Description
The rubric is most important. this serves as a guideline for mastering the competency.
IG003 Climate for Creativity Scenarios
The following scenarios are based on a fictional company with global manufacturing operations. These
scenarios capture different levels and mediums of communication with employees of a variety of leadership
positions.
Scenario 1: Informal Breakfast Discussion
This discussion is between the marketing director and general manager (GM) of the Latin America Division.
Marketing Director: “Thanks for the chance to meet so early. I know we have a lot going on, and everyone
is really pushed to the limit trying to meet our targets. Getting out of the office to discuss things is helpful. In
fact, I was thinking about taking the entire team out for lunch meeting later this week.”
GM: “Well, I’m not so sure the timing is right. I’m really concerned about the launch of the new models.
These have to go well, or they may consider closing our division operations. I absolutely need everyone in
your department working 120 percent on this for the next month.”
Marketing Director: “Of course.”
GM: “Don’t get me wrong, I think team-building is important, but we just don’t have the time. In fact, I’m
going to suspend the weekly in-person brainstorm sessions just for the short-term while we finish this project
launch.
Marketing Director: “Uh, ah, I don’t….”
GM: “I’ve asked Pam from North American Operations to create a virtual message board where people can
post and discuss ideas as they occur. This will be a global message board, rather than discussions specific to
just our division.”
Marketing Director: “Well, okay, if that’s what we need to do, let’s do it. But since people really like the
brainstorm sessions, it will be something of a letdown. Perhaps we could incentivize participation in the
online groups by hosting an innovation lab or idea contest to generate enthusiasm for the forum?”
GM: “That’s a great idea. Why don’t you reach out to Pam and work it out.”
©2015 Walden University
1
Scenario 2: E-mail Exchange
This e-mail exchange is between Global Vice President of Human Resources, Robert Engleton, and Global
Vice President of Finance, Johann DeGroot.
August 24, 2013 14:22
To: Johann DeGroot, VP Finance
From: Robert Engleton, VP HR
Subject: Next Year’s Budget
Johann,
I’d like to set up a meeting to go over next year’s budget with you. I have some ideas on how we might be
able to allocate resources a bit more strategically in order to accomplish some of the goals we set for this year,
that clearly are not going to be met with the present resource allocation. I’ve talked to several of the
operations managers, and think we could make some big impacts with a few changes. Do you have some
time?
—Rob
August 25, 2013 08:32
To: Robert Engleton, VP HR
From: Johann DeGroot, VP Finance
Subject: Re: Next Year’s Budget
Rob,
We really don’t include an itemized discussion of HR and operations budgets at this stage in the process,
especially one that sounds as complex and interdepartmental as what you are proposing. Frankly, I doubt we
could save more money than the cost in personnel time and labor it would take to figure it out. Just plan to
increase your budget request 5 percent across all sectors and let’s move on. We have a lot to do, and as you
note, many of our Q3 targets are not looking good.
—Johann
August 25, 2013 12:29
©2015 Walden University
2
To: Johann DeGroot, VP Finance
From: Robert Engleton, VP HR
Subject: Re: Re: Next Year’s Budget
Johann,
I understand. In that case, I’d like to earmark the additional monies in that 5 percent increase for a companywide seminar on “Original Thinking: Making Bright Ideas Into Innovative Action Plans.” I’m tired of getting
poorly thought out elevator pitches on every idea everyone has ever come up with, half of which don’t have
anything to do with the reality of our market. I’d like to initiate some formal training on how to vet and test
an idea before it is pitched to leadership so we get more polished and viable suggestions.
—Rob
Scenario 3: Formal Company Meeting
This formal company meeting is with the chief executive officer (CEO), general managers, and operations
leads from all divisions in the company.
Operations Lead, Asia: “Sir, thank you for the opportunity to speak. I wanted to raise a major issue for us
regarding labor costs in India. There are considerations specific to our plants there that would allow us to
save quite a bit of money if…”
CEO: “Look, this is a company-wide meeting. If you have something that will reduce cost and enhance
efficiencies—and thus reduce cost further—in your division, do so. I think it’s a waste of time to try to
standardize every practice and standard operating procedure we have, or discuss things that are really specific
to one group of people. Does anyone have any contributions here at the strategic level?”
Operations Lead, Europe: “Yes, I’d like to discuss changing some of our recruiting and hiring practices in
all divisions. I think we need to prepare for future growth better by focusing on what skills we anticipate our
managers needing in 5–8 years. We are too big to hire outside managers all the time, and also too big for
those managers to learn our issues quickly. We’d do better to hire people less for a specific role now, and
more for future roles, or, at least, do so for a portion of our hires.”
CEO: “That’s an excellent point. I like it, let’s do it. Work with the Global VP for HR and have a proposal
for us on how we can implement this throughout the company.”
Operations Lead, Latin America: “Excuse me, I’m not sure that’s a realistic strategy for us right now
considering…”
CEO: “What could be wrong with that kind of long-range planning and forward thinking? There’s no
downside to it. It’s a good one. Now, we don’t have a lot of time, so let’s move on….”
©2015 Walden University
3
Creative Workplace Analysis Worksheet
Use this worksheet to organize your thoughts in preparation for completing the IG003 Performance Task
Assessment.
Scenario
Informal Breakfast
Discussion
E-mail Exchange
Formal Company
Meeting
Positive Examples
(Attributes that stimulate creativity)
Negative Examples
(Attributes that stymie creativity)
Positive Example #1:
Negative Example #1:
Positive Example #2:
Negative Example #2:
Positive Example #1:
Negative Example #1:
Positive Example #2:
Negative Example #2:
Positive Example #1:
Negative Example #1:
Positive Example #2:
Negative Example #2:
©2015 Walden University
1
IG003: Climate for Creativity: Evaluate an organization’s climate for creativity in order to foster innovation.
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Part 1: Analyzing the Workplace for Creative Culture
Sub-Competency 1: Assess various aspects of an organization’s climate of creativity.
Learning Objective 1.1:
Analyze a workplace
for positive attributes
that promote a culture
of creativity.
Analysis of a workplace for
positive attributes that
promote a culture of
creativity is not present.
Fewer than two positive
aspects for each of the
three scenarios are
provided and/or they are
not clearly identified.
Explanations are not given
as to why each chosen
aspect contributes to a
positive climate for
creativity and/or the
explanations are vague.
Learning Objective 1.2:
Analyze a workplace
for negative attributes
that inhibit a culture of
creativity.
Analysis of a workplace for
of negative attributes that
inhibit a culture of
creativity is not present.
The response is not
supported by
academic/professional
resources or the resources
are not relevant.
Fewer than two negative
aspects for each of the
three scenarios are
provided and/or they are
not clearly identified.
Explanations are not given
©2015 Walden University
Two positive aspects for
each of the three scenarios
provided are clearly
identified.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Explanations are given as
to why each chosen aspect
contributes to a positive
climate for creativity.
The analysis links the
positive aspects to how
they might support the
strategic and financial
goals of any company.
The response is supported
by relevant
academic/professional
resources.
Two negative aspects for
each of the three scenarios
provided are clearly
identified.
The analysis demonstrates
the same level of
achievement as “2,” plus
the following:
Explanations are given as
to why each chosen aspect
The analysis links the
1
0
Not Present
1
Needs Improvement
as to why each chosen
aspect does not contribute
to a positive climate for
creativity and/or the
explanations are vague.
The response is not
supported by
academic/professional
resources or the resources
are not relevant.
2
Meets Expectations
does not contribute to a
positive climate for
creativity.
The response is supported
by relevant
academic/professional
resources.
3
Exceeds Expectations
negative aspects to how
they might inhibit the
strategic and financial
goals of any company.
Part 2: Creativity Crowded Out
Sub-Competency 2: Determine ways to resolve conflicting priorities in an organization that may inhibit creativity.
Learning Objective 2.1:
Describe how negative
attributes emerge in an
organization.
Learning Objective 2.2:
Evaluate the need for a
creative environment
weighed against
©2015 Walden University
The description of how
negative attributes
emerged and assessment
of those attributes is not
present.
The evaluation of the need
to foster creativity
weighed against other
business priorities is not
present.
The description of how
negative attributes
emerged does not clearly
address at least two
attributes.
The response weighs the
need for a creative
environment against fewer
than two competing
business priorities, or the
The description of how
negative attributes
emerged clearly addresses
at least two attributes.
The response weighs the
need for a creative
environment against two
competing business
priorities.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
The description of how
negative attributes
emerged, and assessment
of those attributes,
connects the impact of this
dynamic on strategic and
financial goals of any
company.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
2
0
Not Present
competing business
priorities.
1
Needs Improvement
business priorities are not
relevant.
The response is not
supported by
academic/professional
resources or the resources
are not relevant.
2
Meets Expectations
The response is supported
by relevant
academic/professional
resources.
3
Exceeds Expectations
The response
demonstrates how
resolving competing
priorities and the
incorporation of creativity
impact strategic and
financial goals of any
company.
Part 3: Transforming the Workplace to Promote Creativity
Sub-Competency 3: Develop initiatives to build a creative environment that reflect the principles that cultivate innovation.
Learning Objective 3.1
Describe individual
initiatives that could be
used to help alleviate
negative attributes
identified as barriers to
creative environments.
The description of
initiatives that could be
used to help alleviate
negative attributes
identified as barriers to
creative environments is
not present.
The description does not
clearly address individual
initiatives to help alleviate
the negative attributes
identified as barriers to
creative environments in
each of the three
scenarios.
The description clearly
addresses individual
initiatives to help alleviate
the negative attributes
identified as barriers to
creative environments in
each of the three
scenarios.
The response does not
explain why the initiatives
have potential for
improving the
organization’s climate for
creativity and innovation,
or the explanation is vague
or weak.
The response explains why
the initiatives have
potential for improving the
organization’s climate for
creativity and innovation.
The initiatives identified
are not supported by
academic/professional
©2015 Walden University
Response demonstrates
the same level of
achievement as “2,” plus
the following:
The description shows the
long-term potential impact
of these individual
initiatives.
The initiatives identified
are supported by relevant
academic/professional
resources
3
Learning Objective 3.2:
Describe organizational
initiatives that could be
used to help alleviate
negative attributes
identified as barriers to
creative environments.
0
Not Present
1
Needs Improvement
resources or the resources
are or relevant.
2
Meets Expectations
The description of
organizational initiatives
that could be used to help
alleviate negative
attributes identified as
barriers to creative
environments is not
present.
The description does not
clearly address
organizational initiatives
that could be used to help
alleviate negative
attributes identified as
barriers to creative
environments in each of
the three scenarios
presented.
The description clearly
addresses organizational
initiatives that could be
used to help alleviate
negative attributes
identified as barriers to
creative environments in
each of the three scenarios
presented.
The response does not
explain why the initiatives
have potential for
improving the
organization’s climate for
creativity and innovation,
or the explanation is vague
or weak.
3
Exceeds Expectations
Response demonstrates
the same level of
achievement as “2,” plus
the following:
The description shows the
long-term potential impact
of these organizational
initiatives.
The response explains why
the initiatives have
potential for improving the
organization’s climate for
creativity and innovation.
The initiatives identified
are supported by relevant
academic/professional
resources.
The initiatives identified
are not supported by
academic/professional
resources or the resources
are or relevant.
PS001: Written Communication: Demonstrate graduate-level writing skills.
Written
Multiple major and minor
Communication PS 1.1: errors in grammar,
Use proper grammar,
spelling, and/or mechanics
©2015 Walden University
Multiple minor errors in
grammar, spelling, and/or
mechanics are distracting
Writing reflects competent
use of standard edited
American English.
Grammar, spelling, and
mechanics reflect a high
level of accuracy in
4
0
Not Present
are highly distracting and
seriously impact
readability.
1
Needs Improvement
and negatively impact
readability.
Written
Communication
PS 1.2:
Organize writing to
enhance clarity.
Writing is poorly organized
and incoherent.
Introductions, transitions,
and conclusions are
missing or inappropriate.
Writing is loosely
organized. Limited use of
introductions, transitions,
and conclusions provides
partial continuity.
Written
Communication
PS 1.3:
Apply APA style to
written work.
APA conventions are not
applied.
APA conventions for
attribution of sources,
structure, formatting, etc.,
are applied inconsistently.
spelling, and
mechanics.
2
Meets Expectations
Errors in grammar,
spelling, and/or mechanics
do not negatively impact
readability.
Writing is generally wellorganized. Introductions,
transitions, and
conclusions provide
continuity and a logical
progression of ideas.
APA conventions for
attribution of sources,
structure, formatting, etc.,
are generally applied
correctly in most
instances. Sources are
generally cited
appropriately and
accurately.
3
Exceeds Expectations
standard American English
and enhance readability.
Writing is consistently
well-organized.
Introductions, transitions,
and conclusions are used
effectively to enhance
clarity, cohesion, and flow.
APA conventions for
attribution of sources,
structure, formatting, etc.,
are applied correctly and
consistently throughout
the paper. Sources are
consistently cited
appropriately and
accurately.
PS005: Critical Thinking and Problem Solving: Use critical-thinking and problem-solving skills to analyze professional issues and inform best
practice.
Critical Thinking and
Problem Solving PS
5.1:
Analyze assumptions
and fallacies.
©2015 Walden University
Analysis of assumptions is
missing.
Response is weak in
assessing the
reasonableness of
assumptions in a given
argument.
Response generally
assesses the
reasonableness of
assumptions in a given
argument.
Response clearly and
comprehensively assesses
the reasonableness of
assumptions in a given
argument.
Response does not
adequately identify and
discuss the implications of
Response identifies and
discusses the implications
of fallacies and/or logical
Response provides a
detailed and compelling
analysis of implications of
5
0
Not Present
Critical Thinking and
Problem Solving PS
5.2:
Generate reasonable
and appropriate
assumptions.
Critical Thinking and
Problem Solving PS
5.3:
Assess multiple
perspectives and
alternatives.
Critical Thinking and
Problem Solving PS
5.4:
Use problem-solving
skills.
©2015 Walden University
1
Needs Improvement
fallacies or logical
weaknesses in a given
argument.
Response does not
adequately present and
discuss key assumptions in
an original argument.
2
Meets Expectations
weaknesses in a given
argument.
Assessment of multiple
perspectives is missing.
Response does not identify
nor adequately consider
multiple perspectives or
alternatives.
Response identifies and
considers multiple
perspectives and
alternatives.
Response justifies
selection of chosen
alternative relative to
others.
Problems and solutions are
not identified.
Response presents
solutions, but they are
ineffective in addressing
the specific problem.
Response presents
solutions that are practical
and work in addressing the
specific problem.
Response presents
compelling supporting
arguments for proposed
solutions.
Assumptions are missing.
Response presents and
discusses key assumptions
in an original argument.
3
Exceeds Expectations
fallacies and logical
weaknesses in a given
argument.
Response justifies the
reasonableness and need
for assumptions in an
original argument.
6
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attachment
The following scenarios are based on a fictional company with global manufacturing operations. These
scenarios capture different levels and mediums of communication with employees of a variety of leadership
positions.
Scenario 1: Informal Breakfast Discussion
This discussion is between the marketing director and general manager (GM) of the Latin America Division.
Marketing Director: “Thanks for the chance to meet so early. I know we have a lot going on, and everyone
is really pushed to the limit trying to meet our targets. Getting out of the office to discuss things is helpful. In
fact, I was thinking about taking the entire team out for lunch meeting later this week.”
GM: “Well, I’m not so sure the timing is right. I’m really concerned about the launch of the new models.
These have to go well, or they may consider closing our division operations. I absolutely need everyone in
your department working 120 percent on this for the next month.”
Marketing Director: “Of course.”
GM: “Don’t get me wrong, I think team-building is important, but we just don’t have the time. In fact, I’m
going to suspend the weekly in-person brainstorm sessions just for the short-term while we finish this project
launch.
Marketing Director: “Uh, ah, I don’t….”
GM: “I’ve asked Pam from North American Operations to create a virtual message board where people can
post and discuss ideas as they occur. This will be a global message board, rather than discussions specific to
just our division.”
Marketing Director: “Well, okay, if that’s what we need to do, let’s do it. But since people really like the
brainstorm sessions, it will be something of a letdown. Perhaps we could incentivize participation in the
online groups by hosting an innovation lab or idea contest to generate enthusiasm for the forum?”
GM: “That’s a great idea. Why don’t you reach out to Pam and work it out.”
©2015 Walden University
1
Scenario 2: E-mail Exchange
This e-mail exchange is between Global Vice President of Human Resources, Robert Engleton, and Global
Vice President of Finance, Johann DeGroot.
August 24, 2013 14:22
To: Johann DeGroot, VP Finance
From: Robert Engleton, VP HR
Subject: Next Year’s Budget
Johann,
I’d like to set up a meeting to go over next year’s budget with you. I have some ideas on how we might be
able to allocate resources a bit more strategically in order to accomplish some of the goals we set for this year,
that clearly are not going to be met with the present resource allocation. I’ve talked to several of the
operations managers, and think we could make some big impacts with a few changes. Do you have some
time?
—Rob
August 25, 2013 08:32
To: Robert Engleton, VP HR
From: Johann DeGroot, VP Finance
Subject: Re: Next Year’s Budget
Rob,
We really don’t include an itemized discussion of HR and operations budgets at this stage in the process,
especially one that sounds as complex and interdepartmental as what you are proposing. Frankly, I doubt we
could save more money than the cost in personnel time and labor it would take to figure it out. Just plan to
increase your budget request 5 percent across all sectors and let’s move on. We have a lot to do, and as you
note, many of our Q3 targets are not looking good.
—Johann
August 25, 2013 12:29
©2015 Walden University
2
To: Johann DeGroot, VP Finance
From: Robert Engleton, VP HR
Subject: Re: Re: Next Year’s Budget
Johann,
I understand. In that case, I’d like to earmark the additional monies in that 5 percent increase for a companywide seminar on “Original Thinking: Making Bright Ideas Into Innovative Action Plans.” I’m tired of getting
poorly thought out elevator pitches on every idea everyone has ever come up with, half of which don’t have
anything to do with the reality of our market. I’d like to initiate some formal training on how to vet and test
an idea before it is pitched to leadership so we get more polished and viable suggestions.
—Rob
Scenario 3: Formal Company Meeting
This formal company meeting is with the chief executive officer (CEO), general managers, and operations
leads from all divisions in the company.
Operations Lead, Asia: “Sir, thank you for the opportunity to speak. I wanted to raise a major issue for us
regarding labor costs in India. There are considerations specific to our plants there that would allow us to
save quite a bit of money if…”
CEO: “Look, this is a company-wide meeting. If you have something that will reduce cost and enhance
efficiencies—and thus reduce cost further—in your division, do so. I think it’s a waste of time to try to
standardize every practice and standard operating procedure we have, or discuss things that are really specific
to one group of people. Does anyone have any contributions here at the strategic level?”
Operations Lead, Europe: “Yes, I’d like to discuss changing some of our recruiting and hiring practices in
all divisions. I think we need to prepare for future growth better by focusing on what skills we anticipate our
managers needing in 5–8 years. We are too big to hire outside managers all the time, and also too big for
those managers to learn our issues quickly. We’d do better to hire people less for a specific role now, and
more for future roles, or, at least, do so for a portion of our hires.”
CEO: “That’s an excellent point. I like it, let’s do it. Work with the Global VP for HR and have a proposal
for us on how we can implement this throughout the company.”
Operations Lead, Latin America: “Excuse me, I’m not sure that’s a realistic strategy for us right now
considering…”
CEO: “What could be wrong with that kind of long-range planning and forward thinking? There’s no
downside to it. It’s a good one. Now, we don’t have a lot of time, so let’s move on….”
©2015 Walden University
3
Creative Workplace Analysis Worksheet
Use this worksheet to organize your thoughts in preparation for completing the IG003 Performance Task
Assessment.
Scenario
Informal Breakfast
Discussion
E-mail Exchange
Formal Company
Meeting
Positive Examples
(Attributes that stimulate creativity)
Negative Examples
(Attributes that stymie creativity)
Positive Example #1:
Negative Example #1:
Positive Example #2:
Negative Example #2:
Positive Example #1:
Negative Example #1:
Positive Example #2:
Negative Example #2:
Positive Example #1:
Negative Example #1:
Positive Example #2:
Negative Example #2:
©2015 Walden University
1
IG003: Climate for Creativity: Evaluate an organization’s climate for creativity in order to foster innovation.
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Part 1: Analyzing the Workplace for Creative Culture
Sub-Competency 1: Assess various aspects of an organization’s climate of creativity.
Learning Objective 1.1:
Analyze a workplace
for positive attributes
that promote a culture
of creativity.
Analysis of a workplace for
positive attributes that
promote a culture of
creativity is not present.
Fewer than two positive
aspects for each of the
three scenarios are
provided and/or they are
not clearly identified.
Explanations are not given
as to why each chosen
aspect contributes to a
positive climate for
creativity and/or the
explanations are vague.
Learning Objective 1.2:
Analyze a workplace
for negative attributes
that inhibit a culture of
creativity.
Analysis of a workplace for
of negative attributes that
inhibit a culture of
creativity is not present.
The response is not
supported by
academic/professional
resources or the resources
are not relevant.
Fewer than two negative
aspects for each of the
three scenarios are
provided and/or they are
not clearly identified.
Explanations are not given
©2015 Walden University
Two positive aspects for
each of the three scenarios
provided are clearly
identified.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Explanations are given as
to why each chosen aspect
contributes to a positive
climate for creativity.
The analysis links the
positive aspects to how
they might support the
strategic and financial
goals of any company.
The response is supported
by relevant
academic/professional
resources.
Two negative aspects for
each of the three scenarios
provided are clearly
identified.
The analysis demonstrates
the same level of
achievement as “2,” plus
the following:
Explanations are given as
to why each chosen aspect
The analysis links the
1
0
Not Present
1
Needs Improvement
as to why each chosen
aspect does not contribute
to a positive climate for
creativity and/or the
explanations are vague.
The response is not
supported by
academic/professional
resources or the resources
are not relevant.
2
Meets Expectations
does not contribute to a
positive climate for
creativity.
The response is supported
by relevant
academic/professional
resources.
3
Exceeds Expectations
negative aspects to how
they might inhibit the
strategic and financial
goals of any company.
Part 2: Creativity Crowded Out
Sub-Competency 2: Determine ways to resolve conflicting priorities in an organization that may inhibit creativity.
Learning Objective 2.1:
Describe how negative
attributes emerge in an
organization.
Learning Objective 2.2:
Evaluate the need for a
creative environment
weighed against
©2015 Walden University
The description of how
negative attributes
emerged and assessment
of those attributes is not
present.
The evaluation of the need
to foster creativity
weighed against other
business priorities is not
present.
The description of how
negative attributes
emerged does not clearly
address at least two
attributes.
The response weighs the
need for a creative
environment against fewer
than two competing
business priorities, or the
The description of how
negative attributes
emerged clearly addresses
at least two attributes.
The response weighs the
need for a creative
environment against two
competing business
priorities.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
The description of how
negative attributes
emerged, and assessment
of those attributes,
connects the impact of this
dynamic on strategic and
financial goals of any
company.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
2
0
Not Present
competing business
priorities.
1
Needs Improvement
business priorities are not
relevant.
The response is not
supported by
academic/professional
resources or the resources
are not relevant.
2
Meets Expectations
The response is supported
by relevant
academic/professional
resources.
3
Exceeds Expectations
The response
demonstrates how
resolving competing
priorities and the
incorporation of creativity
impact strategic and
financial goals of any
company.
Part 3: Transforming the Workplace to Promote Creativity
Sub-Competency 3: Develop initiatives to build a creative environment that reflect the principles that cultivate innovation.
Learning Objective 3.1
Describe individual
initiatives that could be
used to help alleviate
negative attributes
identified as barriers to
creative environments.
The description of
initiatives that could be
used to help alleviate
negative attributes
identified as barriers to
creative environments is
not present.
The description does not
clearly address individual
initiatives to help alleviate
the negative attributes
identified as barriers to
creative environments in
each of the three
scenarios.
The description clearly
addresses individual
initiatives to help alleviate
the negative attributes
identified as barriers to
creative environments in
each of the three
scenarios.
The response does not
explain why the initiatives
have potential for
improving the
organization’s climate for
creativity and innovation,
or the explanation is vague
or weak.
The response explains why
the initiatives have
potential for improving the
organization’s climate for
creativity and innovation.
The initiatives identified
are not supported by
academic/professional
©2015 Walden University
Response demonstrates
the same level of
achievement as “2,” plus
the following:
The description shows the
long-term potential impact
of these individual
initiatives.
The initiatives identified
are supported by relevant
academic/professional
resources
3
Learning Objective 3.2:
Describe organizational
initiatives that could be
used to help alleviate
negative attributes
identified as barriers to
creative environments.
0
Not Present
1
Needs Improvement
resources or the resources
are or relevant.
2
Meets Expectations
The description of
organizational initiatives
that could be used to help
alleviate negative
attributes identified as
barriers to creative
environments is not
present.
The description does not
clearly address
organizational initiatives
that could be used to help
alleviate negative
attributes identified as
barriers to creative
environments in each of
the three scenarios
presented.
The description clearly
addresses organizational
initiatives that could be
used to help alleviate
negative attributes
identified as barriers to
creative environments in
each of the three scenarios
presented.
The response does not
explain why the initiatives
have potential for
improving the
organization’s climate for
creativity and innovation,
or the explanation is vague
or weak.
3
Exceeds Expectations
Response demonstrates
the same level of
achievement as “2,” plus
the following:
The description shows the
long-term potential impact
of these organizational
initiatives.
The response explains why
the initiatives have
potential for improving the
organization’s climate for
creativity and innovation.
The initiatives identified
are supported by relevant
academic/professional
resources.
The initiatives identified
are not supported by
academic/professional
resources or the resources
are or relevant.
PS001: Written Communication: Demonstrate graduate-level writing skills.
Written
Multiple major and minor
Communication PS 1.1: errors in grammar,
Use proper grammar,
spelling, and/or mechanics
©2015 Walden University
Multiple minor errors in
grammar, spelling, and/or
mechanics are distracting
Writing reflects competent
use of standard edited
American English.
Grammar, spelling, and
mechanics reflect a high
level of accuracy in
4
0
Not Present
are highly distracting and
seriously impact
readability.
1
Needs Improvement
and negatively impact
readability.
Written
Communication
PS 1.2:
Organize writing to
enhance clarity.
Writing is poorly organized
and incoherent.
Introductions, transitions,
and conclusions are
missing or inappropriate.
Writing is loosely
organized. Limited use of
introductions, transitions,
and conclusions provides
partial continuity.
Written
Communication
PS 1.3:
Apply APA style to
written work.
APA conventions are not
applied.
APA conventions for
attribution of sources,
structure, formatting, etc.,
are applied inconsistently.
spelling, and
mechanics.
2
Meets Expectations
Errors in grammar,
spelling, and/or mechanics
do not negatively impact
readability.
Writing is generally wellorganized. Introductions,
transitions, and
conclusions provide
continuity and a logical
progression of ideas.
APA conventions for
attribution of sources,
structure, formatting, etc.,
are generally applied
correctly in most
instances. Sources are
generally cited
appropriately and
accurately.
3
Exceeds Expectations
standard American English
and enhance readability.
Writing is consistently
well-organized.
Introductions, transitions,
and conclusions are used
effectively to enhance
clarity, cohesion, and flow.
APA conventions for
attribution of sources,
structure, formatting, etc.,
are applied correctly and
consistently throughout
the paper. Sources are
consistently cited
appropriately and
accurately.
PS005: Critical Thinking and Problem Solving: Use critical-thinking and problem-solving skills to analyze professional issues and inform best
practice.
Critical Thinking and
Problem Solving PS
5.1:
Analyze assumptions
and fallacies.
©2015 Walden University
Analysis of assumptions is
missing.
Response is weak in
assessing the
reasonableness of
assumptions in a given
argument.
Response generally
assesses the
reasonableness of
assumptions in a given
argument.
Response clearly and
comprehensively assesses
the reasonableness of
assumptions in a given
argument.
Response does not
adequately identify and
discuss the implications of
Response identifies and
discusses the implications
of fallacies and/or logical
Response provides a
detailed and compelling
analysis of implications of
5
0
Not Present
Critical Thinking and
Problem Solving PS
5.2:
Generate reasonable
and appropriate
assumptions.
Critical Thinking and
Problem Solving PS
5.3:
Assess multiple
perspectives and
alternatives.
Critical Thinking and
Problem Solving PS
5.4:
Use problem-solving
skills.
©2015 Walden University
1
Needs Improvement
fallacies or logical
weaknesses in a given
argument.
Response does not
adequately present and
discuss key assumptions in
an original argument.
2
Meets Expectations
weaknesses in a given
argument.
Assessment of multiple
perspectives is missing.
Response does not identify
nor adequately consider
multiple perspectives or
alternatives.
Response identifies and
considers multiple
perspectives and
alternatives.
Response justifies
selection of chosen
alternative relative to
others.
Problems and solutions are
not identified.
Response presents
solutions, but they are
ineffective in addressing
the specific problem.
Response presents
solutions that are practical
and work in addressing the
specific problem.
Response presents
compelling supporting
arguments for proposed
solutions.
Assumptions are missing.
Response presents and
discusses key assumptions
in an original argument.
3
Exceeds Expectations
fallacies and logical
weaknesses in a given
argument.
Response justifies the
reasonableness and need
for assumptions in an
original argument.
6
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