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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Rubric Name: Rubric- Written assignments
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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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