Assignment Prompt & Instructions
[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)
Hazel had worked for the same Fortune 500 company for almost fifteen years.
**files (2)**
– ## Week6TLMT442.docx
– ## Assignment2_CaseStudy-HazelWeek6-TLMT442B001Spring2026-APEI.pdf
**## Week6TLMT442.docx**
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](https://myclassroom.apus.edu/shared/commonfolder/management-common/TLMT/TLMT313/OUTLINE%20FOR%20CASE%20ANALYSIS.pdf) (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
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
GE
/ 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
to
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
a
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
of
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
a
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
or
training in this
area.
Student needs
to review and
revise the
assignment.
Criteria Exemplary Accomplished Developing Beginning Criterion Score
WRITING
CONVENTI
ONS
(GRAMMAR
&
MECHANIC
S)
/ 1616 points
Student
demonstrates
an
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
of
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
in
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
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
GE
/ 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
to
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
a
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
of
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
a
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
or
training in this
area.
Student needs
to review and
revise the
assignment.
Criteria Exemplary Accomplished Developing Beginning Criterion Score
WRITING
CONVENTI
ONS
(GRAMMAR
&
MECHANIC
S)
/ 1616 points
Student
demonstrates
an
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
of
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
in
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**
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](https://myclassroom.apus.edu/shared/commonfolder/management-common/TLMT/TLMT313/OUTLINE%20FOR%20CASE%20ANALYSIS.pdf) (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
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
GE
/ 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
to
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
a
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
of
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
a
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
or
training in this
area.
Student needs
to review and
revise the
assignment.
Criteria Exemplary Accomplished Developing Beginning Criterion Score
WRITING
CONVENTI
ONS
(GRAMMAR
&
MECHANIC
S)
/ 1616 points
Student
demonstrates
an
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
of
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
in
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**
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](https://myclassroom.apus.edu/shared/commonfolder/management-common/TLMT/TLMT313/OUTLINE%20FOR%20CASE%20ANALYSIS.pdf) (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
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
GE
/ 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
to
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
a
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
of
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
a
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
or
training in this
area.
Student needs
to review and
revise the
assignment.
Criteria Exemplary Accomplished Developing Beginning Criterion Score
WRITING
CONVENTI
ONS
(GRAMMAR
&
MECHANIC
S)
/ 1616 points
Student
demonstrates
an
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
of
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
in
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