COMPARISON BETWEEN THE TWO OPERATIONS MODELS. Make a comparison between the operations models of a macro bakery-cafeteria in Barcelona with that of a traditional small-format bakery or cafeteria,

Learning Descriptors

Fail Below 60%

Marginal Fail 60-69%

Fair 70-79 %

Good 80-89%

Exceptional 90-100%

Purpose & Understanding

KNOWLEDGE & UNDERSTANDING

10%

Very poor coverage of central
purpose, goals, research questions or arguments with little relevant
information evident. Virtually no evidence of understanding or focus.

Minimal understanding of purpose
of the study; factual errors evident. Gaps in knowledge and superficial
understanding. A few lines of relevant material.

Reasonable understanding and
clearly identifies the purpose, goals, research questions or argument.

Reflect partial achievement of
learning outcomes.

A sound grasp of, and clearly
identifies, the purpose, goals, research questions or argument. Some wider
study beyond the classroom content shown.

Effectively describes and
explains the central purpose, arguments, research questions, or goals of the
project; expla-nation is focused, detailed and compe-lling. Recognition of
alternative forms of evidence beyond that supplied in the classroom.

Content

KNOWLEDGE & UNDERSTANDING

10%

Content is unclear, inaccurate and/or incomplete. Brief and irrelevant.
Descriptive Only personal views offered. Unsubs-tantiated and does not support
the purpose, argument or goals of the project. Reader gains no insight
through the content of the project.

Limited content that does not really support the purpose of the report.
Very poor coverage.

Displays only rudimentary knowledge of the content area. Reader gains
few if any insights

Presents some information that adequately supports the central purpose,
arguments, goals, or research questions of the project. Although parts missing,
it demonstrates a level of partially proficient knowledge of the content
area. Reader gains some insights.

Presents clear and appropriate information that adequately supports
the central purpose, arguments, goals or research questions of the project.

Demonstrates satisfactory knowledge of the content area. Reader gains
proficient insights.

Presents balanced, significant and valid information that
clearly and convin-cingly supports the central purpose, arguments, research questions
or goals of the project. Demonstrates in-depth and speciali-zed knowledge of the
content area. The reader gains important insights.

Organization

COMMUNICATION

5%

Information/content is not logically organized or presented. Topics/
paragraphs are frequently disjointed and fail to make sense together. Reader
cannot identify a line of reasoning and loses interest.

Information/content is not, at times, logically organized or presented.
Topics/paragraphs are frequently disjointed which makes the content hard to follow.
The reader finds it hard to understand the flow of the report.

Information/content is presented in a rea-sonable sequence. Topic
/paragraph transition is unclear in places with linkages for the most part. Reader
can generally unders-tand and follow the line of reasoning, although work nee-ded
to be proficien-tly organized.

Information/content is presented in a clear and understandable sequence.
Topic/ paragraph transition is good with clear linkages between sections and arguments.
Reader can understand and follow the line of reasoning.

Information/content is presented in a logical, interesting and
effective se-quence. Topics and arguments flow smoothly and cohe-rently from one
to another and are clearly linked. Rea-der can easily follow the line of reasoning
and enjoyed reading the report.

Style & Tone

COMMUNICATION

5%

Writing is poor, unclear and unen-gaging, and the rea-der finds it
difficult to read and maintain interest. Tone is not professional or suita-ble
for an academic research project. A reorganization and rewrite is needed.

Writing is unenga-ging and reader finds it difficult to maintain
interest. Tone is not consis-tently professional or suitable for an academic research
project. Work needed on academic writing style.

Writing is usually engaging and keeps the reader’s attention. Tone
is generally appropriate for an academic research project, although a clearer
and more professional style and tone is needed.

Writing style and tone is generally good and sustains interest
throughout. Tone is professional and appropriate for an academic research
project.

Writing is compelling and sustains interest throughout. Tone is consistently
professional and appropriate for an academic research project.

Use of References

COMMUNICATION

5%

Little or no evidence of reference sources in the report. Content
not supported and based on unsubstantiated views.

Most references are from sources that are not peer-reviewed or
professional, and have uncertain reliability. Few if any appropriate
citations are provided. Reader doubts the validity of much of the material.

Professionally legiti-mate references are generally used. Fair
citations are presen-ted in most cases. Some of the infor-mation/content/evidence comes from sources that are re-liable,
but more aca-demic sources nee-ded to be convincing

Professionally and academically legitimate references are used. Clear
and accurate citations are presented in most cases. The majority of the information/ content/evidence comes from
sources that are reliable.

Presents compelling evidence from pro-fessionally and aca-demically
legitimate sources. Attribution is clear and accura te. References are 75% from
primarily peer-reviewed professional journals or other approved sources.

Formatting

COMMUNICATION

5%

Research project exhibits no formatting, or frequent and significant
errors in Harvard formatting.

There are too many errors in the Harvard formatting to be acceptable
as a partially proficient piece.

Harvard formatting is employed in the research project with
minor errors. A review and rework of format and style of referencing in text
and in the bibliography is needed.

Harvard formatting is used accurately and consistently throughout
the research project, although some issues are apparent as the reader is unable
to find sources.

Harvard formatting is used accurately and consistently
throughout the research project. Accurate hyperlinks are included where
required, making it easy for readers to review sources.

Oral Communication Skills

COMMUNICATION

20 %

Oral presentation cannot be understood because there is no logical
sequencing of research information. Presenter uses superfluous graphics or no
graphics; graphics do not support or relate to the information presented. Presenter
reads mostor all of the project notes with little or no eye contact. Presenter
mumbles, incorrectly pronounces terms and/or speaks too quietly.Oral
presentation rambles, is unclear and cannot be followed by the audience.
Presenter is unprofessional, lacks confidence, is uncomfortable and cannot answer
basic questions.

Research information is presented in a sequence that at times is
difficult to follow.

Graphics support and are related to the content of the project, but
presenter reads from slides and does not talk around the topic.Presenter
tries to maintains eye contact with the audience but reads from notes too
much. Presenter uses good voice dynamics and clearly enunciates terms,
however they are uncomfortable for the most part and finds it hard answer-ring
questions. Over-all, the oral presen-tation is delivered in a borderline
manner and needs more practice and prepa-ration to reach required standards
of delivery.

Research information is presented in a sequence that the audience
can follow. Graphics support are related to the content of the project.
Presenter maintains eye contact with the audience with a few minor
exceptions; presenter reads from notes on a few occasions. Presenter uses
good voice dynamics and clearly enunciates terms. Presenter is comfortable for
the most part and adequately answers questions.

Overall, the oral presentation is delivered in a satisfactory manner
and meets expectations with respect to oral communication skills.

Research information is presented in a sequence that the audience
can follow. Graphic ssupport and are related to the content of the project. Presenter
maintains eye contact with the audience with a few minor exceptions, seldom
returning to notes. Presenter uses good voice dynamics and clearly enunciates
terms. Presenter is comfortable and answers questions well.

Overall, the oral presentation is
delivered in a good manner and meets expectations with respect to oral
communication skills.

Research information is presented in a logical, interesting and
effective sequence, which the audience can easily follow. Oral presentation
uses effective graphics to explain and reinforce the information presented. Presenter
maintains eye contact with audience and does not read from notes. Presenter
speaks in a clear voice and uses correct, precise pronunciation of terms.
Oral presentation is thorough, clear, compelling, informative and
professionally delivered. Presenter is professional, confident and comfortable,
and answers questions effectively.

Analytical / Critical
Thinking Skills

CRITICAL THINKING

20%

Research problem, concept or idea is not clearly articu-lated,
or its compo-nent elements are not identified or described. Research information
is poorly organized, categorized and/or not examined; research information is
often inaccurate or incomplete. Presents little if any analysis or interpret-tation;
inaccurately and/or inappropria-tely applies research methods, techniques ,
models, frameworks and/or theories to the analysis. Presents few solutions or
conclusions; solutions or conclusions are often not well supported, are inaccurate
and/or inconsistent, and are presented in a vague or rudimentary manner.

Research problem, concept or idea is not clearly articulated at times
and confusing. Research information is badly organized, categorized, and/or
only superficially examined; research information is often incomplete. Presents
limited analysis or interpretation; inaccurately and/or inappropriately
applies research methods, techniques, models, frameworks and/or theories to the
analysis. Presents some solutions or conclusions but they are often not
wellsupported, or logical.

Adequately iden-tifies and describes (or sketches out) the
research problem, concept or idea and its components. Gathers and examines
information relating to the research problem, concept or idea; presents and
appraises research information with some minor inconsistencies, irrelevancies
or omissions. Generally applies appropriate research methods, techniques,
models, frameworks and/or theories although within accuracies. Outlines
solutions or conclusions that are somewhat logical and consistent with the analysis
and evidence; identifies and/or lists solutions or conclusions although not
always clearly.

Formulates a clear description of the research problem, concept or
idea, and specifies major elements to be examined. Selects information
appropriate to addressing the research problem, concept or idea; accurately
and appropriately analyses and interprets relevant research information.
Effectively applies appropriate research methods, techniques, models,
frameworks and/or theories in developing and justifying multiple solutions or
conclusions; solutions or conclusions are coherent, well supported and complete.

Effectively formula-tes a clear descript-tion of the research
problem, concept or idea, and specifies major elements to be examined. Selects
and prioritizes infor-mation appropriate to addressing the research problem, concept,
or idea; accurately and ap-propriately analyzes and interprets relevant
research information.Precisely and effectively applies appropriate research
methods, employs advanced skills to conduct research. Uses techniques,
models, frameworks and/or theories in develop-ping and justifying multiple solutions
or conclusions; solu-tions or conclusions are insightful, cohe-rent, well
supported, logically consistent and complete. Displays a mastery of complex
and specialized areas

Integration Skills

APPLICATION &
EVALUATION

20%

Shows little ability to employ theory and practice across the functional
areas of business in the assessment of issues relating to the research
problem, concept, or idea. Does not recognize or correctly identify
cross-functional organizational issues relevant to the researchproblem,
concept or idea. Does not adequately evaluate the research problem, concept
or idea in light of relevant principles, theories and practices across the
business functional areas. Few if any solutions, recommendations for action,
or conclusions are presented, and/or they are not appropriately justified or supported.

Shows some ability to employ theory and practice across the functional
areas of business in the assessment of issues relating to the research problem,
concept or idea. Recognizes organiza-tional issues relevant to the research problem,
concept or idea but does not show understanding. Does not adequately evaluate
the research problem, concept or idea in light of relevant principles,
theories and practices across the business functional areas. Some solutions offe-red
but difficult to understand. Recom-mendations for action or conclusions are presented,
but they are often not well supported, or logical.

Exhibits application of principles, theories and practices
across the functional areas of business to the analysis of the research
problem, concept or idea. With some exceptions, outlines and describes (or
sketches out) some cross- functional organizational issues that are relevant to
the research problem, concept or idea.

Adequately identifies and describes (or summarizes) solutions, recommendations
for action, or conclusions that are, for the mostpart, appropriate, but which
needto be more aligned with principles and concepts in the functional areas
of business.

Demonstrates an ability to integrate and apply principles, theories
and practices across the functional areas of business tothe analysis of the research
problem, concept or idea.

Identifies, examines and critically
evaluates important cross-functional organizational issues associated
with the research problem, concept or idea. Clearly justifies solutions, recommendations
for action, or conclusions based on analytics and an insightful synthesis
ofcross-disciplinary principles andconcepts in the functional areas of business.

Demonstrates well-developed ability to integrate and apply
principles, theories and practices across the functional areas of business to
the analysis of the research problem, concept or idea. Effec-tively identifies,
exa-mines and critically evaluates important cross-functional orga-nizational
issues asso-ciated with the rese-arch problem concept or idea. Clearly and effectively
justifies solutions recommen-dations for action, or conclusions based on strong
analytics and an insightful synthesis of cross-disciplinary principles and
con-cepts in the functional areas of business. Can link thinking across
disciplines and contexts.