Journal Assignment Description / MGT 164 / Mary McKay
read ½ think ½ write
This is a quarter-long assignment with 8 submission dates that requires reading, critical thinking and
writing. Find support materials here: TritonEd>Content> Journals
Part 1: Journal Entries – See Syllabus for due dates
The Journal documents your responses (opinion, reflection, ideas, critique) to the required reading
material. The key to success with the Journal is to have reflected on the readings enough to have your
own thoughts in order to advance the broad conversation about leadership. There is no formal
prompt each week.
Journals are written in the first person and clearly demonstrate student understanding,
thinking and thoughtful response to required readings.
Journals begin with a main point.
Journals reflect critical thinking applied to the authors’ ideas. For more information on critical
Journals may include your opinion of the readings, and some connection to your work, other
courses and/or personal experiences.
Journals always include discussion of a minimum of two authors and how their ideas differ,
connect, interact, etc.
Journals are never a review or summary of the readings.
Your journal entries should be approximately 1 page (under 450 words) with double or 1.5 spacing,
12-point Times New Roman font with 1” margins on all sides. Use the required format template.
Part 2: Submission Via Turnitin on TritonEd
1. Submission Links on TritonEd are found in the Journal folder in Content. Always confirm
accurate submission by looking for the email confirmation sent by Turnitin with Submission
ID. The Submission ID is required if your paper gets lost by the system. Refer to the first page
of the syllabus for a special backup email system in case Turnitin is not functioning properly.
2. LATE PAPERS ARE NOT GRADED: Papers are due BEFORE 11:59 PM because the system blocks
submission at 11:59 PM exactly. Please plan accordingly to avoid lost points.
Part 3: Grading Criteria (20 points possible)
Content. Journal entries reflect content from the required course readings and have a clear main point
or “big idea.” The entries demonstrate critical thinking, exploration of themes and /or connections with
previous knowledge and experiences from other courses or personal and work experiences. The journal
content advances the broad conversation about course ideas. There is clear evidence that all readings
were completed. Two or more authors are specifically addressed.
Writing. Journal entries demonstrate quality college-level writing and are free of grammatical and
spelling errors. Observations are descriptive and to the point.
Format. Use of Required Format template.
Journal Assignment Description / MGT 164 / Mary McKay
FEEDBACK CODE USED BY TAs (This is the code used by course TAs to help you understand
your grade – what you are doing well and how you might improve.)
PART 1: HELPFUL FEEDBACK TO MAKE IMPROVEMENTS
A. Balance personal experience and outside examples with discussion and analysis of the readings – too much
personal experience or too many non-essential details.
Too much summarizing/reviewing. Assume we have read and understand the material.
Failure to bridge across multiple authors and ideas. Cover at least two readings in your journal.
D. read ½ THINK ½ write: Think critically about the authors’ ideas and message. How can you add to the
discussion with fresh ideas and meaningful connections? This is typically what distinguishes journals in the A
I was never certain of your main point – the one “big idea.” Before you begin, have an overarching purpose
and state it clearly. You can build from there.
Don’t fall into a “1.2.3.” structure by writing about each reading separately and adding a conclusion.
G. Use the required format and follow the instructions for word count (download the template found in the
Journals folder in Content on TritonEd).
H. Read carefully the support materials in the Journal folder in Content on TritonEd (sample papers and
Mastering Journal Writing PPTX).
Your writing needs more attention - focus on thought development, sentencing, and clarity.
More effort in editing needed. Read your paper aloud to catch more than you can see. Use spell-check.
DO YOU WRITE WELL BUT APPEAR TO BE STUCK AT AN 18 OR 19? Push the conversation forward. Take this
to the next level. Why are your ideas important for organizational leaders? Go beyond your experiences and
get the reader to think. Surprise them. Add to the discussion with your ideas.
You might benefit from a one-on-one conversation with the TA. Please schedule this during Office Hours, or
contact your TA using the class email address.
PART 2: AFFIRMING FEEDBACK TO CONTINUE GOOD WORK
Thoughtful work – clear evidence that readings were completed, absorbed, and connected
Q. I like that you took a stand and argued a different position from the author’s
I enjoyed your paper
U. Great job connecting the dots within the course content
Great examples to support your ideas
Week 3: Ibarra and Hunter, Cross and Thomas, Li and Bernoff, Dunn, and Plank
I found the anecdotes scattered through this week’s reading fascinating. In the Li and
Bernoff piece, I thought Ashley’s passion for her company was inspiring, and showcased the
snowball effect that happens with great networking when leaders keep employees happy by
listening to their needs and suggestions which creates a successful and positive company, which
in turn makes customers happy. Further, Dunn’s passion and excitement for his company clearly
translates into his social media participation. I looked up his Twitter account and it’s clear that he
cares about his employees, often thanking them for their hard work and making regular visits to
his stores. From the three weeks of reading we’ve already completed, it’s clear that the concrete,
real-life examples speak most clearly to me as a reader.
I have experienced my own issues with social technologies online at my workplace,
Goody’s restaurant on campus. Two years ago, we switched from paper communications to one,
comprehensive online system, WhenToWork. Unfortunately, the change wasn’t shared with the
entire team, and therefore the majority of student workers felt they had no input and had the rug
pulled out from underneath them. To bounce back from this, the managers scheduled a meeting
with all employees, had an open forum for potential ideas and uses of the new system, and
discussed the reasons behind the change. Now, the software system is integrated seamlessly into
our workplace, with people openly communicating with each other through posts and trade
boards. Further, our employee Facebook page has ensured that personal friendships are also
thriving, leading to a build up of trust and reliability among all the employees.
In my opinion, Li and Bernoff’s overarching point outlines succinctly what is required for
successful networking. Both as a leader and on behalf of your company, you need to think about
the relationships and the culture, not just the technologies. This theme can be seen in different
forms through every reading this week. Organic shifted their online wiki to be more peopleoriented in order to promote participation. Ibarra and Hunter say we must change our mindset to
be more open towards networking, and make it a continual and sincere process instead of one
used only when we need something. Cross and Thomas prove in their example of Deb that a
seamless network is achieved through strong relationships and positive culture with those around
you. Regardless of the company, the leader or the technology, networking needs to be wholly
accepted as one of the most important elements of our future success (rather than seeing it as a
chore), and integrated into our daily work life.
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