THE WAC FORMAT The WAC Format consists of essential elements, laid out in a logical sequence, that helps

a student to communicate clearly and coherently her written analysis of a case. Its purpose is to force students to develop the habit of thin ing and writing logically and coherently. When the pattern has been ingrained, a student may then acquire her own unique writing or presentation !style." #rgani$ations also have their own style !preferences." %evertheless, the basic elements and logical flow should always be present. The elements, in sequence, are& '. (tatement of the problem or issue. What is the most important concern that the manager in the case must address and resolve) Are there other important, but less urgent, concerns) *. #b+ectives. What are the criteria for assessing the alternatives ,what should a good decision accomplish-) .. Areas of consideration. What are the critical factors that the manager must ta e into account, in order to ma e a good decision) /. Analysis and synthesis. What does the student thin about the information, and how do they bear on the problem0issue) 1. Alternatives. What are the alternative courses of action open to the manager) 2. Analysis and synthesis. What are the pros and cons of each alternative, and how does she eliminate all save the one best option) Are combinations possible, preferred) 3. 4ecision and recommendation. Which option or course of action does the student finally recommend, and why) 5. Implementation. What potential problems does the student anticipate in the implementation of her decision0recommendation) 6ow can such potential problems be addressed) %ote how the same concepts above are very similar to the suggestions of a well7regarded te8tboo on 9usiness Communication.' !:one are the days when management e8pected wor ers to chec their brains at the door and do only as told. As a nowledge
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Guffey, Mary Ellen, Business Communication: Process and Product., 4e. Mason, South-Western, !!". P#. 1!.

wor er, you;ll be e8pected to use your brains in thin ing critically.* <ou;ll be solving problems and ma ing decisions. !Faced with a problem or an issue, most of us do a lot of worrying before separating the issues or ma ing a decision. All that worrying can become directed7thin ing by channeling it into the following procedure. '. Identify and Clarify the Problem. <our first tas is to recogni$e that a problem e8ists. (ome problems are big and unmista able, such as failure of an air7freight delivery service to get pac ages to customers on time. #ther problems may be continuing annoyances, such as regularly running out of toner for an office copy machine. The first step in reaching a solution is pinpointing the problem area. *. Gather Information. =earn more about the problem situation. =oo for possible causes and solutions. This step may mean chec ing files, calling suppliers, or brainstorming with fellow wor ers. For e8ample, the air7freight delivery service would investigate the trac ing systems of the commercial airlines carrying its pac ages to determine what went wrong. .. Evaluate the Eviden e. Where did the information come from) 4oes it represent various points of view) What biases could be e8pected from each source) 6ow accurate is the information gathered) Is it fact or opinion) For e8ample, it is a fact that pac ages are missing> it is an opinion that they are merely lost and will turn up eventually. /. Con!ider Alternative! and Im"li ation!. 4raw conclusions from the gathered evidence and pose solutions. Then weigh the advantages and disadvantages of each alternative. What are the costs, benefits, and consequences) What are the obstacles, and how can they be handled) ?ost important, what solution best serves your goals and those of your organi$ation) 6ere;s where your creativity is especially important. 1. Choo!e and Im"lement the #e!t Alternative. (elect an alternative and put it into action. Then, follow through on your decision by monitoring the results of implementing your plan. The freight company decided to give its unhappy customers free delivery service to ma e up for the lost pac ages and downtime. 9e sure to continue monitoring and ad+usting the solution to ensure its effectiveness over time." $s you can see, the %rinci%les of W$C &ritin# and effecti'e (usiness communication are the same. )ou &ill note also that the same %attern #enerally holds true for %re%arin# a case for class discussion, e'en thou#h the classroom dynamics, and the
Critical thin*in# +means ha'in# o%inions that are (ac*ed (y reasons and e'idence., Guffey - !!"., P#. /.

style and o(0ecti'es of the %rofessor, may lead to a different se1uence from that a(o'e.