...functions within the HRM department. How is training conducted in your organization? Briefly discuss with your fellow classmates and formulate ways that training and HRD can be improved upon in your department or organization. Forum Rubric (Link) Instructions: Your initial post should be at least 250 words. Please respond to a minimum of 2 students. Include a minimum of (3) references or sources to support your ideas, arguments, and opinions. Responses should be a minimum of 100 words and include direct questions. Please review the forum grading rubrics in order to understand your responses in the forum will be graded. WEEK 2 Topic for Discussion: This week’s lesson deals with different learning styles and the adult learning model or andragogical learning models. How is learning facilitated in your organization or workplace? Are training needs met in your opinion? If so how? If not, how could they be improved? Forum Rubric (Link) Instructions: Your initial post should be at least 250 words. Please respond to a minimum of 2 students. Include a minimum of (3) references or sources to support your ideas, arguments, and opinions. Responses should be a minimum of 100 words and include direct questions. Please review the forum grading rubrics in order to understand your responses in the forum will be graded. WEEK 3 Topic for Discussion: Most of us have either given or participated in lecture type training at one time...
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...Reflection Evaluation Criteria (the rubric) |Criteria |Superior (54-60 points) |Sufficient (48-53 points) |Minimal (1-47 points) |Unacceptable (0 points) | |Depth of Reflection |Response demonstrates an in-depth reflection |Response demonstrates a general reflection on, and|Response demonstrates a minimal reflection |Response demonstrates a lack of reflection on, or| | |on, and personalization of, the theories, |personalization of, the theories, concepts, and/or|on, and personalization of, the theories, |personalization of, the theories, concepts, | |(25% of TTL Points) |concepts, and/or strategies presented in the |strategies presented in the course materials to |concepts, and/or strategies presented in the |and/or strategies presented in the course | | |course materials to date. Viewpoints and |date. Viewpoints and interpretations are |course materials to date. Viewpoints and |materials to date. Viewpoints and interpretations| |___/15 |interpretations are insightful and well |supported. Appropriate examples are provided, as |interpretations are unsupported or supported |are missing, inappropriate, and/or unsupported. | | |supported. Clear, detailed examples are |applicable. ...
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...|Standards |Criteria | |Areas of Assessment|A |B |C |D | |Format |__includes typed final,|__includes typed final, |__includes typed final, |__ missing prewrite/outline,| | |prewrite or outline, |prewrite or outline, |prewrite/ outline, draft, &|draft or Works Cited; | | |marked draft, & Works |marked draft, & Works |Works Cited, but |insufficient editing of | | |Cited in prescribed |Cited - some (minor) |insufficient editing of |draft or outline; numerous | | |format |errors in prescribed |draft; several errors in |errors in format | | | |format |prescribed format | | |Understanding of |__ writing shows |__writing shows strong, |__writing shows adequate |__writing shows little or no| |literature/ texts |unusual insight |clear understanding |understanding but may be |understanding of text | | |understanding | |too general or superficial | | |Idea Development |__ presents fresh |__ presents an effective|__...
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...WEEK 2 BUSINESS BRIEF RUBRIC – LEAN SYSTEMS AT AUTOLIV Total 75 points Criteria | Unacceptable | Acceptable | Proficient | Student Score and Comments | Develops an opening paragraph that introduces the case and identifies the problem from Step 1 of the 5-Step Critical Thinking Decision Making Model. | Vaguely develops an opening paragraph that introduces the case and identifies the problem or does not have an opening paragraph.(0-3 points) | Develops an opening paragraph that introduces the case and identifies the problem and, for the most part, fulfills assignment requirements.(4 points) | Develops an opening paragraph that introduces the case and identifies the problem and demonstrates solid ability to accomplish the assignment.(5 points) | | Identifies which method of workflow is embodied in Autoliv’s system.Step 2 of the 5-Step Critical Thinking Decision Making Model. | Vaguely identifies which method of workflow is embodied in Autoliv’s system or is completely off topic.(0-7 points) | Identifies which method of workflow is embodied in Autoliv’s system and, for the most part, fulfills assignment requirements.(8 points) | Identifies which method of workflow is embodied in Autoliv’s system and demonstrates solid ability to accomplish the assignment.(9-10 points) | | Analyzes if this approach is the most suitable to its lean environment.Step 2 of the 5-Step Critical Thinking Decision Making Model. | Vaguely analyzes if this approach is the most suitable to Autoliv’s...
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...Name: _________________________________________________ Date: _________________________ Essay Rubric Directions: Your essay will be graded based on this rubric. Consequently, use this rubric as a guide when writing your essay and check it again before you submit your essay. Traits 4 3 There is one clear, wellfocused topic. Main ideas are clear and are well supported by detailed and accurate information. There is one clear, wellfocused topic. Main ideas are clear but are not well supported by detailed information. There is one topic. Main ideas are somewhat clear. The topic and main ideas are not clear. Organization The introduction is inviting, states the main topic, and provides an overview of the paper. Information is relevant and presented in a logical order. The conclusion is strong. The introduction states the main topic and provides an overview of the paper. A conclusion is included. The introduction states the main topic. A conclusion is included. There is no clear introduction, structure, or conclusion. Voice The author’s purpose of writing is very clear, and there is strong evidence of attention to audience. The author’s extensive knowledge and/or experience with the topic is/are evident. The author’s purpose of writing is somewhat clear, and there is some evidence of attention to audience. The author’s knowledge and/or experience with the topic is/are evident. The author’s purpose ...
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...Rubric for Case Write-‐Up For your Case Write-‐Up Assignments, I will use the criteria below to provide feedback. I will use this scale to inform this feedback: • Exceeds expectations: A professional-‐quality product and one you could bring to an organization if you were indeed acting as a consultant. These projects are clearly articulated, demonstrate exceptional understanding of course material, and provide recommendations that are logical, realistic, and aligned with best practices for finance and accounting. • Meets expectations: This is a high-‐quality product; your description of the problem and its solutions is clear with gaps minor enough that your audience can interpret what it is you wanted to say. There is a clear understanding of finance and accounting with only minor errors. • Nearly meets expectations: This is a good product but if you were a consultant, I would suggest...
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...RUBRIC | Beginning 1 | Developing 2 | Accomplished 3 | Exemplary 4 | Score | Research & Gather Information | Does not collect any information that relates to the topic. | Collects very little information--some relates to the topic. | Collects some basic information--most relates to the topic. | Collects a great deal of information--all relates to the topic. | | Share Information | Does not relay any information to teammates. | Relays very little information--some relates to the topic. | Relays some basic information--most relates to the topic. | Relays a great deal of information--all relates to the topic. | | Be Punctual | Does not hand in any assignments. | Hands in most assignments late. | Hands in most assignments on time. | Hands in all assignments on time. | | Fulfill Team Role's Duties | Does not perform any duties of assigned team role. | Performs very little duties. | Performs nearly all duties. | Performs all duties of assigned team role. | | Participate in Science Conference | Does not speak during the science conference. | Either gives too little information or information, which is irrelevant to topic. | Offers some information--most is relevant. | Offers a fair amount of important information--all is relevant. | | Share Equally | Always rely on others to do the work. | Rarely does the assigned work--often needs reminding. | Usually does the assigned work--rarely needs reminding. | Always does the assigned work without having to be reminded...
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...RUBRIC FOR ASSIGNED CASE PRESENTATIONS AND PAPERS 1. Each student will be assigned a case from the end-of-chapter cases in the text book. You are required to submit a paper on the case and to engage in an in-class discussion with the professor about the case. 2. The cases in the textbook are what lawyers call squibs. The squibs are short summaries of the case and not the full court opinion about the case. You will be able to do an internet search under the name of the case and find the full court opinion, which will have much more information than the squib in the textbook. 3. Using the information in the full case opinion, you will be required to do the following a. (up to 25 points) Submit a paper of 500 to 750 words on the case. The paper must treat the following areas: - what are the facts of the case? - what is the law that applies in this situation? - what is the issue? That is a statement of how the law applies to the facts of the case - discussion - make an argument that supports a particular outcome in the case. NOTE – you do not have to agree with the court’s opinion. Feel free to come to a different conclusion that the court did, if you think the law and facts support you. - state your conclusion. b. (up to 25 points) Be prepared to engage in an in-class discussion with the professor about this case. You should be very familiar with the law and facts and should NOT be referring to the textbook, the case or your notes during this discussion. The discussion will...
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...Please keep the key below to understand corrections to your writing for this course. Corrections fall into five categories and are identified by a letter-number combination or a copy-editing symbol in the margin (e.g., “B4” indicates awkward phrasing). Your performance in these categories will determine your score out of 30 possible points. A. Organization and clarity: 2 pts. (-1 for each error) 1. Topic sentence needed 2. Transition needed 3. Ill-defined or undefined concept, term, or abbreviation 4. Syntactic or semantic ambiguity 5. Example needed 6. Other (see note in margin) B. Style and tone: 4 pts. (-1/2 for each error) 1. Inappropriate tone (e.g., too informal) 2. Uninclusive or biased language 3. Wordiness (e.g., long string of prepositional phrases, redundancy, inappropriate use of passive voice, circumlocution) 4. Awkward phrasing 5. Unparallel construction 6. Lack of variety in sentence type, pattern, or length 7. Repetitive vocabulary usage 8. Missing citation (0 pts. For this section if citations are missing) 9. Other (see note in margin) C. Usage: 4 pts. (-0.5 for each error) 1. Not idiomatic 2. Word choice 3. Wrong word 4. Its/it’s confusion 5. There/their/they’re or your/you’re confusion 6. Other (see note in margin) D. Grammar: 4 pts. (-0.5 for each error) 1. Sentence fragment 2. Missing comma after an introductory element 3. Missing comma in a series (serial or Oxford comma) 4. Missing comma(s) with a nonrestrictive...
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...BIP Task 1 (0314) Top of Form | Unsatisfactory/Not present | Does Not Meet Standard | Minimally Competent | Competent | Highly Competent | Score/Level | Articulation of Response (clarity, organization, mechanics) | The candidate provides unsatisfactory articulation of response. | The candidate provides weak articulation of response. | The candidate provides limited articulation of response. | The candidate provides adequate articulation of response. | The candidate provides substantial articulation of response. | | A1. Description of the Organization | The candidate does not provide a reasonable description of the organization and its objective(s). | The candidate provides a reasonable description, with no detail, of the organization and its objective(s). | The candidate provides a reasonable description, with limited detail, of the organization and its objective(s). | The candidate provides a reasonable description, with adequate detail, of the organization and its objective(s). | The candidate provides a reasonable description, with substantial detail, of the organization and its objective(s). | | A2. Leadership Practices | The candidate does not provide a reasonable description of 3 leadership practices of the primary leader of the organization. | The candidate provides a reasonable description of 1–2 leadership practices of the primary leader of the organization. | The candidate provides a reasonable description, with limited detail, of 3 leadership practices...
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...2. A club has 25 members. A.) a) How many ways are there to choose four members of the club to serve on an executive committee? 12650 B.) b) How many ways are there to choose a president, vice president, secretary, and treasurer of the club, where no person can hold more than one office? 303600 4. In how many different ways can five elements be selected in order from a set with three elements when repetition is allowed? 243 5. What is the probability that a fair die never comes up an even number when it is rolled six times? 0.016+- 0.001 (Note: Enter the value of probability in decimal format and round it to three decimal places.) 6. Let p and q be the propositions p: You have the flu. q: You miss the final examination. Identify an English translation that expresses the compound proposition p → q. * If you miss the final exam then you have the flu. * If you have the flu, then you miss the final exam. * If you have the flu, then you will not miss the final exam. * If you don't have the flu, then you miss the final exam. 7. Let q and r be the propositions q: You miss the final examination. r: You pass the course. An English translation of the compound proposition ¬q ↔ r is "You do not miss the final exam if and only if you pass the course." * Yes * No 8. Let q and r be the propositions q: You miss the final examination. r: You pass the course. An English translation of the compound proposition q → ¬r is "If you miss the final exam, then you pass the course...
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...Running head: Rubric Cube Rubric Cube Nancy Malicki Grand Canyon University SPE 330 October 7, 2012 Rubric Cube A rubric is an essential tool for any teacher of any age group. It provides the ability to accurately display the results of evaluating just about any activity or event, even websites. The following pages contain two rubrics that can be used by a teacher for evaluating specific website experiences. The first rubric will evaluate a website about special education. The second rubric will evaluate the author’s potential achievement of the National Board for Professional Teaching Standards: Exceptional Needs Specialists/Early Childhood Through Young Adult Standards (NBPTS:ENS/ECTYAS). Rubric 1 Evaluate Web Site | Poor 1 pts | Fair 2 pts | Good 3 pts | Content | Information garbled or does not match search topic. | Provides cursory information about the search topic. | Provides ample and in depth information about the search engine topic. | Quality of Information | More ads than information on site. | Site loads well and has some information that can be used. | Information is well researched, well presented, and well organized. | User Friendly | Links broken, pop-up ads everywhere, information not available or site down or not up and running yet. | Limited amount of actual information intermingled with link for ads or other search engines. | Site was well organized and easy to follow. Information was provided with limited or no ads. | ...
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...SOCS 185 Week 5 Socioautobiography Assignment Information and Rubric Below are guidelines to follow as you work on your socioautobiography assignment: * Papers should be in APA format, with a title page. * Papers should contain 3-4 pages of text, double-spaced (this does not include the title page). * Refer to at least six sociological concepts covered in the lectures or textbook reading. Highlight these concepts in boldface. * Connect your concepts to the TCOs. Indicate the TCOs covered in parentheses, as demonstrated in the assignment instructions. Grading Rubric: Component | Points Possible | Submission refers to at least six sociological concepts covered in the lectures or textbook reading | 55 | Submission relates each concept to the appropriate TCO | 20 | Submission meets minimum length requirement of three to four pages of text | 10 | Submission is well-written and well-organized and free from mechanical errors (errors in spelling, punctuation, and grammar) | 10 | Submission is in correct APA format, with a title page | 5 | | 100 TOTAL POINTS | The following excerpt on a socioautobiography is taken directly from: Kanagy, C. L., & Kraybill, D. B., (1999). The Riddles of Human Society. Thousand Oaks, CA: Pine Forge Press. (Pp. 287, 288,289). Socioautobiography “The purpose of the socioautobiography is to use the insights from sociology to better understand your own story; it is a way of using the concepts of sociology...
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...Mary Mason May 5, 2013 Course: EDU 313 Professor Rick Holbeck | Poor | Fair | Good | Excellent | Outstanding | Crust | The crust is still in dough form. The crust still taste like uncooked flour. | The crust is thin and doesn’t have any flavor. The crust if hard and cannot bend. | The crust can bend and has a little flavor to it. The crust is flaky and not too hard for you to crew. | The crust is bendable and taste good. The crust is flaky and good for you to eat. | The crust is very good to eat. It is even around the whole pizza. The crust is perfect, not to thin and not too thick. | Sauce | The sauce has no flavor. Very bland and not good to eat. The sauce is cold. | The sauce is somewhat not too good to eat but can be eaten. The sauce is lukewarm. | The sauce has some flavor to it. It can be eaten but it is not at its best. The sauce is warm enough to eat. | The sauce has much flavor to it. It is spread evenly throughout the pizza. It is good and hot enough to eat. | The sauce has enough flavors to it. It is spread all over the pizza in a great amount. The sauce is hot and ready to eat. | Cheese | The cheese is not evenly spread. It is cold and hard. And not good to eat. It not melted on top. | The cheese is somewhat spread on top. The cheese is lukewarm and somewhat melted on top. | The cheese is spread throughout the top of the pizza. The cheese is melted and ready to eat. | The cheese is all over the pizza. It is melted evenly throughout the pizza...
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...RUBRIC TERMS The following terms may be used in the rubric. accurate – giving a correct or truthful representation; providing information that meets the accepted standard applicable – connected with, or relevant to a particular person, group of people, or situation adequate – as much as necessary for the purpose; acceptable applicable - affecting, connected with, or relevant to a particular person, group of people, or situation appropriate - fitting; suitable for the circumstances, topic, purpose, or context; suitable for an academic or professional setting articulation of response (clarity, organization, mechanics) - clear, organized, and easy to understand; standard language usage competent - possessing basic abilities and skills necessary to adequately function in specified areas credible – believable; based in solid research or accepted as sound practice in the field effective - producing the intended result detail - extended information on particular items does not meet standard - not performing at an appropriate or expected level; providing no support for reasoning limited - having narrow scope; barely adequate; including only a part logical - sensible and based on facts; appropriate progression of steps or events plausible - believable and appearing to be true; acceptable strategy or plan for the given situation reasonable - sensible; acceptable and according to common sense; likely to be considered appropriate for the given situation relevant - having some sensible or...
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