Week 5 Case 3

IF YOUR BID WILL BE OVER $10.00, DON’T EVEN RESPOND PLEASEThe case is attached and the guidelines, No plagiarism. Use references, not the ones below please. The steps are below 1-5 for each section.1 Description2 Diagnosis3 Theory4 Prescription5 Fallout6 ReferncesPlease do not use Wikipedia, Businessballs, Investopedia, Mindtools, Allpsych, Changing Minds, Simply Psychology, blogs or other such general websites as sources when researching information – they are not peer-reviewed nor considered credible in academic research. Often, there is not even an author identified. Remember, anybody can post anything on the Internet. You might want to start there to get ideas, but use academic, peer-reviewed resources, industry websites, government web sites, individual company web sites, or other credible sources to support your research and responses. Use research from the original authors of theories when possible. We have a fabulous library – please take the time to learn how to use it. It is a resource you may continue to access for the rest of your life if you graduate from BU :). This requirement applies to all course work.
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GUIDELINES AND FORMAT FOR CASE ANALYSES
The purpose of the case analysis is to provide you with practice describing and understanding behavioral
and organization level problems in organizations, using diverse theoretical perspectives to help diagnose
those problems, and evaluating and prescribing realistic solutions that will lead to reduced costs and
increased benefits for both the organization and its employees. The group presentation prepares you to
work cooperatively with individuals of diverse backgrounds and experiences, and allows you to lead the
class by organizing and directing the flow of discussion.
(While the following instructions may seem a little complicated at first, you will get the hang of it quickly.)
Here’s how it works:
TEAMS: Class members will serve as discussion leaders in teams of three or four for one assigned case.
On the day your analysis is due, Wednesdays for online students, the discussion leaders should be
prepared to present their analysis of the case to the class, by posting it in the appropriate forum, using the
format provided below. In order to know which case you are assigned to and who your team members
are, look in the Case and Ropes Assignments/Discussion Leaders folder in the Assignments area (under
the Assignments tab). In order to know what date it is due, look at the schedule in your syllabus (also
under the Assignments tab). Then go to the group conference set up specifically for your case in the
Groups area (under the Groups tab). Use this forum or private email to discuss and design your class
presentation. On the day your analysis is due, it should be posted to the specific Discussion Board (DB)
forum created for it, where all other students can read and respond to it. Your class presentation should
be a team effort and may be up to 1,600 words (about the same as six, double-spaced, 12-pt. font, 1-inch
margins all around, pages). This is not the paper I will grade.
INDIVIDUALS: All other class members should prepare a short, 400-500 word (about the same as 1,
single-spaced, 12-pt. font, 1-inch margins all around, page) analysis (not a summary) of the case
following the format provided below. Please use sub-headings. This analysis should be posted to the
appropriate, green Case 1 (or 2, 3…) Short Assignments tab in the Assignments area by midnight
Wednesday. Class members not on the presenting team should also be prepared to read and discuss
the team analysis, and post their responses to the presentation to the specific forum conference created
for that week. Your responses should be limited to about 150 words.
(Note: Each of your responses may be made in separate postings, but please try to “Reply” to an existing
thread rather than start a new one, unless you are the discussion leader and are posting the original
assignment. This plan will make the handling of logistics much easier.)
TEAMS AGAIN: After reading the class responses to your team presentation, EACH group member is
then responsible for preparing a 1200-1400-word paper (about the same as 5, double-spaced, 12-pt. font,
1-inch margins all around, pages), not including references, following the same format and incorporating
additional information, if appropriate, from the discussion. Remember that students learn from each
other’s thought patterns to improve their own thinking. There are no right answers to these cases, and the
ideas of other students may be as worthy, or even better than your own. Remain ready to be an “idea
chef,” combining the best of your thoughts with the best of others’ to reach a better understanding of the
problem and its analytic requirements.
This paper should be posted to the Case Analysis Assignments tab in the Assignments area within one
week after the presentation. That means if there are four people in your group, I will receive four,
individually-written, 5-page papers. While many of your ideas are likely to be the same, no two people
articulate those ideas in the same way. I need to be able to assess your writing skills, your ability to
articulate ideas clearly, your ability to organize and synthesize information, and your independent thinking
— in case some of your opinions happened to differ from those of the group, even if you were willing to
compromise for the sake of a united presentation. If any papers contain word-for-word sentences or
paragraphs, all but one (the original) should be in quotation marks and appropriately referenced.
Not more than 10% of your paper may be quoted. This is the paper I will grade. I’m not interested in
fluff – please focus on the main points, ground your arguments in theory, and buttress your remarks with
current literature.
The following format should be used for all case assignments. You will be expected to go into far more
depth for your major analysis than for your weekly 1-page analysis.
1. DESCRIPTION: The first section in the case is the Description. Case discussants should assume that
everyone in the class has read the case and only those facts relevant to the problem should be repeated.
It should be very short — just a couple of sentences. Only facts, no opinions.
2. DIAGNOSIS: This is where you determine the cause of the problem. It is very common for students to
deal with “symptoms” rather than the root problem. Keep asking yourself the question “why?” And if you
can keep explaining, you are probably still dealing with symptoms. Look for the problem that if fixed, all
the other problems will go away.
For example, Andrea has been a model employee for three years, but recently the quality and quantity of
her work has been suffering and fellow employees are getting annoyed at having to pick up the slack and
throw out inferior parts. You are getting a lot of complaints from her co-workers. What’s the problem?
Disgruntled employees? Rejected parts? Why are they disgruntled? Why are the parts being rejected?
Because Andrea’s work performance has declined. Why? Because she’s lazy. Maybe. But keep probing -Why do you think so? Because she’s been coming to work late. Why? Because her day care provider quit
and her back-up system failed and she’s worried sick about her kids and keeping her job. If we solve the
last problem, the tardiness, disgruntled employees, and work performance problems all go away.
3. *** THEORY ***: In the course of determining the cause of the problem or its solution, we need to use
organizational theories and concepts to help inform our analysis. This is the most critical part of your
paper — indeed, of every paper you will write in this class. What has somebody already thought about that
might help explain why something happened and/or how we might fix it? Aim for a model. Review “What
the Heck Is Theory, Anyway?” in your Syllabus. Your book is filled with theories, but it is only the tip of
the iceberg. There are hundreds of other sources — texts, journals, authors’ web pages — that also
suggest systematic ways of looking at the world.
You should aim for “peer-reviewed” sources. These are easily found by going to the BU library from the
BU login page or using the OB LibGuide in the Assignments area. Click on the Business/Management
topic area; then ProQuest Research Library; then check-mark scholarly journals; then click on the
publications tab at the top of the page. Look in journals such as: Academy of Management Journal,
Academy of Management Review, Journal of Applied Psychology, Sloan Management Review, Journal of
Organizational Behavior, Personnel Psychology, Psychological Bulletin, Organizational Behavior &
Human Decision Processes, Harvard Business Review, Academy of Management Executive, Journal of
Leadership and Organizational Studies, Academy of Management Learning and Education, Journal of
Behavioral and Applied Management (www.IBAM.com), Administrative Science Quarterly, Journal of
Management Studies & Strategic Management Journal — for starters. After selecting a journal, put a few
key words into the search box.” You can also find useful information in “The Wall Street Journal,”
“Forbes,” “Newsweek,” various industry publications, and books, but these are not considered “academic”
sources. (See how to use the library in the Assignments area.)
There is no reason to reinvent the wheel — see what’s out there. Read, read, read. There are at least 30
different theories that could apply to every case. There is no, one, best theory to use for any one case.
Your job is to pick one or two that make sense, explain in detail how they work, and then explain how they
relate to the case — how they help to explain, manage, or predict behavior.
For example, if we revisit the “What The Heck Is Theory, Anyway?” section in the “Survival Hints” folder,
and look at our work-family conflict theory, we find that it has many salient ingredients or variables in
relation to Andrea’s story. After explaining what the theory proposes, I might use it to justify suggesting
that Andrea’s organization institute some sort of family supportive policies because according to the
theory, such policies will increase Andrea’s sense of control over her personal affairs, which will decrease
her perceptions of work-family conflict (increasing her sense of balance), which will decrease her
experience of stress (level of anxiety), which may improve her work performance, lessen the necessity of
her tardiness, and improve the morale of her co-workers and herself. Then the complaints will go away,
Andrea might even break her previous performance records, and the organization decreases the odds of
having to recruit and train a new employee — a win-win solution!
Remember: Using multiple perspectives, or “triangulation,” often leads to a richer solution, but use caution
in selecting more than two — you won’t have the space to do any of them well.
4. PRESCRIPTION: Based on what you determined caused the problem, you must now recommend a
solution. This should entail both short term and long term prescriptions. Short-term: What do we need to
do right now in order to bring the problem under immediate control? Long-term: What should we do in the
next few months to prevent this problem from ever happening again?
While there are no definitive “right” answers, it IS possible to prescribe a wrong answer. For example, if a
business is scrambling to meet its payroll next week, a solution suggesting that the owners enroll in a
couple of finance and human resources classes would be totally inappropriate because it would take too
long to implement, i.e., by the time they completed their classes, the company would have folded.
5. FALLOUT: Even if your recommendations are followed to the letter, there are still things that could go
wrong. What are they? Perhaps someone who is offered a promotion will say no. Maybe the
recommended training will not be well received. What if a key employee’s family decides to relocate?
What environmental factors could impact the outcome?
* NOTE * Buttress your remarks with current literature. Your presentation should be informed by related
articles in scholarly journals (i.e., peer-reviewed) or the popular press that are related to the description,
diagnosis or prescription of your case problem. These articles should be referenced in your paper
according to APA (American Psychological Association) guidelines (see your Syllabus for access to APA
resources) and incorporated into your presentation. BU has one of the best online libraries in the state,
so please take advantage of your privileges as a student and access the thousands of full text articles
available for your use. (See how to use the library or access the OB LibGuide in the Assignments area).
If you have any questions about using the library, call our staff toll free (800.756.7920). They are very
friendly and will walk you through the process.
Due date example: If a case assignment were due on June 17th, the team assigned to that case would
have to post one1600-word analysis to the appropriate Discussion Board folder by midnight on June 17th.
The other class members would have to email their 400-500-word analyses of the case to me by midnight
on June 17th. Class members would then have until midnight on June 21st to read the team’s analysis
and post their first responses to the Discussion Board (although consistently waiting until the last day to
make your first post will negatively impact your grade). During the next 7 days following the initial post,
the team presenting the case would be responsible for monitoring and responding to the class responses
to their analysis. Each of the team members’ final 1200-1400-word, individually-written papers would be
due in the appropriate assignment folder by midnight on June 24th.
Make sure to read your weekly assignment folders.
.
This chapter was excerpted from Dayle M. Smith (2000). Women At Work:
Leadership for the Next Century. Upper Saddle River, NJ: Prentice Hall.
Cynthia A. Thompson
and
Laura L. Beauvais
I love my life! My husband and I have arranged our work lives so that we
can spend as much time as possible with our kids, and still feel like we’re
making a difference at work.
—JESSICA DEGROOT, FOUNDER. THE THIRD PATH INSTITUTE
It just got to be too much. Monday through Friday I caught the 6:30 train for the
city, and didn’t return until 6 P.M. . I loved my job, the money was good, but
there was no flexibility, no possibility for part-time work. And I really missed my
kids. My husband was making more than I did and we
finally decided we could live on his salary. So I quit.
—LISA CELONA. FORMER NASDAQ EQUITY TRADER. CURRENT AT-HOME
MOM
I spent four years working for an insurance company as director of media
services. Because my wife was a performer in New York City and had to work
evenings; I was the primary caregiver for our two children. That meant I had to
leave work earlier than any of the other managers, and that caused a lot of
friction and resentment… The tension it created for me at work was instrumental
in my eventually having to leave the company.
—MICHAEL KERLEY, PRESIDENT, CREATIVE DIALOGUES
Chapter Overview
This chapter focuses on how women (and, increasingly, men) attempt to balance
the multiple competing demands on their time and energy. The authors discuss
the types of conflicts that often occur as employees try to meet the needs of their
spouses, children, elderly parents, community, and employers. They discuss
both the positive, life- enhancing effects of participating in multiple roles, as well
as the inevitable stresses and strains associated with life’s daily traumas (e.g.,
the baby is sick and can’t go to day care, an elderly mother slips, breaks her hip,
and needs immediate help). The authors describe both individual coping
strategies as well as organizational policies and programs designed to help
employees manage their multiple commitments. They explore barriers that
prevent organizations from helping employees achieve work/life balance and
ways of overcoming these barriers, emphasizing the importance of a supportive
organizational culture. The government’s role in enhancing work/life balance is
also examined. The chapter concludes by recommending a partnership between
employees, organizations, and government to forge a new perspective of
work/life balance in the twenty-first century.
Learning Objectives
To explore work/life balance. Are there any negative
consequences associated with juggling work and other
commitments (e.g., work/family conflict)? Are there any positive
consequences? Can we reframe the discussion away from conflict
toward svnergv?
To examine how working parents can cope with multiple roles.
What coping
strategies are most effective?
To identify what organizations are doing to help. What barriers do
they face when implementing work/life programs? How can these
barriers be overcome?
To discover how important a supportive work/family culture is.
What is a
supportive work/familv culture? Are there any companies that have
reached this level of support?
To examine the role of public policy in helping employees attain
work/life balance. To understand how employees, organizations,
and the government develop a new perspective of work/life
balance for the twenty-first century.
CHALLENGE OF MANAGING WORK AND FAMILY LIFE
It seems everyone is talking about work/family or work/life balance these
days. Some people think you can have it all, others argue that you have to
make choices. For most people, there are no easy answers. Michael Kerlev,
who loved being the primary parent for his daughters. was torn about what it
was doing to his career. Lisa Celona, who is happy in her decision to stay
home with her two boys, sometimes misses the excitement of the trading
floor. Even Jessica DeGroot, who works 35 to 40 hours a week, shares
parenting equallY with her husband, and “loves her life,” has crazy days
when there is too much to do and too little time. As these examples suggest,
there are many ways of managing the boundary between work and family.
The traditional family, where Ozzie went off to work and Harriet stayed home
to manage the homefront and raise the kids, is far from the norm today. In
fact, less than 13 percent of all American families fit this mold in 1997. Most
married couples are in dual-earner or dual-career marriages, where both
husband and wife work outside the home either in pursuit of careers or
simply to – make a living. The number of single-parent families is growing as
well, and many women find they have to provide for and take care of the
children. The fact that 62 percent of all mothers with children under the age
of six are employed, and 75 percent of mothers with children ages 6 to 17
are employed (Department of Labor, 1997). suggests that life has gotten a
bit more complicated since the days of Ozzie and Harriet.
Not only are more women working while raising children, they are
increasingly caring for aging or elderly parents. As the average age of
Americans increases, more employees will be called on to help care for their
aging parents. In a recent survey of a nationally representative sample of the
U.S. labor force. 13 percent of workers interviewed currently had elder care
responsibilities, and 25 percent had had such responsibilities during the
previous year. Nearly one in five working parents had both child care and
elder care responsibilities at the same time, making 20 percent of the
workforce part of the so-called “sandwich generation” (Bond, Galinsky, and
Swan- berg, 1998).
It is not just parents of small children or employees with aging parents
who are struggling with work/life balance. Many single or childless
employees are increasingly concerned about leading a balanced life. One
newspaper article described an insurance executive who “dropped out of the
rat race. After 20 years on the fast track, she quit her job, moved to
Vermont. and got a job as a secretary. “No more 16-hour days. There is time
for baking cookies, ice skating with her niece, even dating” (Kofodimos,
1993, p. 1). People are redefining success to meet their own expectations
rather than the company’s. Gail Snow, for example, quit her job as public
relations representative and bought a ranch in rural Oregon. Neither she nor
her husband had a job lined up, but they were intent on finding a slower
paced Life (Hordern, 1993).
In addition to the sweeping changes in the makeup of the family and
new concerns with work/life balance, today’s work environment is
dramatically different than it was 20 years ago. With cell phones, fax
machines, home computers with E-mail capability, and vacation resort hotels
with modem hookups, it is virtually impossible to escape work. We now have
24-hour work days because of the globalization of business, and employees
who have survived downsizing work harder than ever to prove their worth to
the company (Kofodimos, 1993). This new work environment is verv different
from traditional ways o …
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