course assessment has been developed with course-embedded assessments
first conducted in the spring of 2005 and the program assessments currently being administered
this Spring 2006. The EMBA department will add three courses to the list to be assessed each
semester until all fourteen core courses and one program specific course (7175) are on an
annual assessment cycle. As illustrated by the timeline below, assessment of all courses will be
underway by the fall of 2007. The timeline for collecting evidence of AOL is presented in Exhibit
V.A. below.
5.B. Strengths and Weaknesses of the Evidence Gathering Plan:
The Coles College of Business evidence gathering plan process has several strengths that
come from the detailed sampling plan and evidence gathering process set in place by the AOL
council. First, the sampling plan was developed and adopted by all faculty members involved in
the Assurance of Learning process providing consistency of sampling and statistical results.
The AOL council as well as faculty have adopted and implemented the concept of rubrics for
each assignment given in a designated class providing greater understanding to the student as
well as motivation to that student to achieve higher results on assignments with the objectives
now clearly demonstrated. One of the weaknesses of the plan involves lack of a centralized
results depository. The AOL council is currently reviewing several databases designed with the
Assurance of Learning process in mind in order to correct this deficiency.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
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SECTION V
EXHIBIT V.A.
ARTICULATING THE PLAN AND TIMETABLE FOR COLLECTING EVIDENCE OF AOL
FOR THE EMBA PROGRAM
The following timeline and course information outlines the process for developing and administering assessment vehicles in the
Executive Masters of Business Administration at Kennesaw State University.
EMBA Course
Assessment Timeline
Assessment Vehicle Identified
and Sampling Process Defined
Fall 04
GBA 7175 - EP 2006
Spring 05
GBA 7105 - EM 2007
GBA 7115 - EM 2007
GBA 7120 - EM 2007
GBA 7175 – EP 2006
Fall 05
GBA 7125 – BS 2007
GBA 7130 – BS 2007
GBA 7135 – BS 2007
GBA 7105 - EM 2007
GBA 7115 - EM 2007
GBA 7120 - EM 2007
GBA 7175 – EP 2006
Spring 06
GBA 7140 - EM 2007
GBA 7145 - EM 2007
GBA 7150 - EM 2007
GBA 7125 – BS 2007
GBA 7130 – BS 2007
GBA 7135 – BS 2007
GBA 7105 - EM 2007
GBA 7115 - EM 2007
GBA 7120 - EM 2007
GBA 7175 – EP 2006
Fall 06
GBA 7160 – BS 2007
GBA 7165 – BS 2007
GBA 7170 – BS 2007
GBA 7140 - EM 2007
GBA 7145 - EM 2007
GBA 7150 - EM 2007
GBA 7125 – BS 2007
GBA 7130 – BS 2007
GBA 7135 – BS 2007
GBA 7105 - EM 2007
GBA 7115 - EM 2007
GBA 7120 - EM 2007
Spring 07
GBA 7185 – EM 2007
GBA 7110 – EM 2007
GBA 7160 – BS 2007
GBA 7165 – BS 2007
GBA 7170 – BS 2007
GBA 7140 - EM 2007
GBA 7145 - EM 2007
GBA 7150 - EM 2007
GBA 7125 – BS 2007
GBA 7130 – BS 2007
GBA 7135 – BS 2007
GBA 7185 – EM 2007
GBA 7110 – EM 2007
GBA 7160 – BS 2007
GBA 7165 – BS 2007
GBA 7170 – BS 2007
GBA 7185 – EM 2007
GBA 7110 – EM 2007
GBA 7140 - EM 2007
GBA 7145 - EM 2007
GBA 7150 - EM 2007
GBA 7160 – BS 2007
GBA 7165 – BS 2007
GBA 7170 – BS 2007
Fall 07
Spring 08
Fall 08
Vehicle Administered
Results Analyzed
Implement Necessary
Changes
GBA 7185 – EM 2007
GBA 7110 – EM 2007
All assessments will be administered using a web-based lotus notes program that will enable the department to keep track of all results. The professor
responsible for the class will administer the assessments and keep track of the results. The results will be evaluated using the benchmark standards
developed in the mapping document and a committee is assigned to review the results and request and oversee changes as necessary.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
119
SECTION VI
COLLECTING, ANALYZING AND INTERPRETING EVIDENCE OF AOL
FOR THE EMBA PROGRAM
VI. A. COLLECTING, ANALYZING AND INTERPRETING EVIDENCE OF AOL
Coles College of Business Assurance of Learning Process
The process of collecting, analyzing and interpreting evidence of AOL has been under
development for the last two plus years. The process is faculty driven with AOL committees at
the department level and at the college level. The college committee meets approximately twice
per month and the department committees meet as necessary. The college committee consists
of a Director, a representative from each academic department and a representative for each of
the degree programs. In some cases the department representative and the program
representative may be the same person. The department representatives are responsible for
providing the communication link between the committees. In addition to face-to-face meetings
there is a large virtual component associated with the college committee. The virtual
component is supported through email and an environment set-up in Web-CT. The Web-CT
environment is organized to be a file/ data repository and to provide a discussion area. As files
are created and modified they are uploaded into Web-CT for all members to utilize. It is further
organized by program which provides necessary files in an easy to find structure.
Each department and graduate program must develop a schedule for the implementation of the
Assurance of Learning Process in each core course. In the spring semester of 2004, each
department will initiate the AOL process in two core courses, one undergraduate and one
graduate. This process has been divided into five sub-processes as outlined below. Thus, it will
take five semesters to complete the first round of the assurance of learning process for each
core course. In the fall of 2004 or spring 2005, the AOL process for the second set of two core
courses will be initiated. For some departments, it will be Fall 2005 before the AOL process has
been initiated in all core courses.
It is important to note that the AOL process is a continuous, cyclical effort. Once underway, the
assessment of student attainment of each learning goal, analysis of the assessment results and
necessary realignment of the curriculum process (i.e., adjustments to pedagogical methods,
course materials, learning goals and objectives, etc.) will occur on a regular basis.
A Course Assessment Team (CAT) will be assigned to each core course. This team is to consist
of at least two members: one member of the departmental AOL Committee and one faculty
member, to be identified by the department chair or program director, with primary teaching
responsibility of the course.
Course-Embedded Assessment
The following discussion outlines the steps necessary to implement the AOL process in each
core course.
1. Development of Assessment Vehicles
•
The CAT for a specific core course is responsible for the development of a common set
of assessment vehicles.
o All full-time faculty teaching the course should be included in the development of
these assessment vehicles.
o Possible assessment vehicles include tests, projects, papers, presentations, etc.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
120
•
o All learning objectives to which this course is mapped in the Curriculum Alignment
must be addressed by at least one of the assessment vehicles.
o Multiple learning objectives can be addressed in one vehicle assessment.
However, the CAT must specify which pieces of the assessment vehicle measure
specific learning objectives.
For each assessment vehicle, the following performance criteria and benchmarking
standards must be specified by the CAT:
o Quantitative Assessment of Criteria for satisfying expectations for each learning
objective measured by a particular assessment vehicle. In other words, determine
the percentage of points earned, actual points earned, etc. on particular pieces of
an assessment vehicle in order to measure a student’s comprehension of a
specific learning objective as
• Exceed Expectations,
• Meet Expectations or
• Below Expectations.
For example, suppose the CAT for ACCT 2100 determines that questions 3 – 6 on Exam
2 should be used to measure Learning Objective 1.1. They may specify that a student
must earn at least 70% on these questions to meet expectations and at least 80% to
exceed expectations. Any students who earn less than 70% will be considered below
expectations for Learning Objective 1.1.
o Quantitative Prediction of Learning Objectives. This is the benchmarking standard.
The CAT must specify the percentage of students predicted to meet or exceed
expectations for a learning objective when measured with a particular vehicle
assessment. Using the previous example, the CAT may predict 70% of the
students in ACCT 2100 will meet or exceed expectations for Learning Objective
1.1 when measured using questions 3 – 6 on Exam 2.
•
2.
Report 1. Assessment Vehicle Report. The CAT is responsible for the completion of this
report. Reports 1 for the six courses that have undergone assessment can be found in
Section IV. The following process should then be followed:
o The CAT will submit the Assessment Vehicle Report to the departmental AOL
Committee who will review the Report and advise the CAT of necessary revisions,
if applicable.
o Once approved by the departmental / program AOL Committee, the report will be
submitted/presented to the Coles College AOL Council. The departmental /
program AOL Committee and department chair / program director should
determine who will present the report; this could be an AOL Committee member,
the department chair / program director or a faculty member who teaches the
course.
o The Coles College AOL Council will review the Assessment Vehicle Reports to
ensure that
• a variety of assessment methods are being utilized throughout the College and
• a sufficient number of learning goals / objectives are covered in the first round
of assessments.
o Necessary revisions will be advised.
Sampling Process Defined
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
121
•
The Coles College AOL Council will develop Sampling Methodology Guidelines for the
departments / programs. These guidelines will ensure that valid unbiased sample data is
collected, which will allow for statistically sound analyses of assessments results.
o Using the Sampling Methodology Guidelines described above, the CAT must
define a sampling process for each assessment vehicle in the core course.
Specific details regarding the number of sections, which sections and faculty,
number of students, etc. must be reported in Report 2. Sampling Process for
Assessment Vehicle X in Course XXXX. Report 2. Sampling Process.
o The departmental / program AOL Committee must approve the Sampling Process
before it is implemented.
o
Administration of the Assessment Vehicles
•
The departmental / program AOL Committee should work with the department chair /
program director to coordinate the administration of the assessment vehicles, ensuring
that all faculty involved understand and execute the process appropriately.
Faculty teaching the sections selected in the Sampling Process administer the
assessment vehicles as outlined in the Sampling Process and then perform the following
tasks:
o Using the Quantitative Assessment of Criteria as outlined in Report 1, the faculty
who administered the assessment vehicles evaluate the results and label each as
Exceed, Meet or Below Expectations for the related learning objective. Copies of
all graded assessment vehicles must be retained in the appropriate core course
folder with Report 3. Summary of the Evaluation of Assessment Vehicle X in
Course XXXX attached. Compare the results above to the Benchmarking
Standard or the Quantitative Prediction of Learning Objectives. Report these
findings in the appropriate space on Report 3.
o Students should receive feedback on the performance of the group as a whole and
told whether or not the benchmarking standards have been met by them
individually and by their class.
o Submit a copy of Report 3 to the departmental / program AOL Committee for
cross-sectional analysis.
3.
•
4.
•
•
•
5.
•
•
Analysis of Assessment Results
The results of the assessment process for each course will be compiled and summarized
by the departmental / program AOL committee in Report 4. Analysis of Assessment
Results for Course XXXX.
These results should be reviewed by the department chair / program director and all
faculty teaching the course. Courses in which the benchmarking standards for any
learning objectives are not being met must be evaluated.
A copy of Report 4 for each course must be submitted to the Coles College AOL Council
and to the Departmental / Program Curriculum Committee.
Implementation of Changes
If the existing benchmarking standards have been met, Report 4 should be sent to the
department curriculum committee and the designated course coordinator to be
considered in the ongoing course review process within the College.
If the existing benchmarking standards are not met,
o the department chair / program director, departmental / program AOL Committee
and full-time faculty who teach the course must determine necessary changes in
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
122
•
•
•
curricula, pedagogy, teaching and learning materials and / or the learning goals
and objectives.
If significant changes are necessary, recommendations will be forwarded to the
department / program curriculum committee.
An implementation report, Report 4. Action Plan for Course XXXX, should be prepared,
see Exhibit E. This report should be placed in the appropriate core course file and
submitted to the Coles College AOL Council.
The annual course reviews in which each department reviews 100% of their courses
annually will include the results of the AOL assessments.
Summary of Required Reports and Documentation
It is very important that reports and documentation generated during the AOL process are
properly updated and stored. It is the responsibility of the department chairs and graduate
program directors to determine how and where such records, hardcopy and electronic, will be
stored. The Coles College AOL Council will combine information from the departmental reports
to create summary documents for the College where necessary. It is the responsibility of the
Council Chair and Archivists to maintain copies of these records, hardcopy and electronic.
The summary reports will include the following sections and will be presented in Section VI.B.:
Goal (General Student Learning Outcome),
Objective (Specific Student Learning Outcome),
Assessment Vehicle employed,
Sampling Process
Actual results and
Planned Improvements
•
Timelines of the AOL Implementation Process for Core Courses.
o One per department or graduate program (Department Chair or Program Director)
o Master copy for all Coles College Core Courses (AOL Council)
The department should establish one folder / portfolio for each core course. The following
documents should be retained in these folders.
• Report 1. Assessment Vehicle Reports for each Core Course
o One copy per core course.
o The department files for each core course should include this report and copies of all
assessment vehicles. If the assessment vehicles are electronic, documentation as to
where the electronic files are stored must be included in the file. All files must be
easily accessible.
o The Coles College AOL Council should retain a copy of the report for each core
course.
•
•
Report 2. Sampling Process for Assessment Vehicle X in Course XXXX
o One copy per assessment vehicle per course.
o This report should be retained in the appropriate core course folder in the department.
o The Coles College AOL Council Archivists should, also, maintain copies of these
reports.
Report 3. Summary of the Evaluation of Assessment Vehicle X in Course XXXX
o One copy per assessment vehicle per section included in the assessment sample.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
123
•
•
o This report should be attached to the individual student assessments and stored in
the appropriate core course file. If the student assessments were completed
electronically, appropriate links to the completed assessments must be documented
and stored in the core course folder.
Report 4. Analysis of Assessment Results for Course XXXX
o One copy per core course.
o A copy of this report should be filed in the appropriate core course file.
o A copy of this report needs to be sent to the departmental / program curriculum
committee.
o A copy of this report must be submitted to the Coles College AOL Council.
Report 5. Action Report for Course XXXX
o One copy per core course that needs to be revised.
o A copy of this report should be filed in the appropriate core course file.
o A copy of this report needs to be sent to the departmental / program curriculum
committee.
o A copy of this report must be submitted to the Coles College AOL Council.
All results related to the graduate programs will be forwarded to the Director of Coles College
Graduate Programs.
This process is summarized in Exhibits VI.A and VI.B.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
124
Exhibit VI.A. KSU Coles College AOL
Development of
Assessment Vehicles
Sampling
Process
Defined
Assessment
Vehicle Reports
for each Core
Course
Sampling Process
for Assessment
Vehicle X in
Course XXXX
All full-time faculty
teaching the course
should be included in the
development of these
assessment vehicles.
(CAT)
Coles College AOL
Council develops
Sampling Methodology
Guidelines.
Possible assessment
vehicles include tests,
projects, papers,
presentations, etc.
All learning objectives to
which this course is
mapped in the
Curriculum Alignment
must be addressed by at
least one of the
assessment vehicles.
Multiple learning
objectives can be
addressed in one vehicle
assessment.
Quantitative Assessment
of Criteria (exceed, meet,
below expectations)
Quantitative Prediction of
Learning Objectives.
(benchmarking criteria)
FLOW=CAT-Departmental AOL
Committee--Coles AOL
CAT develops sampling
process for each for each
assessment vehicle in
the core course.
Departmental/program
AOL committee approves
Sampling Process before
it is implemented.
Sampling guidelines
developed by the Coles
College AOL Council
require
inclusion of at least 25%
of the students enrolled
in a course in the
sampling process;
assessment process to
encompass entire
sections of courses
rather than selecting a
few students from various
sections; and inclusion of
sections taught by fulltime faculty and
supporting faculty and
Administration
of Assessment
Vehicles
Summary of the
Evaluation of
Assessment
Vehicle X in
Course XXXX
The dept/prog AOL
Committee and chair /
program director
coordinate the
administration of the
assessment vehicles.
Faculty teaching the
sections selected in the
Sampling Process
administer the
assessment vehicles as
outlined in the Sampling
Process The faculty who
administered the
assessment vehicles
evaluate the results and
label each as Exceed,
Meet or Below
Expectations for the
related learning objective.
Copies of all graded
assessment vehicles
must be retained. The
results are compared to
the Benchmarking
criteria. Students receive
feedback on the
performance of the group
as a whole..
Submit a copy of Report
3 to the departmental /
program AOL Committee
for cross-sectional
analysis.
Analysis of
Assessment
Results
Analysis of
Assessment
Results for Course
XXXX
The results of the
assessment process for
each course will be
compiled and
summarized by the
departmental / program
AOL committee
These results are
reviewed by the
department chair /
program director and all
faculty teaching the
course. Courses in which
the benchmarking
standards for any
learning objectives are
not being met must be
evaluated.
A copy of Report 4 for
each course must be
submitted to the Coles
College AOL Council and
to the Departmental /
Program Curriculum
Committee.
Implementation
of Changes
Report for Course
XXXX
If benchmarking
standards are met,
Report is sent to the dept
curriculum committee
and course coordinator to
be used in the ongoing
course review process
within the College.
If the existing
benchmarking standards
are not met,
the dept chair / prog
director, dept/ program
AOL Committee and fulltime faculty who teach
the course determine
necessary changes in
curricula, pedagogy,
teaching and learning
materials and / or the
learning goals and
objectives.
If significant changes are
required,
recommendations are
forwarded to dept/prog
curriculum committee.
An implementation report
is prepared and
submitted to the Coles
College AOL Council.
Core Courses Being
Evaluated:
EMBA
GBA 7105
GBA 7110
GBA 7115
GBA 7120, GBA 7125
GBA 7130, GBA 7135
GBA 7140, GBA 7145
GBA 7150,
GBA 7160, GBA 7165
GBA 7170, GBA 7175
GBA 7185
Timeline:Each core
course will be
evaluated once per
year during the Fall
or Spring terms.
Coles College AOL
Structure:
CC AOL Director
CC AOL Council
CC UPCC, CC GPCC
Dept AOL Committee
Dept Chair, Faculty
Dept Curriculum
Com
CAT (Course
Assessment Teams)
Student Input &
Feedback
sections offered during
the day and nights or
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
125
Exhibit VI.B. KSU Coles College AOL Structure 2005-06
Dean, Coles College of Business,Timothy Mescon
Sr/Associate Deans/Director of Undergraduate/Graduate Programs, Ken Gilliam, Rodney Alsup, Kevin Sightler
CC AOL Director
Linda Malgeri
CC AOL Council
Hope Baker, Dorothy Brawley, Jane Campbell, Ernie Capozzoli, Allison Keefe, Tyra Mitchell, Gary Roberts,
CC UPCC
Jane Campbell, Billie Anne Brotman, Susan Carley, Ellen Cross
ACCOUNTING
MAcc
ECONOMICS
F INANCE
CC GPCC
Kevin Sightler, Frank Adams, Bill Forrester, Govind Hariharan, Samia Siha, Kurt
Schulzke
MARKETING &
MANAGEMENT &
PROFESSIONAL
ENTREPRENEURSHIP
SALES
ACC AOL Committee
E&F AOL Committee
M&E AOL Committee
Jane Campbell, Leeds,
Jones, Morris, Martin,
Epps, Manners,
Hermanson
Hope Baker, Vic Wakeling,
Abhra Roy
Dorothy Brawley, Tim
Blumentritt, Robin
Cheramie, Rick Franza,
Gary Roberts, Ken
Robinson
ACCT Chair
E&F Chair
M&E Chair
Kathy Schwaig
Govind Hariharan
Harry Lasher
ACCT Curriculum
Committee
E&F Curriculum
Committee
All Full Time Accounting
Faculty review and vote on
curriculum
M&PS AOL
Committee
CG-MBA
EP-MBA
WEB-MBA
CG AOL Committee
EP AOL Committee
WEB AOL Committee
Ernest Capozzoli
Gary Roberts
Frank Adams
Debby Lester
Janice Barrow, Stephen Br
ock, Alison Keefe,
DougMoodie, Sheb True,
Mike Salvador
Bocchi, Lasher, Roberts
Capozzoli, Gilbert,
McIntyre
M&PS Chair
CG Chair
EP Chair
WEB Chair
Keith Tudor
K Sightler,H Lasher
Mike Salvador
Harry Lasher
M&E Curriculum
Committee
M&PS Curriculum
Committee
CGCurriculum
Committee
EP Curriculum
Committee
WEB Curriculum
Committee
Penny Verhoeven
Brawley, Blumentritt,
Kolenko, Roberts, Siha,
Veliyath
Susan Carley
David Shepherd
Hope Torkornoo
Frank Adams, Bill
Forrester, Govind
Hariharan, Samia Siha,
Kurt Schulzke
Janice Barrow, Stephen Br
ock, Alison Keefe,
Doug Moodie, Sheb True
Bocchi KSU, Lasher KSU,
Gupta VSU, Gilbert
GCSU, McIntyre UWG,
Swift GS
ACCT CATs
E&F CATs
M&E CATs
M&PS CATs
CG CATs
EP CATs
WEB CATs
BISM 2100-Leeds
BLAW 2200-Jones
2100-Morris
2200-Martin
8000-Manners
MAcc-Hermanson
E2300-Verhoeven
F3100-Kochman, Brown
E8010-Katzman
F8020-Wakeling, Gillette
3100-Roberts, Cross,
Brawley, Greene, Fatehi,
Koppelman
3200-Franza,Siha,
Chakravorty
4199-Robinson,Veliyath,
Fitzgerald,Brawley,
Roberts,Desman,
F Adams,Blumentritt
8040- Franza,Siha,
Chakravorty
8050-Cheramie,
Herbert,,Lasher
8999-Blumentritt,
Brawley, Roberts
3100 - Tyra Mitchell
Joe Hair
Randy Stuart
Gary Selden
A8000- Manners
E8010-Katzman
F8020-Wakeling, Gillette
Mk8030- Taschian
Mg8040- Franza,Siha,
Chakravorty
Mg8050Cheramie,Herbert,
Lasher
Mg8999-Blumentritt,
Brawley, Roberts
Alison Keefe
Gary Roberts
6010 Gupta VSU
6020 Goins GCSU
6050 Eastman VSU
6100 Siha (KSU)
Tyra Mitchell
Debbie Lester
Terry Loe
Gary Selden
Student Input and Feedback
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
126
VI.B. Collection and Analysis of Assessment Results
The department AOL committee determines which sections to include in the assessment process and works with the faculty
teaching those sections throughout the semester.
6.A. Course Embedded Results
Report 1a. - EMBA GBA 7175
Goals:
1.0 Collaboration
3.0 Communication
4.0 Technology
5.0 Global Environment
7.0 Decision Making
9.0 Strategy
Objectives: Objective 1.1
Objective 1.2
Objective 3.1
Objective 3.2
Objective 3.3
Objective 4.1
Objective 5.1
Objective 5.2
Objective 5.3
Objective 7.1
Objective 9.1
Assessment Vehicles:
GBA 7175 – Assessment Vehicle I: Associates complete a team communication plan with delineated
roles to establish operative norms for the far flung international team.
GBA 7175 – Assessment Vehicle II: Associates (interacting with a far flung international team)
analyze and present a relevant business topic.
GBA 7175 – Assessment Vehicle III: Associates complete peer evaluations to understand
difference in communication styles.
GBA 7175 – Assessment Vehicle IV: Associates complete process questions designed to evaluate
individual and team behaviors.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
127
Sampling Process for Assessment Vehicle I in GBA 7175.
Number of Students
Involved in Sampling
36
Faculty (Full-time or Part-time)
% of Students Tested
Professor Alsup (Full-time)
Professor Barrow (Part-time)
Professor Brock (Full-time)
Professor Hall (Part-time)
Professor Keefe (Full-time)
Professor Moodie (Full-time)
Professor True (Full-time)
Professor Roebuck (Full-time)
100%
Week of Assessment (out of 15
semester weeks)
5
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a weekend set-up and only has one
section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle II in GBA 7175.
Number of Students
Involved in Sampling
36
Faculty (Full-time or Part-time)
% of Students Tested
Professor Alsup (Full-time)
Professor Barrow (Part-time)
Professor Brock (Full-time)
Professor Hall (Part-time)
Professor Keefe (Full-time)
Professor Moodie (Full-time)
Professor True (Full-time)
Professor Roebuck (Full-time)
100%
Week of Assessment (out of 15
semester weeks)
13
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a weekend set-up and only has one
section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle III in GBA 7175.
Number of Students
Involved in Sampling
36
Faculty (Full-time or Part-time)
% of Students Tested
Professor Alsup (Full-time)
Professor Barrow (Part-time)
Professor Brock (Full-time)
Professor Hall (Part-time)
Professor Keefe (Full-time)
Professor Moodie (Full-time)
Professor True (Full-time)
100%
Week of Assessment (out of 15
semester weeks)
14
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
128
Professor Roebuck (Full-time)
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a weekend set-up and only has one
section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle IV in GBA 7175.
Number of Students
Involved in Sampling
36
Faculty (Full-time or Part-time)
% of Students Tested
Professor Alsup (Full-time)
Professor Barrow (Part-time)
Professor Brock (Full-time)
Professor Hall (Part-time)
Professor Keefe (Full-time)
Professor Moodie (Full-time)
Professor True (Full-time)
Professor Roebuck (Full-time)
100%
Week of Assessment (out of 15
semester weeks)
6 and 15
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a weekend set-up and only has one
section of the course per class and therefore all students will be sampled.
Evaluation Assessment Vehicles Results in GBA 7175 – Spring 2005
Faculty Status (Full-time or Part-time): Full-time and Part-time (See report 2 for specifics on professors)
Course Time Structure: Face to Face Class Work - January 20-29, 2005 and April 27-May 2, 2005
Virtual Class Work – January 30, 2005 – April 26, 2005
Time: Face to Face Class Time - 8: 00 a.m. – 5:00 p.m.
# of Students Completing Assessment Vehicle: 36
# of Students Enrolled in Course: 36
Week in Term Assessment was Administered:
Assessment Vehicle I: Administered in Week 5; Measured Objectives 1.1, 3.2, 3.3, 7.1, 9.1
Assessment Vehicle II: Administered in Week 13; Measured Objectives 1.1, 3.1, 4.1, 5.1, 5.2, 5.3, 7.1, 9.1
Assessment Vehicle III: Administered in Week 14; Measured Objectives 1.2, 7.1
Assessment Vehicle IV: Administered in Week 6 and 15; Measured Objectives 3.3, 7.1
Learning Objective
Assessed
% of Students in each Category
% of Students to
Meet or Exceed
Expectations
Benchmarking
Standard from Report
1
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
Comments
129
Learning Objective 1.1
Function effectively in a
collaborative environment.
(Knowledge, Skill, Attitude)
Exceed Expectations (> 90%): 76.39%
Meet Expectations (80 – 89%): 23.61%
Below Expectations (< 79%): 0%
100%
80%
Learning Objective 1.2
Evaluate the appropriate use
of collaboration.
(Knowledge, Skill)
Exceed Expectations (> 90%): 100%
Meet Expectations (80 – 89%): 0%
Below Expectations (< 79%): 0%
100%
80%
Learning Objective 3.1
Select and use appropriate
interpersonal communication
skills and channels
(Knowledge, Skill, Attitude)
Exceed Expectations (> 90%): 66.66%
Meet Expectations (80 – 89%): 33.33%
Below Expectations (< 79%): 0%
100%
80%
Learning Objective 3.2
Select and use appropriate
organizational
communication skills and
channels (Knowledge, Skill,
Attitude)
Exceed Expectations (> 90%): 83.33%
Meet Expectations (80 – 89%): 16.66%
Below Expectations (< 79%): 0%
100%
80%
Learning Objective 3.3
Create effective
interpersonal
relationships through
organizing and
influencing people to achieve
desired
individual and
organizational
outcomes. (Skill,
Attitude)
Learning Objective 4.1
Assess and use the most
appropriate technologies to
support the individual and
organizational decision
making process.
(Knowledge, Skill)
Exceed Expectations (> 90%): 68.05%
Meet Expectations (80 – 89%): 31.94%
Below Expectations (< 79%): 0%
100%
80%
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
Exceed Expectations (> 90%): 61.11%
Meet Expectations (80 – 89%): 38.88%
Below Expectations (< 79%): 0%
100%
80%
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
130
Learning Objective 5.1
Evaluate and adapt the
organizational response to
different economic systems
and environments.
(Knowledge Skill)
Exceed Expectations (> 90%): 80.55%
Meet Expectations (80 – 89%): 19.44%
Below Expectations (< 79%): 0%
100%
80%
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
Learning Objective 5.2
Evaluate and adapt the
organizational response to
different legal systems and
environments. (Knowledge,
Skill)
Exceed Expectations (> 90%): 80.55%
Meet Expectations (80 – 89%): 19.44%
Below Expectations (< 79%): 0%
100%
80%
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
Learning Objective 5.3
Evaluate and adapt the
organizational response to
different political systems
and environments.
(Knowledge, Skill, Attitude)
Exceed Expectations (> 90%): 80.55%
Meet Expectations (80 – 89%): 19.44%
Below Expectations (< 79%): 0%
100%
80%
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
Learning Objective 7.1
Assess and evaluate the
process of decision-making
and problem solving required
to accomplish organizational
goals and objectives.
(Knowledge, Skill, Attitude).
Exceed Expectations (> 90%): 93.05%
Meet Expectations (80 – 89%): 6.94%
Below Expectations (< 79%): 0%
100%
80%
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
Learning Objective 9.1
Construct alternative
strategies selecting the most
appropriate for an
organization (using relevant
framework and the synthesis
of data). (Knowledge, Skill,
Attitude)
Exceed Expectations (> 90%): 91.66%
Meet Expectations (80 – 89%): 8.33%
Below Expectations (< 79%): 0%
100%
80%
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
131
Analysis of Assessment Results for GBA 7175
Profile of Sample:
Number of Students Included in Assessment Process
Number of Course Sections Included
Assessment
Vehicle
AV I
AV II
Learning
Objective
Assessed
Learning
Objective 1.1
% of Students in each Category
Exceed Expectations: 86.11%
Meet Expectations: 13.88%
Below Expectations: 0%
36
1
% of Students to
Meet or Exceed
Expectations
100%
Benchmarking
Standard from Report
1
80%
Learning
Objective 3.2
Exceed Expectations: 83.33%
Meet Expectations: 16.66%
Below Expectations: 0%
100%
80%
Learning
Objective 3.3
Exceed Expectations: 72.22%
Meet Expectations: 27.77%
Below Expectations: 0%
100%
80%
Learning
Objective 7.1
Exceed Expectations: 88.88%
Meet Expectations: 11.11%
Below Expectations: 0%
100%
80%
Learning
Objective 9.1
Exceed Expectations: 83.33%
Meet Expectations: 16.66%
Below Expectations: 0%
100%
80%
Learning
Objective 1.1
Exceed Expectations: 66.66%
Meet Expectations: 33.33%
Below Expectations: 0%
100%
80%
Comments
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
100% of all students
enrolled in GBA 7035 –
International Residency for
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
132
Learning
Objective 3.1
Exceed Expectations: 66.66%
Meet Expectations: 33.33%
Below Expectations: 0%
100%
80%
Learning
Objective 4.1
Exceed Expectations: 61.11%
Meet Expectations: 38.88%
Below Expectations: 0%
100%
80%
Learning
Objective 5.1
Exceed Expectations: 80.55%
Meet Expectations: 19.44%
Below Expectations: 0%
100%
80%
Learning
Objective 5.2
Exceed Expectations: 80.55%
Meet Expectations: 19.44%
Below Expectations: 0%
100%
80%
Learning
Objective 5.3
Exceed Expectations: 80.55%
Meet Expectations: 19.44%
Below Expectations: 0%
100%
80%
Learning
Objective 7.1
Exceed Expectations: 91.66%
Meet Expectations: 8.33%
Below Expectations: 0%
100%
80%
Learning
Objective 9.1
Exceed Expectations: 100%
Meet Expectations: 0%
Below Expectations: 0%
100%
80%
the Executive MBA program
– exceed or meet
expectations
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
133
AV III
AV IV
Learning
Objective 1.2
Exceed Expectations: 100%
Meet Expectations: 0%
Below Expectations: 0%
100%
80%
Learning
Objective 7.1
Exceed Expectations: 100%
Meet Expectations: 0%
Below Expectations: 0%
100%
80%
Learning
Objective 3.3
Exceed Expectations: 63.88%
Meet Expectations: 36.11%
Below Expectations: 0%
100%
80%
Learning
Objective 7.1
Exceed Expectations: 91.66%
Meet Expectations: 8.33%
Below Expectations: 0%
100%
80%
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
100% of all students
enrolled in GBA 7035 –
International Residency for
the Executive MBA program
– exceed or meet
expectations
Planned Improvements:
As seen above, the minimum benchmarking standards were exceeded for all Goals, Objectives, and Assessment Vehicles
involved in the assessment process. However, the department feels as though the course is lagging behind in communication as
opposed to the other objectives. Therefore, we will examine the communication objective as well as the assessment vehicles that
measure the objective and make necessary changes to bring the learning objective to the level of the other measured in this
course.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
134
Report 2a. - EMBA GBA 7105
Goals:
1.0 Collaboration
3.0 Communication
7.0 Decision Making
8.0 Business Acumen
9.0 Strategy
Objectives: Objective 1.1
Objective 1.3
Objective 3.1
Objective 3.2
Objective 3.3
Objective 7.1
Objective 7.2
Objective 8.2
Objective 9.1
Assessment Vehicles:
GBA 7105 – Assessment Vehicle I: Associates complete the Virtual
IVY economics pre and post-Assessments to comprehend the
basic concepts of the functional areas of economics as well as to
reinforce fundamental concepts related to all areas of economics.
GBA 7105 – Assessment Vehicle II: Associates complete the Paul
Volcker and the Federal Reserve Case assignment to analyze
and discuss the implications of Volcker and the Fed’s monetary policies
on the economic stability of the U.S. in the late 70s and early 80s and
the effects of those policies on the ensuing recession.
GBA 7105 – Assessment Vehicle III: - Associates complete a team
charter with delineated roles to establish operative norms for the
EMBA team.
Sampling Process for Assessment Vehicle I in GBA 7105.
Number of
Students Involved
in Sampling
31
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 4
semester weeks)
Professor Keefe (Full-time)
100%
1
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle II in GBA 7105.
Number of
Students Involved
in Sampling
31
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 4
semester weeks)
Professor Keefe (Full-time)
100%
3
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
135
Sampling Process for Assessment Vehicle III in GBA 7105.
Number of
Students Involved
in Sampling
31
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 4
semester weeks)
Professor Barrow (Part-time)
Professor Brock (Full-time)
Professor Hall (Part-time)
Professor Keefe (Full-time)
Professor Moodie (Full-time)
Professor True (Full-time)
Professor Roebuck (Full-time)
100%
4
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Evaluation Assessment Vehicles Results in GBA 7105 – Spring 2006
This course’s assessment results are currently being analyzed and will be available May 2006.
Report 3a. - EMBA GBA 7115
Goals:
1.0 Collaboration
3.0 Communication
7.0 Decision Making
9.0 Strategy
Objectives: Objective 1.1
Objective 1.2
Objective 3.1
Objective 3.2
Objective 3.3
Objective 7.1
Objective 7.2
Objective 9.1
Assessment Vehicles:
GBA 7115 – Assessment Vehicle I: Associates complete an individual
and team Readiness Assessment Test to develop the ability
to use concepts as opposed to simply learning about them, which is
higher order learning.
GBA 7115 – Assessment Vehicle II: Associates complete assigned
exercises and journal entries to practice and apply the principles
of effective business communication and reflect on what they have
learned.
GBA 7115 – Assessment Vehicle III: GBA 7115 – Associates
complete a quality of feedback assignment on each member of their
team to improve on communication style.
GBA 7115 – Assessment Vehicle IV: Associates ascertain the ability
to practice and apply the principles of effective business
communication in the creation of a “bad news” memo.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
136
GBA 7115 – Assessment Vehicle V: Associates ascertain the ability
to practice and apply the principles of effective business
communication in the creation of an oral presentation video and
subsequent memo.
Sampling Process for Assessment Vehicle I in GBA 7115.
Number of
Students Involved
in Sampling
31
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 4
semester weeks)
Professor Brock (Full-time)
Professor Roebuck (Full-time)
100%
1
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle II in GBA 7115.
Number of
Students Involved
in Sampling
31
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 4
semester weeks)
Professor Brock (Full-time)
Professor Roebuck (Full-time)
100%
1, 3, & 4
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle III in GBA 7115.
Number of
Students Involved
in Sampling
31
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 4
semester weeks)
Professor Brock (Full-time)
Professor Roebuck (Full-time)
100%
4
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle IV in GBA 7115.
Number of
Students Involved
in Sampling
31
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 4
semester weeks)
Professor Roebuck (Full-time)
100%
2
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle V in GBA 7115.
Number of
Students Involved
in Sampling
31
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 4
semester weeks)
Professor Davidoff (Part-time)
100%
4
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
137
Professor Roebuck (Full-time)
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Evaluation Assessment Vehicles Results in GBA 7115 – Spring 2006
This course’s assessment results are currently being analyzed and will be available May 2006.
Report 4a. - EMBA GBA 7120
Goals:
3.0 Communication
7.0 Decision Making
8.0 Business Acumen
Objectives: Objective 3.1
Objective 3.3
Objective 7.1
Objective 7.2
Objective 8.1
Objective 8.5
Assessment Vehicles:
GBA 7120 – Assessment Vehicle I: Associates complete a ThumbsUp Video, Inc. case to comprehend the basic concepts of the
functional areas of financial accounting.
GBA 7120 – Assessment Vehicle II: Associates complete a Destin
Brass Products, Co. case to comprehend the basic concepts of
the functional areas of cost accounting.
GBA 7120 – Assessment Vehicle III: Associates complete a process
improvement assignment to assemble, analyze, and synthesize
information from internal and external sources to comprehend the basic
concepts of operations.
GBA 7120 – Assessment Vehicle IV: Associates complete peer
evaluations to understand differences in communication styles.
Sampling Process for Assessment Vehicle I in GBA 7120.
Number of
Students Involved
in Sampling
31
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 4
semester weeks)
Professor Barrow (Part-time)
Professor Hall (Part-time)
100%
1
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle II in GBA 7120.
Number of
Faculty (Full-time or Part-time)
% of Students
Week of Assessment (out of 4
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
138
Students Involved
in Sampling
31
Professor Barrow (Part-time)
Professor Hall (Part-time)
Tested
semester weeks)
100%
2
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle III in GBA 7120.
Number of
Students Involved
in Sampling
31
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 4
semester weeks)
Professor Moodie (Full-time)
100%
1, 3, & 4
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle IV in GBA 7120.
Number of
Students Involved
in Sampling
31
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 4
semester weeks)
Professor Barrow (Part-time)
100%
4
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Evaluation Assessment Vehicles Results in GBA 7120 – Spring 2006
This course’s assessment results are currently being analyzed and will be available May 2006.
Report 5a. - EMBA GBA 7125
Goals:
4.0 Technology
7.0 Decision Making
8.0 Business Acumen
9.0 Strategy
Objectives: Objective 4.2
Objective 7.1
Objective 7.2
Objective 8.4
Objective 8.5
Objective 9.1
Objective 9.2
Assessment Vehicles:
GBA 7125 – Assessment Vehicle I: Associates analyze a case on
forecasting and the introduction of new technology and suggest
future action.
GBA 7125 – Assessment Vehicle II: Associates analyze a decision
making case and make a decision based partly on mathematical
reasoning.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
139
GBA 7125 – Assessment Vehicle III: Associates complete the Virtual
IVY business statistics and mathematics pre and post
assessments to introduce several management tools from mathematics
and statistics, such as decision trees, probability, math programming,
and regression.
GBA 7125 – Assessment Vehicle IV: Associates analyze a market for
an allocated business, and do a SWOT.
GBA 7125 – Assessment Vehicle V: Associates analyze a real
allocated business's strategy and propose changes.
Sampling Process for Assessment Vehicle I in GBA 7125.
Number of
Students Involved
in Sampling
44
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 12
semester weeks)
Professor Moodie (Full-time)
100%
4
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle II in GBA 7125
Number of
Students Involved
in Sampling
44
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 12
semester weeks)
Professor Moodie (Full-time)
100%
8
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle III in GBA 7125.
Number of
Students Involved
in Sampling
44
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 12
semester weeks)
Professor Moodie (Full-time)
100%
1
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle IV in GBA 7125.
Number of
Students Involved
in Sampling
44
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 12
semester weeks)
Professor True (Full-time)
100%
8
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle V in GBA 7125.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
140
Number of
Students Involved
in Sampling
44
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 12
semester weeks)
Professor Moodie (Full-time)
Professor True (Full-time)
100%
12
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Evaluation Assessment Vehicles Results in GBA 7125 – Fall 2006
This course’s vehicles are currently being administered and its assessment results will be analyzed
in the Fall of 2006.
Report 6a. - EMBA GBA 7130
Goals:
8.0 Business Acumen
Objectives: Objective 8.1
Objective 8.3
Assessment Vehicles:
GBA 7130 – Assessment Vehicle I: Associates complete the ACME
Corporation case to develop an understanding of direct and
flexible costing as used in managerial decision making.
GBA 7130 – Assessment Vehicle II: Associates complete the Wells
Fargo Online Financial Services case, which develops skills in
applying the Balanced Scorecard method in the measurement of
performance.
GBA 7130 – Assessment Vehicle III: Associates complete the Ivy
Software Test – Financial Accounting to evaluate their
understanding of the fundamental concepts in financial accounting and
accounting prerequisites to understanding the functional area of
finance.
GBA 7130 – Assessment Vehicle IV: Associates complete the Beta
Management Co. case to assist in their understanding of the
relationship between Risk and Return and how to apply the Capital
Asset Pricing Model (CAPM) to identify over and under valued assets.
Sampling Process for Assessment Vehicle I in GBA 7130.
Number of
Students Involved
in Sampling
44
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 12
semester weeks)
Professor Hall (Part-time)
100%
1
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle II in GBA 7130
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
141
Number of
Students Involved
in Sampling
44
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 12
semester weeks)
Professor Barrow (Part-time)
Professor Hall (Part-time)
100%
4
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle III in GBA 7130.
Number of
Students Involved
in Sampling
44
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 12
semester weeks)
Professor Barrow (Part-time)
Professor Hall (Part-time)
100%
1
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle IV in GBA 7130.
Number of
Students Involved
in Sampling
44
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 12
semester weeks)
Professor Barrow (Part-time)
100%
8
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Evaluation Assessment Vehicles Results in GBA 7130 – Fall 2006
This course’s vehicles are currently being administered and its assessment results will be analyzed
in the Fall of 2006.
Report 7a. - EMBA GBA 7135
Goals:
8.0 Business Acumen
Objectives: Objective 8.4
Objective 8.5
Objective 8.8
Assessment Vehicles:
GBA 7135 – Assessment Vehicle I: Associates analyze a marketing
case to analyze an organization’s product portfolio, to analyze
an organization’s sales operations, and to recommend an appropriate
support strategy.
GBA 7135 – Assessment Vehicle II: Associates analyze case on
value change, SCM, and advanced operations to understand and
evaluate Supply Chains and Operational tools.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
142
GBA 7135 – Assessment Vehicle III: Associates plan a project to
implement process improvement.
GBA 7135 – Assessment Vehicle IV: Associates analyze a contract
case law case to understand the basics of contract law.
Sampling Process for Assessment Vehicle I in GBA 7135.
Number of
Students Involved
in Sampling
44
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 12
semester weeks)
Professor True (Full-time)
100%
4
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle II in GBA 7135
Number of
Students Involved
in Sampling
44
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 12
semester weeks)
Professor Moodie (Full-time)
100%
12
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle III in GBA 7135.
Number of
Students Involved
in Sampling
44
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 12
semester weeks)
Professor Moodie (Full-time)
100%
1, 4, 8, & 12
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle IV in GBA 7135.
Number of
Students Involved
in Sampling
44
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 12
semester weeks)
Professor Davidoff (Part-time)
100%
8
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Evaluation Assessment Vehicles Results in GBA 7135 – Fall 2006
This course’s vehicles are currently being administered and its assessment results will be analyzed
in the Fall of 2006.
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
143
Report 8a. - EMBA GBA 7140
Goals:
1.0 Collaboration
6.0 Leadership
8.0 Business Acumen
Objectives: Objective 1.1
Objective 1.2
Objective 1.3
Objective 6.1
Objective 6.2
Objective 6.3
Objective 8.6
Assessment Vehicles:
GBA 7140 – Assessment Vehicle I: Associates complete a Teaming
Assessment and complete a Team Development Action Plan.
GBA 7140 – Assessment Vehicle II: Associates use the 5 factor
personality instrument to generate a position profile.
GBA 7140 – Assessment Vehicle III: Associates apply the Situational
Leadership model to create development plans for an
individual.
GBA 7140 – Assessment Vehicle IV: Associates complete a journal
entry in which they define the role of HR in today’s organizations.
Sampling Process for Assessment Vehicle I in GBA 7140.
Number of
Students Involved
in Sampling
31
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 4
semester weeks)
Professor Brock (Full-time)
100%
1&4
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle II in GBA 7140
Number of
Students Involved
in Sampling
31
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 4
semester weeks)
Professor Brock (Full-time)
100%
2
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle III in GBA 7140.
Number of
Students Involved
in Sampling
31
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 4
semester weeks)
Professor Brock (Full-time)
100%
4
EMBA, Coles College of Business, Assurance of Learning, Spring 2006
144
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle IV in GBA 7140.
Number of
Students Involved
in Sampling
31
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 4
semester weeks)
Professor Brock (Part-time)
100%
2
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Evaluation Assessment Vehicles Results in GBA 7140 – Spring 2007
This course’s vehicles will be administered in the Fall of 2006 and its assessment results will be
analyzed in the Spring of 2007.
Report 9a. - EMBA GBA 7145
Goals:
5.0 Global Environment
8.0 Business Acumen
Objectives: Objective 5.1
Objective 8.2
Objective 8.3
Assessment Vehicles:
GBA 7145 – Assessment Vehicle I: Associates analyze and produce
a country risk analysis to evaluate and adapt to faced
international economic environment.
GBA 7145 – Assessment Vehicle II: Associates calculate, assess and
integrate exchange rate measurements.
GBA 7145 – Assessment Vehicle III: Associates analyze the case
“Thailand Melts Down” in an effort to comprehend and adapt to the
effects of currency fluctuations and understand currency risk.
GBA 7145 Assessment Vehicle IV: Associates are assigned
questions designed to evaluate and utilize the concept and limitations
of the gains from trade models and comparative advantage in the global
business environment.
GBA 7145 Assessment Vehicle V: Associates complete the Whirlpool
Europe case to understand and identify relevant cash flows
for capital budgeting, understand and evaluate capital investments
based on various decision criteria, and apply the weighted average cost
of capital (WACC).
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Sampling Process for Assessment Vehicle I in GBA 7145.
Number of
Students Involved
in Sampling
31
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 12
semester weeks)
Professor Keefe (Full-time)
100%
3
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle II in GBA 7145
Number of
Students Involved
in Sampling
31
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 12
semester weeks)
Professor Keefe (Full-time)
100%
6
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle III in GBA 7145.
Number of
Students Involved
in Sampling
31
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 12
semester weeks)
Professor Keefe (Full-time)
100%
6
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle IV in GBA 7145.
Number of
Students Involved
in Sampling
31
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 12
semester weeks)
Professor Keefe (Full-time)
100%
8
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle IV in GBA 7145.
Number of
Students Involved
in Sampling
31
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 12
semester weeks)
Professor Barrow (Part-time)
100%
12
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Evaluation Assessment Vehicles Results in GBA 7145 – Spring 2007
This course’s vehicles will be administered in the Fall of 2006 and its assessment results will be
analyzed in the Spring of 2007.
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Report 10a. - EMBA GBA 7150
Goals:
1.0 Collaboration
3.0 Communication
6.0 Leadership
Objectives: Objective 1.1
Objective 3.1
Objective 3.3
Objective 6.1
Objective 6.2
Assessment Vehicles:
GBA 7150 – Assessment Vehicle I: Associates work with their Coach
to create a 21 Day Action Plan to improve EQ
GBA 7150 – Assessment Vehicle II: Associates complete assigned
coaching sessions and journal entries to practice and apply the
principles of effective interpersonal communication and reflect on what
they have learned.
GBA 7150 – Assessment Vehicle III: Associates complete supervised
practice session with other students.
GBA 7150 – Assessment Vehicle IV: Associates use the results of the
HBDI, 5Factor Personality Instrument, EQ, and LPI to coach
the development of another student.
Sampling Process for Assessment Vehicle I in GBA 7150.
Number of
Students Involved
in Sampling
31
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 12
semester weeks)
Professor Brock (Full-time)
100%
12
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle II in GBA 7150
Number of
Students Involved
in Sampling
31
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 12
semester weeks)
Professor Brock (Full-time)
100%
3, 6, 8, & 12
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle III in GBA 7150.
Number of
Students Involved
in Sampling
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 12
semester weeks)
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31
Professor Brock (Full-time)
100%
8
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Sampling Process for Assessment Vehicle IV in GBA 7150.
Number of
Students Involved
in Sampling
31
Faculty (Full-time or Part-time)
% of Students
Tested
Week of Assessment (out of 12
semester weeks)
Professor Brock (Part-time)
100%
4, & 8
Rationale for the Selected Sampling Process: The EMBA program is a lock-step cohort program with a
weekend set-up and only has one section of the course per class and therefore all students will be sampled.
Evaluation Assessment Vehicles Results in GBA 7150 – Spring 2007
This course’s vehicles will be administered in the Fall of 2006 and its assessment results will be
analyzed in the Spring of 2007.
Report 11a. - EMBA GBA 7160
Goals:
4.0 Technology
6.0 Leadership
8.0 Business Acumen
Objectives: Objective 4.3
Objective 6.1
Objective 6.3
Objective 8.5
Objective 8.7
Objective 8.8
Assessment Vehicles:
GBA 7160 – Assessment Vehicle I: Associates analyze a knowledge
management case to understand change management in an
organization.
GBA 7160 – Assessment Vehicle II: Associates complete a written r
report profiling a contemporary organizational leader.
GBA 7160 – Assessment Vehicle III: Associates analyze a new
product introduction case to manage the introduction of new products.
GBA 7160 – Assessment Vehicle IV: Associates analyze the IP law
case to understand the reasons to protect Intellectual Property
and the basics of the steps to pursue protection and enforcement.
Evaluation Assessment Vehicles Results in GBA 7160 – Fall 2007
This course’s sampling process will be defined in the Fall of 2006 and its vehicles will be
administered in the Spring of 2007. The assessment results will be analyzed in the Fall of 2007.
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Report 12a. - EMBA GBA 7165
Goals:
8.0 Business Acumen
Objectives: Objective 8.2
Objective 8.3
Assessment Vehicles:
GBA 7165 – Assessment Vehicle I: Associates are assigned
questions designed to help them derive, evaluate, and defend the
purpose and limitations of profit-maximization on business behaviors
and decisions.
GBA 7165 – Assessment Vehicle II: Associates analyze the case
“Forever: DeBeers” understand and evaluate the relevancy and
purpose of market power and pricing on business behaviors and
performance.
GBA 7165 – Assessment Vehicle III: Associates are assigned
questions to apply price discrimination and game theory analysis to the
price and output decision criteria.
GBA 7165 – Assessment Vehicle IV: Associates complete the Ford
Motor Co.'s Value Enhancement Plan (A) case to evaluate the
implications of various capital structures on risk, return and growth and
understand the impact of dividend policy on the cost of capital and
growth capacity.
Evaluation Assessment Vehicles Results in GBA 7165 – Fall 2007
This course’s sampling process will be defined in the Fall of 2006 and its vehicles will be
administered in the Spring of 2007. The assessment results will be analyzed in the Fall of 2007.
Report 13a. - EMBA GBA 7170
Goals:
1.0 Collaboration
2.0 Ethics
3.0 Communication
4.0 Technology
6.0 Leadership
8.0 Business Acumen
9.0 Strategy
Objectives: Objective 1.3
Objective 2.1
Objective 2.2
Objective 3.1
Objective 3.2
Objective 3.3
Objective 4.1
Objective 6.2
Objective 6.3
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Objective 8.6
Objective 8.7
Objective 8.8
Objective 9.1
Objective 9.2
Assessment Vehicles:
GBA 7170 – Assessment Vehicle I: Associates research, evaluate,
and present a firm's governance, culture, vision, mission, and
ethics to suggest improvements for future growth.
GBA 7170 – Assessment Vehicle II: Associates produce a team
action plan to be able to negotiate in a planned manner and to
understand, navigate through, and influence an organization.
GBA 7170 – Assessment Vehicle III: Associates carry out an
individual negotiation simulation to be able to negotiate in a planned
manner.
GBA 7170 – Assessment Vehicle IV: analyze an anti-trust law case to
understand the basics of Anti-trust Law.
Evaluation Assessment Vehicles Results in GBA 7170 – Fall 2007
This course’s sampling process will be defined in the Fall of 2006 and its vehicles will be
administered in the Spring of 2007. The assessment results will be analyzed in the Fall of 2007.
Report 14a. - EMBA GBA 7110
Goals:
2.0 Ethics
6.0 Leadership
Objectives: Objective 2.1
Objective 2.2
Objective 6.1
Objective 6.3
Assessment Vehicles:
GBA 7110 – Assessment Vehicle I: Associates compete multiple
journal entries in which they analyze the ethical dimensions of
specific cases.
GBA 7110 – Assessment Vehicle II: Associates complete multiple
journal entries in which they evaluate themselves and team
members based on the results of their HBDI, 5Factor Personality
Instrument, EQ, and LPI.
GBA 7110 – Assessment Vehicle III: Associates complete multiple
journal entries leading to the creation of a Personal and
Professional Development Plan.
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Evaluation Assessment Vehicles Results in GBA 7110 – Spring 2008
This course’s sampling process will be defined in the Spring of 2007 and its vehicles will be
administered in the Fall of 2007. The assessment results will be analyzed in the Fall of 2008.
Report 15a. - EMBA GBA 7185
Goals:
1.0 Collaboration
3.0 Communication
4.0 Technology
6.0 Leadership
7.0 Decision Making
8.0 Business Acumen
9.0 Strategy
Objectives: Objective 1.2
Objective 3.2
Objective 4.1
Objective 6.1
Objective 7.1
Objective 8.1
Objective 8.2
Objective 8.3
Objective 8.4
Objective 8.5
Objective 8.8
Objective 9.2
Objective 9.3
Assessment Vehicles:
GBA 7185 – Assessment Vehicle I: Associates complete peer
feedback to evaluate their team members on their participation,
helpfulness, preparation, contribution, and expertise.
GBA 7185 – Assessment Vehicle II: Associates make various group
presentations utilizing the XB-Learning Organization model.
GBA 7185 – Assessment Vehicle III: Associates analyze and present
a business plan for a set specific company.
GBA 7185 – Assessment Vehicle IV: Associates utilize business law
concepts in creating and presenting a business plan for a set
specific business.
GBA 7185 – Assessment Vehicle V: Associates establish goals and
objectives through the completion of a business plan for a set
specific business for achieving the assigned deliverables of their
various functional teams.
GBA 7185 – Assessment Vehicle VI: Associates execute the mission
and objectives of their various teams and simulated organization
through the completion of a business plan for a set specific business.
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Evaluation Assessment Vehicles Results in GBA 7185 – Spring 2008
This course’s sampling process will be defined in the Spring of 2007 and its vehicles will be
administered in the Fall of 2007. The assessment results will be analyzed in the Fall of 2008.
Program Assessment Results
The program assessments for the EMBA program will not be completed until May of 2006 and the
results analyzed and documented by the end of Spring semester 2006. The projected date of
program review will require both a thorough analysis of course embedded assessment vehicles to
establish course changes as well as establishing the interaction between courses across the
curriculum. The Capstone simulation game will be completed by May and the Iliad Assessment
Center completed by March.
6.B. Strengths and Weaknesses of the Data Collecting, Analyzing, and Interpreting
Evidence:
Exhibit VI.L. Perceived Strengths and Weaknesses of Data Collection, Analysis and Interpretation
Strengths
Weaknesses
Data Collection
• All EMBA goals and Objectives have been
• Need more coverage of
or will be assessed.
certain learning objectives
(only one assessment of
• A variety of assessment vehicles were
Objectives 4.2, 4.3, 5.2, 5.3,
used to assess each goal.
and 9.3 conducted).
• 100% of all EMBA sections were included
in the assessment process.
• Variety of faculty involved in assessment
process.
• Faculty by-in of the process
Data Analysis
• Multiple questions implemented to assess
• Development of a similar
each goal
rubric format across faculty
to achieve consistency.
• Goals measured in different courses.
• Lack of communication and
• Variety and use of rubrics
frustration during the
process led to deletion of
certain assessments that
could not be achieved.
Data Interpretation
•
Met or exceeded minimum benchmarking
standards for the one course already
analyzed.
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SECTION VII
USING FINDINGS OF AOL FOR QUALITY ENHANCEMENT
FOR THE EMBA PROGRAM
7.A. Quality and Completeness of the Academic Program Improvement Plan
Course Embedded Quality Enhancement
Courses that have delivered embedded assessment vehicles are presented in Exhibit VII.A.
Exhibit VII.A.
General Learning Outcomes
Assessment by Course
Goal
# Assessments
GBA 7175
GBA 7105
GBA 7115
1.0 Collaboration
13
1.1, 1.2
1.1
1.1, 1.3
2.0 Ethics
4
3.0 Communication
21
3.1, 3.2, 3.3
3.1, 3.2, 3.3
3.1, 3.2, 3.3
3.1, 3.3
4.0 Technology
5
4.1
5.0 Global Environment
7
5.1, 5.2, 5.3
6.0 Leadership
13
7.0 Decision Making
15
7.1, 7.2
7.1, 7.2
7.1, 7.2
8.0 Business Acumen
39
9.0 Strategy
10
9.1
9.1
9.1
127
19
9
11
Total
7.1, 7.2
8.2
GBA 7120
8.1, 8.5
7
In general the results indicate that the courses that have had vehicles administered to them cover
many of the Goals and Objectives set forth by the AOL process. But, since this analysis is
speculative in nature, and only one course has been analyzed, much remains to be done in
analyzing all of the accumulated data. Exhibit VII. B. outlines the action plan for GBA 7175 and
potential plans for improvement and will be the framework behind continuous improvement in other
courses currently being analyzed.
Exhibit VII.B.
Action Plans by Course
Action Plan for Course MGT 3200
Learning Objective
not being Met
Satisfactorily
Current % of
Students to Meet or
Exceed
Expectations
Current
Benchmarking
Standard
All learning
objectives were
100% of all
students enrolled in
80% or greater will
meet or exceed
% of Students to
Meet or Exceed
Expectations after
changes have been
Implemented
New Benchmarking
Standard
(if applicable)
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satisfactorily met for
this course
GBA 7035 –
Exploring the
Global Environment
program – exceed
or meet
expectations
expectations
Description of Planned Changes in Curricula, Pedagogy, Teaching and Learning Materials
and / or Learning Goals and Objectives:
GBA 7175: Exploring the Global environment
What did you find out?
We found that in GBA 7175, students appear to be learning what they are supposed to have
learned. The performance of the students was better than the benchmark standards. The
minimum benchmarking standards were exceeded for all Goals, Objectives, and Assessment
Vehicles involved in the assessment process. However, the department feels as though the
course is lagging behind in communication as opposed to the other objectives.
Although we found the assessment vehicles to be relevant, applicable and easy to use in class, we
need to do a better job to ensure consistency in both the actual assessment vehicles used and the
implementation of the assessment across the various faculty teaching in the course. Rubrics were
developed for the assessment vehicles, but we found that they need to be more specific in their
descriptions of what is required since there are more than one faculty grading the common
assessment vehicles in the course.
What is the department going to do about it (how)?
We have already instituted a training session for all faculty in using and grading established AOL
rubrics for this course as well as all the others to be assessed. We don’t foresee this being a
problem in all courses since individual faculty do grade assessment vehicles and not all
assessment vehicles are dispersed among the faculty, but a buy-in of the rubric process, record
keeping requirements, and reporting and storing data is very important in the AOL process. The
faculty will examine the communication objective as well as the assessment vehicles that measure
the objective and make necessary changes to bring the learning objective to the level of the other
measured in this course.
Department plans for the next academic year.
Review the assessment vehicles and rubrics for more specific and vigorous requirements. Change
the rubrics and assessment vehicle requirements as necessary.
Review the communications Goal and make changes as necessary.
We will plan to reassess GBA 7175 in Spring 2007.
7.B. Quality and Completeness of the Assurance of Learning Process Improvement Plan
The results are being reviewed for both course and program enhancement. The complicated task
of determining what needs to be changed to deliver AOL will be a slow and discussion filled
endeavor. Basic and fundamental questions must be asked and answered relative to the AOL
process. For example questions such as:
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•
•
•
•
•
•
Where the GLOs appropriate?
Where the SLOs appropriate?
Where course objectives meaningful / appropriate?
Where the GLOs, SLOs and course objectives capable of being measured reliably?
Where the assessment vehicles properly constructed and delivered?
How should a GLO, SLO, course objective, assessment vehicle be altered? Do we finetune one or the whole sequence?
For the first group of courses evaluated, analysis of each course objective and associated changes
are ongoing. As course improvements are considered cross-curriculum impact must be taken into
consideration. Due to the nature of course delivery and implications of changes in one course
impacting other course objectives it is anticipated that each faculty member will present changes
for review and discussion by faculty participating in the CGMBA program. This change review
process will occur in a virtual environment and be finalized in a face to face review in fall 2006.
The fall meeting will resolve issues associated with course objectives and integration of objectives
across the curriculum. This meeting will also impact overall program objectives and program
measurement of AOL.
Course Assessment Quality Enhancement
At this juncture we are faced with many interesting opportunities for improvement and some of our
preliminary findings indicate the following:
• The program needs to revisit the Global Environment and Technology Goals. A discussion
with the faculty involved in the program is already underway to determine where it would be
most appropriate to increase the global content in our courses as well as develop
technology related course objectives. It would be reasonable to expect a cross curriculum
impact and further redefinition of more than one course objective to meet both the global
environment and technology Goals.
• Ensure that we can measure what we need to measure. The are some assessment
vehicles that we will be revisiting to ensure we are evaluating and measuring the correct
outcomes.
• As part of the AOL process and continuous improvement of student learning, the EMBA
program has implemented the rubric process for each assessment vehicle administered in
each course to provide greater simplicity to the associates when completing the assessment
as well as simplicity for the faculty grader in measuring the assessment. Rubrics were also
implemented to provide clear directions and guidelines for the associates to establish
unambiguous assessment requirements.
• The EMBA program will also implement new syllabi with Goal puzzle pieces embedded
within the syllabi to provide associates with a link and mapping of all Goals and Objectives
in the program to each course and assessment vehicle for better understanding of the AOL
process and better understanding of the purpose and impact of Goals and Objectives on
their time in the EMBA program. Exhibit VII.C presents the new syllabi look with Goal puzzle
pieces included.
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Exhibit VII. C.
Syllabi with Goal Puzzle Pieces Included
Program Assessment Quality Enhancement
The program assessments for the EMBA program will not be completed until May 2006. The
results and analysis of the program assessment vehicles is expected to commence at that time
and will be available for review in the Summer 2006.
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