Final Project 1: Written Business CaseIt is time to culminate the course outcomes in your Final Project business case. Be sure to read the Final Project Overview in the Internship Handbook to ensure you have met all requirements for your written Final Project. To successfully complete this project, execute the following requirements:Write an executive summary for your Final Project business case.Write a testimony about your experiential learning journey. Discuss your feelings on both the practical and academic experiences you had throughout your internship. Make a declaration on the value of experiential.Make revisions to all sections of your business case to improve quality, including content, context, and formatting.Employ effective persuasive and expository writing techniques.Use the Grading Rubric for this project to ensure your success.
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Unit 10 Final Paper Grading Rubric
Assignment Quality
Title Page Formatting, Originality, and Information
2
Testimony is descriptive and addresses experiential learning journey. Discusses feelings
on both the practical and academic experiences realized throughout internship. Makes a
declaration on the value of experiential.
3
Table of Contents Format
2
Executive Summary
Provides a synopsis of all essential elements of the business case being presented.
3
Summarize the vision of the strategy and implementation plan on solving problems and
capitalizing on opportunities.
3
Convincing and concise explanations of solutions proposed in business case for all six
course outcomes are viable and worthy of a positive judgment to implement.
3
Case Vignette
Improvements to business dilemma were made as per feedback provided by instructor.
5
Narrative persuasively introduces the protagonist and introduces the organizational
design, including:
1
Explains organizational systems
Explains organizational policies
Explains organizational culture
Narrative outlines protagonist situation and viewpoint, explains what known/unknown
about the protagonist situation is, and explains the context of the protagonist situation
in relation to a minimum of three course outcomes.
Business Dilemma per Course Outcome
Improvements to business dilemma were made as per feedback provided by instructor.
5
Root cause analysis explains the business dilemma for outcome 1, demonstrating critical
thinking to explain the problem/opportunity, and a minimum of one peer-reviewed
research source is used to connect practice with theory.
1
Root cause analysis explains the business dilemma for outcome 2, demonstrating critical
thinking to explain the problem/opportunity, and a minimum of one peer-reviewed
research source is used to connect practice with theory.
1
Root cause analysis explains the business dilemma for outcome 3, demonstrating critical
thinking to explain the problem/opportunity, and a minimum of one peer-reviewed
research source is used to connect practice with theory.
1
Root cause analysis explains the business dilemma for outcome 4, demonstrating critical
thinking to explain the problem/opportunity, and a minimum of one peer-reviewed
research source is used to connect practice with theory.
1
Root cause analysis explains the business dilemma for outcome 5, demonstrating critical
thinking to explain the problem/opportunity, and a minimum of one peer-reviewed
research source is used to connect practice with theory.
1
Root cause analysis explains the business dilemma for outcome 6, demonstrating critical
thinking to explain the problem/opportunity, and a minimum of one peer-reviewed
research source is used to connect practice with theory.
1
Management Research Questions
Improvements to management research questions were made as per feedback provided
by instructor.
5
Management research questions led to the strategic solution to a business dilemma.
6
Literature Review
Improvements to literature review were made as per feedback provided by instructor.
5
Literature Review content for Course Outcome 1 effectively connects practice with
theory through analysis of the business dilemma and synthesizes 3 research resources.
A minimum of one peer reviewed research resource is used to connect practice with
theory. Conclusions are drawn to determine solutions to the major and minor
management research questions.
1
Literature Review content for Course Outcome 2 effectively connects practice with
theory through analysis of the business dilemma and synthesizes 3 research resources.
A minimum of one peer reviewed research resource is used to connect practice with
theory. Conclusions are drawn to determine solutions to the major and minor
management research questions.
1
Literature Review content for Course Outcome 3 effectively connects practice with
theory through analysis of the business dilemma and synthesizes 3 research resources.
A minimum of one peer reviewed research resource is used to connect practice with
theory. Conclusions are drawn to determine solutions to the major and minor
management research questions.
1
Literature Review content for Course Outcome 4 effectively connects practice with
theory through analysis of the business dilemma and synthesizes 3 research resources.
A minimum of one peer reviewed research resource is used to connect practice with
1
theory. Conclusions are drawn to determine solutions to the major and minor
management research questions.
Literature Review content for Course Outcome 5 effectively connects practice with
theory through analysis of the business dilemma and synthesizes 3 research resources.
A minimum of one peer reviewed research resource is used to connect practice with
theory. Conclusions are drawn to determine solutions to the major and minor
management research questions.
1
Literature Review content for Course Outcome 6 effectively connects practice with
theory through analysis of the business dilemma and synthesizes 3 research resources.
A minimum of one peer reviewed research resource is used to connect practice with
theory. Conclusions are drawn to determine solutions to the major and minor
management research questions.
1
Strategy Development
Improvements to Solution Strategies were made as per feedback provided by instructor.
5
Proposes a primary solution to the business dilemma problems/opportunities for course
outcome one (1) based on the findings in the literature review, explains features and
benefits of solution, establishes SMART+C objectives, addresses risks and threats.
1
As a contingency plan, propose 1 alternative solution to the business dilemma for
course outcome one (1) based on the findings in the literature review.
1
Explained how the primary and alternative solutions to the course outcome one
(1) business dilemma is aligned with your internship organization’s vision,
mission, and values.
1
Proposes a primary solution to the business dilemma problems/opportunities for course
outcome two (2) based on the findings in the literature review, explains features and
benefits of solution, establishes SMART+C objectives, addresses risks and threats.
1
As a contingency plan, propose 1 alternative solution to the business dilemma for
course outcome two (2) based on the findings in the literature review.
1
Explained how the primary and alternative solutions to the course outcome two
(2) business dilemma is aligned with your internship organization’s vision,
mission, and values.
1
Proposes a primary solution to the business dilemma problems/opportunities for course
outcome three (3) based on the findings in the literature review, explains features and
benefits of solution, establishes SMART+C objectives, addresses risks and threats.
1
As a contingency plan, propose 1 alternative solution to the business dilemma for
course outcome three (3) based on the findings in the literature review.
1
Explained how the primary and alternative solutions to the course outcome three
(3) business dilemma is aligned with your internship organization’s vision,
mission, and values.
1
Proposes a primary solution to the business dilemma problems/opportunities for course
outcome four (4) based on the findings in the literature review, explains features and
benefits of solution, establishes SMART+C objectives, addresses risks and threats.
1
As a contingency plan, propose 1 alternative solution to the business dilemma for
course outcome four (4) based on the findings in the literature review.
1
Explained how the primary and alternative solutions to the course outcome four
(4) business dilemma is aligned with your internship organization’s vision,
mission, and values.
1
Proposes a primary solution to the business dilemma problems/opportunities for course
outcome five (5) based on the findings in the literature review, explains features and
benefits of solution, establishes SMART+C objectives, addresses risks and threats.
1
As a contingency plan, propose 1 alternative solution to the business dilemma for
course outcome five (5) based on the findings in the literature review.
1
Explained how the primary and alternative solutions to the course outcome five
(5) business dilemma is aligned with your internship organization’s vision,
mission, and values.
1
Proposes a primary solution to the business dilemma problems/opportunities for course
outcome six (6) based on the findings in the literature review, explains features and
benefits of solution, establishes SMART+C objectives, addresses risks and threats.
1
As a contingency plan, propose 1 alternative solution to the business dilemma for
course outcome six (6) based on the findings in the literature review.
1
Explained how the primary and alternative solutions to the course outcome six
(6) business dilemma is aligned with your internship organization’s vision,
mission, and values.
1
Implementation Plan
Improvements to Solution Strategies were made as per feedback provided by instructor.
5
Create a step-by-step action plan addressing policy, system, process, and procedure
changes needed to implement the primary solution to the business dilemma for course
outcome one (1).
1
Create a step-by-step action plan addressing policy, system, process, and procedure
changes needed to implement the primary solution to the business dilemma for course
outcome two (2).
1
Create a step-by-step action plan addressing policy, system, process, and procedure
changes needed to implement the primary solution to the business dilemma for course
outcome three (3).
1
Create a step-by-step action plan addressing policy, system, process, and procedure
changes needed to implement the primary solution to the business dilemma for course
outcome four (4).
1
Create a step-by-step action plan addressing policy, system, process, and procedure
changes needed to implement the primary solution to the business dilemma for course
outcome five (5).
1
Create a step-by-step action plan addressing policy, system, process, and procedure
changes needed to implement the primary solution to the business dilemma for course
outcome six (6).
1
Writing Mechanics
Effective Application of Persuasive Writing Techniques
3
Effective Application of Expository Writing Techniques
3
APA referencing format
2
Grammar:
3 points: zero mistakes
2 points: 3-5 mistakes
1 point: 6-10 mistakes
0 points 11+ mistakes
3
Total
100
Unit 10 Final Presentation Grading Rubric
Visual Presentation Quality
PowerPoint presentation consists of 8-10 slides
3
PowerPoint presentation has title slide and is professionally designed
5
PowerPoint presentation slides uses visuals to depict information and slides have little
verbiage other than use in headings and bullet points
5
Presentation Content Quality
Clearly presents business case vignette
5
Clearly introduces management research questions for all outcomes
5
Clearly introduces business dilemmas for all outcomes
5
Clearly discusses Literature Review and conclusions for all outcomes
5
Clearly explains strategy for solutions to problems/opportunities for all outcomes
5
Clearly explains tactical implementation plan
5
Oral Presentation Quality
Speaks with enthusiasm for the topic
5
Avoids utterances such as ah, um, so, you know, okay, well, etc.
3
Speaks loudly enough to be heard; varying voice pitch and volume to ensure class
interest and attention
3
Pronounces words correctly and enunciates clearly
3
Stops at the end of idea, doesn’t hook sentences together
3
Total
60
MT490: INTERNSHIP HANDBOOK
Table of Contents: Click a link to navigate the Internship Handbook)
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
XII.
XIII.
XIV.
XV.
XVI.
XVII.
XVIII.
Introduction
The Purpose of Experiential Learning
Final Project Overview
Unit 1: Getting Started
Unit 2: Building a Business Case
Unit 3: Identifying Problems & Opportunities
Unit 4: Examining the Business Dilemma
Unit 5: Writing Management Research Questions
Unit 6: Building the Literature Review: Outcomes 1, 2, & 3
Unit 7: Building the Literature Review: Outcomes 4, 5, & 6
Unit 8: Strategy & Action Plan: Outcome 1, 2, & 3
Unit 9: Strategy & Action Plan: Outcome 4, 5, & 6
Unit 10: Executive Summary & Testimony
Quick Reference
● Writing an outline
● Professional Oral Presentation
● Visual Presentation
● Creating Effective PowerPoint Presentations
● Inductive Reasoning techniques
● How to read a grading rubric
● How to read an assessment rubric
● How to write an Annotated Bibliography
● Example Annotated Bibliography
● What you need to know about Plagiarism
Continuous Professional Development
Experiential Learning Reference Library
Glossary
References
INTRODUCTION
You are reading this handbook because you are registered for the MT490: Internship course. By
this time in your academic journey, you have taken and passed the majority of required core and elective
courses in your degree plan. All that you have learned throughout your academic journey has prepared
you to thrive in the professional business environment. Here, in this course, is where you will be
required to demonstrate the professional competencies you have developed in a reality based work
setting. This handbook has been designed by the faculty and administration of Kaplan University, in
conjunction with business and industry partners, to help guide your experiential learning journey
throughout this course.
What is your role as an experiential learner? Your role is to actualize what you know, what you think
you know, and to realize what you still need to learn; which is entirely different from the traditional
classroom experience where students are dictated what they should know, and how to learn it. The
experiential learner uses current knowledge, skills, abilities, and behaviors and applies them in specific
practical situations to solve problems and/or to capitalize on opportunities. Experiential learners use
field research abilities to analyze and evaluate the organization from varying perspectives (like the
course outcome topics). Experiential learners behave as leaders to positively effect change and add value
to the organizational culture via contributions and collaborative efforts. Experiential learners practice
professional competencies in real-time, becoming the 21st Century professionals employers need and
desire. Experiential learners develop professional competencies that enable entrepreneurship!
Experiential learners develop strong professional communication, problem solving, critical thinking, and
research abilities. As a student intern, you will soon realize the value of this engaging teaching/learning
paradigm called experiential learning.
THE PURPOSE OF EXPERIENTIAL LEARNING
What is experiential learning?
Experiential learning theory is defined by Kolb (1984) as “the process whereby knowledge is
created through the transformation of experience. Knowledge results for the combination of grasping
and transforming experience” (p. 41). A student intern engages in experiential learning by doing, which
occurs through experience, observation, and taking action during discovery and exploration based
activities that require knowledge of topics related to a reality based setting. Students that engage in
experiential learning are able to apply important 21st century professional competencies desired by
employers in the career marketplace. During the experiential learning process, business student interns
are required to apply and hone professional knowledge, skills, abilities, and behaviors learned
throughout their professional and academic career. You will find a thorough definition of experiential
learning in the glossary.
Have you ever learned about a theory or concept in an academic course and wonder how it applies in
the real world?
Throughout the traditional higher education learning process, students acquire knowledge, skills,
abilities, and behaviors related to many new theories and concepts in the academic setting. When
executing assignments, students are told what chapters to read in a book and what topics to write about.
In experiential learning, students become interns working for an organization and the practical work
experience is spontaneous and uncontrolled. In other words, it is a real world setting and faculty has no
idea what the student intern will experience. Student interns will need to use recall and/or research
abilities to identify theories and concepts learned throughout their degree plan in order to apply and/or
evaluate how it applies in the real world business setting. It is not guaranteed that student interns will be
able to apply all theories and concepts learned throughout the degree plan that is of interest, but the
student intern will achieve the goal of experiential learning, which is to develop the ability to apply
theory to practice and practice to theory in their professional careers for the purpose of continuous
professional development.
Many students ask the question: Why is MT490: Internship a required course?
Of course there is great value in traditional teaching and learning methods in higher learning, but
without actualization of the theories and concepts in connection with real world experiences gained
through experiential learning, the learning process is incomplete. There is an anonymous old adage that
states: “In theory, theory and practice are the same. In practice, they are not.” Through experiential learning, students
demonstrate important professional competencies like critical thinking, decision making, research, analytics, emotional
intelligence, teamwork, leadership, and much, much more. Through the application and actualization of such
professional competencies, students build new understandings of the business world.
This reality of experiential learning is consistent with the infamous quote aptly offered by Confucius,
an honorable Chinese philosopher:
I hear and I forget.
I see and I remember.
I do and I understand!
This internship course is comprised of both an academic and practical learning experience. However,
the majority of your grade is achieved on the academic side of the course. In this course, your goal is to
culminate the course outcomes through experiential learning. Your internship is not just about on-thejob training. It is not just about fulfilling daily tasks. Your internship is about learning through
experience. Be sure to spend 10 hours per week working on the practical side of your internship for your
internship employer. You should work 8 hours per week on the academic side of your internship to
culminate the course outcomes.
MT490: Internship Course Vision Statement
The Kaplan University Internship Program leads in establishing an academic culture of experiential
learning that fosters continuous improvement opportunities for students in the practice of business. In
the practice of business, student interns connect theory to practice and practice to theory to identify and
solve real world problems and opportunities related to the specified Bachelor’s level program outcomes.
Bachelor’s level program outcomes include:
MT490-1: Evaluate information management, planning, and control in business environments.
MT490-2: Analyze organizational processes and procedures in a variety of business settings.
MT490-3: Synthesize appropriate principles, concepts, and frameworks for making ethical decisions.
MT490-4: Assess the roles that structure, management, and leadership play in organizational
performance.
MT490-5: Evaluate how economics, government, and law affect value creation in the global context.
MT490-6: Evaluate career skills in the field of business and management
MT490: Internship Course Mission Statement
The mission of the Kaplan University Internship Program is to guide student i …
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