Learning with Cases

Topic 1 - Background - Why are cases used?Topic 2 - The Three Stage Learning Process Topic 3 - Individual Preparation for CasesTopic 4 - Small Group Discussion Topic 5 - Large Group DiscussionTopic 6 - Preparing for Case Presentations,

Reports and Exams

Slides prepared by Rodney Allen Holmes, Lecturer, Inti College Sarawak

Based on the book, “Learning with Cases”, written by Mauffette-Leedners, Erskine and Leenders of the University of Western Ontario, London, Ontario.

Background - Why are Cases used?

What is a case? “A case is a description of an actual situation,

commonly involving a decision, a challenge, an opportunity, a problem or an issue faced by a person (or persons) in an organization.”(Mauffette-Leedners, Erskine and Leenders, p 2)

Why are cases used?

Analytical skills Problem Identification Skills Data Handling Skills Critical Thinking Skills

Decision Making Skills Generate Different Alternatives Select Decision Criteria Evaluate Alternatives Choose the best alternative Formulate Congruent Action and Implementation Plans

Purpose of case continued

Oral Presentation SkillsTime Management SkillsInterpersonal skillsCreative SkillsWritten Communication Skills

Topic 2 - The Three Stage Learning Process

The Case Difficulty Cube - Dimensions

Analytical Dimension

“What is the case reader’s task with respect to the key decision or issue of the case?”

The Concept Dimension

“What theories, concepts or techniques might be useful in the understanding and/or resolution of this situation?”

The Presentation Dimension

“What is really important and relevant information here and what is till missing?”

Topic 2 - The Three Stage Learning Process

The Three Stages

Stage 1 - Individual Preparation

The foundation on which quality and quantity of case learning depends

you take on the role and responsibility of the decision maker - you have to become familiar with the information of the case. How should the person involved solve the problem?

Analytical and case solving process - based on the theories you learned in class

Good individual case preparation involves a high level of self-discipline and hard work

Stage 2 - Small Group Discussion

Teach othersEncourage Individual PreparationSpeak about every caseDevelop Communication SkillsRecognize Good IdeasFoster Effective TeamworkBuild confidenceBuild relationships

Stage 3- Large Group Discussion

Learn by DoingRespond as requestedTeach OthersPractice Public speakingBe IncludedTest IdeasGet Good Grades

Topic 3 - Individual Preparation for Cases

The Short Cycle Process

The Long Cycle Process

Normal Case Outline

The Short Cycle Process

Step 1 - Read opening and ending paragraphsStep 2 - Who? What? Why? When? How?Step 3 - Quick look at the case exhibitsStep 4 - Quick review of the case subtitlesStep 5 - Skim the case bodyStep 6 - Read assignment questions

The Long Cycle Process

Part 1 - Read the casePart 2 - Apply the case solving process

Step 1 - Define the Issue Step 2 - Analyze the case data Step 3 - Generate alternatives Step 4 - Select decision criteria Step 5 - Analyze and evaluate alternatives Step 6 - Select preferred alternatives Step 7 - Develop an action and implementation

Part 1 - Case Outline

The Opening Paragraph identifies the name and location of the

organization, who the decision maker is, what the decision or issue is and the situation takes place

The Organization Background Section

Case Outline

The Specific Area of Interest detailed description of the specific area in the

organization in which the decision maker is employed.

The Specific Problem or Decision or Possible Alternatives

The Concluding ParagraphExhibits

Part 2 - Case AnalysisStep 1

Step 1 - Defining the Issue - produce a clear and comprehensive statement of the issues involved in the case. The following slide shows the Case Issue and

Urgency Matrix. It can be useful in identifying the important issues in the case.

Issue Importance and Urgency Matrix

IMPORTANCE

URGENCY

Low High

Low I II

High III IV

Case Analysis - Step 2

Step 2 - Analyzing Case Data Cause and Effects - How can you identify the

causes?Who found out what and when and how?What is the time line and causal sequence of

events that have produced the current situation?Can you anchor your views with evidence from

the case either using facts and.or opinions attributed to people in the case?

Case Analysis - Step 2

Constraints and Opportunities - the key resources of the organization to be money, people, materials, equipment, facilities and the management system - each of these resources or a combination of them can be a opportunity or constraint

Quantitative and Qualitative Assessment Quantitative Analysis may be necessary

sometimes(ratio analysis)

Case Analysis - Step 3

Step 3 - Generating Alternatives if the case contains one or more alternatives, look for at

least one new one. The status quo can always be considered to be an

alternative

Case Analysis - Step 4

Step 4 - Selecting the Decision Criteria - before choosing one or a combination of your alternatives, it is important that you clearly define the criteria against which to compare all possible alternatives.

They are the standards by which alternatives can be evaluated and compared. The next slide gives you examples of decision criteria

Common Decision Criteria

Quantitative Qualitative

profit competitive advantagecost customer satisfactionreturn on investment employee moralemarket share corporate imagecapacity ease of

implementationdelivery time synergy

Case analysis - Step 5

Analyzing and Evaluating Alternatives you need to compare and contrast each of your

alternatives against the criteria you have selected, in order to make the best decision.

The next slide gives you an example.

Alternative Analysis Matrix

Decision CriteriaAlternatives

Cost Time Ease ofImplementation

CustomerSatisfaction

1.

2.

3.

4.

Case Analysis - Step 6 & 7

Select the Preferred Alternative

Developing an Action and Implementation Plan the action plan should answer five basic questions:

who, what, when, where and how?

Topic 4 - Small Group Discussion

Group Size - have a minimum of three and a maximum of five

Group Composition - ideally the group should be reflect a variety of skills, cultures, experiences and expertise

Group Rotation - Time - Time related to the small group discussions is

related to the size of the group the more members you have, the more time your

small group will take

Small Group Guidelines

Each individual must attend the small group discussion and must be fully prepared

Each group member must participate actively in the small group discussion

It is not necessary to have a small group leader, a recording secretary, a spokesperson

Establish and stick to the time limit

Small Group Discussions

Quick Review of the Short Cycle Process conclusions

Do all members agree as to what the issues of this case is and from which viewpoint it must be addressed?

Review of the Long Cycle Process conclusions Each group member contributes his/her analysis

and solution Spend the most of the small group time

Small Group Discussions

Review of special difficulties - opportunity for group members to help each other in terms of the analysis, the process or something else.

Anticipation of class discussion

Topic 5 - Large Group Discussion

In class - Pre class - organize and review notes get into the mood of the case check a point of analysis with an classmate

Pre-Case or “Warm up”

Large Group Discussion

The Case Discussion Start - The Issues Identification Case Data Analysis Alternatives and Decision Action and Implementation Plan

Post case or Closing