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A. Figueroa OLCU 681 CapstoneFinal Paperby Anthony Figueroa
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TIME SUBMITTED 16-AUG-2015 04:10PM
SUBMISSION ID 561590948
WORD COUNT 18008
CHARACTER COUNT 104671
A._FIGUEROA_OLCU_681_CAPSTONE_FINAL_PAPER_AUG_2015.DOCX(947.52K)
FINAL GRADE
60/60
A. Figueroa OLCU 681 Capstone Final PaperGRADEMARK REPORT
GENERAL COMMENTS
Instructor
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Comment 1Indent
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RUBRIC: OLCU_681_CAPSTONE_PAPER
CHAPTER1
EXEMPLARY(9)
PROFICIENT(8)
DEVELOPING(7)
EMERGING(4)
CHAPTER2
EXEMPLARY(12)
PROFICIENT(10)
DEVELOPING(9)
EMERGING(5)
CHAPTER3
EXEMPLARY(12)
PROFICIENT(10)
60 / 60
9 / 9
Establishes f ramework (Chapter 1)
Gains interest with a strong def init ion of leadership. Provides 3+ dif f erences andsimilarit ies between management and leadership. Provides a clear f ramework or modelon what leaders do. Clearly reinf orces key points of chapter.
Provides a clear def init ion of leadership. Provides 2-3 dif f erences and similarit iesbetween management and leadership. Provides a somewhat clear f ramework or modelon what leaders do. Somewhat reinf orces key points of chapter.
Provides a somewhat clear def init ion of leadership. Provides 1-2 dif f erences andsimilarit ies between management and leadership. Does not clearly provide af ramework f or what leaders do. Does not reinf orce key points of chapter.
Provides no clear def init ion of leadership. Chapter missing required elements, asoutlined in syllabus.
12 / 12
Leadership Theory (Chapter 2)
Displays a deep understanding (mastery) of leadership theory. Clearly discusses howeach theory described contributes to personal philosophy of leadership. Clearlyreinf orces key points of chapter. Links back to leadership def init ion f rom Chapter 1.
Shows understanding of leadership theory. Somewhat discusses how eachcontributes to personal philosophy of leadership. Somewhat reinf orces key points ofchapter. Links back to leadership def init ion f rom Chapter 1.
Displays a narrow understanding of leadership theory. Provides vague descriptionand analysis of 2 leadership theories. Does not discuss how each contributes topersonal philosophy of leadership. Does not reinf orce key points of chapter. Doesnot back to leadership def init ion f rom Chapter 1.
Does not demonstrate understanding or misses relevant points of theory. Chaptermissing required elements, as outlined in syllabus.
12 / 12
Self as Leader (Chapter 3)
Displays a deep understanding of self as leader. Thoroughly describes core values.Thoroughly describes ethical f ramework. Thoroughly describes organizational changef ramework. Describes 3 or more self assessments as related to self as leader.Clearly reinf orces key points of chapter. Links back to leadership def init ion f romChapter 1.
Displays understanding of self as leader. Describes core values, ethical f rameworkand organizational change f ramework. Describes 2 self assessments as related to
DEVELOPING(9)
EMERGING(5)
CHAPTER4
EXEMPLARY(12)
PROFICIENT(10)
DEVELOPING(9)
EMERGING(5)
CHAPTER5
EXEMPLARY(9)
PROFICIENT(8)
DEVELOPING(7)
EMERGING(4)
self as leader. Somewhat reinf orces key points of chapter. Links back to leadershipdef init ion f rom Chapter 1.
Displays a narrow understanding of self as leader. Vague description of core values,ethical f ramework and organizational change f ramework. Describes 1 selfassessment as related to self as leader. Does not reinf orce key points of chapter.Does not back to leadership def init ion f rom Chapter 1.
Does not demonstrate understanding of self as leader. Chapter missing requiredelements, as outlined in syllabus.
12 / 12
Leadership in Context (Chapter 4)
Analysis of theory and concepts, and application to leadership situation iscomprehensive, complete, sophisticated; results are signif icant; conclusion ties thework together. Clearly links application to leadership philosophy (Chapter 1-3).
Analysis of theory and concepts, and application to leadership situation presentssolid, expected results or answers; misses opportunit ies to completely exploreinteresting issues and connections. Somewhat links application to leadershipphilosophy (Chapter 1-3).
Unsophisticated analysis and application; does not explore all possibilit ies; missesconnections; has predictable results. Loosely links application to leadershipphilosophy (Chapter 1-3).
Does not demonstrate ability to apply theories and concepts to a leadershipsituation. Wrong, inappropriate, incoherent, or conf used analysis and application;unsupported or exaggerated interpretation. Does not link application to leadershipphilosophy (Chapter 1-3). Chapter missing required elements, as outlined in syllabus.
9 / 9
Conclusion (Chapter 5)
Provides a clear summary/distillation of learning f rom this program. Clearly expressesthe essence of leadership philosophy. Clearly describes evolution of thinking. Clearsummary statement.
Provides a summary/distillation of learning f rom this program. Expresses the essenceof leadership philosophy. Describes evolution of thinking. Includes a summarystatement.
Provides a weak summary/distillation of learning f rom this program. Weakly expressthe essence of leadership philosophy. Weak discussion of evolution of thinking.Includes a summary statement.
Provides a very weak summary of learning f rom this program. Does not express theessence of leadership philosophy. Chapter missing required elements, as outlined insyllabus.
WRITING
EXEMPLARY(3)
PROFICIENT(2)
DEVELOPING(1)
EMERGING(0)
STYLE (APA)
EXEMPLARY(3)
PROFICIENT(2)
DEVELOPING(1)
EMERGING(0)
3 / 3
Writ ing is expressive, consistently demonstrating an independent and authoritativevoice; f ree of mechanical errors, highly developed graduate level vocabulary; isorganized in a logical and coherent f ramework.
Writ ing is sometimes expressive in terms of independent and authoritative voice; f reeof mechanical errors; developed graduate level vocabulary; organized in a logical andcoherent organizational f ramework.
Writ ing is not expressive of ten lacking independent and authoritative voice; mostlyf ree of mechanical errors; emergent graduate level vocabulary; presentationsometimes loses organizational logic.
Writ ing lacks independent and authoritative voice; has f requent spelling andgrammatical errors; limited non-graduate level vocabulary; presentation lacksorganizational logic.
3 / 3
Understands issues concerning plagiarism; consistently observes copyright laws;uses more paraphrasing than quotes; consistently uses appropriate documentationf or cit ing sources with no errors.
Understands issues concerning plagiarism; consistently observes copyright laws;uses more paraphrasing than quotes; uses appropriate documentation style f or cit ingsources f ewer than 3.
Possesses knowledge of plagiarism and copyright laws; relies heavily on quotes;uses appropriate documentation style f or cit ing sources with 3 or more errors.
Is aware of plagiarism and copyright laws; heavily relies on quotes (sometimes notattributed); inconsistently uses documentation style manual f or cit ing sources with 5or more errors.