FORT HAYS STATE UNIVERSITY
DEPARTMENT OF LEADERSHIP STUDIES
LDRS 807: LEADERSHIP IN TEAMS AND COLLABORATIVE ENVIRONMENTS
TEAM: GRIFFITH, NICOLE; ZENGER-BENEDA, NANCY; AND PAYNE, CHRISTOPHER
Chapter Prospectus for Problem Solving and Decision Making
The Chapter Prospectus is an assignment is intended to ensure that project teams are making
suitable progress toward the Team Competency Project. The primary goal of this assignment is
to ensure teams are determining appropriate content and structure for the textbook chapter as
well as selecting relevant references to inform the Team Competency Project. Teams must
submit the following information:
1. Learning Objectives for the Textbook Chapter
1. Understand the problem recognition process.
2. Describe what strategies are used for effective problem solving.
3. Explain why problem solving techniques lead to better decision making
outcomes.
4. Understand what the difference is between divergence and convergence as it
relates to problem solving.
5. Learn what the barriers are to problem solving and how to proactively avoid them.
6. Understand the advantages of Group Decision Making.
7. Learn and implement hybrid Reward Structure.
8. Understand how to measure a groups potential.
9. Explain the benefits and limitations of group decision making.
10. Describe the steps in the decision making process.
11. Describe the value and the process of groups sharing knowledge.
12. Define the role of conflict management in decision making.
13. Compare types of group decision making.
Commented [BG1]: Good. I like seeing a dedicated
objective to practical implications. We should offer these
research-based best practices to give practical advice for
team leaders/members.
Commented [BG2]: I just want to offer a word of caution
here. It is unnecessary to wade too far into these waters.
There is another team already working on the topic of
motivation and reward systems. While I understand why
you have included it here, it is unnecessary for you to head
this direction.
Commented [BG3]: I am curious as to what you are
envisioning here, particularly as it relates to problem
solving/decision making.
Commented [BG4]: I am pleased to see you examine the
downsides of decision making processes; different
approaches to team decision making each have their
strengths as well as their limitations.
Commented [BG5]: Good. I am pleased to see you dive
into this notion of information sharing. This is often very
problematic for teams. We need effective tools to uncover
knowledge which is not ‘common’ among team members.
Commented [BG6]: Likewise, I understand why you may
be tempted to include elements of conflict and conflict
resolution. There is another team already working on this
topic too.
My recommendation to avoid some areas that are already
covered by other groups in this class should offer you some
freedom in order to focus on
2. Detailed Outline of the Content for the Textbook Chapter.

I. Introduction
A. Learning Objectives--see above
B. Overview of the topic; includes a brief overview of the major components
of the chapter

Problem solving and decision making is a universal life skill that we have
been using since before we could walk. Solving problems is how we learn and
grow as individuals. Some problems and decisions are much easier to analyze
and formulate a solution to such as-- which direction should I drive to work today,
or should I put shoes on before I walk outside. Unfortunately, most of the
problems we face as leaders are much more complex than that and require many
different stakeholders to provide input into the decision making processes. So, to
get started we are going to first discuss how to properly recognize and diagnose
problems, than we can move into the strategies of effectively leading a problem
solving team. Collaboration and communication are essential when trying to
solve complex problems which leads you to discover some of the unique
dynamics found when decision making in a group setting vs individual. Lastly,
will be all about understanding how the information you previously read will
merge into the decision making process. In today’s world the only thing constant
is change and so the ability to use a systematic process to efficiently and
effectively analyze a problem and develop an accepted solution will directly
contribute to an organization’s success.

II. Body
A. Problem Recognition (Cowan, 1986)
a. Description: Historically, problem solving in organizations has
received considerable attention, however researchers are beginning
to have conversations around what elements of the problem
solving process are receiving attention versus those that haven’t.
One area in particular that may be beneficial to up and coming
leaders would be the information around problem recognition.
According to David Cowan, “The problem recognition process
contains three general stages: (a) gestation/latency, (b)
categorization, and (c) diagnosis.”(Cowan, 1986). The ability to
properly recognize and diagnose problems enables an organization
to implement solutions before the problem escalates to a crisis
event. In the healthcare world this is known as risk management.
i. Process Variables
ii. Process Determinants
b. Keywords: Process Variables; Process Determinants
i. Process Variables: represent the individual’s actual
process of problem solving.
 ii. Process Determinants: represent environmental and
psychological conditions that allow for different transitions
between the process variables.
B. Problem Solving Strategies (Varkey, et al., 2009) (Seibold, 1979) (Jay,
2016) (Goldenberg, et al.. 2011)
a. Description: Organizations are faced with many obstacles to
overcome in order to remain competitive in today’s business
world. Researchers identified this many years ago and began
studying the effectiveness of different problem solving strategies.
With the world moving at an unbelievably fast pace the ability to
problem solve efficiently and effectively has never been more
important. This section will cover eight techniques research has
found to aide in the process of problem solving.
i. Shared Leadership: A sense of shared responsibility for the
work and life of an organization.
ii. Systems Thinking: based on the interrelationships of
forces, and seeing them as part of a one common process.
iii. Cross Fertilization: putting a group together with different
perspectives.
iv. Brainstorming: process of ideas generation in a group
setting.
v. Root Cause Analysis: Method of asking the questions
“why” until finding the root causative factor.
vi. Prototyping: Pilot-testing solutions.
vii. Nominal Group Technique: Members of the team work
individually to list advantages and disadvantages
associated with the proposed solution.
viii. Delphi Method: Another method where members work
independently to evaluate other team member ideas and
also generate their own through a set of questionnaires. Commented [BG7]: Nice overview of the strategies to
b. Keywords: Consensus, Expert Panel, Critique work through a problem.
i. Consensus: general agreement.
ii. Expert Panel: a group of people who carry expertise in the
subject being discussed.
iii. Critique: a detailed analysis or evaluation.
C. Benefits of Problem Solving by utilizing a systematic approach
a. Description: With as many problems as a leader may face in a day
the natural tendency is to fix them with the first solution that
comes to mind, however in doing so the team has failed to think
how that one fix will have a rippling effect across the organization.
When a team utilizes a systematic approach to problem solving it
allows for the team to get to the core of the problem and build a
solution that can be sustainable. There are many benefits beyond
the one just mentioned that we will cover throughout the rest of
this section.
i. Preventing Groupthink (Esser, 1984)
 1. Groups with adequate decision-making procedures
are expected to produce decisions of higher quality
than groups without adequate procedures. When
decision making procedures are absent a condition
known as groupthink may arise. A group that
suffers from groupthink tends to reach a decision
before realistically considering the pros and cons of
all proposed courses of action.
b. Keywords: Groupthink
i. Groupthink: the practice of making decisions as a group in
a way the discourages creativity or individual
responsibility.
D. Divergence vs Convergence in Problem Solving (Kolfschoten, French, &
Brazier, 2014)
a. Description: Problem solving is often looked at in two phases, the
divergent and convergent phase. The divergent phase being the
phase when the group interacts together to brainstorm ideas. The
convergent phase being the phase when the group brings all the
ideas together to make meaning of them. Often leaders are
presented with so much information that only performing the
divergent phase can be overwhelming. Later within this chapter
we will touch more on both of these phases in relation to cognitive
load.
b. Keywords: Convergence, Cognitive load
i. Convergence: phase of collaborative problem solving tasks
are explored.
ii. Cognitive load: the cognitive effort made by a person,
required to perform a task.
E. Barriers and Limitations to Problem Solving (Maier & Thurber, 1969)
a. Description: We’ve talked a lot about effective strategies and
processes to effectively problem solve, however it’s also very
important to be aware of the limitations and barriers that can arise
having a detrimental effect on the productivity of the group.
Within this section we will cover many types of barriers from
individual team member traits to organizational culture, to data
integrity or availability issues.
i. Cognitive Diversity: (Lamm, et al., 2012)
1. Description: Problem solving is something that is
done on a regular basis within most organizations.
This study as well as this section will cover the
differences in homogeneous versus heterogeneous
groups and its effect on problem solving
effectiveness.
ii. Work Habits:(Liu & Mcleod, 2014)
1. Description: Individual work habits of group
members can have detrimental effects on the ability
 to solve problems in an efficient manner. This
study looks at how process accountability affects
the individual work habits, in other words does high
orderly meetings lead to better problem-solving
quality vs less orderly meetings?
iii. Cultural Differences (Arieli, et al., 2018)
1. Description: The cultural mindset influences the
group norms and may in fact have an impact on
problem-solving alone. This is based on the notion
that the cultural mindset influences the cognitive
process individuals bring to bear at the moment of
judgment. As we continue to grow in our abilities
to communicate abroad, culture will need to be a
consideration when trying to solve problems. This
is still an area that lacks research, but definitely
should be a consideration to take note of when
trying to understand one’s perspective.
iv. The Impact of Trust (Klimoski, Karol, & Feishman, 1976)
1. Description: Are high levels of trust essential to
problem solving effectiveness? Many of today’s
problems require individuals to think creatively
which requires the environment to foster a certain
level of trust for the team member to want to speak
up. This study looks at what level of trust is needed
for the group to still be successful.
b. Keywords: Confirmation Bias, Complacency, Paradigm Blindness,
Functional Fixedness
i. Confirmation Bias: the tendency to interpret new evidence
as confirmation of one’s existing beliefs or theories.
ii. Complacency: a feeling of smug or uncritical satisfaction
with oneself or one’s achievement.
iii. Paradigm Blindness: implies that individuals, groups, and
organizations are unwilling or unable to accept any
challenge to their core ways of making sense of the world.
iv. Functional Fixedness: a cognitive bias that limits a person
to use an object only only in the way it is traditionally used.
F. Individual vs. Group Decision Making Commented [BG8]: I gather that you are treating this
a. Is individual or Group Decision Making inherently better? structure of this chapter by separating sections: one toward
problem solving and the second toward decision making.
b. Does Group performance out-perform the average group member?
(Michaelsen & Watson, 1989)
c. Does Group performance out-perform the most knowledgeable My comment here is only meant as a point of clarification
for me. I certainly do not mind that you would structure the
group member? textbook chapter like this. I just want to make sure that I am
d. How does stress affect individual vs. group understanding your vision for the chapter.
e. How should a group’s true potential be measured? (Kerr &
Tindale, 2004)
f. Kohler Effect: (Kohler, 1926)
 g. Theoretical Implications
i. productivity loss (Hill, 1982)
ii. productivity gain
h. Key words: Kohler Effect, Conjunctive tasks.
i. Kohler Effect: Less capable members perform conjunctive tasks
actually increase their effort
ii. conjunctive tasks: Where the poorest performance
defines the group score.
G. Rewards. Individual, group or both?
a. Group performance under only group reward structure (Chen &
Kanfer, 2006)
b. Group performance under hybrid reward structure (Pearsall,
Christian, & Ellis, 2010) Commented [BG9]: See my comment in the objectives
H. What kinds of decisions require a group vs. individual. section regarding motivation/reward.
a. Engage with stakeholders
b. Emergent, time sensitive decisions
i. Practical implication - medical patient with acute appendicitis
vs. those with long term health care challenges (Pho, 2012)
ii. Decisions made by groups are more likely to be championed
by individuals within those subgroups.
I. Decision Making Process
a. Group Decision Definition: process in which multiple individuals
acting collectively, analyze problems or situations, consider and
evaluate alternative courses of action, and select from among
alternatives a solution or solutions.
b. Group Makeup
i. Structured vs. unstructured
ii. Diversity increases disagreement but increases decision quality
(Shultz-Hardt, 2006)
c. How teams share knowledge (Mesmer-Mangun, DeChurch, 2009)
i. Though information sharing contributes highly to the decision
quality, teams fall to share as they need to
(Shultz-Hardt, Brodbeck, Kerschreiter, & Frey, 2006)
ii. Knowledge management
A. technology
B. Personalization
C. Socialization (Rolland, 2004)
d. The Process of coming to a decision (Cheng, Wang, & Zhang, 2011)
i. Using polling can help determine where people are feeling about
an issue without requiring anyone to commit.
ii. Shifting authority to stakeholders
e. Types of decision making
i. Consensus: asks everyone in the group to shape the decision until
compromise is reached that reasonable satisfies everyone, strives to
 incorporate everyone’s perspectives, needs, and ultimately their
permission
ii. Autocratic: leader decides and informs the group- opposite of
consensus
iii. Avoidant: wait and see can, be used strategically
iv. Consent: absence of objections
v. Democratic: majority rules, options for group vote
vi. Delegation: group member has authority often with parameters
can be used to make lower level decisions so the group can focus
on higher priority or broader issues
vii. Stochastic: random selection from equal options
viii. Consultative: Leader makes decision with input from group
ix. Naturalistic Methods (intuitive vs. structured approaches)
f. The effect of conflict of decision making
i. Conflict escalation management: identify a mechanism for resolving
disputes
ii. conflict in reaching a decision
A. Collaborative approach
B. Predicting group management (Dodoiu, 2015)
iii. When teams can’t decide
A. Dictator by Default Syndrome (Frisch, 2008)
iv. Assign Accountability: Once a decision is made, it is important that
everyone know what is expected of them, and how they are going to
be held responsible (actions required, due dates, and budgets)

III. Conclusion
A. Detail 5-7 practical implications from the research on the topic for
leadership in teams
a. Recognition and diagnosis of problems enables organizations to
implement solutions before the problem escalates to a crisis.
b. Using problem solving techniques will allow groups to solve
problems more efficiently and effectively.
c. A level of trust is necessary for groups to effectively make
decisions.
d. Determining if the decision is appropriate to be made by a group
is critical to the effectiveness of the decision.
e. A team’s ability to share knowledge is predictive of its ability to
effectively make decisions though this is an area many groups fail.
f. Diversity in groups can lead to conflict, but does lead to better
quality decisions.
g. There are a variety of ways groups come to a decision. Groups
must select the type of decision that is best for the situation.
 B. Summary of the chapter
a. Problem solving as a group
b. Problem solving as it leads to decision making
c. Valuing the benefit of group decision making
d. Bringing the group to a decision
e. Overcoming conflict in group decision making
f. implementing the group decision

IV. Mini Case Studies

Case Study 1: Improve the First Impressions Experience
A. Honest analysis of a first time visitor to our church
1. Invite consultant to tour church on a Sunday morning
B. Define the areas associated with a first impression
1. Parking Lot
2. Sidewalk
3. Entry way
4. Foyer
5. Sanctuary
6. Coffee Bar
7. Restrooms
C. Review consultant’s results
D. Funnel results into “four helpfuls”
1. What works
2. What’s confused
3. What’s missing
4. What needs to end
E. Assemble team of stakeholders for each area evaluated.
1. Encourage the activities and appearance of things evaluated as
working.
2. Clarify activities and appearance of things evaluated as confused.
3. Add items and activities evaluated as missing
4. Schedule finales for items and activities evaluated as needing to end.

Questions:
1. Based upon this chapter’s reading, what problem solving methods could
applied to Improving the First Impressions Experience at this church?
2. What methods were implied based upon the method described?
3. Could these changes be made successfully by an individual instead of a
team?
4. Explain the advantages and disadvantages of simply having a single
individual implement the changes.
Case Study 2: Improving the Process for Admitting Patients from a Clinic Setting

A. Patient example scenario

B. Developed a team of key stakeholders
C. Identified risks with our current process
a. Patient Safety
i. Health status declining while waiting to be placed in a bed
ii. No clinical staff observing the patient
b. Inefficient utilization of resources
i. Financial Impact
ii. Staff availability
iii. Bed availability
c. Patient and Staff Satisfaction
i. Providers being interrupted during busy clinic hours
ii. Nurses lack orders to take care of patients
iii. Patients wait time
1. Feeling of being forgotten
2. Breaking the patient trust
D. Solution development
a. Courses of action
b. Advantages and Disadvantages of each
c. Paired Comparison Analysis
d. Decision Matrix
E. Presented Courses of Action to Senior Leaders

Questions:
1. Based upon your reading, explain what problem solving methods were utilized in this
case study. Would you have utilized a different method?
2. Explain what elements were used to allow the team to come to a decision.
Commented [BG10]: Typically the case studies that we
are looking for in this assignment would be a 3-4 paragraph
scenario that illustrate the challenge of creativity in a team
context. You would then include a 2-3 questions that the
reader could then reflect upon as to how they might use
principles from the chapter content to resolve the issue
expressed in that particular scenario. There is an case study
in the “Example Textbook Chapter” document accessible in
our Blackboard site. It is located on page 358-359 of that
source.
 3. Database and Selected Literature:
A. Identify each research database used (e.g., PsycInfo)
i. Academic Premier
ii. Eric
iii. Google Scholar
iv. Ebsco
v. Emeraldinsight
vi. Psycinfo
vii. Proquest Commented [BG11]: You have selected some robust and
B. Identify keywords used for conducting the search within each database highly relevant databases here.
i. Decision Making Here are some that I also highly recommend: ABI Inform;
ii. Problem Solving SAGE Premier; PsychInfo; PsychArticles, Business
iii. Collaboration Abstracts; Business Source Premier; Emerald Fulltext;
Education Source; Science Direct among a few others.
iv. Team work There are certainly others, but these should provide an
v. Effective strategies for problem solving excellent starting point and a wealth of peer-reviewed,
vi. Hybrid reward structure scholarly articles.
vii. Engaging Stakeholders
viii. Individual Performance Commented [BG12]: ?
ix. Individual vs. Group Decision Making
x. Benefits of using strategic processes for solving problems
xi. Problem Recognition
xii. Convergence vs Divergence in Problem Solving

References

Akdere, Mesut. (2011). An analysis of decision-making process in organizations: Commented [BG13]: Akdere, M.

Typically we only include the family name and then initials.

Implications for quality management and systematic practice. Total Quality Management &

Business Excellence, 22(12), 1317-1330.

Algozzine, Bob, Horner, Robert H., Todd, Anne W., Newton, J. Stephen, Algozzine,

Kate, & Cusumano, Dale. (2016). Measuring the Process and Outcomes of Team Problem Commented [BG14]: See above comment regarding
names.
Solving. Journal of Psychoeducational Assessment, 34(3), 211-229. Commented [BG15]: Typically, only the first word,
proper nouns and words after punctuation marks are
capitalized in article titles.
Arieli, S., Sagiv, L., & Cowan, Nelson. (2018). Culture and Problem-Solving:
I see that this issue occurs in several subsequent references.
Congruency Between the Cultural Mindset of Individualism Versus Collectivism and Problem Please note accordingly.

Type. Journal of Experimental Psychology: General, 147(6), 789-814.

 Breen, V., Fetzer, R., Howard, L., & Preziosi, R. (2005). Consensus problem-solving

increases perceived communication openness in organizations. Employee Responsibilities and

Rights Journal, 17(4), 215-229. doi:http://dx.doi.org.ezproxy.fhsu.edu:2048/10.1007/s10672 -

005-9050-z.

Chen, G., & Kanfer, R. (2006). Toward a systems theory of motivated behavior in work

teams. Research in Organizational Behavior, 27, 223–267 Commented [BG16]: Italicize

Cheng, L., Wang, Z., & Zhang, W. (2011). The Effects of Conflict on Team Decision

Making, Social Behavior and Personality, 39(2), 189-198.

Cowan, David A. (1986). Developing a process model of problem recognition.

(recognizing problems in organizational settings). Academy of Management Review, 11(4), 763.

De La Torre-Ruiz, J., Ferrón-Vílchez, V., & Ortiz-de-Mandojana, N. (2014). Team

Decision Making and Individual Satisfaction With the Team. Small Group Research, 45(2), 198-

216.

Esser, James K. (1984). GROUPTHINK: EFFECTS OF COHESIVENESS AND

PROBLEM-SOLVING PROCEDURES ON GROUP DECISION MAKING. Social Behavior Commented [BG17]:

and Personality: An International Journal, 12(2), 157-164.

Dodoiu, G. (2015). Intentions for cooperative conflict resolution in groups. Team

Performance Management, 21(5), 259-273. Retrieved from https://search-proquest-com.ezproxy.

fhsu.edu/ docview/1698969820?accountid=27424

Frisk, J.E. & Bannister, F. (2017). Improving the use of analytics and big data by

changing the decision-making culture. Management Decision, 55(10), 2074-2088.

 Goldenberg, Olga, & Wiley, Jennifer. (2011). Quality, Conformity, and Conflict:

Questioning the Assumptions of Osborn's Brainstorming Technique. Journal of Problem Commented [BG18]:

Solving, 3(2), 96-118.

Hess, J., & Bacigalupo, A. (2011). Enhancing decisions and decision-making processes

through the application of emotional intelligence skills. Management Decision, 49(5), 710-721.

Hill, M.(1982). Group versus individual performance: Are N+ 1 heads better than one?

Psychological Bulletin, 91, 517-539

Jay R Avella. (2016). Delphi Panels: Research Design, Procedures, Advantages, and

Challenges. International Journal of Doctoral Studies, 11, 305-321.

Jeffery, A., Maes, J., & Bratton-Jeffery, M. (2005). Improving team decision-making

performance with collaborative modeling. Team Performance Management: An International

Journal, 11(1/2), 40-50.

Kerr, N. L., & Tindale, R. S. (2004). Group Performance and Decision Making. Annual

Review of Psychology, 55(1), 623–655. https://doi.org/10.1146/annurev.psych.55.090902.142009

Klimoski, R., Karol, B., & Feishman, Edwin A. (1976). The impact of trust on creative

problem solving groups. Journal of Applied Psychology, 61(5), 630-633.

Kohler O. 1926. Kraftleistungen bei Einzelund Gruppenabeit [Physical peformance in

individual and group situations]. Ind. Psychotech. 4:209–26

Kolfschoten, G., French, S., & Brazier, F. (2014). A discussion of the cognitive load in

collaborative problem-solving. EURO Journal on Decision Processes, 2(3), 257-280.

Lamm, Alexa J., Shoulders, Catherine, Roberts, T. Grady, Irani, Tracy A., Snyder, Lori J.

Unruh, & Brendemuhl, Joel. (2012). The Influence of Cognitive Diversity on Group Problem

Solving Strategy. Journal of Agricultural Education, 53(1), 18-30.

 Liu, Y., & Mcleod, P. (2014). Individual Preference for Procedural Order and Process

Accountability in Group Problem-Solving. Small Group Research, 45(2), 154-175.

Lowy, A. (2011). Nine paradoxes of problem solving. Strategy & Leadership, 39(3), 25-

31.

Maier, N., & Thurber, J. (1969). Limitations of procedures for improving group problem

solving. Psychological Reports, 25(2), 639-56.

Mesmer-Magnus, J. R., & DeChurch, L. A. (2009). Information sharing and team

performance: a meta-analysis. Journal of Applied Psychology, 94(2), 535-546.

Michaelsen, L. K., & Watson, W. E. (1989). A Realistic Test of Individual Versus Group

Consensus Decision Making, 6.

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of constructive thought patterns in self-managing work teams. Human Relations, 47(8), 929.

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Noches-Malach, T., Meade, M., & Marrow, D., (2012), The Effect of Expertise on

Collaborative Problem Solving, Thinking and Reasoning, 18(1), 32-58.

Pearsall, M. J., Christian, M. S., & Ellis, A. P. J. (2010). Motivating interdependent

teams: Individual rewards, shared rewards, or something in between? Journal of Applied

Psychology, 95(1), 183–191.

Pho, K. (2012, April 2). Complex health choices require shared decisions. USA Today, p.

09A
 Roch, S., Ayman, R., & Kivlighan, Dennis M. (2005). Group Decision Making and

Perceived Decision Success: The Role of Communication Medium. Group Dynamics: Theory,

Research, and Practice, 9(1), 15-31.

Rolland, N., (2004), Knowledge Management Impacts on Decision Making Process,

Journal of Knowledge Management, 8(1), 20-31.

Seibold, David R. (1979). Making Meetings More Successful: Plans, Formats, and

Procedures for Group Problem-Solving. Journal of Business Communication, 16(4), 3-20.

Schulz-Hardt, S., Brodbeck, F. C., Mojzisch, A., Kerschreiter, R., & Frey, D. (2006).

Group decision making in hidden profile situations: Dissent as a facilitator for decision quality.

Journal of personality and social psychology, 91(6), 1080-1093.

Simona Tancig. (2009). Expert Team Decision-Making and Problem Solving:

Development and Learning. Interdisciplinary Description of Complex Systems, 7(2), 106-116.

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Assurance, 29(5), 536-49.

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Studies. International Journal of Educational Leadership Preparation, 3(3).

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Varkey, Prathibha, Hernandez, James S., & Schwenk, Nina. (2009). 6 techniques for

creative problem solving.(Creativity). Physician Executive, 35(3), 50-3. Commented [BG19]: You have found some good sources
here. I am very pleased to see you leaning very heavily on
peer-reviewed, scholarly articles.
 LDRS 807: LEADERSHIP IN TEAMS AND COLLABORATIVE ENVIRONMENTS
RUBRIC TO ASSESS TEAM COMPETENCY: CHAPTER PROSPECTUS
Learning Objectives
Novice
Fails to identify and describe
salient learning objectives
for the chapter.
Chapter Outline
Novice
No information about the
main topics (headings). No
supplemental information.
No outline completed
Database Search
Novice
Consistent mistakes are
made in applying basic
search techniques.
Confusion related to
application of search terms
and search techniques.
Keywords, keyword
phrases, and/or subject
headings were not useful for
the topic focus.
Misapplication of keywords
and subject headings. Shows
a lack of understanding of
what subject headings are
and how they are to be used.
Reference List
Novice
Few sources are cited or
used correctly.
Manuscript and APA format
not followed
Apprentice
Identifies and describes some
of the salient learning
objectives, but misses several
critical points.
Apprentice
Outline does not contain full
information from most of the
main topics (headings) in the
chapter. Information from
much of the main body,
including many of the
sidenotes and definitions, is
missing. Outline tends to not
be structured or key points are
difficult to recognize and
interpret
Apprentice
Basic search techniques are
adequately applied but no or
little demonstration of
advanced search strategies, or
errors are made in the
application of search
techniques.
Keywords, keyword phrases,
and/or subject headings used
in searching relate to the
research focus. Keywords and
subject headings may be too
broad or need to be combined
to be effective.
Apprentice
Limited amount of sources
cited and used correctly.
Manuscript and APA format
not strictly followed
Proficient
Identifies and describes many of
the salient learning objectives,
but misses a few minor points.
Proficient
Outline contains full information
from most of the main topics
(headings) in the chapter. Outline
contains full information from
much of the main body, including
most sidenotes and definitions.
Outline follows most rules of
organization, but may pose some
challenges in structure
Proficient
Clear use of basic and advanced
search techniques. Minor errors
in application of search
techniques, or lack of connection
in search strategies across library
resources.
Many useful keywords, keyword
phrases, and/or subject headings
that clearly relate to the research
focus. Indication that the
keywords and subject headings
have been combined in useful
ways to help focus searching.
Proficient
Most sources are cited and used
correctly.
Solid manuscript and APA format
Distinguished
Identifies and describes a
reasonable complete set of
learning objectives.
Distinguished
Outline contains full
information from each of the
main topics (headings) in
the chapter. Outline contains
full information from the
main body, including
sidenotes and definitions in
the chapter. Outline is
hierarchically organized,
with clear main points and
an easy to follow format
Distinguished
Used basic and advanced
search techniques very well
and has applied the search
techniques consistently well
across all the library
resources.
Very useful keywords and
subject headings that clearly
relate to the research focus.
Used keywords that located
specific sub-aspects of the
topic, or located sub-
headings and connected
them appropriately with
main subject headings.
Distinguished
All sources are cited and
used correctly,
demonstrating an
understanding of issues
involved with the use of
information.
 Nearly flawless manuscript
and APA format

Writing Quality
Novice
Considerable difficulty
expressing ideas or
descriptions clearly. Many
grammatical, syntactical,
and spelling errors.
Apprentice
Difficulty expressing ideas,
feelings or descriptions. Needs
to work on grammar, spelling,
etc
Proficient
Good writing style with solid
ability to convey meaning. Few
grammar, syntax and spelling
errors
Distinguished
Strong style with clear
ability to express thoughts
and point of view. Excellent
grammar, syntax, spelling,
etc.

Criteria Possible Pts Your Pts

Learning Objectives 5 4.5
Chapter Outline 15 13.5
Database Search 7.5 7.25
References 7.5 7.25
Writing Quality 5 5

Total 40 37.5