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FINAL: October 2018
COURSE REQUIREMENTS AND INSTRUCTOR RESOURCES: IDMT490
IDMT490 Industrial Production Internship Capstone Credit Hours: 4 Contact Hours: 150 hours on site & five class meetings of three hours each Prerequisite(s): Senior status Course Description The Industrial Production Management Internship Capstone is the integration of previous classroom instruction with new learning acquired through on-the-job work experience. 150 hours of career-related work time is required at the internship/employment site as evidenced by weekly reports filed by the student. An appropriate faculty member and site supervisor will evaluate the student's performance. As the capstone for the program, academic assignments are also included in the requirements. Notes: Students will need to contact Career Services at least one semester prior to the start of this course to complete Internship documentation. A Criminal Background check and Drug screening may be required by the Internship site. Any unexcused non-attendance or dismissal from an internship will result in a grade of F. A $25.00 insurance fee and a $25.00 Internship Management fee and a $50.00 Peregrine Assessment Fee will be added to this course. Learning Outcomes: 1. Demonstrate adherence to ethical and behavioral standards imposed upon organizational
professionals with access to personal and organizational information. 2. Comprehend an employee’s accountability for both assigned and implied tasks. 3. Effectively and efficiently apply substantive, procedural, and theoretical knowledge
obtained in the classroom to practical, value-enhancing work product. 4. Act professionally in terms of communications, attire, attitude, promptness, and
participation. 5. Evaluate the internship experience through the design and completion of an internship
reflective paper detailing the specific experiential learning and the classroom instruction that supported the experience.
REQUIRED USAGE OF BLACKBOARD FOR INSEAT AND BLENDED:
SYLLABUS MUST BE POSTED IN Bb
GRADES MUST BE POSTED IN Bb
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MUST REQUIRE STUDENTS TO POST ASSIGNMENTS TO Bb
RAAS MUST BE GRADED ACCORDING TO RUBRICS AND SCORES REPORTED
REQUIRED TEXTBOOK and/or INSTRUCTIONAL MATERIALS
No textbook required.
REQUIRED COURSE EQUIPMENT (i.e. specific type of calculator, software, etc.)
Access to a computer to complete and post assignments to Blackboard
Summary of Assignments
Internship Overview Presentation: Describe the internship responsibilities, applicable past work/life experience, and anticipated greatest challenges and rewards of the internship
Capstone Project Paper Proposal: A proposal designed to outline the scope of the capstone
project paper in collaboration with the student, site supervisor, and faculty member.
Reflection Journals: Reflections on the internship experience and connections to academic coursework (Five)
Reflection Journal Presentations: In-class presentations reflecting internship experience and
connections to academic coursework (Five) In-Class Capstone Project Collaborations: Gain insight into development of capstone project relating
to the specific student situation as well as application of the course/program learning outcomes conducted during the five RTV class meetings. These are required Excellence System assignments measuring the Leadership & Teamwork competency. (Five)
Site Visit Summary: Written summary of the mid-term site visit discussion and
mid-term evaluation Site Visit Summary Presentation: Reflective presentation on the mid-term site visit
Individual Case Study Analysis: This assignment applies IMPD program outcomes to a common case study completed by all BBA Business students. This is a required assessment measuring the IACBE BBA Degree Outcomes.
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Capstone Project Paper: The project can be one of three areas of focus: 1) Business owner identifies problem/issue/opportunity 2) Student identifies an internal need of the individual organization 3) Student researches current industry trends applicable to the organization This is a required assignment measuring the Excellence System Written Communication competency and the IACBE BBA Degree Outcomes.
Capstone Project Presentation: A presentation summarizing the research and recommendations outlined in the capstone project paper
Peregrine Exam: BBA Competencies Assessment: This is a required assessment measuring the IACBE BBA
Degree Outcomes. BBA Degree Program Reflection Paper: This is a required assessment measuring the IACBE BBA
Degree Outcomes. Other Requirements: Student: Mid-Term Site Visit Meeting – Approximately mid-way through the course, there will be a meeting with the student, the site supervisor, and the faculty member in-person on site, by phone, or by video conference to discuss the internship experience. Students will be responsible for scheduling this meeting with the faculty member and site supervisor. Faculty: Expectations for Faculty Contact with Internship Site Supervisors 1. Participate in at least 3 points of contact with the Internship Site Supervisor:
Introductory Contact: Weeks 1-3 of the semester
Mid-Term Site Visit Meeting: Approximately Week 7/15 or Week 6/12
Review of Final Student Internship Evaluation: Last 2 weeks of the semester 2. Contact can be in-person, by phone, or by video conference, but should be more than
ongoing e-mail correspondence. 3. See the “Recommended Discussion Topics for Internship Faculty-Employer Contacts”
section at the end of this CRIR for suggested topics for each faculty-employer meeting.
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Recommended Assignment Values
Assignments Value Points
Internship Overview Presentation (1) 5 % 50
Capstone Project Paper Proposal (1) 5 % 50
Reflection Journals (4 @25 pts) 10% 100
In-Class Capstone Project Collaborations (5 @ 20 pts)
10% 100
Site Visit Summary & Presentation (1) 5% 50
Individual Case Study Analysis (1) 10% 100
Capstone Project Paper (1) 20 % 200
Capstone Project Presentation (1) 10 % 100
Peregrine Exam: BBA Competencies Assessment (1)
10% 100
BBA Degree Program Reflection Paper (1) 5% 50
Site Supervisor Evaluation of Student (1) 10% 100
Total 100% 1000
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Course Outlines
Suggested Course Outline—15 Weeks (Global Campus Delivery RTV Format) Week 1
1st Class Meeting: Blackboard Collaborate Introductions, review of syllabus, & Internship Overview Presentation Due
Week 2
No assignments due
Week 3
Capstone Project Paper Proposal Due Reflection Journal #1 Due
Week 4
2nd Class Meeting: Blackboard Collaborate
Week 5
Schedule a 30 minute meeting with your site supervisor, the instructor and yourself for Week 6 or 7
Week 6
Reflection Journal # 2 Due
Week 7
3rd Class Meeting: Blackboard Collaborate & Mid-Term Site Visits
Week 8
Individual Case Study Analysis Due
Week 9 Reflection Journal # 3 Due Week 10
4th Class Meeting: Blackboard Collaborate Site Visit Presentation & Summary due
Week 11 BBA Degree Program Reflection Paper Due Week 12 Site Supervisor Evaluation of Students Due to Instructor
Reflection Journal # 4 Due Week 13 No assignments due. Week 14 5th Class Meeting: Blackboard Collaborate
Capstone Project Presentation Due Week 15 Capstone Project Paper Due
Peregrine Exam: BBA Competencies Assessment Due
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Suggested Course Outline—12 Weeks (Global Campus Delivery RTV Format) Week 1
1st Class Meeting: Blackboard Collaborate Introductions, review of syllabus, & Internship Overview Presentation Due
Week 2
Reflection Journal # 1 Due
Week 3
Capstone Project Paper Proposal Due
Week 4
2nd Class Meeting: Blackboard Collaborate Reflection Journal # 2 Due
Week 5
Schedule a 30 minute meeting with your site supervisor, the instructor and yourself for Week 6 or 7
Week 6
Reflection Journal # 3
Week 7
3rd Class Meeting: Blackboard Collaborate & Mid-Term Site Visits Individual Case Study Analysis Due
Week 8
BBA Degree Program Reflection Paper Due
Week 9 4th Class Meeting: Blackboard Collaborate Site Visit Presentation & Summary due
Week 10
Reflection Journal # 4 Due Site Supervisor Evaluation of Students Due to Instructor
Week 11 5th Class Meeting: Blackboard Collaborate Capstone Project Presentation Due
Week 12 Capstone Project Paper Due Peregrine Exam: BBA Competencies Assessment Due
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MINIMAL NUMBER OF ASSESSMENTS AND ASSESSMENT REQUIREMENTS, INCLUDING RAA
RUBRICS FOR PROGRAM AND EXCELLENCE SYSTEM COMPETENCIES.
Assessments:
Internship Overview Presentation
Capstone Project Paper Proposal
Reflection Journals
In-Class Capstone Project Collaborations (Excellence System Leadership & Teamwork)
Site Visit Summary and Presentation
Individual Case Study Analysis (IACBE BBA Degree Outcomes)
Capstone Project Paper (IACBE BBA Degree Outcomes, Excellence System Written Communication, & REQUIRED FINAL ASSESSSMENT FOR THE COURSE)
Capstone Project Presentation
Peregrine Exam: BBA Competencies Assessment (IACBE BBA Degree Outcomes)
BBA Degree Program Reflection Paper (IACBE BBA Degree Outcomes)
Internship Site Supervisor Evaluation
Alignment of Assessments with Course Learning Outcomes:
LO # 1 Assessment: Site Visit Summary and Presentation & Reflection Journals &
Presentations
LO # 2 Assessments: Internship Overview Presentation, Reflection Journals, Site Visit
Summary and Presentation, Capstone Project Paper and Capstone Project Presentation
LO # 3 Assessment: Capstone Project Paper Proposal & In-Class Capstone Project Collaborations, Peregrine Exam: BBA Competencies Assessment, BBA Degree Program Reflection Paper
LO # 4 Assessments: Site Visit Summary & Presentation, Site Supervisor Evaluation &
Reflection Journals & Presentations
LO # 5 Assessments: Site Visit Summary & Presentation, Site Supervisor Evaluation &
Reflection Journals & Presentations
SPECIFIC ONLINE REQUIREMENTS: None
SPECIFIC BLENDED REQUIREMENTS: None
GRADING SCALE:
A 100 – 93 C+ 79 – 77
A- 92 – 90 C 76 – 73
B+ 89 – 87 C- 72 – 70
B 86 – 83 D+ 69 – 67
B- 82 – 80 D 66 – 63
F 62 – 0
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Assignments & Rubrics Assignment Title: Internship Overview Presentation Assignment Weighting: 5% of total course grade Course Learning Outcome Assessed: # 2
Assignment Overview:
This is the first of several presentations during in-class meetings of IDMT 490. Intended to be
more informal than the subsequent presentations, you should be prepared to share the
following information:
A detailed description of your responsibilities during the internship and how you expect to apply specific IDMT program skills and abilities from your coursework.
Your preconceptions of the workplace environment and the internship responsibilities.
A description of the previous course work and/or professional experiences which have prepared you for this internship.
Students should be prepared to present the information above in 3-5 minutes. No formal
PowerPoint presentation is required for this presentation, but may be used.
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Internship Overview Presentation Grading Rubric
Student Name: ___________________________________
Apply the following scale to the presentation:
5 or 10 = superior 4 or 8 = above average 3 or 6 = average 2 or 4 = below average 1 or 2 = poor Introduction
Greeting, purpose, preview topics 1 2 3 4 5
Body of Presentation
Description of internship responsibilities 2 4 6 8 10 and application of IDMT coursework
Preconceptions of the internship 2 4 6 8 10 environment
Description of the previous course work 2 4 6 8 10 and/or professional experiences in prep for the internship
Organization and Flow
Logical organization, easy to follow, use of 1 2 3 4 5 transitions between topics
Remained with time limit 1 2 3 4 5 Vocal Expression
Voice projection, conversational, clear enunciation, enthusiastic tone, limited use of “non-words” 1 2 3 4 5
Total Points: ____/50
General Faculty Comments:
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Assignment Title: Capstone Project Paper Proposal Assignment Weighting: 5% of total course grade Course Learning Outcome Assessed: # 3 Assignment Overview:
In preparation for the capstone project paper, your topic and focus must be approved by your faculty member. This 2 page proposal should include the following: 1. A clear “problem statement” that defines the problem you intend to solve or the
research work that you plan to do. Define the problem and its significance. Clearly identify if: A) The Business Owner has identified the problem/issue/opportunity B) You as the intern have identified an internal need of the individual organization C) You will research a current industry trend applicable to the organization
2. A description of your intended research methodology AND why it is justified to fit the
problem under investigation:
Basic research (studying, synthesizing, organizing, evaluating, and summarizing existing research results)
An empirical (primary data by observation) study
Research involving experiment and simulation
Survey and/or literature review 3. A description of the intended contributions of the paper to the internship organization. 4. A schedule for completion of the capstone project paper. 5. References. Include a list of at least 5 references from credible, peer-reviewed sources
related to the topic of capstone project paper proposal. Use APA format to list these references.
*Adapted from:
https://www.bcps.org/offices/lis/researchcourse/images/literaryresearchproposal.pdf
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Capstone Project Paper Proposal Grading Rubric
Student Name: ___________________________________
Apply the following scale to the presentation:
10 = superior 8 = above average 6 = average 4 = below average 2 = poor Problem Statement 2 4 6 8 10
Defines the problem to be solved and its significance Research Methodology 2 4 6 8 10
Specific methodology explained
Methodology justified considering the problem
Paper’s Contributions 2 4 6 8 10
Explains how paper can/will add value to the internship organization Schedule for Completion 2 4 6 8 10
Steps to completion outlined
Deadlines for step identified
References 2 4 6 8 10
Minimum 5 references listed
APA format followed
Total Points: ____/50
General Faculty Comments:
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Assignment Title: Reflection Journals
Assignment Weighting: 15% of total course grade
Course Learning Outcomes Assessed: # 1, 2, 4 & 5
Assignment Overview:
Reflection journals provide students with the opportunity to make regular and tangible connections between their work and experience in the internship and key knowledge and skills in their academic discipline as well as plan for improvement and advancement in the career field. Journal entries should not be just a listing of hours worked and duties performed. The journal is a reflective tool which should allow for the opportunity to address the benefits and challenges of the internship and for close contact between students and the course instructor.
Assignment Requirements:
1. Each journal entry should be a minimum of 2 pages, discuss the scope of the intern’s work over the last several weeks, and be submitted to Blackboard
2. Journal entries should be organized according to the following four stages of Dr. David Kolb’s Experiential Learning Model:
More specifically, journal entries must include these sections:
Section 1: Concrete Experience
Tell the story of what you did (what behaviors and actions you took) during the last two weeks of the internship using terms such as the following:
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I met, I said, I tried, I attended, I taught, I traced, I saw, I listed, I recorded, I drafted, I felt ____ and reacted by, I calculated, I designed, I coordinated, I promoted, I purchased, I modified, I programmed, I forecasted, I convinced ,I reviewed, I collected, I avoided, I studied, etc. Section 2: Reflection & Observation
Explain what you learned from what you did in the internship using terms such as:
I learned that, I discerned, I distinguished, I detected, I perceived, I wondered about, I noticed, I viewed, I spotted, I found that, I discovered, I grasped, I imagined, I heeded, I neglected to see, I observed, I acknowledged, I recognized Section 3: Academic Concepts
What do you understand from what you learned in the performance of internship responsibilities including theories, principles, general concepts, models, systems, insights from your academic program/courses? Describe the concepts you explored using terms such as: It is logical that, another metaphor is, research indicates, it is apparent that, it is similar to, an analysis explains that, the concept of, experts agree that, this idea means that, the principle of authorities speculate, a synthesis of this data, this model is, prior explanations include, Dr. X (author) indicates that, this parallels, this is integrated into, separating this issue from
Section 4: Future Application
How can you use, transfer and apply what you learned to future work in the internship and/or your professional career? Describe how you can act differently in other situations using terms such as:
New approaches would be, an improvement would be, logical steps include, applying this concept is, a slightly similar way to, another way to analyze, a different plan would be, next time I will, expected new outcomes are, practicing this includes, the new situation would, a combined approach is, a better way of doing this is, a new way of thinking is to, I would us Dr. X’s way of, this could be applied in, there are a variety of ways, new feelings would occur if Reflection Journal Presentations: Each IDMT 490 RTV class meeting will begin with a brief 5 minute informal and ungraded presentation and summary of the student’s previous Reflection Journal highlighting major accomplishments and progress toward completion of the Final Capstone Project. *Journal entry assignment modified from: https://www.uwgb.edu/careers/skills/passport-to-professionalism/Stamps/Module-10.pdf
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Reflection Journals Grading Rubric
CRITERIA
EXCELLENT 5 pts
VERY GOOD 4 pts
SATISFACTORY 3 pts
NEEDS WORK 2 pts
UNSATISFACTORY 1 pt.
Concrete Experience 5 pts
Highly detailed descriptions
of multiple relevant
experiences and issues
including their
interrelationship.
Description of multiple
relevant experience and
their interrelationships.
Description of
several relevant
experiences.
Identification of
minimal number of
relevant experiences.
No clear description of
relevant experiences.
Observation & Reflection
5 pts
Clear descriptions that reveal
situation and dynamics
vividly. Excellent analysis of
details and learning. Provides
perceptive.
Solid description that
fully discloses the scene.
Some interpretation of
events, meanings,
learning etc.
Factual description
of sequence of
events with little
“texture” or
interpretation of
learning. Clearly not
fully developed.
Brief or general
statement with few
details. Little if any
sense of meaning.
Little description at all, or
brief, perfunctory statements
glossing over the event(s).
The reader has little idea
what transpired or what the
student learned.
Abstract Conceptualization
5 pts
Definite insights into event
and connection to research,
theory, or past experience.
Aware of increased
complexity of issues and
situations.
Some insights into
situation, issues, and
principles at work in the
situation. Some sense of
complexity and
applicability to theory.
Positive experience
at an intuitive or
emotive level. Gains
affectively from the
‘experience’ but
insights based on
conscious reflection
are few or simplistic
and not connected
to research, theory,
or concept.
Doing the assignment.
Neutral experience
without personal or
academic resonance
or impact.
Expresses no clear evidence
of new thinking or making
meaning related to research,
experience, or reflection.
Active Experimentation
5 pts
Clearly makes connections to
future learning situations.
Creates a plan of action to
apply knowledge to multiple
situations.
Creates a ‘next step’
based on learning from
experience. Begins to
apply in more than one
context.
Exhibits
understanding that
knowledge can be
applied in future
situations and offers
a few examples.
Lists applicability of
experience.
Undeveloped sense of
how to apply learning.
No clear articulation of how
knowledge could be applied
in future learning. No
commitment to apply
learning to future experience.
Writing Quality 5 pts
Strong writing style with
clear ability to express
thoughts and point of view.
Excellent grammar, syntax,
spelling, APA etc.
Good writing style with
solid ability to convey
meaning. Very good
grammar, syntax,
spelling, APA etc.
Writing style
conveys meaning
adequately. Some
grammar, syntax
and spelling errors.
Some style errors.
Difficulty expressing
ideas, feelings or
descriptions. Limited
syntax. Needs to work
on grammar, spelling,
APA, etc.
Considerable difficulty
expressing ideas or
descriptions clearly. Many
grammatical, syntactical,
spelling, and APA errors
Modified from: Dr. David Burton (VCU) & David Kolb’s EL Model: Designed by Dr. Wayne Sneath Davenport University--2015
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Assignment Title: In-Class Capstone Project Collaborations Assignment Weighting: 10% of total course grade Course Learning Outcome Assessed: # 3 Excellence System Competency Assessed: Leadership & Teamwork Five 20 point in-class assignments at the instructor’s discretion focused on IDMT program outcomes and application to the students’ final capstone project paper assignment. Possible Topics:
IDMT program-related topics, current articles, news stories, cases, etc. Possible Activities:
Group discussion assignments
Group or individual research and mini in-class presentations
1:1 meetings in Blackboard break-out rooms about capstone project paper questions Required Excellence System Assessment: This is a Required Assessment Assignment (RAA) for the Excellence System Competency of Leadership & Teamwork. Faculty must use the Excellence System Leadership & Teamwork rubric to assess how students function in both Leadership & Teamwork roles across the five in-class assignments.
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In-Class Capstone Project Collaborations Rubric*
Student Name: ___________________________________
Apply the following scale to the collaborations:
5 = superior 4 = above average 3 = average 2 = below average 1 = poor Preparedness
Followed instructions and prepared for collaboration 1 2 3 4 5
Individual Contribution:
Provided useful ideas and relevant information 1 2 3 4 5 Working with Others:
Listened, shared, and worked well with peers 1 2 3 4 5 Connection of Collaboration to Final Project
Explained possible connections of collaboration to individual Final Paper Project 1 2 3 4 5
Total Points: ____/20
General Faculty Comments:
*Adapted from http://www.tm.edu/wp-content/uploads/2015/08/EDUC321TMTEacher-Ed.-Deprrt.rubric2.doc
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In-Class Capstone Project Collaborations Excellence System Assessment Rubric
Excellence System Competency Rubric: Leadership & Teamwork Graduates understand how to build, direct, and facilitate groups
in order to utilize members’ talents to meet attainable goals
Outcomes 3
Mastered 2
Reinforced 1
Introduced
0 Not exhibited
by student
1. Aligns knowledge, skills, and abilities of team members to create a positive dynamic
Aligns knowledge, skills, and abilities of team members to create a positive dynamic
Analyzes the knowledge, skills, and abilities of team members
Describes the knowledge, skills, and abilities of team members
2. Synthesizes team members’ strategies to create motivation through changing situational dynamics
Synthesizes team members’ strategies to create motivation through changing situational dynamics
Applies a strategy to meet the changing dynamics of the team
Identifies changing dynamics of the team
3. Creates clear standards for optimal group performance
Creates clear standards for optimal group performance
Develops multiple standards for group performance without group consensus
Identifies the need for standards of group performance without developing them
4. Executes thorough reflection on accomplishment toward team goals
Executes thorough reflection on accomplishment toward team goals
Compares personal and team contributions toward team goals
Explains personal involvement in team goals
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Assignment Title: Site Visit Summary & Presentation Assignment Weighting: 5% of total course grade Course Learning Outcomes Assessed: # 1, 2, 4, & 5 Assignment Overview:
The site visit is an opportunity for the intern, the faculty member, and the internship site supervisor to reflect on the progress of the internship at approximately the mid-point of the experience. Site visits may happen in-person or by phone or video conference. Students, faculty, and site supervisor must be present. Students are responsible for organizing the site visit meeting time with their faculty member and internship site supervisor.
Before the site visit:
Review the Site Visit Interview Form in the Site Visit Folder in the Weekly Assignments section of Blackboard. Your instructor will use this form as way to guide the discussion during the site visit.
Review your internship position description, reflective journals, and the Site Visit Interview Form with your site supervisor.
During the Site Visit:
Take notes during and/or shortly after the discussion among yourself, your instructor, and your site supervisor focusing on:
Your strengths as an intern Areas for improvement Challenges and benefits of the internship so far Progress toward meeting the responsibilities of the position description
After the Site Visit:
Complete a minimum 1 page summary of your notes from the site visit discussion focusing on the areas above.
Prepare a 3-5 minute presentation highlighting areas of strength and for improvement in the internship to be delivered to your instructor and peers during one of the RTV class meetings.
Assignment Requirements:
Minimum 1 page of text
3-5 minute presentation
Follows APA style
Submitted as a Microsoft Word document (.doc) for the summary and PowerPoint for the presentation
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Site Visit Summary & Presentation Grading Rubric
Student Name: ___________________________________
Apply the following scale to the summary & presentation:
5 or 10 = superior 4 or 8 = above average 3 or 6 = average 2 or 4 = below average 1 or 2 = poor
Site Visit Summary Paper Criteria:
I. Description of strengths and areas for improvement in the internship 2 4 6 8 10
II. Description of challenges and benefits of the internship 2 4 6 8 10
Site Visit Presentation Criteria:
I. Clarity of areas of strength and for improvement and progress toward meeting
responsibilities of the position 2 4 6 8 10
II. Organization and Flow
o Logical organization, easy to follow, use of transitions between topics 1 2 3 4 5
o Remained with time limit
1 2 3 4 5
III. Vocal Expression o Voice projection, conversational, clear enunciation
1 2 3 4 5
o Enthusiastic tone, limited use of “non-words” 1 2 3 4 5
Total Points: ____/50 General Faculty Comments:
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Assignment Title: Individual Case Study Analysis Assignment Points: 10% of total course grade Course Learning Outcome Assessed: # 2 IACBE BBA Degree Outcomes Assessed: # 1-5
Individual Case Study Analysis Overview
“The purpose of assessment is to measure student performance in the learning outcomes set at both the degree level and program level of the College of Business. Measuring student performance is necessary, as it serves as a valuable resource in how we improve and develop program curriculum. Additionally, assessment is used to maintain a higher-level of academic achievement and accountability which is reported to our accrediting body, the IACBE – International Accreditation Council for Business Education.”
Using the Assignment Guidelines & Rubric, develop a 3-4 page paper addressing the following: Case studies present you with real life scenarios and situations that help to develop your critical thinking, problem solving and decision making skills in the relatively safe environment of the classroom. Whether the situation described in a case is straightforward or highly complex, the entire problem solving process involves three stages and eight steps.
Reference the following “Best Buy Business Case” (IMPORANT NOTE: Check with your ADC/DC – Cases rotate and the Best Buy Business Case will be replaced with a different case depending on the term), which will serve as the subject of your analysis. Your assignment must address each area listed in the Assignment Guidelines and Rubric.
Remember: This is a case study and requires you to focus on PROBLEM IDENTIFICATION throughout your analysis.
Note: Your analysis should be approximately 3-4 pages (not including title and reference page), double-spaced and formatted/cited in APA style.
Faculty should obtain Case from ADC/DC
Individual Case Study Analysis Details
Introduction
Case studies present you with real life scenarios and situations that help to develop your critical thinking, problem solving and decision making skills in the relatively safe environment of the classroom. Whether the situation described in a case is straightforward or is highly complex, the entire problem solving process involves three stages and eight steps.
The analysis process we will use involves four steps:
1. Problem identification and definition The process of identifying and defining the problem involves three steps:
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a. Review the case and identify and describe the relevant facts This step allows you to identify the key facts (the most relevant ones) so that you can figure out what is going on before making a decision. Identify and stating the key facts helps you identify the most important facts.
Provide a list of the most relevant case facts. Organize these facts around external forces that affect an organization such as political/legal, economic, socio-cultural, technological, and competitive; or internal factors such as management problems, staffing issues, financial, or marketing challenges.
b. Determining the root or cause of the problem
This step expands on the previous step by identifying the facts in the case that are contributing to the problem and/or are symptomatic of the problem. In this step, a simple question that might guide the discussion is: what are the current challenges faced by XYZ Company?
c. Identify the problem components This third part of the problem identification fully identifies the problem and the key components of the problem. An example is below:
The current challenges facing XYZ are how to remain competitive and profitable, improve productivity and maintain good employee relations. A number of factors are contributing to this situation. First, the government has recently passed laws to deregulate the industry. This is causing competition in the industry to increase.
Second, widespread adoption of telecommunications and the internet means customers are finding it much easier to shop around and compare prices. This is also stimulating competition and is driving down prices industry-wide. Lower prices have led to lower profits in the industry and the 1% fall in XYZ’s net margin is reflected in the $1,000 000 decline in net profit. Consequently, XYZ has been downsizing and recently laid off 10% of its workforce in an effort to cut costs. A recent company survey indicated that downsizing has adversely affected employee morale, which the management believes is responsible for the 2% decline in productivity. (XYZ, pp 214-215).
2. Analysis and decision making
Most business cases involve decision-making. For instance, some might need a decision on questions such as, “What strategy or strategies should company XZY pursue in the future? This decision can be made after an analysis of the company’s strategy and situation. The final decision will vary based on the data available and the perceived consequences. Analyzing the various dimensions of the decision requires three things: decision options or alternatives, decision criteria, and providing relevant evidence (Case Analysis Guideline, n.d.). These three steps are below:
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a. Generating alternatives (options) Since the case assignment or question requires a solution, a decision or an opinion then you need to consider all the options. Brainstorming will help you generate a list of possible alternatives.
In this step, you do not need to be judgmental; virtually any idea goes but if you do not list it, you cannot then choose it as the best option. A few examples of company XYZ’s alternative solutions:
Close XYZ down – the future is bleak Do nothing – the company has already cut costs enough Increase productivity- to reduce unit costs Employ more salespeople - to increase sales revenue Run some extensive advertising campaigns- to increase sales revenue and
product awareness Discontinue company benefits – to reduce costs Continue to lay off staff as needed – to reduce costs Implement voluntary redundancy/retirement and a hiring freeze – to reduce
costs. Ask employees to pay a proportional cost of medical benefits – to reduce costs.
b. Evaluate alternatives
Once you have listed all your alternatives, the next step is to narrow them down to those that seem most plausible; much like whittling down a long list of new cars to a few potential makes and models. After you have screened your list, take the relevant facts that you gathered in step 1 and apply them to each of the remaining alternatives. This provides you with the necessary supporting evidence to reject most of the remaining alternatives and decide on the best. A few examples are provided below:
Deregulation and consumer shopping habits mean competition is likely to be a fact of life for a long time to come– doing nothing is, therefore, not an option. The company must look for more ways to cut costs
Increasing productivity would help the company but without the commitment of the workforce, this is unlikely to be successful.
Employing more sales people is an option but would increase costs without any real guarantee of success
The company already advertises regularly – doing more would push costs up higher than the industry average making it more uncompetitive unless revenues greatly increase as a result. This seems unlikely with the advent of increasing competition.
Discontinuing company benefits would decrease costs but may damage employee morale still further, however, it is a longer-term possibility as employees have indicated they would rather pay for benefits than lose their jobs.
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c. Choose an alternative
After evaluating all your options, choosing the best alternative is usually a straightforward next step but it is also one that is often skipped, even by business professionals. So, make sure that you state your preferred solution simply and clearly. Keep in mind that your readers are not as familiar with the case as you so, even if you think the reasons for your solution, decision or opinion are obvious, you must still explain which facts led you to that conclusion. Imagine that you had decided to do nothing because you think things will settle down.
It is not enough to say, “XYZ could close down or spend a lot of money on advertising and promotion to boost sales but the best solution is to do nothing, I think things will settle down.” Support your recommended course of action using the evidence/information from the case, other research and your experience to clarify your reasoning. For example:
“Although management believes that the recent 10% reduction in staff has reduced costs sufficiently to allay the effects of competition for the next 3 years (XYZ), they cannot afford to stand still or do nothing further because competition is increasing and is here to stay (XYZ). Increasing promotional activity would also increase costs with no guaranteed results and more job losses would result in a further decline in morale and productivity. Bearing all this in mind, XYZ’s best option, therefore, is to introduce employee healthcare contributions. This will save the company $1,500 000 per annum and employees have already indicated that they would be willing to accept this option in preference to further job losses (XYZ) so, productivity is likely improve once the changes are communicated and implemented.”
3. Action planning The first two stages of the case analysis process focus on identifying and making decisions about the big picture. In this last stage, steps 7 & 8 call for you to define how you will turn your solution or decision into action, how, when and what you will monitor to ensure things are working out as planned and what you will do if they are not. Steps 7 & 8 are often not required when answering introductory or foundation level case questions. However, learning about them and starting to use them appropriately will serve you well in future classes, impress your instructor and probably earn you some extra points in your assignments! It is also very good business practice.
In our XYZ example, we have decided to introduce a new benefits program to reduce costs. Let us assume that the benefits team in the Human Resources department will be responsible for communicating changes in the benefits program to employees. This communication must be complete by mid-May so that employees can make informed selections in the open enrollment period during the last two weeks of May.
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Communication Plan for New Benefits Program
Action Required Action by Time required/ Deadline
Identify volunteers for focus groups to identify appropriate communication methods
Benefits Director 1 week/ 31st Jan
Conduct focus groups Benefits Team 2 weeks/14th Feb
Prepare communication & enrollment forms in formats identified by focus groups
Benefits Director & PR Consultants
4 weeks/14th March
Send draft communications & documents to printers
PR firm 1 week/21st March
4. Measurements Finally, as with any plan, it is very important to build in measures so that you can periodically monitor whether it is working. Therefore, you need to state HOW, WHEN and WHAT you will measure, for example: quarterly reviews of new accounts opened, sales volume or number of units sold, increases in customer awareness or satisfaction levels, gross profit margins or net profits. You must also have a contingency plan in case things do not go as expected. Will you make modifications to your existing plan? Will you start the process over? Will you choose some other alternative that you have already identified?
Required Assessment Assignment (RAA): This assignment is a required IACBE assessment.
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Individual Case Study Analysis IACBE Assessment Rubric
CRITERIA OF
EVALUATION
(OUTCOMES)
LEVEL OF ACHIEVEMENT
EXCEEDS EXPECTATIONS (2)
(90% or above: 18-20 points each
section)
MEETS EXPECTATIONS (1)
(70% and above: 14-17 points
each section)
DOES NOT MEET
EXPECTATIONS (0)
(69% and below: 13 points or
less each section)
ISLO #1
Apply business
decision tools to
inform business
decision-making
The student illustrates a superior ability
to conduct a qualitative or quantitative
analysis. Additionally, the student is
able to interpret and use the results of
the business analysis. Superior ability is
illustrated by the appropriateness and
effectiveness of the business decision
rendered.
The student is able to adequately
illustrate the ability to conduct a
qualitative or quantitative
analysis. Additionally, the
student is able to interpret and
use the results of business
analysis.
The student is not able to
illustrate the ability to
conduct a qualitative or
quantitative
analysis. Additionally, the
student is unable to interpret
and use the results of
business analysis.
ISLO #2
Integrate major
principles in the
functional areas of
accounting,
marketing, finance,
human resources and
management to make
business decisions
The student comprehensively integrates
of the elements of each functional area,
such that final decisions reflect
components of each of the functional
areas.
Additionally, student work is evidenced
by a greater depth and breadth of
knowledge such that a connection
between the functional areas and
business decisions are fully integrated.
The student adequately
demonstrates the integration of
the elements of each functional
area, such that final decisions
reflect components of each of
the functional areas - meaning,
the student incorporates all of
the elements of each functional
area.
The student fails to integrate
the elements of each of the
functional areas. The student
omits at least one of the
elements of the functional
areas.
ISLO #3
Develop business
communication based
on professional
standards
The student is able to communicate
with a high level of professionalism,
such that the student can take complex
business situations and simplify them to
achieve clarity.
The student is able to
communicate with an adequate
level of professionalism, with
some evidence to take complex
business situations and simplify
them to achieve clarity.
The student fails to
communicate with an
adequate level of
professionalism, and their
work lacks sufficient evidence
to take complex business
situations and simplify them
to achieve clarity.
ISLO #4
Demonstrate
knowledge of the
principles of ethical,
legal, and cultural
dimensions in
business decision-
making
The student is able to identify, explain,
and apply basic principles in all of the
areas.
The student is able to identify
and explain basic principles in all
of the areas.
The student is not able to
identify basic principles in at
least one of the areas.
ISLO #5
Apply knowledge of
the global business
environment
The student illustrates a superior level
of knowledge of the global business
environment factors and makes
appropriate recommendations that are
supported by credible research.
The student illustrates an
adequate level of knowledge of
the global business environment
factors and makes
recommendations that are
supported by credible research.
The student illustrates
marginal knowledge of the
global business environment
factors and makes
recommendations that are
not supported by credible
research.
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Assignment Title: Capstone Project Paper Assignment Points: 20% of total course grade Course Learning Outcome Assessed: # 2 IACBE BBA Degree Outcomes Assessment: 1-5 Excellence System Competency Assessment: Written Communication
Assignment Overview: Dynamic organizations employ continuous improvement and other strategies to improve processes, productivity, and the bottom line. They also pay close attention to current trends within their industries and competitive or service environments in order to differentiate themselves and to improve their own work based on the successes and failures of others. This 8-10 page paper must:
Provide a short introduction to your organization, its purpose, and its current place within its domestic AND global industry and competitive or service environment. (IACBE ISLO # 5)
Include a description of how the particular problem or trend currently has emerged AND how it impacts your internship organization, particularly addressing impacts on the functional areas of accounting, marketing, finance, and human resources. (IACBE ISLO # 2)
Make a series of specific recommendations for how the internship organization should work to address the problem or trend. You must apply specific Industrial Production Management decision tools to the problem/trend and address the ethical, legal, and cultural implications of each recommendation. Each recommendation must also be supported using sources from your literature review and others which justify your recommendations. Each specific recommendation must be supported by the use of at least two sources on the topic with a minimum total of 8 sources used in the paper. (IACBE ISLOs # 1, 3, & 4)
Formatting Requirements: The paper will:
Have section headings for each element above as well as an executive summary of no more than one page and a title page.
Follow all APA guidelines for format, including a References page
Use at least 8 peer reviewed sources and is 8-10 pages not including executive summary, title page, and References
Required Excellence System & IACBE Assessment:
This is a Required Assessment Assignment (RAA) measuring the Excellence System competency of Written Communication and the IACBE BBA Degree Outcomes. Faculty must use the given rubrics to assess this assignment.
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Capstone Project Paper Grading Rubric
Student Name: ___________________________________
Apply the following scale to the Final Project Paper Assignment:
20 or 40 = superior 16 or 36 = above average 12 or 32 = average 8 or 28 = below average 4 or 24 = poor Criteria
I. Introduction to the organization, its purpose, and its current place within its domestic AND global industry environment (IACBE ISLO # 5)
24 28 32 36 40
II. Description of the particular problem or trend and how it impacts the organization, addressing specific impacts on the functional areas of accounting, marketing, finance, and human resources (IACBE ISLO # 2)
24 28 32 36 40 III. Recommendations for how the organization should address the problem or trend
applying specific Industrial Production Management decision tools (IACBE ISLOs # 1 & 3) 24 28 32 36 40
IV. Descriptions of the ethical, legal, and cultural implications of each recommendation are
provided (IACBE ISLO # 4) 24 28 32 36 40
V. Writing Quality: Clarity of thought and reflection, grammar, syntax, spelling, and
minimum page length 4 8 12 16 20
VI. Formatting Requirements:
o Inclusion of Title Page and Executive Summary of no more than one page o Follows all APA guidelines for citations and format, including a References page o Minimum of 8 sources
4 8 12 16 20 Total Points: ____/200 General Faculty Comments:
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Capstone Project Paper IACBE Assessment Rubric
CRITERIA OF
EVALUATION
(OUTCOMES)
LEVEL OF ACHIEVEMENT
EXCEEDS EXPECTATIONS (2)
(90% or above: 18-20 points each
section)
MEETS EXPECTATIONS (1)
(70% and above: 14-17 points
each section)
DOES NOT MEET
EXPECTATIONS (0)
(69% and below: 13 points or
less each section)
ISLO #1
Apply business
decision tools to
inform business
decision-making
The student illustrates a superior ability
to conduct a qualitative or quantitative
analysis. Additionally, the student is
able to interpret and use the results of
the business analysis. Superior ability is
illustrated by the appropriateness and
effectiveness of the business decision
rendered.
The student is able to adequately
illustrate the ability to conduct a
qualitative or quantitative
analysis. Additionally, the
student is able to interpret and
use the results of business
analysis.
The student is not able to
illustrate the ability to
conduct a qualitative or
quantitative
analysis. Additionally, the
student is unable to interpret
and use the results of
business analysis.
ISLO #2
Integrate major
principles in the
functional areas of
accounting,
marketing, finance,
human resources and
management to make
business decisions
The student comprehensively integrates
of the elements of each functional area,
such that final decisions reflect
components of each of the functional
areas.
Additionally, student work is evidenced
by a greater depth and breadth of
knowledge such that a connection
between the functional areas and
business decisions are fully integrated.
The student adequately
demonstrates the integration of
the elements of each functional
area, such that final decisions
reflect components of each of
the functional areas - meaning,
the student incorporates all of
the elements of each functional
area.
The student fails to integrate
the elements of each of the
functional areas. The student
omits at least one of the
elements of the functional
areas.
ISLO #3
Develop business
communication based
on professional
standards
The student is able to communicate
with a high level of professionalism,
such that the student can take complex
business situations and simplify them to
achieve clarity.
The student is able to
communicate with an adequate
level of professionalism, with
some evidence to take complex
business situations and simplify
them to achieve clarity.
The student fails to
communicate with an
adequate level of
professionalism, and their
work lacks sufficient evidence
to take complex business
situations and simplify them
to achieve clarity.
ISLO #4
Demonstrate
knowledge of the
principles of ethical,
legal, and cultural
dimensions in
business decision-
making
The student is able to identify, explain,
and apply basic principles in all of the
areas.
The student is able to identify
and explain basic principles in all
of the areas.
The student is not able to
identify basic principles in at
least one of the areas.
ISLO #5
Apply knowledge of
the global business
environment
The student illustrates a superior level
of knowledge of the global business
environment factors and makes
appropriate recommendations that are
supported by credible research.
The student illustrates an
adequate level of knowledge of
the global business environment
factors and makes
recommendations that are
supported by credible research.
The student illustrates
marginal knowledge of the
global business environment
factors and makes
recommendations that are
not supported by credible
research.
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Capstone Project Paper Excellence System Assessment Rubric
Excellence System Competency Rubric: Written Communication Graduates recognize the potential impact of written documents and effectively adapt the necessary skills to produce
appropriate documents in a variety of interpersonal, social, and professional settings
Outcomes 3
Mastered 2
Reinforced 1
Introduced 0
Not exhibited by student
1. Constructs document to meet all stated disciplinary purposes of the writing task
Constructs document to meet all stated disciplinary purposes of the writing task
Develops document to meet some stated disciplinary purposes of the writing task
Shows minimal awareness of the disciplinary purpose of the writing task
2. Creates an effectively organized document in logical order
Creates an effectively organized document in logical order
Applies mostly effective organization strategies
Chooses minimally effective organization strategies
3. Applies sufficient credible evidence to support the writing task
Applies sufficient credible evidence to support the writing task
Illustrates additional evidence to support the writing task
Chooses minimal evidence to support the writing task
4. Applies fluent style* to the writing task (*mechanics, grammar, punctuation, sentence structure, spelling, APA)
Applies fluent style to the writing task
Employs effective style with minimal errors
Shows some errors in style
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Assignment Title: Capstone Project Presentation Assignment Points: 10% of total course grade Course Learning Outcome Assessed: # 2
Presentation Overview:
This is the final presentation during in-class meetings of IDMT 490. The presentation will be a reflection on the integration of several parts of the learning experience through the internship and in your IDMT program courses so far.
The internship experience should have allowed you to integrate much of the knowledge and many of the skills you have acquired so far through your course of study at DU. In the presentation, your job is to explain if and/or how you have met the IDMT program outcomes and how they were applied in your Capstone project paper using specific examples from your internship experience.
Presentation Requirements:
In a 10 minute presentation utilizing PowerPoint, include the following components:
1. A BRIEF overview of your internship responsibilities (site location, supervisor, position responsibilities).
2. A summary of your Capstone project paper topic and recommendations.
3. Discussion of how you feel that you have met at least three of the following IDMT program outcomes: 1. Apply business decision tools to inform business decision-making. 2. Integrate major principles in the functional areas of accounting, marketing,
finance, human resources, and management to make business decisions. 3. Develop business communication based on professional standards. 4. Apply the principles of ethical, legal, and cultural dimensions as considered in
business decision-making. 5. Apply knowledge of the global business environment. Choose at least 3 outcomes that you feel you accomplished and discuss how others might have been met or how you might work on them in the future.
4. A BRIEF conclusion which should discuss how you plan to build on what you have learned in the internship in further professional development, education, or career choices. In particular, what new skills do you bring to these experiences after the internship and what do need to continue to develop?
5. Posting the PowerPoint to the Blackboard assignment link.
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Capstone Project Presentation Grading Rubric Student Name: ___________________________________ Apply the following scale to the presentation:
5 or 20 = superior
4 or 18 = above average 3 or 16 = average 2 or 14 = below average 1 or 12 = poor Introduction
A BRIEF overview of your internship responsibilities (site location, supervisor, position responsibilities)
1 2 3 4 5 Summary of Final Project Paper I. Introduction to the organization, its purpose, and its current place within its industry 12 14 16 18 20
II. Description of the particular problem or trend and how it impacts the organization
12 14 16 18 20
III. Recommendations for how the organization should address the problem or trend 12 14 16 18 20
IV. Reflection of application of specific Industrial Production Management program
outcomes to the problem or trend 12 14 16 18 20
Conclusion
A BRIEF conclusion discussing how you plan to build on what you have learned in the internship in further professional development, education, or career choices
1 2 3 4 5 Organization and Flow
Logical organization, easy to follow, use of transitions between topics, remained within time limit
1 2 3 4 5 Vocal Expression
Voice projection, conversational, clear enunciation, enthusiastic tone, limited use of “non-words”
1 2 3 4 5 Total Points: ____/100 General Faculty Comments:
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Assignment Title: Peregrine Exam BBA Competencies Assessment Assignment Points: 10% of total course grade Course Learning Outcome Assessed: # 3
Peregrine Exam Overview
Using the documents below, register, complete and submit an assessment accessed through
the Peregrine Academic Services (PAS).
As a wrap up for your Bachelor of Business Administration (BBA) degree, you will complete an
assessment of your knowledge in all the BBA subjects covered in your program (all BBA
Subjects, not only marketing). The exam has approximately over 100 questions. Please leave
ample time to complete the exam.
Areas of assessment include Accounting, Business Ethics, Business Finance, Business Integration
and Strategic Management, Microeconomics, Macroeconomics, Global Dimensions of Business,
Information Management Systems, Legal Environment of Business, Human Resource
Management, Operations/Production Management, Organizational Behavior, Marketing and
Quantitative Research Techniques and Statistics.
The exam MUST be completed by the last day of the term.
Once you have completed the exam, you will receive immediate feedback on your performance
by area and topic. A certificate of completion is also provided at the same time. You will be
able to download a PDF copy of this certificate of completion that will also contain the score
results in each area of assessment. Upload this certificate to the submission link in the
navigation bar of the classroom.
Remember: Failure to submit your certificate of completion will result in a zero for this
assignment. The certificate must be submitted by the last day of the term.
IMPORANT: When registering for this exam in the Peregrine System, you MUST select the
following course to complete: BUSN 488T BBA Competency Exam – Outbound (located under
the Bachelor Degree Programs selection.
Student Instructions BBA Competencies Exam by Peregrine
https://docs.google.com/document/d/16jRZgmBmL3Xks6PDUXAMf1g1XLnW99te3Uxy0mg1eq
4/edit
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Student Registration Instructions and Password
https://docs.google.com/document/d/1tZy3j7p-6_AdoL6wqrXBkforue1S0DcfFCfFl8g2J0/edit
Peregrine Sample Certificate of Completion
https://drive.google.com/file/d/15WDtBIBfOzjtt-cL7oylSMVbN1chjAiY/view
BBA Capstone Competency (Peregrine) Grading Scale Conversion Chart
https://drive.google.com/file/d/0B8PxniSyye0fU2hPYUdybURuSy1sWnJHRkZtd2w1UHY3Ynpv/v
iew
Required Assessment Assignment (RAA): This assignment is a required IACBE assessment.
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Assignment Title: BBA Degree Program Reflection Paper Assignment Points: 5% of total course grade Course Learning Outcome Assessed: # 3
Reflection Paper Instructions
In this assignment, you will write a reflection paper that is guided by several questions found
below. The paper is a reflection of your experience within the Bachelor of Business
Administration degree program and it should reflect your critical assessment of the level of
achievement of the BBA degree program outcomes listed below:
1. Apply business decision tools to inform business decision-making
2. Integrate major principles in the functional areas of accounting, marketing, finance,
human resources and management to make business decisions
3. Develop business communication based on professional standards
4. Demonstrate knowledge of the principles of ethical, legal, and cultural dimensions in
business decision-making
5. Apply knowledge of the global business environment
Write a critical reflection of your level of achievement guided by the questions below. Make
sure to address every program outcome (1 through 5) in your reflection paper.
a) In which of these BBA Degree program outcomes do you judge yourself to have achieved
significant proficiency? Provide examples from the work you have done throughout the
course of your BBA degree to support your response.
b) With regards to the five BBA degree outcomes, where do you judge yourself to have
achieved less proficiency? Where or in what courses or experiences within the course of
the BBA Degree program did these challenges manifest the most? Explain fully and provide
examples.
c) Reflecting on your BBA degree experience, what would you have done differently to
overcome the challenges reflected in the program outcomes in which you judge yourself to
have less proficiency?
Required Assessment Assignment (RAA): This assignment is a required IACBE assessment.
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BBA Degree Program Reflection Paper Grading Rubric
Criteria of Evaluation
(Outcomes)
Level of Proficiency
Exceeds Expectations
Pts.
Meets Expectations
Pts.
Does not Meet
Expectations
Pts.
Apply business decision
tools to inform business
decision-making
10 6-9 0-5
Integrate major principles in
the functional areas of
accounting, marketing,
finance, human resources
and management to make
business decisions
10 6-9 0-5
Develop business
communication based on
professional standards
10 6-9 0-5
Demonstrate knowledge of
the principles of ethical,
legal, and cultural
dimensions in business
decision-making
10 6-9 0-5
Apply knowledge of the
global business
environment
10 6-9 0-5
Total
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FACULTY INTERNSHIP SITE VISIT INTERVIEW FORM Office Use Only: To be completed by the internship course faculty member Student Name: __________________________________ Site Supervisor: _______________________________ Title ________________________ Company: ___________________________________ Address: _______________________ Date of Site Visit: ____________________________ List & Discuss Major Student Responsibilities: • Approximate number of hours worked to date __________________ • Any changes to initial responsibilities? If yes, explain • Any changes planned for the remainder of the internship? If yes, explain. • What are the strengths of the student?
Student: Site Supervisor: • What are the areas for improvement for the student? Student: Site Supervisor: • What are challenges and benefits of the internship so far? Student: Site Supervisor: • Review internship requirements (hours worked, classes, reflective papers, presentation). • Distribute hard copy of Student Internship Evaluation Form to both student and site supervisor. Discuss importance of completion via online system, deadline date, and impact on student’s grade. Signature ______________________________ Date_______________________ (Internship Faculty Member)
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Recommended Discussion Topics for Internship Faculty-Employer Contacts I. Introductory Contact (weeks 1-3 of the semester)
Recommended Topics of Discussion:
Introduction to the faculty role in internships
Review internship student requirements (hours required, class meetings, major assignments)
Ask for questions or clarifications on student expectations
Share contact information II. Mid-Term Site Visit (approximately weeks 7/15 or 6/12)
It is recommended that this contact be arranged by the student and it can be conducted by phone, video conference or in-person at the internship site. The student should participate in the Site Visit with both the faculty member and Site Supervisor. Recommended Topics of Discussion:
Discuss highlights of the student’s internship work to date
Approximate number of student hours committed to date: __________________
Any changes to initial internship responsibilities? If yes, explain
Any changes planned for the remainder of the internship? If yes, explain.
What are the strengths of the student? From the student’s perspective? From the Site Supervisor?
What are the areas for improvement for the student? From the student’s perspective? From the Site Supervisor?
What are challenges and benefits of the internship so far? From the student’s perspective? From the Site Supervisor?
Discuss the importance of the Site Supervisor completing the Student Internship Evaluation Form, the deadline date, and impact on the student’s final course grade
III. Review of Final Student Internship Evaluation (last 2 weeks of the semester)
It is recommended that this contact happen after the faculty member receives the final evaluation of the student from the Site Supervisor. Students may or may not be present for this discussion, but faculty should share the details of this conversation with students. Recommended Topics of Discussion:
Review highlights of the student evaluation (strengths and areas for improvement)
Ask for clarifications of written/open-ended evaluation responses
Ask for ways that DU can improve the internship process
Discuss willingness of the employer to host future interns
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IDMT 490 Internship Site Supervisor
Final Evaluation of Student Intern Form* *SAMPLE ONLY: Faculty should send the site supervisor this evaluation electronically using
DU’s online evaluation system at: http://interneval.davenport.edu/courses
Site Supervisor Evaluation of the Student Intern’s Performance constitutes 10% of the Final Grade
Course Learning Outcomes Addressed: 4 & 5
Thank you for taking the time to host a Davenport University intern this semester. Please take a few
minutes to evaluate the competence and skills of your intern with regard to university and program
outcomes as well as your experience working with us to host an intern. Your feedback is extremely
valuable to us and will be used to improve our academic program curriculum and internship processes.
Please return this evaluation to the student’s academic instructor.
To be completed by the student’s Internship Site Supervisor
Internship Course Name:______________________________________ Course #__________________
Student’s Name:_______________________________________________________________________
Internship Site:________________________________________________________________________
Address: ____________________________________________________________________________
Phone: _____________________________________ Fax: ___________________________________
Supervisor Name: ____________________________________________________________________
Supervisor Title: ______________________________________________________________________
Phone: _______________________________________Fax: ___________________________________
E-mail address: _______________________________________________________________________
Semester/session of internship: From: ___________ To: __________ (month/year) (month/year)
Total number of hours student has interned to date: __________________________________________
Final Evaluation Date: __________________________________________________________________
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SECTION I: DAVENPORT UNIVERSITY EXCELLENCE SYSTEM OUTCOMES
Using a scale of 1-6 where one indicates “NOT AT ALL PROFICIENT” and six indicates “PROFICIENT”
please tell us the extent to which you feel your student intern is proficient in the areas listed below.
“PROFICIENT” means that the student has mastered the skill or competency at the level necessary for success at the ENTRY level in the workplace.
If you did not have the opportunity to observe the student utilizing one of the competencies listed below, please select “Not Observed (Not Obs).”
If this is not a skill or competency that is necessary in the context of the work this intern was performing, please select “Not Applicable.”
Excellence System Competency Not at all
Proficient
Proficient NA
Not
Obs.
1 2 3 4 5 6
Global &
Intercultural
Competence
Interacting successfully with people of other cultures and backgrounds.
Taking into account diverse ideas, opinions and values when making decisions and acting upon them.
Exhibiting appreciation of different value systems.
Civic & Social
Responsibility
Working collaboratively within community contexts.
Behaving in a socially responsible manner.
Ethical
Reasoning &
Action
Recognizing complex, ethical issues as they arise in the workplace.
Behaving with integrity in workplace interactions.
Identifying solutions to moral and ethical problems.
Critical &
Creative
Thinking
Raising important questions.
Applying new perspectives to existing situations.
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Forming logical conclusions supported by evidence.
Using innovative thinking.
Analysis &
Problem
Solving
Approaching a problem by using a logical, systematic, sequential approach.
Identifying contextually relevant considerations in analyzing a situation or making a decision.
Interpreting and using data to better understand problems.
Proposing solutions that are feasible for the workplace.
Excellence System Competency Not at all
Proficient
Proficient NA
Not
Obs.
Leadership &
Teamwork
1 2 3 4 5 6
Reinforcing team members for their contributions.
Providing assistance, information, and support to others, to build or maintain relationships with them.
Recognizing and encouraging behaviors which contribute to teamwork.
Information
Technology
Proficiency
Using technology appropriately and efficiently to access needed information (web browsers, databases, etc.)
Using technology appropriately to effectively communicate with others (email, instant messaging, social media, etc.)
Using software including, word
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processing, spreadsheets, presentations effectively.
Exhibiting appropriate depth of knowledge and skill in technology to perform projects assignments.
Written
Communication
Producing documents appropriate to the purpose/context of the professional setting.
Expressing ideas clearly and concisely in writing.
Using appropriate mechanics, punctuation and sentence structure in written documents.
Professional
Communication
Establishing professional relationships.
Tailoring communications to effectively reach the intended audience.
Expressing themselves clearly in conversations and interactions with others.
Wearing appropriate attire in the workplace.
SECTION II: DAVENPORT UNIVERSITY INTERNSHIP PROCESS At Davenport University (DU) we strive to continually improve our academic processes. Please provide us with feedback about your experience working with DU on this internship by rating your level of agreement with the following statements. (Scale 1-6 strongly disagree-strongly agree)
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Please provide general comments on the intern’s performance this semester:
Please assign the student intern a number grade for his/her performance during the internship based on
the following scale:
A 100 – 93 C+ 79 – 77
A- 92 – 90 C 76 – 73
B+ 89 – 87 C- 72 – 70
B 86 – 83 D+ 69 – 67
B- 82 – 80 D 66 – 63
F 62 – 0
DAVENPORT UNIVERSITY INTERNSHIP PROCESS Stro
ngl
y
Dis
agre
e
Stro
ngl
y
Agr
ee
1 2 3 4 5 6
I have a good understanding of the process for obtaining a
Davenport intern.
I have a good understanding of the process for supervising a
Davenport intern.
I have a good understanding of the process for evaluating a
Davenport intern.
The Davenport Experiential Learning Internship Agreement clearly
explains my responsibilities as a site supervisor/preceptor for the
internship.
The Davenport faculty or staff member overseeing this student
intern adequately communicated the internship guidelines,
practices, and expectations to me.
I had sufficient contact with the Davenport faculty or staff
member overseeing this student intern.
Hosting this student intern met the expectations of my
organization.
My organization would host another Davenport University
Internship student.
44
Created 2018: MC/WS
Site Supervisor Recommended Grade:
Please provide a specific numerical grade rather than letter grade (i.e. 91): ______________
I certify that the responses given on this evaluation are based on observations I have made or
information of which I have knowledge.
Internship Site Supervisor Signature: __________________________________________ Printed Name: _______________________________________ Date: _____________________
