Description Case Study: 6-6. LET MY SON GRADUATE EVEN THOUGH HE FAILED TWO COURSES (ISLLC STANDARD 5) Describe how Covey’s principle-centered leadership skills can be used to effectively resolve managerial issues. Read the case study an identify a managerial/leadership issue and how it was resolved in the work place.  How would you have handled this dilemma?   What is the expected outcome of the proposed solution? Use the steps below to help you respond this case study:  1. Identify the most important facts surrounding the case. 2. Identify the key issue or issues. 3. Specify alternative course of action. 4. Evaluate the course of action. 5. Recommend the best course of action. POST CASE STUDY: 6-6. LET MY SON GRADUATE EVEN THOUGH HE FAILED TWO COURSES (ISLLC STANDARD 5) You are the principal of a small-town high school. This is the month of ?ay and grad? ­ ation is two weeks away. Students who were in jeopardy of not graduating due to failing grades were notified several times since January. The school has a policy that allows students to walk across the stage if they are short one course, but any more than that would prohibit the!ll from participating in the ceremony. You have mixed feelings about this policy, and you’ve checked with other high schools regarding their policies. Some have a zero-tolerance policy, which allows students to walk across the stage only if they have completed all their requirements. Others allow students to walk across the stage if they are three courses short of the graduation requirements. Of course, in that scenario no diploma would be issued until the student successfully completes the necessary courses. Your high school is in the middle of the range, with a one-course allowance. Your board of education is adamant about this, and some of the board members feel that the current policy is too liberal. This morning, you receive a phone call from the parent of one of the students who is in jeopardy of not graduating. This student is failing three courses and is not showing signs of being able to turn this around in the next two weeks. The parent expla _ ins to you that she has invited family members from other states to come to the graduation. Motel accommodations have been made and airline tickets have been purchased. Not to allow her son to graduate would be a tremendous burden on the family. You respond with the hope that her son can complete the missing assignments and bring his grades up so he will be able to graduate. You tactfully and kindly inform her that she should be having this conversation with her son. His future is under his control. But she continues on with excuses as to why her son is in this situation. “He’s a good boy, but he just doesn’t take school seriously. We want him to graduate so he can get a job.” You listen attentively and express concern about the motel and airline reservations. The parent goes on to explain that while she is hoping her son can turn his grades around, no one will know that until right before graduation. That would be too late to cancel the reservations, according to her. She then boldly asks if you can make an exception for her son and allow him to walk across the stage regardless of how many courses he might pass or fail. She merely wants the relatives to see him participate in the graduation ceremony. They don’t have to know if he really graduates or not. Your heart goes out to her, and you understan/i the embarrassment that she would feel if she had to cancel the family’s plans at the last minute. But you also know how strongly the board of education members feel about the current policy. To not abide by that policy would never be acceptable to the board members. You would be jeopardizing your own career with that decision. But the parent begins to cry, and you really feel bad for her. She’s right about her son. He isn’t a bad kid; he just doesn’t take school seriously.

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