Describe how the shifts societal forces have impacted marketing ov.docxtheodorelove43763
Â
Describe how the shifts societal forces have impacted marketing over the years.
Make your initial post and comment on of student post.
Stunden1
I am a plus size woman. I have noticed now that more stores are offering plus sizes. Being a size 2 is not the norm any more. More plus sizw women are more into fashions and they are buying more fashionable clothes. Society has become more exceptive of the larger women, becaue they are becoming comfortable with wearing the latest styles. Old Navy, Nordtroms, and a lot more other stores are carrying the plus sizes now. Even Victoria Secrets is stepping up to the plate, for plus size women. The market is changing for us for the better. A shift has arrived in the way people look at plus size women.
Student 2
Shifts in societal forces have impacted marketing in different ways over the years. The different impacts are determined by the societal forces that are prevalent in the contemporary marketplace. Such societal forces include cultural diversity, culture identity, demographic changes, peopleâs consumerism, as well as rising awareness about environmentally friendly products. Shifts in societal forces lead to pressure on political aspects, which in turn lead to legal regulations being changed to govern the market (Kotler & Keller, 2011). As a result of the increasing complexity in societal forces within todayâs globalized marketplace, marketers experience more strict regulations that mainly impact the quantity and quality of information that they offer to the marketplace and the customers thereof (Kotler & Keller, 2011). Additionally, the increasing globalization of the marketplace has led to a diversified culture identity, which has led to a situation where consumers have a variety of cultural values and attitudes. As consumers across the globe gain more knowledge on other cultures, their tastes and preferences in the products offered become more complex. As a result, marketers have to shift their marketing strategies and ensure that their products attain the increasing diversity in consumer needs. The marketing operations adopted by firms must thus, change to adopt the shifts in societal forces
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
â Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking .
discussion caseA short (10-12 pages of text + up to 10 exhibit.docxelinoraudley582231
Â
discussion case
A short (10-12 pages of text + up to 10 exhibits), somewhat simplified story for case-method instruction, which might or might not be published in a peer-reviewed journal, and is available to instructors.
The best discussion cases are rigorously field-researched true stories, written to support lively discussion.
A Discussion Case âĻ is constructed around a decision that needs to be made, providing the sufficient context so that it can be used as the basis of a substantive classroom or online discussion. âĻ There is no clear cut ârightâ decision and the case is authentic, meaning that it is based on a real world situation observed by the case writer(s) with only limited disguising, if any.
¡ not previously published
¡ decision focused (What to do?)
¡ real situation in a real organization
¡ based on primary research
¡ interviews, observation, co. documents, public record
¡ supplemented by appropriate secondary sources
¡
¡ What case? What organization? What issue?
¡
Enlist a Case Sponsor
¡ Why is this company so interesting?
¡ What situation or issue will this case focus on?
¡ How will you gather information:
¡ about them? from them?
¡ Why should this company participate?
¡ What will students/managers learn from it?
¡ Where/when/with whom will it be discussed?
¡
âstartupâ 2 page case proposal
¡ Industry, company, timeframe, general topic
¡ (strategic IT, small business ownership, ethics, etc.)
¡ Draft of Case âOpenerâ
¡ Outline of the rest of the case
¡ List of possible exhibits
¡ Outline of a partial Teaching Note:
¡ Target Course/s and Learning Objectives
¡ Brief Research Method
¡ Brief Foundations in Theory
Case âOpenerâ Example
âIt was mid-November 2004, and as Dave Butler, CEO of Universal Pipe, Inc. (UPI) packed his bag for the flight early the next morning, he was thinking about the upcoming decisive meeting with the Japanese majority owners of UPI in their mid-town Manhattan office.
The continued existence of the company was at stake. The fate of UPI, one of the larger US PVC pipe manufacturers, and its employees, depended on him.â
Building Decision Cases:
Improving decision-making at ReliaQuest
1
One approach to learning to make better decisions is to develop and discuss lived business cases that involve tough decisionsâĻ
4/18/18
2
Discussion Case Publication at RQ
4/18/18
3
1
2
How toâĻ
3
ProcessâĻ
Why?
4
ResultsâĻ
What is a case study?
A case study can be thought of as a story about:
an entity (company, team, person),
a project (new-product launch, merger, enterprise software implementation project), or,
a positive, negative or ambiguous incident (a customer-service encounter, a tragedy, an announcement, a confrontation, etc.).
It must represent a lived, authentic experience with multiple possible paths and multiple possible ârightâ decisions.
And it must be written to be engaging, memorable, and generate discussion.
4/18/18
4
A case study is âĻ
âĻ âan empirical inquiry .
Part 1.¡ How can information technology support a companyâs busi.docxherbertwilson5999
Â
Part 1.
¡ How can information technology support a companyâs business processes and decision making and give it a competitive advantage? Give examples to illustrate your answer.
¡ How does the use of the Internet, intranets, and extranets by companies today support their business processes and activities?
¡ How can a manager demonstrate that he or she is a responsible end user of information systems? Give several examples.
Part 2.
Disaster Recovery "How important are your data to you?" "What would happen if . . . ?" While business managers focus on solving business problems and determin- ing what their information systems should do, di- saster recovery consultants ask what would happen if things go wrong. With careful advanced planning, disaster recovery specialists help their clients prevent calamity. While this topic covers a wide variety of software issues, installation configuration issues, and security threats, examining common end-user mistakes may also prove enlightening. Common end-user mistakes include:
a. Failure to save work in progress frequently.
b. Failure to make a backup copy. c. Storing original and backup copies in the same location.
For each of the common end-user mistakes listed above, answer the following questions.
a. How might this mistake result in data loss?
b. What procedures could you follow to minimize this risk?
SOLAR FEEDER ASSIGNMENT QUESTIONS
¡ What problems do you see at SDI? What issues does management need to address? What do you see as the central problem/issue?
¡ Is SDI close to achieving a breakeven volume of sales?
¡ What is SDIâs present strategy? Is the strategy working? Are fundamental changes needed?
¡ What strategic plan would you suggest SDI pursue to make a success out of its Solar Feeder product? Your recommended plan should include a strategic vision for SDI, a set of strategic and financial objectives, a detailed strategy, and a set of action recommendations to implement and execute the strategy.
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
â Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the studentâs role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Ca.
TO Political Science StudentsFROM Professor Wallacesachazerbelq9l
Â
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I â Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not âcase-based.â This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions ...
TO Political Science StudentsFROM Professor Wallace.docxadkinspaige22
Â
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I â Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not âcase-based.â This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions .
TO Political Science StudentsFROM Professor Wallace.docxgertrudebellgrove
Â
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I â Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not âcase-based.â This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions ...
Describe how the shifts societal forces have impacted marketing ov.docxtheodorelove43763
Â
Describe how the shifts societal forces have impacted marketing over the years.
Make your initial post and comment on of student post.
Stunden1
I am a plus size woman. I have noticed now that more stores are offering plus sizes. Being a size 2 is not the norm any more. More plus sizw women are more into fashions and they are buying more fashionable clothes. Society has become more exceptive of the larger women, becaue they are becoming comfortable with wearing the latest styles. Old Navy, Nordtroms, and a lot more other stores are carrying the plus sizes now. Even Victoria Secrets is stepping up to the plate, for plus size women. The market is changing for us for the better. A shift has arrived in the way people look at plus size women.
Student 2
Shifts in societal forces have impacted marketing in different ways over the years. The different impacts are determined by the societal forces that are prevalent in the contemporary marketplace. Such societal forces include cultural diversity, culture identity, demographic changes, peopleâs consumerism, as well as rising awareness about environmentally friendly products. Shifts in societal forces lead to pressure on political aspects, which in turn lead to legal regulations being changed to govern the market (Kotler & Keller, 2011). As a result of the increasing complexity in societal forces within todayâs globalized marketplace, marketers experience more strict regulations that mainly impact the quantity and quality of information that they offer to the marketplace and the customers thereof (Kotler & Keller, 2011). Additionally, the increasing globalization of the marketplace has led to a diversified culture identity, which has led to a situation where consumers have a variety of cultural values and attitudes. As consumers across the globe gain more knowledge on other cultures, their tastes and preferences in the products offered become more complex. As a result, marketers have to shift their marketing strategies and ensure that their products attain the increasing diversity in consumer needs. The marketing operations adopted by firms must thus, change to adopt the shifts in societal forces
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
â Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking .
discussion caseA short (10-12 pages of text + up to 10 exhibit.docxelinoraudley582231
Â
discussion case
A short (10-12 pages of text + up to 10 exhibits), somewhat simplified story for case-method instruction, which might or might not be published in a peer-reviewed journal, and is available to instructors.
The best discussion cases are rigorously field-researched true stories, written to support lively discussion.
A Discussion Case âĻ is constructed around a decision that needs to be made, providing the sufficient context so that it can be used as the basis of a substantive classroom or online discussion. âĻ There is no clear cut ârightâ decision and the case is authentic, meaning that it is based on a real world situation observed by the case writer(s) with only limited disguising, if any.
¡ not previously published
¡ decision focused (What to do?)
¡ real situation in a real organization
¡ based on primary research
¡ interviews, observation, co. documents, public record
¡ supplemented by appropriate secondary sources
¡
¡ What case? What organization? What issue?
¡
Enlist a Case Sponsor
¡ Why is this company so interesting?
¡ What situation or issue will this case focus on?
¡ How will you gather information:
¡ about them? from them?
¡ Why should this company participate?
¡ What will students/managers learn from it?
¡ Where/when/with whom will it be discussed?
¡
âstartupâ 2 page case proposal
¡ Industry, company, timeframe, general topic
¡ (strategic IT, small business ownership, ethics, etc.)
¡ Draft of Case âOpenerâ
¡ Outline of the rest of the case
¡ List of possible exhibits
¡ Outline of a partial Teaching Note:
¡ Target Course/s and Learning Objectives
¡ Brief Research Method
¡ Brief Foundations in Theory
Case âOpenerâ Example
âIt was mid-November 2004, and as Dave Butler, CEO of Universal Pipe, Inc. (UPI) packed his bag for the flight early the next morning, he was thinking about the upcoming decisive meeting with the Japanese majority owners of UPI in their mid-town Manhattan office.
The continued existence of the company was at stake. The fate of UPI, one of the larger US PVC pipe manufacturers, and its employees, depended on him.â
Building Decision Cases:
Improving decision-making at ReliaQuest
1
One approach to learning to make better decisions is to develop and discuss lived business cases that involve tough decisionsâĻ
4/18/18
2
Discussion Case Publication at RQ
4/18/18
3
1
2
How toâĻ
3
ProcessâĻ
Why?
4
ResultsâĻ
What is a case study?
A case study can be thought of as a story about:
an entity (company, team, person),
a project (new-product launch, merger, enterprise software implementation project), or,
a positive, negative or ambiguous incident (a customer-service encounter, a tragedy, an announcement, a confrontation, etc.).
It must represent a lived, authentic experience with multiple possible paths and multiple possible ârightâ decisions.
And it must be written to be engaging, memorable, and generate discussion.
4/18/18
4
A case study is âĻ
âĻ âan empirical inquiry .
Part 1.¡ How can information technology support a companyâs busi.docxherbertwilson5999
Â
Part 1.
¡ How can information technology support a companyâs business processes and decision making and give it a competitive advantage? Give examples to illustrate your answer.
¡ How does the use of the Internet, intranets, and extranets by companies today support their business processes and activities?
¡ How can a manager demonstrate that he or she is a responsible end user of information systems? Give several examples.
Part 2.
Disaster Recovery "How important are your data to you?" "What would happen if . . . ?" While business managers focus on solving business problems and determin- ing what their information systems should do, di- saster recovery consultants ask what would happen if things go wrong. With careful advanced planning, disaster recovery specialists help their clients prevent calamity. While this topic covers a wide variety of software issues, installation configuration issues, and security threats, examining common end-user mistakes may also prove enlightening. Common end-user mistakes include:
a. Failure to save work in progress frequently.
b. Failure to make a backup copy. c. Storing original and backup copies in the same location.
For each of the common end-user mistakes listed above, answer the following questions.
a. How might this mistake result in data loss?
b. What procedures could you follow to minimize this risk?
SOLAR FEEDER ASSIGNMENT QUESTIONS
¡ What problems do you see at SDI? What issues does management need to address? What do you see as the central problem/issue?
¡ Is SDI close to achieving a breakeven volume of sales?
¡ What is SDIâs present strategy? Is the strategy working? Are fundamental changes needed?
¡ What strategic plan would you suggest SDI pursue to make a success out of its Solar Feeder product? Your recommended plan should include a strategic vision for SDI, a set of strategic and financial objectives, a detailed strategy, and a set of action recommendations to implement and execute the strategy.
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
â Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the studentâs role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Ca.
TO Political Science StudentsFROM Professor Wallacesachazerbelq9l
Â
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I â Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not âcase-based.â This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions ...
TO Political Science StudentsFROM Professor Wallace.docxadkinspaige22
Â
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I â Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not âcase-based.â This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions .
TO Political Science StudentsFROM Professor Wallace.docxgertrudebellgrove
Â
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I â Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not âcase-based.â This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions ...
A Guide to Case AnalysisI keep six honest serving men(.docxransayo
Â
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
â Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the studentâs role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Cases to Practice Strategic Management?
A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
âHow does one fi t answer to fact?â
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight
of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures
and sound advice about managing does little for anyoneâs management skills and that the accumulated
managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had
been learned about the practice of management, it is that a storehouse of ready-made textbook answers does
not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-
made actions. Cases provide would-be managers with a valuable way to practice wrestling with the actual
problems of actual managers in actual companies.
The case approach to strategic analysis is, fi rst and foremost, an exercise in learning by doing. Because cases
provide you with detailed information about conditions and problems of different industries and companies,
your task of analyzing company after company and situation after situation has the twin benefi t of boosting
your analytical skills and exposing you to the ways companies and mana gers actually do things. Most college
students have limited managerial backgrounds and only frag mented knowledge about companies and real-life
strategic situations. Cases help substitute for on-the-job experience by (1) giving you broader exposure to a
variety of industries, organizations, and strategic problems; (2) forcing you to assume a managerial role (as
opposed to that of just an onlooker); (3) providing a test of how to apply the tools and techniques of strategic
management; and (4) asking you to come up with pragmatic managerial action plans to deal with the issues
at hand.
Objectives of C.
Unit 7 ReadingsReadings and ResourcesArticles, Websites, and .docxjolleybendicty
Â
Unit 7: Readings
Readings and Resources
Articles, Websites, and Videos:
This chapter focuses on assessment & interview and social histories.
¡
Writing and human behavior in the social environment. (2018). In Weisman, D., & Zornado, J. L.,Â
Professional writing for social work practice, Second Edition (Vol. Second edition). Springer Publishing Company.
This chapter provides an overview of record-keeping relative to legal issues such as court requests with a focus on analytical writing.
¡
Writing for social work practice. (2018). In Weisman, D., & Zornado, J. L.,Â
Professional writing for social work practice, Second Edition (Vol. Second edition). Springer Publishing Company.
Building a Case File
Chapter 9Chapter Introduction
¡ Chapter Nine addresses Social Work Case Management Standard 10, Record Keeping, which is focused on building a case file.
¡ Chapter Nine addresses Human ServiceâCertified Board Practitioner Competency 4, Case Management, which is focused on building a case file.
I used to work on a federal grant. The files of our clients were really important to us. The information from the files helped us document the work that we did and the outcomes that we had. If I forgot to record an interaction with a client or if I forgot to ask for the client feedback sheet from each visit, then we had a hole in the record. We also used our files to provide better services to our clients. But the pressure from the government made the second reason appear an afterthought.
âPermission granted from Susan Grant (pseudonym), 2014, text from unpublished interview
This chapter examines the types of information that may be found in a case file or that must be gathered to complete one. For each section of the chapter, you should be able to accomplish the following objectives.
The Case File
¡ Describe the reasons why the case file is important.Medical Information
¡ Tell how medical information contributes to a case.
¡ Decode medical terms.Psychological Evaluation
¡ List the reasons for a psychological evaluation.
¡ Make an appropriate referral.
¡ Identify the components of a psychological report.
¡ Review two psychological reports.
¡ Describe the type of information provided by the DSM-5.Social History
¡ State the advantages and limitations of a social history.
¡ Name the topics included in a social history.
¡ List the ways social information may appear in the case file.Other Types of Information
¡ List the types of educational information that may be gathered.
¡ Define a vocational evaluation.
¡
9-1Introduction
¡ TheÂ
case file is filled with information about the client gathered at various times by various professionals. Exactly which information is needed depends on the individualâs case and the agencyâs goals, but many cases involve medical, psychological, social, educational, and vocational information. We introduce each type of inf.
Business Policy and StrategyOliverâs Market Case Analysis .docxhumphrieskalyn
Â
Business Policy and Strategy
Oliverâs Market Case Analysis &
Discussion Questions
In preparing Oliver's Market case analysis, here are some discussion questions to consider.
¡ What are the key elements of the strategy at Oliver's Market?
¡ What competitive pressures must Oliver's Market be prepared to deal with?
¡ What are the key success factors for competing in the supermarket industry in Sonoma County?
¡ What is your assessment of Oliver's financial performance and financial condition? Is the company in good financial shape? Why or why not?
¡ How does their financial performance compare to Whole Foods. Are they strong enough to compete?
¡ Should they consider expansion, given your analysis?
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
â Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the studentâs role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Cases to Practice Strategic Management?
A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
âHow does one fi t answer to fact?â
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight
of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures
and sound advice about managing does little for anyoneâs management skills and that the accumulated
managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had
been learned about the practice of management, it is that a storehouse of ready-made textbook answers does
not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-
made actions. Cases provide would-be managers with a valuable way to practice wrestling with the actual
problems of actual managers in actual companies.
The case approach to strategic analysis is, fi rst and foremost, an exercise in learning by doing. Because cases
provide you with detailed information about conditions and problems of different industries and companies,
your task ...
4020 Crews 1
4020 Crews 4
The Least Privilege Principle in Contemporary HR
Nancy Pier
Human Resource Management
The Least Privilege Principle in Contemporary HR
There is a recent trend in contemporary business where enterprises seem to have achieved a collaboration with information technology aimed at improving business efficiency and consequently result in sustainable success. This development has however come with the liability of protecting key identifiable information of each party in a business organization (Dhillon et al., 2017). As it is, governments have put it as a legal obligation for organizations to protect the information of their people as they work towards protecting sensitive information related to business. In the United States alone in 2018, there were 65 successful litigations by employees towards the employer for exposing their information to malicious parties leading to closure of 80% of these businesses due to hefty legal fees (Cockcroft, 2020). Previous studies have attributed secure employee and business information to 45% success in business based on more motivated employees, confidentiality of business information of the firms and favorable reputation by clients (Porter et al., 2019).
The current situation points to the necessity in the application of the least privilege principle based on the numerous success stories upon its application. There is evidence that the implementation of this principle in the homeland department of security led to 78% reduction of loss of crucial information for the department, 71 % reduction of witness and whistle blower information leakage and efficient classification of information an aspect that aids investigative efficiency in the departments (Hammad et al., 2019). Experts aver that cloud computing, is not enough to protect important information and point to role based access, the foundation of the least privilege principle, as the next reliable pillar for workplace and business safety. This subject is particularly vital in human resource management practice as the department is the custodian of employee information and is tasked with capacitating employees.
Interestingly, under the period of the boom in internet technologies and their application in business processes, there has been cases of insider trading where businesses have lost huge investment money and their operating reputations. A study on the effects of employee data insecurity, in Texas, indicated that last year, 2019, 28% of employees reached by the survey reported at least one case of bullying as unauthorized parties accessed their key identifiable information (Sennewald & Baillie, 2020). The study further indicated that this.
Case Study A Small Business MindsetAndys PartiesAndy R.docxwendolynhalbert
Â
Case Study: A Small Business Mindset
Andy's Parties
Andy Ross completed his bachelorâs and masterâs degrees at prestigious schools which led him to high profile positions in well-known firms, but after a few years his discontent grew. Although the pay was good and the benefits among the best offered, Andy felt something was missing. Newly married and in a nice home that put them at the edge of their financial capabilities, Andyâs desire to own his own business was all consuming. It was difficult to describe to his wife exactly why this was so important, yet it compelled him to search for a business concept that he and his wife could start and operate together. Then, when invited to a friendâs birthday party for their young child, it came to him; A themed birthday party business. Here is how they planned to advertise their business:
We do it all...from set-up to clean-up! Andy's Parties offers full-service, themed children's parties and enrichment classes. Our great theme parties include everything for a great party:
¡          Great Games and Activities
¡          Themed Craft Project
¡          Themed Party Favors
¡          Themed Paper Products
¡          PiÃąatas and Invitations Included With Most Theme Parties
¡          All food, drinks, and supplies
¡          Set-up, clean-up, and more - all led by our fun and energetic staff!
Andyâs Parties offers approximately 30 theme parties, the most popular of which include Girlie Spa, Rockinâ Dance, Princess, Pirate/Treasure Hunt, Murder Mystery and Safari. Andyâs Partiesâ packages are all inclusive and we subcontract non-core services such as bounce house rentals, professional entertainers (magicians, balloon-twisters, etc), and high-end adult catering.
Reasons to have an Andy's Party:
¡          We do everything so you don't have to!
¡          Our prices are very competitive with other party services and venues.
¡          We have a party at your home - that alleviates any concerns about the chaos and safety hazards posed by larger venues with many strangers.
¡          We have great experience with kidsâ party services and also larger event planning.
¡          We love our jobs and will ensure a fun party for your children and their friends!
Andy and his wife launched their business in 2004 by leasing a small space in a local retail center where they could offer daytime classes, host themed birthday parties for parents that didnât want them in their home, and as a base for operations. They hired high school students to run the parties and provided them with extensive training. Over the past several years the business has flourished with over 1,000 parties a year with average revenues of $400 per party.
AP P E N D I X 1
630
AP P E N D I X 1
Hands-On Guide: How to Analyze a Case Study
Management Information Systems, Ninth Edition provides a
number of case studies for you to analyze. Included in these
cases are questions to help you understand and analyze the
case. You may, how ...
Steps for Effective Case Analysis Adapted from Harvard .docxrjoseph5
Â
Steps for Effective Case Analysis
Adapted from Harvard Business Publishing
It's useful to think of a case analysis as digging deeper and deeper into the layers of a case.
You should make sure to follow these general steps in addition to answering the questions
from the case.
1. You start at the surface, Getting Oriented and examining the overall case
landscape.
2. Then you begin to dig, Identifying Problems, as well as possible alternative
solutions.
3. This is the section where you will spend most of your time.
Digging deeper, Performing Analyses you identify information that exposes the issues,
gather data, perform calculations that might provide insight. "Analysis" describes the
varied and crucial things you do with information in the case, to shed light on the problems
and issues you've identified. That might mean calculating and comparing cumulative
growth rates for different periods from the year-by-year financials in a case's exhibits. Or it
might mean pulling together seemingly unrelated facts from two different sections of the
case, and combining them logically to arrive at an important conclusion or conjecture.
Analysis usually doesn't provide definitive answers. But as you do more of it, a clearer
picture often starts to emerge, or the preponderance of evidence begins to point to one
interpretation rather than others. Don't expect a case analysis to yield a "final answer." If
you're accustomed to doing analysis that ends with a right answer, coming up with a
possible solution that simply reflects your best judgment might frustrate you. But
remember that cases, much like real-world business experiences, rarely reveal an
absolutely correct answer, no matter how deeply you analyze them. Typically, you'll do
qualitative analysis based on your reading and interpretation of the case. Ask yourself:
What is fact and what is opinion? Which facts are contributing to the problem? Which are
the causes?
Qualitative factors should be prioritized and fully developed to support your argument.
Make notes about your evolving interpretations, always being careful to list the evidence or
reasons that support them. Qualitative information in a case can be a mix of objective and
subjective information. For example, you may need to assess the validity of quotations from
company executives, each of whom has a subjective opinion. Reports from external
industry analysts or descriptions of what other companies in the industry have done might
seem more objective; no one in the case has a vested interest in this information. A
company's internal PowerPoint presentation should be considered separately and
differently from a newspaper article about the company. Cases mix firsthand quotations
and opinions with third-person narratives, so you need to consider the reliability of
sources. As in real life, you shouldn't take all case information at face value.
Quantitative dataâsuch as amounts of.
Confirming Pages Guide to Case Analysis I keep six .docxdonnajames55
Â
Confirming Pages
Guide to Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
Rudyard Kipling
tho29503_case analysis_CA1-CA12.indd CA1tho29503_case analysis_CA1-CA12.indd CA1 29/11/12 11:00 AM29/11/12 11:00 AM
Confirming Pages
CA2 STRATEGY: Core Concepts and Analytical Approaches
exposure to a variety of industries, organizations, and
strategic problems; (2) forcing you to assume a mana-
gerial role (as opposed to that of just an onlooker);
(3) providing a test of how to apply the tools and tech-
niques of strategic management; and (4) asking you to
come up with pragmatic managerial action plans to
deal with the issues at hand.
Objectives of Case Analysis
Using cases to learn about the practice of strategic
management is a powerful way for you to accomplish
five things: 2
1. Increase your understanding of what managers
should and should not do in guiding a business to
success.
2. Build your skills in sizing up company resource
strengths and weaknesses and in conducting stra-
tegic analysis in a variety of industries and com-
petitive situations.
3. Get valuable practice in identifying strategic issues
that need to be addressed, evaluating strategic alter-
natives, and formulating workable plans of action.
4. Enhance your sense of business judgment, as
opposed to uncritically accepting the authorita-
tive crutch of the professor or âback-of-the-bookâ
answers.
5. Gaining in-depth exposure to different industries
and companies, thereby acquiring something close
to actual business experience.
If you understand that these are the objectives of
case analysis, you are less likely to be consumed with
curiosity about âthe answer to the case.â Students who
have grown comfortable with and accustomed to text-
book statements of fact and definitive lecture notes
are often frustrated when discussions about a case
do not produce concrete answers. Usually, case dis-
cussions produce good arguments for more than one
course of action. Differences of opinion nearly always
exist. Thus, should a class discussion conclude with-
out a strong, unambiguous consensus on what to do,
donât grumble too much when you are not told what
the answer is or what the company actually did. Just
remember that in the business world answers donât
come in conclusive black-and-white terms. There
are nearly always several feasible courses of action
and approaches, each of which may work out satis-
factorily. Moreover, in the business world, when one
elects a particular course of action, there is no peek-
ing at the back of a book to see if you have chosen the
best thing to do and no one to turn to for a provably
I n most courses in strategic management, students use cases about actual companies to practice stra-tegic analysis and to gain some experience.
A Guide to Case Analysis
I keep six honest serving men (They taught me all I knew);
Their names are What and Why and When; And How and Where and Who.
Rudyard Kipling
(
I
)n most courses in strategic management, students use cases about actual companies to practice strategic analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in a factual manner, the events and organizational circumstances surrounding a particular managerial situation. It puts
readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on strategic management can concern a whole industry, a single organization, or some part of an organization; the organization involved can be either profit seeking or not-for-profit. The essence of the studentâs role in case analysis is to diagnose and size up the situation described in the case and then to recommend appropriate action steps.
Why Use Cases to Practice Strategic Management?
(
4
) (
STRATEGY:
Core
Concepts
and
Analytical
Approaches
)
(
5
) (
A
Guide
to
Case
Analysis
)
A student of business with tact Absorbed many answers he lacked. But acquiring a job,
He said with a sob,
âHow does one fit answer to fact?â
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures and sound advice about managing does little for anyoneâs management skills and that the accumulated managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had been learned about the practice of management,
it is that a storehouse of ready-made textbook answers does not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-made actions. Cases provide would-be managers with a valuable way to practice wrestling with the actual problems of actual managers in actual companies.
The case approach to strategic analysis is, first and foremost, an exercise in learning by doing. Because cases provide you with detailed information about conditions and problems of different industries and companies, your task of analyzing company after company and situation after situation has the twin benefit of boosting your analytical skills and exposing you to the ways companies and managers actually do things. Most college students have limited managerial backgrounds and only fragmented knowledge about companies and real-life strategic situations. Cases help substitute for on-the-job experience by (1) giving you broader exposure to a variety of industries, organizations, and strategic problems; (2) forcing you to assume a managerial role (as opposed to that of just an onlooker); (3) providing a test of how to apply the tools and techniques of strategic management; and
(4) asking you to come up with pragmatic managerial act.
Assignment Budget Planning and ControlBefore approaching this a.docxrock73
Â
Assignment: Budget Planning and Control
Before approaching this assignment, be sure that you have watched the following video.
¡ Budgetary Planning featuring Babycakes *FULL VIDEO*. (2016). YouTube.Â
Babycakes, a specialty bakery, is the company that will be considered for all parts of your budget planning and control report. For this assignment, you will develop a three to four (3 â 4) page paper in which you address the following.
1. Briefly discuss the ways a realistic budget will benefit the owner of Babycakes versus having no budget at all. Be sure to use Babycakes as the company and any specific product details in your explanation.
2. Prepare a sales budget for the LA Babycakes store for the 4th quarter of 2016. Present the number of units, sales price, and total sales for each month; include October, November, and December, and a total for the quarter. Use one-half of the Valentineâs Day sales as the basis for a usual day in the new quarter. Use 30 days for each month. Calculate the total sales for each month for October, November, and December.
3. Create three (3) new products, one (1) for each of the three (3) holiday seasons in the 4th quarter. Estimate the sales units, sales price, and total sales for each month. Describe the assumptions used to make these estimates. Include an overview of the budget in the report, presenting the actual budget as an appendix with all data and calculations. Add these amounts to your sales budget.
4. The owner of Babycakes is interested in preparing a flexible budget rather than the static budget she currently uses. She does not understand why, when sales increase, her static budget often shows an unfavorable variance. Explain how a flexible budget will overcome this problem. Use the details of your newly prepared budget for the 4th quarter of 2016 to address her concern.
5. Imagine that Babycakes is facing a financial challenge that is causing the actual amount of money that it spends to become significantly more than its budgeted amount. Include a discussion of your own unique cause of the overspending. Explain the corrective actions needed to address these challenges.
6. Integrate relevant information from at least three (3) quality academic resources in this assignment.  Note: Please do not use your textbook as an academic resource. Also, Wikipedia and other Websites that are unreliable do not qualify as academic resources.
Your assignment must follow these formatting requirements.
¡ Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
¡ Include a cover page containing the title of the assignment, the studentâs name, the professorâs name, the course title, and the date. The cover page and the reference page are not included in the required page length.
¡ An abstract is not required.
The specific course learning outcomes associated with this ...
Chris Roush on 'Keeping students interested' at Reynolds Business Journalism Week, Feb. 4-7, 2011, Business Journalism Professors Seminar.
Reynolds Center for Business Journalism, BusinessJournalism.org, Arizona State University's Walter Cronkite School of Journalism.
Framework for Case Analysis (Adapted from the original document .docxshericehewat
Â
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I â Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not âcase-based.â This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in oneâs own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
A Guide to Case AnalysisI keep six honest serving men(.docxransayo
Â
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
â Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the studentâs role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Cases to Practice Strategic Management?
A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
âHow does one fi t answer to fact?â
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight
of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures
and sound advice about managing does little for anyoneâs management skills and that the accumulated
managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had
been learned about the practice of management, it is that a storehouse of ready-made textbook answers does
not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-
made actions. Cases provide would-be managers with a valuable way to practice wrestling with the actual
problems of actual managers in actual companies.
The case approach to strategic analysis is, fi rst and foremost, an exercise in learning by doing. Because cases
provide you with detailed information about conditions and problems of different industries and companies,
your task of analyzing company after company and situation after situation has the twin benefi t of boosting
your analytical skills and exposing you to the ways companies and mana gers actually do things. Most college
students have limited managerial backgrounds and only frag mented knowledge about companies and real-life
strategic situations. Cases help substitute for on-the-job experience by (1) giving you broader exposure to a
variety of industries, organizations, and strategic problems; (2) forcing you to assume a managerial role (as
opposed to that of just an onlooker); (3) providing a test of how to apply the tools and techniques of strategic
management; and (4) asking you to come up with pragmatic managerial action plans to deal with the issues
at hand.
Objectives of C.
Unit 7 ReadingsReadings and ResourcesArticles, Websites, and .docxjolleybendicty
Â
Unit 7: Readings
Readings and Resources
Articles, Websites, and Videos:
This chapter focuses on assessment & interview and social histories.
¡
Writing and human behavior in the social environment. (2018). In Weisman, D., & Zornado, J. L.,Â
Professional writing for social work practice, Second Edition (Vol. Second edition). Springer Publishing Company.
This chapter provides an overview of record-keeping relative to legal issues such as court requests with a focus on analytical writing.
¡
Writing for social work practice. (2018). In Weisman, D., & Zornado, J. L.,Â
Professional writing for social work practice, Second Edition (Vol. Second edition). Springer Publishing Company.
Building a Case File
Chapter 9Chapter Introduction
¡ Chapter Nine addresses Social Work Case Management Standard 10, Record Keeping, which is focused on building a case file.
¡ Chapter Nine addresses Human ServiceâCertified Board Practitioner Competency 4, Case Management, which is focused on building a case file.
I used to work on a federal grant. The files of our clients were really important to us. The information from the files helped us document the work that we did and the outcomes that we had. If I forgot to record an interaction with a client or if I forgot to ask for the client feedback sheet from each visit, then we had a hole in the record. We also used our files to provide better services to our clients. But the pressure from the government made the second reason appear an afterthought.
âPermission granted from Susan Grant (pseudonym), 2014, text from unpublished interview
This chapter examines the types of information that may be found in a case file or that must be gathered to complete one. For each section of the chapter, you should be able to accomplish the following objectives.
The Case File
¡ Describe the reasons why the case file is important.Medical Information
¡ Tell how medical information contributes to a case.
¡ Decode medical terms.Psychological Evaluation
¡ List the reasons for a psychological evaluation.
¡ Make an appropriate referral.
¡ Identify the components of a psychological report.
¡ Review two psychological reports.
¡ Describe the type of information provided by the DSM-5.Social History
¡ State the advantages and limitations of a social history.
¡ Name the topics included in a social history.
¡ List the ways social information may appear in the case file.Other Types of Information
¡ List the types of educational information that may be gathered.
¡ Define a vocational evaluation.
¡
9-1Introduction
¡ TheÂ
case file is filled with information about the client gathered at various times by various professionals. Exactly which information is needed depends on the individualâs case and the agencyâs goals, but many cases involve medical, psychological, social, educational, and vocational information. We introduce each type of inf.
Business Policy and StrategyOliverâs Market Case Analysis .docxhumphrieskalyn
Â
Business Policy and Strategy
Oliverâs Market Case Analysis &
Discussion Questions
In preparing Oliver's Market case analysis, here are some discussion questions to consider.
¡ What are the key elements of the strategy at Oliver's Market?
¡ What competitive pressures must Oliver's Market be prepared to deal with?
¡ What are the key success factors for competing in the supermarket industry in Sonoma County?
¡ What is your assessment of Oliver's financial performance and financial condition? Is the company in good financial shape? Why or why not?
¡ How does their financial performance compare to Whole Foods. Are they strong enough to compete?
¡ Should they consider expansion, given your analysis?
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
â Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the studentâs role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Cases to Practice Strategic Management?
A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
âHow does one fi t answer to fact?â
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight
of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures
and sound advice about managing does little for anyoneâs management skills and that the accumulated
managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had
been learned about the practice of management, it is that a storehouse of ready-made textbook answers does
not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-
made actions. Cases provide would-be managers with a valuable way to practice wrestling with the actual
problems of actual managers in actual companies.
The case approach to strategic analysis is, fi rst and foremost, an exercise in learning by doing. Because cases
provide you with detailed information about conditions and problems of different industries and companies,
your task ...
4020 Crews 1
4020 Crews 4
The Least Privilege Principle in Contemporary HR
Nancy Pier
Human Resource Management
The Least Privilege Principle in Contemporary HR
There is a recent trend in contemporary business where enterprises seem to have achieved a collaboration with information technology aimed at improving business efficiency and consequently result in sustainable success. This development has however come with the liability of protecting key identifiable information of each party in a business organization (Dhillon et al., 2017). As it is, governments have put it as a legal obligation for organizations to protect the information of their people as they work towards protecting sensitive information related to business. In the United States alone in 2018, there were 65 successful litigations by employees towards the employer for exposing their information to malicious parties leading to closure of 80% of these businesses due to hefty legal fees (Cockcroft, 2020). Previous studies have attributed secure employee and business information to 45% success in business based on more motivated employees, confidentiality of business information of the firms and favorable reputation by clients (Porter et al., 2019).
The current situation points to the necessity in the application of the least privilege principle based on the numerous success stories upon its application. There is evidence that the implementation of this principle in the homeland department of security led to 78% reduction of loss of crucial information for the department, 71 % reduction of witness and whistle blower information leakage and efficient classification of information an aspect that aids investigative efficiency in the departments (Hammad et al., 2019). Experts aver that cloud computing, is not enough to protect important information and point to role based access, the foundation of the least privilege principle, as the next reliable pillar for workplace and business safety. This subject is particularly vital in human resource management practice as the department is the custodian of employee information and is tasked with capacitating employees.
Interestingly, under the period of the boom in internet technologies and their application in business processes, there has been cases of insider trading where businesses have lost huge investment money and their operating reputations. A study on the effects of employee data insecurity, in Texas, indicated that last year, 2019, 28% of employees reached by the survey reported at least one case of bullying as unauthorized parties accessed their key identifiable information (Sennewald & Baillie, 2020). The study further indicated that this.
Case Study A Small Business MindsetAndys PartiesAndy R.docxwendolynhalbert
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Case Study: A Small Business Mindset
Andy's Parties
Andy Ross completed his bachelorâs and masterâs degrees at prestigious schools which led him to high profile positions in well-known firms, but after a few years his discontent grew. Although the pay was good and the benefits among the best offered, Andy felt something was missing. Newly married and in a nice home that put them at the edge of their financial capabilities, Andyâs desire to own his own business was all consuming. It was difficult to describe to his wife exactly why this was so important, yet it compelled him to search for a business concept that he and his wife could start and operate together. Then, when invited to a friendâs birthday party for their young child, it came to him; A themed birthday party business. Here is how they planned to advertise their business:
We do it all...from set-up to clean-up! Andy's Parties offers full-service, themed children's parties and enrichment classes. Our great theme parties include everything for a great party:
¡          Great Games and Activities
¡          Themed Craft Project
¡          Themed Party Favors
¡          Themed Paper Products
¡          PiÃąatas and Invitations Included With Most Theme Parties
¡          All food, drinks, and supplies
¡          Set-up, clean-up, and more - all led by our fun and energetic staff!
Andyâs Parties offers approximately 30 theme parties, the most popular of which include Girlie Spa, Rockinâ Dance, Princess, Pirate/Treasure Hunt, Murder Mystery and Safari. Andyâs Partiesâ packages are all inclusive and we subcontract non-core services such as bounce house rentals, professional entertainers (magicians, balloon-twisters, etc), and high-end adult catering.
Reasons to have an Andy's Party:
¡          We do everything so you don't have to!
¡          Our prices are very competitive with other party services and venues.
¡          We have a party at your home - that alleviates any concerns about the chaos and safety hazards posed by larger venues with many strangers.
¡          We have great experience with kidsâ party services and also larger event planning.
¡          We love our jobs and will ensure a fun party for your children and their friends!
Andy and his wife launched their business in 2004 by leasing a small space in a local retail center where they could offer daytime classes, host themed birthday parties for parents that didnât want them in their home, and as a base for operations. They hired high school students to run the parties and provided them with extensive training. Over the past several years the business has flourished with over 1,000 parties a year with average revenues of $400 per party.
AP P E N D I X 1
630
AP P E N D I X 1
Hands-On Guide: How to Analyze a Case Study
Management Information Systems, Ninth Edition provides a
number of case studies for you to analyze. Included in these
cases are questions to help you understand and analyze the
case. You may, how ...
Steps for Effective Case Analysis Adapted from Harvard .docxrjoseph5
Â
Steps for Effective Case Analysis
Adapted from Harvard Business Publishing
It's useful to think of a case analysis as digging deeper and deeper into the layers of a case.
You should make sure to follow these general steps in addition to answering the questions
from the case.
1. You start at the surface, Getting Oriented and examining the overall case
landscape.
2. Then you begin to dig, Identifying Problems, as well as possible alternative
solutions.
3. This is the section where you will spend most of your time.
Digging deeper, Performing Analyses you identify information that exposes the issues,
gather data, perform calculations that might provide insight. "Analysis" describes the
varied and crucial things you do with information in the case, to shed light on the problems
and issues you've identified. That might mean calculating and comparing cumulative
growth rates for different periods from the year-by-year financials in a case's exhibits. Or it
might mean pulling together seemingly unrelated facts from two different sections of the
case, and combining them logically to arrive at an important conclusion or conjecture.
Analysis usually doesn't provide definitive answers. But as you do more of it, a clearer
picture often starts to emerge, or the preponderance of evidence begins to point to one
interpretation rather than others. Don't expect a case analysis to yield a "final answer." If
you're accustomed to doing analysis that ends with a right answer, coming up with a
possible solution that simply reflects your best judgment might frustrate you. But
remember that cases, much like real-world business experiences, rarely reveal an
absolutely correct answer, no matter how deeply you analyze them. Typically, you'll do
qualitative analysis based on your reading and interpretation of the case. Ask yourself:
What is fact and what is opinion? Which facts are contributing to the problem? Which are
the causes?
Qualitative factors should be prioritized and fully developed to support your argument.
Make notes about your evolving interpretations, always being careful to list the evidence or
reasons that support them. Qualitative information in a case can be a mix of objective and
subjective information. For example, you may need to assess the validity of quotations from
company executives, each of whom has a subjective opinion. Reports from external
industry analysts or descriptions of what other companies in the industry have done might
seem more objective; no one in the case has a vested interest in this information. A
company's internal PowerPoint presentation should be considered separately and
differently from a newspaper article about the company. Cases mix firsthand quotations
and opinions with third-person narratives, so you need to consider the reliability of
sources. As in real life, you shouldn't take all case information at face value.
Quantitative dataâsuch as amounts of.
Confirming Pages Guide to Case Analysis I keep six .docxdonnajames55
Â
Confirming Pages
Guide to Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
Rudyard Kipling
tho29503_case analysis_CA1-CA12.indd CA1tho29503_case analysis_CA1-CA12.indd CA1 29/11/12 11:00 AM29/11/12 11:00 AM
Confirming Pages
CA2 STRATEGY: Core Concepts and Analytical Approaches
exposure to a variety of industries, organizations, and
strategic problems; (2) forcing you to assume a mana-
gerial role (as opposed to that of just an onlooker);
(3) providing a test of how to apply the tools and tech-
niques of strategic management; and (4) asking you to
come up with pragmatic managerial action plans to
deal with the issues at hand.
Objectives of Case Analysis
Using cases to learn about the practice of strategic
management is a powerful way for you to accomplish
five things: 2
1. Increase your understanding of what managers
should and should not do in guiding a business to
success.
2. Build your skills in sizing up company resource
strengths and weaknesses and in conducting stra-
tegic analysis in a variety of industries and com-
petitive situations.
3. Get valuable practice in identifying strategic issues
that need to be addressed, evaluating strategic alter-
natives, and formulating workable plans of action.
4. Enhance your sense of business judgment, as
opposed to uncritically accepting the authorita-
tive crutch of the professor or âback-of-the-bookâ
answers.
5. Gaining in-depth exposure to different industries
and companies, thereby acquiring something close
to actual business experience.
If you understand that these are the objectives of
case analysis, you are less likely to be consumed with
curiosity about âthe answer to the case.â Students who
have grown comfortable with and accustomed to text-
book statements of fact and definitive lecture notes
are often frustrated when discussions about a case
do not produce concrete answers. Usually, case dis-
cussions produce good arguments for more than one
course of action. Differences of opinion nearly always
exist. Thus, should a class discussion conclude with-
out a strong, unambiguous consensus on what to do,
donât grumble too much when you are not told what
the answer is or what the company actually did. Just
remember that in the business world answers donât
come in conclusive black-and-white terms. There
are nearly always several feasible courses of action
and approaches, each of which may work out satis-
factorily. Moreover, in the business world, when one
elects a particular course of action, there is no peek-
ing at the back of a book to see if you have chosen the
best thing to do and no one to turn to for a provably
I n most courses in strategic management, students use cases about actual companies to practice stra-tegic analysis and to gain some experience.
A Guide to Case Analysis
I keep six honest serving men (They taught me all I knew);
Their names are What and Why and When; And How and Where and Who.
Rudyard Kipling
(
I
)n most courses in strategic management, students use cases about actual companies to practice strategic analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in a factual manner, the events and organizational circumstances surrounding a particular managerial situation. It puts
readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on strategic management can concern a whole industry, a single organization, or some part of an organization; the organization involved can be either profit seeking or not-for-profit. The essence of the studentâs role in case analysis is to diagnose and size up the situation described in the case and then to recommend appropriate action steps.
Why Use Cases to Practice Strategic Management?
(
4
) (
STRATEGY:
Core
Concepts
and
Analytical
Approaches
)
(
5
) (
A
Guide
to
Case
Analysis
)
A student of business with tact Absorbed many answers he lacked. But acquiring a job,
He said with a sob,
âHow does one fit answer to fact?â
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures and sound advice about managing does little for anyoneâs management skills and that the accumulated managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had been learned about the practice of management,
it is that a storehouse of ready-made textbook answers does not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-made actions. Cases provide would-be managers with a valuable way to practice wrestling with the actual problems of actual managers in actual companies.
The case approach to strategic analysis is, first and foremost, an exercise in learning by doing. Because cases provide you with detailed information about conditions and problems of different industries and companies, your task of analyzing company after company and situation after situation has the twin benefit of boosting your analytical skills and exposing you to the ways companies and managers actually do things. Most college students have limited managerial backgrounds and only fragmented knowledge about companies and real-life strategic situations. Cases help substitute for on-the-job experience by (1) giving you broader exposure to a variety of industries, organizations, and strategic problems; (2) forcing you to assume a managerial role (as opposed to that of just an onlooker); (3) providing a test of how to apply the tools and techniques of strategic management; and
(4) asking you to come up with pragmatic managerial act.
Assignment Budget Planning and ControlBefore approaching this a.docxrock73
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Assignment: Budget Planning and Control
Before approaching this assignment, be sure that you have watched the following video.
¡ Budgetary Planning featuring Babycakes *FULL VIDEO*. (2016). YouTube.Â
Babycakes, a specialty bakery, is the company that will be considered for all parts of your budget planning and control report. For this assignment, you will develop a three to four (3 â 4) page paper in which you address the following.
1. Briefly discuss the ways a realistic budget will benefit the owner of Babycakes versus having no budget at all. Be sure to use Babycakes as the company and any specific product details in your explanation.
2. Prepare a sales budget for the LA Babycakes store for the 4th quarter of 2016. Present the number of units, sales price, and total sales for each month; include October, November, and December, and a total for the quarter. Use one-half of the Valentineâs Day sales as the basis for a usual day in the new quarter. Use 30 days for each month. Calculate the total sales for each month for October, November, and December.
3. Create three (3) new products, one (1) for each of the three (3) holiday seasons in the 4th quarter. Estimate the sales units, sales price, and total sales for each month. Describe the assumptions used to make these estimates. Include an overview of the budget in the report, presenting the actual budget as an appendix with all data and calculations. Add these amounts to your sales budget.
4. The owner of Babycakes is interested in preparing a flexible budget rather than the static budget she currently uses. She does not understand why, when sales increase, her static budget often shows an unfavorable variance. Explain how a flexible budget will overcome this problem. Use the details of your newly prepared budget for the 4th quarter of 2016 to address her concern.
5. Imagine that Babycakes is facing a financial challenge that is causing the actual amount of money that it spends to become significantly more than its budgeted amount. Include a discussion of your own unique cause of the overspending. Explain the corrective actions needed to address these challenges.
6. Integrate relevant information from at least three (3) quality academic resources in this assignment.  Note: Please do not use your textbook as an academic resource. Also, Wikipedia and other Websites that are unreliable do not qualify as academic resources.
Your assignment must follow these formatting requirements.
¡ Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
¡ Include a cover page containing the title of the assignment, the studentâs name, the professorâs name, the course title, and the date. The cover page and the reference page are not included in the required page length.
¡ An abstract is not required.
The specific course learning outcomes associated with this ...
Chris Roush on 'Keeping students interested' at Reynolds Business Journalism Week, Feb. 4-7, 2011, Business Journalism Professors Seminar.
Reynolds Center for Business Journalism, BusinessJournalism.org, Arizona State University's Walter Cronkite School of Journalism.
Framework for Case Analysis (Adapted from the original document .docxshericehewat
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Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I â Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not âcase-based.â This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in oneâs own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Â
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Â
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A Strategic Approach: GenAI in EducationPeter Windle
Â
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
Â
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Â
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Â
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Delivering Micro-Credentials in Technical and Vocational Education and Training
Â
Analyzing A Case Study
1. Eugene D. Fanning Center For Business Communication 00-06
Mendoza College of Business
University of Notre Dame
Analyzing a Case Study
Among the many tools available to business educators, the case study has become increasingly
popular. Professors use it to teach the complexities of many different, modern business
problems. Thatâs not a surprising development. Beyond the fundamentals, memorization and
description will take you just so far. The real test of whether you are ready to manage a business
will come when you are asked to assume the role of a manager, step into an authentic business
situation, make sense of the circumstances you see, draft a plan, and take action.
Why Study Cases?
Schools of law have studied cases for many years as a means of exploring legal concepts and
understanding the practices of the courts. Harvard Business School began inviting executives
and managers into their classrooms after the First World War, hoping to provide students with
some insight into the thinking of successful businessmen. Not long afterward, professors of
business began writing down the narratives of these business managers in an effort to capture the
ambiguities and complexities involved in the day-to-day practice of commerce and
administration.
The idea spread to other schools of business and migrated from graduate to undergraduate
programs. Today, many business educators use case studies because their narratives are so
valuable in developing analytic and critical thinking abilities, as well as organizational and
communication skills. You can memorize lists, procedures, and attributes. You can occasionally
guess successfully at the answer to a multiple-choice question. But you cannot memorize the
answer to a problem you have never encountered, nor can you guess at the options available to a
manager who must resolve a complex, difficult, often ambiguous situation.
Types of Cases
Although each case is different, you are likely to encounter three basic types of case studies,
depending on the subject you are studying: field cases, library cases (sometimes referred to as
public record cases), and armchair cases.
This teaching note was prepared from personal interviews and public sources by James S. OâRourke, Concurrent
Professor of Management, as the basis for class discussion rather than to illustrate either effective or ineffective
handling of an administrative situation. Copyright Š2002. Revised: 2009. Eugene D. Fanning Center for Business
Communication. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
used in a spreadsheet, or transmitted in any form or by any means â electronic, mechanical, photocopying, recording,
or otherwise â without permission.
2. 2
Field cases. Field cases are written by professors and students of business with the cooperation
of managers and executives who experienced the events and problems described in the case.
They involve extensive interviews with people who are often identified by name as the narrative
unfolds. Information contained in these cases is known best â and sometimes only â to insiders
in a business. Newspaper accounts and descriptions of events contained in the business press
may play a role in establishing key facts, but the sequence of events, what was said to whom,
what each manager knew at the time, and which managerial options were open to the principals
of the case are often a mystery to the public-at-large.
Extensive interviews with employees, managers, and executives will often reveal more. Careful
examination of business records and data bases can provide background and context for the
events. And, frequently, the active cooperation of a company is the only way a case author will
ever know exactly what happened with any measure of certainty.
Field cases are often more extensive and thorough than other case types, but present a dilemma
for the case writer: what does the company have to gain by granting access to its premises, its
records, and its employees? Is this merely an attempt to make executives look good after the
fact? Are such cases an attempt at public relations when things go wrong in a business? Often,
to gain access to a business, a case writer must have some special relationship with those who
own or manage it, and must have a reputation for reporting on events in an accurate and fair
manner. One disadvantage of such cases is that, once they are published, they are difficult to
modify and may quickly become dated.
Library cases. Unlike a field case, library or public record cases do not involve special access
to the businesses being studied. They do not involve interview material or direct quotes which
are unavailable elsewhere. And they most often do not include figures, data, or information
which are not somehow a part of the public record, available to anyone with a library card and
basic research skills.
Companies that have failed somehow â blown a great opportunity, overlooked the obvious,
chosen the wrong path, or failed to act when they should â are understandably reluctant to permit
case writers to speak with their employees or look at the evidence. If theyâve done something
terribly wrong â committed a crime or imperiled the public welfare â a company may do all it can
to withhold, obscure, or cover up what has happened. That is precisely the challenge facing most
business reporters as they gather information for publication each day. Journalist David Brinkley
once said, âNews is what you donât want to tell me. Everything else is public relations.â
Writers who produce library cases, however, have a wealth of information available to them. In
addition to stories produced for broadcast, print, and online news organizations, business case
writers can look to numerous government documents and other sources, particularly for publicly-
held firms. Annual filings with the Securities and Exchange Commission, such as forms 10-Q
and 10-K, can be very helpful.
3. 3
When one company declares its intention to acquire another, or is sued in Federal Court,
numerous documents relevant to the issues at hand may become a part of the public record.
When a company prepares to launch an IPO or float a bond offering, numerous public disclosures
are required. Case writers have a high degree of confidence in the accuracy of such records,
since the penalty for falsifying them may involve heavy fines or jail time.
Armchair cases. These are fictional documents about companies that donât really exist and
events that have never really occurred. While they bear some resemblance to authentic cases,
they are often lacking in the richness of detail and complexity that accompany real events. They
may be useful, however, in introducing basic concepts to students or in provoking a discussion
about key issues confronting businesses.
Business educators produce armchair cases when they are denied access to the people and data
of real businesses, or when they wish to reduce very complex events to a series of simple
decision opportunities. Armchair cases are often useful to begin a discussion about change
management, the introduction of technology, or a rapidly-unfolding set of events in other
cultures. A principal advantage of these cases is that they can be modified and updated at will
without securing the permission of the fictional companies and managers they describe.
Producing a Case Solution
To produce a case solution that demonstrates you are ready for management-level responsibility
will involve the following steps:
Read the case. The first step to a successful case solution is to read the case, carefully and with
an eye for detail â more than once. Personality theorists tell us that some people are eager to get
to the end of a story quickly. âDonât bother me with details,â they say. âJust tell me what
happened.â Such people, often dependent on Cliffâs Notes and executive summaries will bypass
the details of a case in order to reach a conclusion about what happened in the story. They are
often reluctant to read the case attachments and will frequently avoid tables of numbers
altogether. Many arrive at conclusions quickly and begin formulating responses before they have
all the facts. The less clever in this crowd see the details of a case as a nuisance; reading the facts
will only interfere with their preparation of a response.
After you have read and thought about the issues in a case, if you are uncertain about what to do,
read it again. As you mature in the experiences of business school, you will get better at this, but
at first, your best defense against being surprised or frustrated by a case is to read it thoroughly.
Take notes. College students typically want to either underline or highlight much of what is
contained in a book chapter, reprint, or essay. Case studies, however, are constructed a bit
differently. Textbook chapters are typically organized in a hierarchical fashion, with key points
and sub-points listed in order of importance, carefully illustrated and summarized. Not so with
case studies, which are often simply arranged in chronological order. Textbooks usually proceed
4. 4
in logical fashion, with one concept building on others that came before it. Case studies, on the
other hand, are seemingly chaotic: many events happen at once, order and discipline are
sometimes missing, and key issues are not always self-evident.
Case studies may also contain substantial amounts of information in tabular form: annual
revenues, product shipment rates, tons of raw materials processed, or cost data organized by
business units. To know what such data mean, you will have to read the tables and apply what
you have learned about reading a balance sheet, or about activity-based costing. You may find
crucial information contained in a sequence of events or a direct quote from a unit manager.
Sometimes you will discover that the most important issues are never mentioned by the
principals in the case â they are simply ideas or tools that they werenât clever enough to think of,
or didnât think were important at the time.
Your notes should focus on the details you will need to identify the business problems involved
the case, the issues critical to solving those problems, as well as the resources available to the
managers in the case. Those notes will be helpful in producing a case solution.
Identify the business problem. In each case, at least one fundamental business problem is
present. It may be a small, tactical issue, such as how this company will collect money from a
delinquent customer. But the issue may be broader in nature: âHow can they reduce accounts
receivable ageing to 30 days or less?â Larger, more strategic problems might involve the
companyâs chronic, critical cash-flow difficulties. âIf this company were no longer cash-starved,
what longer-term opportunities might open up?â
You may identify more than one problem in a case. Complex cases often involve several such
problems simultaneously. They may be technical in nature and involve accounting or cost
control systems. They may involve the use of technology. You might see supply-chain problems
in the business you are studying. You may identify marketing deficiencies. Or, you might see
human problems that involve supervision, communication, motivation, or training.
Specify an objective for the managers involved. Once you have identified one or more
business problems present in the case, think about the outcome(s) you would most hope to see
for the company and people you have read about. If you were asked to consult on this companyâs
problems â and that is the role most business students are playing as they read a case study â
what results would you hope for? Donât limit your thinking to what the company should do, but
what the most successful outcome would look like. Be specific about how the company will
know if they have succeeded. Quantify the desired results whenever you can.
Identify and rank order the critical issues. These issues are at the heart of the case. If you
miss a critical issue, you may not be able to solve the case to the satisfaction of your professor.
âĸ Some issues are interdependent. That is, a solution to one issue might necessarily
precede or depend on another. In a product-contamination case, for example, a media
5. 5
relations team canât draft a press release until the production or packaging team knows
whatâs wrong with the product. The team responsible for a new product launch canât
make final advertising and promotion decisions until issues related to packaging,
transportation, and distribution have been solved.
âĸ Some issues are more important than others. A company may have a great opportunity to
launch a product line extension, but not have sufficient market research data to support
the idea. More to the point, they may not have the talent on staff to understand and
properly use such data. Thus, hiring a market research chief might be more important
than simply contracting with an outside firm to find the data.
âĸ Each issue has a time dimension. While two problems may be equally important to the
success of a company, one may be near-term in nature while the other is long-term.
Setting up a corporate web site may be important, but it wonât solve the longer-term issue
of marketing strategy: should we sell direct over the web or use retail partners to market
our products? Specify which problems must be addressed first, but think, as well, about
the duration of the solutions â how long will it take to fix this?
âĸ Some issues are merely symptoms of larger or deeper problems. Two managers in open
warfare with each other about budget or resource issues may be symptomatic of more
serious, long-term budget problems, inadequate communication among the management
team, or perhaps a corporate culture that encourages confrontation over minor issues.
When Sears-Roebuck & Co. discovered that auto service managers in California were
charging customers to replace parts that were not yet worn out, the problem was deeper
than a few overzealous managers. After analyzing the complaints brought by the
California Attorney General, Sears realized that their compensation system rewarded
managers for selling more parts, and not for simply servicing customersâ vehicles.
Consider relevant information and underlying assumptions. Accept the fact that much of the
information contained in the case will not be useful to your analysis. You should also accept the
fact that you will never know all that you would like in order to produce a solution. Life is like
that. So are case studies. Identify the relevant facts contained in case and think carefully about
them. Identify additional information you might like to have â that might be part of your solution
â but donât dwell on it.
Separate facts from assumptions. Recognize that there are some things you will know for sure
and others that you will not. Recognize further that you may be required to subjectively interpret
some evidence and to assume other evidence not directly stated in the case. The more
suppositions you make, however, the weaker your analysis becomes.
List possible solutions to the problem. Every problem lends itself to more than one solution.
Keep looking for good ideas, even when you have already thought of one that will solve the
problem. Listing possible solutions is a form of brainstorming that will later permit you to assign
6. 6
values or weights to those ideas: is one solution less expensive than another? Will one be more
effective than another? Will one idea work more quickly? Will one of these ideas have a more
enduring effect?
Select a solution. After assigning weights and values to the various solutions you have thought
about, select the one you like best and prepare to defend it. Show why the ideas you have
thought about are superior and how they will work. If you have rejected other, more obvious
ideas, you may want to explain why.
Decide how to implement the best solution. Having good ideas is insufficient. You must be
able to put them to work. Graduate students of business are often praised by executives for being
theoretically well-grounded, but criticized for lacking practical application. âA team of young
MBAs told me that we needed to sell this division of my company,â said an executive in the
chemical industry. âBut they couldnât tell me what to do or how to go about it. All they knew
was that we should try to find a buyer. Interesting,â he concluded, âbut not very helpful.â
Explain how to communicate the solution. In a management communication case study, you
will be asked to identify key audiences for your message. That means identifying which groups
you want to communicate with and the means you will use to reach them. Think carefully about
the broad range of stakeholders in the case: employees, customers, shareholders, business
partners, suppliers, regulators, and the marketplace-at-large. Identify exactly how you would
plan to transmit your message, assure that it has been received and understood, and how you
would analyze feedback from those audiences. You should think, as well, about timing and
sequencing of messages. Who should you speak with first? Who should send the message?
How should this particular audience hear about this particular message?
Write it up. Different professors will have different expectations about what they want from
you in a written case solution. They will probably not provide you with specific, detailed
instructions regarding their expectations, but they will certainly tell you if youâve missed the boat
or have produced a solid response. Some will ask for wide-ranging responses that cover many
issues, while others will expect a more focused response. Just provide your professor with your
best thinking and be as detailed as you think you can within the page limits youâve been given.
What You Should Expect
If you have read the case thoroughly, identified the business problems, rank-ordered the critical
issues, proposed various solutions, and then identified how you will implement and communicate
them, you can expect to be more-or-less as well prepared for classroom case discussion as your
classmates. Hereâs what else you should expect:
âĸ An occasional cold call. Be prepared for your professor to ask you to provide key details
from the case, sometimes referred to as a âshred.â Simply explain what happened in the
case, identifying the business and its principals, and give your best thinking on critical
7. 7
issues in two minutes or less. Donât worry about providing a solution just yet. Your
professor is likely to want a more thorough discussion of the issues first. If you are
feeling especially confident, you may wish to volunteer.
âĸ A logical, step-by-step approach. If classmates offer information that is useful but not
relevant or in line with the question the professor asks, expect the discussion to return to
the issues the professor thinks are most important before you move on.
âĸ Different approaches from different professors. No two professors are exactly the same
in their approach or preferences. Virtually all of them, however, appreciate a bold, âdo
somethingâ approach over hedging, caution, and a reluctance to act.
What You Should Not Expect
âĸ More information. From time-to-time, your professor will present you with a (B) case
that offers new or subsequent information. Such cases represent an extension of the facts
in the (A) case and usually provide another managerial decision opportunity. For the
most part, though, the information given in the (A) case is all you will have and you must
make do with that.
âĸ A âright answer.â Because case studies are most often based on real events, no one can
say for certain what would have happened if your ideas or other, âbetterâ ideas had been
implemented. Some solutions are clearly better than others, but many ideas will work.
Some of the very best ideas may not yet have been thought of or spoken aloud.
âĸ An explanation of what âactually happened.â Many professors either donât know what
happened to the managers and the businesses described in your case studies, or they donât
think that your having that information will be useful or productive in the learning
process. Your own thinking may be limited or skewed if you focus on actual outcomes.
âĸ A single discipline focus to each case. While some cases are principally about
accounting, they may contain issues related to finance, operations management, human
resources, or communication. Authentic business problems are rarely, if ever, uni-
dimensional. The more you are willing to think about other dimensions of business and
their interdependency, the more you will learn about how real businesses work.
âĸ That your response will solve all of the problems in the case. Focus on the most
important, most urgent, and most relevant problems first. You may wish to identify
issues for further thought or investigation by the management team described in the case,
but you cannot and should not try to solve all the problems in the case.
In summary, your task is to read, identify and understand the business problems in the case. By
identifying, rank-ordering, and exploring the critical issues it contains, you should be able to
8. 8
propose a workable solution, identifying how to implement and communicate it. From that point
forward, you must explain your choices in writing be ready to defend them in the classroom.
For Further Reading
Barnes, L.B.; C.R. Christensen; and A.J. Hansen, Teaching and the Case Method, 3 edition.
rd
Boston, MA: Harvard Business School Press, 1994.
Bouton, C. and R. Garth, eds., Learning in Groups. San Francisco, CA: Jossey-Bass, 1983.
Corey, R., âThe Use of Cases in Management Education,â Harvard Business School Case No.
376-240.
Ellet, W., The Case Study Handbook: How to Read, Discuss, and Write Persuasively About
Cases. Boston, MA: Harvard Business School Press, 2007.
Erskine, J.; M.R. Leenders; and L.A. Mauffette-Leenders, Teaching with Cases. London,
Ontario: School of Business, University of Western Ontario, 1981.
Gragg, C.J., âBecause Wisdom Canât Be Told,â The Case Method at the Harvard Business
School. New York, NY: McGraw-Hill, 1954, p. 6.
McNair, M.P., âThe Genesis of the Case Method in Business Administration,â The Case Method
at the Harvard Business School. New York, NY: McGraw-Hill, 1954, pp. 25-33.
Penrose, J. M.; R.W. Raspberry; and R. J. Myers, âAnalyzing and Writing a Case Report,â
Advanced Business Communication, 3 edition. Cincinnati, OH: South-Western College
rd
Publishing, 1997.
Wasserman, S., Put Some Thinking in Your Classroom. Chicago, IL: Benefic Press, 1978.