BUSI 755

ADRP Prospectus Instructions

Using research of the current literature on the topic selected and that is relevant to organizational and executive coaching, prepare a 5–8-page prospectus response complying with the formatting and content instructions below.

· Minimum of 5 pages and maximum of 8 pages, double spaced, not including title page and reference page

· Times New Roman 12-point font

· Left justified only

· One-inch margins

· Current APA format

· Numbered pages

· Minimum of 10 scholarly journal references; each reference must be less than 10 years old

· Show block quotations for more than 40 words:

· Single spaced with double space separating quotes

· Indented 5 spaces from left-hand margin

· No quotation marks

· Reference page in current APA format, including active, permanent/stable URL links (not included in page total)

· Double space between references and single space within the reference

· A title page that includes:

· Course number and name

· Case name

· Student name

· Date submitted

· Respectfully submitted to: (instructor’s name)

· Abstract

· Concepts from the literature synthesized into the prospectus format with the following sections required:

· Problem Statement

· Purpose Statement/Research Questions

· Conceptual Framework

· Hypothesis/Hypotheses (supported by literature review citations and based on level of empirical knowledge gained from the review of the literature)

· Selected research approach/rationale for this approach:

· How the data will be measured

· How the data will be collected

· How the data will be analyzed

· How conclusions will be drawn

· What limitations exist

· Expected contributions of the research and expected outcomes

· Summary

Submit your ADRP Prospectus by 11:59 p.m. (ET) on Sunday of Module 7/Week 7.

Making PowerPoint Slides

Avoiding the Pitfalls of Bad Slides

Tips to be Covered

Outlines

Slide Structure

Fonts

Colour

Background

Graphs

Spelling and Grammar

Conclusions

Questions

Outline

Make your 1st or 2nd slide an outline of your presentation

Ex: previous slide

Follow the order of your outline for the rest of the presentation

Only place main points on the outline slide

Ex: Use the titles of each slide as main points

Slide Structure – Good

Use 1-2 slides per minute of your presentation

Write in point form, not complete sentences

Include 4-5 points per slide

Avoid wordiness: use key words and phrases only

Slide Structure - Bad

This page contains too many words for a presentation slide. It is not written in point form, making it difficult both for your audience to read and for you to present each point. Although there are exactly the same number of points on this slide as the previous slide, it looks much more complicated. In short, your audience will spend too much time trying to read this paragraph instead of listening to you.

Slide Structure – Good

Show one point at a time:

Will help audience concentrate on what you are saying

Will prevent audience from reading ahead

Will help you keep your presentation focused

Slide Structure - Bad

Do not use distracting animation

Do not go overboard with the animation

Be consistent with the animation that you use

Fonts - Good

Use at least an 18-point font

Use different size fonts for main points and secondary points

this font is 24-point, the main point font is 28-point, and the title font is 36-point

Use a standard font like Times New Roman or Arial

Fonts - Bad

If you use a small font, your audience won’t be able to read what you have written

CAPITALIZE ONLY WHEN NECESSARY. IT IS DIFFICULT TO READ

Don’t use a complicated font

Colour - Good

Use a colour of font that contrasts sharply with the background

Ex: blue font on white background

Use colour to reinforce the logic of your structure

Ex: light blue title and dark blue text

Use colour to emphasize a point

But only use this occasionally

Colour - Bad

Using a font colour that does not contrast with the background colour is hard to read

Using colour for decoration is distracting and annoying.

Using a different colour for each point is unnecessary

Using a different colour for secondary points is also unnecessary

Trying to be creative can also be bad

Background - Good

Use backgrounds such as this one that are attractive but simple

Use backgrounds which are light

Use the same background consistently throughout your presentation

Background – Bad

Avoid backgrounds that are distracting or difficult to read from

Always be consistent with the background that you use

Graphs - Good

Use graphs rather than just charts and words

Data in graphs is easier to comprehend & retain than is raw data

Trends are easier to visualize in graph form

Always title your graphs

Graphs - Bad

Graphs - Good

Graphs - Bad

Graphs - Bad

Minor gridlines are unnecessary

Font is too small

Colours are illogical

Title is missing

Shading is distracting

Spelling and Grammar

Proof your slides for:

speling mistakes

the use of of repeated words

grammatical errors you might have make

If English is not your first language, please have someone else check your presentation!

Conclusion

Use an effective and strong closing

Your audience is likely to remember your last words

Use a conclusion slide to:

Summarize the main points of your presentation

Suggest future avenues of research

Questions??

End your presentation with a simple question slide to:

Invite your audience to ask questions

Provide a visual aid during question period

Avoid ending a presentation abruptly

JanuaryFebruaryMarch April

Blue Balls20.427.49020.4

Red Balls30.638.634.631.6

Good

January January
February February
March March
April April
Blue Balls
Red Balls
Items Sold in First Quarter of 2002
20.4
30.6
27.4
38.6
90
34.6
20.4
31.6

Bad

January January
February February
March March
April April
Blue Balls
Red Balls
20.4
30.6
27.4
38.6
90
34.6
20.4
31.6

Sheet1

January February March April
Blue Balls 20.4 27.4 90 20.4
Red Balls 30.6 38.6 34.6 31.6

Sheet2

Sheet3

Items Sold in First Quarter of 2002

0

10

20

30

40

50

60

70

80

90

100

JanuaryFebruaryMarch April

Blue Balls

Red Balls

Good

January January
February February
March March
April April
Blue Balls
Red Balls
Items Sold in First Quarter of 2002
20.4
30.6
27.4
38.6
90
34.6
20.4
31.6

Sheet1

January February March April
Blue Balls 20.4 27.4 90 20.4
Red Balls 30.6 38.6 34.6 31.6

Sheet2

Sheet3

20.4

27.4

90

20.4

30.6

38.6

34.6

31.6

0

10

20

30

40

50

60

70

80

90

100

JanuaryFebruaryMarch April

Blue Balls

Red Balls

Good

January January
February February
March March
April April
Blue Balls
Red Balls
Items Sold in First Quarter of 2002
20.4
30.6
27.4
38.6
90
34.6
20.4
31.6

Bad

January January
February February
March March
April April
Blue Balls
Red Balls
20.4
30.6
27.4
38.6
90
34.6
20.4
31.6

Sheet1

January February March April
Blue Balls 20.4 27.4 90 20.4
Red Balls 30.6 38.6 34.6 31.6

Sheet2

Sheet3

BUSI 755

ADRP Prospectus paper grading rubric

Criteria

Levels of Achievement

Content

Advanced

Proficient

Developing

Not Present

Points Earned

Key Components

& Major Point Support

132 to 140 points

· Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.

· Student demonstrates proficient command of the sumbect matter in the assignment. Assignment shows an impressive level of depth of studetn’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.

· Student demonstrates a higher level of critical thinking necessary for graduate-level work. Student provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Student presents a genuine intellectual development of ideas throughout the assignment.

122 to 131 points

· Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.

· Student exhibits above average usage of subject matter in assignment. Student provides above-average ability in relating course content in examples given. Details and facts presented provide and adequate presentation of studentn’s current level of subject matter knowledge.

· Student exhibits a good command of critical-thinking skills in the presenation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Ooverall, student proives adequate conclusions, with 2 or fewer errors.

1 to 121 points

· Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader ma have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.

· The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.

· Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. Student presents a limited perspective on key concepts throughout assignment. Student appears to have problems applying information in a problem-solving manner.

0 points

· Student exhibits minimal understanding of the intended assignmen and the thesis is not fully supported throughout the assignment. Thesis fails to guide the development of the assignment.

· The assignment reveals that the student lacks a general, fundamental understanding of the course material. There are areas of concern in the linkages provided between facts and supporting statements. Student does not clearly explain concepts, but does not meet the minimum requirements in this area.

· Student presents a limited perspective on key concepts throughout assignment. Student does not apply information in a problem-solving manner.

Structure

Advanced

Proficient

Developing

Not Present

Points Earned

Grammar, Spelling, & Word Count

56 to 60 points

· Student thoroughly understands and excels at explaining all major points. An original, unique and/or inmaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes an appropriate introduction (or abstract), well-develped paragraphs, and conclusion. Finished assignment demonstrates students’s ability to plan and organizae research in a logical sequence.

· Student demonstrates an excellent command of grammar, as wel as presents research in a clear and concise witing style. Presents a thorough, extensive understanding of word usage. Student excels in the selection and development of a well-planned research assignment. Assignment is error-free and reflects student’s ability too prepare doctoral-level writing for possible publication in a peer reviewed journal.

· Student provides sophisticated synthesis of complex body of information in the preparation of assigngment. Research provided by student contributes significantly to the development of the overall thesis. Student incorporates at least 10 quality references in assignment. Student incorporates a variety of research resources and methodology in the preparation of assignment.

52 to 55 points

· Student explains the majority of points and concepts in the assignment. Student demonstrates a good skill level in formatting and organizing material in assignment. Student presents an above average level of preparedness, with few formatting errors.

· Student provides an effective displan of good writing and grammar. Assignment reflects studetn’s ability to select appropriate word usage and presents and above average presentation of a given topic or issue. Assignment appears to be well written with no more than 3 errors. Student provides a good final product that covers the above minimal requirements.

· Studetn achieves an above-average synthesis of research, but interpretation is narrow in scope and description within assignment. Assignment contains less than 10 resoures and presents an average overview of key concepts.

1 to 51 points

· Student applies some points and concepts incorrectly. Student uses a variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing.

· Assignment reflects basic writing and grammar, but with more than 3 errors. Key terms and concepts are somewhat vague and not completely explained by student. Student uses a basic vocabulary in assignment. Student’s writing ability is average but demonstrates a basic understanding of the subect matter.

· Assignment provides a basic, but borderline perspective of student’s research abilities. Student has incorporated less than 8 sources which does not attempt to cover key elements of assignment.

0 points

· Student does not apply points and concepts correctly. Student uses a variety of formatting styles, with multiple inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing.

· Assignment does not achieve basic writing and grammar, and has excessive. Key terms and concepts are vague and not completely explained by student. Student uses a basic vocabulary in assignment. Student’s writing ability is below average.

· Assignment provides a borderline perspective of student’s research abilities. Student has incorporated less than 8 sources which does not attempt to cover key elements of assignment.

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