Tanya, a team leader, has received a message from her direct leader (Gus) requesting an immediate meeting due to her behavior being "out of control." Tanya and Gus then meet in person the following day, which Tanya seems to think of as unimportant and a waste of time, but her boss remains calm while speaking to her.

From the very beginning, Tanya displayed an enormous attitude problem and hesitancy to hear her boss out. Despite these behaviors, Gus directly plows through what he has to say and seems to have finally caught Tanya's interest as she now begins to devote more focus.

When Gus mentions his first point of Tanya being uncharacteristically "aggressive", she demonstrates exactly what he was talking about, and Gus continues to patiently respond to her with a series of follow up questions. Even more so, Gus provided clear reasoning as to why her behavior was unacceptable, yet she remained combative. For this reason, Tanya is now showcasing herself as unfit for a future promotion she has expressed interest in because she can hardly handle the criticism and the job she has at hand currently. It appears she is taking on too much, too soon, which is bringing the organization down.

Eventually, Gus can talk Tanya to a state where she begins to understand the error of her ways as Gus's points begin to resonate with her. This is an important change of events because it highlights a good quality about Tanya; the ability to recognize and correct any political blunder before it gets out of hand. As Gus continues to discuss Tanya's blunders with her, we can see that Tanya has realized the error of her ways even without Gus's input. This is important to note because it demonstrates how caught up you could get when trying to execute political skills in order to promote personal development within your company.

When Tanya mentions the status of her job, Gus demonstrates strong leadership skills by holding himself accountable for his role in Tanya's downward spiral. While his tone could come off as a bit condescending, he remains composed in order to make sure his points were effectively communicated. His final messages were important because they were said to ensure future prosperity for everyone involved. With the language used, Gus can reprimand Tanya in a way that makes the point clear but doesn't burn a bridge or cause tension with his employ

for discussion, how can i use this rubric below

this example

Not evident.	Difficult to discern the skill.	Minimal evidence of skill was demonstrated	Satisfactory but more detail was possible.	Strong Demonstration Of the skill
Student consistently makes specific references to a message/moment in the transcript where leadership is at stake? Or the student makes a clear reference to some pattern of interaction from the transcript.	Points Range:0 (0.00%) - 0 (0.00%)	Points Range:1 (2.00%) - 2 (4.00%)	Points Range:3 (6.00%) - 5 (10.00%)	Points Range:6 (12.00%) - 7 (14.00%)
Student consistently provides a sensitive and detailed assessment of how the message (either the words or the behavior) might have meaning for one or more receivers.	Points Range:0 (0.00%) - 0 (0.00%)	Points Range:1 (2.00%) - 2 (4.00%)	Points Range:3 (6.00%) - 5 (10.00%)	Points Range:6 (12.00%) - 7 (14.00%)
Student consistently makes a claim about how well the message enacts leadership in the moment of consideration? Claim is clearly stated in relation to one or more concepts from the assigned readings for the week.	Points Range:0 (0.00%) - 0 (0.00%)	Points Range:1 (2.00%) - 2 (4.00%)	Points Range:3 (6.00%) - 5 (10.00%)	Points Range:6 (12.00%) - 7 (14.00%)
Student consistently uses one or more concepts from the assigned readings to evaluate the message as effective or ineffective.	Points Range:0 (0.00%) - 0 (0.00%)	Points Range:1 (2.00%) - 2 (4.00%)	Points Range:3 (6.00%) - 5 (10.00%)	Points Range:6 (12.00%) - 7 (14.00%)
Student offers at least one example of a message that might be equally effective or more effective at satisfying expectations or needs for leadership in that moment of the transcript.	Points Range:0 (0.00%) - 0 (0.00%)	Points Range:1 (2.00%) - 2 (4.00%)	Points Range:3 (6.00%) - 5 (10.00%)	Points Range:6 (12.00%) - 7 (14.00%)
Student consistently uses sound and detailed reasoning to evaluate the messages in the transcript and the examples of messages that might be equally or more effective for leadership needs.	Points Range:0 (0.00%) - 0 (0.00%)	Points Range:1 (2.00%) - 2 (4.00%)	Points Range:3 (6.00%) - 5 (10.00%)	Points Range:6 (12.00%) - 7 (14.00%)