Case Study

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Description: The Case Studies allow a student or a student’s team (if the instructor chooses to make either or both assessments a team project) to express themselves as clearly and fully as they are capable of doing. The exercises call on students to develop good practical thinking that shows their understanding of how business people should think and discuss decisions before proceeding with a business decision. The student(s) may choose (or instructor may assign) any Case Problem at the end of any of the assigned chapters (including any of the Case Problems used in the I-R-A-C analyses) as the basis for each of the Case Studies. The Case Study is an entirely different thinking process than I-R-A-C. In I-R-A-C exercises, the student(s) should focus on the issue set out in the text by the text’s authors and analyze that issue using the I-R-A-C method. In I-R-A-C exercises, the student(s) should consider themselves a judge, NOT an advocate for only one position. In the I-R-A-C exercises, we are looking at events that have already occurred. ON THE OTHER HAND, in each of the Case Studies, the student(s) should not consider themselves a judge or an advocate but rather a counselor trying to help their client avoid getting into a dispute. In each of the Case Studies, the student(s) should NOT use the I-R-A-C method. They should be developing PREVENTIVE solutions (lateral thinking skills). In the Case Studies, the student must: 1. identify the “client” (tell the instructor which of the two parties in the Case Problem they would help). 2. provide background to problem. Summarize the facts set out in the Case Problem. 3. identify the “client’s” “problem”. Tell the instructor what the party in the Case Problem did that led to a disagreement that was so large the parties needed to go to court for judgment of the disagreement. 4. develop 4 “alternative courses of action” which

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