Evaluation Rubric for the
Team Handbook
The team handbook is a project intended to demonstrate how well a team can work together to complete a task related to its own team processes. The handbook should be a multichapter document (at least five sections) that can be used by a manager to use teams in the workplace. The guiding question asks: "what is the key concepts and practices a mnager needs to know about teams in order to more effectively introduce, facilitate, and use them in organizations?" The handbook should be based on sound concept of utility such as clarity of purpose and organization, appropriateness to the audience, relevance of content to workplace teams, and readability. The handbook is a team effort and sections, while possibly researched by separate team members, should be written in a composite team style.
Component
Unacceptable/Insufficient
Acceptable
Excellent
Audience
  • intended audience or end user not mentioned
    		•
  • audience briefly mentioned in general
    		•
  • specific audiences and utility of the handbook to each explained
    		•
    Goals/Purpose
  • purpose or goals not stated
    		•
  • several goals & objectives stated but vague (or lack well-formedness)
    		•
  • goals and objectives for each chapter/section clearly defined; well formed: measurable, specific, concrete, behavioral, etc.
    		•
    Organization (Table of Content)
  • absent or inaccurate (does not correspond to actual organization)
    		•
  • ToC covers all sections, but does not cover subsections; headers unclear; sequencing of header unclear
    		•
  • ToC covers all sections and subsections with clear rationale for sequencing
    		•
    Preface or introduction
  • no section that provides introduction or overview of handbook
    		•
  • section discusses need, importance, rationale
    		•
  • well organized section  explains previous as well as overviews each section and sets reader expectations
    		•
    Content
  • insufficient identification of terms, concepts, vocabulary, practices, procedures
    		•
  • identify and define key terms
    		•
  • identify, define, and show application of key terms; provides cues regarding importance or priority of key ideas
    		•
    Examples
  • no use of examples
    		•
  • examples present but unclear or marginally related to content
    		•
  • clear, concise examples that exemplify the concept or practice in question
    		•
    Writing Style/Format
  • informal, cliches, colloquialisms, jargon, inconsistent style
    		•
  • formal style
    		•
  • formal style; APA style; consistency in writing style (team project)
    		•
    Graphics (use of graphics, tables, figures, color, spacing, etc., for attractiveness and highlight key ideas)
  • no or few graphics
    		•
  • graphics available; may be distracting or not add value to document
    		•
  • graphics attractive, well distributed throughout document, correspond to text, explain or summarize text
    		•
    Self/team assessments (brief tests, inventories, checklists, or observational guides)
  • no self or team assessments
    		•
  • self assessments available but few or marginally described or interpreted; marginally related to text 
    		•
  • self assessment for each key area, with sufficient information on interpretation and use
    		•
    Exercises (structured activities used to demonstrate a process or build skill)
  • no exercises or other structures activities
    		•
  • exercises available but few or marginally described; no explanation on how to use; unrelated to text
    		•
  • exercise for each key area (chapter or section) with explanation how to use and interpret
    		•
    References (citing sources references in text)
  • no references
    		•
  • at least 10 references; from popular or professional literature; mainly use secondary sources; not in APA style; citing mixed quality web sites
    		•
  • at least 15 references; primarily primary professional sources in APA style; high quality web sources
    		•
    Resources (additional sources of information such as organizations, web sites, associations, etc., related to topic)
  • no additional resources listed
    		•
  • additional resources listed but not many (e.g., less than 10), or incomplete in information
    		•
  • more than 10 resources; categorized if more than 3 in each group; complete information for accessing
    		•