Learning with Cases

1. Learning with Cases • Topic 1 - Background - Why are cases used? • Topic 2 - The Three Stage Learning Process • Topic 3 - Individual Preparation for Cases • Topic 4 - Small Group Discussion • Topic 5 - Large Group Discussion • Topic 6 - Preparing for Case Presentations, Reports and Exams

2. 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.

3. 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)

4. 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

5. Purpose of casecontinued • Oral Presentation Skills • Time Management Skills • Interpersonal skills • Creative Skills • Written Communication Skills

6. Topic 2 - The Three Stage Learning Process The Case Difficulty Cube - Dimensions

7. Analytical Dimension • “What is the case reader’s task with respect to the key decision or issue of the case?”

8. The Concept Dimension • “What theories, concepts or techniques might be useful in the understanding and/or resolution of this situation?”

9. The Presentation Dimension • “What is really important and relevant information here and what is till missing?”

10. Topic 2 - The Three Stage Learning Process The Three Stages

11. 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

12. Stage 2 - Small Group Discussion • Teach others • Encourage Individual Preparation • Speak about every case • Develop Communication Skills • Recognize Good Ideas • Foster Effective Teamwork • Build confidence • Build relationships

13. Stage 3- Large Group Discussion • Learn by Doing • Respond as requested • Teach Others • Practice Public speaking • Be Included • Test Ideas • Get Good Grades

14. Topic 3 - Individual Preparation for Cases The Short Cycle Process The Long Cycle Process Normal Case Outline

15. The Short Cycle Process • Step 1 - Read opening and ending paragraphs • Step 2 - Who? What? Why? When? How? • Step 3 - Quick look at the case exhibits • Step 4 - Quick review of the case subtitles • Step 5 - Skim the case body • Step 6 - Read assignment questions

16. The Long Cycle Process • Part 1 - Read the case • Part 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

17. 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

18. 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 Paragraph • Exhibits

19. 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.

20. Issue Importance and Urgency Matrix

21. 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?

22. 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)

23. 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

24. 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

25. Common Decision Criteria

26. 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.

27. Alternative Analysis Matrix

28. 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?

29. 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

30. 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

31. 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

32. 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

33. 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”

34. Large Group Discussion • The Case Discussion • Start - • The Issues Identification • Case Data Analysis • Alternatives and Decision • Action and Implementation Plan • Post case or Closing