Gap Analysis: What Student Traits Corporate CEOs Find Most Important

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Instructions

Write a 200-300 word paper answering the following question.

1. Perform a ‘gap analysis’ by developing a two-dimensional plane and evaluate the results.

A university wants to perform a gap analysis to determine what student traits corporate CEOs find most important. The exercise is administered to CEOs and involves two surveys – an expectations survey and a perceptions survey.

All questions are answered on a 10-point scale. The attributes the CEOs are asked to rate are propensity for life-long learning, ability to work in teams, innate ability, and cognitive ability. The results of nine surveys are synopsized in the text table:

Table

2. Use the following data to determine which dimensions to emphasize in training.

Perceptions Expectations

Tangible = 5.40 1.42

Reliability = 3.20 6.40

Responsiveness = 2.45 2.30

Assurance = 5.60 3.30

Empathy = 1.90 6.40

3. Using simple differencing, determine which dimensions should be emphasized.

4. To what should the focus be applied?

Lifelong Learning

Teamwork

Innate Abilities

Cognitive Abilities

Perceptions

2

9.33

5.33

8.89

Expectations

8

8.78

3.67

3

Differences

-6

0.55

-1.66

5.89

Start Date

Jan 17, 2022 12:01 AM

Due Date

Mar 18, 2022 11:59 PM

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This table lists criteria and criteria group names in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. You can give feedback on each criterion by tabbing to the add feedback buttons in the table.

Criteria

4 – Exemplary Letter Grade: A

4 points

3 – Proficient Letter Grade: B

3 points

2 – Novice Letter Grade C

2 points

1 – Unsatisfactory Letter Grade: D or F

1 point

Criterion Score

MAIN IDEA: Clear focus, thesis, or hypothesis. Writer understands task

• Commendable focus, thesis or hypothesis that frames argument.

• Advanced demonstration of comprehension of task.

• Effective focus, thesis or hypothesis that frames argument.

• Significant demonstration of comprehension of task.

• Suitable focus, thesis or hypothesis that frames argument.

• Acceptable demonstration of comprehension of task.

• Limited focus, thesis or hypothesis that frames argument.

• Negligible demonstration of comprehension task.

Score of MAIN IDEA: Clear focus, thesis, or hypothesis. Writer understands task, / 4

CONTENT: Accurate supporting details/evidence. Detail/evidence well-suited to audience. Detail/evidence relevant to main idea. Accurate conclusion(s).

• Extensive presence of accurate supporting detail/evidence.

• Detail is always well suited to audience.

• Evidence is consistently relevant to the main idea.

• Accurate and logical conclusion that extensively synthesizes argument.

• Considerable presence of accurate supporting detail/evidence.

• Detail is usually well suited to audience.

• Evidence is nearly always relevant to the main idea.

• Mostly accurate and logical conclusion that effectively synthesizes argument.

• Adequate presence of accurate supporting detail/evidence.

• Detail is sometimes well suited to audience.

• Evidence is relevant to the main idea some of the time.

• Generally accurate and logical conclusion that partially synthesizes argument.

• Minimal presence of accurate supporting detail/evidence.

• Detail is rarely well suited to audience.

• Evidence is rarely relevant to the main idea.

• Minimally accurate and logical conclusion.

Score of CONTENT: Accurate supporting details/evidence. Detail/evidence well-suited to audience. Detail/evidence relevant to main idea. Accurate conclusion(s)., / 4

ORGANIZATION: Introduction, Body, Conclusion, Transitions, MLA format.

• Introductory statement is present and commendable.

• Body of supporting material is present and commendable.

• Conclusion is present and commendable.

• Smooth and enriching transitions.

• Follows MLA format

• Introductory statement is present and effective.

• Body of supporting material is present and effective.

• Conclusion is present and effective.

• Smooth and effective transitions.

• Minor error in MLA format

• Introductory statement is present and acceptable.

• Body of supporting material is present and acceptable.

• Conclusion is present and acceptable.

• Suitable transitions.

• Satisfactory use of MLA format

• Introductory statement is limited.

• Body of supporting material is limited.

• Conclusion is limited.

• Rare utilization of transitions.

• Little or no use of MLA format.

Score of ORGANIZATION: Introduction, Body, Conclusion, Transitions, MLA format., / 4

LANGUAGE USE: Accurate vocabulary. Varied word choice. Sentence form and structure. Coherence.

• Extensive use of accurate vocabulary.

• Extraordinary word choice.

• Extensive variation in sentence form and structure.

• Product is consistently coherent and reads extraordinarily well.

• Ample use of accurate vocabulary.

• Effective word choice.

• Substantial variation in sentence form and structure.

• Product is usually coherent and reads well.

• Acceptable use of accurate vocabulary.

• Adequate word choice.

• Suitable variation in sentence form and structure.

• Product is sometimes coherent and reads well some of the time.

• Occasional use of accurate vocabulary.

• Limited word choice.

• Negligible variation in sentence form and structure.

• Product is rarely coherent and does not read well.

Score of LANGUAGE USE: Accurate vocabulary. Varied word choice. Sentence form and structure. Coherence., / 4

MECHANICS: Spelling Capitalization and punctuation Grammar

• Commendable control of standard writing conventions (spelling, capitalization, punctuation, and grammar).

• Effective control of standard writing conventions (spelling, capitalization, punctuation, and grammar).

• Adequate control of standard writing conventions (spelling, capitalization, punctuation, and grammar).

• Limited control of standard writing conventions (spelling, capitalization, punctuation, and grammar).

Score of MECHANICS: Spelling Capitalization and punctuation Grammar, / 4

Rubric Total Score

Total

Score of Rubric- Written assignments, / 20 Criterion score has been overridden

Overall Score



Overall Score

Level 4

11 points minimum

Level 3

8 points minimum

Level 2

5 points minimum

Level 1

0 points minimum

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