Case Study Finance

binzaal9
Instuctions.docx

Module 1: Introduction and Economic Overview

The introduction and economic analysis is a 5 to 10 page overview of the organization and must include the following headings and content:

· Introduction to the organization: Include when the company was founded and major attributes

· Primary product or service

· Competitive analysis: Include a SWOT analysis and identify top 4 main competitiors (NOTE: This is needed for the investment analysis as well).

· Economic environment: Economic hurdles or benefits the company has operated

Instructions:

· Use the SWOT template to collect information for the body of the paper. NOTE: SWOT template is turned in separately and should NOT be included in the body of the paper.

· Submit the first section of the Case Portfolio including cover page, abstract, and Module 1 context. Essay should also include references page and APA citations.

· Submit Module 1 paper and SWOT template in same dropbox.

Resources:

· APA Template

· Article: Should I Use “I”? (n.d.). Retrieved March 25, 2017, from http://writingcenter.unc.edu/handouts/should-i-use-i/

· Template: SWOT Analysis Template. (n.d.). Retrieved March 25, 2017, from http://www.businessballs.com/free_SWOT_analysis_template.pdf

· Harvard Business School. (2006a). SWOT analysis II: looking inside for strengths and weaknesses. Boston, Mass.: Harvard Business School Press.

· Harvard Business School. (2006b). SWOT analysis I: looking outside for threats and opportunities. Boston, Mass.: Harvard Business School Press.

Grading Criteria – Rubric Case Study Part 1

Module 2: Financial Analysis

Complete a detailed financial analysis incorporating ratios based on the following statements:

· Balance Sheet

· Income Statement

· Statement of Cash Flows

· Other (may use other statements and ratios to support your financial analysis)

Report should be 5 to 10 pages (excluding appendices, cover page, and tables) and include and introduction to the analysis, detailed findings, and summary overview. Must include any reports used as appendices. Cite page number and source for any findings. Charts, tables and graphs must be indexed in the table of tables or table of charts.

Instructions:

· Compile a current set of annual financial statements for your selected organization. Note: Statements should NOT be included in the body of the paper but are required to be submitted as separate files.

· Complete and submit the financial statement Excel worksheet

· Draft part 2 of the case analysis including a cover page, abstract, Module 2 context, and reference page.

· Submit all three pieces for full credit – 1) Module 2 Essay, 2) Financial Statements, 3) Financial Statement Worksheet

References:

· Financial Statement Analysis Quick Guide

· Financial Statement Analysis Worksheet

· Article: Collier, Haslitt, Grai, & McGowan. (n.d.). An example of the use of financial ratio analysis: the case of Motorola. University of Wollongong Research Online, 2004.

· Guide: Ratio Analysis - Most Comprehensive Guide (Excel Based). (2016, August 2). Retrieved from http://www.wallstreetmojo.com/financial-statement-analysis-ratio-analysis-guide/

Grading Criteria – Rubric Case Study Part 2

Module 3: Investment Report

Using stock reports, assess the selected organization and the four primary competitors over a twelve-month period that aligns with the financial statement analysis period. A closing stock report for each of the five companies will be submitted separately. Review articles and web resources and log the events surrounding the industry during the reporting period.

Final investment report (text content) will be 3 to 5 pages and consist of:

· Illustrative Graphs and tables (must be self created – no screen shots) outlining the performance for each stock (be sure to include a table of tables and table of charts)

· Summary of the performance for the primary organization including the firms overall financial performance for the reporting period.

· A cross comparative summary of all five stocks for the same year.

· Investment assessment – should someone invest in the selected organization, what factors contributed to the fluctuations, how did the industry do overall, etc.

Instructions:

· Submit a five-year valuation worksheet (note: you will need data from Module 2)

· Submit two cross comparison worksheets: Template includes 3 stocks compare organization with 2 competitors (two worksheets equates to 5 companies). Example: Worksheet(1) compares A, B, C, Worksheet(2) compares A, D, E.

· Submit essay including cover page, abstract and references

Resources:

· Instructions: A Simple Valuation Spreadsheet. (n.d.). Retrieved March 26, 2017, from https://www.aaii.com/computerized-investing/article/a-simple-valuation-spreadsheet.touch

· Article: Introduction to Chart Patterns. (n.d.). Retrieved March 26, 2017, from http://stockcharts.com/school/doku.php?id=chart_school:chart_analysis:introduction_to_chart_patterns

· Worksheet: Stock Valuation

· Worksheet: Stock Comparison

Grading Criteria – Rubric Case Study Part 3

Module 4: Individual Stock Assessment

Create an example investment analysis using $100,000 to invest. Compare returns invested all in the selected organization for five years, or a bank account with a 5% fixed return for five years.

These are the only two investment options to compare:

A. A bank account earning 5% per year.

B. Common stock of __________.

The audience for your analysis is an investor approximately 25 years from retirement and the investor’s income is greater than living expenses. The investor has a liquid net worth of $1,000,000 of which 40% is invested in the Nasdaq Composit, 40% in a medium-duration, high quality bond fund and 20% in a savings account earning 5% interest per year. Determine if the investor (under the above criteria) should take $100,000 from the savings account and purchase $100,000 of this company’s common stock.

Your analysis and findings should be suscinct but also provide sufficient information for the investor to make an informed decision by addressing the investor’s reasonable questions including the following:

· What is the problem? What are you trying to figure out?

· What historical financial information helped you make your decision – ratios, growth rates, margins, projections, competition?

· What role does risk play and how do you account for it in your analysis?

· What industry information helped you make your decision – such as competition, overall markets, and state of the economy?

· What are you assuming about the future?

· What are the critical factors that led you to choose the option you chose?

Instructions:

Only one file submitted with Module 4

Please limit your response to 3 pages, typed, double-spaced, plus no more than 2 pages of exhibits. This is both a math and a story assignment: your math has to support your story and your story has to support your math. 3 pages of text plus 2 pages of exhibits is not a lot to cover this assignment; you need to be concise, relevant, and convincing in those 5 pages.

There is no right answer. But there are right approaches, wrong answers and wrong approaches. You will be graded on the quality of your approach, the accuracy of your analysis, and how convincing your argument is.

Grading Criteria – Rubric Case Study Part 4

RUBRIC FOR INDIVIDUAL INVESTMENT ASSESSMENT

(Case Part 4 – Individual Submission)

Part 1 – Problem Solving and Decision Making

Part 2 – Business Communication

Data Analysis Worksheet

PS & DM

PORTLAND STATE UNIVERSITY
SCHOOL OF BUSINESS ADMINISTRATION
Undergraduate Problem Solving & Decision Making Rubric
Definition: Graduates of the Business Administration Baccalaureate program will have the capacity to recognize and understand a wide range of common and novel business problems and to follow a systematic approach to solve them effectively.
Exceeds Expectations Meets Expectations Does Not Meet Expectations Score:
2 1 0 (2, 1, 0)
Problem Definition Clearly and thoroughly defines the problem using all relevant contextual factors. Sufficiently defines the problem using most relevant contextual factors. Does not construct clear problem statement.
Research Techniques & Data Analysis Organizes and synthesizes in-depth data and information from a wide range of research resources. Thorough synthesis of data and information. Uses a range of sources and a range of analytical tools. Evidence of synthesis of data and information from these sources. Does not use relevant data or analytical tools appropriately.
Solution Evaluation Comprehensively evaluates solutions in elegant manner with creative consideration of relevant factors. Sufficiently evaluates solutions in manner with appropriate consideration of relevant factors. Insufficiently evaluates solutions.
Decision Making Cogently presents decisions, using a rich synthesis of research, data analysis, and evaluation of solutions. Sufficiently presents decisions based on a basic synthesis of research, data analysis, and evaluation of solutions. Does not present a reasonable or appropriate decision.
TOTAL SCORE FOR PROBLEM SOLVING & DECISION MAKING
PORTLAND STATE UNIVERSITY
SCHOOL OF BUSINESS ADMINISTRATION
Learning Goal and Objectives
Undergraduate Problem Solving & Decision Making
Learning Goal:
Graduates of the Business Administration Baccalaureate program will have the capacity to recognize and understand a wide range of common and novel business problems and to follow a systematic approach to solve them effectively.
Learning Objectives:
Students will construct clear and specific problem statements using contextually relevant evidence.
Students will employ in-depth information and data from relevant sources throughout the problem solving process.
Students will thoroughly evaluate solutions from multiple dimensions and using appropriate analytical tools.
Students will make decisions based on a synthesis of research, data analysis, and evaluation of solutions.

Sustainability

PORTLAND STATE UNIVERSITY
SCHOOL OF BUSINESS ADMINISTRATION
Undergraduate Sustainability Rubric
Definition: Graduates of the Business Administration Baccalaureate program will possess a holistic perspective of the impact that business practices have on social, economic, and environmental systems.
Exceeds Expectations Meets Expectations Does Not Meet Expectations Score:
2 1 0 (2, 1, 0)
Stakeholder Identification Identifies all relevant social, economic and environmental stakeholders and their stakes. Identifies most relevant social, economic and environmental stakeholders and their stakes. Insufficiently identifies relevant social, economic or environmental stakeholders.
Stakeholder Relationships Thoroughly demonstrates how the firm and those economic, social and environmental stakeholders operate in a mutually influencing system. Sufficiently demonstrates an awareness of the firm's interconnections with its economic, social and environmental stakeholders. Insufficiently demonstrates an awareness of the firm's interconnections with its economic, social and environmental stakeholders.
Solution Development Develops novel and creative solutions that are realistic and demonstrate a deep concern for all stakeholders. Develops appropriate solutions with some original thinking and concern for affected stakeholders. Does not develop appropriate solutions.
Recognition of Implications & Consequences Comprehensively considers short- and long-term consequences and impacts on different stakeholders. Sufficiently considers short- and long-term consequences and impacts on different stakeholders. Insufficiently considers short- and long-term consequences and impacts on different stakeholders.
TOTAL SCORE FOR SUSTAINABILITY
PORTLAND STATE UNIVERSITY
SCHOOL OF BUSINESS ADMINISTRATION
Learning Goal and Objectives
Undergraduate Sustainability
Learning Goal:
Graduates of the Business Administration Baccalaureate program will possess a holistic perspective of the impact that business practices have on social, economic, and environmental systems.
Learning Objectives:
Students will identify relevant social, economic, and environmental stakeholders and their stakes.
Students will be aware of the interconnections between the firm and its social, economic, and environmental stakeholders.
Students will develop solutions that demonstrate a consideration of social, economic, and environmental stakeholders and their stakes.
Students will develop solutions that demonstrate a consideration of social, economic, and environmental stakeholders and their stakes.

Communication

PORTLAND STATE UNIVERSITY
SCHOOL OF BUSINESS ADMINISTRATION
Undergraduate Business Communication Rubric
Definition: Business Communication is a process of conveying information through the exchange of thoughts, messages, or information, as by speech, visuals, signals, writing, or behavior.
Exceeds Expectations Meets Expectations Does Not Meet Expectations Score:
2 1 0 (2, 1, 0)
Context, Purpose & Audience Demonstrates a thorough and creative understanding of context, audience, and purpose. Demonstrates adequate consideration of context, audience, and purpose. Does not demonstrate appropriate attention to context, audience, and purpose.
Manner of Presentation Message is skillfully delivered with a clear, concise and persuasive authority. Very professional. Message is delivered in a clear and concise manner. Demonstrates consistent use of professional communication conventions. Does not present the message in a clear or appropriate manner.
Delivery of Complex Information Skillfully conveys complex information that is easily understandable by the targeted audience. Delivery engages and teaches. Articulates complex information in an appropriate way that it is understood by the targeted audience. Does not synthesize complex information or deliver it in a manner that can be understood by the targeted audience.
Use of Sources Demonstrates a skillful use of high-quality, credible, relevant sources that enhance the communication. Demonstrates a consistent use of credible and relevant sources that support the communication. Does not appropriately or effectively use credible or relevant sources that support the communication.
TOTAL SCORE FOR BUSINESS COMMUNICATION
PORTLAND STATE UNIVERSITY
SCHOOL OF BUSINESS ADMINISTRATION
Learning Goal and Objectives
Undergraduate Business Communication
Learning Goal:
Graduates of the Business Administration Baccalaureate program will effectively communicate complex information with a variety of stakeholders to increase knowledge and achieve objectives.
Learning Objectives:
Students will demonstrate a thorough consideration of context, purpose, and audience in the communication.
Students will present a central message in a clear, concise, and convincing manner.
Students will skillfully articulate complex information in a manner that allows the message to be understood by multiple stakeholders.
Students will demonstrate a consistent use of credible, relevant sources that supports the message or credibility of the communicator.

Integrative Learning

PORTLAND STATE UNIVERSITY
SCHOOL OF BUSINESS ADMINISTRATION
Undergraduate Integrative Learning Rubric
Definition: Integrative learning is an understanding and a disposition that a student builds across our curriculum and demonstrates by making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex business situations
Exceeds Expectations Meets Expectations Does Not Meet Expectations Score:
2 1 0 (2, 1, 0)
Connection of Concepts Comprehensively synthesizes concepts by combining examples, facts or theories from more than one field of study or perspective. Sufficiently connects examples, facts or theories from more than one field of study or perspective. Does not appropriately connect examples, facts or theories from more than one field of study.
Transfer of Skills & Theories Comprehensively adapts and applies skills, abilities, theories or methodologies gained in one situation to new situations. Sufficiently adapts and applies skills, abilities, theories or methodologies gained in one situation to new situations. Does not apply skills, abilities, theories or methodologies gained in one situation in a new situation in relevant ways.
Integrated Communication Utilizes a format, language, or medium that enhances the integration of ideas, making clear the interdependence of language, meaning and expression. Chooses a format, language, or medium that connects content and form, with an appropriate awareness of purpose and audience. Does not use a format, language or medium that connects content and form.
Self-Reflection Comprehensively appreciates complex contextual factors and fully understands how their individual learning is impacted over time. Sufficiently appreciates complex contextual factors and understands how their individual learning is impacted over time. Insufficiently recognizes contextual factors or is unable to connect those factors to their own learning experience.
TOTAL SCORE FOR INTEGRATIVE LEARNING
PORTLAND STATE UNIVERSITY
SCHOOL OF BUSINESS ADMINISTRATION
Learning Goal and Objectives
Undergraduate Integrative Learning
Learning Goal:
Graduates of the Business Administration Baccalaureate program will synthesize and transfer learning to new, complex business situations within their program of study.
Learning Objectives:
Students will connect examples, facts, or theories from multiple fields of study or perspectives.
Students will adapt and apply skills, abilities, theories, or methodologies gained in one situation to new situations to solve problems or explore issues.
Students will fulfill assigned tasks by choosing a format, language, and graphic (or other visual representation) that explicitly connects content and form, demonstrating awareness of purpose and audience.
Students will evaluate changes in their own learning over time, recognizing complex contextual factors (e.g., works with ambiguity and risk, deals with frustration, considers ethical frameworks).

InvestmentShares

20132014201520162017Forecast

Price

Growth

Market Value-$ -$ -$ -$ -$ -$

Dividends per Share

Growth

Dividends $ - $ - $ - $ - $ - $ -

Total Value-$ -$ -$ -$ -$ -$

Investment

20132014201520162017Forecast

Growth5.00%5.00%5.00%5.00%5.00%5.00%

Value-$ -$ -$ -$ -$ -$

Exceeds ExpectationsMeets ExpectationsDoes Not Meet ExpectationsScore:

210(2, 1, 0)

Problem

Definition

Clearly and thoroughly defines the problem

using all relevant contextual factors.

Sufficiently defines the problem using most

relevant contextual factors.

Does not construct clear problem statement.

Research

Techniques &

Data Analysis

Organizes and synthesizes in-depth data and

information from a wide range of research

resources. Thorough synthesis of data and

information.

Uses a range of sources and a range of

analytical tools. Evidence of synthesis of data

and information from these sources.

Does not use relevant data or analytical tools

appropriately.

Solution

Evaluation

Comprehensively evaluates solutions in

elegant manner with creative consideration of

relevant factors.

Sufficiently evaluates solutions in manner

with appropriate consideration of relevant

factors.

Insufficiently evaluates solutions.

Decision Making

Cogently presents decisions, using a rich

synthesis of research, data analysis, and

evaluation of solutions.

Sufficiently presents decisions based on a

basic synthesis of research, data analysis, and

evaluation of solutions.

Does not present a reasonable or appropriate

decision.

TOTAL SCORE FOR PROBLEM SOLVING & DECISION MAKING

PS & DM

PORTLAND STATE UNIVERSITY
SCHOOL OF BUSINESS ADMINISTRATION
Undergraduate Problem Solving & Decision Making Rubric
Definition: Graduates of the Business Administration Baccalaureate program will have the capacity to recognize and understand a wide range of common and novel business problems and to follow a systematic approach to solve them effectively.
Exceeds Expectations Meets Expectations Does Not Meet Expectations Score:
2 1 0 (2, 1, 0)
Problem Definition Clearly and thoroughly defines the problem using all relevant contextual factors. Sufficiently defines the problem using most relevant contextual factors. Does not construct clear problem statement.
Research Techniques & Data Analysis Organizes and synthesizes in-depth data and information from a wide range of research resources. Thorough synthesis of data and information. Uses a range of sources and a range of analytical tools. Evidence of synthesis of data and information from these sources. Does not use relevant data or analytical tools appropriately.
Solution Evaluation Comprehensively evaluates solutions in elegant manner with creative consideration of relevant factors. Sufficiently evaluates solutions in manner with appropriate consideration of relevant factors. Insufficiently evaluates solutions.
Decision Making Cogently presents decisions, using a rich synthesis of research, data analysis, and evaluation of solutions. Sufficiently presents decisions based on a basic synthesis of research, data analysis, and evaluation of solutions. Does not present a reasonable or appropriate decision.
TOTAL SCORE FOR PROBLEM SOLVING & DECISION MAKING
PORTLAND STATE UNIVERSITY
SCHOOL OF BUSINESS ADMINISTRATION
Learning Goal and Objectives
Undergraduate Problem Solving & Decision Making
Learning Goal:
Graduates of the Business Administration Baccalaureate program will have the capacity to recognize and understand a wide range of common and novel business problems and to follow a systematic approach to solve them effectively.
Learning Objectives:
Students will construct clear and specific problem statements using contextually relevant evidence.
Students will employ in-depth information and data from relevant sources throughout the problem solving process.
Students will thoroughly evaluate solutions from multiple dimensions and using appropriate analytical tools.
Students will make decisions based on a synthesis of research, data analysis, and evaluation of solutions.

Sustainability

PORTLAND STATE UNIVERSITY
SCHOOL OF BUSINESS ADMINISTRATION
Undergraduate Sustainability Rubric
Definition: Graduates of the Business Administration Baccalaureate program will possess a holistic perspective of the impact that business practices have on social, economic, and environmental systems.
Exceeds Expectations Meets Expectations Does Not Meet Expectations Score:
2 1 0 (2, 1, 0)
Stakeholder Identification Identifies all relevant social, economic and environmental stakeholders and their stakes. Identifies most relevant social, economic and environmental stakeholders and their stakes. Insufficiently identifies relevant social, economic or environmental stakeholders.
Stakeholder Relationships Thoroughly demonstrates how the firm and those economic, social and environmental stakeholders operate in a mutually influencing system. Sufficiently demonstrates an awareness of the firm's interconnections with its economic, social and environmental stakeholders. Insufficiently demonstrates an awareness of the firm's interconnections with its economic, social and environmental stakeholders.
Solution Development Develops novel and creative solutions that are realistic and demonstrate a deep concern for all stakeholders. Develops appropriate solutions with some original thinking and concern for affected stakeholders. Does not develop appropriate solutions.
Recognition of Implications & Consequences Comprehensively considers short- and long-term consequences and impacts on different stakeholders. Sufficiently considers short- and long-term consequences and impacts on different stakeholders. Insufficiently considers short- and long-term consequences and impacts on different stakeholders.
TOTAL SCORE FOR SUSTAINABILITY
PORTLAND STATE UNIVERSITY
SCHOOL OF BUSINESS ADMINISTRATION
Learning Goal and Objectives
Undergraduate Sustainability
Learning Goal:
Graduates of the Business Administration Baccalaureate program will possess a holistic perspective of the impact that business practices have on social, economic, and environmental systems.
Learning Objectives:
Students will identify relevant social, economic, and environmental stakeholders and their stakes.
Students will be aware of the interconnections between the firm and its social, economic, and environmental stakeholders.
Students will develop solutions that demonstrate a consideration of social, economic, and environmental stakeholders and their stakes.
Students will develop solutions that demonstrate a consideration of social, economic, and environmental stakeholders and their stakes.

Communication

PORTLAND STATE UNIVERSITY
SCHOOL OF BUSINESS ADMINISTRATION
Undergraduate Business Communication Rubric
Definition: Business Communication is a process of conveying information through the exchange of thoughts, messages, or information, as by speech, visuals, signals, writing, or behavior.
Exceeds Expectations Meets Expectations Does Not Meet Expectations Score:
2 1 0 (2, 1, 0)
Context, Purpose & Audience Demonstrates a thorough and creative understanding of context, audience, and purpose. Demonstrates adequate consideration of context, audience, and purpose. Does not demonstrate appropriate attention to context, audience, and purpose.
Manner of Presentation Message is skillfully delivered with a clear, concise and persuasive authority. Very professional. Message is delivered in a clear and concise manner. Demonstrates consistent use of professional communication conventions. Does not present the message in a clear or appropriate manner.
Delivery of Complex Information Skillfully conveys complex information that is easily understandable by the targeted audience. Delivery engages and teaches. Articulates complex information in an appropriate way that it is understood by the targeted audience. Does not synthesize complex information or deliver it in a manner that can be understood by the targeted audience.
Use of Sources Demonstrates a skillful use of high-quality, credible, relevant sources that enhance the communication. Demonstrates a consistent use of credible and relevant sources that support the communication. Does not appropriately or effectively use credible or relevant sources that support the communication.
TOTAL SCORE FOR BUSINESS COMMUNICATION
PORTLAND STATE UNIVERSITY
SCHOOL OF BUSINESS ADMINISTRATION
Learning Goal and Objectives
Undergraduate Business Communication
Learning Goal:
Graduates of the Business Administration Baccalaureate program will effectively communicate complex information with a variety of stakeholders to increase knowledge and achieve objectives.
Learning Objectives:
Students will demonstrate a thorough consideration of context, purpose, and audience in the communication.
Students will present a central message in a clear, concise, and convincing manner.
Students will skillfully articulate complex information in a manner that allows the message to be understood by multiple stakeholders.
Students will demonstrate a consistent use of credible, relevant sources that supports the message or credibility of the communicator.

Integrative Learning

PORTLAND STATE UNIVERSITY
SCHOOL OF BUSINESS ADMINISTRATION
Undergraduate Integrative Learning Rubric
Definition: Integrative learning is an understanding and a disposition that a student builds across our curriculum and demonstrates by making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex business situations
Exceeds Expectations Meets Expectations Does Not Meet Expectations Score:
2 1 0 (2, 1, 0)
Connection of Concepts Comprehensively synthesizes concepts by combining examples, facts or theories from more than one field of study or perspective. Sufficiently connects examples, facts or theories from more than one field of study or perspective. Does not appropriately connect examples, facts or theories from more than one field of study.
Transfer of Skills & Theories Comprehensively adapts and applies skills, abilities, theories or methodologies gained in one situation to new situations. Sufficiently adapts and applies skills, abilities, theories or methodologies gained in one situation to new situations. Does not apply skills, abilities, theories or methodologies gained in one situation in a new situation in relevant ways.
Integrated Communication Utilizes a format, language, or medium that enhances the integration of ideas, making clear the interdependence of language, meaning and expression. Chooses a format, language, or medium that connects content and form, with an appropriate awareness of purpose and audience. Does not use a format, language or medium that connects content and form.
Self-Reflection Comprehensively appreciates complex contextual factors and fully understands how their individual learning is impacted over time. Sufficiently appreciates complex contextual factors and understands how their individual learning is impacted over time. Insufficiently recognizes contextual factors or is unable to connect those factors to their own learning experience.
TOTAL SCORE FOR INTEGRATIVE LEARNING
PORTLAND STATE UNIVERSITY
SCHOOL OF BUSINESS ADMINISTRATION
Learning Goal and Objectives
Undergraduate Integrative Learning
Learning Goal:
Graduates of the Business Administration Baccalaureate program will synthesize and transfer learning to new, complex business situations within their program of study.
Learning Objectives:
Students will connect examples, facts, or theories from multiple fields of study or perspectives.
Students will adapt and apply skills, abilities, theories, or methodologies gained in one situation to new situations to solve problems or explore issues.
Students will fulfill assigned tasks by choosing a format, language, and graphic (or other visual representation) that explicitly connects content and form, demonstrating awareness of purpose and audience.
Students will evaluate changes in their own learning over time, recognizing complex contextual factors (e.g., works with ambiguity and risk, deals with frustration, considers ethical frameworks).

Exceeds ExpectationsMeets ExpectationsDoes Not Meet ExpectationsScore:

210(2, 1, 0)

Context, Purpose

& Audience

Demonstrates a thorough and creative

understanding of context, audience, and

purpose.

Demonstrates adequate consideration of

context, audience, and purpose.

Does not demonstrate appropriate attention to

context, audience, and purpose.

Manner of

Presentation

Message is skillfully delivered with a clear,

concise and persuasive authority. Very

professional.

Message is delivered in a clear and concise

manner. Demonstrates consistent use of

professional communication conventions.

Does not present the message in a clear or

appropriate manner.

Delivery of

Complex

Information

Skillfully conveys complex information that

is easily understandable by the targeted

audience. Delivery engages and teaches.

Articulates complex information in an

appropriate way that it is understood by the

targeted audience.

Does not synthesize complex information or

deliver it in a manner that can be understood

by the targeted audience.

Use of Sources

Demonstrates a skillful use of high-quality,

credible, relevant sources that enhance the

communication.

Demonstrates a consistent use of credible and

relevant sources that support the

communication.

Does not appropriately or effectively use

credible or relevant sources that support the

communication.

TOTAL SCORE FOR BUSINESS COMMUNICATION