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***Please ensure assignment is Plagiarism Free; Active Voice***

Organizational Assessment Briefing (Power Point Presentation)

Topic: Can you use Measures of Performance (MOPs), Measures of Effectiveness (MOEs) and Indicators in the leader development process? If yes, how? If not, why not? 

Instructions: Prepare an Organizational Assessment Briefing on the above topic. 

The requirements for this presentation are:

· Must have UNCLASSIFIED on all slides.

· This is an information briefing, not a reading.

· The presentation will be 20 +/- 2 minutes.

· Presentation will consist of 6 to 10 slides only (including Title Slide, Agenda, Conclusion, & References).

· May use up to two other visual aids such as maps and diagrams, if desired.

NOTE 1: Required Slides:

· State purpose for the brief and type of briefing (Military Informational Brief) – Purpose

· Measures of Effectiveness – talk about it (Main Points)

· Measures of Performance – talk about it (Main Points)

· Summarize what was discussed in your last slides (Conclusion).

NOTE 2: Please ensure I have strong talking points in the notes area of each required slide above, but within the 20 +/- 2 minutes time frame.

NOTE 3: Rubrics is attached for requirements.

Essays Guru Only

Power Point Presentation (Brief)

***Please ensure assignment is Plagiarism Free; Active Voice***

Organizational Assessment Briefing (Power Point Presentation)

Topic: Can you use Measures of Performance (MOPs), Measures of Effectiveness (MOEs) and Indicators in the leader development process? If yes, how? If not, why not?

Instructions: Prepare an Organizational Assessment Briefingon the above topic.

The requirements for this presentation are:

· Must have UNCLASSIFIED on all slides.

· This is an information briefing, not a reading.

· The presentation will be 20 +/- 2 minutes.

· Presentation will consist of 6 to 10 slides only (including Title Slide, Agenda, Conclusion, & References).

· May use up to two other visual aids such as maps and diagrams, if desired.

NOTE 1: Required Slides:

· State purpose for the brief and type of briefing (Military Informational Brief) – Purpose

· Measures of Effectiveness – talk about it (Main Points)

· Measures of Performance – talk about it (Main Points)

· Summarize what was discussed in your last slides (Conclusion).

NOTE 2: Please ensure I have strong talking points in the notes area of each required slide above, but within the 20 +/- 2 minutes time frame.

NOTE 3: Rubrics is attached for requirements.

Rubrics_Form 1009 S Oral Communication_Briefings.pdf

Performance Level 0-4 5-7 8-10

Introduction – Total 10

No attention step. No clear purpose. No stated classification. No stated briefing type. No introduction of major points (agenda).

Attention step was vague or not tied to presentation. Purpose was presented, but not focused or completely relevant. Stated inappropriate classification or briefing type for the task and purpose. Vague or partial introduction of major points.

Attention step was effective and appropriate. Purpose was clearly stated, focused, and relevant to the presentation. Stated appropriate classification for the presentation. Stated appropriate briefing type. Clearly introduced major points (agenda) relevant to the purpose.

Development – Total 60 Major points did not support purpose. Major points partially supported purpose. Major points fully supported purpose.

Failed to consider different viewpoints. Presented multiple viewpoints, but did not completely reason through them. Clearly and fairly discussed all viewpoints.

Failed to show how evidence supports main points/purpose.

Clear analysis supported main points/purpose.

Speaker failed to consider audience’s prior knowledge.

Generally considered the audience’s prior knowledge of the topic, talked above or below that knowledge.

Considered the audience’s prior knowledge, biases, and agendas.

Did not address implications & consequences of the assertions or recommendations. Contained two or more fallacies within the presentation.

Partially addressed implications and consequences of the assertions or recommendations.

Fully developed implications and consequences of the assertions or recommendations.

No transitions. Automation distracted from the speaker’s main points/assertion or overloaded the audience.

One fallacies or the appearance of one existed within the presentation. Presentation was free of fallacies.

Conclusion – Total 10

Conclusion did not support purpose. No conclusion. No transition to next speaker.

Conclusion partially supported purpose. Conclusion was not strongly tied to the evidence and reasoning or it was not concise. Transition to the next speaker was vague or incomplete.

Conclusion is clear, reinforces purpose and major parts of the briefing.Conclulsion was fully justified by the evidence and reasoning and it was concise. Well defined transition to next speaker.

Style and Mechanics – Total 20

Diction or tone was not appropriate for audience or purpose. Body language was inappropriate or unprofessional.

Diction and tone were generally appropriate for audience and purpose. Body language did not always enhance the presentation.

Diction and tone were clear, articulate and drew the audience into the presentation. Body language enhanced the presentation.

Did not anticipate or respond to questions. Inappropriate setting, classroom, or use of equipment.

Did not fully answer the questions that were asked. Demonstrated some difficulty managing the setting, classroom, or equipment.

Anticipated questions and answered questions with clarity, accuracy, and precision. Completely managed the setting, classroom, and/or equipment.

100 Possible Points – Sub Total

Did not meet time alloted time requirement = Subtract 31 points

Total

Analysis partially supported main points/purpose.

  1. 1:
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  10. 10:
  11. SubTotal: 0
  12. A:
  13. 22: 0

NAME: ASSIGNMENT TITLE: DATE: TERM: INSTRUCTOR: RATING UNSATISFACTORY SATISFACTORY SUPERIOR POINTS 70 – 89 90 – 100 EARNED COGNITIVE LEVEL ATTAINED: Higher levels include characteristics of lower levels.

CREATING: Putting elements together to form a coherent or functional whole; reorganizing elementsinto a new pattern or structure through generating, planning, or producing. EVALUATING: Making judgments based on criteria and standards through checking and critiquing.

ANALYZING: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

APPLYING: Carrying out or using a procedure through executing, or implementing.

UNDERSTANDING: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

REMEMBERING: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.

Assignment

Facilitator Comments: (Emphasis on opportunities for growth, development, character, and presence)

Facilitator Signature:

Student Comments:

Student Signature:

0 – 69

Performance Level 0-4 5-7 8-10

Introduction – Total 10

No attention step. No clear purpose. No stated classification. No stated briefing type. No introduction of major points (agenda).

Attention step was vague or not tied to presentation. Purpose was presented, but not focused or completely relevant. Stated inappropriate classification or briefing type for the task and purpose. Vague or partial introduction of major points.

Attention step was effective and appropriate. Purpose was clearly stated, focused, and relevant to the presentation. Stated appropriate classification for the presentation. Stated appropriate briefing type. Clearly introduced major points (agenda) relevant to the purpose.

Development – Total 60 Major points did not support purpose. Major points partially supported purpose. Major points fully supported purpose.

Failed to consider different viewpoints. Presented multiple viewpoints, but did not completely reason through them. Clearly and fairly discussed all viewpoints.

Failed to show how evidence supports main points/purpose.

Clear analysis supported main points/purpose.

Speaker failed to consider audience’s prior knowledge.

Generally considered the audience’s prior knowledge of the topic, talked above or below that knowledge.

Considered the audience’s prior knowledge, biases, and agendas.

Did not address implications & consequences of the assertions or recommendations. Contained two or more fallacies within the presentation.

Partially addressed implications and consequences of the assertions or recommendations.

Fully developed implications and consequences of the assertions or recommendations.

No transitions. Automation distracted from the speaker’s main points/assertion or overloaded the audience.

One fallacies or the appearance of one existed within the presentation. Presentation was free of fallacies.

Conclusion – Total 10

Conclusion did not support purpose. No conclusion. No transition to next speaker.

Conclusion partially supported purpose. Conclusion was not strongly tied to the evidence and reasoning or it was not concise. Transition to the next speaker was vague or incomplete.

Conclusion is clear, reinforces purpose and major parts of the briefing.Conclulsion was fully justified by the evidence and reasoning and it was concise. Well defined transition to next speaker.

Style and Mechanics – Total 20

Diction or tone was not appropriate for audience or purpose. Body language was inappropriate or unprofessional.

Diction and tone were generally appropriate for audience and purpose. Body language did not always enhance the presentation.

Diction and tone were clear, articulate and drew the audience into the presentation. Body language enhanced the presentation.

Did not anticipate or respond to questions. Inappropriate setting, classroom, or use of equipment.

Did not fully answer the questions that were asked. Demonstrated some difficulty managing the setting, classroom, or equipment.

Anticipated questions and answered questions with clarity, accuracy, and precision. Completely managed the setting, classroom, and/or equipment.

100 Possible Points – Sub Total

Did not meet time alloted time requirement = Subtract 31 points

Total

Analysis partially supported main points/purpose.

  1. NAME:
  2. ASSIGNMENT TITLE: Organizational Assesment Briefing
  3. DATE:
  4. AssignmentRow1: Requirement: 20 minute (+/- 2 min) PowerPoint presentation with 6 to 10 slides.
  5. Student Comments:
  6. 1:
  7. 22: 0
  8. SubTotal: 0
  9. A:
  10. 2:
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  19. UNSAT GRADE:
  20. SAT GRADE:
  21. SUP GRADE:
  22. Facilitator Comments Emphasis on opportunities for growth development character and presence:
  23. TERM: 1st
  24. INSTRUCTOR: