MGMT2384 Southern Methodist Organizational Image and Culture Article Proposal Students must select an article from a scholarly, academic, peer-reviewed jou

MGMT2384 Southern Methodist Organizational Image and Culture Article Proposal Students must select an article from a scholarly, academic, peer-reviewed journal in the field of organizational behavior and drawing from the macro OB themes of this course. For the proposal, the student must provide a short summary of the article and a rationale as to why the theories explored are relevant to the course. Please include the proper citation for the article in APA reference format. The proposal shall be no longer than ½ – ¾ of a page, not including the citation (double spaced, Times New Roman font, size 12 font).

Macro Organizational Behaviour themes list:

Teamwork

Leadership (including different types of leadership)

Conflict

Socialization

Organizational Culture

Organizational Structure

Decision Making

Corporate Social Responsibility

Organizational Change

Organizational Strategy

Power (including different types of power)

Ethics

Communications Assignment Rubrics: Macro OB, MGMT 2384
Article Proposal
Article Proposal Rubric (5%)
Proposal: The quality of the
summary of the article
Relevance: The article selection
is appropriate.
Mechanics: All formatting
requirements are met per the
course outline.
Writing: The extent to which the
assignment is well written.
Rationale: Is the article tied well
to the theories and concepts
raised in the course.
1 point = 1%
Below Expectation (0.5 points)
Limited quality. Unclear
summary.
The article is not a peer-reviewed
academic article, or otherwise
inappropriate.
Errors in APA formatting or
citations. Errors in typographical
formatting (margins, fonts etc.)
A significant number of errors in
grammar and/or spelling. Poorly
structured or awkwardly
structured writing.
Little or no evidence of the
relevance of the article to the
theories explored in the course.
Fair Effort (0.75 points)
Somewhat clear and accurate
summary.
The article is a peer-reviewed,
academic article, but is out of
date, or not an ideal choice.
Meets most of the formatting
requirements. Some citations
missing or incorrect.
A few noted errors. Average
structure. Adequately clear and
understandable.
Above Expectations (1 point)
Very clear and accurate
summary.
The article is an excellent
selection – peer-reviewed,
academic and timely.
Formatting is as expected and
appropriate.
Some evidence of the relevance
of the article to the theories
explored in the course.
Significant evidence and strong
linkages to theories raised in the
course.
High quality writing. No errors.
Learning Journal
Learning Journal Rubric (5%)
Reflection: The quality of the
reflection.
Critical Thinking: Demonstration
of higher order (analyze,
evaluate, create), critical thinking
(rational, sceptical).
Mechanics: All formatting
requirements are met per the
course outline.
Writing: The extent to which the
assignment is well written.
Theory: Academic ability
demonstrated by the application
of theory and concepts raised in
the course.
1 point = 1%
Below Expectation (0.5 points)
Limited quality. No
personalization of learning
demonstrated.
Little or no evidence of higher
order, critical thinking is
demonstrated.
Fair Effort (0.75 points)
The reflection mainly takes the
form of description.
Errors in APA formatting or
citations. Errors in typographical
formatting (margins, fonts etc.)
A significant number of errors in
grammar and/or spelling. Poorly
structured or awkwardly
structured writing.
Theory and concepts are not
used or used in a limited way
which does not demonstrate
comprehension.
Meets most of the formatting
requirements. Some citations
missing or incorrect.
A few noted errors. Average
structure. Adequately clear and
understandable.
Formatting is as expected and
appropriate.
Theory and concepts are
referenced, and some
understanding is demonstrated.
Significant use of theory and
concepts and a strong
understanding is demonstrated.
Some evidence of higher order,
critical thinking is demonstrated.
Missing essential components.
Above Expectations (1 point)
Strong evidence of
personalization and synthesis of
ideas with theory.
Significant evidence of critical
and higher order thinking is
demonstrated.
High quality writing. No errors.
Article Critique
Article Critique Rubric (15%)
Summary: The key points of the
article are summarized.
Content: The assignment covers
all headings outlined.
Below Expectation (1 points)
Limited quality. Unclear
summary.
The assignment does not include
all headings required, or is
missing major components.
Mechanics: All formatting
requirements are met per the
course outline.
Writing: The extent to which the
assignment is well written.
Errors in APA formatting or
citations. Errors in typographical
formatting (margins, fonts etc.)
A significant number of errors in
grammar and/or spelling. Poorly
structured or awkwardly
structured writing.
Theory and concepts are not
used or used in a limited way
which does not demonstrate
comprehension.
Theory: Academic ability
demonstrated by the application
of theory and concepts raised in
the course.
1 point = 1%
Fair Effort (2 points)
Somewhat clear and accurate
summary.
The assignment includes most
headings, or, the assignment
includes all headings, but not in
sufficient detail.
Meets most of the formatting
requirements. Some citations
missing or incorrect.
A few noted errors. Average
structure. Adequately clear and
understandable.
Above Expectations (3 point)
Very clear and accurate
summary.
The assignment includes all
headings with sufficient detail
provided under each.
Theory and concepts are
referenced, and some
understanding is demonstrated.
Significant use of theory and
concepts and a strong
understanding is demonstrated.
Formatting is as expected and
appropriate.
High quality writing. No errors.
Student Engagement: Self Evaluation
Engagement Rubric (5%)
I am fully engaged
I am adequately engaged
I am occasionally engaged
I am routinely disengaged
I am disengaged
1 point = 1%
NAME:
STUDENT NUMBER:
MY SCORE (OUT OF 5):
Preparation (outside of class)
I complete all readings and do extra research
I complete all readings ahead of class
I complete most readings ahead of class
I sometimes complete the readings
I rarely complete the readings
Participation (inside of class)
I attend class and speak daily
I attend class regularly and speak regularly
I attend the majority of classes and speak occasionally
My attendance and participation is inconsistent
I am an unreliable participant
Points
5 Points
4 Points
3 Points
2 Points
1 Points
Group Presentation
Presentation Marking Rubric (Group) 10%
4
3
2
1
No errors in spelling, grammar
and punctuation.
Information is clear and concise
on each slide.
Visually appealing/engaging.
No errors in spelling, grammar
and punctuation.
Too much information
contained on some slides.
Significant visual appeal.
Errors in spelling, grammar and
punctuation.
Too much information was
contained on many slides.
Minimal effort made to make
slides appealing.
Errors in spelling, grammar and
punctuation.
The slides were difficult to read and
too much information had been
copied onto them.
No visual appeal.
Extensive knowledge of topic.
Members showed complete
understanding of assignment.
Accurately answered all
questions posed.
Most showed a good
understanding of topic.
All members able to answer
most questions.
Few members showed good
understanding of some parts of
topic.
Only some members accurately
answered questions.
Presenters didn’t understand topic.
Majority of questions answered by
only one member or majority of
information incorrect.
Presentation
Skills
Regular/constant eye contact.
All group members spoke.
Appropriate volume and body
language.
The audience was engaged, and
presenters held the audience’s
attention.
Steady eye contact.
Majority of group members
spoke.
Appropriate volume and body
language.
The audience was engaged by
the presentation.
Members focused on only part of
audience.
Sporadic eye contact.
The audience was distracted.
Not all speakers could be heard.
Body language was distracting.
Presenters did not focus on audience.
The audience was not engaged.
Majority of presenters spoke too
quickly or quietly making it difficult to
understand.
Disinterested body language.
Content
The presentation was a concise
summary of the topic with all
questions answered.
Comprehensive and complete
coverage of information.
The presentation was a good
summary of the topic.
Most important information
covered; little irrelevant info.
The presentation was informative,
but several elements went
unanswered.
Much of the information
irrelevant; or coverage of only
some of the major points.
The presentation was a brief look at
the topic, but many questions were
left unanswered.
Majority of information irrelevant
and/or significant points left out.
All presenters knew the
information, participated
equally, and helped each other
as needed.
Extremely prepared and
rehearsed.
Slight domination of one
presenter. Members helped
each other.
Very well prepared.
Significant controlling by some
members with others minimally
contributing.
Primarily prepared but with some
dependence on just reading off
slides.
Unbalanced presentation.
Multiple group members not
participating.
Evident lack of preparation/rehearsal.
Dependence on slides.
Visual Appeal
Comprehension
Preparedness/
Participation/
Group Dynamics
Total
2 Points = 1%
Mark
/20

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