Women and Flexibility in the Workplace

Women and Flexibility in the Workplace

After viewing Women as change agents in America: Part I, determine why Kathleen Christensen believes that the flexibility of women in the workplace is a social and structural issue. Identify some factors that have affected women’s flexibility in the workplace throughout history.
• Evaluate the factors that have affected women’s pay in the workforce.
• Hypothesize what may change for women in the workplace within the next 10 years.
The paper must be four to five pages in length and formatted according to APA style. You must use at least three scholarly resources (which can be found in the Ashford Online Library) other than the textbook to support your claims and subclaims. Cite your resources in text and on the reference page. For information regarding APA samples and tutorials, visit the Ashford Writing Center, within the Learning Resources tab on the left navigation toolbar.

GRADING RUBIC
Hypothesize of Change for Women in the Workplace Within the Next 10 years
Total: 2.00
Distinguished – Exceptionally thorough explanation of possible changes for women in the workplace over the next 10 years.
Proficient – Sufficient explanation of possible changes for women in the workplace over the next 10 years. Some details could be more fully developed.
Basic – Limited explanation of possible changes for women in the workplace over the next 10 years. Many details lack development or relevance.
Below Expectations – Attempts to explain the possible changes for women in the workplace over the next 10 years. Explanation lacks development and/or relevant details.
Non-Performance – The hypothesis of change for women in the workplace over the next 10 years is either nonexistent or lacks the components described in the assignment instructions.

Identify & Explain the Reasons Why Woman’s Workplace Flexibility is and has been a Continuous Social and Structural Issue
Total: 3.00
Distinguished – Thoroughly and comprehensively explains the historical factors affecting woman’s flexibility in the workplace as a continuous social and structural issue.
Proficient – Effectively explains the historical factors affecting woman’s flexibility in the workplace as a continuous social and structural issue. Some relevant details(s) may be missing.
Basic – Briefly explains historical factors affecting woman’s flexibility in the workplace as a continuous social and structural issue. Many relevant details are missing.
Below Expectations – Attempts to provide historical factors affecting woman’s flexibility in the workplace as a continuous social and structural issue, but explanation or number of examples is insufficient.
Non-Performance – Identification and explanation of historical factors affecting woman’s flexibility in the workplace is either nonexistent or lacks the components described in the assignment instructions.

Evaluate Factors Affecting Woman’s Pay in the Workforce
Total: 3.00
Distinguished – Exceptionally thorough evaluation of the factors affecting woman’s pay in the workplace. The evaluation is supported with substantial evidence from the text and scholarly sources.
Proficient – Sufficient evaluation of the factors affecting woman’s pay in the workplace. The evaluation is supported with evidence from the text and scholarly sources. Some minor details are missing.
Basic – Limited evaluation of the factors affecting woman’s pay in the workplace. The evaluation is somewhat supported with evidence from the text and relevant sources. Some details are missing or irrelevant.
Below Expectations – Attempts to provide an evaluation of the factors affecting woman’s pay in the workplace, but explanation is insufficient or lacks support from evidence from the text and other sources. Many details are missing and/or irrelevant.
Non-Performance – Evaluation of the factors affecting woman’s pay in the workplace is either nonexistent or lacks the components described in the assignment instructions.

Critical Thinking: Explanation of issues
Total: 0.50
Distinguished – Clearly and comprehensively explains in detail the issue to be considered, delivering all relevant information necessary for full understanding.
Proficient – Clearly explains in detail the issue to be considered, delivering enough relevant information for an adequate understanding.
Basic – Briefly recognizes the issue to be considered, delivering minimal information for a basic understanding.
Below Expectations – Briefly recognizes the issue to be considered, but may not deliver additional information necessary for a basic understanding.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Content development
Total: 0.50
Distinguished – Uses appropriate, pertinent, and persuasive content to discover and develop sophisticated ideas within the context of the discipline, shaping the work as a whole.
Proficient – Uses appropriate and pertinent content to discover ideas within the context of the discipline, shaping the work as a whole.
Basic – Uses appropriate and pertinent content, but does not apply it toward discovering or developing ideas. Overall, content assists in shaping the written work.
Below Expectations – Uses content, though it may be unrelated or inappropriate to the topic. Content does not contribute toward the development of the written work, and may distract the reader from its purpose.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Control of Syntax and Mechanics
Total: 0.25
Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.
Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.
Basic – Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.
Below Expectations – Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

APA Formatting
Total: 0.25
Distinguished – Accurately uses APA formatting consistently throughout the paper, title and reference page.
Proficient – Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.
Basic – Exhibits basic knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.
Below Expectations – Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Page Requirement
Total: 0.25
Distinguished – The paper meets the specific page requirement stipulated in the assignment description.
Proficient – The paper closely meets the page requirement stipulated in the assignment description.
Basic – The paper meets over half of the page requirement.
Below Expectations – A fraction of the page requirement is completed.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Resource Requirement
Total: 0.25
Distinguished – Provides ample resources and uses the correct number of sources from the specified search agents.
Proficient – Provides the approximate number of sources, while using some of the correct search agents specified in the assignment instructions.
Basic – Provides over half of the sources required in the assignment instructions.
Below Expectations – Provides inadequate number of resources and does not include sources from specified search agents.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
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