Environmental Impact Analysis Group Learning Activity (10 percent)The Environmental Impact Analysis is a student-led learning activity, which fits well into this leadership course. Students will be placed into small groups (5-6 students) inWeek 2and act as self-directed groups/teams. In both temporary and permanent teams in organizational settings, a key component of effective team performance is the development of shared goals and agreed on processes for attaining those goals. As a self-directed group/team, you will determine the roles of each member of the group as well as developing a plan in order to execute the assignment. It is suggested that you use the following to complete this assignment:Deliverables, Timeline, and Project Plana. Determine the case study the team will present andpost in designated Group topic area.b. Divide the team project into tasks and/or stages. Assign each task to a team member.c. For each task develop a timeline/completion dates for the projectd. Define the process checks and checkpoints (schedule) you will use over the assignment (i.e. how and when you will assess and discuss your teamâs process) Rolesa. Clearly identify and define both task and process roles, e.g. leader, contact person, gatekeeper, agenda writer, enforcer, mediator, etc.);b. Assign roles to team members. Roles can be shared and/or rotated but must be delineated.You will be expected to participate in theWeek 6 learning activityby responding to other students about your team presentation as well as to ask questions concerning other presentations. In the discussion, all individual participation will be recorded and credit assigned individually based on the activity in the group area and in the final discussion of the case study.The final product is a PowerPoint presentation consisting of 12-15 slides that include a title page and a reference page. The note section is to be used to provide specific details that are not in the slide.The following are three cases that can be used. Faculty may elect to use case studies other than these three cases.Students may choose cases from the following list:Metropolis Police Department, p. 421 in Daft.American Tool and Die, p. 485 in Daft.Riverside Pediatric Associates, p. 486 in Daft.All of these cases include a situation in which an organizational response to an internal challenge will have a significant impact on the external environment, or in which the opposite is true, and change in the external environment will have a significant impact on the organization. Students will follow the required elements listed below.By completing the environment impact discussion, students will meet the requirements of outcomes 3:assess the interactions between the external environment and the organization to foster responsible and effective leadership and organizational practicesRequired Elements to include in the Environmental Impact Analysis:PowerPoint presentation with 12-15 slides including title page and reference page.Include details of the case in the Notes section of the PowerPoint slides.Explore potential leadership responses to the challenges presented in the case;Discuss the environmental impact and may also answer the questions at the end of the case study but must go beyond the questions;Include relevant concepts as they related to the organizationâs internal and external environment such as stakeholders, ethical decision making, and challenges to people, processes, and performance;The expectation is that students have a scholarly discussion so opinion is only given when well-supported with use of in-text citations and a reference list using APA style in the learning activity. Students are expected to paraphrase and not use quotes.Grading Rubric for Environmental Impact Learning Activity (10%)OutstandingSuperiorGoodSubstandard18.104.22.168.6Critical thinking/Demonstration of knowledge/Applicationevidenced sound knowledge of the topic; critical thinking consistently demonstratedmostly evidenced sound knowledge of the topic; critical thinking often demonstratedevidenced some knowledge of the topic; critical thinking occasionally demonstratedsubstantial lack of evidenced knowledge of the topic; critical thinking not demonstrated22.214.171.124Listening/ Attentiveness/ Community Awarenessconsistently aware of needs of community; listens attentively to ideas and perspectives of the group, as indicated by comments that build on the remarks of others; frequently attempts to motivate the group discussion; presents creative approaches to topicfrequently attempts to direct the discussion/activity and present relevant viewpoints for consideration by group; interacts freely butoccasionally makes meaningful reflection on the efforts of others; often inattentive and needs to be reminded of the focus of the class; marginal effort to become involved with discussiondisregards the comments of others; responses are redundant to other responses; makes disruptive comments that are directed at specific students126.96.36.199Attention to instructionsdemonstrated full understanding of requirements; responded to each aspect of assignmentdemonstrated understanding of requirements; missed one minor aspect of assignmentdemonstrated some understanding of requirements; missed a key element or two minor aspects of assignmentfailed to show a firm understanding of requirements; missed two key elements or several minor aspects of assignment188.8.131.52Slide Creation and Transitionpresentation flows well and logically; transitions are smooth, interesting and enhance presentationpresentation flows well; smooth transitions used on most slidespresentation flows well; smooth transitions used on some slidespresentation is unorganized; very few transitions and/or they distract from presentation184.108.40.206Clarity, including grammar/APAconsistently uses grammatically correct posts with no misspellings; no APA style errorsfew grammatical or spelling errors are noted in posts; attempts in-text citations and reference list but 1 or 2 APA style errors are presenterrors in spelling and grammar evident in several posts; APA style errors are present: inconsistencies in citation usage can be found throughout the document
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