Graduate Student Enrolled in a Master's Program in General Business

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writing. 5x5=25

5. Creativity: The ability to come up with out of the box ideas. 3x3=9

Overall= 109

4

Friend: Linsey Burch

Frequency Criticality

0: not performed 0: not critical

1: every few months to yearly 1: low level of criticality

2: every few weeks to monthly 2: below average level of criticality

3: every few days to weekly 3: average level of criticality

4: every few hours to daily 4: above average level of criticality

5: hourly to many times each hour 5: extremely critical

Tasks

Attend class 4x5 = 20

Complete assignments 3x5 = 15

Participate in group projects 2x3 = 6

Write papers 3x2 =6

Score 47

Knowledge

Administration and Management: Knowledge of human resources, leadership skills, strategic

planning, and management of people and resources. 0x1 = 0

English Language: Knowledge of the denotation and spelling of words, rules of composition and

grammar. 5x5 = 25

Mathematics: Knowledge of arithmetic, calculus, and statistics. 3x2 =6

Computers: Knowledge of software, and applications. 5x5 = 25

Score 56

Skills

Communications: Knowledge of communication via written and oral. 4x5 = 20

Interactive Learning: Participating in group discussions, answering and asking questions to

obtain a better understanding. 4x5 = 20

Writing: Conversing efficiently in writing. 4x5= 20

Time Management: Manage time persistently. 4x5= 20

Score 80

Abilities

Oral Communication: The ability to communicate information when talking to others. 5x5= 25

Memorization: The ability to store words, numbers, and procedures in your memory and obtain

them later. 5x5=25

Speech Lucidity: The ability to speak clearly so others can understand you. 5x5=25

Written Comprehension: The ability to read and understand material and philosophies given in

writing. 5x5=25

Creativity: The ability to come up with out of the box ideas. 4x3=12

Overall= 112

5

1. There were disagreements between the resulting orderings due to biases between the two

of us. The results were based off of our own perceptions of the job performance of the

graduate student. If the rating scale was performed without the biases, the results would

have been different.

2. Training on how to use the rating scale would have mitigated the disagreements among the

results ordering. If we were provided with general behaviors for each component, then we

would have similar ratings to one another.

3. All of the tasks listed above are behaviors and no outcomes. There is a justification for the

imbalance of behaviors and outcomes. Students do not have control over the results of their

behavior, but they have control over their behaviors.