CASE STUDIES

A successful case study analyses a real-life situation where existing problems need to be
solved. It should relate the theory to a practical situation; for example, apply the ideas and
knowledge discussed in the coursework to the practical situation at hand in the case study.
1. Identify the problems.
2. Select the major problems in the case.
3. Suggest solutions to these major problems.
4. Recommend the best solution to be implemented.
5. Detail how this solution should be implemented.
There are usually eight sections in a case study:
1. Synopsis/Executive Summary
• Outline the purpose of the case study.
• Describe the field of research.
• Outline the issues and findings of the case study without the
specific details.
• Identify the theory that will be used.
• Note any assumptions made (you may not have all the
information you'd like so some assumptions may be necessary
e.g.: "It has been assumed that…", "Assuming that it takes half an
hour to read one document…").
2. Findings
• Identify the problems found in the case by:
- analysing the problem, supporting your findings with facts given in the case, the relevant
theory and course concepts.
- searching for the underlying problems
• This section is often divided into subsections.
3. Discussion
•Summarise the major problem/s.
•Identify alternative solutions to this/these major problem/s.
•Briefly outline each alternative solution and evaluate its advantages and disadvantages.
•There is no need to refer to theory or coursework here.
4. Conclusion
• Sum up the main points from the findings and discussion.
5. Recommendations
• Choose which of the alternative solutions should be adopted.
• Briefly justify your choice explaining how it will solve the major problem/s.
• This should be written in a forceful style as this section is intended to be persuasive.
•Here integration of theory and coursework is appropriate.
6. Implementation
• Explain what should be done, by whom and by when.
• If appropriate, include a rough estimate of costs (both financial and time).
7. References
• Make sure all references are cited correctly.
8. Appendices (if any)
• Attach any original data that relates to the study but which would have interrupted the flow of
the main body.
. HOW TO WRITE A CASE STUDY
There are two types of case studies:
(1) factual ones depicting real organizations, people, and situations
(2) fictional ones that, although usually based loosely on actual people and events, do not use
real organization's or people's names.

The advantages of factual case studies are that they can provide a wealth of detail, give
credibility to situations and problems, and,
most important, provide real outcomes. Actual results give those who analyse a case real-world
solution:

How did the organization or manager solve the problems?

Did the solutions work?
Although factual cases furnish concrete, not theoretical, solutions, they also have some
drawbacks. Often students or case analysts get hung up debating the details of the case as they
may remember them. Some analysts claim inside information or refer to later outcomes that
bring the organization's solutions into question. When discussing factual cases, analysts tend to
focus on
the accuracy of the details rather than on the appropriateness ofthe solutions. Factual cases
tend to become outdated as organizations,
strategies, problems, and people change over time. Also, if a factual case portrays real
organizations or people in a negative
way, questions of taste, fairness, and even libel can arise. Finally, in a factual case writers must
obviously stick to the facts, which
means that they are limited to dealing with only those management topics that are implicit in the
case. The most effective use of factual cases is for describing current organizational problems,
then analysing and attempting to solve the problems using a consultative approach.

Fictional cases have the drawback that students can never know if a solution worked or not.
Fictional cases are theoretical ones,
and thus often do not have the credibility that factual ones do. On the other hand, fictional case
writers are not constrained by the
facts. Case writers can exercise their poetic license and embellish on problems, issues,
situations, and people in order to focus only
on the problems they want to address. Often the best solution for teaching is to write fictional
cases that closely parallel factual
situations.

GROUP DISCUSSIONS (GD)

A GD is a formal discussion which involves six to fifteen participants who sit in a group to
discuss a topic or a case given for this purpose. It is a methodology used by an organization to
measure whether a candidate possesses certain personality traits
and / or skills that are desired of him/ her. In GDs, the group members have to interpret,
analyse, and argue, so as to discuss
the topic or case threadbare as a team.

. Difference between GD and Debate

A GD is not the same as a formal debate. In a debate, you are supposed to speak either for or
against a motion.
In GDs, on the other hand, all the members of the group are expected to deliberate upon the
issue extensively, and it is possible for any of
them to change their stand if they find themselves convinced about the other side of the
perspective. In GDs, the discussion just
evolves naturally without anything to be proved from the onset.

The very nature of GD, therefore, demands flexibility on the part of the participants, and a lack
of it, or a consequent stubbornness
or rigidity is seen as a serious flaw in their personality.
Number and Duration
In a formal GD, there are six to fifteen members in a group and they are asked to sit in a
circular, semi-circular, or U-shaped
seating style (senate room sitting).
They may be familiar or unfamiliar to each other.
They are given fifteen or forty-five minutes to discuss a topic or a case study depending on its
nature.

Personality Traits to be Evaluated

Following are the most important personality traits that a candidate should possess to do well in
GDs:
● Reasoning ability
● Leadership
● Openness
● Assertiveness
● Initiative
● Motivation
● Attentive listening
● Awareness

Following are some of the points you should keep in mind to exhibit your positive group
etiquette:
● Being friendly and approachable
● Encouraging participation from co-participants
● Avoiding emotions
● Avoiding peer discussion
● Leadership is important because a group without a leader can be as wayward as a ship
without a captain. Some of the attributes of leadership are clarity, objectivity, discernment,
expression, composure, erudition, maturity, amiability, patience, motivation.

Types of GD
GDs are of two types
1. Topic – based
2. Case- based

Topic based can be divided into three types:

i) Factual topics -these are related to day-to-day socio-economic facts or environmental issues.
For example:
Growth of Tourism in India, Higher Education in India etc.
ii) Abstract topics are given at the higher level. These are usually intangible in nature. You
need to approach these topics with innovative and lateral thinking.
For example,
topics like Blue is Better than Green, All are Equal but Some are More Equal than Others etc.
iii)Controversial topics are controversial in nature. Participants are bound to have divided
opinions. These topics are given to observe the maturity level of participants on such issues.
You should not lose your temper or give a narrow interpretation of issues being discussed.
For example,
debatable topics like Reservation Should be
Abolished in India or Women are Unfit for Defence Services etc.

Case studies- based discussion-

these are real-life simulated situations. Usually, these involve some kind of problems which are
to be resolved. The key to such topics is that there is no right or wrong answer, but your
approach to the solution is highly
important.

VERY IMPORTANT
Some tips for Group Discussions

Do’s
● Sit comfortably
● Keep track of time
● Share time fairly
● Encourage participation from others
● Rope in the reticent/ diffident ones
● Listen to the topic
● Organize ideas
● Speak at the earliest
● Allow supporters to back your ideas
● Sound cogent and convincing
● Avoid reproach
● If derailed, bring it back to the track
● Look relaxed and comfortable
● Identify supporters/ opponents
● Maintain eye contact
● Connect to the ideas of others
● Avoid clashes and heated debates
● Reveal and induce friendship
● Feel and reveal keenness to share
● Transcend personal choices
● Take mental notes
● Provide vital points
● Steer the discussion smoothly

Don’ts
● Be in hurry
● Be silent
● Dominate vocally/ physically
● Assume the role of the chairperson
● Be aggressive
● Take extreme stance
● Look at evaluators
● Put up an uninspired and boring performance
● Be curt and dismissive
● Appear to be impatient/ restless
● Indulge in peer discussion
● Look stubborn/ snobbish
● Move/ shift excessively
● Speak fast
● Digress and deviate
● Indulge in debate and altercation
● Get emotional
● Use slang
● Thrust greatness upon yourself
● Ever start your GD with a decisive, firm stand or a conclusion
● Throw all ideas at one shot
● Feel trapped or scared
PRESENTATION SKILLS
Presentations are made every day – to your teacher, to your boss in the workplace, in
front of your customers, and even for friends and relatives. Academic presentation is an
effective speech made
by a person on a particular subject. To make an academic presentation successful the
speaker should have mastery over a number of skills such as:
● His use of language should be suitable to the kind of audience he is speaking to.
● He should know the art of speech, and
● He must have a thorough knowledge of the subject he is dealing with.

There are certain conditions for a successful presentation:

1. THE AUDIENCE
Having an idea about the nature of the audience is key to a successful presentation.
You must know the audience as you draft material for your presentation. You must
establish a good rapport with your audience so that they feel you are one among them.

Audiences can be categorised into two.

1. Primary audience
2. Secondary audience

Primary audiences are those who have lent you their ears. They are the formal
audience who participate in the room where you are presenting. They are active
listeners.
Their age, education, culture and economic status are of vital importance to you.

Secondary audience consists of the opinion leaders who are responsible for the
political, cultural and religious opinion that your primary audience has.
They can be the director of the company or they may be people who decide whether
you deserve a scholarship or not. In an academic presentation you should
know who is present there. Always remember that your secondary
audience is also your friends and family – people who helped you design your
presentation. Be very careful while distributing hand-outs. They travel beyond your
primary audience and hence
avoid making unverified comments in them.

2. THE OBJECTIVE OF PRESENTATION

It is extremely important to know the objective of your presentation:
● Are you speaking to persuade?
● Are you speaking to inform?
An academic presentation is generally a mix of informative and persuasive speaking.
An academic presentation is a mix of persuasion and information.

The following areas should be decided before beginning to deliver your presentation:
1. Language: your language should reveal clearly what your audience wants to know.

2. Trimming your presentation: delete all unnecessary information.

3.Ice breaking: a good way to identify the objective of your presentation is to begin with
an ice breaking session where you gather information about your audience by asking
them to participate in a group activity. Different presenters use different techniques to
make their presentation effective. Some often circulate handouts and questionnaires to
gather information.

TECHNIQUES OF EFFECTIVE PRESENTATION

● First and foremost, surprise and grab attention
● Practice exercise
● Beginning
● Repetition
● Summarizing

3. STRUCTURE OF THE PRESENTATION

The usual sequence in presentation is as follows:
● Introduction (3 minutes)
● Main body (15 minutes)
● Conclusion (2 minutes)
● Question and Answers (10 minutes)

4. VISUAL PRESENTATION AIDS

A presentation of statistical data, figures, diagrams and so on is made clear by the use
of visual aids. Through visual display of ideas, we make our audience see what they
hear. We help the listeners receive our message effortlessly. We keep them
immersed in the presentation. The visual projection of the message also enables the
speaker to keep to the structure of the
presentation.

Use of Visual Aids

Visual aids should be used to:

● Present numerical and statistical data.

● Present topics related to art, design, or any subject which involves display of material.
● Present new data or plan of which the audience is not aware. The new information will
be better understood when seen. For instance, a complex business plan can be orally
presented. But
it will be better understood if supported visually as well.
● Present comparative statements of facts and figures, especially graphic and
diagrammatic forms. Visual presentation of
comparisons always helps comprehension. Suppose you want
to compare two structures; the point of comparison can be better appreciated when
shown rather than described.

Advantages of Visual Aids

● We can easily respond to what we see.
● It promotes interests and arrests the attention of the audience.
● It saves time a lot.
● It increases the effectiveness of communication

How to use Visual Aids?

● Do not use too many visuals.
● Plan the visuals according to your main points.
● Prepare it in bold, clear letters that can be seen even by the
person sitting at the other end of the room.
● Do not fill a slide with too many words.
● Use different colours to distinguish different points.
● Number the slides to avoid confusion.
● Explain the purpose and content of the slide when you show it.

Different kinds of Visual Aids

● Board – Black/white
It is the primary aid used in classrooms. The use of a boardhelps listeners attend with
concentration. The board should be
used skilfully. On a black board white chalk is used and on a white board, dark marker
is used. Do not leave the board
written over, when you end a talk/ lecture.

● Flip charts
A flip chart is a large pad of papers on a stand used as a visual aid for presenting
information to a small group of 15 to 20
persons. They can be prepared in advance for presenting well-drawn diagrams, bar
charts, and all kinds of graphs. Flip charts are of great use for creating and presenting
the audience's
feedback, suggestions, comments, or any other kind of observation, at the end of the
talk.

● Overhead Project
The most often used visual aid in presentation is an overhead projector (OHP). By using
it, the presenter can speak while looking at the audience. The bright and large images
projected on the screen hold the audience’s attention.

Power Point Projection

PowerPoint Projection is the computer-based modification of
OHP. This is a very useful visual aid for professional or academic presentations. This is
projected with the help of a
multimedia projector. An enlarged computer screen displays the information to a large
audience. The visual impact is
impressive and absorbing.

● Video
Video gives you a chance to show stimulating visual information. Use video to bring
movement, pictures and sound
into your presentation. Always make sure that the clip is directly relevant to your
content. Tell your audience what to
look for. Avoid showing any more films than you need.

● Artifacts or props
Sometimes it can be very useful to use artifacts or props when making a presentation. If
you bring an artifact with you, make sure that the object can be seen and be prepared to
pass it around a small group or move to different areas of a large room to help your
audience view it in detail. Remember that this will take time and that when an audience
is immersed in looking at an object, they will find it hard to listen to your talk. Conceal
large props until you need them; they might distract your audience’s attention.

Place of Presentation
Before presenting, check the size, ventilation, and seating arrangement of the room for
the audience. The presenter should place the screen according to the number of
persons and the size of the room. Keep enough space between you and the screen to
indicate the points on the screen with a pointer. Stand as close to the audience as
possible.

NON-VERBAL COMMUNICATION
- Body language
Since the presentation is a live performance, your non-verbal
skills while speaking will influence the audience. Attention is drawn to the following
aspects of your non-verbal behaviour such as:
● Appearance
● Maintaining good/ positive posture
● Eye contact
● Gesture – use positive gestures and hand movements to reinforce your argument.
● Do not stand fixed like a statue.
● Smile and look relaxed while answering questions.

Rehearsal
To give a good presentation, you should rehearse your full performance to be able to:
● Coordinate speech and visual projections
● Know if the information has been properly edited
● Check if the duration is as allowed and specific.
● Minimize your stage fright.

Some guidelines for an effective presentation

● Involve the audience and encourage their participation.
● Avoid doing things that would reduce audience involvement.
● Visualise the successful end of your presentation. Prepare well. Perform well. The
presentation is bound to end well.
● Don’t speak too low in a feeble voice that cannot be heard.
● Don’t shout which makes you sound angry and jarring.

To arouse interest among the audience, do the following:

● Maintain eye contact with the whole group throughout your presentation
● Be simple and clear.
● Put interesting questions to the audience.
● Invite volunteers to role-play.
● Stand close to the audience in a way that you are fully visible to them.
● Make the presentation sound well researched and enthusiastically presented.
● Final tip for effective presentation is to treat stage fright to be a natural experience of
all presenters. Use it as a positive source of nervous energy essential for performing
well.

Thank you
Greeshma G Nair
Grade 2 B
NSS COLLEGE.