Course Assessment Table
| Course Assessments | CO 1 | CO 2 | CO 3 | CO 4 |
| Discussions | X | X | | |
| Written Case Study Analysis | X | X | | |
| Quizzes | X | X | | |
| Consulting Activity (Final) | X | X | X | X |
Assignment Outline
Written Case Study Analysis (200 Points / 45% of total grade)
You will complete four written case study analyses, each worth 50 points. These assignments assess your ability to apply management and leadership principles to real-world situations and to clearly recommend and justify a course of action.
Each analysis must be 650–850 words, present a clear position, support recommendations with case evidence, apply relevant course concepts, and follow APA 7th edition guidelines. Writing quality, organization, and professionalism matter. Detailed instructions and grading rubrics are provided in the corresponding Canvas modules and must be reviewed before submission.
Consulting Activity (Final) (150 Points / 34% of total grade)
The Team Consulting Project is a multi-stage, team-based experience designed to reflect real-world consulting and leadership work. Students function as a consulting team tasked with helping Joe and the leadership team at The Forest Group address key team and leadership challenges.
As the project unfolds, teams use the same skills they are learning in the course—building trust, setting norms, managing conflict, making decisions, and holding one another accountable—while applying course concepts to a real client situation. Students integrate frameworks from The Five Dysfunctions of a Team, Do You Care to Lead?, and other course models to diagnose problems, design a practical three-step team reset, and translate theory into clear, actionable recommendations.
The project concludes with a professional consulting presentation delivered via video, supported by peer and cross-team evaluations. Detailed instructions and grading rubrics are provided in Canvas.
Quizzes (94 Points /21% of total grade)
There will be seven total quizzes - six quizzes on the course reading assignments (14 points each), plus one quiz on the course syllabus (10 points). All quizzes consist of multiple-choice and True-or-False questions and are open-book. There is no time limit, and you get one opportunity to take the quiz before the due date (no multiple attempts). The deadlines to submit the weekly reading quizzes are listed on Canvas.
Quiz questions are taken from the readings and videos (lecture and non-lecture videos). It is a good idea to watch the videos and complete the assigned reading, and while doing so, take notes so you not only have them available for the quizzes, but also for the assignments and discussions.
Extra Credit Professor's Corner Discussions (Up to 5 Points per Discussion)
Professor's Corner is an opportunity to participate at a deeper level in the class. In these meetings, we review the case studies, articles, and videos of the past week and the current week. You will be better prepared as a result of that week's assignments. Attending Professor's Corner live is optional, but watching the recording and participating in the discussion is not. There are four Professor's Corner discussions you are asked to participate in.
After participating live or watching the recording of Professor's Corner, you are required to post one substantial, well-constructed contribution to the discussion that demonstrates clearly that you watched it and were engaged. There is no word length. The quality of the content is more important than the number of words, but a minimum of 200 words and a maximum of 300 words is a good guide to follow. Following your initial post, you are asked to make at least two meaningful replies (not to exceed 150 words each) to other students’ responses.
Please see instructions in the Modules and Rubric for more specific instructions and information.
Important: Since active participation is critical to the online discussion, no credit is given for late submissions.
Course Flow
Most weeks, the general flow of the course, except for the first week to some extent, and team projects, includes the following:
- An open-book quiz due Fridays (or sooner, should you choose)
- Initial extra credit discussion post due Fridays (or sooner should you choose)
- Replies to extra credit discussions are due Tuesday (or sooner should you choose)
- Case study analysis due Monday (or sooner should you choose)
- See Canvas modules for specific deadlines for the team consulting project deliverables
For more information, go to "READ: Course Overview and Module Workflows" in the course modules.
Grade Scheme
Grading Philosophy — Many of you may be balancing multiple, competing demands in your life – career, education, family, etc. I understand that unexpected situations might arise during the semester. For this reason, I have included some flexibility into the design of the course and will drop the lowest grade in certain assignments as described above.
Late Policy — Deadlines are established for each assignment, discussion and quiz. Late assignments, discussions and quizzes are not accepted unless noted.
Discussion of Grades — Coaches and I will discuss grades on individual assignments up to one week after the grade is given. If you can make a cogent argument in favor of increasing a grade, We will consider it. After that point, I will not alter grades for any reason. Also, unless you honestly believe I erred in computing your final grade, please do not email me after grades are posted and ask for a higher grade. The answer will be no. Additionally, I don't round grades up - ever, so please don't ask. I have found that rounding grades causes too many issues and isn't fair. Let me explain. If I round your grade up then I have to round up everyone's grade up and where do I draw the line? No matter where I draw it someone will think it is unfair. My hands are unfortunately tied. Many in the class will be on the "cusp" of an A, A-, B+, etc. at the end of the term. If I allow you to do extra credit to round your grade up, then I have to open that up to every student in the class to make it fair. That doesn't make it better because I will have a whole new group of students just on the cusp asking what they can do to get an A, A-, B+, etc. I understand this can be frustrating, but my philosophy with grading is that it is your responsibility to get the grade you want, not the professor's. Sorry to be so direct, but this seems to be a recurring problem every term. I will provide you with every opportunity during the semester to succeed, but at the end of the day, it is your responsibility to get the grade you want :-)
Rubrics — In the interest of fairness, consistency, and transparency, assignments are evaluated using grading rubrics that provide the assessment criteria. You will earn points based on the extent to which you achieve the objectives defined in the assessment criteria. Please carefully study the grading rubric for prior to beginning each assignment and allow it to guide your work.
The following grading standards will be used in this class:
| A | 100 % to 94.0% |
| A- | < 94.0 % to 90.0% |
| B+ | < 90.0 % to 87.0% |
| B | < 87.0 % to 84.0% |
| B- | < 84.0 % to 80.0% |
| C+ | < 80.0 % to 77.0% |
| C | < 77.0 % to 74.0% |
| C- | < 74.0 % to 70.0% |
| D+ | < 70.0 % to 67.0% |
| D | < 67.0 % to 64.0% |
| D- | < 64.0 % to 61.0% |
| F | < 61.0 % to 0.0% |