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You must write a draft of your essay to hand in during your tutorial in week 8. You need to make two copies of your draft to bring to your tutorial in week 9 to use in peer review with one of your colleagues from your tutorial group.
Week 8: Essay Draft (Formative/ Summative)
DUE: Week 8: Hand your draft to your tutor in your Week 8 tutorial.
Week 11: Essay (Summative)
DUE: Thursday May 14, 2015 at Assignment Minder KG,
R Block, Level 2 of the Library at Kelvin Grove Campus.
Include the following in your folder when you submit
1. Your Essay with 1.5 spacing between the lines
2. Your reference list
(a) in alphabetical order
(b) single spacing for each entry
3. Your Essay Draft (from Week 8) with your tutor’s comments page.
4. The QCD111 Essay Criteria Sheet
As well as submitting the hard copy to Assignment Minder, you will need to upload your final essay digitally to the matching software tool called Turn-it-in on BB before the due date.
NB: QUT Policy on Late Submission of Assessment Item.
From Semester 1, 2014 if you don’t hand in your assignment by the due date, it won’t be marked and you’ll receive a grade of 1 or 0%.
If special circumstances prevent you from completing your assignment by the due date, you can apply for an extension online only at
http://external-apps.qut.edu.au/studentservices/concession/
SUMMATIVE TASK DESCRIPTIONS
1.0 ORAL ASSESSMENT : Lead a Seminar
The first summative assessment is to lead a 12-15 minute seminar discussion with your tutorial group during weeks 6-8. In your seminar you need to:
• explain and discuss with the class briefly what creativity means to you
(using your own ideas AND published sources from a variety of perspectives)
• identify the importance of creativity and how it has impacted on a chosen occupation or professional area (Use real world example/s)
• accurately acknowledged all your sources with citations on each slide and a reference list as the final PPT slide
• use cleverly designed and creative power point slides and tutorial activities to promote discussion during your seminar
• read and use the criteria sheet to help you prepare for your seminar.
• make sure this is NOT a lecture style “seminar”. Use questions and activities to promote genuine interaction among the group
• The topic this semester is creativity so don’t be afraid to include a relevant creative activity as part of leading your seminar
Remember as the leader of a seminar you must show you are knowledgeable about the topic AND you must promote genuine discussion/conversation by asking/answering interesting and provocative questions and/ or creating an activity to promote interaction among your tutorial group throughout the 12-15 minutes of your seminar in tutorial of week 6-8 as allocated.
2.0 WRITTEN ASSESSMENT (Summative) – Academic Essay
“There is no doubt that creativity is the most important human resource of all. Without creativity, there would be no progress, and we would be forever repeating the same patterns.” (De Bono 2009)
In a 1500-2000 word essay outline 2-3 aspects of creativity and critically analyse how these aspects of creativity have been applied in a specific occupation or profession of your choice. Use real world examples to support your analysis.
You must write a draft of your essay to hand in during your tutorial in week 8. You need to make two copies of your draft to bring to your tutorial in week 9 to use in peer review with one of your colleagues from your tutorial group.
Week 8: Essay Draft (Formative/ Summative)
DUE: Week 8: Hand your draft to your tutor in your Week 8 tutorial.
Week 11: Essay (Summative)
DUE: Thursday May 14, 2015 at Assignment Minder KG,
R Block, Level 2 of the Library at Kelvin Grove Campus.
You will need to hand in a folder with
1. Your Assignment Minder Cover Sheet attached.
2. Your Essay with 1.5 spacing between the lines
3. Your reference list
(a) in alphabetical order
(b) single spacing for each entry
4. Your Essay Draft (from Week 8) with your tutor’s comments page.
5. The QCD111 Essay Criteria Sheet
As well as submitting the hard copy to Assignment Minder, you will need to upload your final essay digitally to Turn-it-in on BB before the due date.
NB: QUT Policy on Late Submission of Assessment Item.
From Semester 1, 2014 if you don’t hand in your assignment by the due date, it won’t be marked and you’ll receive a grade of 1 or 0%.
If special circumstances prevent you from completing your assignment by the due date, you can apply for an extension at http://external-apps.qut.edu.au/studentservices/concession/
NB
If you don’t have an approved extension, you should submit the work you’ve completed by the due date and it will be marked against the assessment criteria.
3.0 END SEMESTER EXAM (Summative)
The written exam at the end of semester in Week 14 will have two questions
• Question 1 will require you to write a short academic essay incorporating quotes and paraphrases from short readings provided in the exam. The exam essay question will be related to the topic of your QCD111 seminar and essay.
• Question 2 will ask you to write a reflective paragraph describing how your real world experience relates to the semester topic which you have been studying.
Read and use the BB site and the ESE criteria sheet to help you prepare for your exam.
QCD111 Oral Seminar Criteria Sheet NAME:
Criteria 7 6 5 4 3 2 1
Content and structure In your seminar you: In your seminar you: In your seminar you: In your seminar you: In your seminar you: In your seminar you
Content
quality
Organisation
Language choices
prepared highly relevant content, with a well developed train of thought and consistently modified it to suit the audience’s level of understanding, without oversimplifying, and correctly acknowledged sources prepared relevant content, developed a train of thought and modified it to suit the audience’s level of understanding, without oversimplifying, and correctly acknowledged sources prepared content (mostly relevant) with some flow of ideas and made some modifications to suit the audience’s level of understanding, and acknowledged sources provided some relevant content with partial development, had some suitable modifications, attempted acknowledgement of sources provided mostly irrelevant content minimal modification very limited development of ideas and poor or acknowledgement provided superficial or irrelevant content with little or no modification or development of ideas and poor or no acknowledgement
effectively organised coherent, relevant content to meet the required timeframe, provided an introduction with an interesting stimulus or ‘hook’, body with very effective and creative interaction , comprehensive summary memorable close concisely organised the relevant content to meet the required timeframe, provided an introduction with an stimulus or ‘hook’, body with effective interaction
summary and obvious close organised relevant content to meet the required timeframe, provided an introduction with attempt at ‘hook , body with some interaction some summarising conclusion
Some organisation of mostly relevant content may have met the required timeframe, and followed the conventional structure introduction, body with little discussion and limited conclusion presented irrelevant content may have been disjointed;
did not meet the required timeframe
had limited/stilted discussion ineffective interaction. Very little summary/ conclusion presented irrelevant or disconnected chunks;
substantially over/ under time
had very limited/stilted discussion /no interaction. No summary/conclusion
clearly conveyed the intended meaning to the audience, by making effective and accurate choices of syntax, grammar and vocabulary clearly conveyed the intended meaning to the audience, by making mostly effective and accurate choices of syntax, grammar and vocabulary
conveyed the intended meaning to the audience, by making mostly accurate choices of syntax, grammar and vocabulary
partially conveyed the intended meaning to the audience, by making some accurate choices of syntax, grammar and vocabulary conveyed limited meaning to the audience based on the choices of syntax, grammar and vocabulary Misunderstanding occurred based on the choices of syntax, grammar and vocabulary
Delivery 7 In your seminar you: 6 In your seminar you: 5 In your seminar you: 4 In your seminar you: 3 In your seminar you: 2/1 In your seminar you
voice
NVC assisted the audience’s understanding of the words through the use of a clearly audible voice with accurate pronunciation
Very effectively used a variety of tone, pace, pause to enhance audience understanding and promoted and maintained audience interest and interaction
maintained eye contact, used effective gestures and facial expressions with an open, confident posture
assisted the audience’s understanding of the words through the use of a clearly audible voice with mostly accurate pronunciation
Displayed a variety of tone, pace, and pause to aid audience understanding and maintain audience interest and interaction
maintained eye contact, used suitable gestures and facial expressions with an open posture
allowed the audience to understand the words through the use of an audible voice and mostly accurate pronunciation
Generated some audience interest
and interaction and understanding through some tonal and pace changes
made some eye contact and used gestures, with varied facial expressions and mixed closed and open posture
allowed the audience to partially understand the words through the use of an audible voice and some accurate pronunciation
Displayed minor changes in tone and pace which generated sporadic audience interest
occasionally made eye contact ; used some gestures, read script or slides at times with and closed posture Volume/
pronunciation meant that the audience worked hard to hear or understand the words
Generated limited audience interest/interaction mostly using a monotone and limited change in pace /pause
made limited eye contact; read from a script/slides most of the time with a mostly fixed facial expression and closed posture Volume/pronunciation meant that the audience could not hear or understand the words
Created little/no interest/interaction : little no variety in tone or pace
Had little / no eye contact, read from a script/slides with a fixed facial expression and closed posture
Inter-
action asked a range of questions/created interaction selected to suit the content, audience and purpose
responded to the audience in a confident, polished manner, with a conversational tone, responses clarified content and/or were related to real world examples. Successful interaction asked some questions/ selected activity to suit the content, audience and purpose
responded to the audience in a confident manner, with a conversational tone, partially clarified the content and or related response to real world examples. Sound interaction asked questions/chose an activity mostly suited to content, audience and purpose
responded to the audience in a formal manner; listened to the audience’s comments and responded briefly.
Some interaction occasionally
asked questions about the content
minimally acknowledged responses in a formal and/ or indifferent manner
Created minimal interaction asked few, simple or irrelevant question(s);
Limited (or unhelpful) reaction to responses
Negligible or token interaction occurred asked no relevant question(s);
did not respond/responded negatively to audience
Little /no interaction OR
the audience took responsibility for interaction that occurred
7 6 5 4 3 2 1
visuals provided interesting, well designed ,creative and relevant supporting materials (PowerPoint) which enhanced the seminar and consistently assisted the audience’s understanding and interaction provided mostly well designed, creative and relevant supporting materials (PowerPoint) which assisted the audience’s understanding and interaction. provided relevant PowerPoint materials that supported the seminar and mostly assisted the audience’s understanding and interaction provided basic PowerPoint materials related to the topic little support for interaction provided PowerPoint materials: some may have been related to the topic, did not support interaction provided no or ineffectual PowerPoint, materials: may have been unrelated to the topic, and did not support interaction
GRADE
Overall comment
QCD111 Essay Criteria Sheet NAME:
7 6 5 4 3 2 1
Generic structure
Academic Essay Introduction has well written relevant general statements, narrowing of the topic and a thesis statement which relates to the topic and accurately outlines the essay
Body paragraphs begin with very clear, well written, specific and relevant topic sentences which match the topics in the thesis statement and are highly unified, strongly coherent and on topic.
Conclusion has a strong summary and full sense of closure. Introduction has relevant general statements, narrowing of the topic and a thesis statement which outlines the essay
Body paragraphs begin with, specific and relevant topic sentences which match the topics in the thesis statement and are unified, coherent and on topic.
Conclusion has a summary and sense of closure. Introduction has some relevant general introductory statements some attempt to narrow the topic and provides a general thesis statement
Body paragraphs begin with clear relevant topic sentences which match the topics in the thesis statements and are unified, coherent and mostly on topic
Conclusion has a summary and closing statement
Introduction is partly structured with a sense of moving form the broad to the particular and has a limited thesis statement.
Body paragraphs have some relevant topic sentences, are mostly unified and coherent and generally on topic.
Conclusion has a partial summary, and some sense of closure The broad topic may be mentioned .the intro lacks formal structure. No relevant thesis: direction of the essay not clear
Body paragraphs rarely begin with relevant topic sentences and are not completely unified and coherent or not on topic.
Conclusion has limited summary , and /or little closure
Irrelevant, extraneous material not structured as an introduction
No sign of topic sentences/not on the topic.
Few signs of unity and coherence.
Conclusion not obvious
Content
Development of ideas Is highly relevant and skilfully connected to the topic throughout. Clearly develops relevant ideas in a provocative or insightful manner. Shows the information collected has been evaluated and synthesised into a cohesive and intelligent examination of the topic.
Draft included and expert use made of feedback /independently improved on the draft Is relevant and skilfully connected to the topic
Develops relevant ideas and shows the information collected has been evaluated and synthesised into a clear examination of the topic.
Draft included and the essay has obviously improved in line with feedback on the draft Shows clear understanding of the topic.
Mostly demonstrates synthesis-level thinking. The information collected is drawn together to produce a logical overview of the topic.
Draft included and use made of feedback or Generally linked to what the questions asked.
Content is often descriptive, mostly recounting ideas, analysis and synthesis of relevant content in some parts of the essay.
Draft included and feedback used in some parts of the essay. Most content does not answer the question/shows some misunderstanding of the question /sources used.
Limited development of ideas or analysis and synthesis of relevant content is evident.
Draft included Shows misuse/ misinterpretation of ideas
Content has little/ no relationship to the question little/no analysis or synthesis of relevant content
No draft included and/or no evidence of using feedback from the draft
Academic conventions
Referencing and language
Support is well chosen for the topic. A wide variety of quality sources are skilfully used and integrated.
Expert paraphrasing accurately represents ideas and enhances the point being made in relation to the question
Highly accurate and appropriate word selection, grammar, punctuation and spelling.
All referencing conventions are accurately used and consistently presented.
Support is well chosen for the topic. A variety of sources are skilfully integrated.
Paraphrasing accurately represents ideas and supports paragraph development
Accurate and appropriate word selection, grammar, punctuation and spelling
Referencing conventions accurate and consistent Support is relevant, mostly effectively used and correctly integrated
Paraphrasing mostly works to develop relevant ideas
Appropriate word selection mostly accurate grammar ,punctuation and spelling
Referencing conventions are mostly accurate
Some support is relevant, may be limited in scope and/or not always successfully integrated
Paraphrasing is adequate
Some over quoting
Word selection, grammar, punctuation and spelling are adequate
Some referencing conventions adhered to
Support is poorly chosen, poorly integrated, very narrow in scope or irrelevant
Over quoting and/or poor quality when paraphrasing
Language errors cause confusion OR Quality of language has only been assessed on parts of the essay composed by the student
Referencing is not complete /some mismatch and/or not accurately presented
Little/no successful use of relevant quality support
Paraphrasing poor or not done. Mostly quotes.
Errors in word grammar, punctuation are so numerous that little or no meaning can be made OR
there is little/no evidence of student’s own composition
Citing and referencing of supporting evidence is poor
GRADE
QCD111 End Semester Exam Criteria Sheet NAME:
Q1 7 6 5 4 3 2 1
Introduction and Conclusion Introduction has very clear relevant general statements, narrowing of the topic and a thesis statement which accurately outlines the essay and provides signal of the sub topics to be made
Conclusion has a very strong summary and full closure Introduction has clear relevant general statements, narrowing of the topic and a thesis statement which outlines the essay and provides signal of the sub topics to be made
Conclusion has a strong summary and full closure Introduction has some general introductory statements, some attempt to narrow the topics and a partial thesis with sub topics mentioned.
Conclusion has a summary and closing statement Introduction is partly structured with a sense of moving from the broad to the particular
Limited thesis statement provided
Conclusion has a partial summary and some sense of closure The broad topic is mentioned but the intro lacks formal structure
The direction and content of the essay has not been made clear.
Conclusion has very limited summary and/or little closure. Irrelevant ,extraneous material not structured as an introduction
Not attempted
Conclusion has very limited or no summary and little closure.
Body
paragraphs Begin with a very clear, well written, specific and highly relevant topic sentences which match the topics in the thesis statement
Are highly unified and coherent with ideas which are very relevant to the question explicitly linked and show strong analytical/critical thinking
Support material is very well chosen to support the point being made , expertly integrated, and shows a very well balanced ratio of paraphrase to direct quotes
Begin with a clear, well written and relevant topic sentences which match the topics in the thesis statement
Are unified and coherent with ideas which are relevant to the question explicitly linked and show some analytical/critical thinking
Support material supports the point being made , correctly integrated, and shows a well balanced ratio of paraphrase to direct quotes Begin with relevant topic sentences which match the topic in the thesis statements
Are mostly unified and coherent with ideas which are mostly relevant to the question, mostly logically developed and clearly linked
Support material is correctly integrated and a balance of direct quotes to paraphrase is mostly achieved Mostly begin with relevant topic sentences
Are mostly unified and coherent with Ideas which are usually relevant to the question, show some development and linking
Some support material has been used but it not always well chosen or integrated, generally remains descriptive and some overquoting may have occurred Rarely begin with relevant topic sentences
Are not completely unified or coherent, contain irrelevant material show little development /link to question or subtopic
Support is mostly descriptive and/or may be limited or not relevant to the point or subtopic, poorly integrated
Over quoting may have occurred No sign of topic sentences
Few signs of unity and coherence
Simplistic/undeveloped or irrelevant ideas
Little /no evidence of well chosen relevant support- Little /no integration or development of ideas or mostly direct quotes
Paraphrasing and Referencing
Paraphrasing and Referencing
(cont) Shows a very high level of understanding and integration of relevant support material. Highly sophisticated language use when summarising and paraphrasing.
Highly suitable direct quotes correctly punctuated with accurate in text citations
Reference list is complete matches citations and is accurately presented Shows a high level of understanding of, support material and integrating mechanisms. Sophisticated language use when summarising and paraphrasing.
Suitable direct quotes correctly punctuated with accurate in text citations
Reference list is complete matches citations and is accurately presented Shows moderate level of understanding of topic, and integration of support material. Appropriate language use when summarising and paraphrasing.
Direct quotes are correctly punctuated and most in-text citations are accurate
Reference list is complete matches citations and is mostly accurately presented Shows some understanding of ideas in the support reading(s) Some weakness in paraphrasing
Direct quotes mostly correctly punctuated most citations are incomplete
Reference list is mostly complete matches citations and is mostly accurately presented Uses some ideas not always the most relevant ones
Limited paraphrasing skills
Quotes: poorly chosen or may not be punctuated
In text citations not always present and /or are inaccurate
Reference list is not complete and/or not accurately presented Few/no relevant ideas or use of readings
No paraphrasing of the reading provided and/ or any other support material.
Many unsuitable direct quotes without quotation marks and or ideas from exam readings used without acknowledgement
Referencing of supporting evidence is poor/not done
Language Sophisticated use of words, accurate and complex syntax, grammar, accurate punctuation and spelling. Accurate and appropriate word selection, grammar, punctuation and spelling Appropriate word selection Mostly accurate grammar, punctuation and spelling.
Word selection, grammar and punctuation and spelling mostly adequate
and appropriate.
Numerous language errors and /or
quality of language has only been assessed on parts of the essay composed by the student Errors in word grammar, punctuation are so numerous that little or no meaning can be made OR many parts of the essay are quoted/little/no evidence of student’s own composition
Question 2
Reflective paragraph Clearly describes very specific experience (s) closely related to the topic in detail
Includes substantial relevant reflection on the experience Makes insightful comments linking the experiences and the theory Clearly describes specific experience (s) related to the topic in with some detail
Includes relevant reflection on the experience
Makes logical and relevant links with theory Describes experience (s) related to the topic
Makes some basic reflection on the experience
Makes some logical links with theory
Describes more generalised experience(s) mostly related to the topic
Comments about the experiences. Mentions some relevant theory Description of experience is unclear or loosely related to the topic
Few additional comments made. No link to relevant theory Minimal mention of an experience, or only a description of experience little/no reflection or linked theory
Overall grade
12.
citi bsnk performance evaluation
Order Description
The following are specific course learning outcomes associated with this assignment:
? Explain why great people decisions are the most important factor for a manager’s career
success.
? Use technology and information resources to research issues in people management.
? Write clearly and concisely about people management using proper writing mechanics.
Read the “Citibank: Performance Evaluation” case. Assume that you are Lisa Johnson. Write a 4-6
page paper in which you:
1. Complete Exhibit One to evaluate James McGaran’s performance.
2. Describe the approach you would take in your performance feedback session with James.
What would you say, in what sequence would you say it, and what information would you
reference to back up what you are saying?
3. Assume that as a result of your extraordinary performance in this course, Citibank California
has employed you as a consultant to improve its performance evaluation system. Discuss
what changes in their processes and procedures you would recommend.
Your assignment should adhere to these guidelines:
? Write in a logical, well-organized, conventional business style. Use Times New Roman font
size 12 or similar, double-space, and leave ample white space per page.
? All references must follow JWMI style guide, and works must be cited appropriately. Check
with your professor for any additional instructions on citations.
? On the first page or in a header, include the title of the assignment, the student’s name, the
professor’s name, the course title, and the date. Title and reference pages are not included
in the assignment page length.
? Faculty have discretion to penalize for assignments over or under the assignment guidelines.
Check with your individual professor if you feel the assignment requires a much longer or
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