certified public manager program of illinois handbook for … · 2015. 7. 8. · certified public...

University of Illinois - Springfield

[2015]

Certified Public Manager® Program of Illinois

Handbook for Candidates and their Agencies

Certified Public Manager® Program of Illinois Revised: January 30, 2013

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Table of Contents

Welcome………………………………………………………………………………...2 Administration……………………………………………………………………….…..3 Mission and Objectives..………………………………………………………………4 Frequently Asked Questions……………………………..…………….………….5-11 Competency Based Learning………………………………………….…………12-15 Program Requirements Overview Example…………………..…..……………16-17 Policies………………………………………………………………….…………..18-21 . CPM Candidate Application Form……..………………………………………...22-26 Independent Study Application Form – Worksheet……..………………….….27-32 Course Planning and Progress Worksheet….…….……………………………33-35 Professional Development Learning Portfolio…….………………………….…36-43 Capstone Project……………………………………….….……..………..………44-52


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WELCOME

To

The Certified Public Manager®

Program of Illinois Handbook

You will find in the handbook most of the answers to your questions about CPMPI. If after you have reviewed the handbook your questions have not been answered, please contact the CPMPI Office and we are here to help you use the program to your best advantage.

Although we administer the CPM Program, keeping track of your progress in it and making decisions about classes is a shared responsibility. We can only provide you with an updated transcript once a year. Please use the materials you’ve been given to keep track of any training you receive during a fiscal year, and use that to check the accuracy of the transcript which you’ll receive each summer. Use the handbook as well to refresh your memory on program requirements, policies, and compare your progress against those requirements. We hope your experience with the Certified Public Manager Program energizes you and enhances your ability to be successful and to make a difference. Lorena Johnson, M.A., M.P.A. Director of the Certified Public Manager Program of Illinois


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THE CERTIFIED PUBLIC MANAGER® PROGRAM OF ILLINOIS

Administered by:

Center for State Policy and Leadership

Institute for Legal, Legislative and Policy Studies University of Illinois – Springfield

One University Plaza MS PAC 454 Springfield, IL 62703-5407

Phone: 217 206-6079 Fax: 217 206 - 7397 http://cspl.uis.edu/

The Certified Public Manager Program of Illinois (CPMPI) is a 300 hour nationally accredited comprehensive management development program specifically for managers in non-profit organizations, state, local, and federal government.

CPMPI program recognizes the unique demands and challenges of the public

management profession. It focuses on developing competencies necessary for high individual, team, and organizational performance.

CPMPI program is targeted at directors, managers, and supervisors as well as those who manage projects and programs. In addition, individuals with public sector leadership aspirations who have demonstrated leadership potential can benefit from this program.

A candidate is awarded the Certified Public Manager designation upon completion of the CPMPI. This designation is recognized throughout the United States.


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THE CERTIFIED PUBLIC MANAGER® PROGRAM OF ILLINOIS

Our Mission

The mission of the Certified Public Manager Program of Illinois is to contribute to the effectiveness of the public services in the State of Illinois by offering a professional development program that provides public manager professionals with the essential knowledge, skills, and attitudes needed to manage in the public sector of the 21st century.

The Certified Public Manager® Program of Illinois Objectives:

Supporting the unique professional development needs of Illinois public managers in the 21st Century;

Promoting leadership development in the practice of public management through high educational and ethical standards;

Providing a dynamic learning environment that facilitates the emergence of new and innovative ideas, approaches, and practices in the field of public administration;

Building collaborative partnerships across the nonprofit organizations, state, local and federal government agencies and organizations;

Serving as the resource for professional development training and education for the public sector in the State of Illinois.

Our Values

Our Vision

The CPM is the most highly valued public manager professional development credential in the State of Illinois

CPM


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FREQUENTLY ASKED QUESTIONS

What is the Certified Public Manager ®Program?

The Certified Public Manager® Program of Illinois (CPMPI) is a nationally-accredited comprehensive statewide management development program specifically for managers in federal, state, and local government. The CPMPI program consists of three levels, totaling 300 hours of training. Like CPM programs in other states, it recognizes the public management profession and its unique demands and challenges as well as your professional commitment and achievement. The program is administered by the University of Illinois at Springfield.

Who can enroll in CPMPI classes?

Supervisors, directors, administrators, and managers working at any level of government or non-profit management can participate in courses. It is not necessary to enroll in the CPMPI program to attend classes. Most are one-day or ten-hour classes.

Where will classes be offered?

CPM participants now have the option of obtaining the CPM Certification online. In addition, CPM trainings are also held throughout the State of Illinois and on the UIS campus. We are also excited to announce the availability of CPM web conferencing. Most of the CPMPI courses have web conferencing availability. With Blackboard Collaborate Live!, our web conferencing system, participants are connected online to a live CPMPI training. Blackboard Collaborate allows users with different Internet connection speeds to collaborate online. Blackboard Collaborate software is especially useful in providing audio exchanges, the sharing of desktop computer applications, text-based chatting, and interactive whiteboards. For more information about CPM courses via Blackboard Collaborate please contact Lorena Johnson at (217) 206 - 6079 or [email protected] .

CPMPI classes also can be offered for individual agencies or government units upon request.

mailto:[email protected]


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Who will teach?

All classes are taught by University of Illinois faculty or experienced public manager practitioners.

What are the requirements for certification?

The CPMPI program consists of 300 hours in three levels. You must complete all levels to be to obtain the CPM Certification. Level III is open only to those people who have completed Levels I and II. The requirements are:

Level I Number of Trainings Number of CPM Hours

Number of Training Days

Effective Supervision

5 60 6

We suggest you begin with CPM 100 Leadership and Management: A Self- Assessment. This class gives you both an understanding of your strengths as a manager and an overview of the program. Upon completion of Level I you will receive a certificate in Effective Supervision. (For more information on the trainings offered pages 18 – 33.

Level II Number of Trainings

Number of CPM Hours


Effective Leadership and Management Trainings

14 140 14

Level II focuses on the seven CPMPI core competencies. These core competencies reflect the essential knowledge, skills and attributes needed to remain effective and leaders and managers in the 21st Century. For more information see pages 18 – 33. Level III Number of

Trainings Number of CPM Hours Number of

Training Days

Leadership Seminar 1 10 1

Capstone Project Up to 50 0

Credit for Prior Learning Up to 30 0

Learning Portfolio Up to 50 0

Level III focuses on reflection and application. Candidates are required to

complete the following training and projects:


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Certified Public Manager® Program of Illinois Learning Portfolio:

The learning portfolio is a collection of your learning drawn from your work in the

IACAA CPM trainings. It provides reflection and documentation of your efforts

and professional development. The portfolio is a compilation of materials that

exemplifies your knowledge, skills and experiences. It provides insight into your

approach to leadership and management and your work ethic. All in all, it is a

representation of your professional development. For more information about the

CPM Learning Portfolio please go to pages 34 – 41 of this handbook.

Certified Public Manager® Program of Illinois Capstone Project:

Capstone Project is the culminating written work for the CPMPI Program and it is

offered to participants who have completed 100 hours in the CPM Program. The

purpose of the capstone project is for participants to apply what they have

learned in the program to an issue, problem or situation. The Capstone Project

is an independently conducted activity which enables candidates to further

explore a matter of interest or benefit to his or her organization. For more

information about the Capstone Project please go to pages 42 – 50 of this

handbook.

Certified Public Manager® Program of Illinois Leadership Seminar:

In this seminar Candidates examine the concept of public leadership, integrating ideas, knowledge, skills, and experiences from the CPMPI trainings to inform participants’ discussions and activities. Candidates will reflect on what they have learned and how they will apply what they have learned to improve their work and their organizations.

Can I get CPM credit for prior learning?

Absolutely! The CPM is a professional development certification and as such supports the ongoing growth and development of public managers. We know that in your capacity as a professional you value learning and have sought numerous opportunities to learn more about leadership and management. So we want you to be able to count those experiences toward the CPM. You can obtain up to 40 hours of credit for prior learning. You must first request approval for any credit for prior trainings. For more information about credit for prior learning refer to the CPL Guidelines and Forms located on the CPM website.


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If there is a topic/subject that I am interested in but is not list in the CPM roster of trainings can I take independent study training?

Independent Study with CPM faculty supervision. A candidate who has completed at least 100 CPM hours towards the CPM Certification may request approval for independent study. For more information please go to pages 25 – 30 in this handbook.

Why should I enroll in the program?

Opportunity to explore the knowledge and skills of effective and successful management practices with practitioners and experts in the field of public management;

Enhancing leadership abilities by identifying your areas of strength and areas of growth and development;

Networking and exploring what works with other professional public managers and learning from and with representatives of other nonprofit and governmental agencies across the state and nationally;

Applying to your work the latest ideas and best practices in the field of public administration;

Advancing your professional growth and development by having access to University of Illinois at Springfield’s rich resources and leading experts in the field of public administration.

What is the total cost of the program?

For CPMPI candidates the cost for the program is $3300 or $150 each day of training. However, if you are not a candidate for the CPM Certificate the cost is $200.00 for each day of training.

There is a one time $50.00 application fee to apply as a candidate for the CPM Certification. The total cost of the 300 hour program, including the application and project fees, is approximately $3350.

How long does it take to become certified?

On average, it takes 12 – 18 months to complete the program. You can work at your own rate, taking classes as your work and personal schedules permit. Some students finish in as short a period as 12 months; others have taken up to two years to complete the program. The program requires that you make progress every year, but there is no limit on the time necessary to complete the program.


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What are the benefits of getting a CPM?

Candidates in the CPMPI program report that they receive useful, work-based tools, skills and knowledge from the CPM classes. They also report that they meet and talk to a variety of public managers, and learn from them. The real benefit of participating is that, if you apply what you learn in the classroom, you will become a better manager, have a more satisfying work-life, and a more productive and happier workforce.

How do I begin?

To begin, complete the application and return it to the CPMPI office. The application can be downloaded from the CPMPI website http://cspl.uis.edu/ILAPS/CPMPI/ or you may reproduce the form that appears on pages 22 - 24 of this handbook. Once the application is approved, you will be notified of your acceptance and guided on the next steps to take.

How do I register for classes?

Open enrollment classes are those open to CPMPI candidates and the general public. The registration process for such classes is through the CPMPI Office. Open enrollment classes are publicized in periodic brochures as well as the CPMPI website http://cspl.uis.edu/illaps/CPMPI/index.htm. Registration procedures are outlined in each brochure and on the website.

What if I need to cancel from an open enrollment class?

Notice of cancellation must be made to the CPMPI Program Office. The CPMPI cancellation policy states: If you are unable to attend a class, you are welcome to send a substitute. If you must cancel and do so up to ten business days prior to the class, you will receive a full refund minus a $30 administrative fee. If you cancel less than ten business days prior to the class, or do not participate, you are responsible for the entire fee. Exceptions to this policy are made by CPMPI staff on a case-by-case basis.

What classes should I take to start the CPMPI Program?

You can with any of the trainings in Levels I – II. However, you must take CPM 100 Leadership and Management: A Self-Assessment within one year of applying for the program. This class gives you an understanding of your strengths as a manager and an overview of the program.


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How do I move to Level II?

You may take Level II classes while still a Level I candidate. However, in order to be considered a Level II candidate you must complete the following Level I trainings:

1. CPM 100 Leadership and Management Self-Assessment 2. CPM 101 Introduction to Effective Supervision: A Seminar 10hrs x 2 days 3. CPM 110 Team Building and Team Management 4. CPM 120 Succession/Orientation Planning, and Mentoring 5. CPM 130 Conflict Management

What are the requirements for Level II?

Level II consist of the 14 trainings which focus on the core CPM competencies. CPM Candidates are free to choose among the core training areas.

What is Level III?

Level III reflects the culmination of your time in the CPM Program, focusing on what you have learned and how you are going to apply what you have learned to improve your work and organization.

What is the Capstone Project?

The capstone experience is an interactive project specifically designed by each CPM candidate to demonstrate a synthesis of the knowledge, skills and aptitudes acquired in the CPM Program. The Capstone Project provides the CPM candidate with the opportunity to apply what they have learned to improve or strengthen their program or organization and to utilize skills of observation and analysis as demonstrated in a formal project paper.

When do I begin the Capstone Project?

Candidates must have a minimum of 100 CPM hours before beginning work on your project.

Are all classes in Springfield?

No, the CPMPI can provide the program at any site and we are eager to offer the program in other places if there is sufficient interest. Also, you have the option of obtaining the CPM certification online. Visit the CPMPI website for more


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information and let the CPMPI Office know of your interest in completing the program online.

How do I get more information?

Please contact: Certified Public Manager ® Program of Illinois University of Illinois at Springfield One University Plaza MS PAC 454 Springfield, IL 62703-5407 Phone: 217 206-6079 Fax: 217 206-7397 Web site: http://cspl.uis.edu/illaps/CPMPI/index.htm

http://cspl.uis.edu/illaps/CPMPI/index.htm


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Certified Public Manager ® Program of Illinois Model Competency-Based Learning

Increasingly, public manager professionals operate in an ever changing multidisciplinary work environment, where they are required to work across a variety of tasks and situations, and expected to perform numerous roles. In this knowledge and skill intensive environment, human capital is recognized in the form of competencies. The Certified Public Manager ® Program of Illinois (CPMPI) uses a Competency-Based approach to teaching and learning. This approach to professional development is designed to provide the public manager professional with the essential and core knowledge, skills, and attitudes needed to a successful public manager in the 21st century. What is Competency-Based Learning (CBL)? Competency-Based Learning or CBL is a learner-centered approach to professional development training focusing on the standards of performance crucial to being an effective manager in the public sector workplace. CPMPI Competency-Based Learning is guided by four basic principles: Validation: Central to CBL is the inclusion of existing knowledge and skill

sets emerging and seasoned public managers bring to the learning process and environment.

Preparation: CBL focuses on those knowledge, skills and attitudes core to the public manager professional of the 21st century.

Reflection: CBL facilitates the active process of witnessing one’s own learning process in order to learn from and through the experience.


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Integration: CBL captures and connects learning to authentic work experiences, creating usable and relevant knowledge that is a resource for growth and development both in the classroom and throughout professional life.

What are the CPMPI Core Content Competency Areas? The CPMPI has eight core competency areas. They are as follows:

Ethics and Leadership: The knowledge, skills and attitudes regarding: the importance of reflective practice in leadership development; understanding the importance of leadership in the development and articulation of organizational vision; understanding the role of leadership in the development of an ethical organizational climate and culture; the importance of ethical standards in leadership; the nature of effective leadership in the public sector; public sector leadership in the 21st Century.

Effective Supervision: The knowledge, skills and attitudes regarding: Staff’s understanding of what is expected of them; staff performing their work effectively and efficiently; staff understanding how their role contributes to the overall performance and success of their organization; staff understanding the policies and procedures that govern their employment position and the workplace; access to systems and resources that support staff in their work; ensuring staff are treated fairly and equitable; building a cohesive, productive and effective work team.

Cultural Competency: The knowledge, skills, and attitudes regarding: the Integration of cultural knowledge into the practice methods of a system, agency, or its professionals; ways staff can work effectively in cross cultural teams and situations; the integration of cultural knowledge about individuals and groups of people into specific practices and policies applied to appropriate cultural settings and situations; the creation of a culturally inclusive workplace environment.

Building Effective Partnerships: The knowledge, skills, and attitudes regarding: Methods and strategies of building effective partnerships internally and externally; the importance of a shared vision for the partnership and setting clear expectations for what both partners want to achieve; understanding the process and structure of collaboration; and, the development of systems to monitor the progress of the partnerships relative to organizational objectives.

Human Resource Management: Productivity and Quality Improvement:

The knowledge, skills, and attitudes regarding: Relationship between the value an organization’s places upon its human capital/resources to the


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results an organization is working to achieve; aligning the primary functions of HR: recruiting/hiring and training the best employees, productivity and performance issues, personnel and management practices connection with various regulations, to organizational vision, mission, and success.

Program/Project Management: Problem Analysis and Problem Solving

The knowledge, skills and attitudes regarding: Planning, organizing, staffing, managing, and leading programs or projects from start to finish; program design and development; the development of program/project budgets and the ways costs are tracked for programs and specific projects; how to use indicators and established instruments to document program performance and outcomes.

Organizational Management The knowledge, skills and attitudes

regarding: Processes, methods and structures that improve organizational effectiveness and capability; understanding the relationship among organizational vision, mission and purpose, organizational climate, culture and values, strategic planning, employee performance, and productivity to organizational success.

Public Policy and Administration: The knowledge, skills and attitudes regarding: bbody of laws, regulations, decisions and actions of government that impact a public sector organization’s mission, purpose, and function; understanding the meaning and purpose of government, bureaucracy, budgets, governance, and public affairs.

The core competencies areas exemplify the recognized knowledge, skills, and standards of performance essential to be an effective manager in the public sector workplace. These core competencies are the cornerstones for the CPMPI course curriculum. All course offerings have identified competency areas that inform the development of the learning objectives for each course. Course performance is evaluated and assessed relative to the identified knowledge, skills, and attitudes of each core competency, making explicit the standards for achievement.

What are the benefits to CPMPI Competency-Based Learning? The CPMPI Competency-Based Learning is a tool that enables you to do the following:

Enables you to evaluate your knowledge and skill levels for each of the core competency areas;

Partner with your instructors to identify their learning outcomes; Provide reflective analysis of their learning process, by actively assessing

and evaluating their progress and identifying areas for improvement and development;

http://en.wikipedia.org/wiki/Lawshttp://en.wikipedia.org/wiki/Regulationshttp://en.wikipedia.org/wiki/Decisionshttp://en.wikipedia.org/wiki/Government


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Transfer and apply new skills and knowledge acquired in the classroom to authentic work situations and environments;

Build confidence and skills as they succeed in mastering specific learning competencies;

Produce a tangible product that contains the accumulation and synthesis of their coursework and professional experience, which they can then use as a life long resource for professional growth and development;

Create their own connection to knowledge out of the rich materials of their coursework and professional work;

Gather and present evidence of what they have learned, demonstrate growth and development overtime, and document how they have used what they have learned to strengthen their professional work and life.

CPMPI Competency-Based Learning places you in the driver’s seat, guiding and managing your achievement and success.


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CERTIFIED PUBLIC MANAGER PROGRAM OF ILLINOIS PROGRAM REQUIREMENT OVERVIEW EXAMPLE

Level I: Effective Supervision (62 Hours or 6 Training Days) Number of Training Hours

Number of

Training Days

300 Hours

100 Leadership and Management Self-Assessment 10

1 10

101 Introduction to Effective Supervision: A Seminar 10hrs x 2 days 20 2 20

110 Team Building and Team Management 10 1 10

120 Succession/Orientation Planning, and Mentoring 10 1 10

130 Conflict Management 10 1 10

Level I Total Hours: 60hrs 6 Days 60hrs.

At the end of Level I participants can receive a certificate of completion in Effective Supervision

Level II Core Competencies: Effective Leadership and Management

(70hrs. or 7 Training Days)

Number of Training Hours


Hours

200 Leadership: Ethics, Values, and the Public Manager 10hrs. 1 70

210 Cultural Competency and the Public Sector Workplace of the 21st Century 10hrs. 1 80

220 Outcome Based Program/Project Management 10hrs.

1 90

230 Organizational Management and Effectiveness 10hrs. 1 100

240 Human Resources Management: Productivity and Quality Improvement 10hrs. 1 110

250 Building Effective Partnerships in the Public Sector 10hrs. 1 120

260 Contemporary Issues in Public Policy and the Public Manager 10hrs 1 130

Level II Core Training Total Hours: 70hrs. 7 Days 130 Total Hours

Total Program Hours and Days: 130 hrs. 13 Days

Level II: Effective Leadership and Management Core Competency

(70 hrs. or 7 Days of Training)

Number of Hours

Number of

Training Days

Total Hours

Leadership and Ethics in the Public Sector

201 Models of Ethical and Effective Leadership in the Public Sector: Building Organizational Trust

10hrs

1 140

202 Leadership in Times of Change 10hrs

1

Building Successful Partnerships

252 Presenting Yourself to One or Many 10hrs 1 150

253 Community Engagement 10hrs 1

Cultural Competency and the Public Sector Workplace of the 21st Century

212 Learning Styles and Culture: Creating Effective Work Teams 10hrs

1


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215 Strategic Approach to Creating a Cultural Inclusive Organization 10hrs

1 160

Human Resources Management: Productivity and Quality Improvement 241 Employee Engagement 10hrs 1 170

242 Employee Performance Appraisal and Evaluation 10hrs

1

Organizational Management and Effectiveness: The Strategic Planning Process and Achieving Goals 235 Annual Reports 10 1

236 Board Development and Management 10hrs

1 180

237 Strategic Planning 10hrs

1

Program/Project Management: Problem Analysis and Problem Solving

223 Program Evaluation 10hrs 1 190

224 Program Budget 10hrs 1

227 Grant Management for Managers

Public Policy and The Public Manager

261 The Illinois Legislative Process

262 Policy Analysis for Non-Analysts 10hrs 1

264 Advocacy in the Public Sector 10hrs 1 200

Level II Elective Training Total Hours: 70hrs. 7 Days 200 Total Hours

Total Program Hours and Days: 200 hrs. 20 Days

Level III: Practicum (30 hours and 1 Day Seminar) Number of Hours

Number of Training

Days

Total Hours

300 Capstone Project Up to 50hrs

0 250

310 Candidate Leadership Seminar 10hrs 1 260

Level III Elective Training Total Hours: 60hrs. 1 Day 260hrs.

Credit for Prior Learning and CPM Learning Portfolio Hours Credit for Prior Learning (prior approval needed) Up to

30hrs 0 290

CPM Learning Portfolio (U Up to 50hrs

0 340

Additional Credit Hour 70hrs 0 300 – 340 hrs. Total Program Hours and Days: 21 Days


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THE CERTIFIED PUBLIC MANAGER ® PROGRAM OF ILLINOIS POLICIES

ADMISSION AND COURSE REQUIREMENTS Emerging and seasoned supervisors, administrators, and managers working at any level of government or non-profit management can participate in courses offerings. It is not necessary to enroll in the CPMPI program to attend classes. Most are one-day, ten hour trainings. ATTENDANCE POLICY Candidates in the Certified Public Manager ® Program of Illinois are expected to attend the entirety of each class for which they enroll. Those who have unavoidable conflicts may seek to be excused by the instructor. In no case may instructors grant excused absences for more than one hour (for a ten-hour class). EXAMINATION POLICY The National Certified Public Manager Consortium requires that programs evaluate whether candidates have learned the material taught in the program. This can be accomplished through written assignments, projects, or other assessments methods. PARTICIPANT EVALUATION AND REPORTING POLICY All assignments, projects, and learning portfolios are graded on a satisfactory, improvement needed, and unsatisfactory basis by CPMPI instructors. Participants are notified, by mail, within 60 days from the date a submission is received, whether they have received CPM credit. If improvement is needed, participants are given feedback on what areas could be strengthened to obtain a satisfactory grade. If unsatisfactory, participants are asked to resubmit. If unsuccessful on the third attempt, the appropriate courses must be repeated.

All submissions become the property of the CPMPI program office and are not returned to the sender. Participants should keep a copy for their records.

CPMPI will not report evaluation and assignment results to the candidate's sponsoring organization unless the candidate has given prior written consent to such notification. CPMPI recommends that readings, projects, and assignments be sent by certified mail, return receipt requested or by email.


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COURSE WAIVER POLICY No course waivers are permitted INACTIVE STATUS POLICY Candidates in the Certified Public Manager ® Program of Illinois are expected to progress steadily toward completion of the program. Candidates who make no progress in an eighteen month period, without sufficient reason as established by the Program Director, shall be placed on Inactive Status. Candidates on Inactive Status who wish to resume participation without starting over in the program may request in writing to the Program Director that they be granted Active Status. Such request must provide reason(s) to regard the individual as current in the subject matter of the CPMPI courses s/he has taken. Candidates on Active Status who anticipate personal or professional circumstances which may require postponing CPM activities for as long as eighteen months should so advise the Program Director. The Program Director may, in turn, advise the participant of readings or other relevant materials or activities which may assist the participant in remaining current in the CPM curriculum. GENERAL APPEALS POLICY All decisions of the Program Director of the Certified Public Manager Program of Illinois can be appealed. First appeal is to the Director of the Program, and must be in writing. If the issue is not resolved to the satisfaction of the candidate and his or her agency, the decisions of the Director can be appealed to the Director of The Institute for Legal, Legislative and Policy Studies (ILLAPS). The appeal must be in writing, and should be directed to the Program Director of the Certified Public Managers of Illinois Program. The decision of the Director of the Institute for Legal, legislative and Policy Studies is final. CONFIDENTIALITY POLICY In compliance with Section 438 of the General Education Provision Act (as amended) entitled Family Educational Rights and Privacy Act (FERPA) and 5 ILCS 140 Illinois Freedom of Information Act, regarding public records, all materials produced by students in the Certified Public Manager ® Program of Illinois Program, and all records regarding student performance in the Certified Public Manager ® Program of Illinois are not open to general public review. The standards for the examination and/or release of student records as set forth by the University of Illinois at Springfield apply to all student records of participants in the Certified Public Manager ® Program of Illinois. CPMPI administrative staffs employed by the University of Illinois at Springfield have access to student records in order to maintain those records and manage the


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program. Copies of all records made at a student's request may be subject to a reasonable fee to cover copying and mailing costs. Use of student-produced materials in classes or in other public forums is strictly prohibited unless specific written permission is given by the student. That permission must include the names of the materials or documents to be used, and the specifics of the situation or setting in which they are to be used. MANAGEMENT ASSESSMENT POLICY A CPMPI Candidate must take the CPM 100 Leadership and Management: Self Assessment class within one year of being admitted to the program. CREDIT FOR PRIOR LEARNING POLICY (CPL) A CPMPI candidate may count up to 30 hours of professional development training towards the CPM credit hour requirements. CPMPI candidate must obtain prior approval and submit the credit for prior learning portfolio. The portfolio will be reviewed and the candidate will be notified of the number of credit hours approved. Professional development training taken within the last two years can count as credit for prior learning. More information about the CPL policy can be obtain the Credit for Prior Learning Guidelines and Forms Handbook INDEPENDENT STUDY Candidates can also submit Independent Study as credit for prior learning. Independent Study is structured around topics or subject related to leadership and management not included in the roster of CPM training. Independent Study option is facilitated by CPM faculty with expertise in the discipline or area identified. Candidates can apply up to three independent study opportunities. CPMPI candidates must obtain prior approval and submit the Independent Study approval form. More information about the independent study option can be obtained on page 26 of this handbook. LEVEL III: CAPSTONE PROJECT The Capstone Project is the culminating written work for the CPMPI program. The purpose of the capstone project is to have the CPMPI participant demonstrate his or her ability to apply the core competencies knowledge, skills and attitudes acquired in the program of study and to utilize skills of observation and analysis as demonstrated in a formal project paper. It is written by the CPMPI participant who has completed Level 1 and Level II program requirements. The project paper is written as the course requirement for CPMPI Certification.


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STATEMENT OF PROFESSIONAL RESPONSIBILITY The Certified Public Manager® Program of Illinois is dedicated to developing competent, professional mangers for Illinois's local and state governments and non-profit organizations. Candidates in, as well as graduates of, the program are expected to abide by the highest professional standards of ethical conduct. Minimum standards of acceptable conduct for state and local government officials are established by 5 ILCS 430 Illinois State Officials and Employee Ethics Act 10/19/2003. These statutes provide severe penalties for failure to abide by these standards. Local jurisdictions often adopt ordinances or codes establishing standards of ethical conduct as well. In addition, various professional societies have established standards of ethical conduct for their members; they include national societies established for professions as varied as accounting, city management, engineering, law enforcement, social work and other professions whose members are associated with the Certified Public Manager® Program of Illinois. It is expected that candidates in, as well as graduates of, the Certified Public Manager® Program of Illinois will accept and adhere to the following code of professional responsibility: I will become familiar with and adhere to the standards of ethical conduct

established by Illinois Statutes for persons holding a position related to or similar to mine.

I will become familiar with and adhere to the standards of ethical conduct

established by each of the professional societies to which I am admitted as a member.

I will not tolerate unethical conduct on the part of others who claim

membership in a professional society of which I am a member; I will take appropriate action to disclose a violation of ethical standards.

I recognize that unethical conduct on my part or failure to meet my

professional responsibilities as a public manager may result in termination of my affiliation with the Certified Public Manager® Program of Illinois.


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Personal Information

Name: Position:

Agency: Mailing Address**

street

city/state/zip

Business Phone ( ) Home Phone ( )

FAX ( ) E-mail

Female Male

BIRTHDATE:

Month:

Day:

Year:

Heritage American Indian Asian/Pacific Islander African American Hispanic European American

CERTIFIED PUBLIC

MANAGER® PROGRAM

OF ILLINOIS


Candidate Application


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Check here if you DO NOT want your name and address printed in the CPMPI Program Directory

Supervisory Experience

I currently hold a supervisory position. I previously held (a) supervisory position(s).

Work History

Employer Position Dates Employed Duties Performed

Education

Educational Institution Name and Location Degree/Diploma Major/Specialization

Year Obtained

Certificates/Certifications/Licenses

Name or Type of Certificate/Certification/License

Educational Institution - Association Year Obtained


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Professional Development Training May include correspondence, seminars, conferences, workshops, continuing education, formal military training, clinics, television/radio trainings and courses, etc., taken within the last 3 years.

Title Short Description Year Attended

This section should be as detailed as possible. Feel free to attach additional sheets to this form

Volunteer Experience: May include church, community, politics, and school, include length of time and duties/skills acquired.

Experience Short Description Dates


Independent Learning Independent research, projects, (e.g. Self-taught computer skills, extensive reading, public writing and/or speaking, foreign languages, business owner/operator, include length of time, and skills acquired.

Skills Short Description Dates


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Recreational Activities May include acting, theater production, music performance, travel/tours, coaching, organized sports, including acquired knowledge.

Activities Short Description Dates


Membership in Related Organizations

Activities Short Description Dates


Current Resume Please attach a current resume to the CPM Candidate application. A current resume must be attached to in order for the application to be complete.


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Write a short essay about your purpose for seeking a CPM Certification:

Please submit this form with a $50.00 check payable to UIS to:


27

CPM Independent Study Option An Independent Study (IS) is a training taken with CPM faculty supervision for knowledge enhancement beyond the trainings offered in the CPM training catalog. A candidate who has completed at least 100 CPM hours towards the CPM Certification may request to take training through Independent Study.

Requirements and Expectations: All Independent Study requests must be submitted to and approved by the CPM Director. The request will also be reviewed by the CPM faculty instructor before approval is given. A faculty member must be designated and approved by CPM Director. The candidate will be notified when the subject matter and the faculty member have been approved. The student must submit a written independent learning contract detailing the expectations and requirements for the completed independent study training, including the number of CPM credits to be earned and a time-line for completion. (Please see Independent Study Learning Contract on page). The CPM Director and the CPM faculty assigned will review the candidate’s request. If there are changes needed in the candidate’s request the Director or the faculty will work in collaboration with the candidate to revise the request - learning contract. Upon approval of the independent study training the candidate will receive the final learning contract detailing the mutually agreed upon the independent study requirements and expectations. The candidate is required to sign the learning contract and forward it to the CPM Director. The course approval and registration process will be completed within 20 days of the candidate’s request. Payment for the course is due 7 days before the independent study begins. Candidates are expected to develop a meeting schedule with the instructor. (Please timeline section of the candidate’s learning contract) Students should

Certified Public Manager® Program of Illinois 1 University Plaza MS PAC 451 Springfield, IL 62703


28

expect to spend at least the same amount of time for the Independent Study training as he/she would spend on a regular CPM training. Reminder: Approval of the CPM Director must be received prior to beginning work on the Independent Study Training.

CPM INDEPENDENT STUDY REQUEST FOR APPROVAL FORM

Address your request for approval to: CPM Director Certified Public Manager Program of Illinois University of Illinois at Springfield One University Plaza PAC Room 452 Springfield, IL 62703

Name:

Address:

City/ State/Zip:

Email:

Rational for Independent Study:


29

Description of the Independent Study Topic:

4 – 7 Learning Objectives:

1.

2.

3.

4.

5.


30

6.

7.

Topic Outline:

Books/Articles, etc.:

1.

2.

3.

4.


31

Independent Study Assignments – Project:

Goal

Activity

Product/Evaluation

1.

2.

3.

4.

Independent Study Timeline:

Activity

Date

Training Start Date:

First Meeting Instructor:


32

Training Completion Date:

The CPM Director and the CPM faculty assigned will review your request. If

there are changes needed the Director or the faculty will work in collaboration

with you to revise the request - learning contract.

The signature below indicates your request for approval and review of the

independent study training described above:

____________________________ __________________________

Candidate Signature Date


33

CERTIFIED PUBLIC MANAGER® PROGRAM OF ILLINOIS COURSE WORKSHEET

Phase Focus Hours

required

Level I Effective Supervision 60 hours

Level II Effective Leadership and Management 140 hours

Level III Capstone Project

Up to 50 hours

Leadership Seminar 10 hours

Additional Hours

Professional Development Learning Portfolio

Up to 50 hours

Credit for Prior Learning Up to 30 hours

Total Hours: 300 – 340 hours

LEVEL I 60 Hours

Focuses on supervisory training and assessment of managerial skills; it concludes with a written project.

Coursework and Activities Date Completed

Hours

101 Introduction to Effective Supervision: A Seminar 10hrs x 2 days

110 Team Building and Team Management

120 Succession/Orientation Planning, and Mentoring

130 Conflict Management

Total Number of Hours

LEVEL II 140 Hours Complete seven required core courses and fifteen elective courses. Complete a take-home review

demonstrating what you have learned.

Required Core Courses Date Completed

Hours

200 Leadership: Ethics, Values, and the Public Manager

210 Cultural Competency and the Public Sector Workplace of the 21st Century.

http://www.dcs.wisc.edu/pda/cpm/overview.htm#phase1#phase1http://www.dcs.wisc.edu/pda/cpm/overview.htm#phase2#phase2http://www.dcs.wisc.edu/pda/cpm/overview.htm#phase3#phase3


34

220 Program/Project Management: Problem Analysis and Problem Solving

230 Organizational Management and Effectiveness: The Strategic Planning Process and Achieving Goals

240 Human Resources Management: Productivity and Quality Improvement

250 Building Effective Partnerships in the Public Sector

260 Contemporary Issues in Public Policy and the Public Manager


Effective Leadership and Management Electives

Leadership: Ethics, Values, and the Public Manager

Course Date Completed Hours

1.

2.


Cultural Competency


1.

2.


Building Effective Partnerships


1.

2.


Public Policy


1.

2.


Organizational Management


1.

2.


Human Resource Management


1.

2.


35


Project/Program Management

Course Dated Completed Hours

1.

2.


LEVEL III 150Hours

Required Courses and Activities Date Completed

Hours

Capstone Project (Up to 50 Hours)

Leadership Seminar (10 Hours)


Credit for Prior Learning [Up to 30 hours]

Course Date attended Number of hours


Learning Portfolio [Up to 50 hours] Required Courses and Activities Date

Completed Hours

Learning Portfolio (Up to 50 Hours)



36

Purpose of the Portfolio

The learning portfolio is a collection of your learning drawn from your work in the CPM trainings. It provides reflection and documentation of your efforts and professional development. The portfolio is a compilation of materials that exemplifies your knowledge, skills and experiences. It provides insight into your approach to leadership and management and your work ethic. All in all, it is a representation of your professional development.

Further, the process of building your portfolio can help you become a more effective leader and manager by helping you:

Demonstrate you mastery of the training learning outcomes

Provide evidence of how the work on an assignment evolved

Choose which artifacts (e.g., assignments, projects, works samples,

reflection of internship experiences, etc.) best represent you learning in

and outside the classroom choosing artifacts that show improvement in

their competencies and abilities throughout their enrollment in the program

Linking theories with applied learning experiences

Self‐analyze and reflect on you own learning,

Be more proactive in planning and pursuing professional development

goals Demonstrate professional development competencies and

capabilities

Track how you might integrate what you learned to improve your work and

your organization

Goals of the Portfolio Process

CPM Professional Development Learning Portfolio


37

Because the portfolio is a purposeful and self‐reflective collection of a candidate’s work generated during the process of completing the CPM training course work, each candidate’s portfolio should:

Serve as a translation of candidate’s performance standards and learning

outcomes through the demonstration of authentic artifacts (e.g., examples

that illustrate what the student has learned and can do).

Provide an integrated performance‐based picture of how well the

candidate has performed throughout the program and how the candidate

can communicate the results of learning.

Illustrate the candidate’s ability to synthesize her/his learning of the

training content and its application to practice to the candidate’s work.

Learning Portfolio Model

A simple model for the learning portfolio, predicated on three fundamental components: 1. Reflection

2. Documentation

3. Collaboration

Reflection Reflection is the practice of stepping back and out to engage in meta-cognitive appraisal the learning experience. Reflection helps you to focus on the process of learning through the practice of guided inquiry enabling you, the learner, to discover, understand, and communicate what, how, when, why you learned and most importantly, how what you learned can be used in your work. Documentation The Learning Portfolio will provide you with templates and guides to assist you in the development of documents, products, materials, and artifacts that demonstrate your learning effectiveness. These documents, materials, and data are called evidence. Collaboration Learning and meaningful reflection is best facilitated by actively engaging in constructive discussion and dialogue with others. Collaboration enables you to gain a deeper understanding of an issue or concept by the diverse responses your peers bring to the discussion, reflecting a wide range of perspectives and is thus is a more complete and comprehensive exploration of a topic.


38

Guidelines to Developing Your Portfolio Organization of the Portfolio

You will be provided the CPM Professional Development Learning Portfolio Workbook upon your acceptance into the program. The workbook will guide you in the development of your learning portfolio. Since the portfolio is a reflection of your learning and performance, to some extent the portfolio contents will be individualized to reflect the candidate’s personalized learning experience. Yet, since the portfolios will be used to evaluate candidates’ learning, a format has been prescribed to ensure appropriate learning artifacts are included, and therefore evaluated in order to inform the achievement of learning outcomes and professional development.

The portfolio is organized as followed:

Sections:

There are seven sections based on the seven CPM core competencies -trainings and program requirements: 1. My Professional Life

2. Leadership and Management

3. Effective Supervision

4. Outcome Based Program Management


39

5. Financial Management

6. Human Resource Management

7. Building Effective Partnerships

At the conclusion of each section candidates are required to complete the following:

Learning Self Assessments

The Learning Self- Assessment tool assists you in evaluating your level of competency in the following seven areas: personal and organizational integrity; managing work; leading people; developing self; systemic integration; public service focus; and, change leadership

Artifacts – Work Samples

Artifact – Work Samples provide evidence of how you applied or used knowledge and skills obtained in the training to improve your work. Artifacts you select demonstrate how your understanding of a topic was advanced and/or represent a new knowledge or skill acquired as a result of the training content presented. Artifact – Work Samples can be documents or other work samples/products you created as a result of the new knowledge and skill obtained in the CPM trainings.

Topics: Sections have 2 – 10 topic content areas. For each topic

candidates are required to include in their portfolio the following items:

Assignments – Small Projects

Each topic has assignments. You can choose which assignment to include in the portfolio. The assignment you choose should best reflect the knowledge and skills acquired in the topic examined and discussed.

Journal Reflections

A reflective narrative on the learning process that might include the following elements: achievements in learning; evidence of learning; assessment of learning; demonstrations about the relevance and applications of learning to your work. It is a coherent and substantive reflection on what you learned how you’ve learned, why you’ve learned and what value your learning has added to your professional development. You are expected in this section to talk not only about your strengths and achievements but also your areas of growth and development.


40

Remember, the portfolio is 26 – 40 CPM credit hours and consists is evidence of your writing accomplishments and an important component where deep and lasting learning really occurs. When you simply acquire information or knowledge, you have activated only a part of your learning potential. Going beyond knowledge to comprehension, application, analysis, synthesis, evaluation, and creativity engages you in a richer, fuller, deeper, more lasting learning experience, and that is what you will have done with your learning portfolio. When you reflect on your learning, you enhance the meaning of what you've learned and its relevance to your intellectual, social, personal, and ethical development. Essentially, what you learn becomes relevant and authentic.

Portfolio Evaluation Throughout the development of your learning portfolio you will be self-assessing and reflecting on how well you are learning and growing in the seven areas described above.

The final evaluation of your learning portfolio is based on a rubrics scale criteria demonstrating competencies in the following seven areas: Personal and Organizational Integrity:

Increasing awareness

Building skills and modeling behaviors related to identifying potential

ethical problems and conflicts of interest

Understanding appropriate workplace behavior


41

Managing Work

Meeting organizational goals through effective planning, prioritizing,

organizing and aligning human, financial, material and information

resources.

Empowering others by delegating clear job expectations; providing

meaningful feedback, mentoring and coaching

Creating a motivational and supportive environment

Measuring performance

Monitoring workloads and documenting performance

Dealing effectively with performance problems

Leading People

Inspiring others to positive action through a clear vision and mission

Values and promotes a diverse workforce

Encouraging and facilitating collaboration, cooperation, trust and group

identity

Fostering and building commitment and team spirit

Articulating a vision, ideas and facts in a clear and organized way;

Effectively managing emotions and impulses

Developing Self

Demonstrating commitment to continuous learning

Self-awareness and individual performance planning through feedback,

study and analysis.

Systemic Integration

Approaching planning, decision-making and implementation from an

enterprise perspective


42

Understanding internal and external relationships that impact the

organization

Aligning organizational processes, systems and practices with mission,

values, vision and goals

Public Service Focus Delivering superior services to the public and internal and external

recipients;

Including customer/client identification expectations, needs and

developing and implementing paradigms, processes and procedures that

exude positive spirit and climate;

Demonstrating agency and personal commitment to quality service

Change Leadership

Acting as a change agent;

Initiating and supporting change within the organization by implementing

strategies to help others adapt to changes in the work environment,

including personal reactions to change

Emphasizing and fostering creativity and innovation; being proactive

Portfolio Evaluation Process

Upon completion of your CPM training course work candidates’ must submit their completed portfolio to the CPM Program Director. The portfolio will be reviewed and evaluated to ensure all information, artifacts, assignments and activities are complete and that the content of a candidate’s portfolio is clear and understandable. If the portfolio is lacking any supporting documentation and you will be advised what is needed and you will have the opportunity to strengthen and enhance the portfolio. The portfolio is measured against the criteria indicated below in Portfolio Evaluation Scale. The CPM Program Director will award or deny CPM credit hours. Candidates are given copies of the evaluation forms with comments. Once candidates have submitted portfolios they become the property of the University of Illinois CPM Program and will be maintained in your file. The CPM Program encourages candidates to make copies of every document before submitting them to the institution for assessment.


43

The following criteria will be used to evaluate your completed portfolio

Final Portfolio Evaluation Scale Scale Competencies Required Items Concepts Reflections Overall Presentation

4 Personal and Organizational Integrity

All required items

are included, with a

significant number

of additions.

Items clearly demonstrate

that the desired learning

outcomes for the CPM

trainings have been

achieved. The participant

has gained a significant

understanding of the

concepts and applications.

Reflections illustrate

the ability to effectively

critique work, and to

suggest constructive

practical alternatives.

Items are clearly introduced,

well organized, and creatively

displayed, showing

connection between items. Managing Work Leading People Developing Self Systemic Integration Public Service Focus Change Leadership


All required items

are included, with a

few additions.

Items clearly demonstrate

most of the desired

learning outcomes for the

CPM trainings. The

participant has gained a

general understanding of

the concepts and

applications.

Reflections illustrate

the ability to critique

work, and to suggest

constructive practical

alternatives.

Items are introduced and

well organized, showing

connection between items. Managing Work Leading People Developing Self Systemic Integration Public Service Focus Change Leadership


All required items

are included. Items demonstrate some of

the desired learning

outcomes for the CPM

trainings. The participant

has gained some


concepts and attempts to

apply them.

Reflections illustrate an

attempt to critique

work, and to suggest

alternatives.

Items are introduced and

somewhat organized,

showing some connection

between items. Managing Work Leading People Developing Self Systemic Integration Public Service Focus Change Leadership


A significant number

of required items

are missing.

Items do not demonstrate

basic learning outcomes for

the CPM trainings. The

participant has limited


concepts

Reflections illustrate a

minimal ability to

critique work

Items are not introduced and

lack organization. Managing Work Leading People Developing Self Systemic Integration Public Service Focus Change Leadership


No work submitted

Managing Work Leading People Developing Self Systemic Integration Public Service Focus Change Leadership


44

Introduction The capstone experience is an interactive project specifically designed by each CPM candidate to demonstrate a synthesis of the knowledge, skills and aptitudes acquired in the CPM Program. The Capstone Project provides the CPM candidate with the opportunity to apply what they have learned to improve or strengthen their program or organization and to utilize skills of observation and analysis as demonstrated in a formal project paper. The Capstone Project is the culminating written work for the CPM program. It is written by the CPM Candidate who has completed at least 170 CPM hours. The Capstone Project paper is written as the course requirement CPM Certification. The Capstone Project consists of the following elements: Assessment: This part of the project includes a needs statement with rationale (sources for this information: literature, population of interest, etc.). Planning: This part of the project includes: a comprehensive review of the literature; integration knowledge and information obtained in the CPM trainings; resources to be used; a realistic budget for the project when applicable; a work plan with measurable goals and behavioral objectives, timeline, specific activities, desired outcomes and evaluation plan. Implementation: This part of the project includes the action part of the project, with a description of the implementation. Candidates identify the barriers and opportunities found during the implementation. Evaluation: A description of how the project will be evaluated over time. Capstone Project Evaluation: The course instructor, along with the second reader, determines the mark for the project. There are three choices of assigned marks: “pass with distinction” “pass” or “fail.” It the project is not completed within the semester in which it is commenced, then the participant is given an “IP” and is notified that the project must be completed within two semesters. Capstone Project Completion: The CPMI Program confers upon the participant the successful completion of the capstone project and has been given a mark for the project

CPM Capstone Project


45

CPM Capstone Checklist

Capstone Project Components

Deadline

Completed

1. Problem or Issue Identified

2. Capstone Project Proposal Submitted

3. Capstone Project Proposal Approved

4. Capstone Project Logic Model or Plan

5. Essay Draft Submitted

6. Essay Draft Approved

7. Lessons Learned

8. Final Capstone Project Submitted

9. Final Capstone Project Approval

10. Capstone Project Presentation Proposal

11. Capstone Project Presentation Approval


46

Capstone Project Proposal Name:____________________ Date: ____________________ Proposed Project Title: ______________________________________________ In the area below, prepare a clear and concise project proposal ensuring a discussion of the following: 1) areas of project concern or problem significance; 2) proposed methods or implementation plan; 3) expected outcomes including application to organizational improvements; 4) work products from completing this project; 5) relationship of the project to completed CPMPI professional development opportunities. Participants are requested to limit their proposal to 500 words.


47

Capstone Project Essay This document should consist of 10-15 typed, double-spaced pages (excluding title page, table of contents and templates) using a 12 pt font. The content of the essay should contain the following:

Title Page

Abstract

Table of Contents

Main Body

- Description of organization, agency or governmental unit involved: brief history, mission and services

- Description of problem or issue - Analysis of core problem or issue - Description of the Capstone Project - Description of how the Capstone Project provides a solution or addresses

the problem or issue

- Capstone Project outcomes - Description of the Capstone Project outcome data and method of data

collection

- Lessons learned (CPMPI professional development and capstone experience)

- Summary and Conclusion - Other supportive documents


48

Capstone Project Logic Model

Name: Date:

Title:

Outcomes - Impact

What Will Improve or Change? Who Will the Improvement or Change Impact? Knowledge and Skills, Behavior, Conditions/Situations

Long Term Outcomes

Short Term Outcomes

Outcome Indicators What Will Change Look Like?

(Percentages – Numbers)

Outputs - Activities Identify the timeframe and scope of activities (What do you have to do in order to make it happen and by

when?)

Inputs - Resources What We Invest

(Time, Staff, Money, Space, etc.)

As an attachment, please discuss the target and non-target populations who benefit from this project / program. Also identify outcome indicators which will track the plan’s success toward the short term,

intermediate and long term outcomes.


49

Capstone Project Planning Template

Name: Date: Project / Program Title:

Action Steps Assigned to Timeline Indicator(s)

Goal 1:

Objective a: i. ii. iii.

Objective b: Objective c: Goal 2:

Objective a: i. ii. iii.


Objective a: i.

ii. iii.


Objective a: i.

ii. iii.

Objective b: Objective c:


50

Capstone Project Presentation Guidelines Please review materials provided in the training Presenting Yourself to One and to Many, for additional information and resources in developing your Capstone Presentation. Time and Number of Power Point Slides :

5 – 8 Minutes 4 – 6 Power Point Slides

Presentation Structure:

Welcome and Introductions Presentation Objectives Introduction to Main Presentation Title of Capstone Project Short description of the Capstone Project The Main Presentation (The Message – The Story)

- What is the purpose of your Capstone Project? - What are the Capstone Project outcomes you are hoping to achieve? - What impact will or has your Capstone Project achieved in your organization

or community?

- How will you evaluate its success? Summary, Conclusion, Next Steps How has the CPM Program strengthened your knowledge and skills in the

following competency areas: leadership, program management, human resources, supervision, cultural competency, and organizational development?

Capstone Presentation


51

Criteria for Evaluating the Capstone Project

Area 1. Unsatisfactory 2. Satisfactory 3. Outstanding

Written Project Objectives No objectives or lacks clear project objectives

Clear project objectives

to support the design,

analysis and

development of the

project

Project objectives

provide a detailed

framework for the

design, analysis, and

development of the

project.

Project Objectives Did not meet project objectives

Met project objectives Exceeded project

objectives Project Structure Did not follow capstone

project essay format

Capstone project essay

format adequately

structured

Exceptionally well

structured

Impact: Contribution of

project to organization/

community needs

Project will have little

impact

Project will have some

impact

Project will have

considerable impact

Planning and Organization Did not adequately plan and organize work

Appropriately planned

and organized work;

met project milestones

Exceptionally well

organized

Research - Scholarship Did not adequately review literature; did not

adequately research local

background and context;

did not employ appropriate,

evidence, or theory-based

methods in project

Adequately reviewed

literature; adequately

researched local

background and

context; employed

appropriate, evidence

or theory-based

methods in project

Exceptionally thorough

review of literature and

assessment of

background and

context; use—or

advanced—state-of-

the-art methods

Written Product

Content Does not adequately address all sections as

indicated on outline

Adequately addresses

all sections

Demonstrates complete

command of the

subject matter;

exceptional creativity

or originality and/or

new insights;

publishable

Organization and

presentation

Poorly organized; sloppy;

tables and graphs not well

constructed

Clearly organized;

adequate tables and

graphs

Professional visual

impression; journal-

quality tables and

graphs

Writing Not well written (unclear, with grammar, punctuation,

and spelling errors

common)

Clearly understandable,

with few, if any,

technical writing errors

Clear, concise,

professional writing

Oral presentation

Content Minimal content Interesting, useful content

Outstanding content

Organization and clarity Poorly organized; not clearly presented; visuals

poorly constructed

Well organized; clearly

and concisely

presented; good visuals

Well organized; clearly

presented;

professional-quality

visuals

Presentation style Rambling, distracting, unprofessional

Concise; projects voice Engaging, enthusiastic,

confident


52

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