My Question is which is basically a case study which is as follow and followed by questions

CASE1 : How Come They Make More Than Me? Fran Jefferson began her job as the supervisor of the Training Department of Metro Bank and Trust Company almost four years ago. She was generally pleased with the four trainers and one secretary in her unit. Indeed, Fran took pride in her ability to create a high morale and high performance unit. This was particularly pleasing to Fran because they were constantly busy and barely able to keep up with the volume of training expected from them. Then, early on Wednesday morning, Fran's secretary, Judy Martin, knocked on Fran's door and asked to see her. Fran liked Judy and considered the secretary to be one of her "stars." Indeed, in an effort to develop Judy's talents and abilities, Fran had gone out of her way to give Judy special assignments, including her in all the major planning activities of the department and entrusting her with the administration of certain departmental programs, such as tuition assistance and evaluation follow-through. By now, Judy functioned more as an administrative aide than as a secretary. It was clear that Judy was upset about something as she seated herself in the chair next to Fran's desk. Slowly, Judy placed a job-posting application form in front of Fran. She would not look her supervisor in the eyes. Fran was surprised, to say the least. As far as Fran knew, Judy liked both her job and working in the Training Department. In turn, everyone else in the department liked and respected Judy. Fran looked over the form and said casually, "So you want to post for the executive secretary job in the Branch Management Division." She paused "Could I ask you for some additional information, Judy? I'm kind of surprised." Judy looked at her clasped hands, thinking. Fran waited. Finally, Judy looked up and said: "I noticed in last week's job posting that the executive secretary position is graded as a 14. Now that's two grades higher than my job!". She caught her breath. "You know my friend Mary Johnson works over there. She told me that half the time the secretary sits around doing nothing." Judy continued, gathering some anger in her look and resentment in her voice. "Look, Fran, you know how hard I work, how hard we all work, around here. I mean, I'm always busy. I don't see why I should work in a job graded at a 12 and work twice as hard and yet not be paid the same as that secretary. The job requirements for the job are just a little higher than mine, and the merit raise you gave me last month hardly helped at all." Fran listened; then she replied: "It sounds to me, Judy that you're feeling angry because you think you should be paid more for the work you do and that you want to switch jobs rather than put up with things as they are. Am I right?" Judy nodded her head in agreement. Fran knew, though, that the Metro job evaluation system was up to date and that the executive secretary position to which Judy referred did require additional background experience, skills, and responsibilities beyond what was needed in Judy's current job. Because her secretary was such a good employee and a nice person, Fran was quite concerned. She felt strongly that moving to the executive secretary job would not be what Judy really wanted, and she hated to lose Judy, especially if her decision was based on faulty reasoning and the move would not be good for her. Fran tried to figure out what to do

. Questions Where i have to complete the following steps by reading the top paragraph

Case Analysis Guidelines Step 1. What are the key issues or problems of the case? Any case may suggest several interpretations of what the focal concerns are. It is helpful to begin by identifying as many different interpretations as possible. Have each participant state why he or she identified the issues or problems as key. Step 2. Prioritize the problems. Participants should focus on the key issues of the case. This may involve selecting one of the issues already raised or creating a new statement that identifies the problem. In some cases, there may be several problems at work, in which case participants may wish to simply rank the problems in terms of either potential importance or timing of impact. Step 3. Brainstorm the options available to the leader. There is always one option: Do nothing. However, there are usually several ways to respond to a problem, and helping participants identify those options is an important part of case discussions. Participants should be encouraged to use their best brainstorming skills to determine what the options are. Step 4. Evaluate the options. Each option will have advantages and disadvantages. In management and human resource issues, there are several criteria that may be useful for evaluating different options, including: The power of the option to solve the problem The impact of the option on organizational performance and/or morale Legal or regulatory liabilities and requirements Cost of the option The ability of the person(s) involved to carry out the option (in terms of skill, authority, or basic motivation) Step 5. Select the optimum solution The ideal solution will produce the best outcome at the least cost. In management situations, this may not be possible. Therefore, selecting the best solution may involve balancing competing opportunities and constraints with an optimum solution that produces satisfactory outcomes on as many criteria as possible. Step 6. Describe how the solution should be implemented. Create a plan or "script" of what the manager or supervisor should do to implement the solution.