1 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 the 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, flow 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. 2 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 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: political, economic, 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%) Student describes the background mainly by quoting information from the case description. Some aspects are incorrect or confused. Student describes the background mainly in his/her own words, and explores relevant information and assumptions although in a ...

1. 1
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
the
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.

2. 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, flow 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

3. B. Discussion – Explain critical issues and possible solutions
C. Leadership Intervention & Recommendations
A. Description 30%
The first key component of 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 relationshi ps
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

4. 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: political, economic, 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%)
Student describes the
background mainly by
quoting information from
the case description.
Some aspects are
incorrect or confused.
Student describes the
background mainly in
his/her own words, and
explores relevant

5. information and
assumptions although in a
limited way. Most aspects
are accurate.
Student summarizes
relevant background
information accurately and
interprets the information
with consideration of
assumptions and their
implications. This may
include additional research
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and identification of
potential biases.
B. Discussion (Apply, Analyze/Evaluate) 40%

6. The second key component to the leadership case study format
is the
discussion. Students are expected to develop and demonstrate
critical thinking
skills regarding 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. e.g. 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 to 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

7. 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
world-view 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 particular 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
world-view 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%)
identify and summarize
critical issues
accurately.
analyze a critical issue
from the perspective of
a chosen theory and

8. summarizes critical
issues with most
aspects accurate.
Nuances and key
details are missing or
glossed over.
analyzes a critical issue
accurately identifies and
summarizes embedded
and implicit aspects of
the critical issues.
a critical issue from the
perspectives of a variety
of theories and engages
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engages ideas that are
obvious or agreeable.

9. integrate his/her
worldview in the
process of perspective
taking.
evidence of reflection
on his/her own
assumptions.
is unclear and simplistic
with little consideration
of the organization’s
goals.
form the perspective of
a chosen theory and
engages challenging
ideas tentatively
although he/she may
dismiss alternative
views hastily.
his/her worldview in the
process of perspective
taking although in a
limited way.
evidence of reflection
on his/her own
assumptions.

10. generally clear, based
on accurate
understanding of the
organization’s goals.
integrating his/her own
ideas with others’ ideas.
clearly connects
his/her worldview and
his/her perspectives on
the case in a precise
meaningful way.
evidence of reflection on
his/her own
assumptions.
demonstrates
sophisticated, integrative
thoughts in line with
accurate understanding
of the organization’s
goals.
C. Leadership Intervention 30%
The third key component to 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.

11. 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, to 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%)
Student does not attempt
to or fails to put forward 2
possible interventions.
possible interventions
although in a limited
way. For instance, one
option is not really
viable.

12. one interventions
without addressing the
viable interventions
with clear integration of
the analysis conducted
in the discussion.
and justifies one
intervention over the
other even with the
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other one, or does so
superficially.
action plan although
some objectives and
details of the plan are
unclear.
support from
information not
available from the
assigned case.

13. action plan with clear
and specific objectives.