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e-TC: Systems Approach to Organizational Change
TEXAS COLLEGE > e-TC >Systems Approach to Organizational Change (BUOM 43120) > Grading Policy
GRADING POLICY
| Class Participation |
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Criterion |
Points |
Module Outcomes |
Is the adult learner engaged in classroom discussions? Does the adult learner demonstrate an ability to handle assigned material with a degree of proficiency? Participation evaluated according to quality, not quantity, of participation. |
20 |
- Demonstrated knowledge of weekly reading assignments
- Constructive comments made in classroom discussion
- Important issues raised
- Sharing of relevant workplace experience and knowledge
- Active participation in small group activities
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Weekly Projects |
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Criterion |
Points |
Module Outcomes |
Does the adult learner submit weekly written assignments or projects when due? Are they well organized, neat, typed and to the point? Do they demonstrate knowledge of content material? |
25 |
- Per week assignments at five points each (designed by Facilitator)
- Assignment examples: a) One page critical response essays to a portion of assigned reading; b) Bring in examples from the workplace of printed material dealing with the topic at hand.
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| Force-Field Analysis |
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Criterion |
Points |
Module Outcomes |
| Using Force-Field Analysis, consider either (1) Trying to increase student participation in student government OR (2) Smoking issue/cessation at a college or university; answer the following questions: (1) List the driving forces toward change; (2) List the restraining forces against change. Note: List the driving and restraining forces according to their degree of impact on change; (3) Why is it useful to break a problem situation up into driving and restraining forces? (4) Discuss some effective approaches to managing resistance, enlisting cooperation, and leading change. |
15 |
- Demonstrate an understanding of force-field analysis in managing organizational change.
- Assess organizational strengths, as a change leader, by selecting forces to add or remove in order to create change at a particular time, and for a particular purpose.
- Rank driving and restraining forces of a problem according to their degree of impact on change.
- Implement programs/practices to effect organizational change through force-field analysis.
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Final Summary Paper |
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Criterion |
Points |
Module Outcomes |
Did the adult learner successfully complete and submit the class project or summary paper? |
40 |
- Timely submission of assigned summary paper that demonstrates an integration of academic content, personal experience, and critical thought
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Point Total: |
100 |
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Summary paper grading method
Grade: A-A/B
The paper is clear, engaging, original, and focused; ideas and content are richly developed with details and examples. Organization and form enhance the central idea and theme; ideas are presented coherently to move the reader through the text. The voice of the writer is compelling and conveys the writer’s meaning through effective sentence structure and precise word choices. The adult learner successfully moves the paper through academic constructs and experiential documentation to critical analysis. The paper demonstrates a clear balance of these three components.
Grade: B
The paper is reasonably clear, focused, and well supported; ideas are adequately developed through details and examples. Organization and form are appropriate, and ideas are generally presented coherently. The voice of the writer contributes to the writer’s meaning through appropriate and varied sentence structure and word choices. Surface features do not interfere with understanding or distract from meaning. The adult learner has clearly brought the reader through properly cited academic constructs and experiential documentation, but has not fully developed the area of critical analysis.
Grade: B/C - C
The paper has some focus and support; ideas and content may be developed with limited details and examples. The writing may be somewhat disorganized or too obviously structured. The voice of the writer is generally absent; basic sentence structure and limited vocabulary convey a simple message. Surface feature errors may reduce understanding and interfere with meaning. The content areas of academic constructs are limited, and large generalizations are made. Critical analysis is all but absent from the paper.
Grade: C/D (incomplete)
The paper has little focus and development; ideas and content are supported by few details and examples. There is little discernible shape and no direction. The writer’s tone is flat. Awkward sentence structure and inadequate vocabulary interfere with understanding. Limited control of surface features makes paper difficult to read. Demonstrated critical analysis is absent, and often-long portions of the paper are given to rambling of life experience without academic context. |
