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Analysing a Case:
A General Strategy
A case is a story that describes a problematic incident, event, or situation. It typically reports indepth information about certain aspects of the situation while under-reporting other aspects, and
its conclusion is commonly left open-ended. The mission of case analysis is to make sense of the
given material and to identify appropriate actions for handling the case situation.
Successful case discussions begin with an analysis of the key issues in the case. The analysis
then serves as the basis for defining the most desirable outcomes and considering what options
are available. This process usually results in a diversity of opinion as students view the case
situation from their unique perspectives, stressing different values and promoting different
outcomes. Such diversity of opinion is the strength of the group case exercise.
Participants/students should value these differences, recognizing them as essential to learning,
and make a special effort to encourage new opinions about the case. As a result, the case
exercise will become an even more profitable learning experience.
In case analysis, participants also evaluate the different opinions about the case and use their
evaluations as the basis for forming a common opinion. By working together in this way to build
group consensus on case solutions, participants gain a deeper understanding of how they can
constructively deal with reallife leadership issues.
Case Analysis Guidelines
Step 1. What are the key issues or problems of the case?
The ability of the person(s) involved to carry out the option (in terms of skill, authority, or
basic motivation)
Step 6. Select the optimum solution
The ideal solution will produce the best outcome at the least cost. In management situations, this
may not be possible. Therefore, selecting the best solution may involve balancing competing
opportunities and constraints with an optimum solution that produces satisfactory outcomes on as
many criteria as possible.
Advantages
Disadvantages
Fran Jefferson began her job as the supervisor of the Training Department of Metro Bank and
Trust Company almost four years ago. She was generally pleased with the four trainers and one
secretary in her unit. Indeed, Fram took pride in her ability to create a high morale and high
performance unit. This was particularly pleasing to Fran because they were constantly busy and
barely able to keep up with the volume of training expected from them.
Then, early on Wednesday morning, Fran's secretary, Judy Martin, knocked on Fran's door and
asked to see her. Fran liked Judy and considered the secretary to be one of her "stars." Indeed,
in an effort to develop Judy's talents and abilities, Fran had gone out of her way to give Judy
special assignments, including her in all the major planning activities of the department and
entrusting her with the administration of certain departmental programs, such as tuition
assistance and evaluation follow-through. By now, Judy functioned more as an administrative
aide than as a secretary.
It was clear that Judy was upset about something as she seated herself in the chair next to Fran's
desk. Slowly, Judy placed a job-posting application form in front of Fran. She would not look her
supervisor in the eyes.
Fran was surprised, to say the least. As far as Fran knew, Judy liked both her job and working in
the Training Department. In tum, everyone else in the department liked and respected Judy.
executive secretary job would not be what Judy really wanted, and she hated to lose Judy,
especially if her decision was based on faulty reasoning and the move would not be good for her.
Fran tried to figure out what to do.
QUESTIONS
1.
What are the reasons given by Judy Martin for wanting to post for a position in another
department? What points are accurate and which are debatable?
2.
3.
CASE DISCUSSION:
How Come They Make More Than Me?
Summary
Fran Jefferson supervised the Training Department of Metro Bank. One of her star employees,
Judy Martin, surprised Fran one day with a job-posting application. Judy wanted to transfer to
another department where the employees made more money (in higher evaluated jobs) and
supposedly did less work. In the ensuing discussion, Fran learned that Judy was very unhappy
with the merit increase she had recently received. Judy believed she could earn more money in
the open position, which was three grades higher than the position she currently occupied.
(d)
2.
Her recent merit increase was not adequate enough reward for her hard work. This is
Judy's opinion, and for her, it is true.
There is an open position that would pay much more than what she is making now. t is true
that this open position would pay her more than she is making now.
She has heard that the job in question is easier to do than the one she has now.
Unfortunately, this point is misleading and probably wrong. Her information is based on
hearsay. In fact, grade differences of three levels mean these jobs require higher levels of
talent, initiative, and responsibility. Judy has confused being busy with working at a higher
level of difficulty.
Therefore, she wants to get an easier, higher paying job by moving to that new position.
She might get a higher paying job, but it would not likely be an easier job.
How should Fran respond to Judy's request to transfer?
4
In many job-posting systems, the posting employee is required to notify his or her supervisor fo the
intention to post for a position. However, the employee is not required to obtain the supervisor's
permission. To the extent that this rule applies here, Fran cannot do anything but pass along the
posting application.
However, it would be prudent of Fran to help Judy make the best career decision in this matter.
While agreeing to move the job-posting application along, Fran should also counsel Judy. First,
she should encourage Judy to do some career and job informational interviewing. For example,
Judy should be encouraged to meet with people in the other department to learn what they really
do. Second, she needs to think about what she wants in a job. Finally, Fran should explain to Judy
that the jobs are graded differently because there are real and significant differences in the jobs.
She should caution Judy that hearsay can be misleading and that she should look at the executive
secretary position in terms of levels of skills and accountability, not just in terms of dollar
differences.
3. How should Fran respond to Judy's salary complaints?
It is likely that Judy is motivated in part by her anger and resentment over what she sees as an
inadequate recognition of her hard work. Fran should work to communicate her appreciation for
Judy's contributions. In addition, Fran needs to note that Judy is performing a job that is higher
than the job for which she was hired. Judy should institute a job revaluation request.
Sammy Benson supervised the Special Check Sorting Unit of the Greater Downtown Bank and
Trust Company for over two years. The Special Check Sorting Unit processed all the "special"
checks that came into the bank, such as odd-sized, foreign, or mutilated checks. Once the checks
were sent to his unit, they were manually interpreted, recorded, entered into the appropriate
account transactions, and filed for return.
a series of personnel policies about work schedules, breaks, overtime, pay secrecy, attendance,
and benefits. She signed more forms, wondering what all this meant.
As the meeting drew to a close, Sammy Benson arrived after receiving a call from Human
Resources. He and Juanita were introduced for the first time. Sammy escorted Juanita back to the
Human Resources Department, showing her the bank's various offices and other departments. He
gave her a quick tour of his area, introducing her to the other clerks as he went. Sammy was
careful not to interrupt their work, however, nor did he explain to Juanita what they were doing. It
was obvious by the expressions on their faces that the employees were surprised to see her.
Sammy gave Juanita the job of processing foreign checks. He felt this task was the easiest job to
learn and do correctly. During her first day on the job, Sammy spent about 15 minutes showing her
the procedure: inspect, record, enter, adjust, file. Since he had to prepare for a meeting later that
day, that was all the time he could spend with her.
By the end of the first week, Juanita seemed to be getting the hang of things: She came to work
on time, stayed busy, and was fairly pleasant and easy to get along with. Sammy intended to
spend as much time as possible with her during this period; however, because she seemed to
catch on quickly and he was very busy, he saw her only occasionally over the next few weeks. He
would ask how the work was going, if she was getting it done, and whether she needed any help.
Juanita would always smile and say everything was going fine.
Then, after about a month, Juanita called in sick one day. A replacement was brought in, and as
she looked through Juanita's desk for a notepad, she found what appeared to be a large pile of
unfiled checks. When Sammy looked through the pile, he found that there were, in fact, quite a few
unprocessed checks, some of which dated from Juanita's first day on the job. As they were the
more unusual kinds of checks the department handled, Sammy assumed that she apparently had
not known how to process them. Unfortunately, the combined value of these checks totaled
around $65,000. The bank had lost the "float" value on them, and Sammy knew that customer
complaints would be coming in soon.
CASE QUESTIONS
1.
What is the work maturity or competence level of Juanita Perez? What kind of supervisory
behaviours should Sammy have used with her?
2.
Describe the adequacy of the orientation process which Juanita received. What kind of
orientation procedure should Sammy have used with her?
3.
How should Sammy respond to the problem of the unprocessed special checks?
4.
Sammy is considering issuing a formal, written warning notice to Juanita upon her return. Is
this an appropriate action to take?
CASE DISCUSSION:
Special Checking Is Handed a Loss
Summary
Sammy Benson supervised greater Downtown Bank's Special Check Sorting Unit, which
processed odd-sized, foreign, and damaged checks. His staff of three were semi-skilled recent
high-school graduates. Sammy took on Juanita Perez one summer as part of the bank's
Community Upbeat program. Juanita was hired and reported to the bank for a brief induction
program. Sammy then arrived, met Juanita for the first time and escorted her back to the
department. After a quick tour and passing introductions, Sammy gave Juanita some basic
instructions in her job. Juanita seemed to pick up on the work and fit in. After working there a
month, Juanita called in sick one day. Her replacement discovered a large number of checks
which Juanita had not processed. Sammy examined the checks and realized that Juanite had
created substantial problems for the bank and its customers.
What is the work maturity or competence level of Juanita Perez? What kind of supervisory
behaviors should Sammy have used with her?
Juanita has a low level of work maturity: She has no prior work experience, no prior training in the
task to which she is assigned, and limited ability to manage her work process. She does show an
apparent commitment to working on time and well with others.
Describe the adequacy of the orientation process which Juanita received. What kind of
orientation procedure should Sammy have used with her?
There is a difference between an induction and orientation process. Induction involves the
minimum steps of enrolling the new employee as a member of the organization. Orientation
involves learning much more: the nature of the business, the function and operation of the
department, working with the boss and other co-workers, personnel policies and procedures, and
the like. In this sense, Juanita went through an induction process but received the bare minimum
of an orientation. The supervisor has the final responsibility for making sure new employees are
properly oriented. Sammy did not meet this responsibility.
An effective orientation for Juanita would include instruction in what the banking business entailed
and how this department's work fit into that business. It would also cover how to recognize checks
of different types, what the function of this work involved, who the other people in the unit were,
and so on. This process should have extended over several days and could have been delegated
to a more senior member of the team, who would serve as mentor to Juanita.
3.
How should Sammy respond to the problem of the unprocessed special checks?
7
He should take care of any particularly critical special checks immediately. When Juanita returns,
he should meet with her and let her know how the checks were discovered and ask for her
explanation. It is desireable to make this discussion as non-punitive as possible. Sammy could do
this by conceding at the outset that he did not train Juanita effectively. Sammy should then
undertake a better orientation process, along the lines noted above. He should also spend more
time training her, beginning by going through the left-over checks to determine why she had
problems with them.
Sammy is considering issuing a formal written warning notice to Juanita upon her return. Is this an
appropriate action to take?
Given the circumstances, such action does not seem warranted.