learning with cases

Learning with CasesTopic 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 PreparationThe 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 DiscussionTeach othersEncourage Individual PreparationSpeak about every caseDevelop Communication SkillsRecognize Good IdeasFoster Effective TeamworkBuild confidenceBuild relationships

Stage 3- Large Group DiscussionLearn by DoingRespond as requestedTeach OthersPractice Public speakingBe IncludedTest IdeasGet Good Grades

Topic 3 - Individual Preparation for Cases

The Short Cycle ProcessThe Long Cycle Process

Normal Case Outline

The Short Cycle ProcessStep 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 ProcessPart 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 OutlineThe 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 2Step 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 3Step 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 4Step 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 Qualitativeprofit competitive advantagecost customer satisfactionreturn on investment employee moralemarket share corporate imagecapacity ease of

implementationdelivery time synergy

Case analysis - Step 5Analyzing 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 of

ImplementationCustomerSatisfaction

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 DiscussionGroup Size - have a minimum of three and a

maximum of fiveGroup Composition - ideally the group should be reflect

a variety of skills, cultures, experiences and expertiseGroup 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 GuidelinesEach individual must attend the small group

discussion and must be fully preparedEach group member must participate actively in

the small group discussionIt is not necessary to have a small group leader, a

recording secretary, a spokespersonEstablish and stick to the time limit

Small Group DiscussionsQuick 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 DiscussionsReview 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 DiscussionIn 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 DiscussionThe Case Discussion

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

Post case or Closing