...is a case study? A report presenting an analysis of problems and issues facing a particular company, with recommendations of a plan of action and justification of that plan What is the purpose of a case study? To persuade audience that the recommendations are feasible, desirable and the best ones available Who commissions one? A client, or a firm‟s senior management who are seeking a way forward understanding of case study approach clarification of directive words used in assignment tasks model of how to deconstruct process of writing a case study understanding of logical flow required in analysis of a case and indication of content relating to each section of report report structure analysis of language structures & cohesion models of integration of sources and referencing Directives tell you what to do with content and are closely associated with purpose of different sections in case study report. Importance of understanding precise meanings of key directives to meet task requirements. (Communication Skills Guide p22) Analyse Explain Justify Evaluate A. Present an informed assessment of something to judge how important/valuable it is B. Break down into main parts/important features. Discuss each &how they relate to each other • Evaluate firm‟s current situation (macro & micro) Context? What‟s happening & why? C. Give the „why‟ and / or „how‟ with clarifying cause and effect reasons from the case D...
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...Assignment 1 Case Study – Marking Rubric Criteria Fail Pass Credit Distinction High Distinction 1. Case Analysis: Analyses the case identifying the key issues and/or problems. Clearly indicates and explains one priority issue or problem that is to be managed. Too brief; inability to identify issues raised by the question; may show superficial treatment; insufficient knowledge or understanding of the topic; much irrelevant material Borderline and limited understanding of question; some gaps in addressing key issues; largely descriptive Sufficient understanding of question; some evidence of analysis of core content and problems /issues of the case. Priority issue mostly identified. Good understanding of the question; analysis and some linking of issues in core content and problems /issues of the case. Priority issue identified. Comprehensive and critical understanding of the question; focuses on key issues; linking of issues in core content and problems /issues of the case. Priority issue well identified with some evaluation. 2. Linking theory and practice to the solution: Develops a solution to the priority issue or problem. Justifies the solution with management theory, approaches, concepts and/or models. 3. Recommends and explains actions to address the priority issue with theories/models. Unclear solution and not justified; structure is disjointed, lacks logical flow and cohesion; mostly ...
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...Assignment 1 Case Study – Marking Rubric Criteria Fail Pass Credit Distinction High Distinction 1. Case Analysis: Analyses the case identifying the key issues and/or problems. Clearly indicates and explains one priority issue or problem that is to be managed. Too brief; inability to identify issues raised by the question; may show superficial treatment; insufficient knowledge or understanding of the topic; much irrelevant material Borderline and limited understanding of question; some gaps in addressing key issues; largely descriptive Sufficient understanding of question; some evidence of analysis of core content and problems /issues of the case. Priority issue mostly identified. Good understanding of the question; analysis and some linking of issues in core content and problems /issues of the case. Priority issue identified. Comprehensive and critical understanding of the question; focuses on key issues; linking of issues in core content and problems /issues of the case. Priority issue well identified with some evaluation. 2. Linking theory and practice to the solution: Develops a solution to the priority issue or problem. Justifies the solution with management theory, approaches, concepts and/or models. 3. Recommends and explains actions to address the priority issue with theories/models. Unclear solution and not justified; structure is disjointed, lacks logical flow and cohesion; mostly ...
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...Assignment 1 Case Study – Marking Rubric Criteria Fail Pass Credit Distinction High Distinction 1. Case Analysis: Analyses the case identifying the key issues and/or problems. Clearly indicates and explains one priority issue or problem that is to be managed. Too brief; inability to identify issues raised by the question; may show superficial treatment; insufficient knowledge or understanding of the topic; much irrelevant material Borderline and limited understanding of question; some gaps in addressing key issues; largely descriptive Sufficient understanding of question; some evidence of analysis of core content and problems /issues of the case. Priority issue mostly identified. Good understanding of the question; analysis and some linking of issues in core content and problems /issues of the case. Priority issue identified. Comprehensive and critical understanding of the question; focuses on key issues; linking of issues in core content and problems /issues of the case. Priority issue well identified with some evaluation. 2. Linking theory and practice to the solution: Develops a solution to the priority issue or problem. Justifies the solution with management theory, approaches, concepts and/or models. 3. Recommends and explains actions to address the priority issue with theories/models. Unclear solution and not justified; structure is disjointed, lacks logical flow and cohesion; mostly ...
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...GM591 Professor Carr Case Study Essay There are five stages of group development: forming, storming, norming, performing, and adjourning. After reading the case study “The Forgotten Group Member”, I believe that the whole of the group and the majority of the group are in two different stages. They experienced the forming stage when the teacher assigned their group. They got to know each other and what to expect from each member, good or bad. As a whole group they are in the storming stage now, dealing with the tension created by Mike. Ideally, they will pass into the norming stage where they can work cohesively as a team. At the performing stage they will each be turning in their completed pieces of work and meeting the expectations of their peers. This is where the majority of the group is, minus Mike. At this point the group has all turned in their completed parts of the whole while Mike has turned in hand scratched incomplete notes. Once the team has completed their tasks, they can complete the final stage of adjourning or disbanding the group. If Christine, the team leader, had a clear understanding of these stages, she might have been able to motivate Mike out of his social loafing as well as create a cohesive team with a sense of belonging that could have fostered better performance from all members. The primary problem I see with this case study is the social loafing Mike is exhibiting and that the group is allowing. With one week left before the final product needs...
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...Case Study: The Forgotten Group Member MGMT 591 – Leadership and Organizational Behavior Christopher Declerk 1/27/2013 Group Development 5 Stages of Group Development 1. Forming Stage: In the Forming stage, personal relations are characterized by dependence. Group members rely on safe, patterned behavior and look to the trainer for guidance and direction. Individual learners have a desire for acceptance by the group and a need to know that the group is safe. They set about gathering impressions and data about the similarities and differences among people in the group, and forming preferences. 2. Storming Stage: This stage is characterized by competition and conflict in personal relations. As the group members attempt to work together on the task, conflict inevitably results - healthy debate or slight disagreement. Individuals may need to adapt their feelings, ideas, attitudes, and beliefs to suit the group. 3. Norming Stage: In the norming stage, interpersonal relations are characterized by cohesion. Learners are engaged in active acknowledgment of others' contributions, community building and maintenance, and solving of group issues. Individuals will be willing to change their preconceived ideas or opinions on the basis of facts presented by others, and they actively ask questions of one another. 4. Performing Stage: The performing stage is not always reached by all groups, however if learners are able to get through this stage their capacity...
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...Running Head: Bob Knowlton Case Study Bob Knowlton Case Study Introduction The Bob Knowlton case highlights various challenges faced by contemporary organizations, indicating the need for organizations to adopt appropriate strategies that would create favorable work environments and promote harmonious relations among the workforce. The management level of any organization plays a leading role in ensuring that organizations operate effectively. Strong leadership skills are essential in boosting the performance of employees without creating negative feelings among them. On the other hand, weak leadership is likely to create undesired outcomes in the workplace. Such developments may lead to increased burnout and dissatisfaction, which reduce employees’ morale. As a result, such organizations are likely to report increased turnover rates and high costs involved in hiring and training new employees. In the Bob Knowlton case, various issues are evidently undermining the performance of the organization. Acting as Jerrold, I would seek to address and control such issues in order to achieve optimal output from the Photon Lab. This paper examines the various issues presented in the case and recommends interventions to rectify the situation. Findings of Fact Faulted due process The introduction of a newcomer in the Photon Lab was the main reason that led to the exit of Knowlton. When introducing a new employee, it is essential to ensure that such individual is introduced...
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...Journal ofEngineering and Technology Management, 10 (1993) 229-264 229 Elsevier Impacts of programmable manufacturing technology: A review of recent studies and contingency formulation Jeffrey K. Liker”, Ann Majchrzakb and Thomas Choi” “Industrial and Operations Engineering, University of Michigan, Ann Arbor, MI 48109, USA bZnstitute for Safety and Systems Management and Industrial and Systems Engineering, University of Southern California, Los Angeles, CA 90089, USA Abstract This paper reviews the literature on the social impacts of programmable manufacturing technology (PMT). Several perspectives on the social impact of technology are identified ranging from simple additive models that view technology as having a set of individual and independent causal impacts to a contingency perspective which views the impact of technology as dependent on technical and organizational characteristics. The paper statistically summarizes 30 empirical studies within the 1986-1990 period and finds common trends in findings as well as contradictory evidence. The common trends are that PMT tends to lead to more organic organizations, but also meets with negative employee attitudes, stress, and perceptions of reduced job security and mobility. The contradictory evidence is that most studies report simple, additive effects, while a substantial portion find that the impacts depend on a wide range of contingency variables. The authors argue that simplistic views of PMT as being...
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...1108/09653560010335112 Downloaded on: 09 December 2015, At: 11:19 (PT) References: this document contains references to 15 other documents. To copy this document: permissions@emeraldinsight.com The fulltext of this document has been downloaded 1307 times since 2006* Downloaded by Arab Open University Kuwait At 11:19 09 December 2015 (PT) Users who downloaded this article also downloaded: Henry C. Wilson, (2000),"Emergency response preparedness: small group training. Part I – training and learning styles", Disaster Prevention and Management: An International Journal, Vol. 9 Iss 2 pp. 105-116 Piyali Ghosh, Rachita Satyawadi, Jagdamba Prasad Joshi, Rashmi Ranjan, Priya Singh, (2012),"Towards more effective training programmes: a study of trainer attributes", Industrial and Commercial Training, Vol. 44 Iss 4 pp. 194-202 http:// dx.doi.org/10.1108/00197851211231469 Charles W. Read, Brian H. Kleiner, (1996),"Which training methods are effective?", Management Development Review, Vol. 9 Iss 2 pp. 24-29 http://dx.doi.org/10.1108/09622519610111781 Access to this document was granted through an Emerald subscription provided by emerald-srm:563365 [] For Authors If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for...
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...Managing Change Initiatives: Fantasy or Reality? The Case of Public Sector Organisations Ebrahim Soltani University of Kent Business School, Canterbury, UK Pei-chun Lai University of Strathclyde Business School, Glasgow, UK Abstract It is becoming a commonplace statement that change initiative programmes are key tools to organisational long-term success. To this end, the last two decades have witnessed a surge of interest in the take-up of various change initiative programmes. Organisational change initiatives, we are told by many commentators, can maximise shareholder value (i.e. economic value theory) and develop organisational capabilities (i.e. organisational capability theory). Specifically, in recent years, as companies have been confronted by the conditions of heightened competition, globalisation, advancements in communications and information technologies, economic recession and simultaneously search for excellence, so the desire to take up change initiatives has interested the majority of leading organisations. At the same time, however, the analysis of the prospects for the majority of change management tools reveals so many deep-seated barriers to change with the consequence of little success in practice. This paper explores this apparent contradiction, arguing that, despite a heightened interest in the take-up of change initiatives, very few change programmes produce an improvement in bottom-line, exceed the company’s cost of capital, or even improve service...
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...GOOD PRACTICE CASE STUDIES IN UNIVERSITY-BUSINESS COOPERATION PART OF THE DG EDUCATION AND CULTURE STUDY ON THE COOPERATION BETWEEN HIGHER EDUCATION INSTITUTIONS AND PUBLIC AND PRIVATE ORGANISATIONS IN EUROPE EUROPEAN COMMISSION Directorate-General for Education and Culture Directorate C: Lifelong learning: higher education and international affairs European Institute of Innovation and Technology; economic partnership Public open tender EAC/37/2009: CONTENTS CONTENTS INTRODUCTION Scope of report Introduction to UBC Elements in the UBC Ecosystem 5 5 5 5 AIMS & METHODOLOGY Introduction Objective Process for selection Basis for selection Countries considered in the selection of the cases Case study partners 7 7 7 7 8 8 9 CASE STUDIES Case study key insights Classification of countries Nature of case study Case study quick-find 10 10 12 12 13 NORTHERN Europe Case 1: SEA, Denmark Case 2: ETM, Estonia Case 3: Demola, Finland Case 4: REAP, Ireland Case 5: Mobility at UL, Latvia Case 6: CSE, Sweden Case 7: SMIL, Sweden Case 8: SPEED, UK Case 9: IDI/Digital City, UK Case 10: Acua Limited, UK 18 19 25 30 35 41 46 52 57 63 70 76 80 84 90 96 EASTERN EUROPE Case 11: GIS, Bulgaria Case 12: TTO Pécs, Hungary Case 13: The Science and Economy Project, Poland Case 14: WCTT, Poland Case 15: Q-PlanNet, Romania 75 1 © Science-to-Business Marketing Research Centre CONTENTS SOUTHERN EUROPE Case 16: MUHC, Malta Case 17: PNICube, Italy...
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...contemporary organizational issue you find intriguing. Use one field site or example for the entire paper. Also, be explicit about the level issue. For example, if you are using the concept of personality then it is an individual level issue. A list of concepts and their related levels is provided in a separate document. Focus of paper-related requirements: Outline: Submit a formal outline for your paper, complete with references. The purpose of the outline is to help you organize your content, which also results in increased clarity, improved logic, and better structure of the paper. There may be adjustments from this document to your final paper, but at this stage the paper should not require major revisions. Final Paper: Use a case study format for the structure of your paper. Identify and analyze issues using course concepts, and propose recommendations for the organization you are focusing on. Use of course concepts 1. Use a minimum of 8 concepts for the paper. Include a list of the concepts you used at the beginning of the paper. 2. Briefly define each concept you use within the text (a paragraph or two). 3. For each concept, write a diagnosis at one level (e.g., the person level). For example, you might write “The employee misses work frequently due to stress from conflict with her supervisor.” Note, stress and conflict would require definitions.) 4. For each concept, write a solution or solutions. Identify the level(s) you addressed in Step 2...
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...Calendar Overall for Case-Study Presentation & Mid-Term Exam – MGT 4760 (Strategic Management) Sem 1, 2012/2013 Sec 8 (M-W) No. | Week | Topics | Class Day | Date | Schedule | Details | | 1 | Chapter 1: The Nature of Strategic Management | 1- Mon 2- Wed | 10/912/9 | | | | 2 | Chapter 2: The Business Vision and Mission | 3- Mon 4- Wed | 17/919/9 | | | | 3 | Chapter 3: The External Assessment | 5- Mon 6- Wed | 24/926/9 | | | | 4 | Chapter 4: The Internal Assessment | 7- Mon 8- Wed | 1/103/10 | Quiz 1 (Chapter 1.2.3) | | | 5 | Chapter 4: The Internal Assessment | 9- Mon 10- Wed | 8/1010/10 | | | | 6 | Chapter 5: Strategies in Action | 11- Mon 12- Wed | 15/1017/10 | | | | | BREAK(22/10 – 28/10) | 13- Mon 14- Wed | 22/1024/10 | | | | 7 | Chapter 5: Strategies in Action | 15- Mon 16- Wed | 29/1031/10 | Case Presentation Session 1Case Presentation Session 2 | Group 1:L: Lia Hilaliah (Case Study 3)Group 2:L: Mas Syairah bte Mohamad (Case Study 5) | | 8 | Chapter 6: Strategy Analysis and Choice | 17- Mon 18- Wed | 5/117/11 | | (Mid-Term Exam 7/11 Wednesday)Seminar Room 1.1 | | 9 | Chapter 6: Strategy Analysis and Choice | 19- Mon 20- Wed | 12/1114/11 | Case Presentation Session 3Case Presentation Session 4 | Group 3:L: Mohamed Sheikh (Case Study 9) Group 4:L: Izzati Nor binti Salleh (Case Study 14) | | 10 | Chapter 7: Implementing Strategies: Management and Operations...
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...ARCTIC MINING CONSULTANTS Case Synopsis Arctic Mining Consultants is a mining company that deals with mineral exploration. In this case study, the project given is staking 15 claims in Eagle Lake, Alaska. The project Manager was Tom Parker, who has a wide experience and specialized knowledge in all nontechnical aspects of mineral exploration. He is a geological field technician and field coordinator for Arctic Mining Consultants. He assigned his previous field assistants John Talbot, Greg Boyce and Brian Millar to help him complete the project. The job required them to stake at least 7 lengths each day in order to be completed on time. However, the whole team has became very tense and agitated, especially Tom Parker, as the deadline was just around the corner and there’s still many to be finished within the limited time. The problem became worse with the way Tom managed and treated his team. The only motivation to the team was the $300 bonuses promised by the company when the job is done on time, otherwise, they might wished to give up already. This happened because working as a field assistant and in long-working hours only giving them low wages, which is considered unreasonable compared to what they have to do. During the eight hard days, everything had actually proved the strengths and weaknesses of each of the team members, including Tom. Case analysis symptoms 1) What symptom(s) exist in this case to suggest that something has gone wrong? The symptom(s) to suggest...
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...Running head: CASE STUDY XYZ Case Study XYZ: An Examination of Project Procurement Management Practices Group 12 John Doe Jane Smith Bobbie Sue University of Maryland University College Project Procurement Management, Semester XXXX, Section XXXX Professor Stephen R. Guth MMMM DD, YYYY [No Abstract or Introduction required for this assignment] The Inception Phase Rating Scale: 5—Excellent, 4—Very Good, 3—Good, 2—Poor, 1—Very Poor |Project Management Area |Inception Phase | |Scope Management | | |Time Management | | |Cost Management | | |Quality Management | | |Human Resource Management | | |Communication Management | | |Risk Management | | |Procurement Management | ...
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