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Hazel had worked for the same Fortune 500 company for almost fifteen years.

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Hazel had worked for the same Fortune 500 company for almost fifteen years. Although the company had gone through some tough times, things were starting to turn around. Customer orders were up, and quality and productivity had improved dramatically from what they had been only a few years earlier due to a companywide quality improvement program. So it came as a real shock to Hazel and about 400 of her co-workers when they were suddenly terminated following the new CEO's decision to downsize the company. After recovering from the initial shock, Hazel tried to find employment elsewhere. Despite her efforts, after eight months of searching, she was no closer to finding a job than the day she started. Her funds were being depleted and she was getting more discouraged. There was one bright spot, though: She was able to bring in a little money by mowing lawns for her neighbors. She got involved quite by chance when she heard one neighbor remark that now that his children were on their own, nobody was around to cut the grass. Almost jokingly, Hazel asked him how much he would be willing to pay. Soon Hazel was mowing the lawns of five neighbors. Other neighbors wanted her to work on their lawns, but she did not feel that she could spare any more time from her job search. However, as the rejection letters began to pile up, Hazel knew she had to make an important decision in her life. On a rainy Tuesday morning, she decided to go into business for herself—taking care of neighborhood lawns. She was relieved to give up the job of stress hunting, and she was excited about the prospects of being her own boss. But she was also fearful of being completely on her own. Nevertheless, Hazel was determined to make a good fit. At first, business was a bit slow, but once people realized Hazel was available, many asked her to take care of their lawns. Some people were simply glad to turn the work over to her; others switched from professional lawn care services. By the end of her first year in business, Hazel knew she could earn a living this way. She also performed other services such as fertilizing lawns, weeding gardens, and trimming shrubbery. Business became so good that Hazel hired two part-time workers to assist her and, even then, she believed she could expand further if she wanted to. Fact 1: Hazel is the operations manager of her business.

Fact 2: Among her responsibilities are forecasting and project management.

Question 1: What kind of things would need to be predicted? Question 2: What type of activities would need project management? Question 3: In what ways are Hazel's customers most likely to judge the quality of her lawn care services? Question 4: What are some of the trade-offs that Hazel would need to consider with regard to working for a company instead of for herself and to expanding her new business?

Read and study the case and complete the questions at the end of the study. Use the case study outline below to assist you with your analysis. Questions should be answered using case study format. Ensure that you adequately explain the problem, describe alternative solutions and justify your recommendation. This exercise should be able to be completed in approximately 3-6 doubled space pages (not counting cover and references).

Case Study Outline (see below)

OUTLINE FOR CASE ANALYSIS Title Page (APA formatted) Case Name: I. Major Facts (State here the major facts as you see them. Make statements clear and concise for your own understanding as well as for the understanding of the other students and the instructor.) II. Major Problem (State here the major problem as you see it. Emphasize the present major problem. You may wish to phrase your statement in the form of a question. In a few cases, there may be more than one major problem. A good problem statement will be concise, usually only one sentence.) III. Possible Solutions A. (List here the possible solutions to the major problem. Let your imagination come up with alternative ways to solve the problem. B. Do not limit yourself to only one or two possible solutions. These solutions should be distinct from each other. C. However, you may wish to include portions of one solution in another solution, as long as each solution stands alone. Only in this manner will your subsequent choice be definitive. D. Briefly note advantages and disadvantages of each possible solution.) etc. IV. Choice and Rationale (State here your choice, A or B or ___ and the detailed reasons for your choice. You may also state your reasons for not choosing the other alterative solutions.) V. Implementation (Prepare a plan to implement your choice) Appendix (Answer case study questions) Reference Page (APA formatted)

Assignment2_CaseStudy-HazelWeek6-TLMT442B001Spring2026-APEI.pdf

TLMT Assignment Rubric Undergraduate Level 300-

400 Course: TLMT442 B001 Spring 2026

Criteria Exemplary Accomplished Developing Beginning Criterion Score

FOCUS/TH

ESIS

/ 2020 points

Student ex-

hibits a defined

and clear un-

derstanding of

the assign-

ment. Thesis is

clearly defined

and well con-

structed to

help guide the

reader

throughout the

assignment.

Student builds

upon the thesis

of the assign-

ment with well

documented

and excep-

tional support-

ing facts, fig-

ures, and/or

statements.

17 points

Establishes a

good

comprehension

of topic and in

the building of

the thesis.

Student

demonstrates

an effective

presentation of

thesis, with

most support

statements

helping to sup-

port the key fo-

cus of

assignment.

15 points

Student ex-

hibits a basic

understanding

of the intended

assignment,

but

the thesis is

not fully

supported

throughout the

assignment.

While thesis

helps to guide

the develop-

ment of the as-

signment, the

reader may

have some dif-

ficulty in

seeing linkages

between

thoughts.

While student

has included a

few supporting

facts and

statements,

this has

limited the

quality of the

assignment.

13 points

Exhibits a lim-

ited

understanding

of the

assignment.

Reader is un-

able to follow

the logic used

for the thesis

and develop-

ment of key

themes.

Introduction of

thesis is not

clearly evident,

and reader

must look

deeper to dis-

cover

the focus of

the writer.

Student’s writ-

ing is weak in

the inclusion of

supporting

facts or

statements.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

CONTENT/

SUBJECT

KNOWLED

/ 1616 points

Student

demonstrates

proficient com-

mand of the

subject matter

in the assign-

ment.

Assignment

shows an im-

pressive level

of depth of

student’s abil-

ity to relate

course content

practical exam-

ples and appli-

cations.

Student pro-

vides compre-

hensive

analysis of de-

tails, facts, and

concepts in a

logical

sequence.

13.6 points

Student ex-

hibits above

average usage

of subject mat-

ter in assign-

ment. Student

provides above

average ability

in relating

course content

in examples

given. Details

and facts pre-

sented

provide an ade-

quate

presentation of

student’s cur-

rent level of

subject matter

knowledge.

12 points

The assign-

ment reveals

that the stu-

dent has a gen-

eral, funda-

mental

understanding

of the

course mate-

rial. Whereas,

there are areas

of some con-

cerning in the

linkages pro-

vided between

facts and sup-

porting state-

ments. Student

generally ex-

plains

concepts, but

only meets the

minimum re-

quirements in

this area.

10.4 points

Student tries to

explain some

concepts, but

overlooks criti-

cal details.

Assignment ap-

pears vague or

incomplete in

various seg-

ments. Student

presents

concepts in

isolation,

and does not

perceive to

have a logical

sequencing of

ideas.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

CRITICAL

THINKING

SKILLS

/ 1616 points

Student

demonstrates a

higher-level of

critical thinking

necessary for

this level

of work.

Learner pro-

vides a strate-

gic approach in

presenting ex-

amples of

problem solv-

ing or critical

thinking,

while drawing

logical

conclusions

which are not

immediately

obvious.

Student pro-

vides well sup-

ported ideas

and

reflection with

a variety of

current and/or

world views

in the assign-

ment. Student

presents a gen-

uine intellec-

tual develop-

ment of

ideas through-

out

assignment.

13.6 points

Student ex-

hibits a good

command of

critical thinking

skills in the

presentation of

material and

supporting

statements.

Assignment

demonstrates

the

student’s

above average

use of relating

concepts by

using a variety

of factors.

Overall, stu-

dent provides

adequate con-

clusions, with 2

or fewer

errors.

12 points

Student takes a

common, con-

ventional ap-

proach in guid-

ing the reader

through vari-

ous linkages

and

connections

presented in

assignment.

However, stu-

dent presents a

limited

perspective on

key

concepts

throughout

assignment.

Student

appears to

have problems

applying infor-

mation in a

problem-solv-

ing manner.

10.4 points

Student

demonstrates

beginning un-

derstanding

of key con-

cepts, but

overlooks criti-

cal details.

Learner is un-

able to apply

information in

problem-solv-

ing fashion.

Student

presents con-

fusing state-

ments and

facts in assign-

ment. No evi-

dence or little

semblance of

critical

thinking skills.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

ORGANIZA

TION OF

IDEAS/FOR

MAT

/ 1616 points

Student thor-

oughly

understands

and excels in

explaining all

major points.

An original,

unique, and/or

imaginative ap-

proach to over-

all ideas, con-

cepts, and find-

ings is pre-

sented.

Overall format

assignment in-

cludes an ap-

propriate intro-

duction (or

abstract), well-

developed

paragraphs,

and

conclusion.

Finished

assignment

demonstrates

student’s abil-

ity to plan and

organize re-

search in a log-

ical sequence.

Student

uses at least of

5-7

references in

assignment.

13.6 points

Student ex-

plains the

majority of

points and con-

cepts in the

assignment.

Learner

demonstrates a

good skill level

in formatting

and

organizing ma-

terial in assign-

ment. Student

presents an

above average

level of pre-

paredness,

with a few for-

matting errors.

Assignment

contains less

than 5

resources.

12 points

Learner applies

some

points and con-

cepts

incorrectly.

Student uses a

variety of for-

matting styles,

with some in-

consistencies

throughout the

paper.

Assignment

does not have

continuous

pattern of logi-

cal sequencing.

Student uses

less than 3

sources or

references.

10.4 points

Assignment re-

veals

formatting er-

rors and a lack

of organization.

Student

presents an

incomplete at-

tempt to pro-

vide linkages or

explanation of

key

terms. The lack

of appropriate

references or

source materi-

als demon-

strates the

student’s need

for

additional help

training in this

area.

Student needs

to review and

revise the

assignment.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

WRITING

CONVENTI

ONS

(GRAMMAR

MECHANIC

/ 1616 points

Student

demonstrates

excellent com-

mand of gram-

mar, as well as

presents re-

search in a

clear and con-

cise writing

style.

Presents a

thorough, ex-

tensive under-

standing of

word usage.

Student

excels in the

election and

development

of a well

planned re-

search assign-

ment.

Assignment is

error-free and

reflects

student’s abil-

ity to prepare a

high-quality

academic

assignment.

13.6 points

Student pro-

vides an

effective dis-

play of good

writing and

grammar.

Assignment re-

flects

student’s abil-

ity to select ap-

propriate word

usage and

present an

above

average pre-

sentation of a

given topic or

issue.

Assignment ap-

pears to be

well written

with no more

than 3-5 er-

rors. Student

provides a final

written prod-

uct that covers

the above-min-

imal

requirements.

12 points

Assignment re-

flects basic

writing and

grammar, but

more than 5

errors. Key

terms and con-

cepts are

somewhat

vague and not

completely ex-

plained by stu-

dent. Student

uses a basic

vocabulary in

assignment.

Student’s writ-

ing ability is av-

erage,

but demon-

strates a basic

understanding

of the subject

matter.

10.4 points

Topics, con-

cepts, and

ideas are not

coherently dis-

cussed or ex-

pressed in as-

signments.

Student’s writ-

ing style is

weak and

needs improve-

ment, along

with numerous

proofreading

errors.

Assignment

lacks clarity,

consistency,

and correct-

ness. Student

needs to re-

view and revise

assignment.

Total / 100

Criteria Exemplary Accomplished Developing Beginning Criterion Score

USE OF

COMPUTER

TECHNOLO

GY/

APPLICATI

ONS

/ 1616 points

Student pro-

vides a high

caliber, format-

ted assign-

ment. Learner

exhibits excel-

lent use of

computer tech-

nology in the

development

assignment.

Quality and ap-

propriateness

of stated refer-

ences demon-

strate the

student’s abil-

ity to use tech-

nology to con-

duct applicable

research. Given

assignment in-

cludes

appropriate

word

processing,

spreadsheet

and/or other

computer ap-

plications as

part of the final

product.

13.6 points

Assignment

presents an

above-average

use of format-

ting skills, with

less than 3 er-

rors. Students

has a good

command of

computer ap-

plications to

format infor-

mation and/or

figures in an

appropriate

format.

Student uses at

least two types

of computer

applications to

produce a qual-

ity assignment.

12 points

Student

demonstrates a

basic knowl-

edge of com-

puter applica-

tions.

Appearance of

final

assignment

demonstrates

the student’s

limited ability

to format and

present data.

Resources used

assignment are

limited.

Student may

need to obtain

further help in

the use of

computer

applications

and Internet

research.

10.4 points

Student needs

to develop bet-

ter formatting

skills. The stu-

dent may need

to take addi-

tional training

or obtain help

while preparing

an assignment.

Research and

resources pre-

sented

in the assign-

ment are lim-

ited. Student

needs to ex-

pand research

scope. The

number of for-

matting errors

is not

acceptable.

Overall Score

Exemplary 90 points minimum

Accomplished 80 points minimum

Developing 70 points minimum

Beginning 0 points minimum

Assignment2_CaseStudy-HazelWeek6-TLMT442B001Spring2026-APEI.pdf

TLMT Assignment Rubric Undergraduate Level 300-

400 Course: TLMT442 B001 Spring 2026

Criteria Exemplary Accomplished Developing Beginning Criterion Score

FOCUS/TH

ESIS

/ 2020 points

Student ex-

hibits a defined

and clear un-

derstanding of

the assign-

ment. Thesis is

clearly defined

and well con-

structed to

help guide the

reader

throughout the

assignment.

Student builds

upon the thesis

of the assign-

ment with well

documented

and excep-

tional support-

ing facts, fig-

ures, and/or

statements.

17 points

Establishes a

good

comprehension

of topic and in

the building of

the thesis.

Student

demonstrates

an effective

presentation of

thesis, with

most support

statements

helping to sup-

port the key fo-

cus of

assignment.

15 points

Student ex-

hibits a basic

understanding

of the intended

assignment,

but

the thesis is

not fully

supported

throughout the

assignment.

While thesis

helps to guide

the develop-

ment of the as-

signment, the

reader may

have some dif-

ficulty in

seeing linkages

between

thoughts.

While student

has included a

few supporting

facts and

statements,

this has

limited the

quality of the

assignment.

13 points

Exhibits a lim-

ited

understanding

of the

assignment.

Reader is un-

able to follow

the logic used

for the thesis

and develop-

ment of key

themes.

Introduction of

thesis is not

clearly evident,

and reader

must look

deeper to dis-

cover

the focus of

the writer.

Student’s writ-

ing is weak in

the inclusion of

supporting

facts or

statements.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

CONTENT/

SUBJECT

KNOWLED

/ 1616 points

Student

demonstrates

proficient com-

mand of the

subject matter

in the assign-

ment.

Assignment

shows an im-

pressive level

of depth of

student’s abil-

ity to relate

course content

practical exam-

ples and appli-

cations.

Student pro-

vides compre-

hensive

analysis of de-

tails, facts, and

concepts in a

logical

sequence.

13.6 points

Student ex-

hibits above

average usage

of subject mat-

ter in assign-

ment. Student

provides above

average ability

in relating

course content

in examples

given. Details

and facts pre-

sented

provide an ade-

quate

presentation of

student’s cur-

rent level of

subject matter

knowledge.

12 points

The assign-

ment reveals

that the stu-

dent has a gen-

eral, funda-

mental

understanding

of the

course mate-

rial. Whereas,

there are areas

of some con-

cerning in the

linkages pro-

vided between

facts and sup-

porting state-

ments. Student

generally ex-

plains

concepts, but

only meets the

minimum re-

quirements in

this area.

10.4 points

Student tries to

explain some

concepts, but

overlooks criti-

cal details.

Assignment ap-

pears vague or

incomplete in

various seg-

ments. Student

presents

concepts in

isolation,

and does not

perceive to

have a logical

sequencing of

ideas.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

CRITICAL

THINKING

SKILLS

/ 1616 points

Student

demonstrates a

higher-level of

critical thinking

necessary for

this level

of work.

Learner pro-

vides a strate-

gic approach in

presenting ex-

amples of

problem solv-

ing or critical

thinking,

while drawing

logical

conclusions

which are not

immediately

obvious.

Student pro-

vides well sup-

ported ideas

and

reflection with

a variety of

current and/or

world views

in the assign-

ment. Student

presents a gen-

uine intellec-

tual develop-

ment of

ideas through-

out

assignment.

13.6 points

Student ex-

hibits a good

command of

critical thinking

skills in the

presentation of

material and

supporting

statements.

Assignment

demonstrates

the

student’s

above average

use of relating

concepts by

using a variety

of factors.

Overall, stu-

dent provides

adequate con-

clusions, with 2

or fewer

errors.

12 points

Student takes a

common, con-

ventional ap-

proach in guid-

ing the reader

through vari-

ous linkages

and

connections

presented in

assignment.

However, stu-

dent presents a

limited

perspective on

key

concepts

throughout

assignment.

Student

appears to

have problems

applying infor-

mation in a

problem-solv-

ing manner.

10.4 points

Student

demonstrates

beginning un-

derstanding

of key con-

cepts, but

overlooks criti-

cal details.

Learner is un-

able to apply

information in

problem-solv-

ing fashion.

Student

presents con-

fusing state-

ments and

facts in assign-

ment. No evi-

dence or little

semblance of

critical

thinking skills.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

ORGANIZA

TION OF

IDEAS/FOR

MAT

/ 1616 points

Student thor-

oughly

understands

and excels in

explaining all

major points.

An original,

unique, and/or

imaginative ap-

proach to over-

all ideas, con-

cepts, and find-

ings is pre-

sented.

Overall format

assignment in-

cludes an ap-

propriate intro-

duction (or

abstract), well-

developed

paragraphs,

and

conclusion.

Finished

assignment

demonstrates

student’s abil-

ity to plan and

organize re-

search in a log-

ical sequence.

Student

uses at least of

5-7

references in

assignment.

13.6 points

Student ex-

plains the

majority of

points and con-

cepts in the

assignment.

Learner

demonstrates a

good skill level

in formatting

and

organizing ma-

terial in assign-

ment. Student

presents an

above average

level of pre-

paredness,

with a few for-

matting errors.

Assignment

contains less

than 5

resources.

12 points

Learner applies

some

points and con-

cepts

incorrectly.

Student uses a

variety of for-

matting styles,

with some in-

consistencies

throughout the

paper.

Assignment

does not have

continuous

pattern of logi-

cal sequencing.

Student uses

less than 3

sources or

references.

10.4 points

Assignment re-

veals

formatting er-

rors and a lack

of organization.

Student

presents an

incomplete at-

tempt to pro-

vide linkages or

explanation of

key

terms. The lack

of appropriate

references or

source materi-

als demon-

strates the

student’s need

for

additional help

training in this

area.

Student needs

to review and

revise the

assignment.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

WRITING

CONVENTI

ONS

(GRAMMAR

MECHANIC

/ 1616 points

Student

demonstrates

excellent com-

mand of gram-

mar, as well as

presents re-

search in a

clear and con-

cise writing

style.

Presents a

thorough, ex-

tensive under-

standing of

word usage.

Student

excels in the

election and

development

of a well

planned re-

search assign-

ment.

Assignment is

error-free and

reflects

student’s abil-

ity to prepare a

high-quality

academic

assignment.

13.6 points

Student pro-

vides an

effective dis-

play of good

writing and

grammar.

Assignment re-

flects

student’s abil-

ity to select ap-

propriate word

usage and

present an

above

average pre-

sentation of a

given topic or

issue.

Assignment ap-

pears to be

well written

with no more

than 3-5 er-

rors. Student

provides a final

written prod-

uct that covers

the above-min-

imal

requirements.

12 points

Assignment re-

flects basic

writing and

grammar, but

more than 5

errors. Key

terms and con-

cepts are

somewhat

vague and not

completely ex-

plained by stu-

dent. Student

uses a basic

vocabulary in

assignment.

Student’s writ-

ing ability is av-

erage,

but demon-

strates a basic

understanding

of the subject

matter.

10.4 points

Topics, con-

cepts, and

ideas are not

coherently dis-

cussed or ex-

pressed in as-

signments.

Student’s writ-

ing style is

weak and

needs improve-

ment, along

with numerous

proofreading

errors.

Assignment

lacks clarity,

consistency,

and correct-

ness. Student

needs to re-

view and revise

assignment.

Total / 100

Criteria Exemplary Accomplished Developing Beginning Criterion Score

USE OF

COMPUTER

TECHNOLO

GY/

APPLICATI

ONS

/ 1616 points

Student pro-

vides a high

caliber, format-

ted assign-

ment. Learner

exhibits excel-

lent use of

computer tech-

nology in the

development

assignment.

Quality and ap-

propriateness

of stated refer-

ences demon-

strate the

student’s abil-

ity to use tech-

nology to con-

duct applicable

research. Given

assignment in-

cludes

appropriate

word

processing,

spreadsheet

and/or other

computer ap-

plications as

part of the final

product.

13.6 points

Assignment

presents an

above-average

use of format-

ting skills, with

less than 3 er-

rors. Students

has a good

command of

computer ap-

plications to

format infor-

mation and/or

figures in an

appropriate

format.

Student uses at

least two types

of computer

applications to

produce a qual-

ity assignment.

12 points

Student

demonstrates a

basic knowl-

edge of com-

puter applica-

tions.

Appearance of

final

assignment

demonstrates

the student’s

limited ability

to format and

present data.

Resources used

assignment are

limited.

Student may

need to obtain

further help in

the use of

computer

applications

and Internet

research.

10.4 points

Student needs

to develop bet-

ter formatting

skills. The stu-

dent may need

to take addi-

tional training

or obtain help

while preparing

an assignment.

Research and

resources pre-

sented

in the assign-

ment are lim-

ited. Student

needs to ex-

pand research

scope. The

number of for-

matting errors

is not

acceptable.

Overall Score

Exemplary 90 points minimum

Accomplished 80 points minimum

Developing 70 points minimum

Beginning 0 points minimum

Week6TLMT442.docx

Fact 2: Among her responsibilities are forecasting and project management.

Case Study Outline (see below)

Assignment2_CaseStudy-HazelWeek6-TLMT442B001Spring2026-APEI.pdf

TLMT Assignment Rubric Undergraduate Level 300-

400 Course: TLMT442 B001 Spring 2026

Criteria Exemplary Accomplished Developing Beginning Criterion Score

FOCUS/TH

ESIS

/ 2020 points

Student ex-

hibits a defined

and clear un-

derstanding of

the assign-

ment. Thesis is

clearly defined

and well con-

structed to

help guide the

reader

throughout the

assignment.

Student builds

upon the thesis

of the assign-

ment with well

documented

and excep-

tional support-

ing facts, fig-

ures, and/or

statements.

17 points

Establishes a

good

comprehension

of topic and in

the building of

the thesis.

Student

demonstrates

an effective

presentation of

thesis, with

most support

statements

helping to sup-

port the key fo-

cus of

assignment.

15 points

Student ex-

hibits a basic

understanding

of the intended

assignment,

but

the thesis is

not fully

supported

throughout the

assignment.

While thesis

helps to guide

the develop-

ment of the as-

signment, the

reader may

have some dif-

ficulty in

seeing linkages

between

thoughts.

While student

has included a

few supporting

facts and

statements,

this has

limited the

quality of the

assignment.

13 points

Exhibits a lim-

ited

understanding

of the

assignment.

Reader is un-

able to follow

the logic used

for the thesis

and develop-

ment of key

themes.

Introduction of

thesis is not

clearly evident,

and reader

must look

deeper to dis-

cover

the focus of

the writer.

Student’s writ-

ing is weak in

the inclusion of

supporting

facts or

statements.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

CONTENT/

SUBJECT

KNOWLED

/ 1616 points

Student

demonstrates

proficient com-

mand of the

subject matter

in the assign-

ment.

Assignment

shows an im-

pressive level

of depth of

student’s abil-

ity to relate

course content

practical exam-

ples and appli-

cations.

Student pro-

vides compre-

hensive

analysis of de-

tails, facts, and

concepts in a

logical

sequence.

13.6 points

Student ex-

hibits above

average usage

of subject mat-

ter in assign-

ment. Student

provides above

average ability

in relating

course content

in examples

given. Details

and facts pre-

sented

provide an ade-

quate

presentation of

student’s cur-

rent level of

subject matter

knowledge.

12 points

The assign-

ment reveals

that the stu-

dent has a gen-

eral, funda-

mental

understanding

of the

course mate-

rial. Whereas,

there are areas

of some con-

cerning in the

linkages pro-

vided between

facts and sup-

porting state-

ments. Student

generally ex-

plains

concepts, but

only meets the

minimum re-

quirements in

this area.

10.4 points

Student tries to

explain some

concepts, but

overlooks criti-

cal details.

Assignment ap-

pears vague or

incomplete in

various seg-

ments. Student

presents

concepts in

isolation,

and does not

perceive to

have a logical

sequencing of

ideas.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

CRITICAL

THINKING

SKILLS

/ 1616 points

Student

demonstrates a

higher-level of

critical thinking

necessary for

this level

of work.

Learner pro-

vides a strate-

gic approach in

presenting ex-

amples of

problem solv-

ing or critical

thinking,

while drawing

logical

conclusions

which are not

immediately

obvious.

Student pro-

vides well sup-

ported ideas

and

reflection with

a variety of

current and/or

world views

in the assign-

ment. Student

presents a gen-

uine intellec-

tual develop-

ment of

ideas through-

out

assignment.

13.6 points

Student ex-

hibits a good

command of

critical thinking

skills in the

presentation of

material and

supporting

statements.

Assignment

demonstrates

the

student’s

above average

use of relating

concepts by

using a variety

of factors.

Overall, stu-

dent provides

adequate con-

clusions, with 2

or fewer

errors.

12 points

Student takes a

common, con-

ventional ap-

proach in guid-

ing the reader

through vari-

ous linkages

and

connections

presented in

assignment.

However, stu-

dent presents a

limited

perspective on

key

concepts

throughout

assignment.

Student

appears to

have problems

applying infor-

mation in a

problem-solv-

ing manner.

10.4 points

Student

demonstrates

beginning un-

derstanding

of key con-

cepts, but

overlooks criti-

cal details.

Learner is un-

able to apply

information in

problem-solv-

ing fashion.

Student

presents con-

fusing state-

ments and

facts in assign-

ment. No evi-

dence or little

semblance of

critical

thinking skills.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

ORGANIZA

TION OF

IDEAS/FOR

MAT

/ 1616 points

Student thor-

oughly

understands

and excels in

explaining all

major points.

An original,

unique, and/or

imaginative ap-

proach to over-

all ideas, con-

cepts, and find-

ings is pre-

sented.

Overall format

assignment in-

cludes an ap-

propriate intro-

duction (or

abstract), well-

developed

paragraphs,

and

conclusion.

Finished

assignment

demonstrates

student’s abil-

ity to plan and

organize re-

search in a log-

ical sequence.

Student

uses at least of

5-7

references in

assignment.

13.6 points

Student ex-

plains the

majority of

points and con-

cepts in the

assignment.

Learner

demonstrates a

good skill level

in formatting

and

organizing ma-

terial in assign-

ment. Student

presents an

above average

level of pre-

paredness,

with a few for-

matting errors.

Assignment

contains less

than 5

resources.

12 points

Learner applies

some

points and con-

cepts

incorrectly.

Student uses a

variety of for-

matting styles,

with some in-

consistencies

throughout the

paper.

Assignment

does not have

continuous

pattern of logi-

cal sequencing.

Student uses

less than 3

sources or

references.

10.4 points

Assignment re-

veals

formatting er-

rors and a lack

of organization.

Student

presents an

incomplete at-

tempt to pro-

vide linkages or

explanation of

key

terms. The lack

of appropriate

references or

source materi-

als demon-

strates the

student’s need

for

additional help

training in this

area.

Student needs

to review and

revise the

assignment.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

WRITING

CONVENTI

ONS

(GRAMMAR

MECHANIC

/ 1616 points

Student

demonstrates

excellent com-

mand of gram-

mar, as well as

presents re-

search in a

clear and con-

cise writing

style.

Presents a

thorough, ex-

tensive under-

standing of

word usage.

Student

excels in the

election and

development

of a well

planned re-

search assign-

ment.

Assignment is

error-free and

reflects

student’s abil-

ity to prepare a

high-quality

academic

assignment.

13.6 points

Student pro-

vides an

effective dis-

play of good

writing and

grammar.

Assignment re-

flects

student’s abil-

ity to select ap-

propriate word

usage and

present an

above

average pre-

sentation of a

given topic or

issue.

Assignment ap-

pears to be

well written

with no more

than 3-5 er-

rors. Student

provides a final

written prod-

uct that covers

the above-min-

imal

requirements.

12 points

Assignment re-

flects basic

writing and

grammar, but

more than 5

errors. Key

terms and con-

cepts are

somewhat

vague and not

completely ex-

plained by stu-

dent. Student

uses a basic

vocabulary in

assignment.

Student’s writ-

ing ability is av-

erage,

but demon-

strates a basic

understanding

of the subject

matter.

10.4 points

Topics, con-

cepts, and

ideas are not

coherently dis-

cussed or ex-

pressed in as-

signments.

Student’s writ-

ing style is

weak and

needs improve-

ment, along

with numerous

proofreading

errors.

Assignment

lacks clarity,

consistency,

and correct-

ness. Student

needs to re-

view and revise

assignment.

Total / 100

Criteria Exemplary Accomplished Developing Beginning Criterion Score

USE OF

COMPUTER

TECHNOLO

GY/

APPLICATI

ONS

/ 1616 points

Student pro-

vides a high

caliber, format-

ted assign-

ment. Learner

exhibits excel-

lent use of

computer tech-

nology in the

development

assignment.

Quality and ap-

propriateness

of stated refer-

ences demon-

strate the

student’s abil-

ity to use tech-

nology to con-

duct applicable

research. Given

assignment in-

cludes

appropriate

word

processing,

spreadsheet

and/or other

computer ap-

plications as

part of the final

product.

13.6 points

Assignment

presents an

above-average

use of format-

ting skills, with

less than 3 er-

rors. Students

has a good

command of

computer ap-

plications to

format infor-

mation and/or

figures in an

appropriate

format.

Student uses at

least two types

of computer

applications to

produce a qual-

ity assignment.

12 points

Student

demonstrates a

basic knowl-

edge of com-

puter applica-

tions.

Appearance of

final

assignment

demonstrates

the student’s

limited ability

to format and

present data.

Resources used

assignment are

limited.

Student may

need to obtain

further help in

the use of

computer

applications

and Internet

research.

10.4 points

Student needs

to develop bet-

ter formatting

skills. The stu-

dent may need

to take addi-

tional training

or obtain help

while preparing

an assignment.

Research and

resources pre-

sented

in the assign-

ment are lim-

ited. Student

needs to ex-

pand research

scope. The

number of for-

matting errors

is not

acceptable.

Overall Score

Exemplary 90 points minimum

Accomplished 80 points minimum

Developing 70 points minimum

Beginning 0 points minimum

Week6TLMT442.docx

Fact 2: Among her responsibilities are forecasting and project management.

Case Study Outline (see below)

Assignment2_CaseStudy-HazelWeek6-TLMT442B001Spring2026-APEI.pdf

TLMT Assignment Rubric Undergraduate Level 300-

400 Course: TLMT442 B001 Spring 2026

Criteria Exemplary Accomplished Developing Beginning Criterion Score

FOCUS/TH

ESIS

/ 2020 points

Student ex-

hibits a defined

and clear un-

derstanding of

the assign-

ment. Thesis is

clearly defined

and well con-

structed to

help guide the

reader

throughout the

assignment.

Student builds

upon the thesis

of the assign-

ment with well

documented

and excep-

tional support-

ing facts, fig-

ures, and/or

statements.

17 points

Establishes a

good

comprehension

of topic and in

the building of

the thesis.

Student

demonstrates

an effective

presentation of

thesis, with

most support

statements

helping to sup-

port the key fo-

cus of

assignment.

15 points

Student ex-

hibits a basic

understanding

of the intended

assignment,

but

the thesis is

not fully

supported

throughout the

assignment.

While thesis

helps to guide

the develop-

ment of the as-

signment, the

reader may

have some dif-

ficulty in

seeing linkages

between

thoughts.

While student

has included a

few supporting

facts and

statements,

this has

limited the

quality of the

assignment.

13 points

Exhibits a lim-

ited

understanding

of the

assignment.

Reader is un-

able to follow

the logic used

for the thesis

and develop-

ment of key

themes.

Introduction of

thesis is not

clearly evident,

and reader

must look

deeper to dis-

cover

the focus of

the writer.

Student’s writ-

ing is weak in

the inclusion of

supporting

facts or

statements.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

CONTENT/

SUBJECT

KNOWLED

/ 1616 points

Student

demonstrates

proficient com-

mand of the

subject matter

in the assign-

ment.

Assignment

shows an im-

pressive level

of depth of

student’s abil-

ity to relate

course content

practical exam-

ples and appli-

cations.

Student pro-

vides compre-

hensive

analysis of de-

tails, facts, and

concepts in a

logical

sequence.

13.6 points

Student ex-

hibits above

average usage

of subject mat-

ter in assign-

ment. Student

provides above

average ability

in relating

course content

in examples

given. Details

and facts pre-

sented

provide an ade-

quate

presentation of

student’s cur-

rent level of

subject matter

knowledge.

12 points

The assign-

ment reveals

that the stu-

dent has a gen-

eral, funda-

mental

understanding

of the

course mate-

rial. Whereas,

there are areas

of some con-

cerning in the

linkages pro-

vided between

facts and sup-

porting state-

ments. Student

generally ex-

plains

concepts, but

only meets the

minimum re-

quirements in

this area.

10.4 points

Student tries to

explain some

concepts, but

overlooks criti-

cal details.

Assignment ap-

pears vague or

incomplete in

various seg-

ments. Student

presents

concepts in

isolation,

and does not

perceive to

have a logical

sequencing of

ideas.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

CRITICAL

THINKING

SKILLS

/ 1616 points

Student

demonstrates a

higher-level of

critical thinking

necessary for

this level

of work.

Learner pro-

vides a strate-

gic approach in

presenting ex-

amples of

problem solv-

ing or critical

thinking,

while drawing

logical

conclusions

which are not

immediately

obvious.

Student pro-

vides well sup-

ported ideas

and

reflection with

a variety of

current and/or

world views

in the assign-

ment. Student

presents a gen-

uine intellec-

tual develop-

ment of

ideas through-

out

assignment.

13.6 points

Student ex-

hibits a good

command of

critical thinking

skills in the

presentation of

material and

supporting

statements.

Assignment

demonstrates

the

student’s

above average

use of relating

concepts by

using a variety

of factors.

Overall, stu-

dent provides

adequate con-

clusions, with 2

or fewer

errors.

12 points

Student takes a

common, con-

ventional ap-

proach in guid-

ing the reader

through vari-

ous linkages

and

connections

presented in

assignment.

However, stu-

dent presents a

limited

perspective on

key

concepts

throughout

assignment.

Student

appears to

have problems

applying infor-

mation in a

problem-solv-

ing manner.

10.4 points

Student

demonstrates

beginning un-

derstanding

of key con-

cepts, but

overlooks criti-

cal details.

Learner is un-

able to apply

information in

problem-solv-

ing fashion.

Student

presents con-

fusing state-

ments and

facts in assign-

ment. No evi-

dence or little

semblance of

critical

thinking skills.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

ORGANIZA

TION OF

IDEAS/FOR

MAT

/ 1616 points

Student thor-

oughly

understands

and excels in

explaining all

major points.

An original,

unique, and/or

imaginative ap-

proach to over-

all ideas, con-

cepts, and find-

ings is pre-

sented.

Overall format

assignment in-

cludes an ap-

propriate intro-

duction (or

abstract), well-

developed

paragraphs,

and

conclusion.

Finished

assignment

demonstrates

student’s abil-

ity to plan and

organize re-

search in a log-

ical sequence.

Student

uses at least of

5-7

references in

assignment.

13.6 points

Student ex-

plains the

majority of

points and con-

cepts in the

assignment.

Learner

demonstrates a

good skill level

in formatting

and

organizing ma-

terial in assign-

ment. Student

presents an

above average

level of pre-

paredness,

with a few for-

matting errors.

Assignment

contains less

than 5

resources.

12 points

Learner applies

some

points and con-

cepts

incorrectly.

Student uses a

variety of for-

matting styles,

with some in-

consistencies

throughout the

paper.

Assignment

does not have

continuous

pattern of logi-

cal sequencing.

Student uses

less than 3

sources or

references.

10.4 points

Assignment re-

veals

formatting er-

rors and a lack

of organization.

Student

presents an

incomplete at-

tempt to pro-

vide linkages or

explanation of

key

terms. The lack

of appropriate

references or

source materi-

als demon-

strates the

student’s need

for

additional help

training in this

area.

Student needs

to review and

revise the

assignment.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

WRITING

CONVENTI

ONS

(GRAMMAR

MECHANIC

/ 1616 points

Student

demonstrates

excellent com-

mand of gram-

mar, as well as

presents re-

search in a

clear and con-

cise writing

style.

Presents a

thorough, ex-

tensive under-

standing of

word usage.

Student

excels in the

election and

development

of a well

planned re-

search assign-

ment.

Assignment is

error-free and

reflects

student’s abil-

ity to prepare a

high-quality

academic

assignment.

13.6 points

Student pro-

vides an

effective dis-

play of good

writing and

grammar.

Assignment re-

flects

student’s abil-

ity to select ap-

propriate word

usage and

present an

above

average pre-

sentation of a

given topic or

issue.

Assignment ap-

pears to be

well written

with no more

than 3-5 er-

rors. Student

provides a final

written prod-

uct that covers

the above-min-

imal

requirements.

12 points

Assignment re-

flects basic

writing and

grammar, but

more than 5

errors. Key

terms and con-

cepts are

somewhat

vague and not

completely ex-

plained by stu-

dent. Student

uses a basic

vocabulary in

assignment.

Student’s writ-

ing ability is av-

erage,

but demon-

strates a basic

understanding

of the subject

matter.

10.4 points

Topics, con-

cepts, and

ideas are not

coherently dis-

cussed or ex-

pressed in as-

signments.

Student’s writ-

ing style is

weak and

needs improve-

ment, along

with numerous

proofreading

errors.

Assignment

lacks clarity,

consistency,

and correct-

ness. Student

needs to re-

view and revise

assignment.

Total / 100

Criteria Exemplary Accomplished Developing Beginning Criterion Score

USE OF

COMPUTER

TECHNOLO

GY/

APPLICATI

ONS

/ 1616 points

Student pro-

vides a high

caliber, format-

ted assign-

ment. Learner

exhibits excel-

lent use of

computer tech-

nology in the

development

assignment.

Quality and ap-

propriateness

of stated refer-

ences demon-

strate the

student’s abil-

ity to use tech-

nology to con-

duct applicable

research. Given

assignment in-

cludes

appropriate

word

processing,

spreadsheet

and/or other

computer ap-

plications as

part of the final

product.

13.6 points

Assignment

presents an

above-average

use of format-

ting skills, with

less than 3 er-

rors. Students

has a good

command of

computer ap-

plications to

format infor-

mation and/or

figures in an

appropriate

format.

Student uses at

least two types

of computer

applications to

produce a qual-

ity assignment.

12 points

Student

demonstrates a

basic knowl-

edge of com-

puter applica-

tions.

Appearance of

final

assignment

demonstrates

the student’s

limited ability

to format and

present data.

Resources used

assignment are

limited.

Student may

need to obtain

further help in

the use of

computer

applications

and Internet

research.

10.4 points

Student needs

to develop bet-

ter formatting

skills. The stu-

dent may need

to take addi-

tional training

or obtain help

while preparing

an assignment.

Research and

resources pre-

sented

in the assign-

ment are lim-

ited. Student

needs to ex-

pand research

scope. The

number of for-

matting errors

is not

acceptable.

Overall Score

Exemplary 90 points minimum

Accomplished 80 points minimum

Developing 70 points minimum

Beginning 0 points minimum

other Questions(10)

week 6 tlmt 442

Week6TLMT442.docx

Assignment2_CaseStudy-HazelWeek6-TLMT442B001Spring2026-APEI.pdf

Week6TLMT442.docx

Assignment2_CaseStudy-HazelWeek6-TLMT442B001Spring2026-APEI.pdf

Assignment2_CaseStudy-HazelWeek6-TLMT442B001Spring2026-APEI.pdf

Week6TLMT442.docx

Assignment2_CaseStudy-HazelWeek6-TLMT442B001Spring2026-APEI.pdf

Week6TLMT442.docx

Assignment2_CaseStudy-HazelWeek6-TLMT442B001Spring2026-APEI.pdf

305ASSPROG

HLSS31ASS

Week 3 pj

week 2 tmlt313

WEEK 8 tlmt353

week 1 case study

week 5

week 8 tlmt313