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MA3102 Performance Management System Revised OBE Syllabus Final 081920
MA3102 Performance Management System Revised OBE Syllabus Final 081920
COURSE DETAILS
The course Performance Management System provides third year undergraduate Management Accounting students with knowledge to fundamental principles of performance
management system; (2) the different performance evaluation and improvement tools, (3) performance analysis of the economic efficiency of the firm and (4) enterprise risk
management. The course aims to cover the different performance evaluation and improvement tools and different risk management methodologies applicable to various
industries so that students develop a skill to interpret and recommend different strategies for decision making.
The course begins with the Conceptual Framework of Performance Management which includes the discussion on the fundamental concepts, analysis on the relationship of
performance, productivity and efficiency, Financial Performance Analysis, Supply Chain Management (SCM), Customer Relationship Management (CRM) and Customer
Profitability Analysis.
After setting out the framework, the course highlights the different performance evaluation and improvement tools such as the (a) Balanced Scorecard, b) Du-Pont Analysis, (c)
Bench marking & Bench trending, (d) Six Sigma, (e) Statistical Quality Control (SQL), (f) Plan- Do- Check- Action (PDCA), (g) Management Information System, (h) Online
Analytical processing tools, (i) Tools to Improve Productivity and Profitability – MRP I, MRP II and ERP, (j) Total Productivity Management and (k) Total Quality
Management.
The third major topic of this course in on Performance Analysis of the Economic Efficiency of the Firm. In this topic, the students will learn profit-maximization under
different market structure, concepts of market and demand, methods of demand forecasting and market factors affecting pricing decisions.
The course ends with the discussion on Enterprise Risk Management (ERM) which covers the fundamental concepts of ERM, Corporate Risk Management and Corporate
Failure.
After completing the course, the students should be able to develop appropriate business and management policies, action plans and strategies taking into consideration the
performance evaluation analysis and risk profile of the organization.
PEO 1: SCIENTIA An accounting professional who can build a career at national and international levels.
An accounting professional who is competent and capable in creating, managing, and distributing wealth whether in manufacturing,
PEO 2: VIRTUS merchandising, and service related enterprise.
PEO 3: DEVOTION An accounting professional who contributes his/her expertise to the industry, professional body, and society.
PEOs
Domain Domain Definition Skills
PEO#1 PEO#2 PEO#3
The ability to acquire and apply knowledge of science, mathematics,
PO#1: Business Knowledge business and economics and to understand key terms, facts and COGNITIVE
processes related to Finance and Accounting.
The ability to verbalize and articulate business information to be used
PO#2: Communication/Reporting PSYCHOMOTOR
by financial information users in making economic decisions.
The ability to direct and influence others towards a common goal and
AFFECTIVE/
PO#3: Leadership/Teamwork to recognize individual performance and work with others towards
PSYCHOMOTOR
achieving a common goal.
PO#4: Multi-disciplinary Teams The ability to function in collaboration with other disciplines. PSYCHOMOTOR
The ability to be professionally competent, noble in character, sensitive
PO#5: Witness to the Word to the Gospel's mission and adhere to the Code of Professional Ethics AFFECTIVE
for the accounting profession.
The ability to demonstrate personal and intellectual autonomy and
PO#6: Life-long Learning AFFECTIVE
information literacy.
The ability to embrace the diversities and complexities of the world
across disciplines and perspectives, at the same time preserve and COGNITIVE/
PO#7: Global Citizenship promote “Filipino historical and cultural heritage”; to demonstrate AFFECTIVE/
corporate citizenship, social responsibility, and ethical practices in PSYCHOMOTOR
performing functions as a professional accountant.
The ability to undertake an in-depth study of accounting, tax, business
PO#8: Research COGNITIVE
law, and auditing issues.
The ability to analyze and interpret financial and business risks,
identify and analyze problems related to accounting issues as basis for
PO#9: Technical Competency solutions and recommendations, and render professional judgment on COGNITIVE
the preparation of external and internal reports based on applicable
standards and practices.
The ability to exercise discretion in the analysis and interpretation of
PO#10: Professional Judgment accounting issues, both local and international, and present options in COGNITIVE
resolving emerging and relevant challenges related to accounting.
Discuss the (1) fundamental principles of performance management system; (2) the
different performance evaluation and improvement tools, (3) performance analysis of
CO1:
the economic efficiency of the firm and (4) enterprise risk management.
Evaluate the performance measures of the organization and the risks associated with
strategies and develop skill to interpret and recommend different approaches for
CO2:
decision making.
CO3: Develop appropriate business and management policies, action plans and strategies
taking into consideration the performance evaluation analysis and risk profile of the
organization.
Course Structure
COURSE ASSESSMENT TEACHING AND LEARNING
TOPIC INTENDED LEARNING OUTCOMES
OUTCOMES TASKS ACTIVITIES
UNIT 1: CONCEPTUAL FRAMEWORK OF CO1 A. Discuss the fundamental concepts of performance Graded Advance reading assignment
PERFORMANCE MANAGEMENT CO2 management and how it is linked to the organization’s Recitations Classroom discussion
(1.5 Hours) CO3 missions and goals. Quiz or Practice exercises/ business
case analysis
B. Distinguish performance management from Seatwork
A. Performance Management- Concepts, Research
performance appraisal. Assignment
Components
C. Examine the components of performance
B. Performance, Productivity and Efficiency
management cycle and determine the possible
C. Financial Performance Analysis
exposures to errors and biases.
D. Supply Chain Management (SCM)
D. Analyze the relationship of performance, productivity
E. Customer Relationship Management
(CRM) and Customer Profitability
Analysis and efficiency.
E. Discuss the different approaches to the measurement
of productivity and efficiency.
F. Explain the scope and significance of financial
performance analysis.
G. Assess the different areas of financial performance
analysis such as the working capital, financial
structure, profitability and others.
H. Apply the different tools and techniques in financial
performance analysis such ratio, common-size and
trend analysis in assessing performance.
I. Discuss the concepts, objectives and components of
supply chain management.
J. Define customer relationship management and
describe its different parts and objectives.
K. Describe the technological aspect of customer
relationship management.
L. Identify the advantages and disadvantages of
customer relationship management.
M. Analyze customer profitability and discuss its
relevance in performance management system
UNIT 2: PERFORMANCE EVALUATION CO1 A. Discuss the fundamental concepts of balanced Graded Advance reading assignment
AND IMPROVEMENT TOOLS: BALANCE CO2 scorecard and its use as a performance evaluation and Recitations Classroom discussion
SCORECARD (BSC) CO3 improvement tool. Quiz or Practice exercises/ business
(3 Hours) case analysis
B. Examine the metrics, data collection and analysis on Seatwork
Research
A. Basic Concepts of Balanced Scorecard each of the four perspectives of the balanced Assignment
B. The Essence of Balanced Scorecard scorecard.
C. Four Perspectives of Balanced Scorecard C. Explain how balanced scorecard is used as a strategic
D. Using Balanced Scorecard as a Strategic management system.
Management System D. Discuss the steps in developing a balanced scorecard
E. Steps in Developing Balanced Scorecard and identify the key factors that must be considered.
F. Types of Information Required in BSC E. Identify the different types of information required for
G. Information Required for Performance performance measurement under BSC.
Measurement under BSC F. Discuss the implementation methods of BSC and the
H. Implementation Methods of BSC challenges encountered in the process.
I. Benefits and Limitations of BSC G. Determine the benefits and limitations of BSC as a
performance evaluation and improvement tool.
H. Determine how this performance evaluation and
improvement tool is used in different industries.
UNIT 3: PERFORMANCE EVALUATION CO1 A. Discuss the fundamental concepts of Du-Pont analysis Graded Advance reading assignment
AND IMPROVEMENT TOOLS: DU-PONT CO2 and its use as a performance evaluation and Recitations Classroom discussion
ANALYSIS CO3 improvement tool. Quiz or Practice exercises/ business
(1.5 Hours) case analysis
B. Analyze the components of Du-Pont equation Seatwork
Research
A. Basic Concepts of Du-Pont Analysis C. Evaluate organization’s performance using ROE, Assignment
B. Du-Pont Analysis Components Three-Step Du-Pont and Five-Step Du-Pont
C. Du-Pont Analysis versus Return on Equity D. Explain why splitting the return on equity calculation
(ROE) into its component parts may be helpful to an analyst
D. Three-Step Du-Pont E. Determine the benefits and limitations of Du-Pont
E. Five-Step Du-Pont Analysis as a performance evaluation and
F. Limitations of Using DuPont Analysis improvement tool.
F. Determine how this performance evaluation and
improvement tool is used in different industries.
UNIT 4: PERFORMANCE EVALUATION CO1 A. Understand what is a benchmark and how it is used a Graded Advance reading assignment
AND IMPROVEMENT TOOLS: CO2 performance evaluation and improvement tool. Recitations Classroom discussion
BENCHMARKING & BENCH TRENDING CO3 B. Discuss the fundamental concepts of Benchmarking Quiz or Practice exercises/ business
(1.5 Hours) case analysis
and Bench Trending Seatwork
Research
A. Basic Concepts of Benchmarking and C. Examine the different types of benchmark and how Assignment
each is applied as performance evaluation tool in
different organizations.
Bench Trending D. Discuss the stages in the process of benchmarking and
B. Types of Benchmarking identify the different variables considered in each
C. The stages in the process of stage.
Benchmarking E. Identify the pre-requisites of benchmarking.
D. Difficulties in implementation of Bench F. Determine the difficulties in implementing
Marking benchmarking and how can these be addressed by the
E. Bench Trending and its difference from organization.
Benchmarking G. Distinguish bench trending from benchmarking.
H. Determine how this performance evaluation and
improvement tool is used in different industries.
UNIT 5: PERFORMANCE EVALUATION CO1 A. Discuss the fundamental concepts Total Quality Graded Advance reading assignment
AND IMPROVEMENT TOOLS: TOTAL CO2 Management (TQM) and its use as a performance Recitations Classroom discussion
QUALITY MANAGEMENT (TQM) CO3 evaluation and improvement tool. Quiz or Practice exercises/ business
(1.5 Hours) case analysis
B. Understand the primary principles of TQM. Seatwork
Research
A. Basic Concepts of TQM C. Examine the three core concepts of TQM: quality Assignment
B. The Primary Principles of TQM control, quality assurance and quality management.
C. The Three Core Concepts of TQM D. Discuss the stages of implanting TQM and the key
D. The Stages to be taken in the variables that must be considered in each stage.
Implementation of TQM E. Identify the critical factors and performance measures
E. Critical Factors and Performance of TQM.
Measures of TQM F. Compare the traditional performance management
F. Traditional Performance Measurement systems and the recommended measurement tools
Systems G. Determine the limitations of TQM and how these
G. Recommended Performance Measurement affect the performance evaluation.
System for TQM H. Identify the different industries using TQM and how
H. Limitations of TQM the tool is applied.
UNIT 6: PERFORMANCE EVALUATION A. Discuss the fundamental concepts Six Sigma and its Graded Advance reading assignment
AND IMPROVEMENT TOOLS: SIX SIGMA use as a performance evaluation and improvement Recitations Classroom discussion
(1.5 Hours) tool. Quiz or Practice exercises/ business
B. Determine the importance of six sigma performance Seatwork case analysis
A. Basic Concepts of Six Sigma measurement Assignment Research
B. The Importance of Six Sigma C. Understand the two six sigma methodologies in order
Performance Measurement to improve an existing business process and create
C. Six Sigma Methodologies new product or process designs
D. Six Sigma Process Performance Metrics D. Identify key roles required for successful
E. Key roles required for successful implementation of six sigma
implementation of Six Sigma E. Examine the 5S’s concept of quality management and
F. Six Sigma process in Quality Control how these concepts are implemented in the
Process organization
G. 5 S’s concept in Quality Management F. Identify how various organizations implement six
H. Different types of Quality Costs sigma.
UNIT 7: OTHER PERFORMANCE CO1 A. Discuss the fundamental concepts of the different Graded Advance reading assignment
EVALUATION AND IMPROVEMENT CO2 evaluation and improvement tools. Recitations Classroom discussion
TOOLS B. Determine the importance of these tools and Quiz or Practice exercises/ business
(4.5 Hours) case analysis
understand the methodologies and processes involved Seatwork
Research
A. Statistical Quality Control (SQL) in each tool. Assignment
B. Plan-Do-Check-Action (PDCA) C. Identify the two basic categories of SQL and describe
C. Management Information System (MIS) the quality measurements: attributes versus variable
D. Online Analytical Processing Tools attributes.
(OLAP) D. Discuss the potential impact of computers and MIS on
E. Tools to Improve Productivity and different levels of management.
Profitability – MRP I, MRP II and ERP E. Discuss how OLAP enables analysts, managers and
F. Total Productive Maintenance (TPM) executives to gain insight into data through fast,
consistent, interactive access to a wide variety of
possible views of information that has been
transformed from raw data to reflect the real
dimensionality of the enterprise as understood by the
user.
F. Analyze how these tools can be used in evaluating
and improving performance.
G. Identify how various organizations implement these
tools.
MIDTERM EXAMINATION
UNIT 8: ECONOMIC EFFICIENCY OF CO1 A. Discuss the fundamental concepts of market and Graded Advance reading assignment
THE FIRM – PERFORMANCE ANALYSIS CO2 demand. Recitations Classroom discussion
(3 Hours) B. Identify the determinants of demand and how each Quiz or Practice exercises/ business
case analysis
factor affects demand. Seatwork
A. Profit-Maximization under Different Research
C. Identify the factors that must be considered in Assignment
Market Structure
forecasting demand.
B. Concepts of Market and Demand
D. Examine the different methods of forecasting.
C. Determinants of Demand
E. Define what is market and understand its elements.
D. Elasticity of Demand
F. Describe the price determination under perfect
E. Factors Involved in Demand Forecasting
completion, monopoly, oligopoly and duopoly.
F. Methods of Forecasting
G. Analyze different factors that affect and influence
G. Price Determination Under Perfect
pricing decisions
Competition
H. Analyze how demand affects pricing decisions.
H. Price Determination Under Monopoly,
Oligopoly and Duopoly
I. Market Factor affecting Pricing Decisions
J. Factors influencing Price of a Product
K. The Role of Demand in Pricing Decisions
UNIT 9: ENTERPRISE RISK A. Discuss the fundamental concepts of risk Graded Advance reading assignment
MANAGEMENT (ERM): RISK management. Recitations Classroom discussion
MANAGEMENT B. Define risk and the types of risk. Quiz or Practice exercises/ business
(3 Hours) case analysis
C. Identify the objectives of risk management. Seatwork
Research
A. Risk Management – Introduction and D. Describe the different risk measurements and the
Objectives variables that need to be considered in measuring Assignment
B. Define Risk and the Types of Risk these risks.
C. Risk Measurement – Pooling E. Examine the procedures of risk analysis.
D. Risk Measurement – Diversification F. Define risk mapping and determine its benefits.
E. Risk Measurement – Total Loss G. Examine the risk mapping process and the different
Distribution variables that are relevant in the process.
F. Risk Measurement – Ruin Probability H. Analyze how the key indicators are applied.
G. Risk Analysis – Risk Mapping and risk I. Examine the different risk management practices and
Indicators how these differ to the conventional methods.
FINAL EXAMINATION
Educational Resources
Reference:
A. Books:
Carl Warren & Jefferson Jones (2020) Financial and Managerial Accounting (15th ed.), Cengage Learning
James Evans & William Lindsay (2020) Managing for Quality and Performance Excellence (11th ed.), Cengage Learning
James Evans & William Lindsay (2019) An Introduction to Six Sigma andProcess Improvememt (5th ed.) Cengage Learning
Maryanne M. Mowen (2018) Managerial Accounting: The Cornerstoneof Business Decision-Making (7th ed.) Cengage Learning
Herman Aguinis, Performance Management (3rd ed.) Pearson Publishing
Teay Shawyun , Strategic Performance Management System: An Integrated Framework (4th ed.)
Dina Gray, Strategic Performance Management: Leveraging and Measuring Your Intangible Value Drivers (1st ed)
Online References:
www.cengageasia.com
Textbook Website
www.mheducation.com
Textbook Website
http://www.fma.org/
Financial Management Association
www.investopedia.com
Finance Terms
www.cfainstitute.org/
Chartered Financial Analyst Institute Website
Course Requirements
As a students in this course, you must comply with the following requirements:
1. Attendance and Class Participation
You are expected to attend all classes. Attendance in the lectures is very important because the lectures present new information and provide background for the assignments. You are
responsible for all of the material presented in lectures.
The USC Student Manual (2006 Edition) specifies that “a student who incurs absences of more than 20% of the prescribed number of class hours or laboratory periods during the term
should be given NC or 5.0.” A 3-unit course has 48 class hours. Students with three absences are required to get a readmission permit from the college dean.
Class participation is evidenced by individual or group outputs from in-class exercises. These outputs shall be collected at the end of a class meeting. In-class exercises could include
Short quizzes, seatworks, and group discussions.
4. Portfolio/Term Report
A portfolio of documents will be submitted at the end of the term. It will contain the introduction, problems, alternative course of actions, corresponding descriptions, analyses, and
conclusion and recommendations thereof.
Grading System
This course will follow the standard grading system of the University as follows:
Assessment Tasks Weight (%) Assessment Reference
Class participation 15 Rubric No. 1
Pre-midterm summative exams and midterm exam 25 Multiple choice, open ended questions
Pre-final summative exams and final exam 25 Multiple choice, open ended questions
Team-based activities presentation 15 Rubric No. 3, Rubric No. 4
Team-based activities portfolio submission 10 Rubric No. 3
Peer assessment 10 Rubric No. 2
Total 100
GPA Scoring
For purposes of transmutation, the standard equivalents will be used as follows:
100
Score Range 94-93 92-91 90-89 88-87 86-85 84-83 82-81 80-79 78-77 76-75
-95
Grade Equivalent 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.0
74-
Score Range 72-71 70-69 68-67 66-65 64-62 61-59 58-56 55-53 52-50 49 below
73
Grade Equivalent 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3.0 5.0
Note:
1. Students who obtain grades below 3.0 is equivalent to a failing grade of 5.0.
2. BSA students must maintain a 2.0 GPA in each core and professional course.
3. BSMA, BSAIS, and BSIA students must maintain a 2.5 GPA in each core and professional course.
4. Students who have not complied with their final requirements for the subject will be given an INC grade.
5. Students with an INC grade are given at most one year to comply with the necessary requirements to be given a final grade. Students whose grades are not changed
within one year will automatically receive a final grade of No Credit (NC).
6. Students can only have a maximum of nine (9) units of INC grades at one time. Students who violate this rule will not be allowed to enroll in further subjects until
they comply with the requirements and have their INC grades changed.
Classroom Management
1. Attendance is a MUST. Students may incur only ten (10) absences for MWF schedules or seven (7) absences for TTH schedules. Otherwise, they will
automatically be dropped from class and receive a grade of either NC (No Credit) or a failing grade of 5.0, whichever is applicable.
2. Students who incur three (3) absences will be asked by the instructor to see the Department Chair to secure permission to be re-admitted to class. A re-admission
slip should be properly accomplished for this.
3. Tardiness is discouraged. It is a source of irritation and class disruption when students arrive late. Students who arrive 15 minutes after the start of class are
considered tardy. Please note that three (3) tardiness is equivalent to one (1) absence.
4. A permanent seat plan will be made at the start of the semester. Students are advised to keep to their assigned seating arrangement; otherwise, they will be marked
absent for that day.
5. Classes should always start and end with a short prayer. The instructor can opt to lead the prayer or assign students to do this alternately.
6. Students should assist in maintaining the orderliness and cleanliness of the classrooms. Graffiti writing is strictly prohibited. Any student found violating this rule
will be punished with the appropriate sanction. Before leaving the classroom, the instructor with the help of the students, should ensure that no litter/garbage is left
behind and that chairs are in their proper order. Should the class be the last schedule for the day, the instructor should arrange that the lights and air conditioning
units are switched off.
7. Going out of the classroom at any time is strictly discouraged. Students should make it a habit to go to the restroom during their vacant period or before the start of
their classes. If they must visit the restroom, permission should be sought from the instructor.
8. Use of mobile phones inside the classroom is strictly prohibited. They should be switched off or placed in silent mode before entering classes. The instructor has
the right to confiscate mobile phones that ring and/or are used during class hours. The confiscated unit can only be claimed from the Dean’s Office at the end of the
semester.
9. The teacher reserves the right to ask the student to leave the room if his behavior is disruptive in class.
10. It is the responsibility of the students to properly schedule their classes so that meals and snacks will be taken at the proper time.
11. Students are encouraged to see the instructor during consultation hours for any concerns, questions and assistance with regards to the course.
RUBRIC SCORE
{[ 3 ] }
( 4+ 2+ 2 )
+1 ∗ 20 *3 refers to the # of criteria, 1 and 20 are
73.3333
constants
PERCENTAGE SCORE Computed as Rubric Score divided by 100 *100 is a constant 73.3333%
TRANSMUTATION EQUIVALENT Computed as Percentage Score multiplied by -4 plus 5 *-4 and 5 are constants 2.1
Rubric No. 2: Teamwork Value Rubric
Level of Competence
Criteria Score
1 – Unacceptable 2 – Satisfactory 3 – Very Good 4 – Outstanding
Shares ideas but does not Offers new suggestions Offers alternative solutions Helps the team move forward
1. Contributes to team advance the work of the to advance the work of or courses of action that by articulating the merits of
2
meetings group. the group. build on the idea of others. alternative ideas or
proposals.
Completes all assigned tasks Completes all assigned Completes all assigned tasks Completes all assigned tasks
by deadline. tasks by deadline; by deadline; work by deadline; work
work accomplished accomplished is thorough, accomplished is thorough,
advances the project. comprehensive, and comprehensive, and
2. Individual contributions advances the project. advances the project.
4
outside of team meetings Proactively helps other team
members complete their
assigned tasks to a similar
level of excellence.
3. Fosters constructive Supports a constructive team Supports a constructive Supports a constructive team Supports a constructive team 1
team climate climate by doing any one of team climate by doing climate by doing any three of climate by doing all of the
the following: any two of the the following: following:
Treats team members following: Treats team members Treats team members
respectfully by being Treats team respectfully by being respectfully by being
polite and constructive in members polite and constructive in polite and constructive in
communication. respectfully by communication. communication.
Uses positive vocal or being polite and Uses positive vocal or Uses positive vocal or
written tone, facial constructive in written tone, facial written tone, facial
expressions, and/or body communication. expressions, and/or body expressions, and/or body
language to convey a Uses positive vocal language to convey a language to convey a
positive attitude about the or written tone, positive attitude about the positive attitude about the
team and its work. facial expressions, team and its work. team and its work.
Motivates teammates by and/or body Motivates teammates by Motivates teammates by
expressing confidence language to convey expressing confidence expressing confidence
about the importance of a positive attitude about the importance of about the importance of
the task and the team’s about the team and the task and the team’s the task and the team’s
ability to accomplish it. its work. ability to accomplish it. ability to accomplish it.
Provides assistance Motivates Provides assistance and/or Provides assistance and/or
and/or encouragement to teammates by encouragement to team encouragement to team
team members. expressing members. members.
confidence about the
importance of the
task and the team’s
ability to
accomplish it.
Provides assistance
and/or
encouragement to
team members.
RUBRIC SCORE
{[ ( 2+ 4+1 )
3 ] }
+1 ∗ 20 *3 refers to the # of criteria, 1 and 20
66.6667
are constants
PERCENTAGE SCORE Computed as Rubric Score divided by 100 *100 is a constant 66.6667%
TRANSMUTATION EQUIVALENT Computed as Percentage Score multiplied by -4 plus 5 *-4 and 5 are constants 2.3
2. Developing a Plan to Solve Student does not develop a Student develops a Student develops an Student develops a clear
the Problem coherent plan to solve the marginal plan, and does not adequate plan and follows and concise plan to solve
problem. follow it to conclusion. it to conclusion. the problem, with
3
alternative strategies, and
follows the plan to
conclusion.
3. Collecting and Analyzing Student collects no viable Student collects inadequate Student collects adequate Student collects 3
Information/application of information. Incorrect information to perform information and performs information from multiple
analytical techniques analysis based on partial meaningful analyses. basic analyses. sources and analyzes the
understanding of the information in-depth.
problem. Excellent application of
the appropriate techniques
4. Interpreting Findings and Student does not interpret Student provides an Student provides an Student provides a logical
Solving the Problem, the findings/reach a inadequate interpretation of adequate interpretation of interpretation of the
Recommendations conclusion. Incorrect the findings and does not the findings and solves findings and clearly
&Managerial insights recommendation. No derive a logical solution to the problem, but fails to solves the problem,
2
managerial insights. the problem. Reasonable provide alternatives. offering alternative
recommendation, but does Reasonable solutions. With solid
not offer a managerial recommendation, but recommendation and
insights. weak managerial insights. managerial insights.
RUBRIC SCORE
{[ (3+ 3+3+2 )
4 ] }
+1 ∗20 *4 refers to the # of criteria, 1 and 20 are
75
constants
PERCENTAGE SCORE Computed as Rubric Score divided by 100 *100 is a constant 75%
TRANSMUTATION EQUIVALENT Computed as Percentage Score multiplied by -4 plus 5 *-4 and 5 are constants 2.0
4. Group Presentation Some team members have no role Some group members Most group members All group members
in presentation. participate. participate equally, not all participate and
demonstrate knowledge of knowledgeable of material. 3
material.
RUBRIC SCORE
{[ (3+ 3+3+3 )
4 ] }
+1 ∗ 20 *4 refers to the # of criteria, 1 and 20 are constants 80
PERCENTAGE SCORE Computed as Rubric Score divided by 100 *100 is a constant 80%
TRANSMUTATION EQUIVALENT Computed as Percentage Score multiplied by -4 plus 5 *-4 and 5 are constants 1.8