Decision making may be viewed from a number of different perspectives such as psychological,
sociological or personality and values based perspectives.
In this assessment item you are
required to draw on any ONE of these three perspectives, analyse the critical decisions evident in
the case study in terms of relevant theories, models and frameworks and critically discuss the
strengths and weaknesses of the decisions. You are also required to propose recommendations
for the case characters in terms of how they might improve their decision making in the future.
Assignment Task You are required to write about Sick Leave Case study (this case will be attach)
“Sick Leave”
Lewicki, R. J., Saunders, D. M., Minton, J. W. & Barry, B (2003), Negotiation: Reading, Exercises
and Cases, McGraw Hill/Irwin: New York – pages 681 to 690
This assessment requires the student to engage in critical case study analysis and to engage in
some research drawing on one of the following disciplinary perspectives:
• 1-Personality/Values
• 2-Psychology
• 3-Sociology
From “Negotiation : readings, exercises and cases / [edited by] Roy J. Lewicki .. [et al.]”, 4th
ed.,Case 7, c2003,
CASE 7
Sick Leave
Kelly tried to control her angel as she thou-eht about her supervisor. She couldn’t understand
why he rvas being so unreasonable. Maybe to him it lvas only a couple days of
paid leave and not worth tighting over. but to her it meant the difference between being
abie to go on vacation during Golden Weekr or having to stay horne. She looked at her
contract and the phone number of CLAIR on her desk. She u,asn’t the only person in the
ofTice aff’ected by this. She sat and thought about horv she should proceed.
Kelly was 22 years old and had been rvorking for the past six months at the Soto
Board of Education office in Japan. This was her first job after graduating from college
with a degree in rnanagement. and she was reall,v excited to irnally be in the real r.vorld.
Kelly rvas born in Calgary and had spent most of her life in Alberta, Canada.
Kelly’s father was a successful larvyer in Calgary, and her mother was a high school
English teacher. Kelly had an older sister, Laurel, 27 , who had just passed the bar exam
and was working fbr a corporate law firm in Edmonton.
Kelly had studied Japanese in high school and in university and spoke and wrote
the language quite well. When she was 15 years oid, Kelly spent tbur months in Japan
on a school exchange. She had enjoyed the time she spent there and ahvays planned to
return one day. Upon graduating tiom high school. Kelly lvent to the University of
Alberta, in Ednonton, to stucly nlarragement.
During her final year at the universitv, Kelly heard some of her friends talking about
the Japan Exchange and Teaching (JET) Program. She rvas told ihat it rvas quite easy to
get accepte(l-all an applicant needed was a university deglee and an interest in Japanand
that it rvould be a great way to rnake rloney and see another part of the world. Kelly
would have her degree by the end of the year and thought that having lived in Japan and
knowing the language shorved enough interest to have her application considered. Kelly
thought that a year or lwo in Japan after her n.)anageilrent degree would improve her
This case u’as u’ritten bv Laura Turek. Coprnghr C1996 br Laura Turek. Used u’ith permission.
This case
w’as prepared as a basis lbr classroom discu:.ior. lrol to illostr&re either the etfective or
ineffective nlanagement
of an administrative sitLration.
rGolden Week is the period lrorn Apr:i lr) :,r lr) 5. in rrhich there are four
-lapanese national holidays.
{an1’Japanese erlp}ot’ees and their lanri;ie. :-r,:: ;rrjran[lge ofthis period to go on t,acation.
681
Case 7
Japanese alld give her r.nore of a competitive advantage when she retllrned to Canada to
begin her career. She also thought that it u,ould be a great way to make money and have
some fun before she came home to staft a real job. She asked her fiiencl horv she could
apply to the program and returned home that ni_uht to u,clrk on her r6sum€.
THE JAPAN EXCHANGE AND TEACHING (JET) PROGRAM
Before the JET Program
The ori-sins ofthe JETprogram can be traced backto 1982. In that year. the Japanese
Ministry of Education (Monbusho) initiated a project known as the Monbusho English
Feilorvs (NIEF) Prograrn, rvhich hired Americans to rvork at the iocal boards of education
in order to assist Japanese English teaching consultants who acted as advisors to the
Japanese teachers of English in the public schools. The task of the MEFs was to oversee
the junior and senior high school English teiichers and to assist them rvith their training. In
1983. the British English Teachers Schenre (BETS) was inaugurated by the Ministry of
Education. However, from the outset the British teachers were statiolred at schools, and
the goals of the program did not only concern English instruction but also sought tcr
increase mutuai understanding and improve friendly relations between the peopies of
Japan and Britain. While there were solne dil}’erences betrveen the two programs, both
shared tr common goal: inviting native English speakers to Japan to assist in improving
lbreign-language instruct ion.
The Birth of the JET Program
The realization that Japan lnust open itself nrore fully to contact with international
society began to foster an awareness of the iniportance of promoting internationalization
and international exchange at the local level. This brought about not only
expanded Engiish instruction, but also a rapid increase in exchange programs. Taking
these new circumstances into account, the Japanese Ministry ol Horne Atlairs in 1985
reieased a paper entitled “Plans for International Exchange Projects” as part of its pliority
policy of local governments for the tbllowing year. In the paper, the Ministry of
Home Alfairs proposed a definite course for the internationalization of local governments,
which ideally would lead to smoothly functioning cultLrral exchanges. All of
these ideas were linally implemented in a concrete project: the Japan Exchange and
Teaching (JET) Program.
The Ministry of Home Allairs abolished the two projects curently in effect (MEF and
BETS) and created a new one that was entrusted simultaneously to tluee niinislries: the
N{inistry of Foreign Affairs, the Ministry of Education. and the Ministry of Home Affairs.
However, the concept of appointing local authorities to implement the prograrn and act as
host institutions was preserved. While discussions were held rvith each of the local authorities
to rvork out the details and ensure the smooth inrp)ementation of such a massi.,,e program,
the formation of a cooperative organization for all local government was expedited.
The Creation of CLAIR
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