SDA Bocconi School of Management Assessment Handbook

SDA Bocconi School of Management

Assessment Handbook

Table of Contents

1. INTRODUCTION ................................................................................................................... 1

2. WHAT IS (NOT) ASSESSMENT? ............................................................................................ 3

3. THE ASSESSMENT PROCESS ................................................................................................. 4

STEP 1 ‐ ESTABLISHING LEARNING GOALS AND OBJECTIVES ........................................................................ 6

STEP 2 ‐ ALIGNMENT OF CURRICULA WITH LEARNING GOALS ..................................................................... 7

STEP 3 ‐ IDENTIFICATION OF ASSESSMENT MEASURES ................................................................................ 8

STEP 4 ‐ COLLECTION, ANALYSIS AND DISSEMINATION OF ASSESSMENT INFORMATION .................................... 9

STEP 5 ‐ USE OF ASSESSMENT INFORMATION FOR CONTINUOUS IMPROVEMENT .......................................... 10

4. EVALUATION VS ASSESSMENT .......................................................................................... 11

5. LEARNING GOALS AND LEARNING OBJECTIVES .................................................................. 12

SDA BOCCONI’S DIMENSIONS AND LEARNING GOALS .............................................................................. 12

DEFINING LEARNING GOALS ................................................................................................................ 14

DEFINING LEARNING OBJECTIVES ......................................................................................................... 15

6. TAXONOMIES .................................................................................................................... 18

6.1 BLOOM’S TAXONOMY USED WHILE WRITING OBJECTIVES ................................................................. 19

6.2 FINKS’S TAXONOMY USED WHILE WRITING OBJECTIVES .................................................................... 22

7. RUBRICS ............................................................................................................................ 28

HOW TO DESIGN RUBRICS ................................................................................................................... 29

8. DEFINITIONS ..................................................................................................................... 32

9. TEMPLATES ....................................................................................................................... 35

COURSE SYLLABUS TEMPLATE ............................................................................................................. 35

PROGRAM DIRECTORS ANNUAL REPORT SCHEME .................................................................................. 36

RELEVANCE OF EACH COURSE FOR THE ACHIEVEMENT OF THE PROGRAM LEARNING GOALS ............................ 37

CLOSING THE LOOP............................................................................................................................ 38

CHECKPOINT ASSESSMENT FORMAT ..................................................................................................... 39

EXAMPLE OF ASSESSMENT OF LEARNING OBJECTIVES FT MBA35 ............................................................ 42

PEER OVERALL EVALUATIONS FT MBA 35 ............................................................................................ 47

SDA Bocconi School of Management Assessment Handbook

1

1. INTRODUCTION

In recent years, international institutions of higher education have

recognized that the systematic assessment of student learning is

essential to monitor quality and provide the information that leads

to improvement.

A full commitment to teaching and learning must include assessing

and documenting what and how much students are learning and

use this information to improve the educational experience offered

by the institution.

In many ways, assessment is a common sense process that the

institution’s faculty already follows when it articulates the main

goals for each course, checks if students have achieved them, and

then uses these results to improve the course itself.

This guide is designed to take advantage of what SDA Bocconi

School of Management is already doing by formalizing the process

and sharing the individual efforts

to the whole institution.

If implemented effectively, the

assessment of students’ learning is

going to involve the mutual effort

of students, administrators, and

academic professionals.

The main focus of the assessment is the student, but it is also

closely linked to the assessment of the effectiveness of the

organization, which is important as a mean to monitor and improve

the environment where teaching and learning occur.

A good assessment can enhance quality at all levels of the School

by providing it with the evidences necessary in order to steer

effectively the decision‐making in many areas (thus including

programmatic changes, classroom teaching modifications, support

service adjustments, policy or procedure revisions, and structural

reorganizations).

The School is called to put a big effort in this process; hence,

Assessment is a way to document the SDA Bocconi effectiveness

and its ongoing improvement.

The idea at the heart of the assessment is that you need to know how you are doing before you can do better.


2

A systematic, ongoing, cycle of goal setting, attainment

measurement, and use results to make informed decisions is crucial

to excellent performance.

Thought in these terms, Assessment:

Helps to determine whether the School’s mission has been

accomplished

Provides a rationale for modifying existing curriculum and

instructional methods

Enables the School to examine student’s growth and

satisfaction


3

2. WHAT IS (NOT) ASSESSMENT?

ASSESSMENT IS… a cyclical and systematic process

ASSESSMENT IS NOT… a boring and annoying administrative activity

ASSESSMENT AIMS TO… understand what students are/ are not learning

ASSESSMENT DOES NOT AIM TO… horn in on a faculty member’s

classroom

ASSESSMENT PROVIDES…feedback to reinforce student learning

ASSESSMENT DOES NOT PROVIDE… a means of punishment

ASSESSMENT IMPROVES… Student learning

ASSESSMENT DOES NOT INVOLVE… Exclusively faculty and students in

classroom. It is mutually the responsibility of faculty and out of class

educators.


4

3. THE ASSESSMENT PROCESS

Palomba and Banta (1999) define the outcomes assessment process

as:

The systematic collection, review, and use

of information about educational programs

undertaken for the purpose of improving

student learning and development.

“ … Measures of learning can assure external constituents such as

potential students, trustees, public officials, supporters, and

accreditors, that the organization meets its goals” (AACSB 2007,

p.60).

For this reason, at the heart of the AoL, there is the School’s

mission that inspires its view of the future.

Assessment is an ongoing, iterative process that

1. ensures that students’ learning is measured and enhanced on a

regular and continuous basis,

2. uses results to inform decisions and make improvements.

In order to implement it effectively, a careful planning is thus

necessary.

Learning goals and outcomes must be clearly specified, appropriate

measures must be selected, data collection must be carefully

executed and, most important, results must be shared for

improvements to occur. The figure below illustrates the cycle of

intertwined activities that facilitates continuous improvement.


5

Step 1: Establish learning goals and

objectives

Step 2: Alignment of curricula with adopted goals

Step 3: Identification of assessment

instruments and measures

Step 4: collection, analysis and

dissemination of assement information

Step 5: use of assessment

information for contiunous

improvement, including

documentation that the ongoing process has been carried out

on a systematic basis

To contribute to the

development of individuals

and the environment where

they operate by creating and

disseminating innovative

managerial knowledge.

“Empowering lives through

knowledge and imagination”


6

Step 1 ‐ Establishing Learning Goals and Objectives

Each learning goal should describe the desired educational

outcome that students should be able to accomplish when

they graduate from the program, regardless of their major

or concentration.

Learning goals are broad statements and, taken alone, are

not suitable for assessment. Therefore, each learning goal

must be translated into one or more learning objectives

which describe a measurable attribute of the overall

learning goal.

For each learning objective, an assessment device or

process must be developed to allow an evaluation of

student performance on that objective providing a

reasonable basis for conclusions about student

performance on the overall learning goal.

Program learning goals should include goals that address

some, or part, of the general knowledge and skills areas

(e.g., communication skills, problem‐solving abilities,

ethical reasoning skills, language skills, technology skills,

etc.) as well as management‐specific knowledge and skill

areas (e.g., directly relate to management tasks that form

the business foundation of degree requirements)

What are students LO expected to achieve?

How do these LO relate to SDA Bocconi’s Mission?


7

Step 2 ‐ Alignment of Curricula with Learning Goals

There should be clear evidence that the work students are

doing in one or more classes directly supports students’

achievement of the learning goals.

The alignment of learning goals and curricula is critical. If

learning goals are adopted but are not addressed in the

curricula, the outcomes assessment process will be

worthless.

Which curriculum components are more conducive to

supporting LG?

What could be the appropriate measurement environment?


8

Step 3 ‐ Identification of assessment measures

“Course‐embedded” measures relate to specific course

assignments in a class where the students’ work on that

assignment may also be used for outcomes assessment

purposes.

In the course embedded methods, course assignments or

other student demonstrations from a course are evaluated

for the purposes of AoL through a separate, distinct process

that is driven by criteria established by the faculty (plural).

Assessment measures should be selected after learning

goals/objectives have been established.

Which instruments and measures will be used to determine

the outcome achievement?


9

Step 4 ‐ Collection, analysis and dissemination of assessment information

Once data are collected about students’ performance

through the outcomes assessment process, it must be

shared with and analyzed by the appropriate faculty

committees and the leadership of the program.

When and how often should these outcomes be assessed?

Which means of dissemination will be used?


10

Step 5 ‐ Use of assessment information for continuous improvement

Regardless of the assessment processes that are deployed,

the school program must demonstrate assessment data are

being used to inform the leadership and faculty about the

effectiveness of their educational programs.

For AACSB accreditation reviews, schools should present

examples of student’s performance measured on

assessment criteria and document how and where

assessment outcomes have been used for continuous

improvement of curricula.

What results would indicate a satisfactory level of

accomplishment?

How will these results be used to improve programs?


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4. EVALUATION VS ASSESSMENT1

Evaluation Assessment

Focuses on the professor and the teaching performance individual performance

Focuses on the student and the learning environment group performance

Helps individuals know how they performed.

Helps stakeholders know how students performed.

Results in a grade for the activity or course.

Results in a plan for improvement

May or may not be used for improvement of instruction.

Always used for improvement of instruction/ learning

Grades, when used alone, are no longer regarded as adequate

indicators of student learning.

In particular,

Grades are not specific and provide not sufficiently detailed

information about which course outcomes students are

mastering well and which are giving them trouble.

Grading standards often vary widely among different

instructors and do not indicate the same degree of mastery

of course outcomes.

Grade inflation (easy tests, generous grading, extra‐credit

bonuses) sometimes presents a misleading indicator of

student mastery of course outcomes.

Faculty have the opportunity to use the course assessment process

as a stimulus to discuss course content with each other and, based

on the results of an assessment, determine how they can improve

student.

1 Adapted from http://www.pvc.maricopa.edu/AI/documents/Ass_sec1.pdf


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5. LEARNING GOALS AND LEARNING OBJECTIVES

Goals express what the School wants its students to be.

Objectives describe what the School wants its students to

do.

The definition of learning goals is a key element in how the school

defines itself. This implies that the learning goals are closely related

and connected to the School and the program’s mission.

SDA Bocconi’s dimensions and learning goals

SDA Bocconi School of Management has a description of the

values, attitudes, knowledge, skills and behavior it is seeking to

instill in its students. These skills and attitudes are broadly applied

to all Master Programs.

To help students to prepare for a successful professional career and

to fully develop their potential as individuals, SDA Bocconi has

defined three categories of Learning Dimensions which are a

reference for all Master Programs, when defining and revising their

Learning Goals and which are linked to the School’s Mission.

At the forefront stays a strong and integrated managerial

knowledge SDA Bocconi aims at creating, disseminating and

conveying to teaching and learning experiences, both for students

and Faculty.

The second dimension is a deep understanding and awareness of

the environment in which we operate, students, executives,

companies, institutions and all the stakeholders and actors of

economic systems, both domestic and global.

The third is a sound equipment of managerial skills and culture,

which make it possible to turn knowledge into a responsible and

sustainable set of actions.


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In the beneath table the three dimensions and subsequent learning

goals are represented.

Dimension Learning Goal

MANAGEMENT KNOWLEDGE

1 Management Knowledge Graduates will be competent in the core functional areas and understand how these areas are integrated.

ENVIRONMENT 2 Entrepreneurial mindset and creativity Graduates will acquire an entrepreneurial and creative mindset.

3 Diversity and global business issues Graduates will understand the impact of diversity on organizations, and will have an understanding of the main global issues affecting companies, public/non‐profit organizations, banks and financial institutions.

4 Ethics & Integrity Graduates will be conscious of the needs to comply with rules, regulations, social norms.

MANAGEMENT SKILLS

5 Strategic Thinking & Problem Solving Skills Graduates will formulate effective strategies and make decisions, using problem‐solving techniques.

6 Teamwork & Leadership Skills Graduates will work effectively in teams, using interpersonal, communication and leadership skills.

7 Project Management Skills Graduates will be able to effectively plan and implement projects and activities and to coordinate tasks and monitor their progress.


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Defining learning goals

Answering clearly and specifically is essential to obtain a consensus

from faculty members in the program on the program’s vision,

values and goals that will serve as guiding principles for developing

outcomes and collecting data2.

Hence, the first question you should answer is

“What would the program accomplish?”

Normally, four to ten learning goals are specified for each degree

program. Core learning goals include general knowledge and skill

goals and management‐specific learning goals.

2 Adapted from http://www.stanford.edu/dept/pres‐provost/irds/assessment/downloads/mission_stmt.pdf

Characteristics of an effective mission statement

RELEVANT: what is the aim of the program? (it should be also

related and aligned to the School’s mission)

SPECIFIC: what is the student target?

CLEAR: what is the real contribute to the development of the

participants?

INFLUENTIAL AND DISTINCTIVE: what is the reason why the

program exists? A mission should provide a sense of direction,

and guide decision‐making processes


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Defining learning objectives

A learning objective is a statement of what students will be able to

do, specifically what knowledge, skills and attitudes they will

demonstrate to have acquired outside the classroom (in context)

with what they have learned.

This means that the point of view which should be adopted is

“student‐based” rather than “instructor‐based” (e.g., “After this

course, my students should be able to…” rather than “During this

course I’ll talk about…”).

A clear learning objective serves the following intents:

Helps planners develop the program content

Guides selection of teaching/learning activities that will best

achieve objectives

Serves to connect content and assessment

Gives learners a clear picture of what to expect and what’s

expected of them

Forms the basis for evaluating learner, and program

effectiveness

To create specific, measurable, and results‐oriented

objectives:

o It’s helpful to finish the sentence, “After this course,

you should be able to…”

o Start with an observable action word that captures

what the learner should be able to do.

Key elements of a useful learning objective1

SPECIFIC: according the learning goals, the program and the

School’s mission

MEASUREABLE: it makes the learning goals visible (serves as an

indicator)

ATTAINABLE: for target audience within scheduled time and

specified conditions

RESULTS‐ORIENTED: it should produces concrete outcomes

TARGETED: to the learner and to the desired level of

learning/thinking


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o Avoid ill‐defined terms that are open to variable

interpretation (e.g., understand, learn, grasp); use

instead terms that describe directly observable

behaviors.

o When necessary, specify criteria concerning

expected standard of performance

To create attainable learning objectives:

o Consider the beginning level of understanding/skill

of your learners and craft your objective to move

them to the next level.

o Consider and specify when appropriate the

conditions under which performance will take place

(e.g., “On a written exam, describe…” or “With a

standardized or actual context, demonstrate…”)

o Limit number of objectives to major learning points

you would like students to walk away with.

To create objectives targeted to the audience and desired

level of learning/thinking:

o Ask yourself whether you want learners to be able

to know, do and be, whenever possible, refer to

commonly adopted taxonomies. We suggest

Bloom’s and Fink’s taxonomies (see paragraphs 6

and 7). Use the taxonomy to describe the desired

level of learning/thinking (table 1 A and 1 B)

o Match your action verb to the desired level (Table 2

A or B).

o Match learning objective with appropriate

teaching/learning strategy (Table 3 A or B).

Student performance on learning goals must be assessed

systematically and routinely.

No one approach to assurance of learning is prescribed.

Benchmarking is not required.

Assessment programs should include direct measures of

learning. Course grades are not program assessment

measures.

Program assessment does not require every student to be

assessed. Sampling is acceptable as long as an appropriate

and representative sampling methodology is utilized.


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Assessment results must be analyzed, disseminated, and

utilized by the faculty toward curriculum planning.

The work of individual students – not student teams – is to

be used to assess learning outcomes (except for “Team

Work” Learning Goal).


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6. TAXONOMIES

"Taxonomy” simply means “classification”, so the taxonomies

provided in the following paragraphs are an attempt (within the

behavioral paradigm) to classify forms and levels of learning3.

3 The content of the tables are adapted from ©Teacher & Educational Development, University of New Mexico School of Medicine, 2005


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6.1 Bloom’s Taxonomy4 Used While Writing Objectives

Bloom’s classification of cognitive skills is widely used in instruction

planning since its creation by a committee of educators chaired by

Benjamin Bloom in 1956.

It identifies three “domains” of learning:

Cognitive: mental skills (Knowledge)

Affective: growth in feelings or emotional areas (Attitude)

Psychomotor: manual or physical skills (Skills)

Each domain is organized as a series of levels or pre‐requisites. It is

suggested that one cannot effectively — or ought not try to —

address higher levels until those below them have been covered (it

is thus effectively serial in structure). As well as providing a basic

sequential model for dealing with topics in the curriculum, it also

suggests a way of categorizing levels of learning, in terms of the

expected ceiling for a given program. Thus in the Cognitive domain,

training for technicians may cover knowledge, comprehension and

application, but not concern itself with analysis and above, whereas

full professional training may be expected to include this and

synthesis and evaluation as well5.

4 Bloom B., Taxonomy of Educational Objectives Handbook, 1956

5 From http://www.learningandteaching.info/learning/bloomtax.htm


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Table 1A: Example Action Verbs for Each Level of Learning

Category Example Action Verbs

Knowledge (Recall and Understanding)

Associate Compare Contrast Define

Describe Differentiate Distinguish Identify

Indicate List Name Paraphrase

Recognize Repeat Restate Review

Show State Summarize Tell

Application Calculate Demonstrate Draw Employ

Estimate Give example Illustrate Locate

Measure Operate Perform Prescribe

Record Set up Sketch

Solve Trace Use

Problem‐Solving (Analyzing, Synthesizing, Evaluating)

Advocate Analyze Assess Challenge Compose

Conclude Construct Create Critique Debate

Decide Defend Derive Design Evaluate

Formulate Infer Judge Organize Plan

Propose Rank Recommend Select Suggest

Table 2A: Levels of Thinking/Learning

Category Dimension Definition

Knowledge Recalling Rote recall: Know common terms, specific facts, methods, procedures, concepts, principles

Comprehending Interpolation or interpretation: Understand, estimate future implied consequences, justify methods and procedures

Application Applying Using a concept in a new context: Apply theory, solve problems, construct graphs, demonstrate procedure

Problem‐ Solving

Analyzing Breaking something down and understanding its structure, the relationship between parts, the organizational principles: Recognize unstated assumptions and logical fallacies, distinguish between facts & inferences, determine relevance

Synthesizing Building a structure/pattern from diverse elements: Write well‐organized essay, propose research question, develop plan for solving a problem, formulate a classification scheme

Evaluating Judging the value of ideas, works, solutions, materials: Judge logical consistency, adequacy of data in support of conclusions, value of work by internal & external standards


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Table 3 A: Teaching/Learning Strategies Best Suited for Each Level of Learning

Desired Dimension Suggested Presentational Strategies

Knowing and comprehending

Presentation, lecture, question‐and‐answer, small group discussion, development of learning issues, self‐awareness exercises/tests, review sessions, teaching others, independent study, web‐based instruction

Applying Hands‐on, case study, simulation, role‐playing, action plan, teaching others, direct patient contact, guided practice with feedback, role‐modeling

Analyzing Question‐and‐answer, brainstorming, case study, problem‐solving, trouble‐shooting, role‐playing, article discussion

Synthesizing Case study, writing, concept mapping, theory and model building, teaching others, developing research questions, direct enterprise contact

Evaluating Case study, critical review, self and group assessment/reflection, reflective writing, direct enterprise contact


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6.2 Finks’s Taxonomy6 Used While Writing Objectives

In 2003 Finks elaborated a new taxonomy. Individuals and

organizations involved in higher education are expressing a need for

important kinds of learning that do not emerge easily from the Bloom

taxonomy, for example: learning how to learn, leadership and

interpersonal skills, ethics, communication skills, character, tolerance,

the ability to adapt to change, etc. My interpretation of these

statements is that they are expressing a need for new kinds of

learning, kinds that go well beyond the cognitive domain of Bloom's

taxonomy and even beyond cognitive learning itself. This suggests

that the time may have arrived when we need a new and broader

taxonomy of significant learning.

With an awareness of this need in mind, I have reviewed descriptions

of high quality teaching and learning and have attempted the task of

creating a new taxonomy, one that describes new kinds of significant

learning7.

6 Fink L.D., Creating Significant Learning Experiences, 2003 7 Fink L.D., What is ''significant learning”?,University of Oklahoma, 2003


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Table 1B: Example Action Verbs for Each Dimension of Learning

Dimension Action Verbs Objects

FOUNDATIONAL KNOWLEDGE – What key information, ideas, perspectives are important for learners to know?

Understanding and Remembering, (developing a full understanding of the concepts associated with a subject to a degree that allows explanations, predictions, etc.)

Associate, Compare, Contrast, Define, Describe, Explain, Give example, Identify, Illustrate, Indicate, List, Name, Paraphrase, Predict, Recite, Recognize, Repeat, Restate, Tell

Facts, concepts, theories, relationships, models, perspectives, structures, organizations, purposes, proposals, problems, results, conclusions, plans

APPLICATION – What kinds of thinking, complex projects, and skills is it important for learners to be able to do/manage?

Critical Thinking (analyzing and critiquing issues and situations)

Analyze, Assess, Audit, Catalog, Categorize, Classify, Compare, Contrast, Decipher, Deduce, Derive, Determine, Diagram, Differentiate, Dissect, Distinguish, Examine, Formulate, Hypothesize, Infer, Interpret, Label, Locate, Measure, Organize, Query, Separate, Trace

Ideas, issues, situations, proposals, processes, results, conclusions, theories, assumptions

Practical Thinking (developing problem‐solving and decision‐making capabilities)

Advise, Answer, Apply, Calculate, Certify, Choose, Consult, Debate, Decide, Determine, Diagnose, Evaluate, Give evidence, Judge, Justify,, Predict, Prescribe, Propose, Prove, Rank, Select, Solve, Suggest, Test

Problems, issues, conundrums

Creative Thinking (creating new ideas, products, and perspectives)

Abstract, Adapt, Amend, Author, Compose, Construct, Convert, Create, Design,, Develop, Devise, Discover, Draw, Envision, Experiment,, Fabricate, Imagine, Improve, Refine, Reform, Sketch, Theorize, Transform, Write

Ideas, plans, products, objects, premises, perspectives, models, theories

Managing Complex Projects (being able to coordinate and sequence multiple tasks in a single project/case and/or multiple projects/cases)

Administer, Assign, Coach, Communicate, Complete, Conduct, Coordinate, Delegate, Develop, Evaluate, Facilitate, Follow Up, Guide, Implement, Manage, Organize, Plan, Prioritize, Strategize, Supervise, Summarize, Teach, Time‐line, Train

Tasks, timelines, cases, projects


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Performance Skills (developing capabilities in carrying out psychomotor activities)

Conduct, Demonstrate, Do, Employ, Execute, Exhibit, Operate, Perform, Produce, Set up, Use

Procedures, routines, processes, interviews

INTEGRATION – What connections should learners be able to recognize and make within and beyond this learning experience?

Interdisciplinary Learning (connecting ideas, disciplines, perspectives, contexts), Learning Communities (connecting people), Learning and Living/Working (connecting, different realms of life)

Associate, Combine, Compare, Concept map, Connect, Contrast, Correlate, Differentiate, Integrate, Link, Relate, Synthesize

Ideas, disciplines, perspectives, contexts, people, domains, realms

HUMAN DIMENSION – What should learners learn about themselves and about interacting with others?

Relationships (with, peers, supervisors, patients, others), Self‐Authorship (learning to create and, take responsibility for one’s own life), Leadership (becoming an effective leader), Ethics, Character Building (living by, ethical principles), Multicultural Education (being culturally, sensitive in interactions with others), Working as a Member of a Team, (knowing how to contribute to a team), Citizenship (of one’s profession, community,, nation state, other political entity), Environmental Ethics (having ethical, principles in relation to nonhuman world

Acquire, Advise, Advocate, Balance, Be aware of, Behave, Collaborate, Communicate, Comply, Cooperate, Critically reflect, Decide to, Demonstrate, Describe, Educate, Embody, Empathize, Express, Feel confident, Give feedback, Help, Influence, Initiate, Inspire, Interact with, Involve, Lead, Mediate, Mobilize, Motivate, Negotiate, Nurture, Offer, Promote, Protect, Reconcile, Reform, Resolve, conflict, Respect, Respond, sensitively, See oneself as, Serve as role, model, Settle, Share, Show, Suggest, Support, Suspend, judgment, Sustain, Take responsibility, Unite

Ethics, morality, principles, attitudes, values, beliefs, premises, conflicts, personal, social, cultural, and, environmental, implications

CARING – What changes in learners’ feelings, interests, values are important?

Wanting to Be a Good Learner, (wanting to master, achieve high standards), Becoming Excited About a Particular, Activity/Subject (developing a keen interest), Developing a Commitment to Live, Right (i.e., deciding to take care of one’s, health/well‐being, live by a certain code)

Agree to, Be ready to, Commit to, Decide to, Demonstrate, Develop, Discover, Explore, Express, Get excited about, Identify, Pledge, Recognize, value of, Renew interest, Revitalize, Share, State, Take time to, Value

Attitudes, beliefs, feelings, interests, opinions, values


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LEARNING HOW TO LEARN – What should learners learn about learning, engaging in inquiry, and becoming self‐directed?

How to Be a Better Learner (engaging in, self‐regulated learning or deep learning), How to Inquire and Construct, Knowledge (how to engage in the scientific, method, historical method, other forms of inquiry), How to Pursue Self‐Directed or, Intentional Learning (developing a, learning agenda and plan, becoming an intentional, learner, becoming skilled in autodidaxy, being a, reflective practitioner)

Construct knowledge about, Describe how to, Develop a learning plan, Frame useful questions, Generalize knowledge, Identify sources and resources, Identify your learning style & barriers, Identify what you need to know, Inquire, Predict performance, Reflect, Research, Self‐assess, Self‐regulate, Self‐monitor, Set a learning agenda, Take responsibility for, Transfer knowledge

Learning, acquisition of knowledge and skills, self‐improvement, self‐direction, accountability


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Table 2B: Levels of Thinking/Learning Category Dimension Definition

Foundational Knowledge

Remembering & Understanding

Knowing common terms, specific facts, methods and procedures, basic concepts, principles; understanding to a degree that allows for explanations, predictions

Application Critical Thinking Analyzing and critiquing issues and situations

Practical Thinking Solving problems and making decisions

Creativity Creating/refining/ inventing new ideas, products, and perspectives

Managing Complex Projects

Coordinating and sequencing multiple tasks in a single project/case and/or multiple projects/ cases

Performance Skills Communicating and performing psycho‐motor activities

Integration Interdisciplinary Learning

Connecting different ideas, disciplines,perspectives, contexts

Human Dimension

Interpersonal Relationships

Establishing effective working relationships with supervisors, peers, patients, and others

Self‐Authorship Creating and taking responsibility for one’s own life

Leadership Being an effective leader

Ethics, Character Building

Developing character and living by ethical principles

Multicultural Education

Becoming culturally sensitive in one’s interactions with others

Working as a Member of a Team

Knowing how to contribute to a team

Citizenship Being a responsible citizen of one’s profession, local community, nation state, and other political entity

Environmental Ethics Having ethical principles in relation to the nonhuman world

Caring Wanting to be a good learner

Wanting to master material, achieve high standards

Becoming excited about a particular activity or subject

Developing a specific area interest

Developing a commitment to live right

For example, deciding to take care of one’s health and well‐being, to live by a certain code

Learning How to Learn

How to be a better learner

Engaging in self‐regulated learning or deep learning

How to inquire and construct knowledge

How to engage in the scientific method, historical method, and/or other forms of inquiry

How to pursue self‐directed or intentional learning

Developing a learning agenda and plan, becoming an intentional learner, becoming skilled in autodidaxy, being a reflective practitioner


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Table 3B: Teaching/Learning Strategies Best Suited for Each Dimension of Learning

Desired dimension Suggested Teaching/Learning Strategies

Foundational Knowledge (understanding, remembering)

Presentation, lecture, question‐and‐answer, large and small group discussion, development of learning issues, independent study, review session, teaching others, game, web‐based instruction

Application (critical & practical thinking, creativity, managing projects, performance skills)

Hands‐on procedure, simulation, case study, role‐play, action plan, teaching others, question‐and‐answer, brainstorming, problem‐solving, trouble‐shooting, journal club, developing research questions, theory and model building, project, critical review, direct enterprise contact, precepting, guided practice with feedback

Integration (connecting ideas, disciplines, people, realms)

What if…, compare and contrast, concept mapping, cross‐disciplinary teams, cross‐disciplinary cases, multiple examples within & across contexts, theory & model building, integrated curriculum

Human Dimension (leadership, ethics, teamwork; social, cultural, political, environmental implications)

Case study, simulated situations, case presentations, working in diverse teams, authentic project, group project, direct enterprise contact, assigned leadership role, debate, journal club (e.g., using ethics articles)

Caring (wanting to succeed, developing a keen interest, making a commitment)

Authentic project, role modeling, self‐selection activity, debate, reflective writing, positive reinforcement, learning prescription

Learning to Learn (becoming a better learner, inquiring & constructing knowledge, being self‐directed)

Self‐assessment, self‐ and peer‐feedback, teaching others, reflective writing, formative assessment, self‐awareness exercise/inventory


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7. RUBRICS8

Once identified learning goals and learning objectives with their

specific means of assessment, the next step is identifying a scoring

procedure.

A rubric is a one‐or two page document (usually a matrix) that

describes how a program/specific assignment will be assessed and

the expected student learning outcomes according to varying levels

of quality, from excellent to poor. In this way it serves as an

instructional tool as well as an evaluative one, since it gives students

clear indications about how to improve.

We can identify two main components of a rubric:

1. The list of criteria, or "what counts" in a program or

assignment;

2. The gradations of quality, with descriptions of strong,

middling, and problematic students’ work. The gradations

of quality help students to spot weaknesses and give them

concrete ways to improve their shortcomings.

Using rubrics a tool of evaluation has several advantages:

They are easy to use and to explain then simple grades;

They make professors' expectations very clear;

They provide students with more informative feedback

about their strengths and areas in need of improvement

and in turn they support students’ learning and

development;

8 Adapted from http://www.stanford.edu/dept/pres‐provost/irds/assessment/downloads/rubrics.pdf


29

How to design rubrics

Framing a rubric effectively involve a four step process:

1. Identify learning objectives (see paragraph 5);

2. Identify for each objective its dimensions/traits;

3. Select the relevant dimensions; a rubric should fit into one‐

or two pages, or no more than 4 to 8 dimensions. In order to

do this we could:

a. List the identified dimensions;

b. Rank them from the most important to least;

c. Eliminate those who are at the bottom in order to

reach the target number;

4. Articulate the expected outcomes in gradation of quality.

(They answer to the questions “yes, yes but, no but, no”, or

“low performance, average, exemplary performance”)

Example (source AACSB) Oral Communication Evaluation: checklist 1. Preparation/content

a. Opening statement with purpose b. Organization c. Content: currency & relevance d. Quality of slides e. Quality of conclusion

2. Presentation a. Voice quality, pace b. Mannerism c. Professionalism d. Use of media e. Ability to answer questions


30

Example: Oral Communication (source AACSB)

Objectives Low Performance 0‐1 points

Average 2‐3 points

Exemplary Performance 4‐5 points

Earned Points

Organization No opening statement or irrelevant statement. Loses focus more than twice. Does not manage time effectively.

Has opening statement relevant to topic and gives outline of speech. Mostly organized, loses focus only once or twice. Some transitions. Allows enough time to deliver speech, although it could have been better edited.

Has a clear opening statement that catches audience’s interest and gives overview. Stays focused throughout. Has transition statements, ties sections together. Very effective time management.

Content Does not meet assignment requirements, is not current, not objective. Does not use appropriate analysis

Fulfill assignment. Current. Uses appropriate sources and is objective. Reasonable analysis.

Is more thorough than average. Research goes beyond minimum requirements. Strong analysis

Quality of slides

Sloppy and/or unprofessional. May be difficult to read. Many slides are superfluous.

Readable, professional, appropriate number.

Readable, professional, imaginative and/or of high quality (without being a distraction)

Scoring:

10‐19: Does not meet expectations

20‐26: Meets expectations

27‐30: Exceeds expectations

Because rating performance involves human judgment, it is subject

to error, due to personal biases, preceding tasks, and (lack of)

standardization of scoring criteria.

To avoid these common errors,

1. Rate the performance of all students on one task before

going to the next to keep scoring criteria in mind;

2. Whenever possible rate performance without knowledge of

student’s name to avoid halo effects;


31

3. Use multiple raters for high‐stakes decisions; and

4. Train your raters to calibrate their scoring by bringing them

together to review their responses in order to identify

patterns of inconsistent responses.


32

8. DEFINITIONS

Assessment tools: The instruments used to gather data about student learning. Tools can be both quantitative and qualitative. Examples of these tools are: pretests, group problem solving, performances and demonstrations, portfolios, peer observations.

Assessment of Student Learning: An ongoing process aimed at understanding and improving student learning. It involves making our expectations explicit and public; setting appropriate criteria and standards for learning quality; systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations and standards; and using the resulting information to document, explain, and improve performance. (Angelo, 1995)

Bloom's Taxonomy: The original model developed by Benjamin Bloom that established six different levels of learning:

o Evaluation o Synthesis o Analysis o Application o Comprehension o Knowledge

Classroom Assessment: A simple method faculty can use to collect feedback, early and often, on how well their students are learning what they are being taught. The purpose of classroom assessment is to provide faculty and students with information and insights needed to improve teaching effectiveness and learning quality. (Angelo, 1991)

Continuous Improvement : Continuous improvement processes are ongoing, data‐supported, research‐driven processes carried out by a team for the purpose of improving the effectiveness of work systems and their results.

Criteria: Statements applied to desired skills, attitudes, or knowledge that a student should learn to demonstrate competence. Criteria should be given to the student before an assessment or evaluation is performed.

Curricula Alignment: The process of alignment the work students are doing in one or more classes directly to the achievement of the learning goals.


33

Direct Measures of Learning: Evidence about student learning based on student performance that demonstrates the learning itself. Can be value added, related to standards, qualitative or quantitative, embedded or not, using local or external criteria.

Evaluation: The process of measuring the quality of a work performance, work product, or use of a process against a set of standards and criteria to make a judgment or determination if, or to what level, the standards have been met and students are achieving the instructional objectives.

Fink's taxonomy: Revises Bloom's taxonomy in order to describe several ways in which learning can be significant. Fink defines learning in terms of change: "For learning to occur, there has to be some kind of change in the learner. No change, no learning. And significant learning requires that there be some kind of lasting change that is important in terms of the learner's life".

Formative assessment: The gathering of information about student learning‐during the progression of a course or program and usually repeatedly‐to improve the learning of those students (Leskes, 2002)

Indirect Measures of Learning: Evidence about how students feel about learning and their learning environment rather than actual demonstrations of outcome achievement. Examples include surveys, questionnaires, interviews, focus groups, and reflective essays.

Learning dimensions: The description of the values, attitudes, knowledge, skills and behavior a School is seeking to instill in its students.

Learning goal: Broad statement of desired results, achievement of which is usually accomplished after graduation.

Learning Objective: Specific, measurable step to achieve a goal or outcome

Learning Outcomes: Operational statements describing specific student behaviors that evidence the acquisition of desired knowledge, skills, abilities, capacities, attitudes or dispositions. Learning outcomes can be usefully thought of as behavioral criteria for determining whether students are achieving the educational objectives of a program, and, ultimately, whether overall program goals are being successfully met. (Allen, Noel, Rienzi & McMillin, 2002)

Program Mission: A holistic vision of the values and philosophy of the program. The program mission needs to be consistent with campus and college missions. The overall question that the mission statement should answer is: What is the overall unique purpose of this program?

Rubric: A rubric is a one‐or two page document (usually a matrix) that describes how a program/specific assignment will be assessed and the expected student learning


34

outcomes according to varying levels of quality, from excellent to poor.

SMART: Acronym for characteristics of good goals, outcomes, and/or objectives: Specific, Measurable, Action‐oriented, Realistic, Time‐Based

Summative Assessment: is the process of gathering of data on student learning, based on specific assessment criteria, at the conclusion of a course, unit, field experience, or program. This data is the basis for judging the quality of student knowledge and skills and can be used for evaluative purposes (grades) and provide feedback for future improvement.


35

9. TEMPLATES

COURSE SYLLABUS TEMPLATE

Master Program XXX – Term/Year

Course Title:

Professor’s

picture

Professor:

E‐mail: Office:

Phone:

Assistant:

E‐mail: Office:

Phone:

Learning Objectives

Course Content

Course Methodology

Course Etiquette

Required Readings

Course Evaluation

About The Instructor – Mr/Mrs

How to get in touch:

Syllabus

Session, Date, time, duration

Title

Session, Date, time, duration

Title


36

Program Directors Annual Report Scheme

Master Program

Annual Report, Year

Master Director

BACKGROUND Demand Analysis

Competitor Analysis

STRATEGY Market target

Program Strategic Positioning

Development aims and goals objectives

PERFORMANCE Value Proposition Analysis (present and future)

How to improve financial performance

AOL Cycle: Closing the Loop (results and future actions)


37

Relevance of each course for the achievement of the program learning goals

Relevance of each course for the achievement of the program learning goals

Program: _______________________________________________

COURSE

Degree of relevance (*)

LG 1 LG 2 LG 3 LG 4 LG 5 LG 6 LG 7

(*) Please insert the degree of relevance as follows: LOW, MEDIUM, HIGH


38

Closing the loop

LGs Objectives Measurements

When Results and

Actions

MANAGEMENT KNOWLEDGE Graduates will be competent in the core functional areas and understand how these areas are integrated (Master the knowledge required to manage organizations)

Acquire proficiency in all functional areas of management

Acquire the ability to integrate the functional knowledge adopting a general management perspective


39

Checkpoint Assessment Format

ASSESSMENT O

F LEARNIN

G O

BJE

CTIVES

MASTER PROGRAM Edition #

PLEASE IN

SERT THE COURSE TITLE

PLEASE INSERT THE PROGRAM LEARNIN

G O

BJE

CTIVE(S)

ASSESSED

PLEASE IN

SERT TIM

E O

F TEST

PLEASE N

SERT FACULTY N

AME(S)

YES/N

O

PROGRAM LEARNIN

G O

BJE

CTIVE(S) ASSESSED:

CHECKPOIN

T:

DATE:

ASSESSORS:

CALL FOR ACTIO

N:


40

Assessment of learning O

bjectives ‐ # X/Y

INSERT THE LEARNIN

G O

BJE

CTIVE A

SSESSED

PLEASE DESCRIBE THE ADOPTED ASSESSMENT M

ETHODOLOGY AND CRITERIA

FAIR (1)

PLEASE GIVE BREAKDOWN BASED O

N THE ABOVE SCHEME AND PROVIDE THE SUPPORTIN

G EVIDENCE FOR THE RESULTS

(EVALUATIO

N O

F EACH STUDENT)

GOOD (2)

%

%

%

EXEMPLARY (3)

Exe

mplar

Good

Fair

PLEASE IN

SERT M

ASETR PROGRAM, #

EDITIO

N AND COURSE TITLE

Learning O

bjective Assessed #1

INSERT LEARNIN

G GOAL ASSESSED

Assessment Meth

odology

Assessment Resu

lts

PLEASE IN

SERT RUBRICS CORRESPONDIN

G

TO THE O

BJE

CTIVE YOU CHOSE


41

Learning O

bjectives: Comments & Actions

Option A:

Since the resu

lts hav

e bee

n in line with exp

ectations, no chan

ge is req

uired for nex

t ye

ar.

(Nonetheless, in order to …

……… there are plans to chan

ge…

.)

Option C:

The results hav

e bee

n in line with exp

ectations, but the follo

wing chan

ges will anyw

ay be undertake

n in the nex

t ed

ition of the

Program

Option B:

Since the resu

lts were not fully satisfactory, in the nex

t ed

ition of the Program the follo

wing chan

ges, w

ith

related goals, will be undertake

n:

i) …

ii) ...

PLEASE IN

SERT M

ASETR PROGRAM, # EDITIO

N AND

COURSE TITLE


42

Example of assessment of Learning Objectives FT MBA35

ASSESSMENT O

F LEARNIN

G O

BJE

CTIVES

MBA 35 FT

Organizational B

ehavior and N

egotiation

Team w

ork and le

adership skills – Obj. 1,2

October‐Nove

mber 20

09

Leonardo Caporarello

YES

PROGRAM LEARNIN

G O

BJE

CTIVE(S) ASSESSED:

CHECKPOIN

T:

DATE:

ASSESSORS:

CALL FOR ACTIO

N:


43

Assessm

ent of learning O

bjectives – 1/2

Display the ab

ility to work with others

The ab

ility of the ca

ndidates to work with others was assessed through spec

ific self assessmen

t tools for beh

avior an

d attitude orien

tation. D

uring the class,

candidates were given a series of team

tasks to perform with the clea

r goal of observing and trying to understan

d group dyn

amics an

d tea

m dev

elopmen

t.

After eac

h sim

ulation theo

retica

l framew

ork for an

alysis was provided and discu

ssed in plenary sessions. At the en

d of the Graduates should display the

ability to work with others dyn

amics an

d tea

m dev

elopmen

t. After eac

h sim

ulation theo

retica

l framew

ork for an


ssed in plenary

sessions. At the en

d of the co

urse, part of the individual exa

m consisted of an in

dividual analysis of a team

work situation.

FAIR (1

)

Graduates sea

rch to m

inim

ize their

contribution to group activities, in

curring

delay

s, avo

iding commitmen

t an

d tak

ing

a passive stance

.

They do not alway

s reco

gnize other

people’s contribution.

10%

45%

45%

GOOD (2

)

Graduates participate in group activity,

resp

onsibly willingly, tim

ely an

d fruitfully

,

bringing the req

uired contribution.

They know how to relate to people of different

bac

kgrounds & cultures, according the principle

of mutual respec

t & support and fully rec

ognize

other group m

embers’ contribution.

MBA 35 Cohort

Exe

mplary

Good

Fair

12%

43&

45%

MBA 35 FT– Organ

izational Beh

avior an

d Neg

otiation

Yellow Class

Exe

mplary

Good

Fair

EXEMPLARY (3

)

Graduates participate wholehea

rted

ly in group

activity, g

aining other peo

ple’s trust and

ben

evolence

. They know how to leve

rage on

other peo

ple bac

kground and culture to

estab

lish fertile relationsh

ips in terms of

open

ing new persp

ective

, finding new solutions,

raising new stimulating goals. Howeve

r, they

also know when to critica

lly rely on third party

contributions to ove

rcome their own

9%

46%

46%

Assessm

ent Results

Lea

rning O


Assessm

ent Methodology

Blue Class

Exe

mplary

Good

Fair

Skills

Graduates will work

effectively in tea

ms, using

interperso

nal,

communication and

Graduates should display the

ability to work with others


44

Learning O


Since the resu

lts were not co

mpletely in line with the targets ex

pec

ted, in the nex

t ed

ition of the program there will be given m

ore

spec

ific task an

d theo

retica

l framew

orks on tea

m structures an

d m

anag

emen

t reducing the im

pac

t of them

es like power and politics on

the module.

MBA 35 FT – O

rganizational B

ehavior and negotiation


45

Assessment of learning O

bjectives – 2/2

Be aw

are of the role and responsibilities of lead

ersh

ip and beh

ave ac

cordingly

The ab

ility of the ca

ndidates to id

entify roles an

d responsibilities and display the ab

ility in conflict reso

lution was assessed through spec

ific self assessmen

t

tools for beh

avior an

d in‐class sim

ulations. After eac

h sim

ulation theo

retica

l framew

ork for an


ssed in plenary sessions pointing

out the relationsh

ip betwee

n output from the simulation and beh

avior ad

opted. A

t the en

d of the co

urse, part of the individual exa

m consisted of a situation

based m

ultiple choice test an

d in

dividual analysis of a team

work situation.

FAIR (1

)

Graduates understan

d roles an

d

resp

onsibilities of lead

ersh

ip but hav

e a

tenden

cy to eschew them

, may

be

sensing that they are perso

nally not fitted

for the role.

33%

46%

21%

GOOD (2

)

Graduates possess the ability to m

otiva

te,

persuad

e, neg

otiate, resolve conflicts in han

dlin

g

simple m

anag

erial tasks and in small g

roups of

people, w

hilst lack

ing the standing & persp

ective

to do the sam

e when participating to a wider

chan

ge man

agem

ent proce

ss and/or in larger

groups.

MBA 35 Cohort

Exe

mplary

Good

Fair

36%

36%

28%

MBA 35 FT– Organizational B

ehavior and N

egotiation

Yellow Class

Exe

mplary

Good

Fair

EXEMPLARY (3

)

Graduate possesses the ability to m

otiva

te,

persuad

e, neg

otiate and resolve conflicts both

in han

dlin

g sim

ple m

anag

erial tasks and in

lead

ing/participating in a wider chan

ge

man

agem

ent proce

ss.

30%

56%

14%

Assessm

ent Results

Lea

rning O


Assessm

ent Methodology

Blue Class

Exe

mplary

Good

Fair

Tea

mwork & Lea

dersh

ip

Skills

Graduates will work

effectively in tea

ms, using

interperso

nal,

communication and

lead

ersh

ip skills.

Graduates should be aw

are

of the role and

resp

onsibilities of lead

ersh

ip

and beh

ave ac

cordingly


46

Learning O


The results were in line with the targets. Howev

er in the nex

t ed

ition of the program m

ore tim

e will be given to class discu

ssion and

simulation. R

eleva

nce will be given to class and tea

mwork participation, red

ucing the sp

ace reserved to theo

ry and m

odeling.

MBA 35 FT – O

rganizational B

ehavior and negotiation


47

Peer Overall Evaluations FT MBA 35

MBA 35 FT

LEARNING GOAL Teamwork & Leadership Skills Graduates will work effectively in teams, using interpersonal, communication and leadership skills.

OBJECTIVES Display the ability to work with others Be aware of the role and responsibilities of leadership and behave accordingly Be able to communicate ideas effectively


48

Assessment meth

odology

Pee

r E

valu

atio

n –

Stud

y G

roup

1st T

erm

Man

ager

ial E

xcel

lenc

e

RA

TE

R: _

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

CL

ASS

: ___

____

____

____

____

____

____

____

____

____

__

Plea

se p

rovi

de in

the

follo

win

g ta

ble

an o

bjec

tive

eval

uatio

n of

you

r co

lleag

ues

base

d on

obs

erva

tions

you

hav

e m

ade

in th

e va

riou

s gr

oup

mee

tings

an

d du

ring

any

inte

rper

sona

l int

erac

tions

you

may

hav

e ha

d. T

he r

atin

g sc

ale

mus

t be

as

follo

ws:

1=R

arel

y

2=

Som

etim

es

3

=R

egul

arly

4=

Ver

y of

ten

5=A

lway

s

LA

ST N

AM

E O

F T

HE

R

AT

ED

GR

OU

P M

EM

BE

R

GR

OU

P

PA

RT

ICIP

AT

ION

P

ER

SON

AL

C

OM

MIT

ME

NT

G

OA

L

OR

IEN

TA

TIO

N

QU

AL

ITY

O

RIE

NT

AT

ION

C

OM

MU

NIC

AT

ION

SK

ILL

S L

EA

DE

RSH

IP

1.

2.

3.

4.

5.

GR

OU

P

S/

he a

tten

ds t

he g

roup

mee

ting

s, p

arti

cipa

tes

in th

e di

scus

sion

s, p

rovi

des

mea

ning

ful c

ontr

ibut

ions

to

the

disc

ussi

ons,

and

P

AR

TIC

IPA

TIO

N

happ

ily s

hare

s pe

rson

al e

xper

ienc

es, k

now

ledg

e an

d in

form

atio

n. S

/he

prov

ides

sup

port

, as

need

ed, t

o pe

ers

and

colle

ague

s.

P

ER

SON

AL

S/he

add

s va

lue

to t

he g

roup

wor

k th

roug

h an

act

ive

part

icip

atio

n re

leva

nt t

o ac

hiev

e th

e de

sire

d ou

tcom

e. H

is/h

er c

ontr

ibut

ion

CO

MM

ITM

EN

T

is m

atch

ed b

y a

sens

e of

inv

olve

men

t in

the

tea

m p

roce

ss. S

/he

adhe

res

to a

ll of

the

gro

up c

omm

itm

ents

and

agr

eem

ents

.

GO

AL

S/he

is o

rien

ted

to t

he d

esir

ed o

utco

me

and

stri

ves

to p

rovi

de in

put

that

is r

elev

ant t

o th

e de

fine

d go

al.

O

RIE

NT

AT

ION

S/

he c

ontr

ibut

es in

a m

eani

ngfu

l way

to c

reat

e th

e fi

nal d

ocum

ent

(or

outp

ut)

that

is t

o be

pre

sent

ed.

Q

UA

LIT

Y

S/

he is

focu

sed

on t

he q

ualit

y of

the

outc

ome

and

pays

att

enti

on t

o al

l det

ails

to m

ake

the

fina

l res

ult

as p

erfe

ct a

s po

ssib

le.

OR

IEN

TA

TIO

N

Any

nec

essa

ry c

alcu

lati

ons

is p

erfo

rmed

pro

perl

y an

d no

t ov

erdo

ne.

The

foc

us o

n qu

alit

y do

es n

ot s

low

dow

n th

e gr

oup.

C

OM

MU

NIC

AT

ION

S/h

e co

mm

unic

ates

cle

arly

, bot

h ve

rbal

ly a

nd in

wri

ting

. S/

he li

sten

s ef

fect

ivel

y an

d is

tole

rant

of

diff

eren

t op

inio

ns.

SKIL

LS

LE

AD

ER

SHIP

S/

he is

cap

able

of

guid

ing

the

grou

p to

war

d th

e de

sire

d re

sult

s th

roug

h a

bala

nced

peo

ple

and

goal

-ori

ente

d ap

proa

ch.

S/

he is

abl

e to

bui

ld t

eam

spi

rit,

cre

ate

a se

nse

of c

oope

rati

on, e

ncou

rage

inpu

t fr

om a

ll te

am m

embe

rs, a

nd a

chie

ve c

onse

nsus

w

hen

nece

ssar

y. S

/he

is a

ble

to p

ersu

ade

and

infl

uenc

e co

lleag

ues

in o

rder

rea

ch c

onse

nsus

.

SDA Bocconi School of Management Assessment Handbook

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Transcript of SDA Bocconi School of Management Assessment Handbook