BUSI 750 INDIVIDUAL APPLICATION, REFLECTION, AND SYNTHESIS PAPER GRADING RUBRIC Student: A to AB+ to B42.3–45 39.6–42.2 Student exhibits a defined and clear Establishes a good comprehension understanding of the assignment. Thesis is of topic and in the building of the clearly defined and well constructed to help thesis. Student demonstrates an Synthesis of guide the reader throughout the effective presentation of thesis, with Knowledge assignment. Student builds upon the thesis of most support statements helping to (Focus/Thesis) the assignment with well-documented and support the key focus of assignment. 30% exceptional supporting facts, figures, and/or statements. 28.2–30 Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an Foundation of impressive level of depth of student’s ability Knowledge to relate course content to practical examples 20% and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence. Failing 0–39.5 Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment. 26.4–28.1 0–26.3 Student exhibits above-average The assignment reveals that the student usage of subject matter in has a general, fundamental assignment. Student provides above- understanding of the course average ability in relating course material. Whereas, there are areas of content in examples given. Details some concerning in the linkages and facts presented provide an provided between facts and supporting adequate presentation of student’s statements. Student generally explains current level of subject matter concepts but only meets the minimum knowledge. requirements in this area. Page 1 of 3 BUSI 750 A to AB+ to BFailing 28.2–30 26.4–28.1 0–26.3 Student demonstrates a higher level of Student exhibits a good command of Student takes a common, critical thinking necessary for graduate-level critical thinking skills in the conventional approach in work. Learner provides a strategic approach presentation of material and guiding the reader through Application of in presenting examples of problem solving or supporting statements. Assignment various linkages and Knowledge critical thinking, while drawing logical demonstrates the student’s above- connections presented in (Critical conclusions that are not immediately average use of relating concepts by assignment. However, student Thinking Skills) obvious. Student provides well-supported using a variety of factors. Overall, presents a limited perspective 20% ideas and reflection with a variety of current student provides adequate on key concepts throughout and/or worldviews in the conclusions, with 2 or fewer errors. assignment. Student appears to assignment. Student presents a genuine have problems applying intellectual development of ideas throughout information in a problemassignment. solving manner. 14.1–15 13.2–14 0–13.1 Student thoroughly understands and excels in Student explains the majority of Learner applies some points and explaining all major points. An original, points and concepts in the concepts incorrectly. Student unique, and/or imaginative approach to assignment. Learner demonstrates a uses a variety of formatting Organization of overall ideas, concepts, and findings is good skill level in formatting and styles, with some Ideas/Format presented. Overall format of assignment organizing material in inconsistencies throughout the 10% includes an appropriate introduction (or assignment. Student presents an paper. Assignment does not abstract), well-developed paragraphs, and above-average level of preparedness, have a continuous pattern of conclusion. Finished assignment with few formatting errors. logical sequencing. demonstrates student’s ability to plan and organize research in a logical sequence. Page 2 of 3 BUSI 750 A to A14.1–15 Student demonstrates an excellent command of grammar, as well as presents research in a clear and concise writing style. Presents a thorough, extensive understanding of word usage. Student excels in the selection and development of a well-planned research assignment. Assignment is error-free and reflects student’s ability to prepare graduate-level writing for possible publication in a peer-reviewed (refereed) journal. B+ to BFailing 13.2–14 0–13.1 Student provides an effective Assignment reflects basic display of good writing and writing and grammar, but grammar. Assignment reflects with more than 6 errors. student’s ability to select Key terms and concepts appropriate word usage and are somewhat vague and Writing Skill presents an above-average not completely explained 10% presentation of a given topic or by student. Student uses a issue. Assignment appears to basic vocabulary in be well-written with no more assignment. Student’s than 3 errors. Student provides writing ability is average, a good final product that but demonstrates a basic covers the above-minimal understanding of the requirements. subject matter. 14.1–15 13.2–14 0–13.1 Student provides sophisticated synthesis of complex Student achieves an aboveAssignment provides a body of information in the preparation of average synthesis of research, basic, but borderline, assignment. Research provided by student contributes but interpretation is narrow in perspective of student’s significantly to the development of the overall thesis. scope and description within research abilities. Student Student cites at least 9 total sources, including at least 2 assignment. Student cites at cites fewer than 9 total citations from the Mello core text, at least 2 citations least 9 total sources but does sources and does not meet from the course-specific Hardy text, at least 2 citations not meet all prescribed source all prescribed source from the Keller supplemental text, at least 2 citations category requirements. category requirements. Research Skill from related scholarly journals (e.g. Human Resource 10% Development Quarterly, Human Resource Development Review, Human Resource Management Journal, Journal of Applied Psychology, Journal of Strategic Human Resource Management, Journal of Biblical Integration in Business, Christian Scholars Review), and at least 1 citation from a related trade/practitioner publication (e.g. Harvard Business Review, HR Magazine, T&D Magazine, Business Week, Wall Street Journal). Page 3 of 3 BUSI 750 INDIVIDUAL APPLICATION, REFLECTION, AND SYNTHESIS PAPER INSTRUCTIONS Write a 1,000-word paper that applies, reflects, and synthesizes the following questions: 1. What does Keller mean when he claims that work is intended for both “cultivation” and for “service?” Why are both purposes critical for us to consider as Christian business practitioners and academics? Especially relative to HRD? 2. Hardy provides a quote from the Apocrypha (Ecclesiaticus or Sirach 38:34, NOT canonized as part of the Bible) as introductory to his book, and the title of his book is pulled directly from this quote. How does this quote, along with Genesis 1:27 from the Bible, provoke Christian worldview thinking regarding HRD as a key focus for any business organization? 3. Analyze and assess the differences between a traditional/administrative view of HRD and a contemporary/strategic view of HRD. How does Christian worldview thinking apply here? 4. How do Equal Employment Opportunity-related statutes inform HRD practice? What are 2 or 3 key ways that the Bible and the creation-fall-redemption-consummation metanarrative delineate both the inherent “righteousness” of, and the pragmatic “necessity” of, EEO statutes? 5. Review Reading 2.1 and Reading 3.1 from Mello (2019). What are 3 or 4 primary claims of both readings regarding human capital and employee engagement? Synthesize these claims/findings with Keller’s and Hardy’s introductory thinking regarding the importance of working in business (as “vocation” or “calling”) in God’s world. Required Sources You must use the course texts as well as articles from scholarly and practitioner journals. Be sure to use current APA format, and include in-text citations for the following sources: • At least 2 citations from Mello (2019). • At least 2 citations from Hardy (1990). • At least 2 citations from Keller (2012). • At least 2 citations from related scholarly journals (e.g. Human Resource Development Quarterly, Human Resource Development Review, Human Resource Management Journal, Journal of Applied Psychology, Journal of Strategic Human Resource Management, Journal of Biblical Integration in Business, Christian Scholars Review), • At least 1 citation from a related trade/practitioner publication (e.g. Harvard Business Review, HR Magazine, T&D Magazine, Business Week, Wall Street Journal). Submit this assignment by 11:59 p.m. (ET) on Sunday of Module/Week 3. Hardy, L. (1990). The fabric of this world: Inquiries into calling, career choice, and the design of human work. Grand Rapids, MI: William B. Eerdmans. ISBN: 9780802802989. Keller, T. (2012). Every Good Endeavor: Connecting Your Work to God’s Work. New York, NY: Dutton/Penguin Group. ISBN: 9780525952701. BUSI 750 Mello, J. A. (2019). Strategic human resource management (5th ed.). Mason, OH: SouthWestern. ISBN: 9781337887243.
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