LDRS 410 Communication: Methods and Mediums of Persuasion and Positive Influence
Group Project: Case Study
Each team will be responsible to evaluate a case study by following the case study evaluation guidelines (How to Approach Case Studies) given below. The team will make a presentation to the class and will hand in a report of their evaluation. The approach to the case study should be based on communication: persuasion and positive influence and the concepts that you have been learning in class. Important points: Presentation: The teams must be prepared to answer questions from the other teams. Each team must prepare 5 questions to ask the team presenting. Presentations will take place during the last 2 classes. Report: The report must follow the APA guidelines (includes not plagiarizing).
1. Each member of the team must state which topic they completed in the report.
2. The entire report must be a cohesive compilation of all the writing done by
the members of the team (for example, flows well from one point to another).
3. Report should be between 4-5 pages.
4. The report is due on the last day of class.
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How to Approach Case Studies
A. Background – Describe the situation and the significant individuals
B. Discussion – Explain critical issues and possible solutions
C. Leadership Intervention & Recommendations
A. Description 30%
The first key component of the leadership case study format is the summary description of a particular case. You are required to develop and demonstrate your critical thinking skills regarding knowledge and comprehension.
1. Key players
a. Name, role, responsibilities, structural relationships
b. Communication, reporting, decision making, workflow,
management system, etc
2. Timeline
a. Sequence of events in the case
3. Context
a. Globe, nation-state
b. Industry, mission, vision, values
c. Etc.
These are the key questions to consider when you examine the case. 1. Who are the key players in the case?
2. What are the roles and responsibilities of each key player? 3. How do the key players relate to each other?
4. What are the important events in the case description? 5. What is the sequential relationship among the important events?
6. What are the important circumstances that form the setting for the case? For example, you will look at circumstances that relate to such factors as the political, economic, and cultural environment of the
world and nation-state, trends in a specific industry, mission, values
and vision of the organization in the case.
Rubric for Discussion Emerging (1%-15%) Developing (15%-24%) Mastering (25%-30%)
The student describes the background mainly by quoting information from the case description. Some aspects are incorrect or confused.
The student describes the background mainly in his/her own words and explores relevant information and assumptions although in a limited way. Most aspects are accurate.
The student summarizes relevant background information accurately and interprets the information with consideration of assumptions and their implications. This may include additional research and identification of potential biases.
B. Discussion (Apply, Analyze/Evaluate) 40%
The second key component of the leadership case study format is the discussion. Students are expected to develop and demonstrate critical thinking skills regarding the application, analysis, and evaluation.
1. Identify at least 3 critical issues 2. Take different perspectives from different analytical frameworks
and from the key players in the case study.
i. Take perspectives based on theories you have learned OR take perspectives from a world view (common thought).
ii. Write about the perspectives of the people involved in the case
3. Prioritize the critical issues in accordance with the organization’s goals.
A critical issue is a problem that exists in a case description that needs the leader’s attention and possible intervention.
1. To identify the key issues by answering the following questions: 2. Is there a problem that needs to be addressed? If so, what is it?
3. Is there a dilemma with no apparent solution for now? If so, what is it?
4. Is there an important decision that needs to be made? If so, what is it?
In this section, you are to examine a specific leadership theory as well as the broader world-views. You are expected to articulate how your worldview shapes your understanding of the theory being applied to a situation. The objective is to draw on different frameworks to form multiple perspectives for a particularly critical issue. Another purpose is to train leaders to keep their minds open to views different from their own and also seek and take opportunities to incorporate their worldview in leadership situations. The perspective of the critical issue needs to be identified in terms of achieving the organization’s goals. Rubric for Discussion Emerging (1%-15%) Developing (15%-24%) Mastering (25%-30%)
The student does not identify and summarize critical issues accurately.
The student does not analyze a critical issue from the perspective of a chosen theory and
The student identifies and summarizes critical issues with most aspects accurate. Nuances and key details are missing or glossed over.
The student clearly analyzes a critical issue
The student clearly and accurately identifies and summarizes embedded and implicit aspects of the critical issues.
The student clearly analyzes a critical issue from the perspectives of a variety of theories and engages
ideas that are obvious or agreeable.
The student does not integrate his/her worldview in the process of perspective-taking.
The student shows little evidence of reflection on his/her own assumptions.
Priority set by students is unclear and simplistic with little consideration of the organization’s goals. From the perspective of a chosen theory and engages challenging ideas tentatively although he/she may dismiss alternative views hastily.
The student integrates his/her worldview in the process of perspective-taking although in a limited way.
The student shows some evidence of reflection on his/her own assumptions.
Priority set by students is generally clear, based on an accurate understanding of the organization’s goals.
integrating his/her own ideas with others’ ideas.
The student clearly connects his/her worldview and his/her perspectives on the case in a precise meaningful way.
The student shows strong evidence of reflection on his/her own assumptions.
Priority set by students demonstrates sophisticated, integrative thoughts in line with an accurate understanding of the organization’s goals.
C. Leadership Intervention 30%
The third key component of the leadership case study format is leadership intervention. Students are expected to develop and demonstrate their critical thinking skills regarding the creation of a solution.
Leadership intervention should be designed in three steps:
1. Design 2 possible interventions for the most important critical issue.
2. Recommend one intervention over the other (prioritizing/arguing). 3. Outline an action plan (e.g. to direct, motivate, to support).
i. This includes the timeline, objectives, tasks, strategies, etc.
that others need to follow.
Intervention is described as the planned actions to be taken by the leaders to improve the situation produced by the most important critical issue identified in the discussion. Rubric for Leadership Intervention Emerging (1%-15%) Developing (15%-24%) Mastering (25%-30%)
The student does not attempt to or fails to put forward 2 possible interventions.
The student presents 2 possible interventions although in a limited way. For instance, one option is not really viable.
The student recommends one intervention without addressing the
The student presents 2 viable interventions with clear integration of the analysis conducted in the discussion.
The student recommends and justifies one intervention over the other even with the other one, or does so superficially.
The student presents an action plan although some objectives and details of the plan are unclear.
support from information not available from the assigned case.
The student presents an action plan with clear and specific objectives.