Educational and Psychological Measurement

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University of Miami, teaching Organizational Behavior and Strategic Management. She also held a position at Louisiana State university as an Assistant Professor for 2 years. DRP. Castro has published in Educational and Psychological Measurement, Journal of Applied Psychology, Journal of Applied Social Psychology, Journal of Leadership and Organizational Studies, and the Leadership Quarterly. She is an active member of the Academy of Management and the Southern Management Association. Currently, DRP. Castro is on the editorial board of Leadership Quarterly and serves as an ad hoc reviewer for other scholarly journals.

She has recently served a 5-year term in the Research Methods Division of the Academy of Management, progressing from Preference Program Chair to Division Chair. Required Text and Materials Principles of Management (Flat World Knowledge) http://students. Flatworm knowledge. Com/coo rise/1037361 Course Description unfortunately, many companies are characterized by poor performance, low morale, high turnover, and terrible product/ service quality. These issues and the ways managers can handle them comprise the major core of the material in this course.

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Students will be introduced to various managerial reminisces including planning, organizing, staffing, leadership and control techniques. A behavioral science foundation of individual needs, motivation and group processes will be utilized. Course Prerequisites and Credit Hours Junior standing. 3 credit hours Course Learning Objectives Upon successful completion of this course, students will 1 ) gain increased knowledge and understanding of the topics of management and organizational behavior, and 2) gain a functional and practical understanding of how individuals, groups, and organizational structures impact organizational effectiveness.

Grading Scale Points Grade 26-460 412-425 398-411 380-397 A 366-379 B- 306-319 D+ 352-365 C+ 288-305 D B+ 334-351 C 274-287 D. B 320-333 C- < 274 Incomplete grades will only be assigned with documented reasons for inability to complete assignments, and are not an option for failing students (see below). Grades are posted on Blackboard. Students wishing to discuss course grades have within 5 days of general notification of grades to the class to do so. Course Evaluation Method A research paper and three exams comprise your grade in this course.

Research project 160 points Exams 300 points Participation points Total 460 points Research Project One research project is required, and it makes up almost 35% of your final course grade. This is good – it means 35% of your grade is completely within your control! The project is comprised of (1) a written paper and (2) an oral presentation. This is a group project for which you are expected to select your own group members. The only constraint is that each group should have no more than six members.

Each group member will be assigned the group’s project grades, possibly adjusted on the basis of group performance evaluations (discussed below). Each group is expected to provide me with a sit of group members by the third class meeting (September 4). Individuals not voluntarily joining a group will be assigned to one. Topics will be assigned September 4. All group members will evaluate each other’s performance on a specially designed performance evaluation form. This will be used in awarding credit for the group project to each group’s members.

The criteria used are: (1 ) attendance at group meetings, (2) meeting of deadlines, (3) quality of work, (4) quantity of work, (5) effort expended, and (6) overall performance. The scale for evaluating group members ranges from 5 (excellent performance) to 1 poor performance). Anyone receiving an average of 2. 0 or less will have their project grade lowered by 80 points. All evaluations will be kept strictly confidential and are not subject to negotiation or inspection. Group member evaluations are due by the last regular class meeting before the final exam.

Individuals not submitting a group member evaluation by this date will have their course grade lowered by one letter grade. For the project, your group needs to research a company and its application of one of the organizational behavior concepts we discuss. An overview of the concepts is listed in the schedule which follows. A more detailed list can be obtained by looking through the chapters. ) Substantial outside research is expected to develop your paper. The written paper should present the information you uncover regarding your chosen organization or industry’ (one paper per group).

The paper should be no longer than 8 pages, double spaced, with 1″ margins and 12 point font. A cover sheet containing the title, the names of the individuals in the group, and the date of the submission should comprise the first page, and the last page should be your references/sources (these do not count in the 8 page limit). A hard copy and an electronic copy submitted to Safe Assign are due the day of the presentation at the start of class. 10 points will be deducted for each day or part thereof that the paper is late; ditto for the presentation.

That is, the paper and presentation are due at 7:10 the day of the presentation. If I receive the paper at 7:1 1, 10 points will be deducted and the maximum grade you can receive on the paper is 70 points. Likewise, if you are not prepared to present your project at the start of class, 10 points will be deducted and the maximum grade you can receive on the presentation is 70 points. Please also note your paper will be submitted to the University plagiarism detection service, so if you have questions about what constitutes plagiarism, ask me in advance of the due date.

Each group will need to orally present their findings. The presentations should be brief (approximately 10 minutes, definitely no more than 15 minutes). The issues, problems, arguments, etc. , need to be presented. Powering is recommended, as are “handout’ exhibits. The grade for the research project will be determined as follows: Professors evaluation of presentation 40 points (25%) Class’s evaluation of presentation 40 points (25%) Professors evaluation of paper 80 points (50%) Total points Grading Rubrics 160 points (100%) The following grading rubrics will be used to evaluate your paper and presentation.

Written Project I Fail – 6 points Below standards -? appoints I Meets standard – 20 points I Exceeded standard – 27 points I Total Points (80) | Research Provided insufficient background information and significant extraneous content, relied on questionable or outdated resources and reference materials. Failed to thoroughly analyze the issues, examples, recommendations or justification. I Provided limited relevant information ND some extraneous content, relied on some questionable or outdated resources and reference materials. Applied some improper methodology for analysis, examples, recommendations or justification.

Provided sufficient relevant background information and little extraneous content, used current and quality resources and reference materials. Applied the proper methodology for analysis, examples, recommendations or justification. I Provided only relevant background information, used high quality and current resources and reference materials. Applied the proper methodology for analysis, examples, recommendations or justification. I Writing Lacked a clear thesis, main point, or introduction. Failed to employ transitions between ideas. Illogical progression.

Violated standards for academic communications (grammar, spelling, punctuation, citations, paragraph structure, etc. ). Abrupt ending without conclusions. I Advanced a weak thesis or main point. Employed weak transitions between ideas. Illogical progression. Violated some standards for academic communications (grammar, spelling, punctuation, citations, paragraph structure, etc. ). Few conclusions. Showed evidence off basic thesis or main point. Employed some form of transition between ideas. Generally followed standards for academic communications (grammar, spelling, punctuation, citations, paragraph structure, etc. . Some conclusions. I Showed evidence of a clear thesis or main point. Clear introduction. Consistently employed effective transitions between ideas. Logical progression. Consistently follows standards for academic communications (grammar, spelling, punctuation, paragraph structure, citations, etc. ). Complete discussion of conclusions. I Arguments, Topic Coverage Did not reflect satisfactory grasp of the appropriate issues. Illogical demonstration / tie-in to course concepts; lacked purport. Provided inadequate or inappropriate examples and evidence. Missed the major point(s), failed to cover a key issue.

I Reflected limited grasp of the appropriate issues. Weak demonstration/ tie-in to course concepts; weak support. Provided some inadequate or inappropriate examples and evidence. Covered major point(s) but missed some key issues. Reflected satisfactory grasp of the appropriate issues. Logical demonstration/tie-in to course concepts. Appropriate examples and evidence to support points. Covered the major point(s) and most of the key issues. Reflected above average grasp of the issues. Compelling demonstrations/ tie- in to course concepts; clearly logical. Seed excellent examples and evidence to justify your points. Completely addressed the major point(s) and key issues. I Presentation I Fail – 2 points Below standards -4 points I Meets standards – 6 points I Exceeded standards -8 points I Total Points (40) | Organization Audience did not understand presentation because of poor organization, undeveloped or irrelevant introduction, and unclear main points and conclusion. I Audience had difficulty following presentation because of some abrupt jumps, some of the main points were unclear or not sufficient stressed.

I Satisfactory organization, clear introduction, main points were well stated, even if some transitions were somewhat sudden, clear conclusion. I Superb organization, clear introduction, main points well stated and argued, with each leading to the next point of the talk, clear summary and conclusion. Value I Presentation was not at all informative. Few details were provided to support or illustrate the issue. I Presentation was somewhat informative. Some details were provided to support and illustrate the issue. I Presentation was very informative.

Quite a few details were provided supporting and illustrating the issue. I Presentation was extremely informative. Many details were provided supporting and illustrating the issue. I Mechanics Slides were cut-and pasted together haphazardly, numerous mistakes, speaker not always sure what is coming next. I Boring slides, no glaring mistakes but no real effort made into creating truly effective slides. Generally good set of slides, conveyed the main points well. I Very creative slides, carefully thought out to bring out both the main points while keeping the audience interested.

I Delivery I Mumbled the words, too many filler words and distracting gestures. Read the presentation from the slides or notes (no eye contact with the audience). Neglected transitions between slides and between speakers. No opening or closing. Low voice, some distracting filler words and gestures. Occasional eye contact with the audience but mostly read the presentation. Occasional transitions between slides and/or speakers. I Generally effective delivery, minimal distracting gestures or fillers. Maintained good eye contact with the audience. Sufficient transitions between slides and speakers.

Cues from speaker and/or slides as to when to open each video. I Natural, confident delivery. Made good eye contact with the audience. Conveyed the message and enhanced it. Excellent transitions between slides and speakers. Good opening and closing statements. I I Interest and Enthusiasm I Unenthusiastic and “comatose” presentation. Poor volume and pacing. Dull and engaging. I Boring presentation. No real effort to make it interesting. Presenters were not engaging. Good knowledge of subject matter, good volume and pacing. Conveyed interest in the topic. I Excellent use of volume, pace etc.

Kept the audience engaged throughout the Examinations There will be three exams in total, two during the semester and one final exam. Each exam will be worth 100 points. The first two exams will be uncommunicative; the final exam will be cumulative (comprehensive). All three exams will be comprised of multiple choice questions dealing with (1) the theories that are covered in the assigned readings and in class, and (2) theory application, asking you to use the knowledge AC aired from this course in solving one or more management problems. You will need to bring a Cantors form (small size) and a #2 pencil.

Exam Policy: You are only allowed to bring a blank Cantors and a #2 pencil to your desk. Any materials, books, notebooks, bags, backpacks, cell phones, Pads, tablets, purses, etc. That you bring to class must be left at the front of the class. You may pick them up after you have turned in your exam. Any academic irregularities will result in immediate dismissal and a O for the exam. Please also note that you will not be allowed to leave the class (e. G. , to use the bathroom, make a phone call, etc. ) during testing, so be sure to use the bathroom beforehand.

Latecomers will not be permitted to take the exam if the first person to finish has left the exam room. Missing Exams There are no makeup exams. If you miss one exam, your best score will be doubled. If you miss two exams, I will double your one exam score and you will have zero points for the third score. Please understand that if you miss two exams, the maximum number of points you can receive on the exam portion of your point total is 200 (out of 300 possible points). Late Assignments A hard copy and an electronic copy of the group project paper are due the day of the assigned presentation at the start of class. 0 points will be presentation is 70 points. Participation and Attendance Students are expected to attend all classes unless prior arrangements have been made with the professor. Any changes to the course schedule will be announced in class, thus it is beneficial to attend. Students are expected to participate in class, ask and answer questions, and provide examples. Therefore students must be prepared prior to class (complete assignments prior to the Start Of class). Any points assigned to this category are allocated completely based on the professor’s discretion, and are not open to debate or negotiation.

Please note that students who do not attend at least one of the first two classes will be administratively dropped from the course. Etiquette and/or Netiquette Policy Please disable all personal communication devices such as cellular phones urine class sessions. If you use a laptop or tablet, do not open any windows not related to this class. This includes email, IM, and browsers. Use of social networking sites is not allowed during class. Selected University and College Policies Code of Academic Integrity Policy Statement Students at Florida Atlantic university are expected to maintain the highest ethical standards.

Academic dishonesty is considered a serious breach of these ethical standards, because it interferes with the university mission to provide a high quality education in which no student enjoys an unfair advantage over any other. Academic dishonesty is also destructive of the university community, which is grounded in a system of mutual trust and places high value on personal integrity and individual responsibility. Harsh penalties are associated with academic dishonesty. Any violation (I. E. Any form of cheating) shall result in disciplinary action as specified by The College and The University (see University Catalog). Penalties may range from a grade of “P’ in this course to dismissal from the University. In all penalties, a letter of fact will be included in the student’s file. The University Academic Honesty Policy can be found at http://www. FAA. Du/regulations/ chi apteral/4. O 1 mice_linearity. PDF Many students are not aware of what constitutes plagiarism. I encourage you to become familiar with all forms of plagiarism and then to avoid popularizing!

Cutting and pasting other peoples’ words from written media and/or oral without giving proper credit to the source is plagiarism (whether or not you put the material into your “own words”-?it is still someone else’s idea and the source needs credit). In matters of plagiarism and cheating intent is irrelevant, as is ignorance. Please be sure to check your group members’ work as well, since your name will be on the final project. Anti-plagiarism Software Written components of any assignment or project may be submitted to anti- plagiarism software to evaluate the originality of the work.

Any students found to be submitting work that is not their own will be deemed in violation of the University honor code. Disability Policy Statement In compliance with the Americans with Disabilities Act (DAD), students who require special accommodation due to a disability to properly execute coursework must register with the Office for Students with Disabilities (SOD) – in Boca Orator, US 133, (561) 297-3880; in Davie, LA Building, (954) 236-1222; n Jupiter, SIR 1 17, (561) 799-8585; or, at the Treasure coast, CO 128, (772) 873-3305 – and follow all SOD procedures.

Religious Accommodation Policy Statement In accordance with rules of the Florida Board of Education and Florida law, students have the right to reasonable accommodations from the University in order to observe religious practices and beliefs with regard to admissions, registration, class attendance and the scheduling of examinations and work assignments. For further information, please see Academic Policies and Regulations. University Approved Absence policy Statement

In accordance with rules of the Florida Atlantic university, students have the right to reasonable accommodations to participate in University approved activities, including athletic or scholastics teams, musical and theatrical performances and debate activities. It is the student’s responsibility to notify the course instructor at least one week prior to missing any course assignment. College of Business Minimum Grade Policy Statement The minimum grade for College of Business requirements is a “C’. This includes all courses that are a part of the pre-business foundation, business core, and major program.

In addition, courses that are used to satisfy the university’s Writing Across the Curriculum and Gordon Rule math requirements also have a minimum grade requirement of a “C”. Course syllabi give individualized information about grading as it pertains to the individual classes. Incomplete Grade Policy Statement A student who is passing a course, but has not completed all work due to exceptional circumstances, may, with consent of the instructor, temporarily receive a grade of incomplete (“l”). The assignment of the “l” grade is at the discretion of the instructor, but is allowed only if the student is passing the ours.

The specific time required to make up an incomplete grade is at the discretion Of the instructor. However, the College Of Business policy on the resolution Of incomplete grades requires that all work required to satisfy an incomplete (“l”) grade must be completed within a period of time not exceeding one calendar year from the assignment of the incomplete grade. After one calendar year, the incomplete grade automatically becomes a failing grade. Withdrawals Any student who decides to drop is responsible for completing the proper paper work required to withdraw from the course.

Grade Appeal Process A student may request a review of the final course grade when s/he believes that one Of the following conditions apply: * There was a computational or recording error in the grading. * Non-academic criteria were applied in the grading process. * There was a gross violation of the instructor’s own grading system. The procedures for a grade appeal may be found in Chapter 4 of the University Regulations. Disruptive Behavior Policy Statement Disruptive behavior is defined in the FAA Student Code of Conduct as activities which interfere with the educational mission within classroom.

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Educational and Psychological Measurement. (2018, May 17). Retrieved from

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