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1. WHAT IS TECHNICAL COMMUNICATION?

1.4 Case Study: The Cost of Poor Communication

No one knows exactly how much poor communication costs business, industry and government each year, but estimates suggest billions.  In fact, a recent estimate claims that the cost in the U.S. alone are close to $4 billion annually! [1] Poorly-worded or inefficient emails, careless reading or listening to instructions, documents that go unread due to poor design, hastily presenting inaccurate information, sloppy proofreading — all of these examples result in inevitable costs. The problem is that these costs aren’t usually included on the corporate balance sheet at the end of each year; if they are not properly or clearly defined, the problems remain unsolved.

You may have seen the Project Management Tree Cartoon before ( Figure 1.4.1 ); it has been used and adapted widely to illustrate the perils of poor communication during a project.

The waste caused by imprecisely worded regulations or instructions, confusing emails, long-winded memos, ambiguously written contracts, and other examples of poor communication is not as easily identified as the losses caused by a bridge collapse or a flood. But the losses are just as real—in reduced productivity, inefficiency, and lost business. In more personal terms, the losses are measured in wasted time, work, money, and ultimately, professional recognition. In extreme cases, losses can be measured in property damage, injuries, and even deaths.

The following “case studies” show how poor communications can have real world costs and consequences. For example, consider the “ Comma Quirk ” in the Rogers Contract that cost $2 million. [3]   A small error in spelling a company name cost £8.8 million. [4]   Examine Edward Tufte’s discussion of the failed PowerPoint presentation that attempted to prevent the Columbia Space Shuttle disaster. [5] The failure of project managers and engineers to communicate effectively resulted in the deadly Hyatt Regency walkway collapse. [6]   The case studies below offer a few more examples that might be less extreme, but much more common.

In small groups, examine each “case” and determine the following:

• Define the rhetorical situation : Who is communicating to whom about what, how, and why? What was the goal of the communication in each case?
• Identify the communication error (poor task or audience analysis? Use of inappropriate language or style? Poor organization or formatting of information? Other?)
• Explain what costs/losses were incurred by this problem.
• Identify possible solution s or strategies that would have prevented the problem, and what benefits would be derived from implementing solutions or preventing the problem.

Present your findings in a brief, informal presentation to the class.

Exercises adapted from T.M Georges’ Analytical Writing for Science and Technology. [7]

CASE 1: The promising chemist who buried his results

Bruce, a research chemist for a major petro-chemical company, wrote a dense report about some new compounds he had synthesized in the laboratory from oil-refining by-products. The bulk of the report consisted of tables listing their chemical and physical properties, diagrams of their molecular structure, chemical formulas and data from toxicity tests. Buried at the end of the report was a casual speculation that one of the compounds might be a particularly safe and effective insecticide.

Seven years later, the same oil company launched a major research program to find more effective but environmentally safe insecticides. After six months of research, someone uncovered Bruce’s report and his toxicity tests. A few hours of further testing confirmed that one of Bruce’s compounds was the safe, economical insecticide they had been looking for.

Bruce had since left the company, because he felt that the importance of his research was not being appreciated.

CASE 2: The rejected current regulator proposal

The Acme Electric Company worked day and night to develop a new current regulator designed to cut the electric power consumption in aluminum plants by 35%. They knew that, although the competition was fierce, their regulator could be produced more affordably, was more reliable, and worked more efficiently than the competitors’ products.

The owner, eager to capture the market, personally but somewhat hastily put together a 120-page proposal to the three major aluminum manufacturers, recommending that the new Acme regulators be installed at all company plants.

She devoted the first 87 pages of the proposal to the mathematical theory and engineering design behind his new regulator, and the next 32 to descriptions of the new assembly line she planned to set up to produce regulators quickly. Buried in an appendix were the test results that compared her regulator’s performance with present models, and a poorly drawn graph showed the potential cost savings over 3 years.

The proposals did not receive any response. Acme Electric didn’t get the contracts, despite having the best product. Six months later, the company filed for bankruptcy.

CASE 3: The instruction manual the scared customers away

As one of the first to enter the field of office automation, Sagatec Software, Inc. had built a reputation for designing high-quality and user-friendly database and accounting programs for business and industry. When they decided to enter the word-processing market, their engineers designed an effective, versatile, and powerful program that Sagatec felt sure would outperform any competitor.

To be sure that their new word-processing program was accurately documented, Sagatec asked the senior program designer to supervise writing the instruction manual. The result was a thorough, accurate and precise description of every detail of the program’s operation.

When Sagatec began marketing its new word processor, cries for help flooded in from office workers who were so confused by the massive manual that they couldn’t even find out how to get started. Then several business journals reviewed the program and judged it “too complicated” and “difficult to learn.” After an impressive start, sales of the new word processing program plummeted.

Sagatec eventually put out a new, clearly written training guide that led new users step by step through introductory exercises and told them how to find commands quickly. But the rewrite cost Sagatec $350,000, a year’s lead in the market, and its reputation for producing easy-to-use business software.

CASE 4: One garbled memo – 26 baffled phone calls

Joanne supervised 36 professionals in 6 city libraries. To cut the costs of unnecessary overtime, she issued this one-sentence memo to her staff:

After the 36 copies were sent out, Joanne’s office received 26 phone calls asking what the memo meant. What the 10 people who didn’t call about the memo thought is uncertain. It took a week to clarify the new policy.

CASE 5: Big science — Little rhetoric

The following excerpt is from Carl Sagan’s book, The Demon-Haunted World: Science as a Candle in the Dark, [8] itself both a plea for and an excellent example of clear scientific communication:

The Superconducting Supercollider (SSC) would have been the preeminent instrument on the planet for probing the fine structure of matter and the nature of the early Universe. Its price tag was $10 to $15 billion. It was cancelled by Congress in 1993 after about $2 billion had been spent — a worst of both worlds outcome. But this debate was not, I think, mainly about declining interest in the support of science. Few in Congress understood what modern high-energy accelerators are for. They are not for weapons. They have no practical applications. They are for something that is, worrisomely from the point of view of many, called “the theory of everything.” Explanations that involve entities called quarks, charm, flavor, color, etc., sound as if physicists are being cute. The whole thing has an aura, in the view of at least some Congresspeople I’ve talked to, of “nerds gone wild” — which I suppose is an uncharitable way of describing curiosity-based science. No one asked to pay for this had the foggiest idea of what a Higgs boson is. I’ve read some of the material intended to justify the SSC. At the very end, some of it wasn’t too bad, but there was nothing that really addressed what the project was about on a level accessible to bright but skeptical non-physicists. If physicists are asking for 10 or 15 billion dollars to build a machine that has no practical value, at the very least they should make an extremely serious effort, with dazzling graphics, metaphors, and capable use of the English language, to justify their proposal. More than financial mismanagement, budgetary constraints, and political incompetence, I think this is the key to the failure of the SSC.

CASE 6: The co-op student who mixed up genres

Chris was simultaneously enrolled in a university writing course and working as a co-op student at the Widget Manufacturing plant. As part of his co-op work experience, Chris shadowed his supervisor/mentor on a safety inspection of the plant, and was asked to write up the results of the inspection in a compliance memo . In the same week, Chris’s writing instructor assigned the class to write a narrative essay based on some personal experience. Chris, trying to be efficient, thought that the plant visit experience could provide the basis for his essay assignment as well.

He wrote the essay first, because he was used to writing essays and was pretty good at it. He had never even seen a compliance memo, much less written one, so was not as confident about that task. He began the essay like this:

On June 1, 2018, I conducted a safety audit of the Widget Manufacturing plant in New City. The purpose of the audit was to ensure that all processes and activities in the plant adhere to safety and handling rules and policies outlined in the Workplace Safety Handbook and relevant government regulations. I was escorted on a 3-hour tour of the facility by…

Chris finished the essay and submitted it to his writing instructor. He then revised the essay slightly, keeping the introduction the same, and submitted it to his co-op supervisor. He “aced” the essay, getting an A grade, but his supervisor told him that the report was unacceptable and would have to be rewritten – especially the beginning, which should have clearly indicated whether or not the plant was in compliance with safety regulations. Chris was aghast! He had never heard of putting the “conclusion” at the beginning . He missed the company softball game that Saturday so he could rewrite the report to the satisfaction of his supervisor.

• J. Bernoff, "Bad writing costs business billions," Daily Beast , Oct. 16, 2016 [Online]. Available:  https://www.thedailybeast.com/bad-writing-costs-businesses-billions?ref=scroll ↵
• J. Reiter, "The 'Project Cartoon' root cause," Medium, 2 July 2019. Available: https://medium.com/@thx2001r/the-project-cartoon-root-cause-5e82e404ec8a ↵
• G. Robertson, “Comma quirk irks Rogers,” Globe and Mail , Aug. 6, 2006 [Online]. Available: https://www.theglobeandmail.com/report-on-business/comma-quirk-irks-rogers/article1101686/ ↵
• “The £8.8m typo: How one mistake killed a family business,” (28 Jan. 2015). The Guardian [online]. Available: https://www.theguardian.com/law/shortcuts/2015/jan/28/typo-how-one-mistake-killed-a-family-business-taylor-and-sons ↵
• E. Tufte, The Cognitive Style of PowerPoint , 2001 [Online]. Available: https://www.inf.ed.ac.uk/teaching/courses/pi/2016_2017/phil/tufte-powerpoint.pdf ↵
• C. McFadden, "Understanding the tragic Hyatt Regency walkway collapse," Interesting Engineering , July 4, 2017 [Online]: https://interestingengineering.com/understanding-hyatt-regency-walkway-collapse ↵
• T.M. Goerges (1996), Analytical Writing for Science and Technology [Online], Available: https://www.scribd.com/document/96822930/Analytical-Writing ↵
• C. Sagan, The Demon-Haunted World: Science as a Candle in the Dark, New York, NY: Random House, 1995. ↵

Technical Writing Essentials Copyright © 2019 by Suzan Last is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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5 Internal Communication Case Studies and Best Practices To Follow

Alex Cleary

Apr 6, 2022

Internal Communications

From employee engagement to workplace culture to change management, businesses often face similar challenges to each other even if those businesses are radically different. While the specifics of these challenges may differ, how other businesses solve these challenges can give you new insights into addressing your own.

We’re always interested in how our customers use ContactMonkey to solve their internal communications challenges, which is why we publish customer case studies. Learn how other businesses solve their communication challenges and get inspiration on ways you can improve your business by using an internal communications tool .

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Discover where your employees are clicking, the best times to engage them, and which content resonates best.

What is an Internal Communication Case Study?

An internal communication case study examines how a company addressed a specific problem facing their organization, or achieved a specific goal. Communication is crucial for every business, and communication challenges can manifest in all kinds of situations.

An effective internal communication case study will clearly outline the problem, solution, and result of the business’ efforts to reach their goal. An internal communication case study should also outline best practices that were developed in this process, and how those best practices serve the business going forward.

Why are internal communication case studies important?

A good internal communication case study should not only explain the circumstances around a specific business’ problems and solution. It should also help others develop new ways to approach their own internal communication challenges , and shed light on common communication pitfalls that face a majority of businesses.

Whenever you’re facing a particular communication problem at your workplace, we recommend searching out a relevant internal communication case study about businesses facing similar issues. Even though the particulars may be different, it’s always important to see how internal communications problems are solved .

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5 Best Internal Communications Case Studies

We put together this list of our favourite ContactMonkey case studies that best demonstrate the many problems our internal communications software can be used to solve. If you want to learn more about any of these customers and see other case studies, check out our Customers page .

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1. Mettler Toledo Saves Days on their Internal Communications with ContactMonkey

When Kate Kraley began as Mettler Toledo’s Marketing Communications Specialist, she wanted to use internal communications to increase engagement and improve communication with employees.

But Mettler Toledo —a global manufacturer of precision instruments for various industries—had a confusing and ineffective array of internal communications channels . Here’s how Kate took charge of internal communications at Mettler Toledo with ContactMonkey.

Kate came to an internal communications department tasked with reaching employees through a number of channels. Email was the main focus of their approach, but this encompassed many forms of communication based on email like employee newsletters, eNews, and quarterly email updates.

Kate wanted to improve the quality of their internal communications. She used a variety of tools to create their newsletters, including using Mailchimp and online HTML template builder. But because Mailchimp is not for internal communications , Kate and her team found themselves spending over 8 hours a week building their internal communications:

“We faced challenges with Mailchimp. Since we had to leave Outlook to use Mailchimp, we found it was double the work to maintain distribution lists in both Outlook and Mailchimp. The HTML builder in Mailchimp was also difficult to use as it didn’t work well with older versions of Outlook, compromising the layout.”

Kate also needed a way to determine whether Mettler Toledo employees were actually reading her internal communications. She used Mailchimp to track open rate, but wanted more in-depth measures of engagement. That’s when she switched to ContactMonkey.

Kate found ContactMonkey via the IABC Hub in 2018, and began testing it out. ContactMonkey’s all-in-one internal communications software removed the need to switch from tool to tool. Using our email template builder , Kate now builds visually stunning email newsletters and templates without having to navigate away from Outlook:

She also now has access to her own analytics dashboard . Kate analyzes numerous email metrics like open rate, click-through rate, read time, opens by device and location, and more to see which communications are driving the most engagement. With this new centralized approach, Kate knew she had found the right solution:

“Once I started using ContactMonkey, I realized I was able to save 4 hours of work a week, which translated to 25 days saved per year! ContactMonkey has helped us understand what employees are interested in!”

2. BASF Manages Their Remote Workforce with ContactMonkey

Mark Kaplan is the Global Communications Manager at BASF’s Agricultural Group —a department of the German chemical company BASF SE. Because BASF has offices and production sites around the world, Mark coordinates with other internal communicators across the company to drive employee engagement.

With the success of any business comes new challenges, and BASF isn’t any different. While Mark knew he had to keep others informed of the latest news from the BASF Agricultural Group, he was aware employees would be receiving news from other parts of the company as well.

With many different departments sending their own internal communications, Mark faced a difficult task: keeping employees engaged while being careful not to overwhelm them with countless emails and updates.

“We try to be very strategic with what we’re sending out because people are already getting a lot.”

Not only did Mark have to find a solution that made his email communications more engaging, but he also had to prove the value of whatever solution he chose to management. How could Mark show that he was increasing employee engagement while avoiding tuning out from oversaturation?

Mark began using ContactMonkey to create better internal communications for BASF employees. Using our drag-and-drop email template builder, he designs emails that maximized communication and minimized distractions, keeping information to just what his recipients needed to know.

Mark uses ContactMonkey’s email template library to save time on his email design process. He also uses the easy drag-and-drop format of the email template builder to add multimedia into his email communications to save space and increase their effectiveness:

Mark uses the email analytics provided by ContactMonkey to determine the best times to send internal emails . Not only does email analytics help Mark increase engagement on his employee emails, but he now has hard data he can show management to prove the value of his internal communications.

“ContactMonkey has been great in that I can download a report, attach it to an email, and send it to our top leadership and say, ‘Oh, wow. 88% of the organization opened this in the last 24 hours, I think we should do more of this.’ It’s that little extra credibility.”

Best way to build engaging employee newsletters

3. alnylam drives remote employee engagement using contactmonkey.

Employee engagement is crucial for ongoing productivity and growth, and Alnylam’s Brendon Pires wanted to leverage their internal communications to increase engagement.

Brendon is an internal communications specialist at Alnylam —the world’s leading RNAi therapeutics company—and is tasked with keeping their 2000+ employees engaged and informed. But Brendon’s existing internal communications process was leading to issues all over the place.

Like many companies, Alnylam shifted to remote work when the COVID-19 pandemic hit. Brendon knew that employees would be relying on his emails to stay up-to-date on the latest company news and announcements, but their existing internal communications tool wasn’t up to the task:

• Scheduled emails were prevented from being sent out.
• Email design was a chore with a difficult-to-use email builder.
• Intranet traffic was down and Brendon’s emails weren’t driving traffic to it.
• Email tracking was limited as many internal emails were being flagged by their tracking software’s firewall.

“We were having consistent issues and it had been going on for like a couple of months. It was one issue after the other, between emails not sending because they were getting caught in our firewall, and then tracking not being consistent. So at the end of the day it was kind of like that’s really important, you know? Obviously if I can’t send that email that’s a problem. So that’s what really drove us to look at other solutions like ContactMonkey”

Brendon and Alnylam use Outlook for their employee emails, so he began looking for alternatives to his current software. That’s when Brendon found ContactMonkey.

Right away Brendon had a much easier time creating internal emails using our email template builder. He can create stellar internal emails and email templates that drive more engagement.

Brendon also uses ContactMonkey’s embedded star ratings to let Alnylam employees rate the emails they’re receiving. This helps Brendon and his team zero-in on their most engaging email content. He also uses our email analytics to measure engagement via open rate and click-through rate. He maximizes his results on these metrics by using ContactMonkey’s scheduled email sending:

Using ContactMonkey, Brendon was able to increase email engagement and drive traffic to Alnylam’s internal intranet . He now sends emails without worry of encountering sending errors that can hinder engagement—like Outlook not rendering HTML emails .

“ContactMonkey is really easy to use and allows me to create really nice content. There’s enough customization so we can do what we really want and have some creative freedom.”

4. Travel Counsellors Ltd. Stays Connected with Remote Employees Using ContactMonkey

In an economy deeply impacted by COVID-19, countless companies had to adapt to new challenges. As Community Manager at Travel Counsellors , Dave Purcell experienced firsthand the effects on morale and engagement his over 1,900 partners experienced as result of the quarantine and resulting societal changes.

Dave wanted to regularly check-in on Travel Counsellors franchisees’ wellbeing, and measure their engagement over time. But Dave’s current method of checking-in on an audience of over 1,900 was not up to the task.

Using their existing email software, Dave encountered all sorts of problems when trying to gauge wellness and drive email engagement. He and his team were unable to create personalized internal communications , as they were told it just wasn’t possible with their existing “solution”. They also experienced numerous tracking issues, as they were receiving tracking numbers that didn’t make any sense.

“The stats we had previously were unusable and that’s the easiest way I can put it. I was getting 200% open rates, which was just impossible.”

Realizing that email tracking and personalization were must-have features for him and his team, Dave sought a new email software that could deliver what he was looking for.

With the aim of sending personalized emails and tracking wellness in his organization, Dave was immediately impressed by ContactMonkey. “I stumbled across ContactMonkey, and everything just screamed: ‘This is the right platform for us’. It’s pretty fantastic.”

Dave uses ContactMonkey’s merge tags to create personalized subject lines and body copy based on the recipient:

He also began using emoji reactions on his weekly employee newsletters , using them as a pulse check survey for his audience.

“Mindset and wellbeing have always been a big part of what we do. It’s even more so now. Our franchisees craved that personal interaction. ‘Welcome to a Brand New Week’ checks in with them on a Monday, sees how they’re feeling with emoji reactions. And we do the same on a Friday.”

In addition to customization and surveys, Dave uses our email template builder’s custom employer branding options to save time on creating his email newsletters. All of this is driven by email analytics that help Dave and his team determine which content is generating the greatest engagement.

“Our commercial team is looking at what people are engaging with in terms of link clicks and what they’re not engaging with and changing our tactic depending on that. We also send an update from our CEO and we can now track this more accurately. We’re getting a 90% open rate within two days.”

5. Exemplis Boosts Internal Communications Engagement with ContactMonkey

When Corey Kachigan arrived at Exemplis as Engagement and Communications Lead, she knew she had her work cut out for her. Exemplis—the largest volume manufacturer of office seating in North America—was experiencing rapid growth but did not have any sort of internal communications strategy . Corey knew if she wanted to properly manage Exemplis’ ongoing growth, she’d need to make internal communications an indispensable part of the business.

Before Corey arrived, Exemplis’ existing internal communications consisted only of random announcements and update emails. They had no defined approach for sending internal communications, which lead to emails that can cause employees to tune out.

“Our receptionist would email: ‘Hey, whoever left their coffee mug in the sink, please clean it and take it back to your desk.’ And it’s like, okay, that just went to 200 people.”

Corey and her team knew they had to harness their email resources better, and wanted a way to measure what employees actually wanted to see.

“We need some metrics to gauge whether this is working or not. We’re rolling out all these things, but we can’t tell if employees are even clicking these emails. Our team is inundated with hundreds of emails a day. How do we know they are reading these and how do we know they find it valuable? We have no idea.”

They also wanted to use emails to align their ever-growing employee base with Exemplis’ core values and vision. Using Mailchimp—an external marketing email tool—resulted in more problems than solutions. Corey experienced issues with importing and tracking emails within Outlook. She realized that Mailchimp is not for internal communications , and set out to find a new solution to power her employee emails.

So Corey began searching for a new email software for internal communications. Creating a definite approach to internal communications was just one priority of hers; she also wanted to prove the value of internal communications to management using hard data.

What first stood out to Corey about ContactMonkey was the crisp layout and that it worked with Exemplis’ existing Outlook system. ContactMonkey uses your company’s existing email services, and this meant Corey would no longer encounter internal email problems caused by an external tool like Mailchimp.

Corey now uses email metrics and employee feedback to inform her internal communications approach. She features pulse surveys on her internal emails, and uses the results in combination with email metrics to pinpoint what Exemplis employees want to see.

With ContactMonkey’s email analytics, Corey can point to real engagement data to back up her internal communications objectives.

“The thing I love about ContactMonkey is that it allows us to communicate more consistently with our team, but also be able to have the data to back it up. When we used to send out newsletters, we didn’t really have a way to see who did or didn’t open it, who clicked what and they couldn’t interact with the communication besides reply to me, which was super cumbersome.”

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Achieve Your Internal Communications Goals with ContactMonkey

Although internal communications is a common aspect of all businesses, everyone approaches it differently. Finding out the best email practices that work for your employees is a crucial step in the quest for increased engagement.

Read even one internal communication case study and you’ll see how ContactMonkey stands out among other internal communications tools. You can create, send, and track internal emails, and collect employee feedback and email metrics to develop innovative internal communication tactics . Whether you’re a seasoned internal communicator or new to the field, ContactMonkey can turn your internal communications into a powerful driver of productivity and growth at your organization.

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Want to see ContactMonkey in action? Book a free demo to see how our internal communications software can transform your employee emails:

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7 Favorite Business Case Studies to Teach—and Why

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FEATURED CASE STUDIES

The Army Crew Team . Emily Michelle David of CEIBS

ATH Technologies . Devin Shanthikumar of Paul Merage School of Business

Fabritek 1992 . Rob Austin of Ivey Business School

Lincoln Electric Co . Karin Schnarr of Wilfrid Laurier University

Pal’s Sudden Service—Scaling an Organizational Model to Drive Growth . Gary Pisano of Harvard Business School

The United States Air Force: ‘Chaos’ in the 99th Reconnaissance Squadron . Francesca Gino of Harvard Business School

Warren E. Buffett, 2015 . Robert F. Bruner of Darden School of Business

To dig into what makes a compelling case study, we asked seven experienced educators who teach with—and many who write—business case studies: “What is your favorite case to teach and why?”

The resulting list of case study favorites ranges in topics from operations management and organizational structure to rebel leaders and whodunnit dramas.

1. The Army Crew Team

Emily Michelle David, Assistant Professor of Management, China Europe International Business School (CEIBS)

“I love teaching  The Army Crew Team  case because it beautifully demonstrates how a team can be so much less than the sum of its parts.

I deliver the case to executives in a nearby state-of-the-art rowing facility that features rowing machines, professional coaches, and shiny red eight-person shells.

After going through the case, they hear testimonies from former members of Chinese national crew teams before carrying their own boat to the river for a test race.

The rich learning environment helps to vividly underscore one of the case’s core messages: competition can be a double-edged sword if not properly managed.

Executives in Emily Michelle David’s organizational behavior class participate in rowing activities at a nearby facility as part of her case delivery.

Despite working for an elite headhunting firm, the executives in my most recent class were surprised to realize how much they’ve allowed their own team-building responsibilities to lapse. In the MBA pre-course, this case often leads to a rich discussion about common traps that newcomers fall into (for example, trying to do too much, too soon), which helps to poise them to both stand out in the MBA as well as prepare them for the lateral team building they will soon engage in.

Finally, I love that the post-script always gets a good laugh and serves as an early lesson that organizational behavior courses will seldom give you foolproof solutions for specific problems but will, instead, arm you with the ability to think through issues more critically.”

2. ATH Technologies

Devin Shanthikumar, Associate Professor of Accounting, Paul Merage School of Business

“As a professor at UC Irvine’s Paul Merage School of Business, and before that at Harvard Business School, I have probably taught over 100 cases. I would like to say that my favorite case is my own,   Compass Box Whisky Company . But as fun as that case is, one case beats it:  ATH Technologies  by Robert Simons and Jennifer Packard.

ATH presents a young entrepreneurial company that is bought by a much larger company. As part of the merger, ATH gets an ‘earn-out’ deal—common among high-tech industries. The company, and the class, must decide what to do to achieve the stretch earn-out goals.

ATH captures a scenario we all want to be in at some point in our careers—being part of a young, exciting, growing organization. And a scenario we all will likely face—having stretch goals that seem almost unreachable.

It forces us, as a class, to really struggle with what to do at each stage.

After we read and discuss the A case, we find out what happens next, and discuss the B case, then the C, then D, and even E. At every stage, we can:

see how our decisions play out,

figure out how to build on our successes, and

address our failures.

The case is exciting, the class discussion is dynamic and energetic, and in the end, we all go home with a memorable ‘ah-ha!’ moment.

I have taught many great cases over my career, but none are quite as fun, memorable, and effective as ATH .”

3. Fabritek 1992

Rob Austin, Professor of Information Systems, Ivey Business School

“This might seem like an odd choice, but my favorite case to teach is an old operations case called  Fabritek 1992 .

The latest version of Fabritek 1992 is dated 2009, but it is my understanding that this is a rewrite of a case that is older (probably much older). There is a Fabritek 1969 in the HBP catalog—same basic case, older dates, and numbers. That 1969 version lists no authors, so I suspect the case goes even further back; the 1969 version is, I’m guessing, a rewrite of an even older version.

There are many things I appreciate about the case. Here are a few:

It operates as a learning opportunity at many levels. At first it looks like a not-very-glamorous production job scheduling case. By the end of the case discussion, though, we’re into (operations) strategy and more. It starts out technical, then explodes into much broader relevance. As I tell participants when I’m teaching HBP's Teaching with Cases seminars —where I often use Fabritek as an example—when people first encounter this case, they almost always underestimate it.

It has great characters—especially Arthur Moreno, who looks like a troublemaker, but who, discussion reveals, might just be the smartest guy in the factory. Alums of the Harvard MBA program have told me that they remember Arthur Moreno many years later.

Almost every word in the case is important. It’s only four and a half pages of text and three pages of exhibits. This economy of words and sparsity of style have always seemed like poetry to me. I should note that this super concise, every-word-matters approach is not the ideal we usually aspire to when we write cases. Often, we include extra or superfluous information because part of our teaching objective is to provide practice in separating what matters from what doesn’t in a case. Fabritek takes a different approach, though, which fits it well.

It has a dramatic structure. It unfolds like a detective story, a sort of whodunnit. Something is wrong. There is a quality problem, and we’re not sure who or what is responsible. One person, Arthur Moreno, looks very guilty (probably too obviously guilty), but as we dig into the situation, there are many more possibilities. We spend in-class time analyzing the data (there’s a bit of math, so it covers that base, too) to determine which hypotheses are best supported by the data. And, realistically, the data doesn’t support any of the hypotheses perfectly, just some of them more than others. Also, there’s a plot twist at the end (I won’t reveal it, but here’s a hint: Arthur Moreno isn’t nearly the biggest problem in the final analysis). I have had students tell me the surprising realization at the end of the discussion gives them ‘goosebumps.’

Finally, through the unexpected plot twist, it imparts what I call a ‘wisdom lesson’ to young managers: not to be too sure of themselves and to regard the experiences of others, especially experts out on the factory floor, with great seriousness.”

4. Lincoln Electric Co.

Karin Schnarr, Assistant Professor of Policy, Wilfrid Laurier University

“As a strategy professor, my favorite case to teach is the classic 1975 Harvard case  Lincoln Electric Co.  by Norman Berg.

I use it to demonstrate to students the theory linkage between strategy and organizational structure, management processes, and leadership behavior.

This case may be an odd choice for a favorite. It occurs decades before my students were born. It is pages longer than we are told students are now willing to read. It is about manufacturing arc welding equipment in Cleveland, Ohio—a hard sell for a Canadian business classroom.

Yet, I have never come across a case that so perfectly illustrates what I want students to learn about how a company can be designed from an organizational perspective to successfully implement its strategy.

And in a time where so much focus continues to be on how to maximize shareholder value, it is refreshing to be able to discuss a publicly-traded company that is successfully pursuing a strategy that provides a fair value to shareholders while distributing value to employees through a large bonus pool, as well as value to customers by continually lowering prices.

However, to make the case resonate with today’s students, I work to make it relevant to the contemporary business environment. I link the case to multimedia clips about Lincoln Electric’s current manufacturing practices, processes, and leadership practices. My students can then see that a model that has been in place for generations is still viable and highly successful, even in our very different competitive situation.”

5. Pal’s Sudden Service—Scaling an Organizational Model to Drive Growth

Gary Pisano, Professor of Business Administration, Harvard Business School

“My favorite case to teach these days is  Pal’s Sudden Service—Scaling an Organizational Model to Drive Growth .

I love teaching this case for three reasons:

1. It demonstrates how a company in a super-tough, highly competitive business can do very well by focusing on creating unique operating capabilities. In theory, Pal’s should have no chance against behemoths like McDonalds or Wendy’s—but it thrives because it has built a unique operating system. It’s a great example of a strategic approach to operations in action.

2. The case shows how a strategic approach to human resource and talent development at all levels really matters. This company competes in an industry not known for engaging its front-line workers. The case shows how engaging these workers can really pay off.

3. Finally, Pal’s is really unusual in its approach to growth. Most companies set growth goals (usually arbitrary ones) and then try to figure out how to ‘backfill’ the human resource and talent management gaps. They trust you can always find someone to do the job. Pal’s tackles the growth problem completely the other way around. They rigorously select and train their future managers. Only when they have a manager ready to take on their own store do they open a new one. They pace their growth off their capacity to develop talent. I find this really fascinating and so do the students I teach this case to.”

6. The United States Air Force: ‘Chaos’ in the 99th Reconnaissance Squadron

Francesca Gino, Professor of Business Administration, Harvard Business School

“My favorite case to teach is  The United States Air Force: ‘Chaos’ in the 99th Reconnaissance Squadron .

The case surprises students because it is about a leader, known in the unit by the nickname Chaos , who inspired his squadron to be innovative and to change in a culture that is all about not rocking the boat, and where there is a deep sense that rules should simply be followed.

For years, I studied ‘rebels,’ people who do not accept the status quo; rather, they approach work with curiosity and produce positive change in their organizations. Chaos is a rebel leader who got the level of cultural change right. Many of the leaders I’ve met over the years complain about the ‘corporate culture,’ or at least point to clear weaknesses of it; but then they throw their hands up in the air and forget about changing what they can.

Chaos is different—he didn’t go after the ‘Air Force’ culture. That would be like boiling the ocean.

Instead, he focused on his unit of control and command: The 99th squadron. He focused on enabling that group to do what it needed to do within the confines of the bigger Air Force culture. In the process, he inspired everyone on his team to be the best they can be at work.

The case leaves the classroom buzzing and inspired to take action.”

7. Warren E. Buffett, 2015

Robert F. Bruner, Professor of Business Administration, Darden School of Business

“I love teaching   Warren E. Buffett, 2015  because it energizes, exercises, and surprises students.

Buffett looms large in the business firmament and therefore attracts anyone who is eager to learn his secrets for successful investing. This generates the kind of energy that helps to break the ice among students and instructors early in a course and to lay the groundwork for good case discussion practices.

Studying Buffett’s approach to investing helps to introduce and exercise important themes that will resonate throughout a course. The case challenges students to define for themselves what it means to create value. The case discussion can easily be tailored for novices or for more advanced students.

Either way, this is not hero worship: The case affords a critical examination of the financial performance of Buffett’s firm, Berkshire Hathaway, and reveals both triumphs and stumbles. Most importantly, students can critique the purported benefits of Buffett’s conglomeration strategy and the sustainability of his investment record as the size of the firm grows very large.

By the end of the class session, students seem surprised with what they have discovered. They buzz over the paradoxes in Buffett’s philosophy and performance record. And they come away with sober respect for Buffett’s acumen and for the challenges of creating value for investors.

Surely, such sobriety is a meta-message for any mastery of finance.”

More Educator Favorites

Emily Michelle David is an assistant professor of management at China Europe International Business School (CEIBS). Her current research focuses on discovering how to make workplaces more welcoming for people of all backgrounds and personality profiles to maximize performance and avoid employee burnout. David’s work has been published in a number of scholarly journals, and she has worked as an in-house researcher at both NASA and the M.D. Anderson Cancer Center.

Devin Shanthikumar  is an associate professor and the accounting area coordinator at UCI Paul Merage School of Business. She teaches undergraduate, MBA, and executive-level courses in managerial accounting. Shanthikumar previously served on the faculty at Harvard Business School, where she taught both financial accounting and managerial accounting for MBAs, and wrote cases that are used in accounting courses across the country.

Robert D. Austin is a professor of information systems at Ivey Business School and an affiliated faculty member at Harvard Medical School. He has published widely, authoring nine books, more than 50 cases and notes, three Harvard online products, and two popular massive open online courses (MOOCs) running on the Coursera platform.

Karin Schnarr is an assistant professor of policy and the director of the Bachelor of Business Administration (BBA) program at the Lazaridis School of Business & Economics at Wilfrid Laurier University in Waterloo, Ontario, Canada where she teaches strategic management at the undergraduate, graduate, and executive levels. Schnarr has published several award-winning and best-selling cases and regularly presents at international conferences on case writing and scholarship.

Gary P. Pisano is the Harry E. Figgie, Jr. Professor of Business Administration and senior associate dean of faculty development at Harvard Business School, where he has been on the faculty since 1988. Pisano is an expert in the fields of technology and operations strategy, the management of innovation, and competitive strategy. His research and consulting experience span a range of industries including aerospace, biotechnology, pharmaceuticals, specialty chemicals, health care, nutrition, computers, software, telecommunications, and semiconductors.

Francesca Gino studies how people can have more productive, creative, and fulfilling lives. She is a professor at Harvard Business School and the author, most recently, of  Rebel Talent: Why It Pays to Break the Rules at Work and in Life . Gino regularly gives keynote speeches, delivers corporate training programs, and serves in advisory roles for firms and not-for-profit organizations across the globe.

Robert F. Bruner is a university professor at the University of Virginia, distinguished professor of business administration, and dean emeritus of the Darden School of Business. He has also held visiting appointments at Harvard and Columbia universities in the United States, at INSEAD in France, and at IESE in Spain. He is the author, co-author, or editor of more than 20 books on finance, management, and teaching. Currently, he teaches and writes in finance and management.

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Case Studies in Organizational Communication Ethical Perspectives and Practices

• Steve May - The University of North Carolina at Chapel Hill, USA
• Description

See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .

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The course including ethical decision-making has to be reshuffled for now, but in the future I will definitely use the book as a source for supporting material.

Excellent supplement to text I'm using. Offers in depth case studies and addresses evaluation using critical thinking.

Is there any instructor material available?

This book provides an effective way to engage students into theory. The cases presented can also be further analysed using a plethora of approaches, which makes it a useful teaching tool.

This book will be particularly helpful for students who have an interest in communication. I will also use it to supplement my lectures with examples in class. The book is very well laid out, engaging in its detail with signposting to further material for those students who wish to read more.

Matched with course design- practical and applied pedagogy for studying ethical issues and communication in everyday life.

NEW TO THIS EDITION

• The Second Edition includes expanded coverage of the recent economic meltdown, globalization, new technologies, and corporate social responsibility.
• Eighteen new case studies on current workplace issues include companies such as BP, Google, Toyota, Gap, Wyeth, and Enron.

KEY FEATURES

• Emerging issues in the workplace, explored in several case studies, include work/family balance, sexual harassment, outsourcing, personal privacy, bribery, new technologies, social networking, corporate social responsibility, and other issues.
• International case studies examine the ethical behavior of non-American organizations, providing a more thorough understanding of ethics in a global business environment.
• The consistent case study structure allows instructors and students greater opportunity to compare and contrast cases on comparable terms.

Sample Materials & Chapters

Case Study 1

Case Study 3

For instructors

Select a purchasing option, related products.

This title is also available on SAGE Knowledge , the ultimate social sciences online library. If your library doesn’t have access, ask your librarian to start a trial .

Business Communication Case Study: Crisis Communication for a Public Employee Retirement System

As a way of introducing the tasks and skills involved in creating business communication products, we interviewed professionals in the field regarding a project they helped lead. This case study explores the creation of a crisis communication plan and how it is used during a crisis.

Crisis communication planning has become a necessary part of almost every business toolbox. A crisis can be understood as any unexpected situation that interferes with daily business operations, ranging from a natural disaster or major financial loss to a rogue employee on social media. Whether you work for yourself, a small nonprofit, or a large corporation, a crisis communication plan will give you the foundation needed to respond to any emergency situation. Proper planning will help people recognize a crisis immediately and bring it to the attention of appropriate parties. It can also help reduce vulnerabilities when a crisis occurs. With an effective plan in place, everyone involved can act quickly with the best possible tools to deal with the situation.

State agencies are the administrative branch of state government and responsible for the day-to-day business functions of the state. While private business or nonprofits have their agendas set by their Board for long term goals, state agencies can have their business changed frequently by the legislative branch. At the beginning of each legislative session, the Agency Director must be prepared to be aware of any legislation that might impact the Agency and its mission to serve the public.

While it is impossible to anticipate every possible crisis that might occur, it is necessary to create and regularly review a process to deal with potential crises. In a state agency, the Director, along with the management team and legal counsel, has the duty to develop and then review the plan annually. Each person on the team is responsible for reviewing and submitting any necessary updates to their part of the plan (e.g. the IT director will review the potential impacts to the computer systems and prepare for ways to address any crises). The review process includes:

• Crisis Management Plan
• Crisis Management Team
• Spokesperson
• Pre-Draft Messages
• Communication Channels

Pre-Crisis Phase

In a recent legislative session, there were a number of bills proposed that would impact the mission of the public employee retirement system (PERS), with a change from pension to a government form of the individual retirement fund (IRA). This would greatly impact the financial status of the fund for public employees’ retirement and was creating a great deal of anxiety for the employees.

The Director called together the crisis team to review the crisis management plan in light of this particular situation. They defined the stakeholders in the situation (public employees, public employees union, general public, legislators, governor and staff, and the media) and considered the point of view of each of these groups. Since they were in the pre-crisis stage (i.e. no new laws had been passed), the primary response would be through channels of communication. If the laws were passed, the team would be called together to refine the crisis management plan to focus on how to implement the new laws.

Rather than have the Communications Officer be the public spokesperson, the team decided that the Director would take on that role; she had been in her position many years and was trusted. The Communications Officer and the agency’s legal counsel were assigned the duties of creating a series of messages based on the possible outcomes from the various bills. The Communications Officer also contacted the local media outlets, particularly those reporters who covered the legislative sessions, to be prepared for press releases and public statements as the legislative session developed.

Crisis Response

Some crises are short-term and abrupt situations; however, the crisis in this situation was a months-long process of following the bills as they moved through the state legislative committees and were discussed in the state House and Senate. The crisis management team had to balance their release of information so the stakeholders didn’t feel overwhelmed by too much rapidly changing information, but also didn’t feel that they were being left in the dark. The Crisis Response process included:

• Initial Response
• Ongoing Responses
• Reputation Repair

The agency’s initial response was to produce a series of fact sheets about each of the bills that were likely to move through session. The Communications Officer posted that information on the agency website and sent them to their political allies, which included the employee union and certain legislators. The Communications Officer also arranged for a press conference at the beginning of the legislative session for the Director to give a prepared statement and answer questions from the media.

During the crisis (which lasted five months), a weekly email was sent out with updates on the various bills and likelihood of them being passed. This information was also posted on the agency’s website. The Director worked with the Communications Officer and the legal counsel to draft appropriate statements for times when she was requested to attend legislative hearings.

The Communications Officer also drafted statements for the agency staff to use when they were asked questions about the situation. The crisis management team agreed that it was important to have a consistent message for everyone and that the Director would be available to speak with people who were not satisfied with more general information.

Post-Crisis Phase

Once a crisis has been navigated, whether successful or not, the final stage is as significant as the previous stages. The review process included:

• Delivering promised information to stakeholders
• Analyzing crisis management and lessons learned

While messages had been drafted for either outcome, at the end of the legislative session the attempt to change pensions to IRA accounts was not successful. The Director held a press conference to announce that there were minimal changes to the pension fund. The Communications Manager sent out press releases, a final email update, and posted information on the agency’s website.

The crisis management team had been meeting every other week to review the situation and make adjustments to the crisis management plan, if necessary. The final meeting was a discussion on lessons learned from the situation and some permanent changes were made to the plan for future situations.

Crisis management is a team effort; the communication aspect is the most public face and often the critical piece that makes or breaks public opinion on how the crisis was handled and resolved. This form of business communication requires strong knowledge by all stakeholders involved in the situation, as well as the ability to make adjustments quickly and effectively with confidence.

In this case study, the Communications Manager used their skills of:

• Content Creation
• Public Relations
• Research (Legal)

A crisis can arrive in many different forms. In this agency, some of the crisis communication plans they maintained included how to deal with an earthquake (backup computer systems in different part of the state); what to do in case of the illness or death of the Director with a succession plan; and how to address stakeholders in case of a severe financial downturn (this occurred in both 2007 and 2008 and many lessons were learned from that experience). While it is common to think of public relations crises in terms of wrong doing by a company or its employees, it is not uncommon for organizations to have crisis communication plans for many different types of situations, including the one described in this case study.

Additional Business Communication Case Studies:

Human Resources Communication and an Integrity Pledge

This case study examines a company HR strategy that created deep divisions throughout the organization and was ultimately unsuccessful. It deals with the creation and implementation of an Integrity Pledge meant to address issues plaguing a small business.

Strategic Communication for Floodplain Education

In this case study, a communication specialist helps spearhead a strategic communication project for a non-profit conservation collective. Their work entails collaborative project planning and evaluation, content creation, event management, and public relations.

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1.10 Case Studies: The Cost of Poor Communication

This chapter is adapted from Technical Writing Essentials – H5P Edition by Suzan Last licensed under a Creative Commons Attribution 4.0 International License.

Learning Objectives

• Apply your understanding of context, purpose, audience, and channel in case studies.

No one knows exactly how much poor communication costs business, industry and government each year, but estimates suggest billions.  In 2017, Josh Bernoff claimed that the cost of poor communication was nearly $4 billion per year: “American workers spend 22 percent of their work time reading; higher compensated workers read more… America is spending 6 percent of total wages on time wasted attempting to get meaning out of poorly written material. Every company, every manager, every professional pays this tax, which consumes $396 billion of our national income” (Meier, 2017).

Poorly-worded or inefficient emails, careless reading or listening to instructions, documents that go unread due to poor design, hastily presenting inaccurate information, sloppy proofreading — all of these examples result in inevitable costs. In one tragic case, a lack of communication between contractors and engineers resulted in a walkway collapse that killed 114 people at the Hyatt Regency .

The waste caused by imprecisely worded regulations or instructions, confusing emails, long-winded memos, ambiguously written contracts, and other examples of poor communication is not as easily identified as the losses caused by a bridge collapse. But the losses are just as real—in reduced productivity, inefficiency, and lost business. In more personal terms, the losses are measured in wasted time, work, money, and ultimately, professional recognition. In extreme cases, losses can be measured in property damage, injuries, and even deaths.

The following cases show how poor communications can have real world costs and consequences.

A .  Read “Case 1: The Unaccepted Current Regulator Proposal”. Then, answer the 5 questions in the quiz set.

CASE 1:  Acme Electric Company

The Acme Electric Company worked day and night to develop a new current regulator designed to cut the electric power consumption in aluminum plants by 35%. They knew that, although the competition was fierce, their regulator could be produced more cheaply, was more reliable, and worked more efficiently than the competitors’ products.

The owner, eager to capture the market, personally but somewhat hastily put together a 120-page proposal to the three major aluminum manufacturers, recommending that their regulators be installed at all company plants.

The first 87 pages of the proposal were devoted to the mathematical theory and engineering design behind the new regulator, and the next 32 pages to descriptions of a new assembly line to produce regulators quickly. Buried in an appendix were the test results that compared her regulator’s performance with present models and a poorly drawn graph showed how much the dollar savings would be.

Acme Electric didn’t get the contracts, despite having the best product. Six months later, the company filed for bankruptcy.

B .  In small groups, examine one of the following cases and complete the following :

• Define the rhetorical situation : Who is communicating to whom about what, how, and why? What was the goal of the communication in each case?
• Identify the communication error (poor task or audience analysis? Use of inappropriate language or style? Poor organization or formatting of information? Other?)
• Explain what costs/losses were incurred by this problem.
• Identify possible solution s or strategies that would have prevented the problem, and what benefits would be derived from implementing solutions or preventing the problem.

Present your findings in a brief, informal presentation to the class.

CASE 2: Petro-chemical company report

Cameron (he/him), a research chemist for a major petro-chemical company, wrote a dense report about some new compounds he had synthesized in the laboratory from oil-refining by-products. The bulk of the report consisted of tables listing their chemical and physical properties, diagrams of their molecular structure, chemical formulas and computer printouts of toxicity tests. Buried at the end of the report was a casual speculation that one of the compounds might be a particularly effective insecticide.

Seven years later, the same oil company launched a major research program to find more effective but environmentally safe insecticides. After six months of research, someone uncovered Cameron’s report and his toxicity tests. A few hours of further testing confirmed that one of Cameron’s compounds was the safe, economical insecticide they had been looking for.

Cameron had since left the company because he felt that the importance of his research was not being appreciated.

CASE 3: Novaware instruction manual

As one of the first to enter the field of office automation, Novaware, Inc. had built a reputation for designing high-quality and user-friendly database and accounting programs for business and industry. When they decided to enter the word-processing market, their engineers designed an effective, versatile, and powerful program that Novaware felt sure would outperform any competitor.

To be sure that their new word-processing program was accurately documented, Novaware asked the senior program designer to supervise writing the instruction manual. The result was a thorough, accurate and precise description of every detail of the program’s operation.

When Novaware began marketing its new word processor, cries for help flooded in from office workers who were so confused by the massive manual that they couldn’t even find out how to get started. Then several business journals reviewed the program and judged it “too complicated” and “difficult to learn.” After an impressive start, sales of the new word processing program plummeted.

Novaware eventually put out a new, clearly written training guide that led new users step by step through introductory exercises and told them how to find commands quickly. But the rewrite cost Novaware $350,000, a year’s lead in the market, and its reputation for producing easy-to-use business software.

CASE 4: Policy memo

Nhi (they/them) supervised 36 professionals in 6 city libraries. To cut the costs of unnecessary overtime, they issued this one-sentence memo to their staff:

After the 36 copies were sent out, Nhi’s office received 26 phone calls asking what the memo meant. What the 10 people who didn’t call about the memo thought is uncertain. It took a week to clarify the new policy.

CASE 5: “Nerds gone wild”

The following excerpt is from Carl Sagan’s book, The Demon-Haunted World: Science as a Candle in the Dark, itself both a plea for and an excellent example of clear scientific communication:

The Superconducting Supercollider (SSC) would have been the preeminent instrument on the planet for probing the fine structure of matter and the nature of the early Universe. Its price tag was $10 to $15 billion. It was cancelled by Congress in 1993 after about $2 billion had been spent — a worst of both worlds outcome. But this debate was not, I think, mainly about declining interest in the support of science. Few in Congress understood what modern high-energy accelerators are for. They are not for weapons. They have no practical applications. They are for something that is, worrisomely from the point of view of many, called “the theory of everything.” Explanations that involve entities called quarks, charm, flavor, color, etc., sound as if physicists are being cute. The whole thing has an aura, in the view of at least some Congresspeople I’ve talked to, of “nerds gone wild” — which I suppose is an uncharitable way of describing curiosity-based science. No one asked to pay for this had the foggiest idea of what a Higgs boson is. I’ve read some of the material intended to justify the SSC. At the very end, some of it wasn’t too bad, but there was nothing that really addressed what the project was about on a level accessible to bright but skeptical non-physicists. If physicists are asking for 10 or 15 billion dollars to build a machine that has no practical value, at the very least they should make an extremely serious effort, with dazzling graphics, metaphors, and capable use of the English language, to justify their proposal. More than financial mismanagement, budgetary constraints, and political incompetence, I think this is the key to the failure of the SSC.

CASE 6: Same topic, different genres

Rowan (she/her) was simultaneously enrolled in a university writing course and working as a co-op student at the New Minas Boat Manufacturing plant. As part of her co-op work experience, Rowan shadowed her supervisor/mentor on a safety inspection of the plant, and was asked to write up the results of the inspection in a compliance memo . In the same week, Rowan’s writing instructor assigned the class to write a narrative essay based on some personal experience. Rowan, trying to be efficient, thought that the plant visit experience could provide the basis for her essay assignment as well.

She wrote the essay first because she was used to writing essays and was pretty good at it. She had never even seen a compliance memo, much less written one, so was not as confident about that task. She began the essay like this:

On June 1, 2018, I conducted a safety audit of the New Minas Boat Manufacturing plant. The purpose of the audit was to ensure that all processes and activities in the plant adhere to safety and handling rules and policies outlined in the Workplace Safety Handbook and relevant government regulations. I was escorted on a 3-hour tour of the facility by…

Rowan finished the essay and submitted it to her writing instructor. She then revised the essay slightly, keeping the introduction the same, and submitted it to her co-op supervisor. She “aced” the essay, getting an A grade, but her co-op supervisor told her that the report was unacceptable and would have to be rewritten – especially the beginning, which should have clearly indicated whether or not the plant was in compliance with safety regulations. Rowan was aghast! She had never heard of putting the “conclusion” at the beginning . She missed the company softball game that Saturday so she could rewrite the report to the satisfaction of her supervisor.

Meier, C. (2017, January 14). The Exorbitant Cost of Poor Writing (About $400 Billion). Medium . https://medium.com/@MeierMarketing/the-exorbitant-cost-of-poor-writing-about-400-billion-973b5a4f0096

Sagan, C. (1995). The Demon-Haunted World: Science as a Candle in the Dark. Random House.

Exercises adapted from T.M Georges’ Analytical Writing for Science and Technology. T.M. Goerges (1996), Analytical Writing for Science and Technology [Online], Available: https://www.scribd.com/document/96822930/Analytical-Writing

1.10 Case Studies: The Cost of Poor Communication Copyright © 2021 by Suzan Last is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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40 Case: Business communication ethics

Case authors: Jerred Flynn, James Hills, and Ravneel Prasad

This case/scenario is licensed under a Creative Commons Attribution (CC-BY) 4.0 International license.

Activity Guidelines

Suggested course level

Lower level undergraduate course

Activity purpose

• Students will complete a case relating to conflict management

Materials required

Activity instructions

Enron was a multibillion-dollar energy company who, through dishonest accounting practices, was able to hide their losses till the point where their next major merger fell through. They did this with shell companies that they would off load their losses to, to make their own financials look pristine. At the point of the failed merger, they filed for bankruptcy as their liabilities were too much for them to stay afloat. This resulted in tens of thousands of people to lose millions, both in pensions and shares of the company they could not sell.

Questions before the case

1) Is it alright to exaggerate anything when submitting official documents? Be it a resume, timesheet, or something else.

2) Back when all of this happened, the incentivization for people who came forward with information (whistleblowers) was almost non-existent. Should there be incentives beyond the social recognition of “doing the right thing” for whistleblowers?

3) If you are a manager, is it ever right to bend the truth so that you and those under you can keep your jobs or tell the truth and possibly lose them?

Revenue Recognition: Why Doing Something Different Isn’t Always Better.

In the case of Enron, they, like most of their competition, had a system of “historical cost” principles they had to follow when they booked their revenue. Basically, they bought the natural gas they sold at a given price, and when they sold it at whatever price they could get for it, they took the costs off and reported that as profit. This was how it worked in any given year to account for fluctuations in the selling price; they had to wait until they sold the gas before they could record revenues.

However, their executives lobbied for, and got, the permission from the SEC to change the way they reported their revenues. Instead of following the “historical cost” model, they switched to a “mark-to-market” model, which allowed them to record the profits on their contracts before the contracts were fulfilled. This led to several concerning outcomes. They were booking hypothetical profits as actual profits before they had sold their natural gas, based on forecasts of what the market would do. But they were booking this profit on contracts that had 20 years to fulfil, in some cases. The first concern is what they would do if they couldn’t continue signing these contracts, and revenues dropped off. The second is what would happen if they wound up having to sell the gas at lower prices than forecasted.

In short, they switched from a system of recognizing revenue after the transaction happened to a system where they recognized revenue at some value which they thought they would get for it at some time in the future. By using this “fair-value” system, it became a system that was almost entirely dependent on manager forecasting, which is almost impossible for managers to accurately calculate and even closer to impossible for anyone else to check (Benston, 2003).

Insider Trading: Making Sure the Boss Gets His…Money, That Is

Alongside the issues Enron was beginning to face from their CEO’s resignation for “personal reasons,” both internal and external sources began to realize that there were issues with the accounting processes at Enron (Healy, 2003). An Enron VP began to raise concerns about the issues with some of the reporting happening, and as such, got both internal and external auditors involved. The external auditors, Arthur Andersen LLP, had their lawyer contact Enron to “remind” them that the official action to take with old documentation was to shred it. All of this eventually led to October 2001.

On October 16, 2001, Enron filed their quarterly earnings statements. When they did this, it came to light that they had incurred their first (recognized) loss in four years. Also included in this figure is the write-down, or loss of income, of more than $1 billion. Finally, one of their subsidiaries which they were using to hide debt was terminated before Enron would be called on to exercise 58 million share options, which caused Enron to have to clear another $1.2 billion dollars from their balance sheet (Thomas, 2002). At this point, the Securities and Exchange Commission began to get involved. However, this isn’t where the insider trading began.

At this point, many of the Enron employees had been compelled to use their company pensions to buy Enron stock. More importantly, many of them had wanted to: the company was doing phenomenally well up to this point, and they saw opportunities for massive returns. However, on October 17, the day after the damning earnings statements, the company announced that their pension plan administrators had changed. This meant, by law, that no trading could happen with Enron’s pension plan assets for 30 days (Healy). So, in the wake of the most terrible earnings statement Enron had released, the employees had their pensions frozen and were unable to do anything about it. The worst aspect of this, however, was that the executives were still free to exercise their stock options and sell the stocks in the open market: this ban on trading only meaningfully affected the rank-and-file employees.

So, not only did Enron’s employees wind up by losing their jobs when Enron filed for bankruptcy in December 2001, they also wound up by losing their entire pension as well (Healy).

There were no good outcomes to the Enron saga; millions of investors lost billions of dollars, the employees wound up unemployed with their life savings wiped out, many of the executives spent years in jail, and two major corporate entities wound up bankrupted. But the conclusions to be learned are quite simple: in the absence of truthful, good faith communication, it doesn’t matter how good you engineer yourself to look. If you lie, cheat, falsify, you will wind up losing everything in the end.

With this information discuss with your group how Enron’s exaggeration of their financials and other unethical dealings led to their bankruptcy. Also discuss the questions posed at the beginning of the case, and if any of your perspectives have changed after reading this case.

Benston, G., Bromwich, M., & Litan, R. E. (2003). Following the money : The Enron failure and the state of corporate disclosure. Retrieved from https://ebookcentral.proquest.com

Healy, Paul and Krishna Palepu (2003). The Fall of Enron, Journal of Economic Perspectives, Vol. 17, No. 2. Retrieved from http://www-personal.umich.edu/~kathrynd/JEP.FallofEnron.pdf

Thomas, C. William (2002). The Rise and Fall of Enron, Journal of Accountancy. Retrieved from https://www.journalofaccountancy.com/issues/2002/apr/theriseandfallofenron.html

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Tags: business communication case, business communication scenario, business communication ethics, Enron

Case: Business communication ethics Copyright © 2020 by Melissa Ashman; Arley Cruthers; Sarah Duncan; John Grant; Karen Inkster Vance; and Panteli Tritchew is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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5.1: Preface: Learning with Case Studies

Learning objectives.

• Identify the use of case studies in learning scenarios
• Describe the types of case studies available for learning use

Case Studies: Definition and Uses

Case studies are detailed “stories” about a business situation that allow us to consider a number of aspects of the business world:

• the diversity of everyday business situations we might encounter;
• the seriousness of some of the dilemmas business professionals routinely deal with;
• the consequences involved if a difficult situation is mishandled (if those involved do or say the wrong thing);
• the difficulty to choose the best response in a complicated business situation (sometimes, there is no ideal solution, and we might have to choose the least damaging solution instead).

These “stories” typically provide detailed information about the business situation in question, the problem encountered, how it was approached, and to what results. They can be shorter or longer, and strictly descriptive (most cases used for training purposes in college tend to be descriptive, and students are asked to analyze them) or analytical (some academic case studies provide analysis, too, and they might also make suggestions regarding better ways to address similar situations in the future). For instance, an academic article tracing Target’s failure to operate in Canada (2013-2015) would summarize in detail the facts of the case and analyze where the company went wrong; it might also suggest what the company should have done instead to secure a place on the Canadian market.

Professionals in different fields often use case studies as part of their research into various issues of interest for their organization (for instance, when they decide to launch a new product and/or service and want to learn from other companies’ success/failure before they plan their course of action). In college/university courses, case studies are used in order to connect the course material more effectively to the types of tasks the students will have to perform at work once they graduate.

Main advantages of learning with case studies — in general and in COMM 6019 :

• Case studies allow us to apply the theoretical knowledge we have acquired, so we can see how we can take advantage of our knowledge in everyday business situations.
• Case studies encourage critical thinking and collaborative learning.
• Based on what we know about professional business communication, we can use case studies to assess situations, examine options, trace a course of action for each option, and decide which might be the best. In so doing, we have to keep our focus on our goal.
• For each case study, we should try to make suggestions that would allow those involved to reach their goal, if possible, or get as close to their initial expectations as possible.
• people who are equally valuable in an organization might have very different leadership, management, or communication styles – and they might fail to appreciate each other for these reasons;
• depending on our boss and coworkers’ personality, background, and preferences, different approaches must be taken to ensure success (a direct approach might work with some of them, whereas others might prefer an indirect approach; there might also be situations when certain issues should not be brought up at all in order to avoid making a bad situation worse;
• choosing the wrong words in expressing an idea might have serious consequences for our career, even if we had the best of intentions in initiating contact with the other person(s) involved and did not mean to offend anyone.

Approaching Case Studies Analytically and Making Suggestions

Understanding the situation.

Whenever we work with a case study, we should take an analytical approach. First, we should make sure we understand the situation clearly. That includes identifying the following:

1. The problem/ issue:

What is the problem, exactly? In complex business situations, this question might not be as easy to answer as it seems. For example, there might be several problems involved, and trying to solve them all or treating them all as equally important might cause us to get lost in details and give insufficient attention to the one issue that might have the most damaging effect on our organization. In identifying the problem, we need to clearly distinguish between major concerns and peripheral aspects.

2. The context/background:

What caused the problem? Again, the answer might not be easy to formulate. There might be multiple causes, and some might have had more impact than others. Some of these causes might be out of anyone’s control: unpredictable market fluctuations due to natural disasters, etc. Others might be mistakes people made: lack of foresight in analyzing the market, communication problems, etc.

We also need to analyze the context in terms of the options available in addressing the problem. For example, the context might not allow for a certain type of approach (some obvious examples would be differences in legislation or in cultural norms between different countries).

3. The key aspects/facts of the situation:

Again, distinguishing between major and minor aspects might not be an easy task. Making this distinction might be particularly difficult for people who are directly involved in the situation. This may seem counterintuitive, but if, say, a project leader is more invested in some parts of a project than others for whatever reason, he/she might not be able to judge the key facts correctly in a crisis.

4. The decision-maker’s priorities and goal:

We need to understand exactly what the decision-maker is hoping to achieve, as well as what he/she can – realistically – achieve. We also need to understand the decision-maker’s and the company’s priorities. Caution is recommended here: the decision-maker might not be aware that there is a mismatch between the goal he/she has set and the company’s priorities. If that is the case, our recommendations may have to include cautious explanations that might help the decision-maker redefine his/her goal.

Analyzing Options

Next, we should try to see how many options the decision-maker might have. The key question at this stage is the following: Can the problem be solved (can all negative aspects or effects be completely eliminated) or is reducing the negative effects the best we can hope for?

Many professionals sometimes make a situation worse because they naïvely assume that every conflict or problem can be completely eliminated, in all its overt and hidden implications/ consequences. Thus, they set the wrong goal (an unreachable goal ) and choose their strategies based on that goal. In such situations, the results can be disastrous – financial losses, loss of reputation, etc. — because resources will be wasted on aspects that were hopeless to begin with. Setting a more realistic goal (say, to improve specific aspects of the situation in a limited, achievable way) would allow decision-makers to select the right strategies to reduce losses as much as possible, and to get the most out of the resources available.

Presenting Persuasive Suggestions

Finally, after analyzing the situation and the available options, case studies allow us to present and motivate our recommendation as we would at work. To make our recommendation persuasive, we should offer several options (typically, at least two or three) and discuss them in detail, to show that the one we recommend is the most likely to lead to a positive outcome.

Here are some aspects to consider in choosing the solutions we should discuss and then selecting the best one:

• If other decision-makers involved seem to favour an approach with which we disagree, we need to include that approach as one of the options, analyze it, and show that it will have limited success or that it comports serious risks.
• Potential improvements, as well as potential risks need to be discussed in detail for the solution we want to recommend, too. If we do not mention some obvious drawbacks of the solution we support, we can lose our credibility.
• The idea is to show that we have carefully weighed all relevant options and that we chosen the option that seems to be the most advantageous.

Case Study Work in COMM 6019 and Workplace Applications

Depending on your course section and professor, you might have to do more or less case study-related work in this course, but you are likely going to be asked to complete at least two case study-related assignments. Specifically, your professors might use information from case studies to create scenarios for your written assignments, or they may ask you to find and/or analyze case studies specific to your field, always with a focus on communication aspects. Case study elements can also be used in the Research Report, although they are not mandatory.

Our work with case studies in COMM 6019 is meant to help you assimilate the necessary strategies in analyzing any business situation (from a communication perspective, as well as in general). This experience will prove particularly useful when you are asked to complete analytical reports and recommendation reports at work. Any routine business situation, as well as any crisis, can be analyzed in this manner to make sure we arrive at the best decision.

Whenever you are assigned this type of task in the workplace, make sure you understand what you are expected to do and that you do just that:

• In some cases, you might be asked for a recommendation, whereas in others you might just be asked to analyze options.
• If you are asked to analyze options, you can still explain which option you think is best, to show initiative – but only if you think your reader(s) would be open to accepting a recommendation. (Some upper-management employees might think that you are overstepping your mandate if you do that. Always consider your primary audience carefully when you make such decisions.)

In courses focused on field-specific skills, professors usually use complex case studies, and the students are expected to produce lengthy case study-related assignments (reports). Thus, the case studies provided to students would be at least 4 pages long (usually much longer), and the reports the students would be expected to write might be 2000-word reports that include information from several research sources.

In COMM 6019, our focus is on teaching students how to analyze situations and make recommendations in objective language and without saying anything that might be perceived as unnecessarily negative, insensitive, or offensive . To this end, we typically use short case studies and short articles reporting various real-life business/professional incidents  as “prompts” for assignments – to help you understand what kinds of problems professionals have to deal with in the business/professional world and what might be the best approach from a communication perspective . Your professors might also ask you to read a longer, more complex case study but focus on just one particular aspect of the situation instead of providing a full-length case study analysis (a long report). This is meant to stimulate your critical thinking skills while maintaining the focus on the main objective of this course – helping students to acquire the writing and communication techniques they need in order to make their case effectively in any business situation, however difficult/ sensitive.

A Sample Case Study

Here is an example of a case study we might use in a Professional Communication class:

• https://www.iveycases.com/ProductView.aspx?id=35525

This is a tricky case study – as case studies usually are. In class discussions, some students rush to suggest that the two business people involved should set up a meeting and solve their financial disagreements immediately, so that they can work together on the new task they have been assigned. However, a more careful analysis of the case study would show that this is a naïve approach. The details provided about the two individuals’ educational background, personality, work history, and history of business conflict (including a lawsuit!) clearly indicate that they won’t be able to “solve the problem” in a meeting (or two, or ten). Therefore, what they need to do is agree to focus on the new task and never mention their previous problems in meetings related to the new task, allowing the old conflict to be solved in court.

Once this aspect of the situation is clarified, a good way to use this case study for an assignment in COMM 6019 would be to ask students to pick one of the two business professionals and write a short recommendation report from a Communication perspective, advising the person of their choice that the best way to approach the situation is to keep the old conflict and the new task separate. To be persuasive and useful, the report would have to include the following sections:

• an analysis of the situation, explaining why this is the best option;
• a section of detailed suggestions concerning exactly how the person they are advising should behave, exactly what he should say, etc.

In order to help you to understand a little better the relevance of the content studied in this course for the work you will do as professionals, your professors may relate case studies or media coverage of business/ professional/ corporate incidents to any number of themes covered in this course, from effective social media use to workplace diversity and intercultural communication to employment interviews.

Case Studies and Workplace Communication: Quick Example

Here is an example of a costly communication mistake concerning the channel of communication chosen by the sender of the initial message and the role the receiver decided to assume — a mistake with serious international consequences, as you are about to see.

You might have heard that Hillary Clinton is assumed to have lost quite a few votes in the US election in 2016 after some emails exchanged between individuals in high-ranking positions in her campaign were “leaked” as a result of hacking. According to a December 2016 New York Times article, FBI agent Adrian Hawkins called the Democratic National Committee in September 2015 to warn them that their computers are being hacked by “The Dukes,” a cyberespionage team linked to the Russian Government. He was transferred to the Help Desk and spoke to Yared Tamene, a tech-support contractor working for the DNC, who did a routine check of the DNC computer system logs to look for evidence of a cyberattack and did not find any.

Tamene was not an expert in cyberattacks, and “The Dukes” appear to be a sophisticated group – they are suspected of having hacked the unclassified email systems of the White House and the State Department, among other cybercrimes. Apparently, Tamene was not sure if Hawkins was a real FBI agent or an impostor – sohe  did not conduct a more thorough search for signs of hacking and did not transmit the information to higher-ranking DNC officials, although Special Agent Hawkins called repeatedly, over several weeks.

You can read a New York Times article on this topic here if you are not familiar with the incident:

• The Perfect Weapon: How Russian Cyberpower Invaded the U.S . (https://www.nytimes.com/2016/12/13/us/politics/russia-hack-election-dnc.html?_r=0)

It is easy to see that several communication mistakes are to blame for the fact that the cyberattack was not stopped right away. Most importantly,

• The FBI agent spoke on the phone with a tech desk employee instead of setting up an official face-to-face meeting with a top DNC official (he made a serious error in choosing the channel of communication and the person to contact).
• The tech desk employee acted as a gatekeeper for the message although he was not competent to assess the validity of the warning (he made a serious error in judgement).

Since Hillary Clinton won the popular vote (by 2.8 million votes) and was narrowly defeated in several key states, many political commentators have argued that if even one mistake of this type had been avoided, she could have been the President of the U.S. instead of Donald Trump. Imagine what this public perception might mean for the future career of the F.B.I. agent or for that of the tech desk employee involved. Even communication mistakes of a much lower magnitude can get employees into serious trouble. At the very least, they would lose any chance at promotions. Consequences might also include being fired and, perhaps, becoming unemployable in their field. (Who would take a chance on a potential employee with this kind of work history?)

Additional  Case Study Examples

A list of case studies in Astronomy, Biochemistry, Bioinformatics, Chemistry, Ethics, Evolution, Genetics, Behavior, Biology, Botany, Ecology, Epidemiology, Health Sciences, Microbiology, Phylogenetics, Physiology, Physics,  and other disciplines:

• http://bioquest.org/icbl/cases.php 

National Centre for Case Study Teaching in Science: The purpose of this center is to “promote a nationwide application of active learning techniques to the teaching of science, with a particular emphasis on case studies and problem-based learning” (quotation from front page of the official website). This resource contains many cases in all areas of science:

• http://sciencecases.lib.buffalo.edu/cs/ and, more specifically:
• http://sciencecases.lib.buffalo.edu/cs/collection/

MERLOT II: Multimedia Educational Resource for Learning and Online Teaching: You can have access to many cases in various disciplines by doing a search with the key phrase: “case studies”.

• https://www.merlot.org/merlot/index.htm

Stanley, E., (n.d.). Investigative case based learning examples, SERC Pedagogic Service Project: Several cases are provided and some of the Earth Systems topics are in atmosphere, biosphere, climate, Earth’s cycles, human dimensions, hydrology and surface processes.

• http://serc.carleton.edu/introgeo/icbl/examples.html

Ryerson University – The Teaching and Learning Office – Teaching Methods for Case Studies: This is a pdf file with information on how to pick a case study, how to prepare students for it, the importance of knowing students’ abilities and needs, how to lead the discussion, what types of questions to be asked, and the evaluation process.

• http://www.ryerson.ca/content/dam/lt/resources/handouts/CaseMethodBestPractices.pdf

Boston University – Center for Teaching and Learning – Using Case Studies to Teach: This website has a brief introduction on case study use to teach: common elements in case studies, advantages in using them in class, guidelines for using them, how to lead a case discussion and how to evaluate performance.

• http://www.bu.edu/ctl/teaching-resources/using-case-studies-to-teach/

The case directory of Western University’s Ivey Business School:

• https://www.ivey.uwo.ca/internationalbusiness/resources/published-cases/case-directory/http://www.bu.edu/ctl/teaching-resources/using-case-studies-to-teach/

Key Takeaways

• Case studies allow for complex learning activities that stimulate the development of higher-order cognitive skills such as critical thinking in students
• Analyzing a case study (and any business situation) involved understanding the problem/ issue, the context of the problem, the key aspects of the situation, and the decision-maker’s priorities and goal.
• In making suggestions, we should always start by carefully assessing what is achievable and what is not — to avoid directing resources at issues that can’t be solved. We should also make our suggestions in clear, objective language, being careful to avoid careless and unnecessarily negative comments.

Additional resources for case study-based learning:

Brown University, (n.d.). Case Studies. Retrieved April 13, 2017 from:

https://www.brown.edu/about/administration/sheridan-center/teaching-learning/effective-classroom-practices/case-studies  

Davis, C., and Wilcock, E. (2003). Teaching materials using case studies. In UK Centre for Materials Education: Working with you to enhance the student experience. Retrieved on April 18, 2017 from:

http://www.materials.ac.uk/guides/1-casestudies.pdf

Stanford University Newsletter on Teaching, (1994). Teaching with case studies. In Speaking of Teaching, 5(2), 1-4. Retrieved on April 13 2017 from:

https://web.stanford.edu/dept/CTL/Newsletter/case_studies.pdf

Stanley, E., (n.d.). Using Investigative Cases. SERC Pedagogic Service Project. Retrieved on April 18, 2017, from:

http://serc.carleton.edu/introgeo/icbl/index.html

The BioQuest Library IV, (1996). Planning for case-based learning. Retrieved on April 18, 2017, from:

http://bioquest.org/lifelines/PlanningStages.html#structure

Advanced Professional Communication Copyright © 2021 by Melissa Ashman; Arley Cruthers; eCampusOntario; Ontario Business Faculty; and University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Master of Advanced Studies in INTERCULTURAL COMMUNICATION

Case Studies in Intercultural Communication

Welcome to the MIC Case Studies page.

Here you will find more than fifty different case studies, developed by our former participants from the Master of Advanced Studies in Intercultural Communication. The richness of this material is that it contains real-life experiences in intercultural communication problems in various settings, such as war, family, negotiations, inter-religious conflicts, business, workplace, and others. 

Cases also include renowned organizations and global institutions, such as the United Nations, Multinationals companies, Non-Governmental Organisations, Worldwide Events, European, African, Asian and North and South America Governments and others.

Intercultural situations are characterized by encounters, mutual respect and the valorization of diversity by individuals or groups of individuals identifying with different cultures. By making the most of the cultural differences, we can improve intercultural communication in civil society, in public institutions and the business world.

How can these Case Studies help you?

These case studies were made during the classes at the Master of Advanced Studies in Intercultural Communication. Therefore, they used the most updated skills, tools, theories and best practices available.   They were created by participants working in the field of public administration; international organizations; non-governmental organizations; development and cooperation organizations; the business world (production, trade, tourism, etc.); the media; educational institutions; and religious institutions. Through these case studies, you will be able to learn through real-life stories, how practitioners apply intercultural communication skills in multicultural situations.

Why are we opening our "Treasure Chest" for you?

We believe that Intercultural Communication has a growing role in the lives of organizations, companies and governments relationship with the public, between and within organizations. There are many advanced tools available to access, analyze and practice intercultural communication at a professional level.  Moreover, professionals are demanded to have an advanced cross-cultural background or experience to deal efficiently with their environment. International organizations are requiring workers who are competent, flexible, and able to adjust and apply their skills with the tact and sensitivity that will enhance business success internationally. Intercultural communication means the sharing of information across diverse cultures and social groups, comprising individuals with distinct religious, social, ethnic, and educational backgrounds. It attempts to understand the differences in how people from a diversity of cultures act, communicate and perceive the world around them. For this reason, we are sharing our knowledge chest with you, to improve and enlarge intercultural communication practice, awareness, and education.

We promise you that our case studies, which are now also yours, will delight, entertain, teach, and amaze you. It will reinforce or change the way you see intercultural communication practice, and how it can be part of your life today. Take your time to read them; you don't need to read all at once, they are rather small and very easy to read. The cases will always be here waiting for you. Therefore, we wish you an insightful and pleasant reading.

These cases represent the raw material developed by the students as part of their certification project. MIC master students are coming from all over the world and often had to write the case in a non-native language. No material can be reproduced without permission. ©   Master of Advanced Studies in Intercultural Communication , Università della Svizzera italiana, Switzerland.

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