Course Syllabus

GB500: Business Perspectives

TABLE OF CONTENTS
Click on a link below to view that section in the Syllabus.
Course Calendar
Discussion Boards
Course Description
Grading Criteria/Course Evaluation
Course Information
Instructors Grading Criteria/Timetable
Course Materials
Instructor Information
Course Outcomes
Kaplan University Grading Scale

COURSE INFORMATION

Netiquette
Policies
Projects
Rubrics
Tutoring

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Term:

1405D

Dates:

8/6/14 - 9/16/14

Course Number/Section:

GB500-02

Credit Hours:

Prerequisites:

GB512 and GB513

It is strongly recommended that students complete

the Campus Tour, available under Presentations on the lower
right of your Student Homepage. This essential tutorial
discusses hardware and software requirements as well as
presenting an overview of learning with the Kaplan University
course platform.

INSTRUCTOR INFORMATION

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Instructor Name and Credentials:

Thomas L. Boam, Ph.D.

Kaplan E-mail Address:

tboam@kaplan.edu

Office Hours (ET):

Daily 8:00 a.m. -10:00 a.m. EDT

Google Chat will be used to communicate with the instructors during office hours. Please review
the Google Chat Quick Start Guide for an overview of the system.

COURSE MATERIALS

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Textbook Information
There are two (2) books in this course:
Title: Business Agility: Sustainable Prosperity in a Relentlessly Competitive World.
Author: Michael Hugos
ISBN: 9780470413456
Publisher: John Wiley & Sons 2009
Title: Virtual Team Success: A Practical Guide for Working and Leading from a Distance
Author: Darleen M. DeRosa and Richard Pepsinger
ISBN: 9780470532966
Publisher: John Wiley & Sons
Note: Both course texts are accessible from Kaplan Online Library Books24x7 Database.
This Library eBook can only be read online and cannot be downloaded due to copyright
restrictions.
Hard copies and e-books from other sources can be purchased.
Reference:
Hugos, M. (2009). Business agility: Sustainable prosperity in a relentlessly competitive world.
Hoboken, New Jersey: John Wiley & Sons, Inc.
DeRosa, D., & Pepsinger, R. Virtual team success a practical guide for working and leading
from a distance. Hoboken, New Jersey: John Wiley & Sons.

Additional Required Reading from the Kaplan Online Library:

For quick access to all the required reading from the Kaplan Library use the KU Library link
found under Course Home. In addition to Library access you will find your required course
reading from this link. Be sure to scroll down the page and look for the heading GB500
Reading List.
Kaplan Online Library Reading Reference:
Blanchard, K. (2012). To a better understanding: The leadership odyssey explored. Ivey
Business Journal, 76(2), 37. [Unit 6]
Bont, C., & Hamersveld, M. (2007). Market research handbook. Chichester, West Sussex,
England: John Wiley & Sons. Chapter 4: The Market Research Process. Page 99-128.
Retrieved from EBSCOhost. [Unit 4]
Boyer, K., Fohlich, M. T., & Hult, G. M. (2005). Extending the supply chain. American
Management Association International. CHAPTER 7: Marketing--Tapping Customers' Latent
Desires. (pp. 155-169). Retrieved from EBSCOhost. [Unit 4]

Cadle, J., Paul, D., & Turner, P. (2010). Business analysis techniques: 72 essential tools for
success. Swindon, England: British Informatics Society Limited (BISL).Technique 1: PESTLE
Analysis tool, Chapter 1, page 3. Retrieved from books 24x7. [Unit 1]
Cadle, J., Paul, D., & Turner, P. (2010). Business analysis techniques: 72 essential tools for
success. Swindon, England: British Informatics Society Limited (BISL).Technique 12: Balanced
Business Scorecard, Chapter 1, page 22. Retrieved from Books 24x7. [Unit 2]
Cadle, J., Paul, D., & Turner, P. (2010). Business analysis techniques: 72 essential tools for
success. Swindon, England: British Informatics Society Limited (BISL).Technique 13:
Interviewing, Chapter 2, page 26 and Technique 20: Rich Pictures, Chapter 2, page 53.
Retrieved from Books 24x7. [Unit 4]
Coulson-Thomas, C. (2013). Talent management 2.0: an affordable route to a high-performance
organization. Ivey Business Journal, 77(1), 22. [Unit 3]
Dobbs, R., Lund, S., & Madgavkar, A. (2012). Talent tensions ahead: A CEO briefing. Mckinsey
Quarterly, (4), 92-102. [Unit 3]
Duboff, R. S. (2011). The Market research magic is gone. Marketing Management, 20(4). [Unit
4]
Edison, T. (2008). The team development life cycle. (cover story). Defense AT&L, 37(3), 14-17.
[Unit 2]
Martin, R. L. (2007). The opposable mind: How successful leaders win through integrative
thinking. Boston, Massachusetts: Harvard Business Press. Chapter 1: Choices, Conflict, and the
Creative Spark. Retrieved from Books 24x7. [Unit 2]
Martin, R. L. (2007). The opposable mind: How successful leaders win through integrative
thinking. Boston, Massachusetts: Harvard Business Press. Chapter 7: A Leap of the Mind.
Retrieved from Books 24x7. [Unit 6]
Martin, R. L. (2007). The opposable mind: How successful leaders win through integrative
thinking. Boston, Massachusetts: Harvard Business Press. Chapter 8: A Wealth of Experience.
Retrieved from Books 24x7. [Unit 6]
O'Connell, M. (2007). The cost of employee turnover. Industrial Management, 49(1), 14. [Unit 3]
Ollila, J. (2013). Facing up to our global challenges in a volatile world. Vital Speeches of the
Day, 79(1), 15-18. Retrieved from EBSCOhost. [Unit 1]
Olve, N. (2004). Twelve years later: understanding and realizing the value of balanced
scorecards. Ivey Business Journal, 68(5), 1. [Unit 2]
Recardo, R. J. (2013). Leading intelligently in the era of the "new normal." OD Practitioner,
42(2), 37-41. [Unit 1]
Rhodes, D. (2010). The "new normal" requires a new mindset. Ivey Business Journal, 74(4), 26.
Retrieved from EBSCOhost. [Unit 1]
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Rucci Jr., W. F. (Summer 2012). Fine-tuning your financial operations: What your financial
statements tell you - and why you should listen. Massachusetts Family Business, 14-22. [Unit 5]
Senge, P. (2004). Creating communities. Executive Excellence, 21(9), 4. [Unit 3]
Tartell, R. (2012). Power up your brainstorming. Training, 49(6), 14. [Unit 2]
2012. Best in leadership development ranking. (2012). Leadership Excellence, 1. [Unit 3]
Additional Required Resource Available Online:
Small business learning center: introduction to accounting. (n.d.). Retrieved from
http://www.sba.gov/sba-learning-center/training/introduction-accounting [Unit 5]
Additional Course Requirements:
Insights
Insights Learning and Development Vancouver
http://www.insightsvancouver.com/kaplan-page/
Marketplace Business Simulations
http://gm.marketplace-live.com/
Insights Vancouver Customer Service:
Email: kaplanadmin@insightsvancouver.com
Phone (1-604.522.4229).
Office hours: Monday to Friday, 9:00 a.m. to 4:00 p.m. PST
.
Marketplace Business Simulations Technical Support :
Email: support@ilsworld.com
Phone: (865) 522-1946
Response: usually within 24 hours

Software Requirements
Microsoft Office Professional 2007 (or Later)
**Includes Microsoft Word, Excel, and PowerPoint

COURSE DESCRIPTION

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This course is the cornerstone experience for the MBA student. Students will analyze the
fundamental processes that compose a business system, building a conceptual understanding
of how businesses prosper. Students will examine business functions, resources, and
processes in order to appreciate their synergy and interrelatedness. Students will apply
methodical approaches to evaluate choices in complex business situations. Finally, students
will assess and plan to develop their own capability relative to business leadership.

COURSE OUTCOMES

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Course Outcomes: By the end of this course, you should be able to:
GB500-1: Synthesize interrelationships among fundamental functions, resources, and
processes that comprise the business system.
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GB500-2: Analyze personal styles and skills relative to leading and participating in virtual
teams.
GB500-3: Determine appropriate solutions for situations involving competition and
collaboration in the global economy.

COURSE CALENDAR
Unit and Topic Learning Activities
Unit 1: Business
Challenges in the
21st Century

Unit 2: Starting
your Simulation
Team

Unit 3:
Understanding the
Importance of
People

Introductions
Reading
Discussion
Learning Activity: Insights
Discovery Evaluator
Assignment
Preview Marketplace
Simulation
Reading
Discussion
Team Assignments:
Introduction Paper and
Marketplace Simulation
Quarter 1
Self Directed Learning
Plan
Reading
Discussion
Team Marketplace
Simulation Quarter 2
Peer Evaluation
Preview Career Portfolio

Unit 4:
Understanding the
Importance of
Market Research

Reading
Discussion
Assignment
Team Marketplace
Simulation Quarter 3

Unit 5: Looking to
the Future

Reading
Discussion
Team Marketplace
Simulation Quarter 4
Marketplace Skills
Assessment Exam
Self Directed Learning
Plan
Reading
Discussion
Team Final Project
Presentation
Peer Review
Portfolio Assignment

Unit 6: Looking
Back to Look
Forward

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Assessments
Discussion posts

Assignment

Discussion posts
Team Introduction

SDLP

Discussion posts

Peer Evaluation

Discussion posts
APA paper

Discussion posts
Simulation assessment

Skills Assessment Exam

SDLP completed

Discussion posts
Team Presentation
Peer Evaluation
Portfolio Assignment

GRADING CRITERIA/COURSE EVALUATION

Assessments
Assignment
Discussions
Learning from the
Experts
Marketplace
Simulation
Peer Evaluation
Portfolio Assignment
SDLP
Skills Assessment
Exam
Team Introduction
Team Presentation
Total Points

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Number

Points Each

Total Points

1
6
1

100
40
100

100
240
100

120

120

2
1
2
1

10
50
25
100

20
50
50
100

1
1

100
120

100
120
1000 Points

KAPLAN UNIVERSITY GRADING SCALE

Grade Points
Percentage
Grade Point
A
B
C
F
CC
I
P
S
TC
U
W
MW

900 1000
800 899
700 799
0 699

90-100%
80-89%
70-79%
0-69%
Credit by Examination
Incomplete
Pass
Satisfactory
Transfer Credit
Unsatisfactory
Withdrawal
Military Withdrawal

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4.0
3.0
2.0
0.0
N/A
0.0
N/A
N/A
N/A
N/A
N/A

INSTRUCTORS GRADING CRITERIA/TIMETABLE

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All course Projects submitted on time will be graded within 5 days of their due date (the Sunday
of the following unit). Late work will be graded within 5 days of the submission date. Discussion
Board grades will be updated each week no later than Sunday of the week following the units
completion.

POLICIES

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Students who wish to review current policies (academic appeals, attendance/tardiness,

plagiarism, etc.) should refer to the current Kaplan University Catalog and/or Addendum.

LATE POLICY

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You are expected to submit all assignments and projects by the due dates published in the
course syllabus. In general, there is a 10 percent penalty for each week that an assignment is
late. For example, if your assignment is due on Tuesday and you submit it on Wednesday, the
highest possible grade you can earn is a B. If you submit it one week later, the highest possible
grade is a C and so forth. Assignments may be submitted no more than three weeks late
without prior approval from your professor.
No late work will be accepted after the end of term without an Incomplete Grade approval.
Certain course activities may not be eligible for submission after the conclusion of the week or
unit. These include, but are not limited to, discussion boards, seminars, quizzes, and exams.
We know that extenuating circumstances can interfere with timely submission of your work. Be
sure to tell your professor and your Education Advisor right away if you are going to be late with
a submission.
You may request an extension or alternative arrangement, preferably prior to the due date, but
your request does not automatically result in a waiver of the due date or of the penalties for late
submissions. Your professor will determine whether an exception to the Kaplan University Late
Policy is appropriate. S/he may also require you to provide documentation of the reason. If
your professor determines that an extension is warranted, s/he will provide you with the
expectations for your submission or assignment in writing.
Extenuating circumstances include, but are not limited to, personal/family member
hospitalization, family member death, a severe weather event, a natural disaster, and an active
military assignment that prevents internet connectivity. Computer-related issues, Internet
connectivity, and account blocks are generally not considered extenuating circumstances.

TUTORING

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Tutoring and many other resources are available in the Kaplan University Writing Center which
you can access on the right-hand side under Academic Support on your KU Campus page. You
can find everything from using commas to conducting research. You can learn APA citation,
review grammar, see sample essays, and this is just scratching the surface. In addition, you can
also chat with a live tutor during live tutoring hours (listed in the Writing Center) who can help
you locate material within the Writing Center, understand a particular Assignment, and explore
the Kaplan library. Finally, you can submit a paper and receive comments specific to that paper
within 4872 hours.

PROJECTS

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A description of all Projects to be completed can be found under each of the units in the course.

DISCUSSION BOARDS

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Discussion topics can be found within their respective units of the course.
Discussion topic Participation:
Each week, you are required to post messages to your colleagues and instructor responding to
Discussion topics and research field trips. Discussion Board participation will be graded based
on both level of activity and quality of interaction. Your active and thoughtful participation will
weigh heaviest in the determination of your participation grade.
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Three posting days per week for EACH Discussion topic are the minimum.

The first posting for each Discussion topic is required by the first Saturday of class.

Theory into Practice Discussions, Distinguished Video and Discussions, and Web Field Trip
Discussions will be evaluated using the following Discussion Board Grading Rubric.
Please find your Discussion Board Rubrics for all Discussions in the Rubrics section at the end
of this document.

NETIQUETTE

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Interactions in an online classroom are in written form. Your comfort level with expressing
ideas and feelings in writing will add to your success in an online course. The ability to write is
necessary, but you also need to understand what is considered appropriate when
communicating online.
The word "netiquette" is a portmanteau of "Internet and etiquette." Rules of netiquette have
grown organically with the growth of the Internet to help users act responsibly when they access
or transmit information online. As a Kaplan University student, you should be aware of the
common rules of netiquette for the Web and employ a communication style that follows these
guidelines.
Wait to respond to a message that upsets you and be careful of what you say and how you
say it.
Be considerate. Rude or threatening language, inflammatory assertions (often referred to as
"flaming"), personal attacks, and other inappropriate communication will not be tolerated.
Never post a message that is in all capital letters it comes across to the reader as
SHOUTING! Use boldface and italics sparingly, as they can denote sarcasm.
Keep messages short and to the point.
Always practice good grammar, punctuation, and composition. This shows that you have
taken the time to craft your response and that you respect your classmates' work.
Keep in mind that Discussion Boards are meant to be constructive exchanges.
Be respectful and treat everyone as you would want to be treated yourself.
Use spell check!
You should also review and refer to the Electronic Communications Policy contained in the most
recent Kaplan University Catalog.
**Note: This Syllabus is subject to change during current and future courses. Please refer to the
most updated Syllabus for this course provided by your instructor.

RUBRICS

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Discussion Board Participation Rubric

Discussion Board Requirements:

Students are to post a minimum of three posts per Discussion Board. One initial
response and two replies to their classmates.
Posting on a minimum of 3 different days, for example: Wednesday, Friday, and Monday
The first initial response to the Discussion topic must be made by Saturday.

Theory into Practice Discussions, Distinguished Video and Discussions, and Web Field Trip
Discussions will be evaluated using the following Discussion Board Grading Rubric.
Grade

Discussion Board
For student postings:
* Completion of all Discussion Board topics.
* Substantial original contributions for each Discussion Board topic that further the work of
the class.
* Original, thoughtful analysis of unit materials.
* Connects unit material to life experiences, past assignments, and elaborates.
* Clear and fluent writing.
* Well thought out responses in Standard English.
* Postings made in a timely manner, meaning Discussion contribution beginning within four
days of the week start and continuing over the week for each Discussion Board topic.
* Citations given in correct APA style.
For responses to other postings:
* Respond to two or more postings in each Discussion Board topic in addition to original
response.
* Responses are thoughtful and advance the Discussion.
* Frequent interaction with students within sessions (e.g., at least 3 posting days per
Discussion Board topic over the week).
For student postings:
* Completion of all Discussion Board Assignments.
* Fairly substantial postings that significantly contribute to the class.
* Responses given are relevant and indicate understanding of course readings.
* Some analysis of materials.
* Clear writing.
* Postings only on the last 2 or 3 days of the week.
* Citations are not given in correct APA style.
For responses to other postings:
* Responses to 1 or 2 postings in each Discussion Board in addition to original response.
* Mainly thoughtful responses.
* Periodic interaction with classmates (e.g., 2 posting days per Discussion Board topic over
the week).
* Some assignments may be missing.
* Some vague or summary references to materials.
* Comments brief and did not demonstrate an understanding of the material (example:
"good point").
* Few and insubstantial responses to other student postings and/or no original response to
Discussion topic.
* Inconsistent and/or unclear writing such as use of slang or inappropriate language.
* Posting only on the last day.
* Citations are not provided.
* Several missing assignments.
* Minimal postings.
* Significant writing errors.
Off-topic postings.
No interaction with other postings.
Abusive or inappropriate behavior. [consult Program Chair]

Individual Focus Paper Rubric

These papers are related to specific issues or cases, and will vary in length. In all cases, papers
must be well referenced and in APA format. The papers will be evaluated using the following
rubric.
At least 20% of a Focus Paper grade is related to composition that includes organization, writing
style, and mechanics. Often, composition issues also impact the grading of the assigned Focus
Paper topic content because composition impacts the effective presentation of your ideas and
material.
Grade

Content, Focus, Use of Text/Research,

and Organization

Analysis and Critical

Thinking

Writing Style, Grammar, and APA

Format

50%

30%

20%

90-100%

Response successfully answers the

assignment question(s); thoroughly uses
the text and other literature. Includes a
strong thesis statement, introduction, and
conclusion. The main points of the paper
are developed clearly. All arguments are
supported well (no errors in logic) using
outside sources as assigned.
Sources are primarily academic journals,
with thoughtful use web sources.
References are applied substantively to the
paper topic. Skillfully addresses counterarguments and does not ignore data
contradicting its claim. Refers to sources
both in-text and in the reference page.

80-89%

Response answers the assignment

question(s) with only minor digressions;
sufficiently uses the text and other
literature. Provides a good thesis
statement, introduction, and conclusion that
require some revision but that form a good
basis.
Develops the main points clearly.
Supports most arguments concretely (no
logical errors) using outside sources as
assigned.
Some sources are non-academic with over
reliance on web sources. References not
always clearly tied to development of ideas.
Does not ignore data contradicting its
claim, though the refutation may need
additional support. Refers to outside
sources in the text and reference page.

Response exhibits strong

higher-order critical thinking
and analysis (e.g.,
evaluation). Paper shows
original thought.
Analysis includes proper
classifications,
explanations, comparisons,
and inferences.
Critical thinking includes
appropriate judgments,
conclusions, and
assessment based on
evaluation and synthesis of
information.

Response generally
exhibits higher-order critical
thinking and analysis (e.g.,
evaluation). Paper shows
some original thought.
Analysis includes adequate
classifications,
explanations, comparisons,
and inferences.
Critical thinking includes
adequate judgments,
conclusions and
assessment based on
evaluation and synthesis of
information.

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Grammatical skills are strong with

typically less than one error per page.
Correct use of APA when assigned.
Appropriate to the assignment, fresh
(interesting to read), accurate, (no farfetched, unsupported comments),
precise (say what you mean), and
concise (not wordy).
Project is in 12-point font. Narrative
sections are double-spaced. Project is
free of serious errors; grammar,
punctuation, and spelling help to clarify
the meaning by following accepted
conventions.

Internally, each section has good

organization. Transitions found
between and within sections are
mostly clear and effective. Generally
appropriate to the assignment,
accurate (no far-fetched, unsupported
claims), precise, and concise. Includes
a title page and reference page.
Project is in 12-point font. Narrative
sections are double-spaced. Project
contains some generally minor
grammatical and punctuation errors.
Few misspellings. Citations generally
follow APA guidelines (perhaps one or
two minor errors).

70-79%

60-69%

0-59%

Response answers the project

assignment(s) with some digression;
sufficiently uses the text and other
literature. Provides a thesis statement that
needs revision. The introduction and
conclusion do not set up or close the paper
very effectively. Shows too little original
thought (strings of citations that are not
developed to support the thesis).

Response exhibits limited

higher-order critical thinking
and analysis (e.g.,
application of information).

Main points are adequately defined in only

some areas of the paper; points may be
over-emphasized or repeated. Some
arguments are supported with outside
research, but others may not be. Relies too
heavily on personal experience or one
source. The paper does not meet the
source requirements. Some obvious
counter-arguments are ignored or not well
refuted.

Critical thinking includes

limited judgments,
conclusions, and
assessment based on
evaluation and synthesis of
information.

Response answers the assignment

question(s) but digresses significantly;
insufficiently uses the text and other
literature.

Response exhibits
simplistic or reductive
thinking and analysis but
does demonstrate
comprehension.

Sentences are generally wordy and/or

ambiguous; tone is too informal.
Grammatical skills are inadequate,
clarity and meaning are impaired,
typically 35 errors per page.
Inadequate use of APA format

Response insufficiently answers the

assignment question(s); insufficiently uses
the text and other literature.

Response exhibits
simplistic or reductive
thinking and analysis and
demonstrates limited
knowledge on the subject
matter.

Sentences unclear enough to impair

meaning; tone is inappropriate and/or
inconsistent. Grammatical skills are
incompetent for college level; typically
6 or more errors per page.
Unacceptable use of APA format.

Analysis includes limited

classifications,
explanations, comparisons,
and inferences.

Sentences are occasionally wordy or

ambiguous; tone is too informal.
Grammatical skills are adequate with
no more than 23 errors per page. The
paper is not well organized. Sections
lack transitions, and several sentences
may be monotonous or confusing. The
overall structure of the assignment is
not effective. Appropriate in places, but
elsewhere vague writing interferes with
the development and clarity of the
main points. Numerous grammatical
and punctuation errors. Misspellings
are more frequent, but they are the
sort spell checkers do not catch, such
as effect/affect. An attempt at APA
citation was made, but there are
multiple errors larger than a misplaced
period. Narrative sections are not
double-spaced.

Team Projects and Assignments Peer Evaluation Form

Teams have proprietary Discussion Boards and a chat room option to conduct team business.
Sometimes teams choose alternative methods of communication, such as instant messaging or
conference calls. If alternative team communication methods are used, ALL team members
must agree to the method and a summary/synopsis of what transpired during such meetings
must be provided to all.
The individual final grade for a team Project will be based on both the team product and quality
of individual contribution to the team process. The team products will be evaluated using
appropriate rubrics. The individual portion of the team Project will be assessed from team
member feedback provided at the end of the Project using the following feedback form. The
forms are confidential, except at your discretion regarding discussion of ratings within the team.
You are encouraged to check with your team regarding your performance.

Kaplan University
School of Business

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Team Peer Evaluation

Student Completing Evaluation: ________________________

Team Project Name: _____________________________
Please return to the unit Dropbox area by the end of the unit week (Tuesday midnight). Your
Individual grade for the Project will be assigned after evaluations are received.
There are two grades associated with each team Project. Each student will receive the points earned by
the team for the Project submitted. In addition, each student will receive a second grade reflecting
individual contribution to creating the Project. 75% of the total points available for the team Assignment
are associated with the team submission and 25% of the total points are associated with quality of
individual contribution. For example, if the team Project in total is worth 60 points, then the Gradebook will
reflect 45 possible points (75%) for the team product and 15 possible points (25%) for team contribution.
You will assess your team members and they will assess you using the feedback form below. The
professor will not share your peer evaluation feedback with others; you may choose to ask teammates to
share their perceptions with you, so you can improve your team contribution.
Instructions: You will need to rate each team member using a scale of 15 with 1 being the lowest rating
and 5 being the highest rating. The rating scale is as follows: 1 strongly disagree, 2 disagree, 3
neutral, 4 agree, and 5 strongly agree. For example: The team member assisted in planning, decision
making, and problem solving? 1 strongly disagree, 2 disagree, 3 neutral, etc. Equal scores will
indicate that all contributed equally to the Project. Please include yourself in your rating. All ratings will
be between 3 and 15 points.
1 Strongly Disagree, 2 Disagree, 3 Neutral, 4 Agree, and 5 Strongly Agree
Team Member Names

Student A:

Student B:

Student C:

Student D:

Yourself

_________

__________

__________

__________

________

The team member

assisted in planning,
decision-making, and
problem solving.
The team member
attended meetings or
arranged make up efforts
when they were unable to
attend.
The team member took
the initiative to meet all
team roles and
responsibilities.
Total Rating (sum)
Comments

The final points assigned for individual team participation is at the discretion of faculty, with the Team
Peer Evaluation as one source of information.

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In general, the following provides a guide:

1215 rating sum = 90 to 100% of team participation points awarded

911 rating sum = 80 to 89% of team participation points awarded

68 rating sum = 70 to 79% of team participation points awarded

35 rating sum = Below 70% of team participation points awarded

Here is an example of what might be sent from one member of a team with 4 people:
Team Member Names
Student A
Student B
Student C
Sherrene
John
Elvis

Yourself
Beatrice

The team member assisted in planning,

decision-making, and problem solving.

The team member attended meetings or

arranged make up efforts when they were
unable to attend.

The team member took the initiative to meet

all team roles and responsibilities.

Total Rating (sum)

14

11

13

Comments

Sherrene
was a
leader in
pulling
together the
team
process.

John did
great work,
just didn't
offer. He
had to be
asked.

Elvis didn't
seem to
care very
much about
doing a
good job.
Missed
meetings.

I put the
final project
together
and did
edits. I
missed a
couple of
meetings.

Self-Directed Learning Plan (SDLP) Rubric

As a step in each School of Business graduate course, students are expected to create a SDLP.
The SDLP should contain your course objectives, status on action items, learning and
development plan, and status describing progress toward achieving the target objectives. The
purpose of the SDLP is to provide purpose, focus, and evidence of important personal
development during the School of Business graduate experience for each specific course. The
SDLP will be graded applying the following rubric:
SDLP Grading Rubric:
Status on most action items
Thoughtful modification and additions to objectives and actions that reflect
development progress in the target area

Reflects awareness of how course experience did, or did not, contribute to achieving
professional objectives relative to several dimensions
Status on some action items
Minimal modification or addition to objectives and actions
Describes course experience and relates generally to professional objectives

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 Status on one or two items

No modification or addition to objectives and actions

Describes course experience

Very little or no activity on SDLP

No SDLP or it consists of simple comment, such as "I liked the course."

To support continued development of the SDLP, the following rubric represents the basis of the original
grading. This will not be applied for grading purposes in this course.
Development Plan Criteria:
Professional
Objectives

Achieving the professional objective makes use of learning available in the

MBA program and from resources/experiences outside of the MBA program.
The objective reflects a substantive increment of development for the
student.

Self-Awareness

The learning and development plan reflects the ability to understand oneself
and integrate that understanding into strategies for development to achieve
a target objective.

Personal
Initiative

Personal
commitment to
development

Rubric:
Score
Not
Assessed

The learning and development plan is maintained as a dynamic document

throughout the MBA program, used to focus activity on critical learning and
culminating in a plan that extends beyond the program.
The learning development plan is comprised of experiences and activities
that challenge development.

Performance Indicators
No work was received by the instructor.

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A+
Perfect Score

Learning and development plan includes challenging, abundant, and complementary

strategies and resources inside/outside the Kaplan MBA program. Coursework and
Kaplan resources are actively used to refine and achieve objectives, demonstrating
judgment regarding approaches to development. By the end of the program, the selfdirected learning plan achievement and reflective learning serves as the foundation for
the next level of professional planning.
Learning and development plan demonstrates strategies that are relevant to each
development area. Demonstrates understanding of how coursework and Kaplan can
contribute to achieving the plan. By the end of the program, the self-directed learning
plan is analyzed for gaps and future professional planning.
Learning and development plan demonstrates comprehension of development areas
and links multiple courses and activities with each area. By the end of the program, the
self-directed learning plan reflects learning that can be applied to future professional
planning.
Learning and development plan demonstrates comprehension of development areas
and links a Kaplan MBA course to each area. By the end of the program, the learning
plan is current.
Learning and development plan is incomplete or its strategies are inconsistent,
indicating lack of understanding of the planning process and its use in the MBA
Program. By the end of the program, there is little information in the self-directed
learning plan to support aligned future professional planning.

Honor Code Graduate School of Business

The Honor Code was crafted by the members of the Ambassadors and Leaders Program who
are outstanding student leaders. The Kaplan University School of Business Ambassadors and
Leaders Program provides graduate students leadership experiences and personal growth
through mentoring and representing the School of Business to the public at large. The Program
promotes excellence and integrity in graduate education and contributes to the development of
leadership skills relevant to 21st Century global business demands. Membership in
Ambassadors and Leaders requires a 3.5 GPA or above and advancement to candidacy (4
courses completed) or by permission of the faculty sponsor.
Dr. Bea Borne is the faculty sponsor for this Program. For further information or application for
membership, contact her at BBourne@kaplan.edu.
Find below the Honor Code for the School of Business
Developed by the Kaplans School of Business Ambassadors and Leaders
As a Kaplan University School of Business student, I will uphold the utmost ethical standards in
my personal life, academic performance, and business community. I promise to maintain high
ethical standards and values within our academic community by not plagiarizing or cheating on
homework and by promoting ethical decision making among the student body. I will make
ethical decisions within my personal life which promote honesty and compassion among my
family and friends and which lead to a healthy and responsible life. As a Kaplan University
School of Business student, I will promote ethical considerations in every academic and
business decision and, after graduation; I will conduct myself with dignity and integrity.

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