Organizational Behavior

2015-2016

Course Code OB – MBA – Shanghai

Module A

Instructor Margaret Andrews

Email [email protected]

Phone / Skype Skype: margaretCandrews

Availability Office hours: After class, 11:30am-12:30pm and by

appointment

Please use email as primary method of

communication

Class Times and See mycourses.hult.edu/

Rooms

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Course Description
High performing organizations are characterized by strategic alignment, adaptability, em-
ployee commitment, and employee accountability. Organizational Behavior is a dynamic and
interactive course that will explore each of these characteristics as well as the tensions be-
tween them. It will equip students to increase their understanding of relationships around
them and provide them the tools to diagnose complex, multidimensional situations and de-
cide upon courses of action from a managerial perspective. It will stretch students to think as
business professionals, and it will provide a solid foundation for future achievement and
growth.

Learning Objectives
Key Assessed Learning Outcomes
1. Deepen awareness of individual and group dynamics that impact human behavior
and the functioning of global organizations

2. Gain an understanding of the characteristics of high performing organizations, with a

specific focus on alignment, adaptability, commitment, and accountability

3. Gain an appreciation for the tensions between these characteristics, particularly

across borders.

4. Develop a new insight into how organizational behavior can be optimized to give
business a sustained competitive advantage.

Teaching and Learning

Throughout the course, you will have multiple opportunities to practice critically examining,
analyzing and solving a variety of management problems in a cross-cultural context. The
practice will come from a variety of formats, including readings, class discussion, video
analysis, role plays, and personal reflections. You will be expected to attend class on time,
read and reflect on the assigned materials, come prepared for classes, and become involved
in contributing to the learning that takes place in and outside class sessions. The syllabus
and class assignments function as our documents of mutual understanding of the course
objectives, content and procedures.

The readings present more general lessons (i.e. theories) that are applicable to the course
topics, and the applications demonstrate the real life issues and decisions that are involved.
The readings and applications work together. The readings can enhance your understanding
of, and insight into, the real world of business, and the applications can deepen your
knowledge base.

Please be aware that the course will be a “learning lab” for the appropriate use of technology
in the workplace. Steps will be taken to prevent the misuse of technology to the detriment of
the learning environment that the class shares. Such behavior is also a distraction and sign
of disrespect towards fellow classmates and the Professor. While you should bring a PC or
iPad to every class for class activities, they can be used only for course materials and notes.

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You will be asked to turn off cell phones during class. Internet browsing, social networking,
and private emails are strictly prohibited.

Method and weighting of assessment

In this course, students are evaluated by the following means of assessment.

Description of Assessment Weight Due Date

Midterm Exam 30% In-class during

Session 6
Team Project 40% Before 11:59pm
(Shanghai time)
on Thursday,
December 17th
Team Evaluation/Feedback 10% Before 11:59pm
(Shanghai time)
on Friday,
December 18th
Class Participation 20% N/A - Ongoing

Attendance, Participation and Student Responsibilities

Important expectations for Hult students are set forth in the Student Handbook and summa-
rized below. Please consult the Handbook for more details.

Attendance
Students are expected to attend all scheduled classes, examinations, class presentations,
simulations, exercises, field research visits, discussion groups, plant visits, lectures, and
special programs. An absence for any reason except those qualifying for an excused ab-
sence as described in the Student Handbook will be considered an unexcused absence.

Students who miss more than 20% of scheduled classroom/activity hours because of unex-
cused absences (e.g. more than two meetings of a 10-meeting course) will fail the course.
Classes begin promptly according to the published schedule. It is the responsibility of each
student to be in class on time.

Attending group meetings and participating in the assigned study teams are required com-
ponents of the program and are considered an important part of the experiential learning
process. Students are expected to participate orally in class and in online forums and team
activities. Hult accommodates students with disabilities. Please see the Student Handbook
for details.

Academic Integrity
Any work submitted by a student in this course for academic credit must be the student's
own work. The Hult policy on plagiarism applies to all work done at the School. In addition,
any failure to abide by examination rules will result in failure of the exam, and may lead to

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failure of the course and School disciplinary action. Please consult the Student Handbook for
further details.1

Course Materials and Course Topics

Required Reading:

Essentials of Organizational Behavior by Stephen P. Robbins and Timothy A. Judge

(2014) 12th edition. Published by Pearson ISBN-13: 978-0-13-296850-8 / ISBN-10:
296850-9.

Various articles, videos and cases assigned each week

Reading is assigned for each session (links will be found in each class session (Module) on
our course web site in myCourses).

Recommended Reading:
Regular reading of publications such as Wall Street Journal, Financial Times and Economist
will help round out your education and make connections to class material.

Web sites
 American Management Association (www.amanet.org)
 Academy for International Business (www.aib.msu.edu)

There may be additional articles assigned to supplement the text as we move through the
course. Check course web site under ‘Modules’.

Topics Covered

1. Introduction to Global Organizations

2. Individual Perceptions and Differences
3. Motivation, Reinforcement, and Rewards
4. Decision Making Under Uncertainty
5. Teamwork and Conflict
6. Aligning Strategy and Systems
7. Organization Structure
8. Organization Culture
9. Performance and its Management
10. Managers in the Middle

1
These web sites provide helpful guidance regarding plagiarism and how to cite sources:
http://library.acadiau.ca/tutorials/plagiarism/, http://www.plagiarism.org/learning_center/citation.html

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Class Schedule
Course Introduction

Class 1 Time 3 hours

Topic Global Organizations

Description The notion of high performing organizations is introduced, and

special problems faced by global organizations are explored. This
first class represents a gateway into all of the other topics that will
be addressed in more detail as the course progresses.

Preparation Readings:
 Robbins and Judge: Chapter 1
 “The Future of Management is Teal,” by Frederic Laloux, Strat-
egy + Business, July 2015
 “How Great Companies Think Differently,” by Rosabeth Moss
Kanter, Harvard Business Review, November 2011
 “What You Must Learn to Become a Manager: An Interview
with Linda Hill,” Harvard Management Update

Cases:
 IBM in the 21st Century: The Coming of the Globally Integrated
Enterprise.

Please refer to Appendix A for case questions.

Module One: Commitment, Decisions, and Accountability

Class 2 Time 3 hours

Topic Individual Perceptions and Bridging Differences

Description This class looks at how social perceptions impact workplace inter-
actions. It explores diversity in the workplace, such as cultural di-
versity, age, and gender. Tools and processes for bridging differ-
ences are discussed.

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 Class 2 Time 3 hours

Preparation Readings:
 Robbins and Judge: Chapter 2, 5 (Pages 73-78), 11
 “Diversity Matters,” by Vivian Hunt, Dennis Layton, and Sara
Prince, McKinsey & Company, February 2, 2015
 “Taking the Stress Out of Stressful Conversations,” by Holly
Weeks, Harvard Business Review, July-August 2001

Cases:
 Johannes Van Den Bosch Sends an Email
 Karen Leary (A)

Please refer to Appendix A for case questions.

Class 3 Time 3 hours

Topic Reinforcement and Rewards

Description This class looks at the role of reinforcements and rewards in or-
ganizations. Various perspectives on human motivation are drawn
upon to critically evaluate common perceptions and mispercep-
tions. The class has an experiential component and will draw upon
the individual motivations of class members as a resource.

Preparation Readings:
 Robbins and Judge: Chapter 3, 7
 “Employee Motivation: A Powerful New Model,” by Nitin Nohria,
Boris Groysberg, and Linda-Eling Lee, HBR July-August 2008

Cases:
 Mary Pettingail at Oxford Insurance Services

Please refer to Appendix A for case questions.

Videos:
 The Surprising Truth about What Motivates Us
https://www.youtube.com/watch?v=u6XAPnuFjJc

Class 4 Time 3 hours

Topic Decision Making Under Uncertainty

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 Class 4 Time 3 hours

Description This class examines individual and group influences on decision

making in organizations. It explores the causes of poor decisions
and how these causes might be addressed

Preparation Readings:
 Robbins and Judge: Chapter 6
 “Why Good Leaders Make Bad Decisions,” by Andrew Camp-
bell, Jo Whitehead, and Sydney Finkelstein, Harvard Business
Review, February 2009
 “Before You Make That Big Decision. . . “ by Daniel Kahneman,
Dan Lovallo, and Olivier Sibony, Harvard Business Review,
June 2011

Cases:
 Columbia Space Shuttle Disaster (Multi-media case)

Please refer to Appendix A for case questions.

Class 5 Time 3 hours

Topic Conflict and Teamwork in Organizations

Description This class looks at the sources and implications of conflict in or-
ganizations, the implications of conflict for mission definition and
goal achievement, and the tools and approaches available to man-
agers to make creative use of conflict.

Preparation Readings:
 Robbins and Judge: Chapter 9, 10, 14 (Optional: Chapter 13)
 “Want Collaboration? Accept – and Actively Manage – Con-
flict,” by Jeff Weiss and Jonathan Hughes, Harvard Business
Review, March 2005
 “Managing Multicultural Teams,” by Jeanne Brett, Kristin Beh-
far, and Mary C. Kern, Harvard Business Review, November
2006

Cases:
 Greg James at Sun Microsystems (A)

Please refer to Appendix A for case questions.

Movie:
 Remember the Titans

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 Class 6 Time 2 hours

Topic Midterm Exam

Description The exam will consist of short answer, multiple choice, and/or short
essay or short case analysis questions.

Preparation Review all readings and cases, as well as session slides and your
notes from each class session/discussion.

Module Two: Alignment and Adaptability

Class 7 Time 3 hours

Topic Aligning Strategies and Systems

Description This class examines tools in place in many organizations to align

business strategies, organization systems, and people. Alignment
mechanisms explored include measurement systems and human
resource management systems.

Preparation Readings:
 “Why System, Not Structure, Is the Way Toward Strategic
Alignment: A Historical Perspective,” by Robert S. Kaplan and
David P. Norton, Balanced Scorecard Report, 2006
 “The Decision-Driven Organization, by Marcia W. Blenko, Mi-
chael C. Mankins, and Paul Rogers, Harvard Business Review,
June 2010
 “Incentive Strategy Within Organization,” by Brian J. Hall, Har-
vard Business School Note, 2002

Cases:
 Aligning Strategy and Systems at AP Nichols

Please refer to Appendix A for case questions.

Class 8 Time 3 hours

Topic Organization Design: Structure

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 Class 8 Time 3 hours

Description This class introduces the idea of organizational design and exam-
ines “the formal organization,” with a specific focus on the implica-
tions of organization structure for business problems and out-
comes.

Preparation Readings:
 Robbins and Judge: Chapter 15
 “Getting Organizational Redesign Right,” by Steven Aronwitz,
Aaron De Smet, and Deirdre McGinty, McKinsey Quarterly,
June 2015
 “10 Principles of Organization Design,” by Gary L. Neilson,
Jaime Estupinan, and Bhushan Sethi, Strategy and Business,
March 2015

Cases:
 Michael Fernandes at Nicholas Pirimal

Class 9 Time 3 hours

Topic Organization Design: Culture

Description This class examines “the informal organization,” with a specific fo-
cus on the implications of organization culture for business prob-
lems and outcomes. The idea of organization culture is introduced
and common typologies are explored.

Preparation Readings:
 Robbins and Judge: Chapter 13,16
 Competing Values Framework

Cases:
 Henkel – Building a Winning Culture

Please refer to Appendix A for case questions.

Class 10 Time 3 hours

Topic Performance and Its Management

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 Class 10 Time 3 hours

Description While performance is the “holy grail” for many organizations, the
systematic management of performance is little understood. This
class explores the attitudes and processes associated with perfor-
mance and critically evaluates common performance management
systems. Team projects – including the memo and the PPT deck –
are due (uploaded to MyCourses) before 8pm on the 17th.

Preparation Readings:
 Robbins and Judge: Chapter 8
 “Managing Performance,” by John Gabarro and Linda Hill, Har-
vard Business School Note, February 2002

Cases:
 Dovernet
 Starling Systems

Please refer to Appendix A for case questions.

Bringing It All Together

Class 11 Time 3 hours

Topic Managers in the Middle

Description This class brings together course themes from the perspective of
developing managers, who must operate in a crucible of bosses,
peers, and subordinates. It examines pitfalls and success factors
for navigating such a role. We will also do team presentations dur-
ing this session. Team evaluations/feedback are due before 8pm
on the 18th.

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 Class 11 Time 3 hours

Preparation Readings:
 Robbins and Judge: Chapter 17 (Chapters 12 and 13 are op-
tional)
 “Leading Change: Why Transformation Efforts Fail,” by John P.
Kotter, Harvard Business Review, January 2007
 “How Managers Become Leaders,” by Michael D. Watkins,
Harvard Business Review, June 2012
 “Forget Me Not,” by Renato Tagiuri, Harvard Business School
Note, March 2002

Cases:
 Pierre Frankel in Moscow (A)

Please refer to Appendix A for case questions.

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 Appendix A: Case Questions

Each case we discuss in class has a set of questions you should consider while reading the
case, to help you get the most out of the case and the discussion. Cases are listed in the
order that we will go through them.

IBM in the 21st Century: The Coming of the Globally Integrated Enterprise. Questions
to consider:
1. What was the overarching business issue Palmisano was trying to address?
2. What were the global trends IBM had been subject to?
3. Has IBM been successful since?
4. Who was involved and why?
5. What are the three managerial-organizational initiatives that resulted from the GIE program?
6. What should ITV5 recommend to Palmisano?
7. As someone tasked with implementing the GIE and its three major initiatives, what are key is-
sues you might find?

Johannes Van Den Bosch Sends/Receives an Email. Questions to consider:

1. What is at stake for the firm and its client?
2. How do you evaluate JVDB’s approach to solving the problem? Do you think the email will be
effective?
3. How would you characterize the email exchange in terms of the Hofstede framework?
4. What should Johannes Van Den Bosch do now?

Karen Leary (A). Questions to consider:

1. What are the challenges facing Leary as head of the Elmville office and manager of Chung
and the team?
2. What are the challenges facing Chung as the new FC?
3. Is Leary doing well by Merrill Lynch and the office?
4. Is she managing the situation with Chung well?
5. What are the issue areas between Leary and Chung?
6. What would you have done differently as Leary and Chung?

Mary Pettingail at Oxford Insurances. Questions to consider:

1. Are Stuart and Michael effective at motivating the O.I.S. brokers?
2. The case suggests that Mary feels de-energized. Why might that be?
3. How else might Stuart and Michael foster motivation among the O.I.S. brokers?
4. Select one of the motivational theories from the readings and analyze how upper manage-
ment could use it to address the motivational challenges for both workers and mid-level man-
agers. Be specific on actions they should take and how they relate to the theory. Be pre-
pared to defend your answers:

Columbia Space Shuttle Disaster. Questions to consider:

1. What is at stake for NASA? What’s the overriding “business” issue?
2. What types of uncertainties can you identify, macro- and micro-level?
3. What situations arise which hint at psychological biases?
4. What types of process flaws can you identify?
5. How would you change the decision making process? What cultural changes would you de-
sign into NASA?

Greg James at Sun Microsystems (A). Questions to consider:

1. How well has James managed his global team?

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 2. Who is responsible for the HS Holding crisis?
3. What role did the “Open Work” environment play in the case?
4. What structural issues in global management does the case present?
5. What role did the diversity of national cultures play on this team?
6. What should James do in the short- and long-term?

Aligning Strategy and Systems at AP Nichols. Questions to consider:

1. What are the issues of strategic alignment at APN?
2. How would you describe culture, competence and capacity at APN?
3. Should the VP compromise on the compensation scheme?
4. What other systems or decisions should the APN’s leadership change or put in place to
achieve greater alignment?
5. What are the tradeoffs the VP is facing? Are there short-term and long-term dimensions?

Michael Fernandes at Nicholas Primal. Questions to consider:

1. What is at stake for the business development function and for the company as a whole?
2. Why is conflict occurring?
3. What should an effective BD organization look like?
4. What should Fernandes do next to rebuild the team?

Henkel – Building a Winning Culture. Questions to consider:

1. Write down – in no more than two sentences – your definition of a “winning culture.” Be pre-
pared to share this with the class.
2. Put yourself in Rorsted’s shoes in 2005. Are you excited about the prospects of leading this
company? Why or why not?
3. What do you like about Rorsted’s approach?
4. What are the risks?

Dovernet. Questions to consider:

1. What rating would you give Raynor, Davidson and Albright: A, B, C?
2. Are there alternatives to this set of choices?
3. Based on your answer, how would you ensure a culture that both demonstrates collegiality
and promotes stretch performance?
4. Do bottom-up reviews make sense? How much 360 is desirable?
5. How would you handle the inevitable personal conversation?

Starling Systems. Questions to consider:

1. As Jack, develop your talking points for your upcoming meeting with Robert Cortez and pre-
pare to role-play. Be ready for his likely responses.
2. Considering Jack’s alternatives, how should he proceed regarding the Brian Harmon situa-
tion? Be specific in your recommendations.
3. Given his alternatives, what should Jack do about the Nance Golden problem?
4. What steps should Jack take, in what order, to attempt to improve the relationship between
Judith Fenton and Felicia Shaw?

Pierre Frankel in Moscow (A). Questions to consider:

1. Has P.F. managed to establish himself as a change agent?
2. What challenges does Pierre face at his company?
3. What must he get done to improve business results? What can be started immediately and
what should wait?
4. Consider all stakeholders and constituencies. Who should be in Frankel’s coalition? Who
should be ignored or neutralized?
5. What should Frankel say to the bosses above him who are demanding faster action?
6. Do you think his approach is a “global formula” for success? Why or why not?

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 Appendix B: Assignments and Rubrics
In this course, students are evaluated by the following means of assessment (copy the table
and insert the rubric for each assessment):

Assignment Class Participation (20%)

Assignment This course covers a significant amount of content and much of the
Description learning comes from in-class exercises and discussions. There-
fore, students are expected to attend all class sessions, compete
all assigned readings, and come prepared and ready to participate.

Students are expected to actively participate during class, in a criti-

cal and evaluative manner and to approach the professor and fel-
low students with respect and tolerance. During discussions, civil
discourse should be maintained at all times and comments should
be aimed at moving the discussion forward and gaining insight.
This does not mean that students must always agree with others
since reasoned, respectful dissention may be part of the discovery
process and lead to previously unconsidered options.

Active and consistent participation is not the same as speaking of-

ten or for long periods in class. Quality participation showcases
analytical or critical thinking, inquisitiveness, thoughtfulness, and
the ability to synthesize one’s own ideas and experience with read-
ings and information from the readings and discussions.

Examples of effective participation include:

 Starting a class discussion with a good analysis;

 Synthesizing class or online discussions and/or moving dis-
cussions ahead;
 Constructively building upon and/or criticizing others’ ideas;
 Substantiating your viewpoint with persuasive analysis and
logic;
 Responding to others’ critiques with reasoned rebuttal and/or
graceful acceptance of ideas;
 Participating in role playing or other special activities;
 Timely, thoughtful and consistent contributions to online dis-
cussions;
 Sharing relevant experiences with the class, and so on

Examples of unsatisfactory participation include:

 Absence and/or persistent tardiness;
 Being unprepared when called upon;
 Offering unsubstantiated analysis or action plans;
 Consistently (or persistently) making off-track comments that
distract from the class discussion;
 Personal attacks on fellow students or defensive behaviors
such as aggression or withdrawal;

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 Learning Outcomes 1-4
Targeted

Rubric For Evaluating Class Participation

Component Needs Improvement Pass High Pass

Student participates Student initiates Student initiates

Frequency of in only a very few contributions in many contributions in most
Participation classes (1-3), and classes (4 or more). classes (9 or more),
sometimes needs and sometimes
professor prompting offers more than one
to get involved in the contribution per
conversation. class.

Comments are often Comments are Comments are

Quality of a repeat of case facts generally reasonable always insightful,
Comments or are not in the and thoughtful and constructive, and
context of the move the class con- move the
discussion. versation forward. conversation
forward. Opinions
are thoughtful and
well justified.

Student is distracted Student is attentive Student listens

in class by and shows interest in attentively when
Level of technology (phone, of the issues and others offer
Engagement tablet or computer) discussion in class. comments and
for things unrelated to Occasionally needs perspectives and
class. Student has encouragement or a clearly demonstrates
side conversations or reminder to focus. commitment to all
exhibits other class policies.
disengaged behav-
iors.

Makes a minimum Positively contributes Consistently

contribution to the to the class dynamic broadens and
Overall class while while demonstrating deepens the learning
evidencing gaps in an understanding of of the class while
preparation and/or course material. demonstrating a high
comprehension. level command of
the subject matter.

Assignment Midterm Exam (30%)

Assignment The midterm exam will be a paper-and-pen or electronically admin-

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 Description istered test of your understanding of the course content and ability
to apply it. The exam will include content from the first five class
sessions.

Exam questions may include short answer, multiple choice and/or

short essays; there may also be a short case.

Learning Outcomes 1-4

Targeted

Assignment Team Project (40%)

Assignment Each team will identify, through your own online or offline research,
Description a global “client organization,” which has a significant global organi-
zational behavior problem or set of problems. The problems need
to be recognizable through researchable data.

Teams will research the client organization to diagnose the prob-

lems and make relevant, practical, realistic recommendations using
the concepts, frameworks and principles learned in the readings
and cases and in-class discussions.

There is a judgment call to be made by each team on the particular

organization they pick: If the problems are too small and straight-
forward, teams do not get a chance to sink their intellectual teeth
into them in a meaningful way and they should identify a different
client. If the problems are too large and complex, teams should
break them down into sub-sets of problems and describe in suc-
cinct terms which subset they intend to treat.

There will be two team deliverables:

1. Memo: The team will write an executive memo, addressed
to the professor, that (a) Identifies the overarching business
issue and describes what is at stake and why a senior lead-
er, stakeholders or shareholders care; (b) Diagnoses the
problem and disaggregate it into its components; and (c)
Makes recommendations for addressing the problems and
describe a sequence of steps that describe what to do, with
whom, when, and why.

The memo must do more than just summarize the facts

about the client. In other words, the teams should synthe-
size their insights into well-formulated treatments of global
management issues that utilize the concepts, principles and
frameworks discussed in the readings and class sessions.

The memo should be no more than 3,000 words (approxi-

mately six pages) and there is a penalty for exceeding the
word count.

You can find useful tips for memo writing from two re-
sources available on the class website in myCourses):

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 (a) The Best Memo You’ll Ever Write, by Holly Weeks
(b) Checklist for Writing a Superior Memo, by Michael Hat-
tersley [included in Harvard Management Communication
Letter, October 1999, Volume 2, Number 10

2. Presentation: The team will create a short PowerPoint

presentation, or an effective multi-media presentation,
based on the analysis, findings and recommendations in the
memo and designed to take no more than eight (8) minutes
to deliver. There will be a penalty for exceeding the time
limit. Each presentation will receive a five (5) minute Q&A
and critique session from the professor and classmates
(classmates will ask questions of the team live and do their
evaluation in writing).

The professor will grade the memo, and derivative presen-

tation, with input from the class’s feedback.

Learning Outcomes 1-4

Targeted

Rubric For Evaluating Team Project

Component Needs Improve- Pass High Pass
ment

The reader/listener Organized and Organized and well

had to make clearly written written/presented.
Composition considerable effort to /presented in most Underlying logic is
understand logic and places. In some clearly articulated
flow of ideas due to areas, the logic and and easy to follow.
poor organization, flow of ideas is Words expressed the
poor grammar, difficult to follow. intended meaning
and/or spelling Sentences were and supported
errors. mostly grammatical reader / listener
and writing did not comprehension.
hinder the reader. Sentences were
grammatical with few
spelling errors.

Deliverable minimally Deliverable demon- Deliverable

demonstrates strates knowledge of demonstrates
knowledge of course course content, knowledge of course
Subject content and concepts integrated major content,
Knowledge and generally does concepts, and skillfully integrating
not advance the un- demonstrated major and minor
derstanding of evidence of some concepts. There is
reasonably research and evidence of extensive
knowledgeable thinking about the thinking about the
readers / listeners. topic. topic.

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 Presents an Presents an ade- Presents an insightful
Analysis incomplete analysis quate analysis of the and thorough
of the subject. Omits subject matter. analysis of the sub-
necessary Arguments are ject matter, which is
information, analytic relevant and justified. transparent and
connections and/or compelling.
calculations.

Meets minimum Solid work Excellent work

Overall acceptable standard demonstrating demonstrating
for composition / competence and knowledge, effort,
presentation, understanding. and analytic rigor
knowledge, and
analysis.

Assignment Team Evaluation/Feedback (10%)

Assignment Teammates will evaluate each other on a point scale with respect
Description to each other’s intellectual and behavioral contribution to the team’s
performance. Peer evaluation criteria will be distributed during the
first few class sessions so that each student knows the evaluation
criteria. Teams can then discuss them and formulate a team char-
ter, defining roles and responsibilities, as well as meeting sched-
ules and expected behavioral and performance norms and expec-
tations. Teams will be asked to submit a team charter (this will not
be graded, but rather included as part of class participation), so
that team members are aligned in their expectations of each other.

Learning Outcomes 1
Targeted

Rubric For Evaluating Team Evaluation/Feedback

Component Needs Improve- Pass High Pass
ment

Sometimes Offers contributions Helps the team move

contributes but does to advance the work forward by being an
Team not consistently offer of the group. Is an active contributor.
Engagement ideas or seem to be active team member Motivates teammates
engaged in the team. who supports a by leading with effort,
Negativity or constructive team energy, and assis-
propensity for climate. tance to others.
conflict may detract
from the team.

Often is late with Completes all Completes all

Reliability of assigned tasks or assigned tasks by assigned tasks by the
Contributions can’t be depended the deadline and deadline. Can be

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 upon to carry their does his/her fair counted on to help
weight. share of the work. others complete
tasks.

Contributes ideas to Work is consistently Work is thorough,

Quality of the team that need thorough and high comprehensive and
Contributions further development quality. sets a standard of
and/or presents de- excellence for the
liverables to the team.
team that need re-
work.

Performance does Makes consistently Has a disproportional-

not meet the needs solid contributions to ly strong impact on
Overall or expectations of team outputs. the results of the
the team. team.

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