Course Design Policy

(For training Use Only)

MONTH AND YEAR

NAME OF INSTITUTE
Table of Contents
Preamble ......................................................................................................................... 3
Objectives ....................................................................................................................... 3
Who Are Involved ............................................................................................................ 4
Course Structure ............................................................................................................. 4
Course Design ................................................................................................................ 4
Learning Outcomes ......................................................................................................... 4
Revised Bloom’s Taxonomy (RBT) ................................................................................. 5
Sequencing of Content .................................................................................................... 6
Modular Approach ........................................................................................................... 7
Selecting the Text and Readings .................................................................................... 7
Selecting Cases .............................................................................................................. 8
Assigning Group Projects and Assignments ................................................................... 8
Academic Load ............................................................................................................... 8
Assessment Policy .......................................................................................................... 8
Setting Course Policy ...................................................................................................... 8
Course Portfolio .............................................................................................................. 9
Moodle ............................................................................................................................ 9
Internet Resources .......................................................................................................... 9
History of the Policy......................................................................................................... 9
Review of the Policy ........................................................................................................ 9
References ...................................................................................................................... 9
Appendices ................................................................................................................... 10
Appendix 1 ................................................................................................................. 11
Template for Course Outline ...................................................................................... 11
Appendix 2 ................................................................................................................. 13
Course Audit Form..................................................................................................... 13
Appendix 3 ................................................................................................................. 15
Checklist for a Course Outline ................................................................................... 15
Appendix 4 ................................................................................................................. 16
Revised Bloom’s Taxonomy for Teaching Learning and Assessing .......................... 16
Appendix 5 ................................................................................................................. 20
Mapping of Sessions with Learning Outcomes .......................................................... 20
Appendix 6 ................................................................................................................. 21
Rubrics for Project Work ............................................................................................ 21

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Preamble
The curriculum of a programme is largely based on its learning outcomes. Various
courses and academic activities are developed to break down the complete curriculum
into meaningful and manageable units. These units have to be interrelated and follow one
another in a logical way. Some units are essential for all students to help them understand
the core of management, while others are optional to provide flexibility to the students in
their learning and growth. A course is a complete, cogent unit that brings an instructor
and the students together wherein the instructor facilitates the students to achieve
learning outcomes of a course.

We believe in student-centric learning. The centre of teaching-learning process is the

student. The responsibility of the instructor is to motivate, engage and involve the students
through engaging contents and interactive instructional methods. The prime responsibility
of learning lies with the student. Importantly the instructor has to help the student own up
his responsibility. The instructor facilitates student learning by increasing experiential
learning. Lecture is kept at the lowest possible level.

In student centric learning, self-study (both pre-read and review) is of paramount

importance. The instructor has to evolve various mechanisms to ensure that the student
is actively involved in self-study. Classroom Assessment Techniques (CATs), such as,
quiz, three minutes paper, micro presentation, written case analysis, muddiest issue, etc.
are some of such ways to ensure pre-read and to assess student learning. Discussion,
questioning and debate assist students to develop and hone their analytical and critical
thinking. In the process, they also develop interpersonal, teamwork, leadership and
negotiation skills. Some courses do not directly focus on these skills. However, these
higher order thinking skills (HOTS) and people skills are part of programme outcomes.
Each course, therefore, has to work on them directly or indirectly.

Internet today has a vast reservoir of learning resources. These resources are not only
informative but also interesting. They also sometimes provide useful techniques,
practices and applications. They satisfy extra learning needs and curiosity of students.

A course design and development entails that the diverse needs of students are
addressed. Students have different learning styles and preferences. They have varying
degree of interests in different courses. Course design has to address these issues and
ensure that each student becomes an active learner.

Objectives
The objectives of course design policy are as follows:
1. To implement the curriculum by developing detailed plans for different courses,
2. To develop a learning contract between faculty and students,
3. To integrate and organise various courses, and;
4. To facilitate collective involvement of faculty in design, development and delivery
of the curriculum.

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Who Are Involved
 The responsibility for syllabus development is that of the Area. The responsibility
for course design is of the concerned instructor/s and the Area. The responsibility
for delivery is of the instructor/s.
 The Director along with different Activity Heads shall have the responsibility for
monitoring, review and revision of the policy.

Course Structure
At the Institute, a typical course is of three credit hours, i.e., 24 sessions of 75 minutes
each (or 30 contact hours). In other words, a three credit course requires student time of
90 hours, including 30 hours of teaching time. In addition, about 5 clock hours are required
for examination (in hall). The student time consists of classroom work, pre- reads, group
discussions, project work, library work, preparation for exams, etc. The instructor is
required to develop the learning outcomes of a course in such a way that they are
achieved in about 90 hours. Since workload is an estimation of the average time spent by
students to achieve the expected learning outcomes, the actual time spent by an
individual student may differ from this estimate.

If there are two Instructors for a course, they would work jointly for the design of the
course. There will be a weekly meeting to coordinate content, delivery and assessment.

Course Design
Course design is a creative and collaborative process. It is initiated by faculty members
on the basis of the syllabus of a course. Once a course is designed by a faculty member,
it has to be discussed in the Area and then approved. After the approval of the area, a
course outline is deliberated upon in the FCM for final approval.

Learning Outcomes
Learning outcomes are the fulcrum of course outline. These are the competencies or the
concrete measures of learning. They refer to what the student will be able to do after the
completion of a course. The overt performance outcomes are easy to measure. However,
many outcomes, such as mental or cognitive skills are covert. An instructor is expected
to find observable and measurable indicators of the performance. He should ask the
question, “How will the students prove that they can perform the task or implement a
concept or model?” The learning outcomes should be the simplest and most direct
possible.

In deciding the learning outcomes, the following questions are worth consideration:
 In what way will the students be “different” when they finish the course?
 What should the students be able to do with the knowledge and skills gained in
the course?
 What criteria will be used to assess student performance or describe successful
performance?
 How are the course learning outcomes related to the programme outcomes?

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Revised Bloom’s Taxonomy (RBT)
To develop appropriate learning outcomes, a useful framework was developed by Bloom
(1956). The framework focussed on the thinking process of students. Later a better model
of learning process was proposed by Anderson and Krathwohl (2001). A summary of
Anderson and Krathwohl’s Revised Bloom’s Taxonomy of thinking is provided below:

1. Remember - recalling relevant terminology, specify facts or different procedures

related to information.
2. Understand - the ability to grasp the meaning of information (facts, definitions,
concepts, etc) that has been presented.
3. Apply - being able to use previously learned information in different situations or
in problem solving.
4. Analyse - the ability to break information down into its component parts. Analysis
also refers to the process of examining information in order to make conclusions
regarding cause and effect, interpreting motives, making inferences, or finding
evidence to support statements/arguments.
5. Evaluate - being able to judge the value of information and/or sources of
information based on personal values or opinions.
6. Create - the ability to creatively or uniquely apply prior knowledge and/or skills to
produce new and original thoughts, ideas, processes, etc. At this level, students
are involved in creating their own thoughts and ideas.

Thinking occurs in relation to knowledge or content. There are four domains of knowledge,
identified in the knowledge dimension of Revised Bloom’s Taxonomy (Anderson &
Krathwohl, 2001). These are: Facts, Concepts, Procedures, and Metacognition. This
knowledge dimension joins the cognitive processing dimension to form Revised Bloom’s
Taxonomy (Appendix 4).

Factual Knowledge refers to essential facts, terminology, details or elements students

must know or be familiar with in order to understand a discipline or solve a problem in it.

Conceptual Knowledge consists of classifications, principles, generalizations, theories,

models, or structures pertinent to a particular disciplinary area.

Procedural Knowledge relates to information or knowledge that helps students to do

something specific to a discipline, subject, or area of study. It also refers to methods of
inquiry, very specific or finite skills, algorithms, techniques, and particular methodologies.

Metacognitive Knowledge is the awareness of one’s own cognition and particular

cognitive processes. It is strategic or reflective knowledge about how to go about solving
problems, cognitive tasks, to include contextual and conditional knowledge and
knowledge of self.

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The list of action verbs, that can be used while writing learning outcomes related to
thinking skills in a course, is presented in Table 1.

Table 1: A List of Action Verbs for Writing Learning Outcomes

After articulating the learning outcomes, every decision about the course has to be made
in the context of how it helps the students attain those learning outcomes. A course should
have 4 to 6 outcomes. These learning outcomes should lead to contents as well as
assessment. When assessment components and processes are directly related to
learning outcomes, assurance of achievement of learning outcomes is possible.

Sequencing of Content
Contents can be arranged chronologically, by topic or category, from concrete to abstract
or vice versa, from theory to application or vice versa, by increasing the level of skill or
complexity, or from macro to micro perspective or vice versa.

It is important that each individual session is listed and contents to be covered as well as
instructional methods are specified. Readings and chapters of a text should also be
mentioned. If a case is used, the course outline must mention the questions for discussion
at the end of the session plan. A detailed description of different assessment
components is also needed so that there is no mismatch of expectation between the
instructor and students.

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The first session should be easy but has to be taken very seriously. It should provide the
students with an overview of the course, the expectations of the instructor, assessment
scheme, pedagogical approach, etc. An instructor should schedule some time during the
middle of the term for getting informal feedback from students on how well the course is
going. The last couple of classes can be used to integrate and pull together the themes
of the course.

It is suggested that in order to make delivery more effective, mapping of the sessions with
learning outcomes should be done (See Appendix 5). The instructor may categorise the
content of the course as Vital, Essential and Desirable (VED) and focus more on Vital and
Essential components of the syllabus. This VED can be applied for each session as well.

It is desirable that about 2-4 sessions should be taken by practitioners. These sessions
are meant for complementing instructor’s inputs. In addition, they provide valuable
insights into the functioning of the corporate world. An instructor should invite right kind
of practitioners for this purpose. He needs to brief them about his expectations and
learning outcomes from their sessions. The instructor should also inform the guest faculty
about the sequence of sessions and the positioning of his session in the sequence. It
would help him relate to the learning that the students have already obtained.

The involvement of practitioners in teaching should be taken as a serious step towards

institute’s objective of the developing close linkages with the corporate world. The
instructor must be present in the session taken by the guest faculty. It is desirable that
the practitioner being invited for a guest talk should have an experience of 10 years or
more but in any case, a practitioner below 5 years experience should be avoided.

Modular Approach
A course should be divided into cogent, meaningful and manageable units, also called as
modules. A module can have anywhere between 2 to 12 sessions. Each module should
be labelled and suitably mentioned in the session plan. After an instructor has created
first module, he or she has established a framework for creating subsequent modules.
Once the structure and sequence of modules is created and the instructor has decided
how students are going to interact with the material, the course design process is well on
its way and the delivery of the course becomes easy.

The first session of a module should be relatively easier. In subsequent sessions, the
difficulty levels should be increased. It is important to note that an instructor should relate
the learning of a session with previous session/s and the learning of a module with
previous module/s.

Selecting the Text and Readings

The instructors should choose the textbook and reading materials on the basis of stated
learning outcomes of a course. They should explain to the students how the text and
readings relate to the course and classroom activities. The instructors are advised to

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select some articles, stories, and reports from business magazines and newspapers in
order to update the students with the recent information, trends, perspectives and
practices of management and business.

The following criteria may be used to select a text:

 Accuracy and currency of contents
 International coverage
 Coherence and clarity of content
 Level of difficulty and interest for students
 Cost
 Size (heavy large texts are hard to carry)
 Format & Layout (ease of reading)

Selecting Cases
Cases not exceeding 15 pages are desirable. The instructors must give two to three
questions per case at the end of session plan.

Assigning Group Projects and Assignments

The group projects and assignments should be small and application based. Minimum
two submissions should be asked for by the instructors to ensure that students keep
momentum with the assigned activity/activities. The instructor must discuss the rubrics
for project evaluation with the students in advance and should evaluate the assignment
as per the rubrics discussed. A sample pro forma of rubrics that can be used for
assessment of assignment is given in Appendix 6.

There will be only two sessions for project report presentation, provided there are ten
groups in a class. The duration of presentation, including handling of questions should
not be more than 15 minutes. If there are five or less than five groups in a class, the
presentations should be covered in one session only.

Academic Load
The students are expected to spend two and half hour of outside work for each 75 minute
session in the class. For simple texts, an instructor can estimate that students can read
about twenty pages an hour. The rate, however, may depend on the students’ abilities
and the nature of the reading material. One common strategy is to distinguish between
‘required’ and ‘supplementary’ readings so that the interested students know where to
turn for additional material if they are so inclined.

Assessment Policy
The institute has an elaborate assessment policy. An instructor is required to follow it
rigorously. However, he can design formative assessment which is non-evaluative by
nature. Formative assessment is found to be highly related to learning.

Setting Course Policy

An instructor may have specific course requirements and code of conduct. The instructor
then must inform the students about them in advance. There may be general

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instructions as well. For example, an instructor would like to remind the students that they
are expected to conduct themselves in an ethical and professional manner as a future
manager. This includes honesty, basic civility, making a diligent effort to learn, and no
disruptive behaviour.

Course Portfolio
The instructor is advised to maintain a course portfolio for the course being instructed by
him/her. This will include quizzes, assignments, pre-reads and cases being used by the
instructor for imparting instructions during the Term.

Moodle
In order to inculcate more interactive learning, the Institute has installed Moodle for both
faculty members and students. Moodle is an Open Source Course Management System
(CMS), also known as a Learning Management System (LMS) or a Virtual Learning
Environment (VLE). The idea is to encourage the students to enter into discussions on
any topic related to their studies or in general, by posting their views regarding the same
on this platform. The students should be encouraged to submit their assignments and
group projects on Moodle. Similarly, faculty members should also impart instructions
related to their course work on Moodle from time to time. Participation in Moodle can be
added in class participation component.

Internet Resources
The faculty should refer the websites and portals in their course outlines which are
beneficial to the students. Hyperlinks for videos from YouTube and pre reads can be
provided to the students. Dynamic nature of websites should be taken into consideration
in order to ensure that a website shows the same reading material/ article/news about
which the instructor has referred to.

History of the Policy

1. Adopted on February 21, 2012 by the Faculty Council
2. First revised on April 19, 2012 by the Faculty Council and released on May 2,
2012 (For the batch of 2012 onwards)

Review of the Policy

The policy will be reviewed after a period of two years.

References
1 Ambrose, S.A., Bridges, M.W., Dipietro, M., Lovett, M.C., & Norman, M.K.
(2010). How learning works. San Francisco: Jossey-Bass.
2 Anderson, L.W., & Krathwohl, D.R. (Eds.). (2001). A taxonomy for learning,
teaching, and assessing: A revision of Bloom’s taxonomy of educational
objectives. New York, NY: Addison-Wesley Longman.
3 Barkley, E.F. (2010). Student engagement techniques. San Francisco:
Jossey-Bass.
4 Bloom, B.S. (1956). Taxonomy of educational objectives: Book 1. Cognitive
domain. New York, NY: Longman.

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 5 http:// www.k-state.edu/assessment/learning/action.htm as accessed on 28.3.12
6 http://online-course-design.pbworks.com/f/Blooms-Tech.pdf as accessed on 28.3.12
7 http://www.unco.edu/cetl/sir/stating_outcome/documents/Krathwohl.pdf as
accessed on 28.3.12
8 Krathwohl, D.R. (2002). A revision of Bloom’s Taxonomy: An overview. Theory into
practice. 41(4), 212-218.
9 Walsh, J.A., & Sattes, B.D. (2011). Thinking through quality questioning:
Deepening student engagement. Thousand Oaks, CA: Corwin.

Appendices
This document consists of several formats and templates for the benefit of the instructor.
Appendix 1 provides a format for the course outline. Appendix 2 contains course audit
form that summarises the salient aspects of a course. It will help the Area ameliorate the
quality of the course. Appendix 3 has a host of Dos and Don’ts for designing and
developing a course outline. Appendix 4 provides revised Bloom’s Taxonomy. Appendix
5 describes rubrics for mapping contents of course outlines with learning outcomes.
Finally, Appendix 6 shows rubrics for assessment of group assignments and project work.

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 Logo of institute

Appendix 1
Template for Course Outline
INSTITUTE NAME
PROGRAMME, TERM (ACADEMIC YEAR), SEC

Course Title: (Course Code : )

Course Instructor: Course

Credit: 3
Number of Sessions: 24
Office Ext No.

Course Overview

(About one to two pages)

Learning Outcomes : After undergoing this course, the participants will be able
to:

Pedagogy

Text and Readings

References

Internet Resources

Assessment

Sl. Components Weightage %

No.
01
02
03
04
05

Description of Each Component:

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 Session Plan

Sessi Topic Methods/Case Text Book Chapter

on (With suggeste & No. with
questions) Readings pages
Module 1:

Ch. 1
Pp.

Module 2:

Question for Discussion

Case A
1.
2.
3.

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 Logo of institute

Appendix 2
Course Audit Form
Name of the Instructor:

Name of the Programme:

Batch (Year):

Term:

Course Name and Number:

Credit Hours:
1. Number of learning outcomes
2. Assessment in percentage to individual assessment
3. Assessment in percentage to group assessment
4. Total number of cases used
5. Number of Indian cases used
6. Number of exercises/any other tools (specify)
7a. Number of sessions by practitioners
7b. Profile of the practitioner submitted to 1. Yes
Programme Office (with cc to Director’s Office) 2. No
8. Number of articles from business magazines/newspapers
9. Number of website/portals
10. Field project as a component of assessment 1. Yes
2. No
11. Frequency of interaction with co-instructors
(If a course is taught by more than one faculty)
A. Weekly

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 12. Anything else that you would like to mention about the course.

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 Appendix 3
Checklist for a Course Outline
Dos

1. Name of the Institute & Programme, batch, instructor’s name, office telephone,
and e-mail. Institute’s logo.
2. The course by title, number, and credit hours. Course number can be obtained
from Programme Directors/ HoDs.
3. Prerequisite(s), if any, for the course.
4. An adequate description of the course (Introduction/background about one to two
pages).
5. Learning outcomes (From four to six).
6. Information about the chapters of the text (highly desirable -specific pages) and
readings.
7. The course policy regarding late work submission, class conduct and class
participation.
8. The assessment components, including detailed guidelines for
project/assignment and their weightage as per Institute’s assessment policy.

9. The session plan (the session plan should give information about each individual
session in terms of topic of the session, chapter from the text, reading, case or
exercise, questions for the case or instruction for an exercise if applicable, and any
other relevant information). Each session should preferably mention concepts and
issues to be covered.
10. Modules of the courses and their respective sessions.
11. Dates for submission of assignments, projects, exams, presentations, etc.
12. Internet resources (Website addresses), general and session wise.
13. Any other important information about the course.

Don’ts
14. Don’t give your bio-data in a course outline.
15. Don’t give general quotations.
16. Don’t give information source that is not available in the Institute.
17. Don’t use terms text and reading interchangeably.
18. Don’t mention the timing of quizzes.
19. Don’t change sequence of information suggested above.

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 Appendix 4
Revised Bloom’s Taxonomy for Teaching Learning and Assessing
THE COGNITIVE PROCESS DIMENSION
1. Remember- 2. Understand- 3. Apply- 4. Analyze- 5. Evaluate- 6. Create- Put
Retrieve Construct Carry out or Break material Make elements
relevant meaning from use a into its judgments together to
knowledge instructional procedure in constituent based on form a
from long- messages, a given parts and criteria and coherent or
term including oral, situation determine how standards functional
THE KNOWLEDGE memory written, and 3.1 Executin the parts relate 5.1 Checking whole;
DIMENSION 1.1 Recogni graphic g to one another 5.2 Critiquing reorganize
zing communication 3.2 Impleme and to an elements into a
1.2 Recalling 2.1 Interpreting nting overall new pattern or
2.2 Exemplifyin structure or structure
g purpose 6.1 Generating
2.3 Classifying 4.1 Differentiati 6.2 Planning
2.4 Summarizin ng 6.3 Producing
g 4.2 Organizing
2.5 Inferring 4.3 Attributing
2.6 Comparing
2.7 Explaining
A. Factual
Knowledge-
The basic
elements that
students must
know to be
acquainted with a
discipline or
solve problems in
it
AA. Knowledge
of terminology
AB.
Knowledge
of specific
details and
elements.
B. Conceptual
Knowledge –
The
interrelationships
among the basic
elements within
a larger structure
that enable them
to function
together.
BA.
Knowledge
of
classification
s and
categories.
BB.
Knowledge
of principles
and
generalizatio
ns.
BC.
Knowledge
of theories,
models, and
structures.
C. Procedural
Knowledge-
How to do
something,
methods of
inquiry, and
criteria for using
skills,

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 algorithms,
techniques, and
methods
CA. Knowledge
of subject-
specific
skills and
algorithms.
CB.
Knowledge
of
subject-
specific
techniques
and methods.
CC. Knowledge
of criteria for
determining
when to use
appropriate
procedures.
D. Metacognitive
Knowledge-
Knowledge of
cognition in
general as well
as awareness of
one’s own
cognition
DA.
Strategic
knowledge
DB. Knowledge
about cognitive
tasks (including
appropriate

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contextual and
conditional
knowledge).
DC. Self-
knowledge.

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 Appendix 5
Mapping of Sessions with Learning Outcomes
(Suggestive Format for planning)
Sl. Learning Session(s) Module(s) Reading Assessment
No. Outcome Material Component(s)
(including
pre read)
1 LO 1
2 LO 2
3 LO 3
4 LO 4
5 LO 5
 Appendix 6
Rubrics for Project Work
(Suggestive Sample)
Project Rubric
Component Sophisticated Competent Not yet Competent
Rubric
Research & Design All important major All major objectives Many major
Identifies project and minor are identified but one objectives are not
objectives based on objectives are or two minor ones identified.
general description identified and are missing or
and client appropriately priorities are not
requirements. prioritized. established
Identifies relevant and All relevant Sufficient information Insufficient
valid information to information is is obtained and most information is
support decision- obtained and sources are valid. obtained and / or
making. information sources Design sources lack validity.
are valid. Design recommendations Design
recommendations are mostly supported recommendations
are well supported by the information are not supported by
by the information information collected.
Generation and Three or more At least three Only one or two
analysis of alternatives are alternatives are alternatives are
alternatives. considered. Each considered. considered.
alternative is Appropriate analyses Inappropriate
appropriately and are selected but analyses are
correctly analyzed analyses included selected and or
for technical some minor major procedural and
feasibility. procedural errors. conceptual errors are
made.
Identifies relevant All relevant Most constraints are Few or no
constraints constraints are identified; some are constraints are
(economic, identified and not adequately identified or some
environment / safety, accurately addressed or constraints are
sustainability, etc.) analyzed. accurately analyzed. identified but not
accurately analyzed.
Generates valid Recommended Solution / decision is Only one solution is
conclusions / solution is based on reasonable, further considered or other
decisions stated criteria analysis of some of solutions were
analysis, and the alternatives or ignored or
constraints. constraints may have incompletely
led to different analyzed. Many
recommendation. constraints and
criteria were ignored.
Communication Slides are error-free Slides are errors-free Slides contain errors
Presentation Visual and logically and logically present and lack a logical
aids Oral presentation present the main the main progression. Major
Body language. components of the components of the aspects of the

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 process and process and analysis or
recommendations. recommendations. recommendations
Material is readable Material is mostly are absent.
and the graphics readable and Diagrams or graphics
highlight and graphics reiterate the are absent or
support the main main ideas confuse the
ideas. audience.
Contd. Speakers are Speakers are mostly Speakers are often
audible and fluent audible and fluent on inaudible or hesitant,
on their topic, and their topic, and often speaking in
do not rely on notes require minimal incomplete
to present or referral to notes. sentences, Speakers
respond. Speakers Speakers respond to rely heavily on notes.
respond accurately most questions Speakers have
and appropriately to accurately and difficulty responding
audience questions appropriately. clearly and accurate
and comments. to audience
questions.
Contd. Body language, as Body language, as Body language, as
indicated by indicated by a slight indicated by frequent,
appropriate and tendency to repetitive repetitive, and
meaningful and distracting distracting gestures,
gestures (e.g., gestures (e.g., little or no audience
drawing hands tapping a pen, eye-contact, and/or
inward to convey wringing hands, stiff posture and
contraction, moving waving arms, movement, indicate a
arms up to convey clenching fists, etc.) high degree of
lift, etc.), eye and breaking eye discomfort interacting
contact with contact with with audience.
audience, and audience,
movement, demonstrates a slight
demonstrates a discomfort with the
highly level of audience.
comfort and
connection with the
audience.
Team Work Responsibilities Some minor Major inequities in
(Based on peer delegated fairly. inequities in the delegation of
evaluation, Each member delegations of responsibilities.
observations of group contributes in a responsibilities. Group has obvious
meetings, and valuable way to the Some members freeloaders who fail
presentation) project. All contribute more to met their
Delegation and members always heavily than others responsibilities or
fulfilment of attended meetings but all members members who
responsibilities and met deadlines meet their dominate and
for deliverables. responsibilities. prevent others from
Members regularly contributing.
attended meetings Members would often

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 with only a few miss meetings, and /
absences, and or deadlines were
deadlines for often missed.
deliverables were
met.
Team moral and Team worked well Team worked well Team did not
cohesiveness together to achieve together most of the collaborate pr
objectives. time, with only a few communicate well.
Members enjoyed occurrences of Some members
interacting with communication would work
each other and breakdown or failure independently,
learned from each to collaborate when without regard to
other. All data appropriate. objectives or
sources indicated a Members were priorities. A lack of
high level of mutual mostly respectful of respect and regard
respect and each other. was frequently noted.
collaboration.

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