Case Analysis

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Case Analysis Essay Example

Case learning is a method of applying theory to sound practical real world applications. Each selected case provides a description of a problem situation taken from a specific company. The purpose of each case is to augment the course content with applications that enable the CalSouthern Learner to apply text materials to a problem and solve that application problem using Learner selected methods and procedures.(Case Analysis Essay Example)

There are no exact answers or perfect solutions to case problems. Indeed, each recommended solution and justification can and is usually different comparatively amongst a group of respondents. The solution must fit the case and must be vigorously supported. The problem statement, analysis, selected solution, and especially the justification of the selected solution, are all critical elements in the case method. There are no short cuts to case presentations but a formalized methodology that enables the case presenter the optimal way to solve the case problem.(Case Analysis Essay Example)

In addition to the case analysis; be sure to answer the question or questions given for the case. Your responses must be complete, using terminology and concepts presented in the primary textbook as well as supplementary resources. You must read and follow the Case Submittal Format file found in the course resources area. Please double-space, use 12 point font, with one inch margins. Be sure to cite your resources and provide the references using APA format. Remember to reference all work cited or quoted by the text authors.(Case Analysis Essay Example)

Complete the following CNP Bank Card Case and answer the accompanying questions

Before banks issue a credit card, they usually rate or score the customer in terms of his or her projected probability of being a profitable customer. A typical scoring table appears below.(Case Analysis Essay Example)


Under 25 25–29 30–34 35 +

(12 pts.) (5 pts.) (0 pts.) (18 pts.)

Time at Same Address

<1 yr. 1–2 yrs. 3–4 yrs. 5+ yrs.

(9 pts.) (0 pts.) (13 pts.) (20 pts.)

Auto age

None 0–1yr. 2–4 yrs. 5+ yrs.

(18 pts.) (12 pts.) (13 pts.) (3 pts.)

Monthly Car Payment

None $1–$99 $100–$299 $300+

(15 pts.) (6 pts.) (4 pts.) (0 pts.)

Housing Cost

$1–$199 $200–$399 Owns Lives with relatives

(0 pts.) (10 pts.) (12 pts.) (24 pts.)

Checking/Savings Accounts

Both Checking Only Savings Only Neither

(15 pts.) (3 pts.) (2 pts.) (0 pts.)

The score is the sum of the points on the six items. For example, Sushi Brown is under 25 years old (12 pts.), has lived at the same address for 2 years (0 pts.), owns a 4-year-old car (13 pts.), with car payments of $75 (6 pts.), housing cost of $200 (10 pts.), and a checking account (3 pts.). She would score 44. A second chart is then used to convert scores into the probability of being a profitable customer. A sample chart of this type appears below.(Case Analysis Essay Example)

Score 30 40 50 60 70 80 90

Probability .70 .78 .85 .90 .94 .95 .96

Sushi’s score of 44 would translate into a probability of being profitable of approximately .81. In other words, 81 percent of customers like Sushi will make money for the bank card operations. Here are the interview results for three potential customers.(Case Analysis Essay Example)

David Edward Ann

Name Born Brendan McLaughlin

Age 42 23 33

Time at same address 9 2 5

Auto age 2 3 7

Monthly car payment $140 $99 $175

Housing cost $300 $200 Owns clear

Checking/savings accounts Both Checking only Neither

1. Score each of these customers and estimate their probability of being profitable.

2. What is the probability that all three are profitable?

3. What is the probability that none of them are profitable?

4. Find the entire probability distribution for the number of profitable customers among this group of three.

5. Write a brief summary of your findings.(Case Analysis Essay Example)

Assignment Outcomes
Describe types of statistics (descriptive and differential), variables, and levels of measurement.
Understand that statistics are value neutral, but can be used to support discriminatory and biased value positions.
Integrate and apply Critical Thinking and content specific competencies ethically to course concepts
Analyze and evaluate your overall comprehension of the course relative to a broad-based evaluation of you understanding of the course concepts


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