Prior Team Performance.
BUS 150
Assignment #4 – Team Performance Evaluation
Due: January 8
Instructions:
Below are the instructions for a “prior” team performance evaluation. Create a one-
page essay in which you answer the questions posed. Be honest and thorough in your
responses as this will help you focus on higher team performance in the upcoming
group project.
This evaluation exercise covers (Learning Objectives) LO3.1, LO3.2, LO3.3, and
LO3.5. Reference these learning objectives in the creation of your essay. Review the
grading rubric on page 3, which will be used to grade this assignment.
Evaluation Exercise
Think about a prior team or group project you participated in. Evaluate your performance and that of
your team members in the following categories:
1. How well did you and your team set goals up front?
2. How well did you and your team establish norms, values, roles, and accountabilities?
3. To what degree did you and your team move through various stages of team development
(forming, norming, storming, and performing)?
4. How effective were you and your team members in scheduling meetings? Explain.
5. How effective were the meetings conducted?
6. How well did all the team members participate? Explain reasons for participation and non-
participation.
Assignment #4 – Evaluating Prior Team Performance Page 2
Evaluation Exercise – Continued
7. How well did your team handle differences of opinion?
8. If you were to start the project over again, what three pieces of advice would you give to your
team to drive higher performance?
Assignment Instructions:
Once you have answered the above questions. Prepare your evaluation of the team’s performance that
you selected in essay format; do not submit in question-and-answer format. Submit your essay
following the guidelines below:
Create the following heading:
Full Student Name
BUS 150-section
Assignment #4 – Evaluating Prior Team Performance
• Create the essay in single space with double spacing between paragraphs;
do not indent paragraphs.
• Essay should be one-page long (maximum four paragraphs).
• Save work in MS Word or PDF format.
Note: Work should not be submitted in Pages format; If working on Pages, make sure to save in
MS Word or PDF format.
• Submit via Blackboard.
Writing Rubric
Exceeding Meeting Approaching Not meeting
Professional Message is very professional
It reflects:
● Courtesy by being tactful and
following standards of business
etiquette
● Care by being error-free with careful
attention to detail
● Awareness of convention by fully
meeting professional standards for
message type or demonstrating high-
quality creativity
Message is mostly professional
It may have minor issues with:
● Courtesy by using too casual of a
tone
● Care by having few errors or some
inattention to detail
● Awareness of convention by not
fully meeting professional
standards for message type
Message is somewhat professional
It may have minor issues with:
● Courtesy by using too casual of a
tone
It may have more significant issues with:
● Care by having several errors or
marked inattention to detail
● Awareness of convention by
conforming to academic rather than
professional standards
Message is largely unprofessional
It has significant issues with:
● Courtesy as tone is offensive,
violating standards of business
etiquette
● Care as it contains errors that
detract from credibility
● Awareness of convention by not
conforming to professional or
classroom standards
Clear Message is very clear and essential
information is present
● Leads with the central purpose
(“bottom line up front”)
● Organization structure: main
points are internally coherent and
overall message is logically organized
● Clear language: sentence structure
and language choices are precise and
easy to follow
● Purposeful visual design: basic
and advanced visual elements are
used strategically and selectively to
support audience’s comprehension
Message is mostly clear and
essential information is present
● Central purpose is stated but may
not be immediately clear or is saved
until the end
● Organizational structure: main
points are internally coherent
● Clear language: wording can be
followed with only limited effort
● Purposeful visual design: basic
visual elements are used
proficiently to support audience’s
comprehension
Message is somewhat clear and
most essential information is
present
● Central purpose may be implied
● Organizational structure: main
points may demonstrate some minor
problems with internal coherence
● Clear language: wording may slow
audience’s comprehension or
introduce ambiguity
● Purposeful visual design: visual
elements are used with some minor
problems or may be missing
Message is largely unclear and
may be missing significant
information
● No central purpose given
● Organizational structure lacks
coherence
● Unclear language significantly
impedes audience’s comprehension
● Visual design without obvious
purpose impedes audience’s
comprehension
Concise Message is presented as efficiently
as possible
● Evidence of careful information
selection and fine-scale editing:
writer has re-read message very
closely and excluded extraneous
information, redundancies, or
excessive wordiness
Message is mostly efficient
● Evidence of careful information
selection and fine-scale editing:
writer has re-read closely and
excluded most extraneous
information, redundancies, or
wordiness
Message is somewhat efficient
● Some evidence of careful
information selection: writer may
have re-read some parts closely but
message still includes extraneous
information, redundancies, or
problems with wordiness
● Could still use some fine-scale
editing
Message is largely inefficient
● Little evidence of careful
information selection: writer has
not re-read closely and message
includes an excessive amount of
extraneous information,
redundancies, and wordiness
● Requires significant fine-scale
editing
Evidence-
Driven
Note: Evidence
refers to
providing details
to support your
evaluation (claim)
Use of evidence is excellent
● Uses better evidence/uses
evidence better: all claims are
clearly supported by highly relevant,
high‐quality evidence; evidence is
presented skillfully and accurately
● Cites sources: citations and/or
explanation of analysis establish
credibility of evidence
Use of evidence is good
● Uses better evidence/uses
evidence better: most claims are
supported by relevant evidence;
evidence is presented accurately, if
inefficiently
● Cites sources: citations credit
original sources and/or explanation
of analysis is clear
Use of evidence is adequate
● Uses better evidence/uses
evidence better: some claims are
supported by evidence but sources
may be questionable; the connection
between evidence and claims is not
immediately clear; evidence is
presented with minor inaccuracies or
raises issues of clarity
● Cites sources: citations and/or
explanations of analysis are
incomplete or inefficient
Use of evidence is problematic
● Uses better evidence/uses
evidence better: little or no
evidence is provided to support
claims; evidence is dubious, or is
presented deceptively or with
significant inaccuracies
● Cites sources: citations and/or
explanation of analysis are missing
Persuasive
Note: Refers to
recommendations
made.
Message is highly persuasive
● Makes points: message
communicates an overarching
persuasive position
● Connects evidence: all claims
advance the writer’s position
● Is ethical: the writer displays
honesty and integrity in their
communication
Message is persuasive
● Makes points: message states or
clearly implies an overarching
persuasive position
● Connects evidence: supporting
claims are relevant and consistent
with the position, even if not fully
developed
● Is ethical: the writer displays
honesty and integrity in their
communication
Message is somewhat persuasive
● Makes points: message may be more
informative than persuasive, placing
the burden on the audience to
determine the writer’s position
● Connects evidence: may have some
inconsistencies with supporting claims
● Is ethical: minor issues raised
regarding honesty and integrity
Message is largely unpersuasive
● Makes points: there is no attempt
to persuade the audience
● Connects evidence: supporting
evidence is missing—or,
alternatively, evidence contradicts
message
● Is ethical: serious issues raised
regarding honesty and integrity
Adapted from Kristen Lucas and Jenna Haugen, “BusCom Core Competencies Writing Rubric,” University of Louisville College of Business, 2016.
