Week 8 Dynamic Business Environment Discussion

Student provides a thorough and detailed assessment of a leader who he/she is familiar with and assesses the strengths and weaknesses of that individual as a leader and as a manager distinguishing the leadership from the management skills.

Student provides an assessment of a leader who he/she is familiar with and assesses the strengths and weaknesses of that individual as a leader and as a manager distinguishing the leadership from the management skills.

Student provides an assessment of a leader who he/she is familiar with and describes the strengths and weaknesses of that individual as a leader and as a manager.

Student provides a cursory description of a leader who he/she is familiar with and describes a few of the strengths and weaknesses of that individual as a leader.

Not submitted or little to no evidence of addressing the criterion.

Student provides a thorough and detailed assessment of the effect the individual has had on the business environment in which he/she works (or worked at the time), and as relevant to the community beyond the specific business environment.

Student provides an assessment of the effect the individual has had on the business environment in which he/she works (or worked at the time), and as relevant to the community beyond the specific business environment.

Student provides a description of the effect the individual has had on the business environment in which he/she works (or worked at the time), and as relevant to the community beyond the specific business environment.

Student provides a cursory description of the effect the individual has had on the business environment in which he/she works (or worked at the time).

Not submitted or little to no evidence of addressing the criterion.

Student provides a thorough and detailed assessment identifying at least two lessons the leader’s actions and impact offer about how he/she can balance leadership and management roles in his/her current or future positions, assessing how he/she anticipates those lessons will affect his/her future as a leader and manager supporting with specific examples and experiences and reflecting on the goals he/she identified.

Student provides an assessment identifying at least two lessons the leader’s actions and impact offer about how he/she can balance leadership and management roles in his/her current or future positions, explaining how he/she anticipates those lessons will affect his/her future as a leader and manager supporting with examples and experiences and reflecting on the goals he/she identified.

Student provides an assessment identifying at least two lessons the leader’s actions and impact offer about how he/she can balance leadership and management roles in his/her current or future positions, describing how he/she anticipates those lessons will affect his/her future as a leader and manager supporting with some examples and experiences.

Student provides a cursory description identifying lessons the leader’s actions and impact offer about how he/she can balance leadership and management roles in his/her current or future positions and some details on how he/she anticipates those lessons will affect his/her future as a leader and manager.

Not submitted or little to no evidence of addressing the criterion.

Writing is clear, logical, well-organized and appropriate. Work is free from spelling and grammar/syntax errors.  Tone is professional and free from bias (i.e., sexism, racism). There are no errors.

Writing is mostly clear, logical, and organized. Few, if any spelling and grammar/syntax issues are noted.  Overall, a few sections need additional editing, but generally, work appears proofread. Tone is professional and free from bias (i.e., sexism, racism). There are one or two minor errors.

The main points are clear and organized. Some spelling, grammar/syntax issues are noted. Tone is professional and free from bias (i.e., sexism, racism).

There are key sections that lack organization or logical flow. Many spelling, grammar/syntax issues are noted. Work requires additional proofreading.

Not submitted or little to no evidence of addressing the criterion.

Writing is clear, logical, well-organized and appropriate. Work is free from spelling and grammar/syntax errors.  Tone is professional and free from bias (i.e., sexism, racism). There are no errors.

Writing is generally clear, logical, and organized. Few, if any spelling and grammar/syntax issues are noted.  Overall, a few sections need additional editing, but generally, work appears proofread. Tone is professional and free from bias (i.e., sexism, racism). There are one or two minor errors.

The main points are clear and organized. Some spelling, grammar/syntax issues are noted. Tone is professional and free from bias (i.e., sexism, racism).

There are key sections that lack organization or logical flow. Many spelling, grammar/syntax issues are noted. Work requires additional proofreading.

Not submitted or little to no evidence of addressing the criterion.

Student effectively and directly integrates discussion/assignment content with relevant and compelling personal experiences, additional research, or current events from credible news sources. Specifically adds a new and/or different insight or perspective on the subject area(s) being discussed or treated in the assignment.

Student offers personal experiences, additional research, or current events from credible news sources, discussing their relevance, but does not specifically add new or different insights or perspectives on the subject areas(s) being discussed or treated in the assignment.

Student offers some examples of how the content of the discussion/application applies to real-world scenarios with general discussion of why those examples are relevant.

Student offers brief or cursory descriptions of personal experiences, additional research, or current events from credible news sources.

Not submitted or little to no evidence of addressing the criterion.

Student effectively and directly integrates discussion/assignment content with relevant and compelling personal experiences, additional research, or current events from credible news sources. Specifically adds a new and/or different insight or perspective on the subject area(s) being discussed or treated in the assignment.

Student offers personal experiences, additional research, or current events from credible news sources, discussing their relevance, but does not specifically add new or different insights or perspectives on the subject areas(s) being discussed or treated in the assignment.

Student offers some examples of how the content of the discussion/application applies to real-world scenarios with general discussion of why those examples are relevant.

Student offers brief or cursory descriptions of personal experiences, additional research, or current events from credible news sources.

Not submitted or little to no evidence of addressing the criterion.

Student demonstrates full adherence to scholarly or credible reference requirements and adheres to APA style with respect to source attribution and references. There are no APA errors.

Student demonstrates full adherence to scholarly or credible reference requirements and adheres to APA style with respect to source attribution and references. There are one or two minor errors in APA style or format.

Overall, the student follows guidelines for scholarly or credible references and/or APA style with respect to source attribution and references. Some errors in APA format and style are evident.

Student demonstrates inconsistent adherence to scholarly reference requirements and/or inconsistent adherence to APA style with respect to source attribution and references. Significant errors in APA format and style are evident.

Not submitted or little to no evidence of addressing the criterion.

Student demonstrates full adherence to scholarly or credible reference requirements and adheres to APA style with respect to source attribution and references. There are no APA errors.

Student demonstrates full adherence to scholarly or credible reference requirements and adheres to APA style with respect to source attribution and references. There are one or two minor errors in APA style or format.

Student addresses guidelines for scholarly or credible references and/or APA style with respect to source attribution and references. Some errors in APA format and style are evident.

Student demonstrates inconsistent adherence to scholarly reference requirements and/or inconsistent adherence to APA style with respect to source attribution and references. Significant and/or numerous errors in APA format and style are evident.

Not submitted or little to no evidence of addressing the criterion.

Responses contribute appropriate and useful ideas and maintain the logical flow of the discussion. There are at least two responses to different colleagues or the Instructor. The student engages in the ideas being shared by comparing posts, sharing a relevant experience, or exploring alternatives.

Responses contribute ideas and maintain the logical flow of the discussion. There are at least two responses to different colleagues or the Instructor. The student engages in the ideas being shared by comparing posts, sharing a relevant experience, or exploring alternatives. Some additional detail would have been helpful.

Responses somewhat contribute to the quality of interaction by comparing posts, sharing a relevant experience, or exploring alternatives to at least two responses to different colleagues or the Instructor.

Responses do not fully contribute to the quality of interactions due to minimal engagement, responding off-topic, or not extending the conversation.

Not submitted or little to no evidence of addressing the criterion.