Rollins College Department of Business & Social Entrepreneurship

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1 Rollins College Department of Business & Social Entrepreneurship BUS 310: Management & Organizational Behavior Fall 2015 BUS 310: Management & Organizational Behavior, 4 credit hours, is a required course for the Business major & minor (Management concentration). Prerequisite is BUS 130 (Business & Society), junior status, or consent of the instructor. BUS 310 meets Wednesday evenings from 6:45-9:15 pm in 170 W. Fairbanks, Room 107. Instructor Information Dr. Wade Arnold, Visiting Assistant Professor Office: 170 W. Fairbanks, 261 Phone: Office: Cell: (do not text) rwarnold@rollins.edu Office hours: Office hours for evening classes are by appointment only. Text Information The required textbook for this course is DuBrin, Andrew J. (2016), Fundamentals of Organizational Behavior (5 th ed.), Academic Media Solutions. ISBN: The book is available from the bookstore or from the Academic Media Solutions website. The book is available in electronic and print editions or a combination of both. For the purposes of this class, it makes no difference which edition you use. The electronic book can only be viewed on laptop or PC. It cannot be viewed on phones or tablets. Suggested books for this course are: Lester, Mark & Beason, Larry (2013). McGraw-Hill Handbook of English Grammar and Usage (2 nd ed.), New York: McGraw Hill. ISBN-13: Publication Manual of the American Psychological Association (6 th ed.). (2009). Washington, DC: American Psychological Association. In this course there will be a significant amount of writing. You will be held responsible to the grammatical and formatting style of these manuals. Rollins College - Business Not as Usual 1

2 Course Description Managing Organizational Behavior is the process of understanding and motivating people to perform work to achieve organizational objectives. Students focus on developing key competencies including responsible decision making, effective communication, leadership, broad and global perspectives, understanding human motivation, setting objectives, analytical problem solving, and other topics related to successful management practices. Using class discussion, exercises and case studies, we will explore applications such as performance, project crisis, and conflict management. The general purpose of this course is to educate students for effective management, responsible leadership, and global citizenship. The specific purpose is to introduce and apply four basic concepts: an overview of the field of organizational behavior and management, the individual bases of behavior, group behavior, and organizational design. Course Objectives This class is modeled on the work of L. Dee Fink as outlined in the book Creating Significant Learning Experiences. Every element of the class has been developed to enhance your learning. The model has six learning goals as illustrated below. Rollins College - Business Not as Usual 2

3 The table below describes the goals and assessment methods for this class. Goals were developed for each of the domains of Fink s model of significant learning experiences and appropriate methods of assessment were then identified. This table answers the why of the assignments. Domain Goal Assessment Foundational Knowledge Students will learn the basic principles of how individuals and groups function in organizations as well as organizational structure, design, culture, and change. Quizzes Individual Paper Application Integration Human Dimension Caring Learning how to learn Students will be able to apply basic knowledge of organizations to their own work environments (past or present) or to other life domains. Students will be able to make connections between organizational behavior topics and other business domains, other academic subjects, and their lives beyond the classroom. Students will be able to understand more about themselves as leaders and followers, their preferred styles of working in groups. Students will be able to articulate why the topics in this class are important to their life and work. Students will have a better understanding of their preferred ways of learning, an appreciation for other ways of learning, and increase their capacity for learning in various ways. Reflection Papers Class Participation Group Project Reflection Papers Individual Papers Group Project Class Participation Reflection papers Group Project Class Participation Reflection Papers Class Participation Quizzes Reflection Papers Group Project Individual Papers Rollins College - Business Not as Usual 3

4 Course Expectations Your responsibilities in this course are very simple. Treat faculty, staff, guest speakers, and your fellow classmates like you would your best customer. Your input and participation are important, appreciated, and required. Class meetings start on time. Please arrange your schedule to allow you to be on time for every class and to stay for the entire class. You will need to come to class prepared, having read the required materials or done the expected assignment. I will lecture from both your texts and outside material. Most importantly, I want to answer your questions so that you can apply the material to your work and life. It is assumed you ve read the appropriate chapter or materials to learn the basic content. On the other hand, you are encouraged to bring up issues raised in the reading materials for clarification and elaboration in class. Appropriate dress and conduct is expected during class and professional attire is expected for the final team presentation. While I want you to take the content of the class meetings seriously and learn all that you can, I hope that you ll maintain a sense of humor in the face of ambiguity, curiosity in the face of uncertainty, and flexibility in changes in the schedule. I believe that we learn more and accomplish more when we have fun doing it, so please bring your sense of humor to class. Structure: The foundation for the course will be student preparation (i.e. reading and analysis) prior to class. Class time will be used to lecture, case discussion, and develop applications of material in professional and personal lives. Rollins College - Business Not as Usual 4

5 Selected case work will be used to develop the student s application of the course material. Some cases will be delivered to students in class, other activities will be in class. Class discussion of cases will be from the student s draft notes preparation. More clarification relative to casework will be forthcoming. The class schedule is attached, but the instructor reserves the right to change the schedule. Grading Assignment Percent/Assignment Total Percentage Points 5 quizzes 5% 25 50/250 5 Reflection papers 5% 25 50/250 Group Project Idea 2% 2 20 Group Project Rough Draft 4% 4 40 Group Project Presentation 9% 9 90 Research Paper Idea 2% 2 20 Research Paper Draft 4% 4 40 Research Paper Final Draft 9% Group Peer Evaluations 5% 10 50/100 Class Participation 10% TOTAL 1000 Grading Scale: Letter Upper Limit Lower Limit A 930 A B B B C C C D D D F 590 Class Participation and Attendance Because we will be discussing and debating various concepts and cases throughout the semester, attendance and participation in class discussion is required. You should come to class prepared to discuss the material and participate in the discussions and activities. A portion of your grade reflects the importance of this aspect of the course. You or your group may be asked to hand in short write-ups throughout the semester to demonstrate your preparation and comprehension. A sample class participation rubric is attached; however, the instructor reserves the right to modify the rubric. Rollins College - Business Not as Usual 5

6 The primary advantage of discussions is that students can learn from one another. To get the most out of this course, I invite you to participate actively in these discussions. Participation requires preparation before class, attendance in class (attendance is taken every day), and presentation of your ideas to the class. Failure to participate will negatively affect your grade. Class members will select their own work teams. The teams are collectively responsible for producing the group projects and presentations. Written work (outlines, bibliographies, papers, etc.) must be turned in on or before the date due. Quizzes Throughout the semester, there will be five (5) announced quizzes (see schedule below). The quizzes will be given at the beginning of class. Quizzes will contain multiple choice questions. The quizzes will be delivered through Blackboard and the Blackboard Mobile App. Students are responsible for using the appropriate technology. If students do not own a smart phone, tablet, or laptop, laptops may be checked out of the Olin library. Students may only take the quizzes in the classroom. Students who take the quiz outside of the classroom will receive a failing grade for that quiz and will be reported for academic dishonesty. The purposes of the quizzes are two-fold: 1) to help students keep up with the assigned reading and 2) to assess student understanding of basic knowledge as presented in the readings and class discussions. As such quizzes will cover all assigned reading material and discussions since the previous quiz. This includes the material to be covered in class on the day of the quiz. To be clear, the quizzes will cover all material not previously quizzed up to and including the material to be discussed in class on the day of the quiz. To be double clear, we will not have discussed in class all the material that will be covered on the quizzes. To be most successful on quizzes, students will focus their attention on the Summary of Key Points and Key Terms and Phrases at the end of each chapter. Reflection Papers Throughout the course of the semester there will be five (5) reflection papers. Paper length should be no more than two pages. Students should strive to limit their word count to words. All papers MUST be in Times New Roman, 12-point font, and double spaced. Reflection papers will be submitted electronically through Blackboard beginning twenty-four hours before the beginning of class. Students might ask, What do I have to do in order to do well on this assignment? I have included a grading rubric at the end of the syllabus which is a good guide for my expectations. The graphic below illustrates the SOLO taxonomy (Biggs & Tang, 2007) which I will be using to evaluate content. At the prestructural level, students basically know random facts and bits of trivia, but have not yet organized that knowledge. At the unistructural level students are able to organize facts within one particular domain. For instance, a student understands one chapter from our book. At the multistructural level, students understand the content of multiple domains, but have not yet made connections between the domains. Students working at the relational level understand multiple domains of information and make connections between them. At the extended abstract level, students can generalize their knowledge to new situations and makes connections with other bodies of literature (e.g. application of psychological principles at work and at home). Students who earn the highest scores will write papers that are technically correct (i.e. proper grammar, spelling, formatting, etc) and who demonstrate they are working at a relational and extended abstract level. Rollins College - Business Not as Usual 6

7 Research Paper The purpose of the research paper is as follows: It serves as a way for students to develop and demonstrate their research and writing skills and ability to be self-directed learners. Students are required to consult primary sources and organize their findings in a coherent fashion. A grading rubric has been provided at the end of the syllabus which serves as a guide for my expectations for this assignment. The paper must be between 8-10 pages long, Times New Roman, 12-point font. The paper must be in APA Style and follow acceptable rules of grammar (see suggested books above). The paper must include appropriately cited references. Students must seeks to answer the following broad question, What are the individual and group factors that contribute to a positive work environment? The following topics are suggestive and are related to positive psychology in general and to positive organizational behavior and positive organizational scholarship in particular. Students may choose any topic within this broad framework, however, all topics must be approved by the instructor. Psychological Capital Flow Flourishing Vigor Ethical Leadership Positive leadership Employee Engagement Positive Core Self-evaluations Gratitude Resilience Psychological Well-being Positive Emotions Creativity Humor Authentic Leadership High quality Relationships Meaningfulness at work Curiosity Persistence Kindness Sense of community Citizenship Justice/Fairness Humility Hope Spirituality Rollins College - Business Not as Usual 7

8 Research Paper Idea (due September 14): Topic should be chosen and students should include a short paragraph (no more than half a page) describing the direction they anticipate taking their paper. Research Paper Rough Draft (due October 5): students should have a significant amount of work completed on their papers. Bibliographies should be fairly complete. Different people write in different ways so, so students may have several sections relatively complete except for editing and only an outline of the remaining sections. Other students may have all the sections of their papers relatively incomplete. Nevertheless, significant feedback will be given on grammar, spelling, etc. using the same rubric as the final paper. Grading standards, however, will not be as rigorous. For those sections of the paper which are not complete, a description of their anticipated content should be included. Final Draft (due November 2) Group Project This is a development case that teams will create on their own seeking feedback from the instructor. The case can be on any topic that we are covering this semester. It is expected that cases will be developed around a problem in an organization (this can be a fictional case centering on students interest). I will have separate discussions with teams as needed. Cases should range between 15 and 20 pages of text (this does not include references, tables, figures, etc.) and should be presented in a professional manner following APA Style. Four (4) deliverables are required for this case: 1. Group Project Idea (due September 21): one page summary of the idea, problem, and how you might address the problem using theory and practical solutions derived from course material. Instructor feedback will be provided. 2. Draft of case (due October 19): a thorough outline of the problem should be submitted. The primary issued to be addressed and possible solutions should have been identified at this time. Feedback will be provided. 3. Final Draft (due November 23). Final presentation (PowerPoint or other media) must be submitted before class. Each presentation should include a bibliography or reference section at the end. 4. Presentation (November 30 and December 7): Each team will provide a brief twenty (20) minute case presentation with no more than ten (10) overheads. All team members are expected to actively participate. Professional dress is required. Peer Evaluations Peer evaluations will be completed twice during the semester (due October 5 and November 30/December 7). The focus of the peer evaluations is the Group Project Team. Criteria for evaluation will be developed in class by the class. The primary purpose of the peer review is to help students in managing their team environment, to address differences before they become conflicts, and to help students develop the interpersonal and group skills necessary to function as a high performing team. Teams with students who receive negative peer reviews will be required to meet with the instructor within two weeks of the peer evaluation due date. The peer review will serve as an opportunity for the entire work group to learn about how to work together as a team. If a student fails to modify his or her behavior based on the written and oral feedback of the Group Project Team and Instructor based on the standards established by the class and work group, that student s class participation grade will be adversely affected. Rollins College - Business Not as Usual 8

9 BUS 310 Course Schedule Subject to Change and Modifications Week of Topics Assignment Due 8/26 9/2 9/9 9/16 9/23 9/30 Class Introduction Chapter 1 Chapter 8 Communication Group Work Chapter 9 Group Dynamics Chapter 10 Teams & Teamwork Chapter 11 Leadership Group Work Chapter 6 Foundations of Motivation Chapter 7 Motivational Methods Chapter 2 Individual Differences Group Work Form Work Groups Reflection Paper 1 Quiz 1 Research Paper Idea Reflection Paper 2 Group Project Idea Quiz 2 Research Paper Rough Draft Peer Evaluations Reflection Paper 3 10/7 10/14 Chapter 17 Cultural Diversity Quiz 3 Group Rough Draft Chapter 3 Learning & Perception Chapter 4 Attitudes & Job Satisfaction Group Work Reflection Paper 4 10/21 Chapter 5 Individual Decision-making Research Paper Final Draft Quiz 4 10/28 Chapter 12 Power & Politics Group Work Reflection Paper 5 11/6 Chapter 13 Conflict & Stress Quiz 5 11/11 11/18 Chapter 14 Organizational Structure & Design Chapter 15 Organizational Culture Catch up Chapter 16 Organizational Change Group Presentation Peer Evaluations 11/25 No Class-Thanksgiving Break 12/2 Group Presentations Group Presentations Peer Evaluations Rollins College - Business Not as Usual 9

10 Academic Honor Code Membership in the student body of Rollins College carries with it an obligation, and requires a commitment, to act with honor in all things. Because academic integrity is fundamental to the pursuit of knowledge and truth and is the heart of the academic life of Rollins College, it is the responsibility of all members of the College community to practice it and to report apparent violations. The following pledge is a binding commitment by the students of Rollins College: The development of the virtues of Honor and Integrity are integral to a Rollins College education and to membership in the Rollins College community. Therefore, I, a student of Rollins College, pledge to show my commitment to these virtues by abstaining from any lying, cheating, or plagiarism in my academic endeavors and by behaving responsibly, respectfully and honorably in my social life and in my relationships with others. This pledge is reinforced every time a student submits work for academic credit as his/her own. Students shall add to all papers, quizzes, tests, lab reports, etc., the following handwritten abbreviated pledge followed by their signature: On my honor, I have not given, nor received, nor witnessed any unauthorized assistance on this work. Material submitted electronically should contain the pledge; submission implies signing the pledge. Disability Policy Rollins College is committed to equal access and does not discriminate unlawfully against persons with disabilities in its policies, procedures, programs or employment processes. The College recognizes its obligations under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 to provide an environment that does not discriminate against persons with disabilities. If you are a person with a disability on this campus and anticipate needing any type of academic accommodations in order to participate in your classes, please make timely arrangements by disclosing this disability in writing to the Disability Services Office at (box 2764) 1000 Holt Ave., Winter Park, FL, or or call the Director of Disability Services, Grace Moskola at , gmoskola@rollins.edu. Title IX Policy Rollins College is committed to creating and maintaining a community in which students, faculty and staff can work together in an atmosphere free of sex and gender based discrimination. Rollins is strongly opposed to all forms of sex and gender based discrimination (including sexual assault, intimate partner violence, stalking, and sexual harassment) and is committed to providing support, resources, and remedies to individuals that have experienced sex and gender based discrimination. Faculty members are responsible employees under Title IX and must share information about sex and gender based discrimination with the Title IX Coordinator. Information about available confidential resources, support services, and reporting options can be found online at Emergency Preparedness Policy The safety of the students, faculty, and staff of Rollins is a college priority. Rollins monitors weather conditions and has an extensive emergency plan to address weather emergencies and any other crises that may affect the campus. No matter what the emergency, the Emergency Operations Team (EOT) Rollins College - Business Not as Usual 10

11 meets regularly and works in cooperation with the City of Winter Park, Orange County, and other government agencies to coordinate emergency procedures. Classes, functions, and events will proceed as scheduled unless you are notified otherwise. Before, during and after any emergency, EOT will issue notifications of campus status and other pertinent information as needed through a variety of communication mechanisms, including the Rollins Website, the Rollins information hotline, broadcast messages, broadcast voice mail messages, door-todoor contact and fliers posted in key locations. Unless electrical power or electronic communication are unavailable following a storm or emergency, the Rollins Web site will be the official source for information. Status updates will be posted on the Web and recorded on the Rollins information hotline. Credit Hour Statement for Rollins Courses Meeting 150 Minutes Weekly for Four Credit Hours during 15-Week Semesters This course is a four-credit-hour course that meets three hours per week. The value of four credit hours results from work expected of enrolled students both inside and outside the classroom. Rollins faculty require that students average at least three hours of outside work for every hour of scheduled class time. In this course, the additional outside-of-class expectations are [please fill in what this course requires, e.g., fieldwork, research, experiential education, small-group projects, etc.]: reading assigned material prior to class period of discussion, group project presentation preparation, and research paper preparation. Course and Instructor Evaluation At the end of each semester, students are asked to evaluate the course and instructor. These evaluations are extremely valuable in the teaching and learning process on our campus. Student evaluations help assess student perceptions of classroom learning and often lead to improved teaching. Your feedback is important and Rollins students are encouraged to be honest, fair, and reflective in the evaluation process. The online evaluative survey is anonymous. Students are never identified as the respondent. Instead, each student s comments are assigned a random number. You will be asked to rate your course and instructor on a numerical scale and through narrative comments. The online Course and Instructor Evaluation (CIE) process opens at 8:00 a.m. on the first scheduled date. It remains open for a period of 14 days (2 weeks) until 12:00 a.m. (midnight) on the final scheduled date. The evaluation period ends prior to the start of final examinations and faculty cannot access completed evaluations until 10 days after the end of final exams. Students will receive one at the start of the CIE period, one after the 15th day, and a final reminder the day before the CIE period ends. Students who complete evaluations for all classes will be able to view grades ten-days before students who do not complete an evaluation form. Rollins College - Business Not as Usual 11

12 Class Participation Grading Rubric Attendance / Promptness Student is always prompt and regularly attends classes. Student is late to class once every month and regularly attends classes. Student is late to class more than once every month and regularly attends classes. Student is late to class more than once a month and/or has poor attendance of classes. Level Of Engagement In Class Student proactively contributes to class by offering ideas and asking questions more than once per class. Student proactively contributes to class by offering ideas and asking questions once per class. Student rarely contributes to class by offering ideas and asking questions. Student never contributes to class by offering ideas and asking questions. Listening Skills Student listens when others talk, both in groups and in class. Student incorporates or builds off of the ideas of others. Student listens when others talk, both in groups and in class. Student does not listen when others talk, both in groups and in class. Student does not listen when others talk, both in groups and in class. Student often interrupts when others speak. Behavior Student almost never displays disruptive behavior during class. Student rarely displays disruptive behavior during class. Student occasionally displays disruptive behavior during class. Student almost always displays disruptive behavior during class. Preparation Student is almost always prepared for class with assignments and required class materials. Student is usually prepared for class with assignments and required class materials. Student is rarely prepared for class with assignments and required class materials. Student is almost never prepared for class with assignments and required class materials. Group Behavior Student consistently met group performance standards Student corrected any substandard group performance without further incident Student failed to meet group performance expectations Total----> Rollins College - Business Not as Usual 12

13 Reflection and Research Paper Grading Rubric Purpose Criteria Exemplary 5 The writer's central purpose or argument is readily apparent to the reader. Good 4 The writing has a clear purpose or argument, but may sometimes digress from it. Acceptable 3 The central purpose or argument is not consistently clear throughout the paper. Unacceptable 2 The purpose or argument is generally unclear. Content Balanced presentation of relevant and legitimate information that clearly supports a central purpose or argument and shows a thoughtful, in-depth analysis of a significant topic. Reader gains important insights. Information provides reasonable support for a central purpose or argument and displays evidence of a basic analysis of a significant topic. Reader gains some insights. Information supports a central purpose or argument at times. Analysis is basic or general. Reader gains few insights. Central purpose or argument is not clearly identified. Analysis is vague or not evident. Reader is confused or may be misinformed. Organization 10 The ideas are arranged logically to support the purpose or argument. They flow smoothly from one to another and are clearly linked to each other. The reader can follow the line of reasoning. 8 The ideas are arranged logically to support the central purpose or argument. They are usually clearly linked to each other. For the most part, the reader can follow the line of reasoning. 6 In general, the writing is arranged logically, although occasionally ideas fail to make sense together. The reader is fairly clear about what writer intends. 4 The writing is not logically organized. Frequently, ideas fail to make sense together. The reader cannot identify a line of reasoning and loses interest. Feel The writing is compelling. It hooks the reader and sustains interest throughout. The writing is generally engaging, but has some dry spots. In general, it is focused and keeps the reader's attention. The writing is dull and unengaging. Though the paper has some interesting parts, the reader finds it difficult to maintain interest. The writing has little personality. The reader quickly loses interest and stops reading. Tone The tone is consistently professional and appropriate for an academic research paper. The tone is generally professional. For the most part, it is appropriate for an academic research paper. The tone is not consistently professional or appropriate for an academic research paper. The tone is unprofessional. It is not appropriate for an academic research paper. Sentence Structure Sentences are wellphrased and varied in length and structure. They flow smoothly from one to another. Sentences are wellphrased and there is some variety in length and structure. The flow from sentence to sentence is generally smooth. Some sentences are awkwardly constructed so that the reader is occasionally distracted. Errors in sentence structure are frequent enough to be a major distraction to the reader. Word Choice Word choice is consistently precise and accurate. Word choice is generally good. The writer often goes beyond the generic word to find one more precise and effective. Word choice is merely adequate, and the range of words is limited. Some words are used inappropriately. Many words are used inappropriately, confusing the reader. Grammar, Spelling, Writing Mechanics (punctuation, italics, capitalization, etc.) The writing is free or almost free of errors. There are occasional errors, but they don't represent a major distraction or obscure meaning. The writing has many errors, and the reader is distracted by them. There are so many errors that meaning is obscured. The reader is confused and stops reading. Length Paper is the number of pages specified in the assignment. Paper has more than one or less than one page than specified in assignment. Total Points = /50 Final Grade = Rollins College - Business Not as Usual 13

14 Group Presentation Grading Rubric Time Limit Cooperation Organization Content Sources and documentation Visuals Formatting and mechanics Subject knowledge 4 points 3 points 2 Points 1 point Student's part of the presentation is within the allotted time limit. Whole group presentation is within 2 minutes+/-of allotted time. Presenters worked as part of a team, providing effective transitions to next/previous speaker or making references to previous/next topics Strong and engaging introduction provides overview of presentation; presentation supports introduction; conclusion reinforces main points in memorable fashion. Content throughout the presentation is well researched and presented succinctly; presentation is well prepared and has obviously been rehearsed. Main ideas are presented with depth and effectively supported with facts, vivid details, and engaging examples. All key elements are included. Several sources (3 +) are used, mentioned, and cited. Visuals are attractive and effectively enhance the presentation; shows considerable originality; illustrates important points. Background, font formats (colors, size, type), and graphics significantly enhance the presentation; no misspellings or grammatical errors. Presenter answers questions confidently and completely. Student's part of the presentation is within 1 minute+/- of the allotted time limit. Whole group presentation is within 3 minutes+/- of allotted time. Evidence of teamwork; transitions made to next/previous speaker or topics Introduction provides overview of presentation; presentation supports introduction and ends with appropriate conclusion. Content is presented succinctly for the most part. Research and preparation are evident. Main ideas are supported with appropriate facts, examples, and details. One or two key elements maybe missing; 2-3 sources are used, mentioned, and cited. A few visuals are not attractive but all support the theme/content of the presentation. Background, font formats, and graphics generally support the readability and content of the presentation; only1-2 misspellings or grammatical errors Presenter is able to respond to questions. Student's part of the presentation is within 2minutes +/- of the allotted time limit. Whole group presentation is within 4 minutes+/- of allotted time. Some evidence of team work; some transitions made to next/previous speaker or topics Some overview is given; connection between introduction and presentation is sometimes unclear; conclusion is limited. Content shows problems with research and succinct presentation; more preparation of the material is necessary. Some main ideas are supported with facts, examples, or details. More than two key elements are missing; only1-2 sources are used OR mentioned/cited inappropriately. All visuals are attractive but a few do not seem to support the theme/content of the presentation. Some interference of background, font formats, or graphics with readability and content of the presentation; several misspellings or grammatical errors. Presenter has difficulty responding to questions. Student's part of the presentation is too long or too short. Whole group presentation is 5 or more minutes above or below the allotted time. No evidence of teamwork; no transitions made to next/previous speaker or topics Introduction does not give overview; organization is unclear, or presentation ends without conclusion. Presentation of content is disjointed and incoherent; little evidence of preparation. Main ideas are unclear; facts, examples, and details are lacking or fail to support ideas; presentation lacks several key elements or contains inaccuracies; no sources are used/mentioned/cited. Visuals are unattractive AND detract from the content of the presentation. Background, font formats, or graphics make reading and understanding the material difficult OR detract from the presentation; many misspellings or grammatical errors. Presenter's answers to questions are incorrect or incomplete. Rollins College - Business Not as Usual 14

15 Group Project Peer Appraisal Form* Name Date Team Write your name and the name of your peers in alphabetical order (by last name) in the first row of the table below. Rate yourself and other group members using the following scale: 1 = Strongly Agree 2 = Agree 3 = Disagree 4 = Strongly Disagree Your Name Dependable in attending all group meetings Willingly accepted all assigned tasks Contributed positively to all group discussions Completed all work on time or made alternate arrangements Helped others with their work when needed Did work accurately and completely Contributed fair share of work load Worked well with other group members Overall was a valuable member of this team *Peer Appraisal criteria will be developed by class members Comments: Rollins College - Business Not as Usual 15