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    – ## 1009W-AnalyticalEssay-APR20241Rubric.pdf – AssaultRiverCrossingatNijmegen1944CaseStudy.pdf **## 1009W-AnalyticalEssay-APR20241Rubric.pdf** 26 April 2024 Form 1009W, Special Assessing Writing Analytical Essay Version 2.1 1 SHARP THE NCO LEADERSHIP CENTER of EXCELLENCE Senior Leader Course NCO Co…

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    – ## 1009W-AnalyticalEssay-APR20241Rubric.pdf

    – AssaultRiverCrossingatNijmegen1944CaseStudy.pdf

    **## 1009W-AnalyticalEssay-APR20241Rubric.pdf**

    26 April 2024 Form 1009W, Special Assessing Writing
    Analytical Essay
    Version 2.1

    1

    SHARP

    THE NCO LEADERSHIP CENTER of EXCELLENCE
    Senior Leader Course

    NCO Common Core Competencies
    Form 1009W, Special, Assessing Writing

    STUDENT’S NAME:
    ASSIGNMENT TITLE: Analytical essay DATE:
    FACILITATOR’S NAME:
    RATING: Unsatisfactory

    0%

    Did Not Meet
    Standard

    69%

    Met Standard

    70%

    Exceeded Standard

    90%

    Far Exceeded
    Standard

    100%
    GRADE:

    WRITING ASSIGNMENT DESCRIPTION:
    Utilizing the seven principles of mission command, write your analytical essay, based on the case study. Use your time to develop a deep
    understanding of your topic to fully explain your stance on the topic. The analytical essay is assessed within the following areas as
    shown below: Introduction; Body Content; Organization, Structure, and Transition; Evidence Supporting Discussion; Grammar,
    Spelling, and Style; Conclusion; and current APA. Ensure you use Times New Roman, 12pt font, double spaced, in MS Word format,
    using the current APA style, STUDENT PAPER, NO RUNNING HEADS, NO ABSTRACT. Your essay should include four major
    sections: Title Page, Thesis Statement, Main Body, and References Page. Your paper must be no less than 3 full pages and no more than
    5 pages in length not including your title and reference page. You must include analysis for a minimum of 3 mission command
    principles and no more than 5. Provide a minimum of two references for your reference page.

    Facilitator’s Comments:

    Facilitator’s Signature:

    Student’s Comments:

    Student’s Signature:

    I acknowledge the feedback that has been provided to me by the Small Group Leader. ______(Initials), __________(Date)

    I concur with the feedback provided me and the grade that I have earned. ______(Initials), __________(Date)

    26 April 2024 Form 1009W, Special Assessing Writing
    Analytical Essay
    Version 2.1

    2

    Form 1009W, Special, Assessing Writing (cont.)
    Criteria Unsatisfactory

    0
    Did Not Meet Standard

    13
    Met Standard

    15
    Exceeded Standard

    18
    Far Exceeded Standard

    20

    Introduction
    Writing lacks logical
    organization. It shows
    some coherence but ideas
    lack unity.

    Does not convey topic. No
    introduction of main points.
    Does not support thesis
    statement.

    Conveys topic, describes
    subtopics to be reviewed.
    Generally supports thesis
    statement.

    Meets Standard plus, clearly
    provides sufficient background
    information on the topic. Thesis
    statement clearly tied to the topic.

    Exceeds Standard plus, Strong
    introduction of topic clearly
    delineates subtopics to be reviewed.
    Fully supports thesis statement.

    Criteria Unsatisfactory
    0

    Did Not Meet Standard
    30

    Met Standard
    35

    Exceeded Standard
    42

    Far Exceeded Standard
    50

    Body Content
    Central idea and clarity of
    purpose are absent. No
    evidence of critical, careful
    thought or analysis and/or
    insight. No examples used.

    Did not introduce any aspect of
    the topic or instances were so
    vague as to imply there was
    much more information
    needed. Made little attempt to
    correlate the topic to the
    overarching theme. Ideas are
    vague with little evidence of
    critical and creative thinking.
    The body is less than 3 pages.

    Partially introduced some of
    aspects of the topic. Developed
    and linked the topic to the
    overarching theme. Some critical
    and creative thinking is present.
    The body meets the 3 pages
    requirement.

    Meets Standard plus, description
    provides significant data supporting
    the main idea. Analysis showed
    sound reasoning. Main points well
    developed with quality supporting
    details and quantity support.
    Critical and creative thinking is
    weaved into the topic. The body
    meets 3-4 pages requirement.

    Exceeds Standard plus, solidly
    introduced all aspects of the topic.
    Fully linked the topic to the
    overarching theme Analysis
    connects evidence to clearly
    support the issue. Main points well
    developed with high quality and
    quantity support. Reveals high
    degree of critical and creative
    thinking. The body meets 4-5 pages
    requirement.

    Criteria Unsatisfactory
    0

    Did Not Meet Standard
    13

    Met Standard
    15

    Exceeded Standard
    18

    Far Exceeded Standard
    20

    Organization,
    Structure, and

    Transitions

    Serious errors. Some
    organization but jumps
    around. Vague sections
    showing opening, middle,
    and conclusions.

    Did not use headings. Material
    is not logically organized into
    topic, subtopics or related to
    topic. Main points lack
    detailed development
    Transitions are unclear or
    nonexistent.

    Material mostly organized under
    headings. Most material clearly
    related to main topic and
    subtopic. Main points are present
    with limited detail and
    development. Transitions are
    mostly evident between
    paragraphs and headings.

    Meets Standard plus, headings
    provide the general topic of
    subsequent material. Material
    organization supports the writer’s
    topic. Transitions are evident and
    reader can easily follow the paper's
    flow.

    Exceeds Standard plus, headings
    contain the key point of subsequent
    material. Strong organization and
    integration of material within
    subtopics. Strong transitions that
    are clear and smoothly link
    subtopics, and main topic.

    Criteria Unsatisfactory
    0

    Did Not Meet Standard
    6

    Met Standard
    7

    Exceeded Standard
    8

    Far Exceeded Standard
    10

    Evidence
    Supporting
    Discussion

    (references)

    Does not demonstrate
    understanding of topic
    beyond a surface level. No
    evidence of critical and
    creative thinking. No
    references or does not
    support the topic

    The paper cited less than two
    sources. Cited no Army
    professional journal (any
    branch, Army University
    Press, or War College Press).
    Source does not support
    writer’s point of view.

    The paper cited two relevant
    sources. Cited at least one Army
    professional journal (any branch,
    Army University Press, or War
    College Press). Sources used
    explain and support writer’s point
    of view.

    The paper Meets Standard plus,
    the paper cited three or more
    relevant sources. Source material
    clearly supported the subtopic,
    main topic.

    The paper Exceeds Standard plus,
    The paper cited four or more
    relevant sources. Source material
    clearly supported the subtopic,
    main topic by providing pertinent
    evidence.

    26 April 2024 Form 1009W, Special Assessing Writing
    Analytical Essay
    Version 2.1

    3

    Form 1009W, Special, Assessing Writing (cont.)
    Criteria Unsatisfactory

    0
    Did Not Meet Standard

    16
    Met Standard

    19
    Exceeded Standard

    23
    Far Exceeded Standard

    30

    Grammar,
    Spelling, and

    style
    (readability)

    Paper has seven or more
    spelling, punctuation,
    grammatical errors, passive
    voice, sentence fragments,
    comma splices, or run-on
    sentence errors; creates
    distraction making reading
    difficult. If a student
    commits the same error
    throughout the paper, each
    instance is considered an
    error. Sentence structure is
    poor. Vocabulary is not
    used properly in very
    simple sentences. Does not
    use subject specific
    vocabulary.

    Paper has five or six spelling,
    punctuation, grammatical
    errors, passive voice, sentence
    fragments, comma- splices, or
    run-on sentence errors; creates
    distraction. If a student
    commits the same error
    throughout the paper, each
    instance is considered an error.
    Vocabulary is elementary, not
    appropriate for the subject or not
    used properly. Vocabulary is
    unsophisticated, not used
    properly in simple sentences.
    Inconsistent or inappropriate
    tone for the subject.

    Paper has three to four spelling,
    punctuation, grammatical errors,
    passive voice, sentence fragments,
    comma splices, or run-on sentence
    errors; reader can progress
    through paper. If a student
    commits the same error
    throughout the paper, each
    instance is considered an error.
    Vocabulary is appropriate for the
    subject and used properly.
    Sentences are generally clear but
    may have awkward structure or
    unclear content. Writer's tone is
    generally appropriate to subject.

    The paper Meets Standard plus,
    paper has one or two spelling,
    punctuation, grammatical errors,
    passive voice, sentence fragments,
    comma splices, or run-on sentence
    errors, reader can follow ideas
    clearly. If a student commits the
    same error throughout the paper,
    each instance is considered an
    error. Vocabulary is varied,
    specific, and appropriate for the
    subject. Sentence variety and
    transitions are used effectivity.
    Writer's tone is clear, consistent,
    and appropriate for the subject.

    The paper Exceeds Standards plus,
    paper is free of spelling,
    punctuation, grammatical errors,
    passive voice, sentence fragments,
    comma splices, or run-on sentence
    errors. If a student commits the
    same error throughout the paper,
    each instance is considered an
    error. Vocabulary is sophisticated,
    used properly and appropriate for
    the subject. Sentences are clear and
    varied in pattern, from simple to
    complex. Writer's tone is clear,
    consistent, and appropriate for the
    subject.

    Criteria Unsatisfactory
    0

    Did Not Meet Standard
    6

    Met Standard
    7

    Exceeded Standard
    8

    Far Exceeded Standard
    10

    Conclusion
    No conclusion or
    conclusion is disconnected
    from the rest of the paper.

    No conclusion or does not
    support the paper main points.
    Conclusion is disconnected
    from the rest of the paper or
    introduces new ideas.

    The conclusion is one paragraph.
    It summarizes the body
    paragraphs but does not conclude
    the essay. Does not introduce any
    new ideas.

    The conclusion Meets Standard
    plus, summarizes the main aspects
    of the paper. Clearly paraphrases
    the main points.

    The conclusion Exceeds Standard
    plus, includes relevant details from
    subtopics. Reinforces the main
    points through concise explanation.

    Criteria Unsatisfactory
    0

    Did Not Meet Standard
    6

    Met Standard
    7

    Exceeded Standard
    8

    Far Exceeded Standard
    10

    APA
    Contains five or more
    errors in APA style. Does
    not follow current APA
    formatting guidelines for
    layout.

    Contains four errors in APA
    style detract substantially from
    the paper. Does not follow
    current APA formatting
    guidelines for layout

    No more than three errors in APA
    style that do not detract from the
    paper. Follows current APA
    formatting guidelines for layout.

    No more than two errors in APA
    style that do not detract from the
    paper. Follows current APA
    formatting guidelines for layout.

    No errors in APA style. Possesses a
    Scholarly style. Follows current
    APA formatting guidelines for
    layout.

    01. STUDENTS NAME:
    02. DATE:
    03. FACILITATORS NAME:
    04. Unsatisfactory 0GRADE:
    05. Did Not Meet Standard 32GRADE:
    06. Met Standard 70GRADE:
    07. Exceeded Standard 90GRADE:
    08. Far Exceeded Standard 100GRADE:
    09. Facilitators Comments:
    10. Check Box4:

    1. 0: Off
    2. 2: Off
    3. 3: Off
    4. 1:
    1. 0: Off

    12. Check Box5:

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    14. Check Box6:

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    16. Check Box7:

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    18. Check Box8:

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    20. Check Box9:

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    24. Check Box11:

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    26. Check Box12:

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    28. Check Box13:

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    2. 1: Off
    3. 2: Off

    30. Text1:
    31. Text2:
    32. Text3:
    33. Text4:

    **AssaultRiverCrossingatNijmegen1944CaseStudy.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assaultrivercrossingatnijmegen1944casestudy-pdf)

    **AssaultRiverCrossingatNijmegen1944CaseStudy.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assaultrivercrossingatnijmegen1944casestudy-pdf)

    **## 1009W-AnalyticalEssay-APR20241Rubric.pdf**

    26 April 2024 Form 1009W, Special Assessing Writing
    Analytical Essay
    Version 2.1

    1

    SHARP

    THE NCO LEADERSHIP CENTER of EXCELLENCE
    Senior Leader Course

    NCO Common Core Competencies
    Form 1009W, Special, Assessing Writing

    STUDENT’S NAME:
    ASSIGNMENT TITLE: Analytical essay DATE:
    FACILITATOR’S NAME:
    RATING: Unsatisfactory

    0%

    Did Not Meet
    Standard

    69%

    Met Standard

    70%

    Exceeded Standard

    90%

    Far Exceeded
    Standard

    100%
    GRADE:

    WRITING ASSIGNMENT DESCRIPTION:
    Utilizing the seven principles of mission command, write your analytical essay, based on the case study. Use your time to develop a deep
    understanding of your topic to fully explain your stance on the topic. The analytical essay is assessed within the following areas as
    shown below: Introduction; Body Content; Organization, Structure, and Transition; Evidence Supporting Discussion; Grammar,
    Spelling, and Style; Conclusion; and current APA. Ensure you use Times New Roman, 12pt font, double spaced, in MS Word format,
    using the current APA style, STUDENT PAPER, NO RUNNING HEADS, NO ABSTRACT. Your essay should include four major
    sections: Title Page, Thesis Statement, Main Body, and References Page. Your paper must be no less than 3 full pages and no more than
    5 pages in length not including your title and reference page. You must include analysis for a minimum of 3 mission command
    principles and no more than 5. Provide a minimum of two references for your reference page.

    Facilitator’s Comments:

    Facilitator’s Signature:

    Student’s Comments:

    Student’s Signature:

    I acknowledge the feedback that has been provided to me by the Small Group Leader. ______(Initials), __________(Date)

    I concur with the feedback provided me and the grade that I have earned. ______(Initials), __________(Date)

    26 April 2024 Form 1009W, Special Assessing Writing
    Analytical Essay
    Version 2.1

    2

    Form 1009W, Special, Assessing Writing (cont.)
    Criteria Unsatisfactory

    0
    Did Not Meet Standard

    13
    Met Standard

    15
    Exceeded Standard

    18
    Far Exceeded Standard

    20

    Introduction
    Writing lacks logical
    organization. It shows
    some coherence but ideas
    lack unity.

    Does not convey topic. No
    introduction of main points.
    Does not support thesis
    statement.

    Conveys topic, describes
    subtopics to be reviewed.
    Generally supports thesis
    statement.

    Meets Standard plus, clearly
    provides sufficient background
    information on the topic. Thesis
    statement clearly tied to the topic.

    Exceeds Standard plus, Strong
    introduction of topic clearly
    delineates subtopics to be reviewed.
    Fully supports thesis statement.

    Criteria Unsatisfactory
    0

    Did Not Meet Standard
    30

    Met Standard
    35

    Exceeded Standard
    42

    Far Exceeded Standard
    50

    Body Content
    Central idea and clarity of
    purpose are absent. No
    evidence of critical, careful
    thought or analysis and/or
    insight. No examples used.

    Did not introduce any aspect of
    the topic or instances were so
    vague as to imply there was
    much more information
    needed. Made little attempt to
    correlate the topic to the
    overarching theme. Ideas are
    vague with little evidence of
    critical and creative thinking.
    The body is less than 3 pages.

    Partially introduced some of
    aspects of the topic. Developed
    and linked the topic to the
    overarching theme. Some critical
    and creative thinking is present.
    The body meets the 3 pages
    requirement.

    Meets Standard plus, description
    provides significant data supporting
    the main idea. Analysis showed
    sound reasoning. Main points well
    developed with quality supporting
    details and quantity support.
    Critical and creative thinking is
    weaved into the topic. The body
    meets 3-4 pages requirement.

    Exceeds Standard plus, solidly
    introduced all aspects of the topic.
    Fully linked the topic to the
    overarching theme Analysis
    connects evidence to clearly
    support the issue. Main points well
    developed with high quality and
    quantity support. Reveals high
    degree of critical and creative
    thinking. The body meets 4-5 pages
    requirement.

    Criteria Unsatisfactory
    0

    Did Not Meet Standard
    13

    Met Standard
    15

    Exceeded Standard
    18

    Far Exceeded Standard
    20

    Organization,
    Structure, and

    Transitions

    Serious errors. Some
    organization but jumps
    around. Vague sections
    showing opening, middle,
    and conclusions.

    Did not use headings. Material
    is not logically organized into
    topic, subtopics or related to
    topic. Main points lack
    detailed development
    Transitions are unclear or
    nonexistent.

    Material mostly organized under
    headings. Most material clearly
    related to main topic and
    subtopic. Main points are present
    with limited detail and
    development. Transitions are
    mostly evident between
    paragraphs and headings.

    Meets Standard plus, headings
    provide the general topic of
    subsequent material. Material
    organization supports the writer’s
    topic. Transitions are evident and
    reader can easily follow the paper's
    flow.

    Exceeds Standard plus, headings
    contain the key point of subsequent
    material. Strong organization and
    integration of material within
    subtopics. Strong transitions that
    are clear and smoothly link
    subtopics, and main topic.

    Criteria Unsatisfactory
    0

    Did Not Meet Standard
    6

    Met Standard
    7

    Exceeded Standard
    8

    Far Exceeded Standard
    10

    Evidence
    Supporting
    Discussion

    (references)

    Does not demonstrate
    understanding of topic
    beyond a surface level. No
    evidence of critical and
    creative thinking. No
    references or does not
    support the topic

    The paper cited less than two
    sources. Cited no Army
    professional journal (any
    branch, Army University
    Press, or War College Press).
    Source does not support
    writer’s point of view.

    The paper cited two relevant
    sources. Cited at least one Army
    professional journal (any branch,
    Army University Press, or War
    College Press). Sources used
    explain and support writer’s point
    of view.

    The paper Meets Standard plus,
    the paper cited three or more
    relevant sources. Source material
    clearly supported the subtopic,
    main topic.

    The paper Exceeds Standard plus,
    The paper cited four or more
    relevant sources. Source material
    clearly supported the subtopic,
    main topic by providing pertinent
    evidence.

    26 April 2024 Form 1009W, Special Assessing Writing
    Analytical Essay
    Version 2.1

    3

    Form 1009W, Special, Assessing Writing (cont.)
    Criteria Unsatisfactory

    0
    Did Not Meet Standard

    16
    Met Standard

    19
    Exceeded Standard

    23
    Far Exceeded Standard

    30

    Grammar,
    Spelling, and

    style
    (readability)

    Paper has seven or more
    spelling, punctuation,
    grammatical errors, passive
    voice, sentence fragments,
    comma splices, or run-on
    sentence errors; creates
    distraction making reading
    difficult. If a student
    commits the same error
    throughout the paper, each
    instance is considered an
    error. Sentence structure is
    poor. Vocabulary is not
    used properly in very
    simple sentences. Does not
    use subject specific
    vocabulary.

    Paper has five or six spelling,
    punctuation, grammatical
    errors, passive voice, sentence
    fragments, comma- splices, or
    run-on sentence errors; creates
    distraction. If a student
    commits the same error
    throughout the paper, each
    instance is considered an error.
    Vocabulary is elementary, not
    appropriate for the subject or not
    used properly. Vocabulary is
    unsophisticated, not used
    properly in simple sentences.
    Inconsistent or inappropriate
    tone for the subject.

    Paper has three to four spelling,
    punctuation, grammatical errors,
    passive voice, sentence fragments,
    comma splices, or run-on sentence
    errors; reader can progress
    through paper. If a student
    commits the same error
    throughout the paper, each
    instance is considered an error.
    Vocabulary is appropriate for the
    subject and used properly.
    Sentences are generally clear but
    may have awkward structure or
    unclear content. Writer's tone is
    generally appropriate to subject.

    The paper Meets Standard plus,
    paper has one or two spelling,
    punctuation, grammatical errors,
    passive voice, sentence fragments,
    comma splices, or run-on sentence
    errors, reader can follow ideas
    clearly. If a student commits the
    same error throughout the paper,
    each instance is considered an
    error. Vocabulary is varied,
    specific, and appropriate for the
    subject. Sentence variety and
    transitions are used effectivity.
    Writer's tone is clear, consistent,
    and appropriate for the subject.

    The paper Exceeds Standards plus,
    paper is free of spelling,
    punctuation, grammatical errors,
    passive voice, sentence fragments,
    comma splices, or run-on sentence
    errors. If a student commits the
    same error throughout the paper,
    each instance is considered an
    error. Vocabulary is sophisticated,
    used properly and appropriate for
    the subject. Sentences are clear and
    varied in pattern, from simple to
    complex. Writer's tone is clear,
    consistent, and appropriate for the
    subject.

    Criteria Unsatisfactory
    0

    Did Not Meet Standard
    6

    Met Standard
    7

    Exceeded Standard
    8

    Far Exceeded Standard
    10

    Conclusion
    No conclusion or
    conclusion is disconnected
    from the rest of the paper.

    No conclusion or does not
    support the paper main points.
    Conclusion is disconnected
    from the rest of the paper or
    introduces new ideas.

    The conclusion is one paragraph.
    It summarizes the body
    paragraphs but does not conclude
    the essay. Does not introduce any
    new ideas.

    The conclusion Meets Standard
    plus, summarizes the main aspects
    of the paper. Clearly paraphrases
    the main points.

    The conclusion Exceeds Standard
    plus, includes relevant details from
    subtopics. Reinforces the main
    points through concise explanation.

    Criteria Unsatisfactory
    0

    Did Not Meet Standard
    6

    Met Standard
    7

    Exceeded Standard
    8

    Far Exceeded Standard
    10

    APA
    Contains five or more
    errors in APA style. Does
    not follow current APA
    formatting guidelines for
    layout.

    Contains four errors in APA
    style detract substantially from
    the paper. Does not follow
    current APA formatting
    guidelines for layout

    No more than three errors in APA
    style that do not detract from the
    paper. Follows current APA
    formatting guidelines for layout.

    No more than two errors in APA
    style that do not detract from the
    paper. Follows current APA
    formatting guidelines for layout.

    No errors in APA style. Possesses a
    Scholarly style. Follows current
    APA formatting guidelines for
    layout.

    01. STUDENTS NAME:
    02. DATE:
    03. FACILITATORS NAME:
    04. Unsatisfactory 0GRADE:
    05. Did Not Meet Standard 32GRADE:
    06. Met Standard 70GRADE:
    07. Exceeded Standard 90GRADE:
    08. Far Exceeded Standard 100GRADE:
    09. Facilitators Comments:
    10. Check Box4:

    1. 0: Off
    2. 2: Off
    3. 3: Off
    4. 1:
    1. 0: Off

    12. Check Box5:

    1. 0: Off
    2. 2: Off
    3. 3: Off
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    1. 0: Off

    14. Check Box6:

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    16. Check Box7:

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    18. Check Box8:

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    20. Check Box9:

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    26. Check Box12:

    1. 0: Off
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    28. Check Box13:

    1. 0: Off
    2. 1: Off
    3. 2: Off

    30. Text1:
    31. Text2:
    32. Text3:
    33. Text4:

    **AssaultRiverCrossingatNijmegen1944CaseStudy.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assaultrivercrossingatnijmegen1944casestudy-pdf)

    **## 1009W-AnalyticalEssay-APR20241Rubric.pdf**

    26 April 2024 Form 1009W, Special Assessing Writing
    Analytical Essay
    Version 2.1

    1

    SHARP

    THE NCO LEADERSHIP CENTER of EXCELLENCE
    Senior Leader Course

    NCO Common Core Competencies
    Form 1009W, Special, Assessing Writing

    STUDENT’S NAME:
    ASSIGNMENT TITLE: Analytical essay DATE:
    FACILITATOR’S NAME:
    RATING: Unsatisfactory

    0%

    Did Not Meet
    Standard

    69%

    Met Standard

    70%

    Exceeded Standard

    90%

    Far Exceeded
    Standard

    100%
    GRADE:

    WRITING ASSIGNMENT DESCRIPTION:
    Utilizing the seven principles of mission command, write your analytical essay, based on the case study. Use your time to develop a deep
    understanding of your topic to fully explain your stance on the topic. The analytical essay is assessed within the following areas as
    shown below: Introduction; Body Content; Organization, Structure, and Transition; Evidence Supporting Discussion; Grammar,
    Spelling, and Style; Conclusion; and current APA. Ensure you use Times New Roman, 12pt font, double spaced, in MS Word format,
    using the current APA style, STUDENT PAPER, NO RUNNING HEADS, NO ABSTRACT. Your essay should include four major
    sections: Title Page, Thesis Statement, Main Body, and References Page. Your paper must be no less than 3 full pages and no more than
    5 pages in length not including your title and reference page. You must include analysis for a minimum of 3 mission command
    principles and no more than 5. Provide a minimum of two references for your reference page.

    Facilitator’s Comments:

    Facilitator’s Signature:

    Student’s Comments:

    Student’s Signature:

    I acknowledge the feedback that has been provided to me by the Small Group Leader. ______(Initials), __________(Date)

    I concur with the feedback provided me and the grade that I have earned. ______(Initials), __________(Date)

    26 April 2024 Form 1009W, Special Assessing Writing
    Analytical Essay
    Version 2.1

    2

    Form 1009W, Special, Assessing Writing (cont.)
    Criteria Unsatisfactory

    0
    Did Not Meet Standard

    13
    Met Standard

    15
    Exceeded Standard

    18
    Far Exceeded Standard

    20

    Introduction
    Writing lacks logical
    organization. It shows
    some coherence but ideas
    lack unity.

    Does not convey topic. No
    introduction of main points.
    Does not support thesis
    statement.

    Conveys topic, describes
    subtopics to be reviewed.
    Generally supports thesis
    statement.

    Meets Standard plus, clearly
    provides sufficient background
    information on the topic. Thesis
    statement clearly tied to the topic.

    Exceeds Standard plus, Strong
    introduction of topic clearly
    delineates subtopics to be reviewed.
    Fully supports thesis statement.

    Criteria Unsatisfactory
    0

    Did Not Meet Standard
    30

    Met Standard
    35

    Exceeded Standard
    42

    Far Exceeded Standard
    50

    Body Content
    Central idea and clarity of
    purpose are absent. No
    evidence of critical, careful
    thought or analysis and/or
    insight. No examples used.

    Did not introduce any aspect of
    the topic or instances were so
    vague as to imply there was
    much more information
    needed. Made little attempt to
    correlate the topic to the
    overarching theme. Ideas are
    vague with little evidence of
    critical and creative thinking.
    The body is less than 3 pages.

    Partially introduced some of
    aspects of the topic. Developed
    and linked the topic to the
    overarching theme. Some critical
    and creative thinking is present.
    The body meets the 3 pages
    requirement.

    Meets Standard plus, description
    provides significant data supporting
    the main idea. Analysis showed
    sound reasoning. Main points well
    developed with quality supporting
    details and quantity support.
    Critical and creative thinking is
    weaved into the topic. The body
    meets 3-4 pages requirement.

    Exceeds Standard plus, solidly
    introduced all aspects of the topic.
    Fully linked the topic to the
    overarching theme Analysis
    connects evidence to clearly
    support the issue. Main points well
    developed with high quality and
    quantity support. Reveals high
    degree of critical and creative
    thinking. The body meets 4-5 pages
    requirement.

    Criteria Unsatisfactory
    0

    Did Not Meet Standard
    13

    Met Standard
    15

    Exceeded Standard
    18

    Far Exceeded Standard
    20

    Organization,
    Structure, and

    Transitions

    Serious errors. Some
    organization but jumps
    around. Vague sections
    showing opening, middle,
    and conclusions.

    Did not use headings. Material
    is not logically organized into
    topic, subtopics or related to
    topic. Main points lack
    detailed development
    Transitions are unclear or
    nonexistent.

    Material mostly organized under
    headings. Most material clearly
    related to main topic and
    subtopic. Main points are present
    with limited detail and
    development. Transitions are
    mostly evident between
    paragraphs and headings.

    Meets Standard plus, headings
    provide the general topic of
    subsequent material. Material
    organization supports the writer’s
    topic. Transitions are evident and
    reader can easily follow the paper's
    flow.

    Exceeds Standard plus, headings
    contain the key point of subsequent
    material. Strong organization and
    integration of material within
    subtopics. Strong transitions that
    are clear and smoothly link
    subtopics, and main topic.

    Criteria Unsatisfactory
    0

    Did Not Meet Standard
    6

    Met Standard
    7

    Exceeded Standard
    8

    Far Exceeded Standard
    10

    Evidence
    Supporting
    Discussion

    (references)

    Does not demonstrate
    understanding of topic
    beyond a surface level. No
    evidence of critical and
    creative thinking. No
    references or does not
    support the topic

    The paper cited less than two
    sources. Cited no Army
    professional journal (any
    branch, Army University
    Press, or War College Press).
    Source does not support
    writer’s point of view.

    The paper cited two relevant
    sources. Cited at least one Army
    professional journal (any branch,
    Army University Press, or War
    College Press). Sources used
    explain and support writer’s point
    of view.

    The paper Meets Standard plus,
    the paper cited three or more
    relevant sources. Source material
    clearly supported the subtopic,
    main topic.

    The paper Exceeds Standard plus,
    The paper cited four or more
    relevant sources. Source material
    clearly supported the subtopic,
    main topic by providing pertinent
    evidence.

    26 April 2024 Form 1009W, Special Assessing Writing
    Analytical Essay
    Version 2.1

    3

    Form 1009W, Special, Assessing Writing (cont.)
    Criteria Unsatisfactory

    0
    Did Not Meet Standard

    16
    Met Standard

    19
    Exceeded Standard

    23
    Far Exceeded Standard

    30

    Grammar,
    Spelling, and

    style
    (readability)

    Paper has seven or more
    spelling, punctuation,
    grammatical errors, passive
    voice, sentence fragments,
    comma splices, or run-on
    sentence errors; creates
    distraction making reading
    difficult. If a student
    commits the same error
    throughout the paper, each
    instance is considered an
    error. Sentence structure is
    poor. Vocabulary is not
    used properly in very
    simple sentences. Does not
    use subject specific
    vocabulary.

    Paper has five or six spelling,
    punctuation, grammatical
    errors, passive voice, sentence
    fragments, comma- splices, or
    run-on sentence errors; creates
    distraction. If a student
    commits the same error
    throughout the paper, each
    instance is considered an error.
    Vocabulary is elementary, not
    appropriate for the subject or not
    used properly. Vocabulary is
    unsophisticated, not used
    properly in simple sentences.
    Inconsistent or inappropriate
    tone for the subject.

    Paper has three to four spelling,
    punctuation, grammatical errors,
    passive voice, sentence fragments,
    comma splices, or run-on sentence
    errors; reader can progress
    through paper. If a student
    commits the same error
    throughout the paper, each
    instance is considered an error.
    Vocabulary is appropriate for the
    subject and used properly.
    Sentences are generally clear but
    may have awkward structure or
    unclear content. Writer's tone is
    generally appropriate to subject.

    The paper Meets Standard plus,
    paper has one or two spelling,
    punctuation, grammatical errors,
    passive voice, sentence fragments,
    comma splices, or run-on sentence
    errors, reader can follow ideas
    clearly. If a student commits the
    same error throughout the paper,
    each instance is considered an
    error. Vocabulary is varied,
    specific, and appropriate for the
    subject. Sentence variety and
    transitions are used effectivity.
    Writer's tone is clear, consistent,
    and appropriate for the subject.

    The paper Exceeds Standards plus,
    paper is free of spelling,
    punctuation, grammatical errors,
    passive voice, sentence fragments,
    comma splices, or run-on sentence
    errors. If a student commits the
    same error throughout the paper,
    each instance is considered an
    error. Vocabulary is sophisticated,
    used properly and appropriate for
    the subject. Sentences are clear and
    varied in pattern, from simple to
    complex. Writer's tone is clear,
    consistent, and appropriate for the
    subject.

    Criteria Unsatisfactory
    0

    Did Not Meet Standard
    6

    Met Standard
    7

    Exceeded Standard
    8

    Far Exceeded Standard
    10

    Conclusion
    No conclusion or
    conclusion is disconnected
    from the rest of the paper.

    No conclusion or does not
    support the paper main points.
    Conclusion is disconnected
    from the rest of the paper or
    introduces new ideas.

    The conclusion is one paragraph.
    It summarizes the body
    paragraphs but does not conclude
    the essay. Does not introduce any
    new ideas.

    The conclusion Meets Standard
    plus, summarizes the main aspects
    of the paper. Clearly paraphrases
    the main points.

    The conclusion Exceeds Standard
    plus, includes relevant details from
    subtopics. Reinforces the main
    points through concise explanation.

    Criteria Unsatisfactory
    0

    Did Not Meet Standard
    6

    Met Standard
    7

    Exceeded Standard
    8

    Far Exceeded Standard
    10

    APA
    Contains five or more
    errors in APA style. Does
    not follow current APA
    formatting guidelines for
    layout.

    Contains four errors in APA
    style detract substantially from
    the paper. Does not follow
    current APA formatting
    guidelines for layout

    No more than three errors in APA
    style that do not detract from the
    paper. Follows current APA
    formatting guidelines for layout.

    No more than two errors in APA
    style that do not detract from the
    paper. Follows current APA
    formatting guidelines for layout.

    No errors in APA style. Possesses a
    Scholarly style. Follows current
    APA formatting guidelines for
    layout.

    01. STUDENTS NAME:
    02. DATE:
    03. FACILITATORS NAME:
    04. Unsatisfactory 0GRADE:
    05. Did Not Meet Standard 32GRADE:
    06. Met Standard 70GRADE:
    07. Exceeded Standard 90GRADE:
    08. Far Exceeded Standard 100GRADE:
    09. Facilitators Comments:
    10. Check Box4:

    1. 0: Off
    2. 2: Off
    3. 3: Off
    4. 1:
    1. 0: Off

    12. Check Box5:

    1. 0: Off
    2. 2: Off
    3. 3: Off
    4. 1:
    1. 0: Off

    14. Check Box6:

    1. 0: Off
    2. 2: Off
    3. 3: Off
    4. 1:
    1. 0: Off

    16. Check Box7:

    1. 0: Off
    2. 2: Off
    3. 3: Off
    4. 1:
    1. 0: Off

    18. Check Box8:

    1. 0: Off
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    1. 0: Off

    20. Check Box9:

    1. 0: Off
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    22. Check Box10:

    1. 0: Off
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    3. 2: Off

    24. Check Box11:

    1. 0: Off
    2. 1: Off
    3. 2: Off

    26. Check Box12:

    1. 0: Off
    2. 1: Off
    3. 2: Off

    28. Check Box13:

    1. 0: Off
    2. 1: Off
    3. 2: Off

    30. Text1:
    31. Text2:
    32. Text3:
    33. Text4:

    **AssaultRiverCrossingatNijmegen1944CaseStudy.pdf**

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    – ## MODULE1CASEHRM520TEMP.docx **## MODULE1CASEHRM520TEMP.docx** Many employers do not have a plan to manage and transfer knowledge. Because workforce dynamics have changed, there is a greater need than ever for a knowledge-transfer strategy. Business wisdom is taken from organizations with retirem…

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    – ## MODULE1CASEHRM520TEMP.docx

    **## MODULE1CASEHRM520TEMP.docx**

    Many employers do not have a plan to manage and transfer knowledge. Because workforce dynamics have changed, there is a greater need than ever for a knowledge-transfer strategy. Business wisdom is taken from organizations with retirements, resignations, and terminations, leaving companies more likely than not to have less growth capacity and less efficiency, especially in the short run.

    In the past, the expectation of passing along knowledge and leaving a legacy was a good fit with the values of long-tenured employees who spent their careers with the same company. But in the modern workplace, where four generations work side by side, knowledge is not always well-filtered throughout an organization.

    “As the Baby Boom generation of corporate leaders and experts approaches retirement, businesses in the U.S., Canada, and many European nations face the loss of experience and knowledge on an unprecedented scale,” says Diane Piktialis, Mature Workforce Program Leader at The Conference Board. “Younger workers can’t be counted on to fill the void, as they lack the experience that builds deep expertise. They also tend to change jobs frequently, taking their technological savvy and any knowledge they’ve gained with them.”

    Knowledge does not exist in a vacuum, so it is important to first identify and evaluate what kind of knowledge company executives are interested in capturing and sustaining.

    Because so much knowledge transfer is cross-generational, from long-tenured to newer employees, an understanding of different learning styles based on generation facilitates the process. Understanding generational learning preferences and adapting how knowledge is conveyed can make the difference between merely harvesting knowledge and actually using it.

    Adaptations should be made when the knowledge is specific to the organization and is mission critical, and when the less knowledgeable employee has specific generational learning preferences. For example, employees entering the workforce may prefer getting Instant Messages (IM) in real time rather than setting a schedule to meet. Gen Y employees may set up blogs to capture knowledge. Firms considering or using knowledge transfer processes should assess their readiness for Instant Messaging, blogs, wikis, RSS feeds, podcasts, and virtual reality.

    There are many knowledge transfer methods available, including training seminars, formal education, interviews, mentoring, apprenticeships, instant messaging, job transfer, simulations and games, peer assists, communities of practice, storytelling, wikis, blogs, white papers, and conferences.

    Revised from:

    American Management Association. (2017).
    [_Effective knowledge transfer can help transform your bottom line_](http://www.amanet.org/training/articles/Effective-Knowledge-Transfer-Can-Help-Transform-Your-Bottom-Line.aspx). Retrieved from http://www.amanet.org/training/articles/Effective-Knowledge-Transfer-Can-Help-Transform-Your-Bottom-Line.aspx

    **Assignment Overview**

    Steve Trautman is one of America’s leading knowledge experts. View the following four videos to understand the depth of the knowledge-transfer process and follow Mr. Trautman’s widely used knowledge transfer solution.

    Pay close attention to the process. Developing your own Knowledge Silo Matrix and discussing what you found will be the basis of your Case 1 assignment. Please note that the links below labeled 'LinkedIn Learning' will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.

    [_Facilitating succession planning and knowledge transfer_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=224041&type=lti&rcode=TUI-507334&srcou=115015) – LinkedIn Learning

    **Case Assignment**

    1. For this Case Assignment you will be completing and analyzing a matrix following the Knowledge Silo Matrix instructions in the third video above. (The team you choose could be a current or past work group, a group of committee members, a group of family members, members of a rock band, or any group where you know the expertise needed and the skill levels of the employees/members.)

    You may (a) complete the matrix by hand or (b) use the
    [_Knowledge Silo Matrix_](https://tlc.trident.edu/content/enforced/224041-HRM520-2025JUN02FT-1/Knowledge%20Silo%20Matrix9%C2%AD_2019.docx?ou=224041) Word form. Remember these key points:

    The Knowledge Silo Matrix (KSM) is a high-level tool of knowledge silos. Think bigger picture. For example, if you were filling out a KSM for building a house, some example silos would be Plumbing, Electrical, Flooring, Insulation, etc. Not “Weld a pipe” or “Test for adequate water pressure.” The blog article,
    [_Tip for Better, Faster Knowledge Transfer—It's Not What People KNOW, It's What They Know How to DO_](https://tlc.trident.edu/content/enforced/224041-HRM520-2025JUN02FT-1/Tip%20for%20Better.docx?ou=224041), provided by The Steve Trautman Co., addresses the important distinction between Knowing vs. Doing. This will help you create a more actionable KSM.

    Once you have your matrix completed, then respond to the following questions using the section headings in your paper that are marked in bold below. Utilize
    _at least_ two sources of outside information from other authors; be sure to cite them and provide a reference list at the end.

    2.
    **Introduction**—This section is often written after you have completed the rest of your paper.

    3.
    **Work Team Overview**—Provide an overview of the work team you have assessed in the Knowledge Silo Matrix. Who are they, how long have they been in the group, and what are their jobs?

    4.
    **Skill Level in Silo**—Discuss each group member’s job in terms of his/her silo status—discussing why you have evaluated them as purple, green, yellow, or white.

    5.
    **Matrix Analysis**—Analyze what the matrix tells you.

    a.  Look at each silo and analyze what you see and what needs to be done to minimize the knowledge risk.

    b. Look at the colors assigned to each employee (horizontal colors). What should be done next to minimize the risk related to each employee as well as to enhance the performance of the work team? Be sure to discuss the training needed (or not) for each member and what the format of the training should be given what you learn from the matrix.

    6.
    **Application of the Matrix**–Discuss what you have learned from this exercise and the strengths of the Knowledge Silo Matrix approach and the challenges you see managers could face in an organization using the Matrix.

    7.
    **Conclusion**

    Submit BOTH your Knowledge Silo Matrix
    _and_ your discussion covering the points above by the module due date.

    **Assignment Expectations**

    Your paper will be evaluated using the criteria as stated in the Case rubric. The following is a review of the rubric criteria:

    ·
    **Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?

    ·
    **Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?

    ·
    **Business Writing:** Is the essay logical, well organized and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?

    ·
    **Effective Use of Information**: Does the submission demonstrate that the student has read, understood, and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality (library?) sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?

    ·
    **Citing Sources:** Does the student demonstrate understanding of APA Style of referencing by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the References page?

    ·
    **Timeliness:** Has the assignment been submitted to TLC (Trident’s learning management system) on or before the assignment due date?

    **## MODULE1CASEHRM520TEMP.docx**

    Many employers do not have a plan to manage and transfer knowledge. Because workforce dynamics have changed, there is a greater need than ever for a knowledge-transfer strategy. Business wisdom is taken from organizations with retirements, resignations, and terminations, leaving companies more likely than not to have less growth capacity and less efficiency, especially in the short run.

    In the past, the expectation of passing along knowledge and leaving a legacy was a good fit with the values of long-tenured employees who spent their careers with the same company. But in the modern workplace, where four generations work side by side, knowledge is not always well-filtered throughout an organization.

    “As the Baby Boom generation of corporate leaders and experts approaches retirement, businesses in the U.S., Canada, and many European nations face the loss of experience and knowledge on an unprecedented scale,” says Diane Piktialis, Mature Workforce Program Leader at The Conference Board. “Younger workers can’t be counted on to fill the void, as they lack the experience that builds deep expertise. They also tend to change jobs frequently, taking their technological savvy and any knowledge they’ve gained with them.”

    Knowledge does not exist in a vacuum, so it is important to first identify and evaluate what kind of knowledge company executives are interested in capturing and sustaining.

    Because so much knowledge transfer is cross-generational, from long-tenured to newer employees, an understanding of different learning styles based on generation facilitates the process. Understanding generational learning preferences and adapting how knowledge is conveyed can make the difference between merely harvesting knowledge and actually using it.

    Adaptations should be made when the knowledge is specific to the organization and is mission critical, and when the less knowledgeable employee has specific generational learning preferences. For example, employees entering the workforce may prefer getting Instant Messages (IM) in real time rather than setting a schedule to meet. Gen Y employees may set up blogs to capture knowledge. Firms considering or using knowledge transfer processes should assess their readiness for Instant Messaging, blogs, wikis, RSS feeds, podcasts, and virtual reality.

    There are many knowledge transfer methods available, including training seminars, formal education, interviews, mentoring, apprenticeships, instant messaging, job transfer, simulations and games, peer assists, communities of practice, storytelling, wikis, blogs, white papers, and conferences.

    Revised from:

    American Management Association. (2017).
    [_Effective knowledge transfer can help transform your bottom line_](http://www.amanet.org/training/articles/Effective-Knowledge-Transfer-Can-Help-Transform-Your-Bottom-Line.aspx). Retrieved from http://www.amanet.org/training/articles/Effective-Knowledge-Transfer-Can-Help-Transform-Your-Bottom-Line.aspx

    **Assignment Overview**

    Steve Trautman is one of America’s leading knowledge experts. View the following four videos to understand the depth of the knowledge-transfer process and follow Mr. Trautman’s widely used knowledge transfer solution.

    Pay close attention to the process. Developing your own Knowledge Silo Matrix and discussing what you found will be the basis of your Case 1 assignment. Please note that the links below labeled 'LinkedIn Learning' will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.

    [_Facilitating succession planning and knowledge transfer_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=224041&type=lti&rcode=TUI-507334&srcou=115015) – LinkedIn Learning

    **Case Assignment**

    1. For this Case Assignment you will be completing and analyzing a matrix following the Knowledge Silo Matrix instructions in the third video above. (The team you choose could be a current or past work group, a group of committee members, a group of family members, members of a rock band, or any group where you know the expertise needed and the skill levels of the employees/members.)

    You may (a) complete the matrix by hand or (b) use the
    [_Knowledge Silo Matrix_](https://tlc.trident.edu/content/enforced/224041-HRM520-2025JUN02FT-1/Knowledge%20Silo%20Matrix9%C2%AD_2019.docx?ou=224041) Word form. Remember these key points:

    The Knowledge Silo Matrix (KSM) is a high-level tool of knowledge silos. Think bigger picture. For example, if you were filling out a KSM for building a house, some example silos would be Plumbing, Electrical, Flooring, Insulation, etc. Not “Weld a pipe” or “Test for adequate water pressure.” The blog article,
    [_Tip for Better, Faster Knowledge Transfer—It's Not What People KNOW, It's What They Know How to DO_](https://tlc.trident.edu/content/enforced/224041-HRM520-2025JUN02FT-1/Tip%20for%20Better.docx?ou=224041), provided by The Steve Trautman Co., addresses the important distinction between Knowing vs. Doing. This will help you create a more actionable KSM.

    Once you have your matrix completed, then respond to the following questions using the section headings in your paper that are marked in bold below. Utilize
    _at least_ two sources of outside information from other authors; be sure to cite them and provide a reference list at the end.

    2.
    **Introduction**—This section is often written after you have completed the rest of your paper.

    3.
    **Work Team Overview**—Provide an overview of the work team you have assessed in the Knowledge Silo Matrix. Who are they, how long have they been in the group, and what are their jobs?

    4.
    **Skill Level in Silo**—Discuss each group member’s job in terms of his/her silo status—discussing why you have evaluated them as purple, green, yellow, or white.

    5.
    **Matrix Analysis**—Analyze what the matrix tells you.

    a.  Look at each silo and analyze what you see and what needs to be done to minimize the knowledge risk.

    b. Look at the colors assigned to each employee (horizontal colors). What should be done next to minimize the risk related to each employee as well as to enhance the performance of the work team? Be sure to discuss the training needed (or not) for each member and what the format of the training should be given what you learn from the matrix.

    6.
    **Application of the Matrix**–Discuss what you have learned from this exercise and the strengths of the Knowledge Silo Matrix approach and the challenges you see managers could face in an organization using the Matrix.

    7.
    **Conclusion**

    Submit BOTH your Knowledge Silo Matrix
    _and_ your discussion covering the points above by the module due date.

    **Assignment Expectations**

    Your paper will be evaluated using the criteria as stated in the Case rubric. The following is a review of the rubric criteria:

    ·
    **Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?

    ·
    **Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?

    ·
    **Business Writing:** Is the essay logical, well organized and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?

    ·
    **Effective Use of Information**: Does the submission demonstrate that the student has read, understood, and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality (library?) sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?

    ·
    **Citing Sources:** Does the student demonstrate understanding of APA Style of referencing by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the References page?

    ·
    **Timeliness:** Has the assignment been submitted to TLC (Trident’s learning management system) on or before the assignment due date?

  • [Solved] Case 4- 80

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    I need help – ## Case480.docx **## Case480.docx** **Module 4 – Case** **Alignment of IT Strategy and Business Strategy** **Assignment Overview** Information Technology strategy development and implementation will take practice, but this is a journey. A firm’s IT strategy will evolve over time and im…

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    – ## Case480.docx

    **## Case480.docx**

    **Module 4 – Case**

    **Alignment of IT Strategy and Business Strategy**

    **Assignment Overview**

    Information Technology strategy development and implementation will take practice, but this is a journey. A firm’s IT strategy will evolve over time and improve over time. The CIO must draw from diverse sources to develop new ideas, tactics, and projects. Diverse sources include employees of different racial and ethnic backgrounds and diversity in gender. These workers bring a fresh perspective in determining systems requirements and can result in innovative solutions.

    Begin with business practice articles such as those in the Wall Street Journal, which covers business generally, but also has a good section for technology executives and Chief Information Officers. Forbes often covers technology topics that you might find interesting. In terms of books on strategy, Michael Porter is a must. His original text is on competitive strategy, but he has a variety of other books to consider. Also look at this piece on creativity and diversity:
    [_Why diversity is the mother of creativity_](https://innovationmanagement.se/2010/11/24/why-diversity-is-the-mother-of-creativity/). You should follow leading thinkers in the world of technology, from venture capitalists and technology executives to those who write primarily for a CIO audience.

    **Case Assignment**

    Prepare a 4- to 5-page paper for the following:

    Look at the business–IT alignment at Amazon. Compare the business–IT alignment of the Amazon business line that sells products to customers with the Amazon business that sells IT cloud services to organizations. Look for articles in Forbes and Business Week that discuss the organization and strategy of Amazon and specifically address the issue of alignment. Discuss the synergy across these lines of business for Amazon and the diversity that Amazon uses in its hiring practices to enable innovation across the business units. Provide specifics in your discussion to enable a comparative analysis, including any experience you may have had with Amazon.

    **Assignment Expectations**

    Follow the number of pages required in the assignment excluding cover page and references. Each page should have about 300 words.

    Your assignment will be evaluated based on the Rubric.

    **Module 4 – Resources**

    **Alignment of IT Strategy and Business Strategy**

    **Required Reading**

    CISM 2020: Information Security & Business Process Alignment, Course. Available in the Trident Online Library in Skillsoft.

    Blum, D. (2021).  Rational cybersecurity for business: The security leaders' guide to business alignment. Apress. Available in the Trident Online Library in Skillsoft.

    Johnson, A. (2021).  The art of alignment: A data-driven approach to lead aligned organizations. Made for Success. Chapters 1 -5. Available in the Trident Online Library in Skillsoft.

    **## Case480.docx**

    **Module 4 – Case**

    **Alignment of IT Strategy and Business Strategy**

    **Assignment Overview**

    Information Technology strategy development and implementation will take practice, but this is a journey. A firm’s IT strategy will evolve over time and improve over time. The CIO must draw from diverse sources to develop new ideas, tactics, and projects. Diverse sources include employees of different racial and ethnic backgrounds and diversity in gender. These workers bring a fresh perspective in determining systems requirements and can result in innovative solutions.

    Begin with business practice articles such as those in the Wall Street Journal, which covers business generally, but also has a good section for technology executives and Chief Information Officers. Forbes often covers technology topics that you might find interesting. In terms of books on strategy, Michael Porter is a must. His original text is on competitive strategy, but he has a variety of other books to consider. Also look at this piece on creativity and diversity:
    [_Why diversity is the mother of creativity_](https://innovationmanagement.se/2010/11/24/why-diversity-is-the-mother-of-creativity/). You should follow leading thinkers in the world of technology, from venture capitalists and technology executives to those who write primarily for a CIO audience.

    **Case Assignment**

    Prepare a 4- to 5-page paper for the following:

    Look at the business–IT alignment at Amazon. Compare the business–IT alignment of the Amazon business line that sells products to customers with the Amazon business that sells IT cloud services to organizations. Look for articles in Forbes and Business Week that discuss the organization and strategy of Amazon and specifically address the issue of alignment. Discuss the synergy across these lines of business for Amazon and the diversity that Amazon uses in its hiring practices to enable innovation across the business units. Provide specifics in your discussion to enable a comparative analysis, including any experience you may have had with Amazon.

    **Assignment Expectations**

    Follow the number of pages required in the assignment excluding cover page and references. Each page should have about 300 words.

    Your assignment will be evaluated based on the Rubric.

    **Module 4 – Resources**

    **Alignment of IT Strategy and Business Strategy**

    **Required Reading**

    CISM 2020: Information Security & Business Process Alignment, Course. Available in the Trident Online Library in Skillsoft.

    Blum, D. (2021).  Rational cybersecurity for business: The security leaders' guide to business alignment. Apress. Available in the Trident Online Library in Skillsoft.

    Johnson, A. (2021).  The art of alignment: A data-driven approach to lead aligned organizations. Made for Success. Chapters 1 -5. Available in the Trident Online Library in Skillsoft.