Syllabus for Management 301: Leadership Skills College of Business and Economics

MGMT 320-007 Spring 2018

Course Description MGMT 301 LEADERSHIP SKILLS (3-0-3)(F/S). Application of behavioral science principles and skills to the practice of leadership in a variety of contexts. Topics include team building, motivation, problem solving, negotiation, and self-management. PREREQ: Junior standing and BUSCOM 201 for business majors or ENGL 202 for non-business majors or CMGT 201 for construction management majors.

Meeting Time: Monday from 6:00 p.m. – 8:45 p.m.

Venue: MBEB 1106

Instructor Information Name: Nicholas A. Jones Office: MBEB 2229 Office Hours: Monday and Wednesday 3:00 p.m. to 4:00 p.m. (and by appointment) Phone: (208) 407-4493 E-Mail: NickJones2@BoiseState.edu

Please note to always put the class you are in and your team name in your email body when you are communicating with me via email.

Prerequisites Junior standing and BUSCOM 201 for business majors or ENGL 202 for non-business majors or CMGT 201 for construction management majors.

Course Objectives

By the end of this course students will have a better understanding of the following:

● Ethics: Demonstrate sensitivity to ethical issues and applying ethical reasoning that recognizes a responsibility to stakeholders.

● Communication: Understand of the basic elements of communication, identify the barriers to communication and determine strategies for effective communication.

● Problem-solving: Carry out effective problem solving as an individual and as a member of a team, including the development of creative alternatives and the ability to implement plans.

● Self-management: Manage and direct one’s activity to meet personal, organizational and career goals.

● Teamwork: Recognize and respond to team process problems and carry out team building activities needed to develop team and task effectiveness.

● Motivation: Apply motivational principles to achieve organizational goals. ● Conflict and Negotiation: Diagnose conflict sources and develop approaches for

effective resolution. Recognize when and how negotiations can enable parties to reach mutually agreeable arrangements.

● Leadership: Identify organizational problems and opportunities and mobilize resources to achieve collective objectives.

Course Materials

The following texts are required material. Note also all online materials listed in this syllabus and in the course modules are required. There are no optional items in this course.

Organizational Behavior by Stephen P. Robbins and Timothy A. Judge. 2017. 17th Edition. Pearson ISBN: 978-0-13-410398-3 (Any version will work, Including the 15th Edition.

Online and Other Resources The Blackboard site will provide links to other required readings, videos, templates, and other resources used in the class.

Course Overview

This syllabus is a contract between both of us, outlining the expectations we can have for one another. By continuing with this course you are accepting that fact. Make sure you read it and study it. It will be your tool to win your case if you feel I have erred in grading.

It is my hope to provide a fluid learning environment where we can adjust the curriculum to changing learning situations and/or current events. However, this does not mean I will be throwing a curveball messing up your scheduled reading. Hopefully, these adjustments will add to the quality of the class experience and help you learn to be a better leader in the career you have chosen/will choose.

The content you will encounter during this course is both concrete as well as conceptual and requires multiple thinking strategies to examine many business related situations. This class will

require a large deal of participation. My class formatting is not a black and white, “check this box” kind of class. I’m going to make you think and help you learn to express that thought process. Be prepared for both individual and group work within and outside of the classroom.

The methods used in this class include lectures, presentations by students, in-class individual and group activities, case studies, video clips and directed, self-guided research.

Please know I will go the extra mile for every student in my class. Your success is my priority.

And one more thing… Don’t try to invent requirements. Make sure to follow directions if I have it listed in the syllabus, listed in an announcement or mentioned clearly in class. You are expected to be an out of the box thinker in this class, make sure to act like one. Don’t lock yourself in a predetermined way of doing something.

Faculty Initiated Withdrawal for Nonattendance Boise State University values course participation enough that nonattendance can lead to a faculty-initiated drop, defined as failure to attend the first class session of a class that meets once weekly.

Assignments

Readings – Reading assignments will come in the form of online articles, textbook chapters, and any additional sources posted on Blackboard. Scheduling regular reading blocks in your calendar will help you stay current with the reading. Estimated times are about 200 word per minute (or 5 min. per page) college level reading speed. Reading estimates do not include time to take notes or the extra time involved when reading more challenging material. You may wish to adjust your study plan accordingly.

Tests and quizzes — You will need to take all tests and quizzes on the Blackboard course site. Blackboard will immediately grade all of the quizzes upon submission; tests that involve essay questions, if there are any, will be graded within one week of the due date. You can check your score by accessing My Grades in the Blackboard course menu.

Written Assignments — You will need to turn in all assignments via the assignment links provided in the Blackboard course site. In the event a link is not working you may submit the deliverable to my email: NickJones2@BoiseState.edu. In general, you can expect me to have assignments graded and returned via Blackboard within one week of any given due date. Assignments must be in PDF format. No other formats, including invitations to edit on Google Docs will be accepted.

semester.

Grade Breakdown Reading quizzes: 100 points (20 points x 5)

Case Studies: 200 Points (50 points x 4) Mid-term presentation: 100 points

Mid-term deliverable: 100 points Final presentation: 200 points

Final deliverable: 200 points Teamwork and Participation: 100 points*

Total points 1000 points

Participation and Attendance— It is expected that there will be no open computers or tablets while any presentation is going on or while the instructor is lecturing/facilitating. Doing so, even once, will result in a ZERO for Participation and Teamwork. NOTE: Computers and tablets may be used during in-class work and assignments. My hope is for everyone to actively participate in class discussions. You must speak in class at least once during the semester in order to receive full participation points. Additionally, if you do not attend you will not be able to receive participation points. Each un-notified/un-reasonable absence will result in a 20-point participation loss. Please note that I keep track of attendance and participation throughout the

*Toward the end of the quarter each student will receive an Excel file with questions to confidentially rate team members on several dimensions. Completing and submitting this evaluation is mandatory.

You can view your scores by accessing My Grades in the Blackboard course menu.

Grammar and overall formatting will account for 40 percent of the overall grade of each assignment. This means I want the paper to be error free and look nice. There is no specific way it has to be written or presented. However, I want the finished project to look professional and have a nice flow.

Following directions will account for 20 percent of the overall grade of each assignment. Did you include creative headers if the directions told you to do so? Did you include the pieces of content the directions outlined to be included? Did you include pieces of content that the directions outlined NOT to be included?

The remaining 40 percent of the overall grade of each assignment will be dedicated to the quality of the content. Is what you wrote/presented thought out? Do you convey the message you did your homework and put effort into the assignment? Does everything in the presentation/deliverable fit together well?

Grading Scale

Percentage Letter Grade Points 97 - 100% A+ 970 - 1000 94 - 96.99% A 940 - 969 90 - 93.99 A- 900 - 939 87 - 89.99 B+ 870 - 899 84 - 86.99 B 840 - 869 80 - 83.99 B- 800 - 839 77 - 79.99 C+ 770 - 799 74 - 76.99 C 740 - 769 70 - 73.99 C- 700 - 739 67 - 69.99 D+ 670 - 699 64 - 66.99 D 640 - 669 60 - 63.99 D- 600 - 639 0 - 59.99 F 0 – 599

Course Schedule The course instructor reserves the right to amend this schedule. Students will be notified of a change via an announcement on the course site.

Weekly Activities and Assessments

Session /Date

Topics Content Due Date

1 Intro to the

Reading • HBR: The Science of Building Great

1/08/18 course & admin activities.

Team Management

Teams (https://hbr.org/2012/04/the-new-science-of-building-great-teams)

• HBR: Make Your Strategy More Agile (https://hbr.org/2016/10/make-your-strategy-more-agile)

Sprint Planning

Work Plans

Class Activity • Course overview • Instructor Introduction • Class Introductions • Select team members (10 teams max) • Planning your semester with me

Group Activity • Meet with your team members and

dig into who they are by asking questions and discussing their interests. Make sure to do this with every group member thoroughly. Here are some example questions: 1) What do you like to do for fun?, 2) What challenges are your experiencing here at BSU?, 3) What do you want out of life?, 4) What makes you happy?, 5) What professors have you had? and 6) What do you want to do when you graduate?

2

01/15/18 No class

3 Leadership Reading • Solitude in Leadership

01/22/18 Personality Types

• Level 5 Leadership • Chapter 12: Leadership

Video • Why Leaders Eat Last

(https://www.youtube.com/watch?v= ReRcHdeUG9Y)

Reading quiz #1 Due by 5:00 p.m. 01/22/18

Assignment #1 • Take a personality test:

https://www.16personalities.com/free

Due by 5:00 p.m. 01/22/18

-personality-test. • Print off the personality test and

convert it to a PDF • Upload the PDF via the Blackboard

submission link • Bring a print out of your personality

type to class

Group Activity #1 • Discuss bad leadership examples • Select the worst one • Discuss good leadership examples • Select the best one • Discuss what makes these selected

examples so great or so bad

Group Activity #2 • Leadership according to Michael

Scott (Video Montage)

Group Activity #3 • Discuss the personality tests among

your team • In your discussion, find out what

surprised your team members about their results and what matched up with their expectations

3 Communication Reading • Chapter 11: Communication

01/29/17 Negotiation (Part 1)

Organizational Behavior

• Chapter 1: What is Organizational Behavior

• How Great Managers Manage People (https://hbr.org/2008/02/how-great-managers-manage-peop-1)

• What New Team Leaders Should Do

Ethical Dilemmas

How to Manage People

First (https://hbr.org/2014/09/what-new-team-leaders-should-do-first)

• Connect, Then Lead (https://hbr.org/2013/07/connect-then-lead)

Class Activity #1 • In person communication (Non-

verbal, verbal and visual) • Email communication and

negotiation

Class Activity #2 • Squatty Potty Negotiation

Group Activity #1 • An Angry Employee, His Girlfriend

and Their Pot (Mic and Austin) • As a group come up with your

suggestions on what the manager, leader and owner should do

Group Activity #2 • Rob and the Person Test Database • Discuss and share an ethical dilemma

each team member has faced

Class Activity #2 • What makes a manager (Planning,

organizing, leading and controlling) • Skills (Tech skills, human skills and

conceptual skills)

Assignment #2: • Case Study #1 — Management and

Leadership • Note: Please see Blackboard for

acceptable case study format

Due by 5:00 p.m. 02/05/18

4 Managing Difficult

Reading • The Secret to Dealing With Difficult

02/05/18 Employees

Millennials in the Workplace

People: It’s About You (https://hbr.org/2011/10/the-secret-to-dealing-with-dif.html)

• 9 Ways To Deal With Difficult Employees (https://www.forbes.com/sites/erikaa ndersen/2013/11/21/9-ways-to-deal-with-difficult-employees/)

• 7 Ways Millennials Are Changing the Workplace for the Better (https://www.nbcnews.com/better/car eers/7-ways-millennials-are-changing-workplace-better-n761021)

• 16 Advantages of Having Millennials in the Workplace (http://www.lifehack.org/articles/wor k/16-advantages-having-millennials-the-workplace.html)

• 12 Reasons Millennials Are The Best Generation (http://www.bolde.com/12-reasons-millennials-best-generation/)

Video • The Millennial Song

(https://www.youtube.com/watch?v= ZthGh758pYY)

• Millennials in the Workplace Training Video (https://www.youtube.com/watch?v= Sz0o9clVQu8&t=71s)

• Millennials: Who They Are & Why We Hate Them (https://www.youtube.com/watch?v= P-enHH-r_FM)

Reading Quiz #2

Class Activity #1 • Discuss case studies • Note: Make sure to bring a hard copy

of group case study deliverable to class

Class Activity #2 • Simon Sinek on Millennials in the

Workplace (https://www.youtube.com/watch?v= hER0Qp6QJNU)

Class Activity #3 • Millennial Discussion: Dawson • Millennial Discussion: Gabby and

Ken relationship

Class Activity #4 • Louis CK and cellphones

Due by 5:00 p.m. 02/05/18

5 Personality and Values

Reading • Chapter 5: Personality and Values

02/12/18 • Make Your Values Mean Something (https://hbr.org/2002/07/make-your-

Trust

Delegation

values-mean-something) • The Neuroscience of Trust

(https://hbr.org/2017/01/the-neuroscience-of-trust)

• Want Your Employees to Trust You? Show You Trust Them (https://hbr.org/2017/07/want-your-employees-to-trust-you-show-you-trust-them)

• The Connection Between Employee Trust and Financial Performance (https://hbr.org/2016/07/the-connection-between-employee-trust-and-financial-performance)

• The Decision to Trust (https://hbr.org/2006/09/the-decision-to-trust)

• If Employees Don’t Trust You, It’s Up to You to Fix It (https://hbr.org/2017/01/if-employees-dont-trust-you-its-up-to-you-to-fix-it)

• Proven Ways to Earn Your Employees’ Trust (https://hbr.org/2014/06/proven-ways-to-earn-your-employees-trust)

Reading Quiz #3 Due by 5:00 p.m.

Assignment #3 02/12/18

• Case Study #2 — Problem Solving Due by 5:00 p.m. • Note: Please see Blackboard for

acceptable case study format 02/26/18

Class Activity #1 • Discuss midterm presentation

expectations • Topic selection process

Class Activity #2 • Personality (Conscientiousness,

emotional stability, extraversion,

openness to experience and agreeableness)

• Trust (How kids trust and the value of human interaction amid the growth of technology)

• Simon Sinek and trust • The challenge of delegation

Group Activity #1 • Creating your company values • Discuss as a team what each

member’s key values are

Class Activity #3 • What Game Theory Teaches Us

About War (https://www.youtube.com/watch?v= 0bFs6ZiynSU)

6

02/19/18 No class

7 Perception and Individual

Reading • Chapter 6: Perception and Individual

02/26/18 Decision Making

Design Thinking and Problem Solving as a

Decision Making • IDEO’s 6 Step Human –Centered

Design Process: How to Make Things People Want (https://www.usertesting.com/blog/20 15/07/09/how-ideo-uses-customer-

Manager insights-to-design-innovative-products-users-love/)

Videos • Design Thinking

(https://www.youtube.com/watch?v= U-hzefHdAMk)

Class Activity #1 • Discuss case studies • Note: Make sure to bring a hard copy

of group case study deliverable to

class

Class Activity #2 • What is design thinking? • How design thinking can help you be

a better manager • Austin’s Butterfly: Building

Excellence in Student Work (https://vimeo.com/38247060)

8 Diversity in Organizations

Reading • Chapter 7: Motivation Concepts

03/05/18 Motivating

• Chapter 2: Diversity in Organizations

Employees Reading Quiz #4 Due by 5:00 p.m.

Assignment #4 03/05/18

• Case Study #3 — Employee Due by 5:00 p.m. Engagement

• Note: Please see Blackboard for acceptable case study format

Group Activity #1 • Discuss the importance of diversity

as a team

Class Activity #1 • How to properly motivate others,

including your employees

Class Activity #2 (Voluntary Attendance) • Voluntary midterm preparation after

class workshop, starts around 7:30 p.m.

03/19/18

9 Midterm Presentations

Class Activity #1 • Midterm presentations for all teams

03/12/18 • Note: All written deliverables and presentations must be uploaded to blackboard prior to the start of class in order to receive full credit

10 Review Presentations

Reading • Chapter 17: Human Resource

03/19/18 Case Study Discussion

Human Resources

Emotions and Moods

Policies and Practices • Chapter 4: Emotions and Moods

Class Activity #1 • Discuss overall presentations: 1)

What went well, 2) What did not go well and 3) What can your group do to improve?

Class Activity #2 • Discuss case studies • Note: Make sure to bring a hard copy

of group case study deliverable to class

Class Activity #3 • A Tardy Sam and a Drunken Party

Night

Class Activity #4 • Discussion on Emotional Intelligence

11

03/26/18 Spring Break

Job Satisfaction Reading 12

Foundations of • Chapter 3: Attitudes and Job

Satisfaction 04/02/18 Organization

Structure • Chapter 15: Foundations of

Organization Structure

Networking Reading Quiz #5 Due by 5:00 p.m. 03/26/18

The Job Search Assignment #5 Due by 5:00 p.m. • Case Study #4 — Conflict and

Negotiation • Note: Please see Blackboard for

acceptable case study format

04/09/18

Class Activity #1 • Personal stories relating to attitude

and job satisfaction

Class Activity #3 • How to network • The proper way to apply for a job

Case Study Reading 13

04/09/18

Discussion

Power and Politics

Giving and Receiving an Apology

Conflict and Negotiation

• Chapter 13: Power and Politics • Chapter 14: Conflict and Negotiation

Class Activity #1 • Discuss case studies • Note: Make sure to bring a hard copy

of group case study deliverable to class

Class Activities #2 • Examples of apologies (The good, the

bad and the “badder”)

PowerPoint Discussion #1 • What makes a proper apology

PowerPoint Discussion #2 • Power and politics in the workplace

Class Activity #3 • A Grumpy Austin and an Offended

Jared

Class Activity #4 • How to handle conflict in our

personal lives and in the workplace

Decision Making Reading 14

04/16/18 Problem Solving

Better Planning (A Review)

• No reading (So you can work on presentation as a group)

Class Activity #1 • The science behind making better

decision • Better problem solving as a

manager/leader

Class Activity #2 • A better way to plan

Class Activity #3 (Voluntary Attendance)

• Presentation clinic (The dos and don’ts and putting your best foot forward), Starts around 7:30 p.m.

Reminder

• The final presentation is due by 11:59 p.m. 04/22/18

15

04/23/18

Final Presentations

Group Assignment • Midterm presentations for all teams • Note: All written deliverables and

presentations must be uploaded to blackboard by due date

Due by 11:59 p.m. 04/22/18

Finals Week Study for other classes. There is nothing left

in this class, you are done. Have fun!

Course Expectations & Policies

Grading Policies

It is important that you and your team complete your assignments on time. Late is defined as submitted anytime after the published deadline. This means if you procrastinate and turn it in at 11:05 pm after an 11:00 pm deadline, it's late.

Late penalty schedule - in order to provide all of you with a fair, uniform way of handling the inevitable late submissions that may occur, I will deduct 10% of the available points for every 24 hour period that passes after submission occurs (1 minute through 24 hours late = 10%; 24 hours, 1 minute through 48 hours late = 20%, etc.).

To avoid late penalty, turn your work in on time! Don't tempt fate - technology is far from perfect, and generally, it often fails when you really need it to work. If you play with fire and wait until the very last second to submit your work via the assignment link, you may get burned. If I don't have it by 11:00 pm on the due date, it's late. This means that emailing me at 11:05 p.m. isn't a viable excuse for a late submission. Late is late.

For extra credit, please email me that you have red the syllabus by the end of day January 22, 2017. Just want to make sure you’re reading this. I will not give out the extra credit to anyone if you tell anyone about this added secrete message.

Life Happens. If you have a legitimate situation or emergency arise during the semester that is going to hinder your ability to complete work on time, you should contact me to make arrangements. It takes but a minute to email and give me a courtesy heads up. I'm much more willing to work with you if I know what's going on. Falling off the radar for three weeks and then asking forgiveness isn't the way to go.

Team Management. Teams may occasionally experience problems with one or more members who do not adequately perform their assigned duties. To encourage members to be conscientious contributors to team assignments, there are two tools at your disposal. The first is the prerogative of a team to remove non-performing individuals. A team may, within one week of the first round of presentations remove a member/s. In order to do this a majority of you must send me an email that lists the following:

1) The names of the team members who wish to remove (a) particular team member/s. 2) A short narrative of the reasons for removing that member/s. For example, this may include

items such as: a) The extent of the lack of contact (e.g. refusing to respond to emails or texts, missed

meetings, etc.). b) How long has this transpired, and how many meetings were missed? c) Work assigned to this individual that he/she failed to perform? When was the person

expected to provide his/her output? d) What efforts were made to contact this person and when were those efforts made? e) What was that individual’s response to outreach efforts?

After ALL of the above information is provided I will make a judgment call that will either involve me working with the team to improve the team cohesion or removing the individual in question from the team. I do this to foster a better sense of urgency, cooperativeness and politeness among team members

Instructor Expectations/Responsibilities

I regularly check my email and texts, six days a week (Monday – Saturday). In general, I will try to respond within 24 hours of receiving a communication. While I may often respond within minutes of receiving your communication, please don’t assume that will be the norm and wait right up to a deadline. Remember, life happens to teachers too. I will tell you about schedule changes, revisions to assignments and other housekeeping details by posting announcements on the course site or by email.

Institutional Academic Policies

Academic Integrity Students are expected to perform according to the standards of academic honesty and integrity as outlined in the Boise State University policies. As stated in the Student Handbook, “Plagiarism in written works whether in hard copy, print or in electronic communications, will not be tolerated and may be cause for failure in the course and/or University dismissal. Academic dishonesty in any form may result in failure in the course or dismissal from the Program and/or the University.”

You must abide by the Boise State University Student Code of Conduct regarding Academic Dishonesty. You may not give or receive help on any test from any other student. You may not discuss the content of any tests with other students until all students have taken the test. This includes students who may have missed the scheduled test time due to illness or emergency.

Please read carefully the Boise State University Student Code of Conduct and specifically the definition of Academic Dishonesty found in Section 18 of Article 2. You will be held to these standards in all areas of academic performance.

Student Online Privacy Information in electronic form is easily reproduced and easily distributed. For this reason, it is important that you review the guidelines and limitations regarding the use of email and other technologies for your course in Boise State’s Student Online Privacy Notice.

Disabilities Statement Students with disabilities needing accommodations to fully participate in this class should contact the Disability Resource Center (DRC). All accommodations must be approved through the DRC prior to being implemented. To learn more about the accommodation process, visit the DRC’s website at http://drc.boisestate.edu/students/getting-started/.

Statement of Shared Values In addition to the policies governing academic integrity, Boise State University has adopted a Statement of Shared Values. In a culture of intellectual inquiry and debate, where the search for knowledge and discovery flourish, campus community members are expected to demonstrate civility, abide by norms of decorum, and adhere to the principles of civil discourse. Civility is expressed in the Statement of Shared Values, which includes Academic Excellence, Caring, Citizenship, Fairness, Respect, Responsibility and Trustworthiness. I encourage you to read these

statements carefully and consider them when interacting with faculty, fellow students, and members of the community.

Downloading Course Content Course materials may be saved or printed for use in this course only. For use beyond this class, permission must be obtained from the instructor.

Power Point Rubric

Team Name:

Does the presentation. . . Yes

Some-what No

Contain: Title slide? • • •Presentation agenda? • • •

Build credibility; indicate resources? • • •Use a professional-looking layout/template? • • •Use fonts that are easily read? • • •Use headings and bullet lists effectively? • • •Avoid wordiness? • • •Avoid clutter? • • •Contain well-focused slides? • • •

General Criteria

Clear Clear • • • • • Vague

Content Strong /

Complete • • • • •

Weak / Incomplete

Coherence Strong • • • • • Weak Format Excellent • • • • • Weak

Concise Succinct • • • • • Wordy

Compelling Strong case • • • • • Weak case

Correct No errors • • • • • Many errors

Considerate Reader Oriented • • • • • Writer Oriented

Credible Well established • • • • • Presumed

Appropriate Tone / Style

Appropriate / Consistent

• • • • •Inappropriate / Inconsistent

Rough Grade Superior Good Accept-able

Needs Work

A B C D / F

Error Adjustment

Final Grade Superior Good Accept-able

Needs Work

A B C D / F

Notes on Rubric: Please see grading criteria listed in the syllabus on grammar and formatting, following directions, and overall quality of the content.

Does the Case Study. . . Yes

Some-what No

Use headings that match the provided case study example? • • • Clearly describe the business problem, need, or opportunity to

be addressed? • • •

Clearly present the recommendation/solution? • • • If appropriate, discuss alternative recommendations? • • •

Explain the business/financial value of the recommendation/solution? • • •

If necessary, describe possible risks and their mitigation? • • • Use credible resources effectively to build credibility for the

case? • • •

Case Study Rubric

Team Name:

General Criteria

Clear Clear • • • • • Vague

Content Strong /

Complete • • • • •

Weak / Incomplete

Coherence Strong • • • • • Weak

Format Excellent • • • • • Weak Concise Succinct • • • • • Wordy

Compelling Strong case • • • • • Weak case

Correct No errors • • • • • Many errors

Considerate Reader Oriented • • • • • Writer Oriented

Credible Well established • • • • • Presumed

Appropriate Tone / Style

Appropriate / Consistent

• • • • •Inappropriate / Inconsistent

Rough Grade Superior Good Accept-able

Needs Work

A B C D / F

Error Adjustment

Final Grade Superior Good Accept-able

Needs Work

A B C D / F

Notes on Rubric: Please see grading criteria listed in the syllabus on grammar and formatting, following directions, and overall quality of the content.

Written Deliverable Rubric

Team Name:

REPORT FEATURE YES SOMEWHAT NO

1 Is the title descriptive enough that readers will have a clear idea of the written deliverable’s subject? • • •

2 Does the Introduction describe the significance of the report? • • •

3 Does the Introduction preview the main points of the report? • • •

4 Is the report clearly organized and formatted to be reader-friendly? • • •

5 Are page numbers used? • • •

6 Are headers effectively used? • • •

7 Can readers see—without reading—the structure and relationship of the report’s components? • • •

8 Does the report build credibility—or does it simply presume it? • • •

9 Are resources/sources of information clearly introduced and identified to build credibility? • • •

10 Are credible resources used to support the writer’s recommendations and ideas? • • •

11 Can readers clearly distinguish between the writer’s ‘voice’ and the data or information that the writer incorporates into the report?

• • •

12 Are facts clearly distinguished from opinions? • • •

13 Does the report contain a brief, summary conclusion? • • •

14 Is the style of the written deliverable objective and professional? • • •

15 Is the written deliverable clear? • • •

16 Is the written deliverable concise AND complete? • • •

17 Is the written deliverable compelling? • • •

Notes on Rubric: Please see grading criteria listed in the syllabus on grammar and formatting, following directions, and overall quality of the content.