Fluent Essays

Please see attached Course: WRK100: Preparing for the Future of Work Week 9 Assignment: Development Plan for Three Skills Due: Week 9 Points: 125 What to submit/deliverables: Word document that contains the Week 9 Assignment Template. What is the value of doing this assignment? For the last nine weeks, you’ve been learning how the 10 Skills are an essential part of being successful in the future world of work. In Week 4 Assignment, you began to reflect on your skills and goals and how the 10 Skills have helped you reach accomplishments. Your understanding of the skills have been refined, and now it’s time to reflect on your strengths and areas for growth again in order to develop a plan moving forward. For this assignment, you’ll identify three skills that you’d like to focus on and develop a plan for. This could be the three skills you wrote about for Week 2 Assignment, or three new skills. As you think of which skills you’d like to improve upon, consider choosing skills at varying levels. You might, for example, choose a skill that you are already strong in, but would be excited to continue exploring and building upon, as well as a skill in which you might have more room for growth in. At the end of the assignment, you’ll leave with the beginning of a tangible plan for personal and professional development that you can review with the Career Center team. Your goal for this assignment is to: Practice your communication skill by using the Week 9 Assignment Template to outline a plan for developing skills to support a successful learning experience and career. To truly develop your communication skill it is important that you write using your own words and do not cut and paste from the Skills Definition table or any other source. (See the Skill Development Plan Sample.) Steps to complete: In Week 9, complete and submit your Development Plan for Three Skills using the following steps: STEP 1: Identify the targeted skill. Summarize your strengths and areas of improvement in this skill area. Then, identify your desired outcomes around this skill area and write a positive goal statement. Review the Skills Definition table if you need a quick reminder of the 10 skills. Complete the following sections of the template: • Target Skill • Strengths • Areas of Improvement • Desired Outcome • Goal Statement STEP 2: Specify the actions you can take to work towards your goals, with specific strategies and practices that you can apply. Identify any potential obstacles and challenges to achieving your goal. Complete the following sections of the template: • Practices for Growth • Action Steps • Potential Obstacles and Challenges STEP 3: Keeping your action plan in mind, identify trusted supporters and university resources that can help you in your skill development plan. Complete the following sections of the template: • Key Supporters • Supporting University Resources STEP 4: Reflect on the connections between skill development and your overall personal, academic, and professional goals. Complete the following sections of the template: • Benefits From Change and Connections to Personal, Academic, and Career Goals. STEP 5: Complete Steps 1–4 for the two other skills you have identified. When you are done you should have three plans filled out in the template for three different skills. STEP 6: Save the template with your completed responses as a Word file titled Your Name, WRK100_Week 9 Assignment Skill Development Plan and submit in Blackboard in Week 9. To help make sure you are properly citing your sources, please review Strayer Writing Standards. Week 9 Assignment Rubric WRK100 Week 9 Assignment Template: Development Plan for Three Skills Template Create a development plan for three target skills. Target Skill #1 Target Skill #1: Specify the skill you are developing this development plan for. (Pick from the 10 Skills we learned about in WRK100. You may want to use a skill that you wrote about in the Week 2 Assignment.) Strengths: Describe your strengths in this skill. Areas of Improvement: Describe areas of improvement in this skill. Desired Outcome: Describe your goals around developing this skill during your time at Strayer. Think about what improvement of this skill looks like. Goal Statement: Write a positive statement that includes your desired outcome and your imagined preferred future after development. Practices for Growth: Describe 2–3 specific strategies that can be used to develop this skill. Action Steps: Describe an action plan around developing your skill that includes things you can do now to begin working towards your goal. What specific actions are needed to acquire knowledge and build upon your skill? · Step 1: · Step 2: · Step 3: (Add more steps if necessary.) Potential Obstacles and Challenges: What barriers do you need to overcome to reach your goal? What challenges do you anticipate? Key Supporters: Identify 1–2 individuals you can check in with, who will provide feedback along the way and act as trusted supporters. Explain how these supporters will help you meet your goal. · Supporter 1: · Supporter 2: Supporting University Resources: Identify 1–2 university resources that can help you meet your goal. Explain how these resources can help you meet your goal. Consider the resources you learned about in the weekly Learn pages, including: Career Center Resources: · Explore · Connect · Prepare · Career Communities · Act · LinkedIn Learning (formerly Lynda.com) Other Strayer Resources: · Strayer Mobile · Strayer Technical Support · Get Inspired · SOAR Student Assistance Benefits From Change and Connections to Personal, Academic, and Career Goals: Connect your goals around skills and identify: · one larger personal goal, · one academic goal, and · one professional goal. These can be the ones you identified in the Week 4 Assignment or new ones. How will your personal development of employability skills impact your larger goals? Target Skill #2 Target Skill #2: Specify the skill you are developing this development plan for. (Pick from the 10 Skills we learned about in WRK100. It could be a skill you wrote about in the Week 2 Assignment; this needs to be a different skill than Target Skill #1.) Strengths: Describe your strengths in this skill. Areas of Improvement: Describe areas of improvement in this skill. Desired Outcome: Describe your goals around developing this skill during your time at Strayer. Think about what improvement of this skill looks like. Goal Statement: Write a positive statement that includes your desired outcome and your imagined preferred future after development. Practices for Growth: Describe 2–3 specific strategies that can be used to develop this skill. Action Steps: Describe an action plan around developing your skill that includes things you can do now to begin working towards your goal. What specific actions are needed to acquire knowledge and build upon your skill? · Step 1: · Step 2: · Step 3: (Add more steps if necessary.) Potential Obstacles and Challenges: What barriers do you need to overcome to reach your goal? What challenges do you anticipate? Key Supporters: Identify 1–2 individuals you can check in with, who will provide feedback along the way and act as trusted supporters. Explain how these supporters will help you meet your goal. · Supporter 1: · Supporter 2: Supporting University Resources: Identify 1–2 university resources that can help you meet your goal. Explain how these resources can help you meet your goal. Consider the resources you learned about in the weekly Learn pages, including: Career Center Resources: · Explore · Connect · Prepare · Career Communities · Act · LinkedIn Learning (formerly Lynda.com) Other Strayer Resources: · Strayer Mobile · Strayer Technical Support · Get Inspired · SOAR Student Assistance Benefits From Change and Connections to Personal, Academic, and Career Goals: Connect your goals around skills and identify: · one larger personal goal, · one academic goal, and · one professional goal. These can be the ones you identified in the Week 4 Assignment or new ones. How will your personal development of employability skills impact your larger goals? Target Skill #3 Target Skill #3: Specify the skill you are developing this development plan for. (Pick from the 10 Skills we learned about in WRK100. It could be a skill you wrote about in the Week 2 Assignment; this needs to be a different skill than Target Skill #1 and #2.) Strengths: Describe your strengths in this skill. Areas of Improvement: Describe areas of improvement in this skill. Desired Outcome: Describe your goals around developing this skill during your time at Strayer. Think about what improvement of this skill looks like. Goal Statement: Write a positive statement that includes your desired outcome and your imagined preferred future after development. Practices for Growth: Describe 2–3 specific strategies that can be used to develop this skill. Action Steps: Describe an action plan around developing your skill that includes things you can do now to begin working towards your goal. What specific actions are needed to acquire knowledge and build upon your skill? · Step 1: · Step 2: · Step 3: (Add more steps if necessary.) Potential Obstacles and Challenges: What barriers do you need to overcome to reach your goal? What challenges do you anticipate? Key Supporters: Identify 1–2 individuals you can check in with, who will provide feedback along the way and act as trusted supporters. Explain how these supporters will help you meet your goal. · Supporter 1: · Supporter 2: Supporting University Resources: Identify 1–2 university resources that can help you meet your goal. Explain how these resources can help you meet your goal. Consider the resources you learned about in the weekly Learn pages, including: Career Center Resources: · Explore · Connect · Prepare · Career Communities · Act · LinkedIn Learning (formerly Lynda.com) Other Strayer Resources: · Strayer Mobile · Strayer Technical Support · Get Inspired · SOAR Student Assistance Benefits From Change and Connections to Personal, Academic, and Career Goals: Connect your goals around skills and identify: · one larger personal goal, · one academic goal, and · one professional goal. These can be the ones you identified in the Week 4 Assignment or new ones. How will your personal development of employability skills impact your larger goals? © 2020 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. Page 1 of 2 Communicating professionally and ethically is an essential skill set we teach at Strayer. The following guidelines ensure: ·· Your writing is professional ·· You avoid plagiarizing others ·· You give credit to others in your work  Review Strayer’s Academic Integrity Policy in the Student Handbook.  Bookmark the SWS website for additional SWS resources.  Visit the SWS YouTube page to view helpful SWS videos. Fall 2020 http://studenthandbook.strayer.edu/Student-Disciplinary-and-Grievance-Policies-and-Procedures/Academic-Integrity-Policy https://library.strayer.edu/sws https://www.youtube.com/playlist?list=PLSvmYamJpLX5DN_56vyQqN4VzitwJU-9r Strayer Writing Standards 2 � Include page numbers. � Use 1-inch margins. � Use numerals (1, 2, 3, and so on) or spell out numbers (one, two, three, and so on). � Double space body text in the assignment. � Use consistent 12-point font. � Use section headings to divide separate content areas. Center the section headings on the page, be consistent, and include at least two section headings in the assignment. � Include the assignment title, your name, course title, your professor’s name, and the date of submission on a separate page (first page of submission). � Use appropriate language and be concise. � Write in active voice when possible. Find tips here. � Use spelling/grammar check and proofread to keep work error free. � Choose a point of view (first, second, or third person) as required by assignment guidelines. � Provide credible sources to support your ideas/work when required. Find tips here. � Cite sources throughout your work when you borrow someone else’s words or ideas. � Don’t forget: Cite and add your textbook to the Source List if used as a source. � Include a Sources List when the assignment requires research or if you cite the textbook. � Type “Sources” centered horizontally on the first line of the Source List page. � Record the sources that you used in your assignment in a numbered list (see Giving Credit to Authors and Sources section). Essay/Paper Guidelines Design Title Page Develop Cite Credible Sources Build a Sources List Use these rules when working on an essay! https://ask.library.strayer.edu/faq/323416 https://library.strayer.edu/research_strategies/ Strayer Writing Standards 3 � Use the provided template to format the assignment. � Generally not required. If it is required, include the assignment title, your name, course title, your professor’s name, and the date of submission on a separate page (first page of submission). � Use appropriate language and be concise. � Write in active voice when possible. Find tips here. � Use spelling/grammar check and proofread to keep work error free. � Choose a point of view (first, second, or third person) as required by assignment guidelines. � Specific assignment guidelines may override these standards. When in doubt, follow specific assignment guidelines first. � Provide credible sources to support your ideas/work when required. Find tips here. � Cite sources throughout your work when you borrow someone else’s words or ideas. � Don’t forget: Cite and add your textbook to the Source List if used as a source. � Complete the provided Source List when the assignment requires research or if you cite the textbook. � If no specific area exists in the template, consult the assignment and instructor guidelines for appropriate source credit methods. � Cite sources throughout your assignment when you borrow someone else’s words or ideas. � When quoting or paraphrasing a source, include the source number in parentheses after the body text where you quote or paraphrase. Templated Assignment Guidelines Design Title Page Develop Cite Credible Sources Build a Source List Use these rules when working on a written assignment that is not explicitly an essay! https://ask.library.strayer.edu/faq/323416 https://library.strayer.edu/research_strategies/ Strayer Writing Standards 4 � Use a background color or image on slides. � Use Calibri, Lucida Console, Helvetica, Futura, Myriad Pro, or Gill Sans font style. � Use 28–32-point font size for the body of your slides (based on your chosen font style). Avoid font sizes below 24-point. � Use 36–44-point font size for the titles of your slides (based on chosen font style). � Limit slide content (7 or fewer lines per slide and 7 or fewer words per line). � Number slides when the assignment requires 3 or more slides. Place numbers wherever you like (but be consistent). � Include appropriate images that connect directly to the slide content or presentation content. � Include the assignment title, your name, course title, your professor’s name, and the date of submission on a separate slide (first of submission). � Use appropriate language and be concise. � Write in active voice when possible. Find tips here. � Use spelling/grammar check and proofread to keep work error free. � Provide credible sources to support your ideas/work when required. Find tips here. � Cite sources throughout your work when you borrow someone else’s words or ideas. � Don’t forget: Cite and add your textbook to the Source List if used as a source. � Sources may be provided on a slide-by-slide basis (providing Source List entries at bottom of slide where source referenced) or in a comprehensive Source List at the end of slideshow. � Include a Sources List slide when assignment requires research or if you cite the textbook. � Type “Sources” centered horizontally on the first line of the Source List slide. � Provide sources used in your assignment in a numbered list (see Giving Credit to Authors and Sources section). PowerPoint/Slideshow Guidelines Design Title Page Develop Cite Credible Sources Build a Sources List Use these rules when working on a PowerPoint or slideshow assignment! https://ask.library.strayer.edu/faq/323416 https://library.strayer.edu/research_strategies/ Strayer Writing Standards 5 � Use consistent 12-point font. � Include appropriate images or media links that connect directly to discussion topic/content. � Use appropriate language and be concise. � Write in active voice when possible. Find tips here. � Use spelling/grammar check and proofread to keep work error free. � Provide credible sources to support your ideas/work when required. Find tips here. � Cite sources throughout your discussion response when you borrow someone else’s words or ideas. � Cite quotes and paraphrases correctly: Include the source number in parentheses after the body text where quotation or paraphrasing occurs. � Don’t forget: Cite and add your textbook to the Sources List if used as a source. � Type the word “Sources” at the end of your post, and below that include a list of any sources that you cited. � Number all sources in the order they appear. Discussion Post Guidelines Design Develop Cite Credible Sources Use these rules when working on a Discussion Forum post or response! For more information on building a Source List Entry, see Source List section. SAMPLE POST: The work is the important part of any writing assignment. According to Smith, “writing things down is the biggest challenge” (1). This is significant because… Sources 1. William Smith. 2018. The Way Things Are. http:// www.samplesite.com/writing If you pulled information from more than one source, continue to number the additional sources in the order that they appear in your post. SAMPLE POST: The work is the important part of any writing assignment. According to Smith, “writing things down is the biggest challenge” (1). This is significant because… The other side of this is also important. It is noted that “the act of writing isn’t important as much as putting ideas somewhere useful” (2). Sources 1. William Smith. 2018. The Way Things Are. http:// www.samplesite.com/writing 2. Patricia Smith. 2018. The Way Things Really Are. http://www.betterthansample.com/tiger  Examples https://ask.library.strayer.edu/faq/323416 https://library.strayer.edu/research_strategies/ Strayer Writing Standards 6 Credit to Authors and Sources Option #1: Paraphrasing Rewording Source Information in Your Own Words · Rephrase source information in your own words. Avoid repeating the same words of the author. · Remember, you cannot just replace words from the original sentence. · Add the author’s last name and a number to the end of your paraphrase as a citation (which will be the same on your Source List).  Examples ORIGINAL SOURCE “Writing at a college level requires informed research.” PARAPHRASING As Harvey wrote, when writing a paper for higher education, it is critical to research and cite sources (1). When writing a paper for higher education, it is imperative to research and cite sources (Harvey, 1). Option #2: Quoting Citing Another Person’s Work Word-for-Word · Place quotation marks at the beginning and end of quoted information. · Limit quotes to two or fewer sentences (approximately 25 words) at a time. · Do not start a sentence with a quotation. · Introduce and explain quotes within the context of your paper. · Add the author’s last name and a number to the end of the quote as a citation (which will be the same on your Source List).  Examples ORIGINAL SOURCE “Writing at a college level requires informed research.” QUOTING Harvey wrote in his book, “Writing at a college level requires informed research” (1). Many authors agree, “Writing at a college level requires informed research” (Harvey, 1). Use these rules for using evidence and creating in-text citations! General Credit · Credit quoted or paraphrased sources using an in-text citation. An in-text citation includes the primary author’s last name and the number of the source from the Source List. · Before using any source, first determine its credibility. Then decide if the source is appropriate and relevant for your project. Find tips here. · Well-researched assignments have at least as many sources as pages (see assignment instructions). https://library.strayer.edu/research_strategies/evaluate https://library.strayer.edu/research_strategies/evaluate Strayer Writing Standards 7 Web sources are accessed through an internet browser. Home Pages A home page loads when typing a standard web address. For instance, typing Google.com into any web browser will take you to Google’s home page. Cite a homepage when using information from a news thread, image, or basic piece of information on a company’s website. Find Tips Here. Specific Web Pages If using any web page other than the home page, include the specific page title and direct link (when possible) in the Source List entry. If the assignment used multiple web pages from the same source, create separate Source List entries (if the title and/or web address is different). Effective Internet Links When sharing a link to an article with your instructor and classmates, start with a brief summary of the article and why you chose to share it. Share vs. URL Options Cutting and pasting the URL (web address) from your browser may not allow others to view your source. This makes it hard for people to engage with the content you used. To avoid this problem, look for a “share” option and choose that when possible. Always test your link(s) before submitting. If you cannot properly share the link, include the article/source as an attachment. Interested classmates and your professor can reference the article shared as an attachment. Find tips here. Credit for Web Sources Charts, images, and tables should be centered horizontally on the page and should be followed by an in-text citation. Design your page and place a citation below the chart, image, or table. When referring to the chart, image, or table in the body of the assignment, use the citation. Do not include a chart, image, or table without introducing it in the assignment and explaining why it is necessary. On your Source List, provide the following details of the visual: · Author’s name (if created by you, provide your name). · Date (if created by you, provide the year). · Type (Chart, Image, or Table). · How to find it (link or other information; see Source List section for additional details). Charts, Images, and Tables https://ask.library.strayer.edu/faq/322738 https://ask.library.strayer.edu/faq/322738 https://ask.library.strayer.edu/faq/266070 Strayer Writing Standards 8 Traditional Sources Page Numbers When referencing multiple pages in a textbook or other print book, consider adding page numbers to help the audience understand where the information is found. You can do this in three ways: a. by including it in the body of your assignment; or or b. by using an in-text citation; or c. by listing page numbers in the order used in your assignment on the Source List. Check with your instructor or the assignment guidelines to see if there is a preference based on your course.  Example IN-TEXT CITATION (Harvey, 1, p. 16) In the example, the author is Harvey, the source list number is 1, and the page number where this information can be found is page 16. Multiple Sources (Synthesizing) Synthesizing is the use of multiple sources in one paraphrased sentence or paragraph to make a strong point. While this is normally done in advanced writing, it could be useful for any writing where you use more than one source. Find tips here. The key is clarity. If you paraphrase multiple sources in the same sentence (or paragraph if most of the information contained in the paragraph is paraphrased), you should include each source in the citation. Separate sources using semi-colons (;) and create the citation in the normal style that you would for using only one source (Name, Source Number).  Example SYNTHESIZED IN-TEXT CITATION (Harvey, 1; Buchanan, 2) In the example, the authors Harvey and Buchanan were paraphrased to help the student make a strong point. Harvey is the first source on the Source List, and Buchanan is the second source on the Source List. Advanced Methods Some assignments require more advanced techniques. If necessary, these guidelines help with special case scenarios. https://ask.library.strayer.edu/faq/316321 Strayer Writing Standards 9 Substitution and Ellipsis Omitting unnecessary information from a direct quotation is often required. To omit information, delete the unnecessary information and replace it with an ellipsis inside of square brackets, like this: […]. Find tips here. There are times when a quality source has made a mistake, but you still value the information that the source provides. To solve this issue, change elements of the source (noting what additions or changes were required). When changing elements within a direct quotation, delete the original information and surround the new wording or spelling with square brackets, like this: “[W]riting”. The bracket here shows that the original source may have misspelled “writing” or that the “W” has been capitalized and was lowercase in the source material. NOTE: Ellipsis and square brackets cannot be used in paraphrased source material.  Example ORIGINAL SOURCE “Writing at a college level requires informed research.” ELLIPSIS Harvey wrote that writing “at a college level requires […] research” (1). SUBSTITUTION Many authors agree that “[w]riting at an [undergrad- uate] college level requires informed research” (1). Footnotes and Additional Content Written assignments may benefit from including relevant background information that is not necessarily important for the main body of the assignment. To include extra secondary evidence or authorial commentary, insert a numeral superscript into the text of the assignment and add the extra evidence or commentary in the footer of the page as a footnote. (Note: Microsoft Word’s “Insert Footnote” function is the preferred method.)  Example When writing a paper for higher education,4 it is imperative to research and cite sources (Harvey, 1). This suggestion applies to both undergraduate and graduate students, and it is the first thing that beginning students must internalize. 4 Mathews has pointed out that this suggestion is appropriate for all levels of education, even those outside of university, and is in fact best practices for any form of professional writing (2). However, this paper focuses specifically on writing in college-level education. Appendices An assignment may require an appendix following the Source List. The appendix is meant to declutter the assignment body or provide relevant supplemental information for the audience. If there is only one appendix, it is labeled, Appendix. More than one appendix may be required. Label the first appendix Appendix A, the second Appendix B, and so on. Each chart, graphic, or photograph referred to in the body of the assignment requires its own listing in the appendices. Use descriptive labels in the body of your written assignment to link each chart, graphic, or photograph to its place in the appendices. For example, when referring to a chart found in Appendix B, a student would include (see Appendix B, Cost of Tuition in Secondary Education, 2010-2019) after referring to data drawn from that chart. https://ask.library.strayer.edu/faq/316322 Strayer Writing Standards 10 Source List The Source List includes all sources used in your assignment. It is a new page added at the end of your assignment. The list gives credit to authors whose work supported your own and should provide enough information so that others can find the source(s) without your help. Build your Source List as you write. � Type “Sources” at the top of a new page. � Include a numbered list of the sources you used in your paper (the numbers indicate the order in which you used them). 1. Use the number one (1) for the first source used in the paper, the number two (2) for the second source, and so on. 2. Use the same number for a source if you use it multiple times. � Ensure each source includes five parts: author or organization, publication date, title, page number (if needed), and how to find it. If you have trouble finding these details, then re- evaluate the credibility of your source. � Use the browser link for a public webpage. � Use a permalink for a webpage when possible. Find tips here. � Instruct your readers on how to find all sources that do not have a browser link or a permalink. � Separate each Source List element with a period on your Source List. AUTHOR PUBLICATION DATE TITLE PAGE NO. HOW TO FIND The person(s) who published the source. This can be a single person, a group of people, or an organization. If the source has no author, use “No author” where you would list the author. The date the source was published. If the source has no publication date, use “No date” where you would list the date. The title of the source. If the source has no title, use “No title” where you would list the title. The page number(s) used. If the source has no page numbers, omit this section from your Source List Entry. Instruct readers how to find all sources. Keep explanations simple and concise, but provide enough information so the source can be located. Note: It is your responsibility to make sure the source can be found.  Examples Michael Harvey In the case of multiple authors, only list the first. 2013 This is not the same as copyright date, which is denoted by © The Nuts & Bolts of College Writing p. 1 Include p. and the page(s) used. http://libdatab.strayer.edu/ login?url=http://search. ebscohost.com/login.aspx Setting Up the Source List Page Creating a Source List Entry Source List Elements https://ask.library.strayer.edu/faq/266070 Strayer Writing Standards 11 NOTE: For the example, Harvey is the first source used in the assignment.  How It Will Look in Your Source List 1. Michael Harvey. 2013. The Nuts & Bolts of College Writing. p. 1. http://libdatab.strayer.edu/login?url=http:// search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=590706&site=eds-live&scope=site  Sample Source List Sources 1. Michael Harvey. 2013. The Nuts & Bolts of College Writing. p. 1. http://libdatab.strayer.edu/login?url=http://search.ebscohost. com/login.aspx?direct=true&db=nlebk&AN=590706&site=eds-live&scope=site 2. William R. Stanek. 2010. Storyboarding Techniques chapter in Effective Writing for Business, College and Life. http://libdatab. strayer.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=359141&site=eds-live&scope=site&e bv=EB&ppid=pp_23 3. Zyad Hicham. 2017. Vocabulary Growth in College-Level Students’ Narrative Writing. http://libdatab.strayer.edu/ login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsdoj&AN=edsdoj.9b7fad40e529462bafe3a936aaf81420 &site=eds-live&scope=site 4. Anya Kamenetz. July 10, 2015. 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Levels of Achievement Criteria Unacceptable Below 60% F Needs Improvement 60% D Satisfactory 75% C Competent 85% B Exemplary 100% A WRK100-A3-1 1. Strengths and Areas of Improvement. 0.00 % Does not describe strengths and areas of improvement for each of the targeted skills. 60.00 % Insufficiently describes strengths and/or areas of improvement for three of the targeted skills. Or, describes strengths and areas of improvement for only one targeted skill. 75.00 % Describes strengths and areas of improvement without clear connection to three of the targeted skills. Or, describes strengths and areas of improvement for only two targeted skills. 85.00 % Describes strengths and areas of improvement for three of the targeted skills. 100.00 % Thoughtfully reflects on areas of strength and areas of improvement for three targeted skills. WRK100-A3-2 2. Desired Outcomes and Goal Statement. 0.00 % Does not describe desired outcomes nor includes corresponding goal statements. 60.00 % Insufficiently describes desired outcomes and/or does not include corresponding goal statements for the three skills. Or, desired outcomes and goal statements are present for only one skill. 75.00 % Desired outcomes and goal statements for the three skills do not clearly align. Or, desired outcomes and goal statements are present for only two skills. 85.00 % Desired outcomes and goal statements for all three skills clearly align. 100.00 % Goal statements for all three skills are written clearly and are fully aligned to desired outcomes. WRK100-A3-3 3. Action Plan, Strategies, and Challenges. 0.00 % Does not outline action plan steps; does not identify strategies to support growth and/or anticipated challenges. 60.00 % Insufficiently outlines action plan steps that do not clearly align to desired outcomes, strategies, and challenges for the three skills. Or, 75.00 % Outlines action plan steps that do not clearly align to desired outcomes, strategies, and challenges for the three 85.00 % Outlines action plan steps that support desired outcomes, and incorporates strategies for growth and anticipated 100.00 % Outlines concrete action plan steps that support desired outcomes, and incorporates strategies for growth and Name Description Rubric Detail Weight 20.00% Weight 20.00% Weight 20.00% tempWRK100 1 of 3 Levels of Achievement Criteria Unacceptable Below 60% F Needs Improvement 60% D Satisfactory 75% C Competent 85% B Exemplary 100% A outlines action plan steps that support desired outcomes, and incorporates strategies for growth and anticipated challenges for only one skill. skills. Or, outlines action plan steps that support desired outcomes, and incorporates strategies for growth and anticipated challenges for only two skills. challenges for all three skills. anticipated challenges for all three skills. WRK100-A3-4 4. Support and Resources. 0.00 % Does not identify supporting individuals and university resources. 60.00 % Insufficiently identifies supporting individuals and/or university resources for the three skills. Or, identifies supporting individuals and university resources, and briefly describes their role in meeting the stated goals for only one skill. 75.00 % Identifies supporting individuals and/or university resources, but their connections to the stated goals are unclear for the three skills. Or, identifies supporting individuals and university resources, and briefly describes their role in meeting the stated goals for only two skills. 85.00 % Identifies supporting individuals and university resources, and briefly describes their role in meeting the stated goals for all three skills. 100.00 % Identifies supporting individuals and university resources, and clearly describes their role in meeting the stated goals for all three skills. Weight 20.00% 2 of 3 Levels of Achievement Criteria Unacceptable Below 60% F Needs Improvement 60% D Satisfactory 75% C Competent 85% B Exemplary 100% A WRK100-A3-5 5. Connection of Skill Development to Personal, Academic, and Professional Goals. 0.00 % Does not explain how the development of employability skills impacts larger goals. 60.00 % Insufficiently explains how the development of employability skills impacts larger goals. 75.00 % Explains how the development of employability skills impacts larger goals, but some connections are vague or unclear. 85.00 % Articulates how skill development impacts one personal, one academic, and one professional goal. 100.00 % Clearly articulates how skill development impacts one personal, one academic, and one professional goal. Weight 20.00% tempWRK100 3 of 3 5/11/2021, 1:11 PM