FA20 MGMT510-50-A Project3 100%4
| Advanced | Proficient | Emerging | Novice | |
| MS-ISEM 1.1 Analyze Environments |
Exceeds in identifying internal strengths and weaknesses of the company
Exceeds in identifying external opportunities and threats |
Clearly identify internal strengths and weaknesses of the company
Clearly identify external opportunities and threats |
Poorly identifies internal strengths and weaknesses of the company
Poorly identifies external opportunities and threats |
Cannot identify internal strengths and weaknesses of the company
Cannot identify external opportunities and threats |
| Standards
MS-ISEM Information Systems Engineering & Management V2017-2018 Program Goal: MS-ISEM PG 1: Decision & Strategy Interrelationship Formulate and implement business strategy. Learning Outcome: MS-ISEM 1.1: Analyze Environments Analyze the internal and external environments of the enterprise. |
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| MS-ISEM 1.2 Design & Apply Models |
Exceeds identifying and stating problems Exceeds designing or modeling alternatives Exceeds making strategic choice out of the alternatives Exceeds applying or implementing strategic decisions |
Clearly identify and state problems Clearly design or model alternatives Clearly make strategic choice out of the alternatives Clearly apply or implement strategic decisions |
Poorly identify and state problems Poorly design or model alternatives Poorly make strategic choice out of the alternatives Poorly apply or implement strategic decisions |
Cannot identify and state problems Cannot design or model alternatives Cannot make strategic choice out of the alternatives Cannot apply or implement strategic decisions |
| Standards
MS-ISEM Information Systems Engineering & Management V2017-2018 Program Goal: MS-ISEM PG 1: Decision & Strategy Interrelationship Formulate and implement business strategy. Learning Outcome: MS-ISEM 1.2: Design & Apply Models Design and Apply various models for strategic decision making. |
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| MS-ISEM 1.3 Evaluate Interrelationships |
Exceeds showing how IT support strategy and organization Exceeds explaining the interrelationships between strategy, organization, and IT Exceeds constructing and critiquing the interrelationships between strategy, organization, and IT |
Clearly show how IT support strategy and organization Clearly explain the interrelationships between strategy, organization, and IT Clearly construct and critique the interrelationships between strategy, organization, and IT |
Poorly show how IT support strategy and organization Poorly explain the interrelationships between strategy, organization, and IT Poorly construct and critique the interrelationships between strategy, organization, and IT |
Cannot show how IT support strategy and organization Cannot explain the interrelationships between strategy, organization, and IT Cannot construct and critique the interrelationships between strategy, organization, and IT |
| Standards
MS-ISEM Information Systems Engineering & Management V2017-2018 Program Goal: MS-ISEM PG 1: Decision & Strategy Interrelationship Formulate and implement business strategy. Learning Outcome: MS-ISEM 1.3: Evaluate Interrelationships Evaluate the interrelationships between strategy, organization, and IT. |
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| MS-ISEM 1.4 Identify & Analyze Processes |
Exceeds identifying and selecting the business processes that needs to be measured Exceeds developing measures for determining effectiveness of business processes Exceeds evaluating the effectiveness of business processes using the measures developed |
Clearly identify and select the business processes that needs to be measured Clearly develop measures for determining effectiveness of business processes Clearly evaluate the effectiveness of business processes using the measures developed |
Poorly identify and select the business processes that needs to be measured Poorly develop measures for determining effectiveness of business processes Poorly evaluate the effectiveness of business processes using the measures developed |
Cannot identify and select the business processes that needs to be measured Cannot develop measures for determining effectiveness of business processes Cannot evaluate the effectiveness of business processes using the measures developed |
| Standards
MS-ISEM Information Systems Engineering & Management V2017-2018 Program Goal: MS-ISEM PG 1: Decision & Strategy Interrelationship Formulate and implement business strategy. Learning Outcome: MS-ISEM 1.4: Identify & Analyze Processes Identify and analyze the effectiveness of operational business processes. |
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| MS-ISEM 5.1 Conduct Gap Analysis |
Student exceeds expectations in conducting a leadership-gap analysis | Student is fully able to conduct a leadership-gap analysis | Student can only partially demonstrate the ability to conduct a leadership-gap analysis | Student is not able to successfully conduct a leadership-gap analysis |
| Standards
MS-ISEM Information Systems Engineering & Management V2017-2018 Program Goal: MS-ISEM PG 5: Leadership & Management Leads the management for primary operational functions within modern enterprises. Learning Outcome: MS-ISEM 5.1: Conduct Gap Analysis Conduct a leadership-gap analysis. |
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| MS-ISEM 5.2 Evaluate Leadership Principles |
Student exceeds expectations in evaluating leadership principles specific to role Student exceeds expectation in evaluating leadership principles specific to duty assignments |
Student is able to fully evaluate leadership principles specific to role
Student is fully able to evaluate leadership principles specific to duty assignments |
Student can only partially evaluate leadership principles specific to role
Student can only partially evaluate leadership principles specific to duty assignments |
Student is not able to evaluate leadership principles specific to role
Student is not able to evaluate leadership principles specific to duty assignments |
| Standards
MS-ISEM Information Systems Engineering & Management V2017-2018 Program Goal: MS-ISEM PG 5: Leadership & Management Leads the management for primary operational functions within modern enterprises. Learning Outcome: MS=ISEM 5.2: Evaluate Principles Evaluate leadership principles specific to role and duty assignments. |
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| MS-ISEM 5.3 Demo Gr Leadership Skills |
Student shows extreme capabilities in identifying, recognizing, and applying leadership elements.
Student can easily manage teams, work with groups, and lead the assignment project with solid recognition(authority) Student is extremely capable of identifying tasks, assigning roles, and supervising communication within a team |
Student is fully able to identify, recognize, and apply leadership elements.
Student can manage teams, work with groups, and lead the assignment project with solid recognition (authority) Student can easily identify tasks, assign roles, and supervise communication within a team |
Student is somehow able to identify, recognize, and apply leadership elements.
Student can manage teams, work with groups, and lead the assignment project with a low to medium recognition (authority) Student can identify tasks, assign roles, and supervise communication within a team at a low to medium level |
Student is not able to identify, recognize, and apply leadership elements.
Student cannot manage teams, work with groups, and lead the assignment project Student cannot identify tasks, assign roles, and supervise communication within a team |
| Standards
MS-ISEM Information Systems Engineering & Management V2017-2018 Program Goal: MS-ISEM PG 5: Leadership & Management Leads the management for primary operational functions within modern enterprises. Learning Outcome: MS-ISEM 5.3: Demonstrate Skills Demonstrate group leadership skills. |
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| MS-ISEM 5.4 Apply Leadership & Mgmt. Principles |
Student shows extreme knowledge in identifying, listing, and understanding components of a complex business problem.
Student can professionally identify, list and enumerate all applicable managerial principles in the context of the given business problem. |
Student can fully identify, list, and understand components of a complex business problem.
Student can fully identify, list and enumerate all applicable managerial principles in the context of the given business problem. Student can realize the connection or apply the managerial principles to the components of the business problem |
Student can partially identify, list, and understand components of a complex business problem.
Student can partially identify, list and enumerate all applicable managerial principles in the context of the given business problem. Student can hardly realize the connection or apply the managerial principles to the components of the business problem |
Student can hardly identify, list, and understand components of a complex business problem.
Student can hardly identify, list and enumerate all applicable managerial principles in the context of the given business problem. Student can hardly realize the connection or apply the managerial principles to the components of the business problem |
| Standards
MS-ISEM Information Systems Engineering & Management V2017-2018 Program Goal: MS-ISEM PG 5: Leadership & Management Leads the management for primary operational functions within modern enterprises. Learning Outcome: MS-ISEM: 5.4: Apply Principles Apply leadership and managerial principles to solve complex business problems. |
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| COMM 1.1 Organize Presentation |
Demonstrate clear and consistent organizational patterns (specific introduction and conclusion, sequenced material within the body, and transitions) within presentation, making the content of the presentation cohesive. | Demonstrate organizational patterns (specific introduction and conclusion, sequenced material within the body, and transitions) within presentation. | Demonstrate intermittent organizational patterns (specific introduction and conclusion, sequences material within the body, and transitions) within presentation. | Demonstrate, on occasion, organizational patterns (specific introduction and conclusion, sequenced material within the body, and transitions) within presentation. |
| Standards
2017-2018 Core Competencies – Current Standard: Communication (COMM) Written communication is the development and expression of ideas in writing. It involves writing in a variety of styles, genres, and technologies and mixing text, data, and images. Written communication abilities develop through repeated writing experiences across the disciplines. Indicator: COMM 1.1 |
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| COMM 1.2 Select Effective Language |
Select language to enhance the effectiveness of the presentation in a manner appropriate to the audience. | Select language to generally support the effectiveness of the presentation in a manner appropriate to audience. | Select language to partially support the effectiveness of the presentation in a manner mostly appropriate to audience. | Select language to minimally support the effectiveness of the presentation in a manner occasionally inappropriate to audience. |
| Standards
2017-2018 Core Competencies – Current Standard: Communication (COMM) Written communication is the development and expression of ideas in writing. It involves writing in a variety of styles, genres, and technologies and mixing text, data, and images. Written communication abilities develop through repeated writing experiences across the disciplines. Indicator: COMM 1.2 |
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| COMM 1.3 Deliver Presentation |
Maintain audience attention and engagement using a variety of delivery techniques (posture, gesture, eye contact, and vocal expressiveness) and appear confident and prepared. | Maintain audience attention and engagement using a variety of delivery techniques (posture, gesture, eye contact, and vocal expressiveness) and appear prepared. | Maintain minimal audience attention and engagement using a variety of delivery techniques (posture, gesture, eye contact, and vocal expressiveness) and may appear underprepared and/or nervous. | Maintain minimal audience attention and engagement using a variety of delivery techniques (posture, gesture, eye contact, and vocal Expressiveness), detracting from the understandability of the presentation, and appear uncomfortable or underprepared. |
| Standards
2017-2018 Core Competencies – Current Standard: Communication (COMM) Written communication is the development and expression of ideas in writing. It involves writing in a variety of styles, genres, and technologies and mixing text, data, and images. Written communication abilities develop through repeated writing experiences across the disciplines. Indicator: COMM 1.3 |
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| COMM 1.4 Support the Presentation |
Support the presentation with a variety of types of supporting materials (explanations, examples, statistics, expert testimony, and visual aids), significantly establishing the presenter’s credibility, and addressing the needs of the audience. | Support the presentation with a variety of types of supporting materials (explanations, examples, statistics, expert testimony, and visual aids), generally establishing the presenter’s credibility, and addressing the needs of the audience. | Support the presentation with a variety of types of supporting materials (explanations, examples, statistics, expert testimony, and visual aids), sufficiently establishing the presenter’s credibility, and/or addressing the needs of the audience. | Support the presentation with a variety of types of supporting materials (explanations, examples, statistics, expert testimony, and visual aids), minimally addressing the needs of the audience. |
| Standards
2017-2018 Core Competencies – Current Standard: Communication (COMM) Written communication is the development and expression of ideas in writing. It involves writing in a variety of styles, genres, and technologies and mixing text, data, and images. Written communication abilities develop through repeated writing experiences across the disciplines. Indicator: COMM 1.4 |
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| COMM 1.5 State Central Message |
State precisely, repeat appropriately, and support strongly the presentation’s central message. | Support clearly and repeat appropriately the presentation’s central message. | State but do not fully support the presentation’s central message. | Imply but do not directly state the presentation’s central message. |
| Standards
2017-2018 Core Competencies – Current Standard: Communication (COMM) Written communication is the development and expression of ideas in writing. It involves writing in a variety of styles, genres, and technologies and mixing text, data, and images. Written communication abilities develop through repeated writing experiences across the disciplines. Indicator: COMM 1.5 |
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| CRIT 1.1 Provide Interpretation |
Provide accurate explanations of information presented in mathematical forms. Make appropriate inferences based on that information. For example, accurately explains the trend data shown in a graph and makes reasonable predictions regarding what the data suggest about future events. | Provide accurate explanations of information presented in mathematical forms. For instance, accurately explains the trend data shown in a graph. | Provide accurate explanations of information presented in mathematical forms, but with occasional minor errors related to computations or units. For instance, accurately explains trend data shown in a graph, but may miscalculate the slope of the trend line. | Explain information presented in mathematical forms. For example, attempts to explain the trend data shown in a graph, but will frequently misinterpret the nature of that trend, perhaps by confusing positive and negative trends. |
| Standards
2017-2018 Core Competencies – Current Standard: Critical Thinking (CRIT) Indicator: CRIT 1.1 Provide Interpretation |
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| CRIT 1.2 Convert Information |
Convert information into various mathematical forms (e.g., equations, graphs, diagrams, tables, words) in a relevant, appropriate mathematical portrayal in a way that demonstrates deeper understanding. | Convert information into various mathematical forms (e.g., equations, graphs, diagrams, tables, words) in an appropriate and desired mathematical portrayal. | Convert information into various mathematical forms (e.g., equations, graphs, diagrams, tables, words) with partial accuracy or appropriateness. | Convert information into various mathematical forms (e.g., equations, graphs, diagrams, tables, words). |
| Standards
2017-2018 Core Competencies – Current Standard: Critical Thinking (CRIT) Indicator: CRIT 1.2 Convert Information |
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| CRIT 1.3 Calculate for Solution |
Calculate successfully to comprehensively solve a given problem. Calculations are also presented clearly and concisely. | Calculate successfully to sufficiently solve a given problem. | Attempt calculations to partially solve a given problem. | Attempt calculations. |
| Standards
2017-2018 Core Competencies – Current Standard: Critical Thinking (CRIT) Indicator: CRIT 1.3 Calculate for Solution |
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| CRIT 1.4 Analyze Quant Data |
Use the quantitative analysis of data as the basis for detailed and competent judgments, drawing reasonable and carefully qualified conclusions from this work. | Use the quantitative analysis of data as the basis for competent judgments, drawing reasonable and appropriately qualified conclusions from this work. | Use the quantitative analysis of data as the basis for routine or ordinary judgments, drawing plausible conclusions from this work. | Use the quantitative analysis of data as the basis for tentative, uncertain, or basic judgments. |
| Standards
2017-2018 Core Competencies – Current Standard: Critical Thinking (CRIT) Indicator: CRIT 1.4 Analyze Quant Data |
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| CRIT 1.5 Describe Assumptions |
Describe assumptions in estimation, modeling, or data analysis explicitly and provide compelling rationale for why each assumption is appropriate. Show awareness that confidence in final conclusions is limited by the accuracy of the assumptions. | Describe assumptions in estimation, modeling, or data analysis explicitly and provide rationale for why assumptions are appropriate. | Describe assumptions in estimation, modeling, or data analysis explicitly. | Attempt to describe assumptions in estimation, modeling, or data analysis. |
| Standards
2017-2018 Core Competencies – Current Standard: Critical Thinking (CRIT) Indicator: CRIT 1.5 Describe Assumptions |
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| CRIT 1.6 Link Quant Info to Argument |
Use quantitative information in connection with the argument or purpose of the work, present it in an effective format, and explain it with consistently high quality. | Use quantitative information in connection with the argument or purpose of the work, though data may be presented in an unclear or suboptimal format or some parts of the explication may be uneven. | Use quantitative information without connection to the argument or purpose of the work. | Present an argument for which quantitative evidence is pertinent but does not provide adequate explicit numerical support (may use quasi-quantitative words such as “many,” “few,” “increasing,” and “small” in place of actual quantities). |
| Standards
2017-2018 Core Competencies – Current Standard: Critical Thinking (CRIT) Indicator: CRIT 1.6 Link Quant Info to Argument |
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| GLOB 0.1 Describe Your Self- Identity |
Describe the student’s self-identity in a global context by including all of the following biases, values, politics, beliefs, customs, and practices. | Describe the student’s self-identity in a global context by including 4 of the following: biases, values, politics, beliefs, customs, and practices. | Describe the student’s self-identity in a global context by including 2 of the following: biases, values, politics, beliefs, customs, and practices. | Describe the student’s self-identity in a global context by including 1 of the following: biases, values, politics, beliefs, customs, and practices. |
| Standards
2017-2018 Core Competencies – Current Standard: Global Awareness (GLOB) Global awareness is knowledge of the world citizenry’s common interests in community, social, political, information, and financial systems of different scales; appreciation and respect for diversity, culture, and environment; and the interactions and impacts of individuals, global systems, and cultures. Indicator: GLOB 0.1 Describe Your Self- Identity |
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| GLOB 0.2b Critique Cultural Rules/ Biases |
Critique the student’s own cultural rules and biases with clear explanations and comparisons. | Compare and contrast the student’s own cultural rules and biases with those of another individual. | Interpret the sources or causes of the student’s own cultural rules and biases. | State the student’s own cultural rules and biases. |
| Standards
2017-2018 Core Competencies – Current Standard: Global Awareness (GLOB) Global awareness is knowledge of the world citizenry’s common interests in community, social, political, information, and financial systems of different scales; appreciation and respect for diversity, culture, and environment; and the interactions and impacts of individuals, global systems, and cultures. Indicator: GLOB 0.2b Critique Cultural Rules/ Biases |
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| GLOB 0.2c Describe Your Worldview |
Describe, in the context of the student’s own worldview, the student’s personal responsibility to given individuals, communities, and global systems. | Describe possible individual personal responsibilities to given individuals, communities, and global systems. | Discuss how key issues relevant to given individuals, communities, and global systems might be connected to individual or group actions. | Identify key issues relevant to a given individual, community, or global system. |
| Standards
2017-2018 Core Competencies – Current Standard: Global Awareness (GLOB) Global awareness is knowledge of the world citizenry’s common interests in community, social, political, information, and financial systems of different scales; appreciation and respect for diversity, culture, and environment; and the interactions and impacts of individuals, global systems, and cultures. Indicator: GLOB 0.2c Describe Your Worldview |
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| GLOB 0.3 Propose Global Solutions |
Propose interdisciplinary, sophisticated solutions to a given global issue drawing on the strengths of all of the following: global organizations, diverse cultural perspectives, global information exchange, interactions between global systems, and knowledge of other global factors. | Propose solutions to a given global issue drawing on the strengths of 4 of the following: global organizations, diverse cultural perspectives, global information exchange, interactions between global systems, and knowledge of other global factors. | Propose solutions to a given global issue drawing on the strengths of 2 o the following: global organizations, diverse cultural perspectives, global information exchange, interactions between global systems, and knowledge of other global factors. | Propose solutions to a given global issue drawing on the strengths of 1 of the following: global organizations, diverse cultural perspectives, global information exchange, interactions between global systems, and knowledge of other global factors. |
| Standards
2017-2018 Core Competencies – Current Standard: Global Awareness (GLOB) Global awareness is knowledge of the world citizenry’s common interests in community, social, political, information, and financial systems of different scales; appreciation and respect for diversity, culture, and environment; and the interactions and impacts of individuals, global systems, and cultures. Indicator: GLOB 0.3 Propose Global Solutions |
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| GLOB 0.4 Understand Complex Elements |
Demonstrate sophisticated understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. | Demonstrate adequate understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. | Demonstrate partial understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. | Demonstrate surface understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. |
| Standards
2017-2018 Core Competencies – Current Standard: Global Awareness (GLOB) Global awareness is knowledge of the world citizenry’s common interests in community, social, political, information, and financial systems of different scales; appreciation and respect for diversity, culture, and environment; and the interactions and impacts of individuals, global systems, and cultures. Indicator: GLOB 0.4 Understand Complex Elements |
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| INFO 0.4d Support Conclusions |
Communicate ideas with specific, appropriate conclusions definitively supported by multiple relevant sources. | Communicate ideas with appropriate conclusions supported by relevant sources. | Communicate ideas with appropriate conclusions using minimal supporting sources | Communicate ideas, some missing appropriate conclusions or minimal supporting sources. |
| Standards
2017-2018 Core Competencies – Current Standard: Information Literacy (INFO) Information literacy encompasses knowledge and familiarity with different media types, efficient data storage, retrieval methods, and research techniques. For the purposes of this rubric, “information” is not only text-based information, but also includes images, sounds, data sets, databases, artifacts, numerical and statistical data Indicator: INFO 0.4d Support Conclusions |
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| INFO 0.5 Present Information |
Present information clearly and effectively to a given audience demonstrating use of and differences in multiple information technology applications (spreadsheets, presentation software, word processing, web applications, etc.). | Present information clearly and effectively to a given audience using multiple information technology applications (spreadsheets, presentation software, word processing, web applications, etc.). | Present information adequately to a given audience using multiple information technology applications (spreadsheets, presentation software, word processing, web applications, etc.). | Present information to a given audience using 1 information technology application (spreadsheets, presentation software, word processing, web applications, etc.). |
| Standards
2017-2018 Core Competencies – Current Standard: Information Literacy (INFO) Information literacy encompasses knowledge and familiarity with different media types, efficient data storage, retrieval methods, and research techniques. For the purposes of this rubric, “information” is not only text-based information, but also includes images, sounds, data sets, databases, artifacts, numerical and statistical data Indicator: INFO 0.5 Present Information |
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| INFO 0.6a Use Sources |
Use information sources while demonstrating understanding of, and compliance with, a given Acceptable Use Policy (AUP) or intellectual property policy. | Use information sources in compliance with, a given Acceptable Use Policy (AUP) or intellectual property policy. | Use information sources with 1-2 minor violations of a given Acceptable Use Policy (AUP) or intellectual property policy. | Use information sources with multiple violations of a given Acceptable Use Policy (AUP) or intellectual property policy. |
| Standards
2017-2018 Core Competencies – Current Standard: Information Literacy (INFO) Information literacy encompasses knowledge and familiarity with different media types, efficient data storage, retrieval methods, and research techniques. For the purposes of this rubric, “information” is not only text-based information, but also includes images, sounds, data sets, databases, artifacts, numerical and statistical data Indicator: INFO 0.6a Use Sources |
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