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This assignment is not your ordinary statistics assignment. I have solicited homework help from other online source with my previous three assignments and received all F’s. Please let me know if this is too much. Thanks
Unit 4 [GB513: Business Analytics]
Assignment
This assignment requires you to use Excel. There is no template for this assignment. Make sure you
explain your answers and provide the regression output tables for questions 1 and 2.
Question 1
Shown below are rental and leasing revenue figures for office machinery and equipment in the United
States over a seven-year period according to the U.S. Census Bureau. Use these data to run a linear
regression and then forecast the rental and leasing revenue for the year 2012.
Year Rental and Leasing ($ millions)
2004 5,860
2005 6,632
2006 7,125
2007 6,000
2008 4,380
2009 3,326
2010 2,642
Question 2
Suppose a researcher gathered survey data from 19 employees and asked the employees to rate
their job satisfaction on a scale from 0 to 100 (with 100 being perfectly satisfied). Suppose the
following data represent the results of this survey. Assume that relationship with supervisor is rated
on a scale from 0 to 50 (0 represents poor relationship and 50 represents an excellent relationship),
overall quality of the work environment is rated on a scale from 0 to 100 (0 represents poor work
environment and 100 rep resents an excellent work environment), and opportunities for
advancement
is rated on a scale from 0 to 50 (0 represents no opportunities and 50 represents excellent
opportunities).
Answer the following questions:
A) What is the regression formula?
B) How reliable do you think the estimates will be based on this formula? How can
you tell?
C) Are there any variables that do not appear to be good predictors of Job satisfaction? How can
you tell?
Unit 4 [GB513: Business Analytics]
D) If a new employee reports that her relationship with her supervisor is 40, finds the quality of the
work environment to be scored at 75, works 60 hours per week and rates her opportunities for
advancement to be at 30, what would you expect her job satisfaction score to be?
Job
satisfaction
Relationship
with
supervisor
Overall
quality of
work
environment
Total
hours
worked
per week
Opportunities
for
advancement
55 2
7
65 50 42
20 12 13 60 28
85 40 79 45 7
65 35 53 65 48
45 29 43 40 32
70 42 62 50 41
35 22 18 75 18
60 34 75 40 32
95 50 84 45 48
65 33 68 60 11
85 40 72 55 33
10 5 10 50 21
75 37 64 45 42
80 42 82 40 46
50 31 46 60 48
90 47 95 55 30
75 36 82 70 39
45 20 42 40 22
65 32 73 55 12
Question 3
Unit 4 [GB513: Business Analytics]
Investment analysts generally believe the interest rate on bonds is inversely related to the prime
interest rate for loans; that is, bonds perform well when lending rates are down and perform poorly
when interest rates are up. Can the bond rate be predicted by the prime interest rate?
Use the following data to construct a scatter graph and then fit a regression line to the data.
Report the regression formula and the r-squared value from the chart (right click on the line, select
“Add Trendline” and select options to show these metrics).
Bond Rate Prime Interest Rate
5% 16%
12 6
9 8
15 4
7 7
Submit your Assignment to the Unit 4 Dropbox.
Grading rubric
Your assignment will be graded based on the following breakdown.
GB513 Unit 4 Assignment
Content
Points
Possible
Points
Earned
2012 forecast for rental and leasing revenue is accurate
(Question 1)
10
Correct Regression Formula (Question 2)
5
Expected job satisfaction score (Question 2) 5
Constructed a Scatter graph and included a regression
line (Question 3).
5
Analysis
Appropriate analysis of the reliability of estimates based
on this formula used and how this can be determined.
(Question 2)
7
Appropriate analysis of whether there are any variables
that do not appear to be good predictors of Job
7
Unit 4 [GB513: Business Analytics]
satisfaction and how this can be determined. (Question
2)
Indicated whether a bond rate could be predicted by the
prime interest rate. (Question 3)
5
Writing Skills
Spelling, Grammar, and Punctuation. 6
Total 50
Unit 5 [GB513: Business Analytics]
Assignment
This assignment requires you to use Excel. Make sure to use the Assignment 5 template found in
your online course when you turn in your answers.
Question 1
Determine the error for each of the following forecasts. Compute MAD and MSE.
Period Value Forecast Error
1 202 — —
2 191 202
3
173 192
4 169 181
5 171 174
6 175 172
7 182 174
8 196 179
9 204 189
10 219 198
11 227 211
Question 2
The U.S. Census Bureau publishes data on factory orders for all manufacturing, durable goods, and
nondurable goods industries. Shown here are factory orders in the United States over a 13-year
period ($ billion).
a. Use these data to develop forecasts for the years 6 through 13 using a 5-year moving average.
b. Use these data to develop forecasts for the years 6 through 13 using a 5-year weighted
moving average. Weight the most recent year by 6, the previous year by 4, the year before that
by 2, and the other years by 1.
c. Compute the errors of the forecasts in parts (a) and (b) and then the MAD. Which forecast is
better?
Unit 5 [GB513: Business Analytics]
Year Factory Orders ($ billion)
1 2,512.7
2 2,739.2
3 2,874.9
4 2,934.1
5 2,865.7
6 2,978.5
7 3,092.4
8 3,356.8
9 3,607.6
10 3,749.3
11 3,952.0
12 3,949.0
13 4,137.0
Question 3
The “Economic Report to the President of the United States” included data on the amounts of
manufacturers’ new and unfilled orders in millions of dollars. Shown here are the figures for new
orders over a 21-year period. Use Excel to develop a regression model to fit the trend effects for
these data. Use a linear model and then try a quadratic model. How well does either model fit the
data?
Year Total Number of New Orders
1 55,022
2 55,921
3 64,1 82
4 76,00
3
5 87,327
6 85,139
7 99,513
Unit 5 [GB513: Business Analytics]
8 115,109
9 131,629
10 147,604
11 156,359
12 168,025
13 162,140
14 175,451
15 192,879
16 195,706
17 195,204
18 209,389
19 227,025
20 240,758
21 243,643
Submit your Assignment to the Unit 5 Dropbox.
GB513 Unit 5 Assignment
Content
Points
Possible
Points
Earned
Provide error for each forecast by computing Mean
Absolute Deviation (MAD) for Q1
5
Provide error for each forecast by computing Mean
Square Error (MSE) for Q1
5
Used data in Q2 (a) to develop forecasts for the years 6
through 13 using a 5-year moving average
3
Used data in Q2 (b) to develop forecasts for the years 6
through 13 using a 5-year weighted moving average
3
Unit 5 [GB513: Business Analytics]
using weighting specified in the problem.
Computed the errors of the forecasts for Q2 (a) and the
Mean Absolute Deviation (MAD). Q.2(c)
3
Computed the errors of the forecasts for Q2 (b) and the
Mean Absolute Deviation (MAD). Q.2(c)
3
Used Excel to develop a regression model to fit the trend
effects for data in Q3.
4
Used a linear model for Q3 4
Used a quadratic model for Q3 4
Analysis
Provided a summary of the best forecast for Question 2
and justified the answer given.
5
Provided assessment of how well the models used for
Question 3 fit the data and justified the answer given.
5
Writing Skills
Spelling, Grammar, and Punctuation 6
Total 50
S
yllabus
C
ourse Syllabus
G
B
513 Business
A
nalytics
TABLE O
F
CONTENTS
Click on a link below to view that section in the syllabus.
Course Calendar
Discussion Boards
Netiquette
Course Description
Grading Criteria/Course Evaluation
P
olicies
Course
I
nformation
Instructor’s Grading Criteria/Timetable
Projects
Course Materials
Instructor Information
Rubrics
Course Outcomes
Kaplan
U
niversity Grading Scale
Tutoring
COURSE INFORMATION
TOP
Term:
1
303D
Dates: May 1, 2013 – June 11, 2013
Course Number/Section: GB513-03N
Course Title: Business Analytics
Credit Hours: 4
Prerequisites: None
It is strongly recommended that you complete the Campus Tour, available on your Student Homepage. This essential tutorial discusses hardware and software requirements as well as presenting an overview of learning with the eCollege® platform.
INSTRUCTOR INFORMATION
TOP
Instructor Name and Credentials: Ray C Kalinski, Ph.D
Kaplan E-mail Address: rkalinski@kaplan.edu
Office Hours (ET):
W
ed 5 – 6 PM; Fri 3 – 4 PM; or by appointment
Google Chat™ will be used to communicate with the instructors during office hours. Please review the
Google Chat Quick Start Guide
for an overview of the system.
COURSE MATERIALS
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Textbook Information
Title: Business Statistics: For Contemporary Decision Making, 7th ed.
Author: Ken Black
ISBN: 978-1-1180-2411-9
Publisher: Wiley
In this course you will be required to purchase Articles from Harvard Business Review.
To access the coursepack materials, click on the coursepack link:
http://cb.
hbsp.harvard.edu
/cb/access/13653922
This will take you to an “Authorized Student register/log in” page. If this is your first coursepack purchase, you need to register on the site to create a username and password. If you have previously purchased a coursepack, log in with your existing username and password.
Follow the prompts to log in, and purchase coursepack.
Throughout the semester, you can access the coursepack materials at any time by doing the following:
1. Visit hbsp.harvard.edu and log in.
2. Click My Coursepacks, and then click GB513: Business Analytics.
In addition, many of the articles you are required to read can be found in the Kaplan Online Library. This is a list of resources you will need for each unit and where to find them:
The following items are included in the GB513 Harvard Coursepack:
LaValle, S., Lesser, E., Shockley, R., Hopkins, M. S., & Kruschwitz, N. (2011, Winter). Big Data, Analytics and the Path From Insights to Value. MITSloan Management Review, 52(2), 21-32. [SMR372-PDF-ENG] (Week 1)
Wu, G., (1993, November). Colonial Broadcasting Company. HBS Premier Case Collection. [894011-PDF-ENG] (Week 6 Final)
Please visit the Kaplan Online Library to obtain the following articles assigned for reading in this course.
Hammond, J. S., Keeney, R. L., & Raiffa, H. (2006). The hidden traps in decision making. Harvard Business Review, 84(1), 118-126. (Week 2)
Schoemaker, P. H., & Russo, J. (1993). A Pyramid of Decision Approaches. California Management Review, 36(1), 9-31. (Week 4)
Georgoff, D. M., & Murdick, R. G. (1986). Manager’s guide to forecasting. Harvard Business Review, 64(1), 110-120. (Week 5)
Software Requirements
Microsoft® Office Professional® 2007 (or Later)
**Includes Microsoft Word®, Excel®, and PowerPoint®
COURSE DESCRIPTION
TOP
This course provides an analytical foundation for MBA students. Students will learn to adopt a quantitative approach to problem solving, while becoming familiar with the analytical context in which business decisions are made. Analytics is the extensive use of data, statistical and quantitative analysis, explanatory and predictive models, and fact-based management to drive decisions and actions. Topics covered will include a review of basic algebra, mathematical functions, mean and standard deviation calculations, histograms, pie charts and line plots, distributions, sampling, and the basics of hypothesis testing and regression analysis. Microsoft Excel will be used extensively in the course.
COURSE OU
TC
OMES
TOP
GB513-1: Demonstrate the application of mathematics to business decision making.
GB513-2: Apply quantitative methods in computer- based problem solving.
GB513-3: Calculate solutions to business problems.
GB513-4: Graphically illustrate representations of business issues.
GB513-5: Understand competiveness and collaboration in a global economy.
COURSE CALENDAR
TOP
|
Unit # and Topic |
Learning Activities |
Outcomes |
|||
|
Unit 1: Descriptive Statistics and Mathematical Foundations |
· Introduce yourself to classmates and professor · Complete assigned reading · Participate in Seminar · Participate in Discussion Board · Complete unit Assignment · Complete the unit Quiz |
Understand the concept of statistical functions as used in business and social science research. Apply measures of central tendency (e.g., mean) to business analysis. Understand the algebraic and graphical representation of business and economic variables. Apply the concept of descriptive statistics as summary output of data in business analysis. Evaluate the ethical and social implications of business decisions in a global context. |
|||
|
Unit 2: Probability, Distributions, and Sampling |
· Complete assigned Reading · Participate in Discussion Board |
Quantify uncertainty using probability measurements Calculate probabilities for making business decisions |
|||
|
Unit 3: Making Inferences About Population Parameters |
Apply confidence intervals to estimate population parameters Use hypothesis testing to determine if parameters have changed Make business decisions based on the results of these tests |
||||
|
Unit 4: Regression Analysis and Reporting Your Findings |
Demonstrate a basic knowledge of regression analysis as applied in a business context. Using the analytic approaches presented in this course, create a professional analysis (case analysis) of a business situation |
||||
|
Unit 5: Time Series Forecasting |
Demonstrate a basic knowledge of time series forecasting as applied in a business context. Using the analytic approaches presented in this course, create a professional analysis (case analysis) of a business situation |
||||
|
Unit 6: Final Project |
· Complete assigned Reading · Participate in Discussion Board · Complete the Final Project |
Demonstrate a basic knowledge of the first five weeks’ worth of assignments. Using the analytic approaches presented in this course, create a professional analysis (case analysis) of a business situation |
GRADING CRITERIA/COURSE EVALUATION
TOP
|
Assessments |
Number |
Points each |
Total Points |
||
|
Discussions |
6 |
50 |
300 |
||
|
Assignments |
5 |
250 |
|||
|
Quizzes |
40 |
200 |
|||
|
Final Project |
1 |
||||
|
1000 Points |
KAPLAN UNIVERSITY GRADING SCALE
TOP
|
Grade |
Points |
Percentage |
Grade Point |
||||
| A |
900 – 1000 |
90-100% |
4.0 |
||||
| B |
800 – 899 |
80-89% |
3.0 |
||||
| C |
700 – 799 |
70-79% |
2.0 |
||||
| F |
0 – 699 |
0-69% |
0.0 |
||||
|
CC |
Credit by Examination |
N/A |
|||||
| I |
Incomplete |
||||||
| P |
Pass |
||||||
| S |
Satisfactory |
||||||
| TC |
Transfer Credit |
||||||
| U |
Unsatisfactory |
||||||
| W |
Withdrawal |
||||||
|
MW |
Military Withdrawal |
1
INSTRUCTOR’S GRADING CRITERIA/TIMETABLE
TOP
All course projects submitted on time will be graded within five days of their due date (the Sunday of the following unit). Late work will be graded within five days of the submission date. Discussion Board grades will be updated each week no later than Sunday of the week following the unit’s completion.
POLICIES
TOP
Students who wish to review current policies (academic appeals, attendance/tardiness, plagiarism, etc.) should refer to the current
Kaplan University Catalog
and/or
Addendum
.
LATE POLICY
TOP
Late Assignments: Total points possible for late assignments are reduced by 10% for each day the assignment is late. Each unit’s assignments become due at Tuesday 11:59 p.m. ET of the week they are due to be submitted, generally the unit week they are assigned. Late assignments will NOT be accepted after the third day late (by Friday at 11:59 p.m. ET, after the Tuesday due) unless there are significant extenuating circumstances and we discuss this together. No Final Project will be accepted late due to tight grading deadlines. Please plan ahead in the event of any technical issues or emergencies.
Caution regarding Late Threaded Discussion Postings:
NO assignments for Discussion threads (including Theory to Practice, Web Field Trips, and Distinguished Video Discussions) will be accepted late. You are expected to participate in the discussion with other students on the Discussion thread during the time that the topic is scheduled.
Each student is expected to participate in each Discussion topic a minimum of three of the seven days of the week. The purpose of discussion each week is for us to explore a subject in-depth together. Late postings cannot help this exploration process. In the event you have an emergency that prevents your participation during a week, contact your instructor as soon as possible so that we can determine a fair alternative. Notifying the instructor later in the term will not result in an adjustment.
Originality of Assignments (Note: This applies to both papers and Discussion threads): Direct quotes may constitute no more than 10 – 15% of student papers and assignments. Excessive quotation more than 15% does not reflect the student’s original thinking. Submissions with excessive quotation will be marked down for lack of originality.
Resubmission of Assignments: Students who are retaking a course in which they failed to earn a “B” or above, or withdrew from, may resubmit assignments written for the previous class if they notify the professor in advance. Once an assignment has been accepted and included as a part of a course with a final grade of “B” or better, the assignment cannot be resubmitted, or otherwise used for another class.
TUTORING
TOP
Tutoring and many other resources are available in the Kaplan University Writing Center which you can access on the right-hand side under Academic Support on your KU Campus page. You can find everything from using commas to conducting research. You can learn APA citation, review grammar, see sample essays, and this is just scratching the surface. In addition, you can also chat with a live tutor during live tutoring hours (listed in the Writing Center) that can help you locate material within the Writing Center, understand a particular assignment, and explore the Kaplan library. Finally, you can submit a paper and receive comments specific to that paper within 48 – 72 hours.
PROJECTS
TOP
A description of all projects to be completed can be found under each of the units in the course.
DISCUSSION BOARDS
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A description of all Discussion questions can be found under each of the units in the course.
Discussion Question Participation:
During each week, students are required to post messages to their colleagues and the instructor responding to Discussion topics and research field trips. Discussion Board participation will be graded based on both level of activity and quality of interaction. Your active and thoughtful participation will weigh heaviest in the determination of your participation grade.
· Three posting days per week for EACH Discussion topic are the minimum.
· The first posting for each Discussion thread question is required by the first Saturday of class.
Theory into Practice Discussions, Distinguished Video and Discussions, and Web Field Trip Discussions will be evaluated using the following Discussion thread Grading Rubric.
Please find your Discussion Board Rubrics for all discussions in the “Rubrics” section at the end of this document.
NETIQUETTE
TOP
Interactions in an online classroom are in written form. Your comfort level with expressing ideas and feelings in writing will add to your success in an online course. The ability to write is necessary, but you also need to understand what is considered appropriate when communicating online.
The word “netiquette” is short for “Internet etiquette.” Rules of netiquette have grown organically with the growth of the Internet to help users act responsibly when they access or transmit information online. As a Kaplan University student, you should be aware of the common rules of netiquette for the Web and employ a communication style that follows these guidelines.
· Wait to respond to a message that upsets you and be careful of what you say and how you
say it.
· Be considerate. Rude or threatening language, inflammatory assertions (often referred to as “flaming”), personal attacks, and other inappropriate communication will not be tolerated.
· Never post a message that is in all capital letters — it comes across to the reader as SHOUTING! Use boldface and italics sparingly, as they can denote sarcasm.
· Keep messages short and to the point.
· Always practice good grammar, punctuation, and composition. This shows that you have taken the time to craft your response and that you respect your classmates’ work.
· Keep in mind that Discussion threads are meant to be constructive exchanges.
· Be respectful and treat everyone as you would want to be treated yourself.
· Use spell check!
You should also review and refer to the Electronic Communications Policy contained in the most recent Kaplan University Catalog.
**Note: This Syllabus is subject to change during current and future courses. Please refer to the most updated Syllabus for this course provided by your instructor.
RUBRICS
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Discussion Board Participation Rubric
The Discussion Board Requirement:
1. Students are to post a minimum of three posts per Discussion thread. One initial response and two replies to their classmates
1. Posting on a minimum of three different days, for example: Wednesday, Friday, and Monday
1. The first initial response to the Discussion question must be made by Saturday.
Theory into Practice Discussions, Distinguished Video and Discussions, and Web Field Trip Discussions will be evaluated using the following Discussion thread Grading Rubric.
|
Grade Threaded Discussion A For student postings: For responses to other postings: B For student postings: For responses to other postings: C * Some assignments may be missing. F * Several missing assignments. |
Individual Focus Paper Rubric
These papers are related to specific issues or cases, and will vary in length. In all cases, papers must be well referenced and in APA format. The papers will be evaluated using the following rubric.
At least 20% of a Focus Paper grade is related to composition that includes organization, writing style, and mechanics. Often, composition issues also impact the grading of the assigned Focus Paper topic content because composition impacts the effective presentation of your ideas and material.
|
Grade |
Content, Focus, Use of Text/Research, Organization |
Analysis and Critical Thinking |
Writing Style, Grammar, APA Format |
|
% |
50% |
30% |
20% |
|
90-100% |
Response successfully answers the assignment question(s); thoroughly uses the text and other literature. Includes a strong thesis statement, introduction, and conclusion. The main points of the paper are developed clearly. All arguments are supported well (no errors in logic) using outside sources as assigned. Sources are primarily academic journals, with thoughtful use web sources. References are applied substantively to the paper topic. Skillfully addresses counter-arguments and does not ignore data contradicting its claim. Refers to sources both in-text and in the reference page. |
Response exhibits strong higher-order critical thinking and analysis (e.g., evaluation). Paper shows original thought. Analysis includes proper classifications, explanations, comparisons and inferences. Critical thinking includes appropriate judgments, conclusions, and assessment based on evaluation and synthesis of information. |
Grammatical skills are strong with typically less than one error per page. Correct use of APA when assigned. Appropriate to the assignment, fresh (interesting to read), accurate, (no far-fetched, unsupported comments), precise (say what you mean), and concise (not wordy). Project is in 12-point font. Narrative sections are double-spaced. Project is free of serious errors; grammar, punctuation, and spelling help to clarify the meaning by following accepted conventions. |
|
80-89% |
Response answers the assignment question(s) with only minor digressions; sufficiently uses the text and other literature. Provides a good thesis statement, introduction, and conclusion that require some revision but that form a good basis. Develops the main points clearly. Supports most arguments concretely (no logical errors) using outside sources as assigned. Some sources are non-academic with over reliance on web sources. References not always clearly tied to development of ideas. Does not ignore data contradicting its claim, though the refutation may need additional support. Refers to outside sources in the text and reference page. |
Response generally exhibits higher-order critical thinking and analysis (e.g., evaluation). Paper shows some original thought. Analysis includes adequate classifications, explanations, comparisons and inferences. Critical thinking includes adequate judgments, conclusions and assessment based on evaluation and synthesis of information. |
Internally, each section has good organization. Transitions found between and within sections are mostly clear and effective. Generally appropriate to the assignment, accurate (no far-fetched, unsupported claims), precise, and concise. Includes a title page and reference page. Project is in 12-point font. Narrative sections are double-spaced. Project contains some generally minor grammatical and punctuation errors. Few misspellings. Citations generally follow APA guidelines (perhaps one or two minor errors). |
|
70-79% |
Response answers the project assignment(s) with some digression; sufficiently uses the text and other literature. Provides a thesis statement that needs revision. The introduction and conclusion do not set up or close the paper very effectively. Shows too little original thought (strings of citations that are not developed to support the thesis). Main points are adequately defined in only some areas of the paper; points may be over-emphasized or repeated. Some arguments are supported with outside research, but others may not be. Relies too heavily on personal experience or one source. The paper does not meet the source requirements. Some obvious counter-arguments are ignored or not well refuted. |
Response exhibits limited higher-order critical thinking and analysis (e.g., application of information). Analysis includes limited classifications, explanations, comparisons and inferences. Critical thinking includes limited judgments, conclusions and assessment based on evaluation and synthesis of information. |
Sentences are occasionally wordy or ambiguous; tone is too informal. Grammatical skills are adequate with no more than 2 – 3 errors per page. The paper is not well organized. Sections lack transitions, and several sentences may be monotonous or confusing. The overall structure of the assignment is not effective. Appropriate in places, but elsewhere vague writing interferes with the development and clarity of the main points. Numerous grammatical and punctuation errors. Misspellings are more frequent, but they are the sort spell checkers do not catch, such as “effect/affect.” An attempt at APA citation was made, but there are multiple errors larger than a misplaced period. Narrative sections are not double-spaced. |
|
60-69% |
Response answers the assignment question(s) but digresses significantly; insufficiently uses the text and other literature. |
Response exhibits simplistic or reductive thinking and analysis but does demonstrate comprehension. |
Sentences are generally wordy and/or ambiguous; tone is too informal. Grammatical skills are inadequate, clarity and meaning are impaired, typically 3 – 5 errors per page. Inadequate use of APA format |
|
0-59% |
Response insufficiently answers the assignment question(s); insufficiently uses the text and other literature. |
Response exhibits simplistic or reductive thinking and analysis and demonstrates limited knowledge on the subject matter. |
Sentences unclear enough to impair meaning; tone is inappropriate and/or inconsistent. Grammatical skills are incompetent for college level; typically 6 or more errors per page. Unacceptable use of APA format. |
Team Projects and Assignments – Peer Evaluation Form
Teams have proprietary Discussion Boards and a chat room option to conduct team business. Sometimes teams choose alternative methods of communication, such as instant messaging or conference calls. If alternative team communication methods are used,
ALL
team members must agree to the method and a summary/synopsis of what transpired during such meetings must be provided to all.
The individual final grade for a team project will be based on both the team product and quality of individual contribution to the team process. The team products will be evaluated using appropriate rubrics. The individual portion of the team project will be assessed from team member feedback provided at the end of the project using the following feedback form. The forms are confidential, except at your discretion regarding discussion of ratings within the team. You are encouraged to check with your team regarding your performance.
Kaplan University
School of Business
Team Peer Evaluation
Student Completing Evaluation: ________________________
Team Project Name: _____________________________
Please return to the unit Dropbox area by the end of the unit week (Tuesday midnight). Your Individual grade for the project will be assigned after evaluations are received.
There are two grades associated with each team project. Each student will receive the points earned by the team for the project submitted. In addition, each student will receive a second grade reflecting individual contribution to creating the project. 75% of the total points available for the team assignment are associated with the team submission and 25% of the total points are associated with quality of individual contribution. For example, if the team project in total is worth 60 points, then the Gradebook will reflect 45 possible points (75%) for the team product and 15 possible points (25%) for team contribution.
You will assess your team members and they will assess you using the feedback form below. The professor will not share your peer evaluation feedback with others; you may choose to ask teammates to share their perceptions with you, so you can improve your team contribution.
Instructions: You will need to rate each team member using a scale of 1 – 5 with 1 being the lowest rating and 5 being the highest rating. The rating scale is as follows: 1 – strongly disagree, 2 – disagree, 3 – neutral, 4 – agree, and 5 – strongly agree. For example: The team member assisted in planning, decision making, and problem solving? 1 –strongly disagree, 2 -disagree, 3 – neutral, etc. Equal scores will indicate that all contributed equally to the project. Please include yourself in your rating. All ratings will be between 3 and 15 points.
1 – Strongly Disagree 2 – Disagree 3 –Neutral 4 – Agree 5 – Strongly Agree
Team Member Names
Student A:
_________
Student B:
__________
Student C:
__________
Student D:
__________
Yourself
________
The team member assisted in planning, decision-making, and problem solving.
The team member attended meetings or arranged make up efforts when they were unable to attend.
The team member took the initiative to meet all team roles and responsibilities.
Total Rating (sum)
Comments
The final points assigned for individual team participation is at the discretion of faculty, with the Team Peer Evaluation as one source of information.
In general, the following provides a guide:
· 12 – 15 rating sum = 90 to 100% of team participation points awarded
· 9 – 11 rating sum = 80 to 89% of team participation points awarded
· 6 – 8 rating sum = 70 to 79% of team participation points awarded
· 3 – 5 rating sum = Below 70% of team participation points awarded
Here is an example of what might be sent from one member of a team with 4 people:
Team Member Names
Student A Sherrene
Student B John
Student C Elvis
Yourself Beatrice
The team member assisted in planning, decision-making, and problem solving.
5
3
3
5
The team member attended meetings or arranged make up efforts when they were unable to attend.
4
3
2
3
The team member took the initiative to meet all team roles and responsibilities.
5
5
2
5
Total Rating (sum)
14
11
7
13
Comments
Sherrene was a leader in pulling together the team process.
John did great work, just didn’t offer. He had to be asked.
Elvis didn’t seem to care very much about doing a good job. Missed meetings.
I put the final project together and did edits. I missed a couple of meetings.
Self-Directed Learning Plan (SDLP) Rubric
As a step in each School of Business graduate course, students are expected to create a SDLP. The SDLP should contain your course objectives, status on action items, learning and development plan, and status describing progress toward achieving the target objectives. The purpose of the SDLP is to provide purpose, focus, and evidence of important personal development during the School of Business graduate experience for each specific course. The SDLP will be graded applying the following rubric:
SDLP Grading Rubric:
1. Status on most action items
1. Thoughtful modification and additions to objectives and actions that reflect development progress in the target area
1. Reflects awareness of how course experience did, or did not, contribute to achieving professional objectives relative to several dimensions
A
1. Status on some action items
1. Minimal modification or addition to objectives and actions
1. Describes course experience and relates generally to professional objectives
B
1. Status on one or two items
1. No modification or addition to objectives and actions
1. Describes course experience
C
1. Very little or no activity on SDLP
1. No SDLP or it consists of simple comment, such as “I liked the course.”
F
To support continued development of the SDLP, the following rubric represents the basis of the original grading. This will not be applied for grading purposes in this course.
Development Plan Criteria:
Professional Objectives
Achieving the professional objective makes use of learning available in the MBA program and from resources/experiences outside of the MBA program. The objective reflects a substantive increment of development for the student.
Self-Awareness
The learning and development plan reflects the ability to understand oneself and integrate that understanding into strategies for development to achieve a target objective.
Personal Initiative
The learning and development plan is maintained as a dynamic document throughout the MBA program, used to focus activity on critical learning and culminating in a plan that extends beyond the program.
Personal commitment to development
The learning development plan is comprised of experiences and activities that challenge development.
Rubric:
Score
Performance Indicators
Not Assessed
No work was received by the instructor
A+
Perfect Score
Learning and development plan includes challenging, abundant, and complementary strategies and resources inside/outside the Kaplan MBA program. Coursework and Kaplan resources are actively used to refine and achieve objectives, demonstrating judgment regarding approaches to development. By the end of the program, the self-directed learning plan achievement and reflective learning serves as the foundation for the next level of professional planning.
A
Learning and development plan demonstrates strategies that are relevant to each development area. Demonstrates understanding of how coursework and Kaplan can contribute to achieving the plan. By the end of the program, the self-directed learning plan is analyzed for gaps and future professional planning.
B
Learning and development plan demonstrates comprehension of development areas and links multiple courses and activities with each area. By the end of the program, the self-directed learning plan reflects learning that can be applied to future professional planning.
C
Learning and development plan demonstrates comprehension of development areas and links a Kaplan MBA course to each area. By the end of the program, the learning plan is current.
F
Learning and development plan is incomplete or its strategies are inconsistent, indicating lack of understanding of the planning process and its use in the MBA Program. By the end of the program, there is little information in the self-directed learning plan to support aligned future professional planning.
Honor Code – Graduate School of Business
The Honor Code was crafted by the members of the Ambassadors and Leaders Program who are outstanding student leaders. The Kaplan University School of Business’s Ambassadors and Leaders Program provides graduate students leadership experiences and personal growth through mentoring and representing the School of Business to the public at large. The Program promotes excellence and integrity in graduate education and contributes to the development of leadership skills relevant to 21st Century global business demands. Membership in Ambassadors and Leaders requires a 3.5 GPA or above and advancement to candidacy (4 courses completed) or by permission of the faculty sponsor.
Dr. Bea Borne is the faculty sponsor for this Program. For further information or application for membership, contact her at BBourne@kaplan.edu.
Find below the Honor Code for the School of Business.
Developed by the Kaplan’s School of Business Ambassadors and Leaders
“As a Kaplan University School of Business student, I will uphold the utmost ethical standards in my personal life, academic performance, and business community. I promise to maintain high ethical standards and values within our academic community by not plagiarizing or cheating on homework and by promoting ethical decision making among the student body. I will make ethical decisions within my personal life which promote honesty and compassion among my family and friends and which lead to a healthy and responsible life. As a Kaplan University School of Business student, I will promote ethical considerations in every academic and business decision and, after graduation; I will conduct myself with dignity and integrity.”
10
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