Syllabus
Organizational Communication I
CMM 360-01
CRN: 176
Monday & Thursday 3:05-4:20
Room: Humanities 305
Creative minds have always been known to survive any kind of bad training. – Anna Freud
Course Professor: Jason S. Wrench, Ed. D.
Office: CSB 33
Phone: 845-257-3499
Office Hours: Monday and Thursday 1:30 to 2:45, Tuesday 2:00 to 3:00, and by Appointment
E-mail: wrenchj@newpaltz.edu
Twitter: JasonSWrench
LinkedIn: JasonSWrench
Website: http://www.JasonSWrench.com
COURSE DESCRIPTION
Analysis of traditional and contemporary theories of communication in context of modern
complex organizations (government, industry, education, etc.). Consideration and explication of
such pertinent concepts and variables as message, channel, networks, information, information
flow, communication climate, communication audit, etc….
Course Learning Objectives:
1. Define the general terms related to the academic study of organizational communication.
2. Explain what organizations are and how communication functions within them.
3. Explain how individual personality traits and human temperament effect organizational
communication and cohesion.
4. Examine how supervisors and subordinates communicate with each other effectively.
5. Explain how both employee and employer perceptions of each other can impact an
organization.
6. Discuss how power and status influence the normal functioning of organizations and
organizational communication.
7. Explain why organizations are resistant to change, and the impact of conflict within the
organization.
8. Examine how organizations create unique organizational cultures, and how these cultures
impact organizational communication.
Required Texts:
Avtgis, T. A., Rancer, A. S., & Madlock, P. E. (2010). Organizational communication:
Strategies for success. Dubuque, IA: Kendall-Hunt. (ISBN: 978-0-7575-6659-2)
Wrench, J. S. (Ed.). (2012). Casing organizational communication. Dubuque, IA: Kendall-Hunt.
(ISBN: 978-0-7575-9684-1)
American Psychological Association. (2010). Concise rules of APA Style: The official pocket
style guide from the American Psychological Association (6th ed.). Washington, DC:
Author. (ISBN: 978-1-4668-0560-8)
BusinessWeek (https://resourcecenter.businessweek.com/)
Recommended Text:
Menager-Beeley, R. & Paulos, L. (2009). Understanding plagiarism: A student guide to writing
your own work. Boson: Houghton Mifflin Harcourt.
Important Websites:
American Psychological Association’s Style website - http://www.apastyle.org
National Communication Association – http://www.natcom.org
NCA Organizational Communication Division - http://comm.colorado.edu/nca-orgcomm/
Eastern Communication Association – http://www.ecasite.com
International Communication Association – http://www.icahdq.org/
Association for Business Communication - http://www.businesscommunication.org/
International Association for Business Communicators - http://www.iabc.com/
American Management Association - http://www.amanet.org/
Wikipedia Foundation - http://wikimediafoundation.org/wiki/Home
James C. McCroskey, Ed. D. - http://www.JamesCMcCroskey.com/
Jason S. Wrench, Ed. D. - http://www.JasonSWrench.com
Avtgis, Rancer, and Madlock textbook has an accompanying website with lots of useful
materials:
Audio Introductions
Outlines of Textbook Chapters
Electronic Flashcards
Sample Quizzes
Chapter Summaries
Video Interviews with Organizational Communication Scholars
http://webcom6.grtxle.com/orgcomm
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See the inside cover of your book for information on accessing the website.
If you purchased a used copy of the book and someone has already used the access code, you
will not have access to the website. You can purchase access separately, but this is not required.
GRADING
Final grades in this course will be based on the following:
GRADE PERCENTAGE
A
94-100
A-
90-93
B+
87-89
B
84-86
B-
80-83
C+
77-79
C
74-76
C-
70-73
D+
67-69
D
64-66
D-
60-63
F
59 and below
ASSIGNMENTS
-
( % of points)
Course Participation
_____________(60)
- Examinations
Midterm
_____________(20)
Final
_____________(20)
- Extra Credit
_____________(XX)
TOTAL ______________
 You should monitor your own grades. It is very helpful to know your standing in the
course at any time during the semester. Since the passing of the Buckley Amendment and
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the Family Educational Rights and Privacy Act (FERPA) by congress, I am not allowed
to give grades over the phone or internet (except through secure servers like blackboard).
However, you may inquire about your grades at anytime in person. Additionally, you
may inquire in person about your final exam grade after you have received your semester
grade reports through the mail from the university.
Course Procedures
Attendance
Punctual attendance is expected at all class sessions. If you participate in University sponsored
activities (e.g., intercollegiate sports), you must inform your instructor before you are absent.
SUNY New Paltz policy regarding attendance will be followed. Students are responsible for all
missed work. In the event of bad weather, class will only be cancelled at the President’s
discretion. According to SUNY New Paltz, decisions that affect evening classes will be
announced by 2:00 p.m (http://www.newpaltz.edu/news/snow/). There are a number of factors
that are considered in this process, including inclement weather in the immediate vicinity of the
campus, local road conditions, and the ability to properly clear campus walkways and parking
lots. To determine if a delay or cancellation is in effect, a message can be heard by calling 257INFO hot line or by viewing SUNY New Paltz's Web site at www.newpaltz.edu.
Late Work
Course work will be collected during the first ten minutes of class. After the first ten minutes,
any work turned in is considered late. Late work will receive an automatic letter grade reduction
for every school day the work is late (weekends are not counted). In other words, work that is
more than four days late is automatically failing.
Course Readings/Learning Experiences
All reading, listening, or viewing of course materials is expected to be done before you come to
class. If it ever appears that reading is not being completed before class, the instructor reserves to
the right to use quizzes as necessary to test reading.
Extra Credit is not guaranteed in this course, but if opportunities arise they will be announced in
class.
ACADEMIC INTEGRITY
Honesty and originality are expected in all the work you present in this class. Proper citation and
documentation of others’ work is required on all oral and written assignments. Plagiarism,
cheating, or unethical behavior of any kind will not be tolerated.
According to the Academic Policies and Procedures of SUNY New Paltz, Plagiarism is:
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The representation, intentional or unintentional, of someone else’s words or ideas
as one’s own. Since words in print are the property of an author or publisher,
plagiarizing is a form of larceny punishable by fine. When using another person’s
words in a paper, students must place them within quotation marks or clearly set
them off in the text and give them appropriate footnoting. When students use only
the ideas and change the words, they must clearly identify the source of the ideas.
Plagiarism, whether intentional or unintentional, therefore, is a violation f the
property of the author plagiarized and the implied assurance by the students when
they hand in work that the work is their own. If students have any questions about
what constitutes plagiarism, it is their responsibility to clarify the matter by
conferring with the instructor. Faculty members must report writing cases of
plagiarism to their department chair and their academic dean.
In this class cases of plagiarism will be taken very seriously. If you are unsure about what
constitutes plagiarism, please reference Menager-Beeley and Paulos (2009) or confer with me
directly. All papers will be submitted to turnitin.com as a plagiarism deterrent, and any cases of
plagiarism will result in the failure of the individual paper and possibly the entire course after
consultation with the Communication and Media Department Chair.
AMERICAN WITH DISABILITIES ACT
Any student, who, because of a disability, may require some special arrangements as prescribed
by SUNY New Paltz in order to meet course requirements should contact me as soon as possible
to make necessary accommodations. Accommodations will be made, but I must be aware of your
needs in order to make proper accommodations.
Course Assignments
Course Participation
Because this course is designed as a participation based course, 60% of your grade involves
making sure that you come to class prepared to discuss the content (especially on case days). 20
participation points occurs on non-case days, and the other 40 points will be given during case
discussions.
Here is how you will earn points during the case discussion periods:
1) Starting the discussion. Someone will start each day by presenting a quick overview of the
case and her or his analysis of the case. If you start a class period, you will get BIG participation
points. Effective starting contributions can include things like:
“If I were in this person’s position in this case, I would concentrate on this issue because it is
both strategic and urgent…”
“As a sales manager in this case, I would recognize that there are number of factors that led
to this situation, such as…”
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“My analysis of this case suggests that the best decision is to…and it is really critical that the
first three action steps…be completed by the end of next week.”
“First I would like to address the key issue, then the alternatives, then the criteria for
evaluating the alternatives, and finally my recommendations.”
2) Recording the discussion. Someone will record the discussion each day while we are talking.
This person will help us keep track of our thoughts as we progress. If you record the discussion,
you will get BIG participation points.
3) Discussion Driver. Every day someone will be given the task to keep us on track. If, and
when, we start heading off on tangents or discussing things in a circular pattern (re-discussing
things already talked about). This person’s job will be to re-focus the group. For this to work,
this individual needs to be acutely aware of everything that is being said.
4) Active Participation. The most common way for you to get participation points is to actively
participate during case discussions. You should fill out the Case Study Worksheet prior to
coming to class. The Case Study Worksheet is a great way to help organize your thoughts prior
to the discussion.
There are generally five types of important contributions you can make during class.
1) The Issue(s) Identification
Normally, at some stage of the class discussion (although not necessarily at the beginning),
considerable deliberation takes place to identify the exact nature of the issue(s) in the case. In
some cases this task is trivial because the answer is obvious; in other cases it may constitute the
central educational challenge of the discussion. Useful contributions could include:
“I believe the key issue was …, but after Jane persuaded me that… should be the major issue
because.”
“I believe this is the key decision we need to focus on because…”
“I think the issue is broader than stated by Robert, because…”
“There are three decisions that need to be taken and this is the sequence in which they should
be taken…”
“I say this because the following three items… are all symptoms of a larger issue which is…”
“The immediate issue is… and the basic issues are…”
2) Case Data Analysis
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With a focus on the above issue(s), case class discussions turn to an analysis of the evidence or
casual sequence of events. This stage of the discussion is where the tools, techniques, concepts,
and theories are used to help make sense of the information available. Prior to class, each case
will have a series of questions that has you ponder specific information from the Papa et al. book
and how it relates to the cases. Typical analytical contributions are:
“The symptom in this case is…, but the causes are…”
“Because of the following constraints, it will be difficult to…”
“If we use the concept/theory of…, which I think fits perfectly with the problem we are
considering because…, then the conclusion that falls out is…”
“My consumer analysis says that potential customers will first consider price and then…”
“The relevant information is contained in the exhibit on page seven.”
3) Alternatives and Discussion
A significant part of most case classes deals with the discussion of alternatives. You will be
asked to generate them, discuss their respective merits in depth, identify your decision criteria,
present your arguments and justify your decision(s) or recommendation(s). Effective
contributions include:
“There are at least three alternatives which appear to have merits and they are:…”
“Even though the financial return on this alternative is so exceptional, I think we need to
make absolutely sure that the environmental concerns are effectively addressed.”
“Since qualitatively and quantitatively this alternative is so attractive, it makes the decision to
go with this alternative very easy.”
“Since this alternative would take at least three years to implement, it is just not realistic
given our short term crisis.”
“The risk inherent in Bill’s proposal is…because…”
“Another alternative I would like to propose is… for the following reasons…”
“The decision is very close. On the one hand … where as on the other hand… Given these, I
slight favor… because….”
4) Discussion of Decision Criteria
When making sound decisions, it’s important to have clearly defined criteria. One way to receive
credit for participation is through the presenting and/or debating appropriate criteria for the
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decisions at hand. When discussing criteria, it’s important to know not only what criteria you
plan on using, but also how you plan on measuring that criteria to determine if the solution is
successful. Effective contributions include”
“I think an important criterion in this case is motivation because …”
“While I definitely think ____ criterion is important, _____ criterion seems more appropriate
for this case because …”
“Based on what we’ve read in the textbook about this issue, I definitely think we need to
include _______ criterion in our list because…”
5) Action and Implementation Plan
Discussion of action and implementation strategies and tactics sometimes receives scant
attention in case classes because some instructors believe proper identification and analysis of
the problem and discussion of theory are more important. Also, since implementation is logically
discussed at the end of class, it often gets lost in the race with the clock. How decisions are
executed can be significant as what decisions are made to solve a problem or address an issue.
Examples of action and implementation plan contributions are:
“To install this new equipment in the same physical location as the old one, we will need to
build up inventory of at least one month to assure continuing flow of product to the
customer.”
“The first thing we’d have to do, if we follow Kim’s proposed solution, is to get approval
from the Board, which would take at least three months, then…”
“To meet the deadline of January 15, at least twenty people will have to work on this over the
next six months and the following three departments are going to have to provide them…”
“First, I will have to go out and gather the information that is still missing. If it comes out
as…, then I will have to do this… If not, I would take the following steps…”
“I would pay careful attention to… in the future.”
6) Process Contributions
Process contributions affect the flow and structure of the discussion. They are based on good
listening and reflecting skills, as well as your understanding of the case. Process contributions
include: questions that add clarity; suggestions that a certain are of the case needs to be explored;
a linkage of points raised earlier; or a meaningful summary.
“We should star by …, move to…”
“We should next talk about…”
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“We need to spend more (or less) time on…”
“We should go back to Jack’s point…”
“We need some more explanations of…”
“We need more clarification on how theory X applies here.”
“We need to resolve this difference of opinion before we can move on.”
“We should hear from Jane because…”
Explanation of case participation grading. To fairly grade the participation of students in the
course I using a curving method. First, I drop the top and bottom 10% from the statistical
analysis. I then curve all participation points so the mean is at 80%. By curving this way,
students who are highly participative have an easier chance of making at A in their participation
while students who are nonresponsive during discussion periods will not get zeros. The majority
of the participation grades will be between 70% and 95%. Those people participating in the top
10% will receive grades over 95%, and those in the bottom 10% will receive grades under 70%.
You can opt out of participation twice during the course of the semester (once before the
midterm, and once after the midterm). When you opt out of class participation, you will not be
expected to answer specific questions about the case that I may pose during class. If you opt out
of participation, you should inform me of such at the beginning of class. If you are absent (unless
it is for a collegiate function or documentable emergency), you will forfeit your opt-out day for
that period.
If you miss a case discussion day because of an approved collegiate activity, you will need to
provide me with a copy of your completed Case Study Worksheet prior to the missed class
period. This copy should be typed and not hand-written.
Examinations
There are two examinations in this course. The first examination will cover all of the material
before the first examination. The first examination you will be given an option between a
traditional multiple choice/matching/short answer test or a case analysis paper.
The final will be a case analysis paper that incorporates both the material discussed in class and
at least 5 peer-reviewed academic sources. Case analyses papers should be written according to
the directions discussed by Wrench’s Casing Organizational Communication (see Blackboard)
and the rubric attached at the end of this syllabus. All case analyses will be e-mailed to me at
wrenchj@newpaltz.edu (I will not accept physical copies). If you opt to write the case analysis
paper for your midterm, you will use the same basic instructions for the final case analysis paper.
Exams are scheduled at the beginning of the semester, so please make sure you add them to your
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schedule now. You cannot make up an examination without a legitimate, documented excuse. In
case weather causes SUNY New Paltz classes to be cancelled, the exam will be moved to the
next open class day.
Tentative Schedule of Course Events
Please note the schedule given on the first day of class is a tentative schedule and changes can be
made at the instructor’s/course administrator’s discretion. To keep on top of any possible
changes in the course schedule, regular attendance in class is necessary.
Week Of
1/23/12
Monday
Introduction to Organizational
Communication
BB Reading: 1
Thursday
& Organizational Perspectives and
Perceptions
Avtgis et al., Chapter 1
1/30/12
Ways of Organizing Human Beings
BB Reading: 2
Understanding Case Studies
Wrench: Why Cases? & Analyzing Case
Studies (pp. vi-18)
Organizational Socialization
Avtgis et al., Chapter 3
Podcast # 1
No Classes – President’s Day
Ways of Organizing, cont…
Avtgis et al., Chapter 2
Case #1
Wrench: Chapter 25 - Mount Kenya
Coffee
Language in the Workplace
Avtgis et al., Chapter 4
Podcast # 2
Relationships Within the Organization
Avtgis et al., Chapter 5
Podcast #’s 3 & 4
Midterm Examination
2/06/12
2/13/12
2/20/12
2/27/12
3/05/12
3/12/12
3/19/12
3/26/12
4/02/12
Case #2
Wrench: Chapter 18 - Mascots Gone
Wild: An Exploration of Workplace
Harassment Ethics
Personality and Organizational Life
Avtgis et al., Chapter 6
BB Reading: 4
Case #3
Wrench: Chapter 7 - The New Guy: A
Case of Organizational Socialization Politics, Personalities & Multiple
Perspectives
Effective Workgroup Interactions
Case #4
Wrench: Chapter 24 – The Three R’s:
Avtgis et al., Chapter 7
Religion, Rights, and Responsibility
Spring Break – No Classes
Strategic Leadership and Entrepreneurial
Spirit
Avtgis et al., Chapter 8
Podcast # 5
Ethics and Expression in the Workplace
Avtgis et al., Chapter 9
10
Case #5
Wrench: Chapter 14 – Never Again
Case #6
Wrench: Chapter 3 – A Snapshot of
Podcast #’s 6, 7, & 8
4/09/12
4/16/12
4/23/12
4/30/12
5/07/12
Ethics: Managing Sensitive
Information
Case #7
Decision Making, Organizational
Information Processing, and
Organizational Change
Avtgis et al., Chapter 10
Wrench: Chapter 28 - A Road to
Nowhere
Case # 8
Wrench: Chapter 30 - What’s the Real
Problem?
Eastern Communication Association
Convention – No Classes
Communication and Training
Avtgis et al., Chapter 11
Podcast #9
Communication & Organizational
Development
Avtgis et al., Chapter 12 & 13
Podcast #10
Case #9
Moving Forward
Wrench: Chapter 18 - A Crisis in
Avtgis et al., Chapter 14
Customer Service
Case #10
Study Day/Make-up Class Day
Wrench: Chapter 18 - Intergenerational
Only Used as Needed
Communication Struggles: A Skirmish
over Sales via Facebook
Final Examination
05/14/12
2:45-4:45
SYLLABUS KEY:
Avtgis et al. = Avtgis, Rancer, & Madlock’s Organizational Communication: Strategies for
Success
Wrench = Wrench’s Casing Organizational Communication
BB Reading = Reading Located on Blackboard
MP3 = MP3 file located on Blackboard
Case = Organizing Case Studies
Black Board Readings:
1) Introduction to Organizational Communication
2) Mass Production and the Beginnings of Scientific Management
3) Organizational Orientations
MP3 File List:
1) Jim Breaugh’s Realistic Job Interviews (19:39 minutes)
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2) Subra Tingirala’s Employee Silence (11:35 minutes)
3) Pat Sias’ Organizing Workplace Relationships (21:42 minutes)
4) Pamela Lutgen-Sandvik’s Workplace Bullying (30:30 minutes)
5) Marie Mitchell’s Abusive Supervision and Workplace Deviance (12:58 minutes)
6) Gordon L. Patzer’s Looks Matter (15:50)
7) Jeffrey Kassing’s Organizational Dissent (23:31 minutes)
8) Joel Brockner’s Procedural Fairness (23:30 minutes)
9) Four Levels of Learning’s Donald and Jim Kirkpatrick (14:39 minutes)
10) Appreciative Inquiry’s Jackie Stavros and Diana Whitney (62 minutes)
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COMM 350 (Organizational Communication Theory) Case Paper (Midterm/Final)
Criteria
“F” Work
“D” Work
“C” Work
“B” Work
“A” Work
Case Paper clearly
articulates the
communication problem.
There was no clear
articulation of a specific
communication problem
The communication problem
selected really did not stem
from the context of the case.
The communication
problem was examined at a
novice or superficial level.
The communication
problem was accurate and
stemmed from the contexts
of the case.
The communication
problem was clearly
articulated in a way that
new insight was drawn
about the nature of the
communication problem
itself.
Case Criteria
Case Paper clearly
articulates three criteria
for examination.
The paper did not contain
three criteria.
The paper contained only
one criterion.
The case contained two or
three criteria, but they were
not overly relevant to the
specific case.
The case contained three
criteria, but they were not
all relevant to the specific
case.
The three criteria chosen
make sense given the
confines of the specific
case.
Case Paper clearly
explains why the three
criteria are relevant to the
current case.
Paper did not have criteria.
The author presented the
three criteria with no
explanation.
The paper presented the
criteria with only a basic
definition, but no actual
explanation of their use
within the case.
The paper showed basic
understanding for why each
of the three criteria were
relevant to the current case.
The paper showed
exceptional understanding
about the relevance of
each of the criteria within
the current case.
Case Paper clearly
demonstrates how the
three criteria should be
measured given the
current context of the
case.
Paper did not have criteria,
and/or no explanation of the
criteria’s measurement was
given.
Paper contained criteria, but
how those criteria would be
measured was not discussed.
Paper said that the criteria
would be measured, but the
discussion on measurement
criteria was minimal and
unclear.
Paper explained in basic
terms how the criteria could
be measured within the
confines of the current case.
Paper provided a detailed
measurement plan for the
criteria in the current case.
Case did not present any
clear decision alternatives.
The decision alternatives
were not appropriate or
realistic within the confines
of the case.
Author has one good
decision alternative, but the
other two are clearly
weaker.
All three decision
alternatives are realistic, but
there is some inherent
overlap between the
alternatives.
All three of the
alternatives are distinct,
realistic, and applicable to
the current case.
The material from the course
was not mentioned at all in
the formation of the decision
alternatives, or there were no
alternatives presented.
Course material cited was
irrelevant and really didn’t
relate to the decision
alternative being posed.
Course material was cited,
but the material stemmed
from previous material in
the course and did not
reflect information from the
current module.
At least one of the decision
alternatives clearly stems
from the information
presented in the textbook,
presentation, or ancillary
materials from that week.
Literature used in the
formation of the decision
alternatives reflected a
combination of material
from the current module
and previous modules in
addition to outside peerreviewed/academic
sources.
Decision Alternatives
Case Paper clearly
articulates three possible
decision alternatives.
Use of literature in the
creation of decision
alternatives.
Application of Criteria to Decision Alternatives
SCORE
Case Paper clearly
explains the relationship
of the three criteria to the
First Decision Alternative.
Paper never linked the three
criteria to the decision
alternative.
Paper glossed over the
relationship between the
criteria and the decision
alternative.
Paper clearly used the
criteria in the explanation
of the decision alternative.
Paper used information
from the textbook,
presentation, or ancillary
materials to help
demonstrate how the criteria
relates to the decision
alternative.
Paper reflected a
combination of material
from the current module
and previous modules in
addition to outside peerreviewed/academic
sources in the application
of the criteria to the
current decision
alternative.
Case Paper clearly
explains the relationship
of the three criteria to the
Second Decision
Alternative.
Paper never linked the three
criteria to the decision
alternative.
Paper glossed over the
relationship between the
criteria and the decision
alternative.
Paper clearly used the
criteria in the explanation
of the decision alternative.
Paper used information
from the textbook,
presentation, or ancillary
materials to help
demonstrate how the criteria
relates to the decision
alternative.
Paper reflected a
combination of material
from the current module
and previous modules in
addition to outside peerreviewed/academic
sources in the application
of the criteria to the
current decision
alternative.
Case Paper clearly
explains the relationship
of the three criteria to the
Third Decision
Alternative.
Paper never linked the three
criteria to the decision
alternative.
Paper glossed over the
relationship between the
criteria and the decision
alternative.
Paper clearly used the
criteria in the explanation
of the decision alternative.
Paper used information
from the textbook,
presentation, or ancillary
materials to help
demonstrate how the criteria
relates to the decision
alternative.
Paper reflected a
combination of material
from the current module
and previous modules in
addition to outside peerreviewed/academic
sources in the application
of the criteria to the
current decision
alternative.
Case Paper clearly
articulates why one of the
three Decision
Alternatives is Chosen.
Author does not clearly point
to a single decision
alternative
The decision alternative
chosen does not make sense
given the authors chosen
criteria.
Author provides a minimal
explanation for why the
decision alternative was
chosen.
Author provides a solid
explanation for why the
decision alternative was
chosen.
Author provides an
explanation that is
supported by existing
research for why he or she
chose the specific decision
alternative.
No course concepts are seen
in papering(s).
Papering(s) use a couple of
key terms, but understanding
of these key terms is not
demonstrated.
Papering(s) contain at least
one appropriate reference to
course content.
Papering(s) contain two to
three appropriate references
to course content.
Papering(s) consistently
refer to numerous course
concepts and advance the
discussion of those
concepts.
No sources were cited in the
papering(s).
Papering(s) cited the
textbook did not cite the
textbook according to APA
Papering(s) cited the
textbook and approached
correct APA Standards for
Papering(s) cited the
textbook and clearly utilized
APA Standards for
Papering(s) cited the
textbook and other peerreviewed/academic
Use of Outside Sources
Papering(s): utilize course
concepts.
Papering(s): clear citation
of outside sources of
information using APA
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Standards.
parenthetical citations but
had fewer than five peerreviewed sources.
parenthetical citations of at
least five peer-reviewed
sources.
literature and utilized
APA Standards for
parenthetical citations and
had more than five peerreviewed sources.
There is no clear
implementation plan.
The implementation plan has
only one loosely articulated
goal.
The implementation plan
has two loosely articulated
goals.
The implementation
plan’s goals have clearly
articulated plans for
measurement.
There is no clear
implementation plan.
There is only a minimal
discussion of the
measurement of the
implementation plan’s goals.
There are two or more
clearly articulated goals in
the implementation plan
and both are discussed at
length.
Paper provided a detailed
measurement plan for all
of the goals discussed in
the implementation plan..
The implementation plan
has clearly articulated
short-term steps.
There is no clear
implementation plan.
There is confusion between
the decision alternative and
the steps necessary to
achieve the implementation
plan’s short-term goals.
The measurement of one of
the implementation plan’s
goals is clearly discussed,
but the other ones are not
clearly articulated.
There is some confusion
among the short and long
term steps necessary to
achieve the implementation
plan’s goals.
There are at least two goals
discussed in the
implementation plan and
both are adequately
discussed.
Two or more of the goals of
the implementation plan
have clear discussions of
how they will be measured.
There are clear steps
articulated for achieving the
implementation plan’s
short-term goals.
The implementation plan
has clearly articulated
long-term steps.
There is no clear
implementation plan.
There is confusion between
the decision alternative and
the steps necessary to
achieve the implementation
plan’s long-term goals.
There is some confusion
among the short and long
term steps necessary to
achieve the implementation
plan’s goals.
There are clear steps
articulated for achieving the
implementation plan’s longterm goals.
The discussion of the
steps needed to achieve
the implementation plan’s
short-term goals is
supported by relevant
academic literature.
The discussion of the
steps needed to achieve
the implementation plan’s
long-term goals is
supported by relevant
academic literature.
No essay submitted. Essay
consistently fails to use
proper formatting and style
(APA 6th edition).
No essay submitted. Essay
consistently fails to use
proper grammatical
conventions.
No essay submitted.
Essay frequently fails to use
proper formatting and style
(APA 6th edition).
Essay mostly uses proper
formatting and style (APA
6th edition).
Essay consistently uses
proper formatting and style
(APA 6th edition).
Essay always uses proper
formatting and style (APA
6th edition).
Essay frequently fails to use
proper grammatical
conventions (>50%).
Essay uses proper
grammatical conventions
>80% of the time.
Essay always uses proper
grammatical conventions.
Length is not appropriate.
Length is appropriate.
Essay consistently uses
proper grammatical
conventions (< 1 error per
paragraph).
Length is appropriate.
Style.
Alternative Implementation
The implementation plan
has clearly articulated
goals.
Other Graded Aspects
Use of APA Style
Appropriate use of
Grammar
Length
Length is appropriate.
Papering Score out of 100
15