November 3, 2010

Learning with Cases

Book Review

by Muniba Khan

Institute of Business Administration - Case Unit

November 3, 2010

Learning with Cases

Table of Contents
Abstract ......................................................................................................................................................... 4 Chapter One: Cases and the Case Method ................................................................................................... 5 What Is A Case?......................................................................................................................................... 5 Why Are Cases Used? ............................................................................................................................... 5 What Is Expected Of You? ......................................................................................................................... 6 Chapter Two: The Case Difficulty Cube and the Three Stage Learning Process ........................................... 7 Educational Challenge of a Case and the Case Difficulty Cube ................................................................. 7 Analytical Dimension ............................................................................................................................ 7 Conceptual Dimension .......................................................................................................................... 7 Presentation Dimension........................................................................................................................ 7 The Three Stages of Learning with Cases.................................................................................................. 8 Individual Preparation........................................................................................................................... 8 Small Group Preparation....................................................................................................................... 8 Large Group Preparation ...................................................................................................................... 8 Chapter Three: Individual Preparation ....................................................................................................... 10 Case Assignments ................................................................................................................................... 10 Standard Assignment Question .......................................................................................................... 10 Other Types of Assignments ............................................................................................................... 10 The Short Cycle Process .......................................................................................................................... 10 The Long Cycle Process ........................................................................................................................... 11 Detailed Reading of the Case .............................................................................................................. 11 Analyzing the Case .............................................................................................................................. 11 Missing Information and Assumptions ................................................................................................... 12 Evaluating Results ................................................................................................................................... 12 Chapter Four: Small Group Discussion........................................................................................................ 13 Organizing an Effective Small Group Work ............................................................................................. 13 Establishing Small Group Guidelines ...................................................................................................... 13 Institute of Business Administration - Case Unit 2

November 3, 2010 Discussing in the Small Group ................................................................................................................. 13 Identifying and Dealing Small Group Problems ...................................................................................... 14 Chapter Five: Large Group Discussions ....................................................................................................... 15 Large Group Discussion Process ............................................................................................................. 15 In-Class Pre-Class .................................................................................................................................... 15 Pre-case or Warm-up........................................................................................................................... 15 The Case Discussion ................................................................................................................................ 15 Post-Case or Closing ................................................................................................................................ 16 Participation in the Large Group Discussion ........................................................................................... 16 Effective Participation ......................................................................................................................... 16 Ineffective Participation ...................................................................................................................... 16 Personal Strategies and Tactics for Managing Your Contributions ........................................................ 16 Chapter Six: Case Presentations, Reports and Exams................................................................................. 18 Case Presentations.................................................................................................................................. 18 Case Reports ........................................................................................................................................... 18 Case Exams.............................................................................................................................................. 19

Institute of Business Administration - Case Unit

November 3, 2010

Abstract
Learning through cases has become a popular method of teaching in a classroom, especially in business schools. But how to read and analyze a case study is the true challenge that the students need to work on. This report will cover a brief discussion on a book named Learning with Cases written by James A. Erskine, Louise A. Mauffette-Leenders and Michiel R. Leenders. The authors have worked together and have done a sensational job of writing the process of solving a case in the most simplified manner possible. The book is a guide for new comers who have just started to study how to analyze a case. The report will discuss the book, taking one chapter at a time so that the key points can be highlighted.

Institute of Business Administration - Case Unit

November 3, 2010

Chapter One: Cases and the Case Method

The first chapter of the book discusses what a case is really meant to be and what the core reason for studying a book is. Till a reader does not understand the concept of what a case is and why it is made, how can he / she go ahead and study the case?

What Is A Case?
Having a thorough understanding what a case is the first important step for a reader to know. This is why the authors have made an effort in defining it in clear and simple words for the reader to comprehend. If the reader is not aware of the importance, there is a chance that the reader may be uninterested half way through the case. Working for a plausible reason is more motivating than working the other way round. According to the authors, a case is a description of a company and a specific situation it is in. the case could be describing a threat that the company may be facing, an opportunity that needs to be grasped, or a problem or issue that needs to be dealt with as soon as possible. A case is usually developed through the keen observation of the case writer. The case writer would need to pay a visit to the company where he / she would intend on wording all that can be seen. However, that is a not a possibility. The case writer would eventually note down the current situation that the company is in and the focus would be on the individual employee who is intended to make a decision. There are some hidden or implied information pieces that need to be pinpointed by the reader himself such as the political, economical or technological impact of the environment on this decision.

Why Are Cases Used?

Cases are mainly written to groom specific skills of the reader and there are a number of skills that were identified by the authors. The focal point of the book is captivated in these eight skills of a reader. The skills that have been brought into the limelight by the authors are: 1. Analytical skills through case reading, a reader is forced to brush up on his thinking and analytical skills in order to solve a certain defined problem with the information given. 2. Decision making skills the reader is trained to formulate a set of alternative decisions from the given circumstances and then a final decision must be made.

Institute of Business Administration - Case Unit

November 3, 2010 3. Application skills theory is the foundation of solving a case. If the reader has read the case, he / she would be able to understand which theories are backing the case so as to help him / her out while structuring the solution. 4. Oral communication skills solving a case does not mean only reading the case and answering the questions given. Rather solving a case involves interaction with a group of people where the reader would be voicing his / her opinions and judgments and supporting them with evidence. 5. Time management skills within a specified span of time, the reader is to read, analyze and reach a decision for the company. This would have the reader on his / her toes at all times and such a skill is required in the real corporate environment. 6. Interpersonal or social skills interaction with a group of people is also a part of the learning process for cases and this is why it can be said that when analyzing a case, the reader is able to brush up on his / her ability to work as a cohesive team with other team members. 7. Creative skills with the task of formulating alternative solutions for the case solution, the reader would be forced to use his / her creative skills. 8. Written communication skills the case learning process also includes that the reader would need to take regular notes to prepare one.

What Is Expected Of You?

There are a few requirements from the reader in terms of the contribution he / she can make in solving the case. Some of the pointers that have been discussed in the book are: 1. Take an active role in your learning the reader needs to be cooperative enough to teach others when solving the case and also be able to take risks in varying the thinking perspective. 2. Follow a code of professional conduct one needs to be professional when dealing with a case because the discussion of the case also deals with interaction in small and large groups and that means that the reader would need to work cohesively with the team. 3. Commit yourself to ongoing learning solving cases is not only confined to the content of the case but is rather related to all information that can be found from different sources.

Institute of Business Administration - Case Unit

November 3, 2010

Chapter Two: The Case Difficulty Cube and the Three Stage Learning Process
Educational Challenge of a Case and the Case Difficulty Cube
The case difficulty cube is a technique of understanding how to allocate the time and effort resources efficiently. The cube consists of three dimensions, namely the analytical, conceptual and the presentation dimension and each of these dimensions have their varying degrees. Analytical Dimension The analytical dimension deals with the final decision that is to be taken. This means that the case would either include the alternatives that are available within the content of the case or the final decision that has been drawn. A first degree of this dimension would mean that the final decision has been defined in the case itself. This would make it difficult for the reader to analyze the case as the analysis would be impacted by the final decision that has been given. A third degree of this dimension is when the final decision has not been given but rather the situation has been described in great detail for the reader to analyze carefully. Conceptual Dimension Students usually study theories in great detail but get a less opportunity to apply the theory some place. This is where the conceptual dimension comes in where it is necessary for the reader to be able to apply the theory to the actual case. a first degree to this dimension would be when the case content would make it extremely obvious as to which theories would be applied. The third dimension, on the other hand, would make things difficult and have the reader relate to a number of hidden theories that can be applied to the case. Presentation Dimension Of course, the presentation of the content also matters to a great extent when the reader is analyzing the case. If the case is easy to go through and organized in a manner that the reader would face no difficulty in finding the facts and forming opinions, the case is said to be in the first degree of the presentation dimension. However, there are times when the case content is too long and the information has been provided in a haphazard manner. This would mean more work for the reader and he / she would need to look at different sources of information for forming facts and opinions.

Institute of Business Administration - Case Unit

November 3, 2010

The Three Stages of Learning with Cases

For solving a case, there is an ideal three stage learning process that helps the students to learn in an efficient way. Individual Preparation When a case is handed over as an assignment to the student, the first duty of the student is to study the content him / her self. This means that the student would need to spend some individual time on the case trying to formulate facts and opinions of his / her own before jumping into a group discussion. This individual work would actually be the homework for the upcoming group discussions. The individual would need to read the case in a manner where the student would put him / her self in the shoes of the focal character that is facing a certain situation in an organization and then create the scope for decision making. Small Group Preparation The next step for solving a case is the small group discussion that would be held between students. The main objective of the group discussion would be to teach others the concept of the case, help build confidence within the weak students so that they can speak up their opinions as well as recognize key ideas of the case. Every individual thinks in a different pattern and this is why a group discussion is considered as a foundation of building up ideas. The goal is not to reach a final decision in the small group but rather it is a warm up for the large group discussion where everyone can voice their understanding. Large Group Preparation The basic advantages of the large group discussion are almost the same as the small group. The large group discussion is the classroom environment where the students would be providing their input, based on the outcomes of the small group discussion. The outcomes of the large group discussion should be to: 1. Learn by doing by talking and participating in class in order to sharpen the minds. 2. Respond as requested by the teacher 3. Teach others of the content of the case as to what is really implied by the information given and that which is hidden 4. Practice public speaking by participating in class and learn to make eye contact 5. Be included in the discussion as it makes the student more attentive Institute of Business Administration - Case Unit 8

November 3, 2010 6. Test ideas by having them included in the discussion. This would help the student understand whether he is on the right track or not. 7. Get good grades because at the end of the class, it is really the grades that matter for the student along with the expertise that is accumulated.

Institute of Business Administration - Case Unit

November 3, 2010

Chapter Three: Individual Preparation

Case Assignments
There are a number of types of assignments that can be formed with a case study in order to broaden the horizon of thinking for the students. The case content can be thought of and analyzed with different angles and there is a need for the student to do so, so that he / she can understand the exact picture of the organization and what is really happening. The student would not be able to empathize with the focal character till the situation is not well versed. Standard Assignment Question A standard assignment question of the case would either be found at the end of the case or would be clearly defined in the case where the student would need to find a solution. The standard assignment question would become the central point around which the student would analyze the case. Other Types of Assignments A number of other types of assignments can also be provided to the students such as a consumer analysis of the market segment that the case is defining, or a detailed financial analysis of the organization so as to understand the financial strength. Certain decisions can be then based on the financial data that is calculated.

The Short Cycle Process

The short cycle process of the case learning would include having to brush through the case in a confined time span where the reader would only be trying to grasp on to the main points of the case and where the problem actually lies. There is a need for the student, if he / she is doing it for the first time, to work in this manner so as to have the concentration built up rather than shatter. The short cycle process includes: 1. Reading the first and last few paragraphs of the case 2. Answering the Who, What, When, Why, Where and How of the case 3. Skimming through the case body, exhibits and subtitles 4. Reading the assignment questions and pondering on them

Institute of Business Administration - Case Unit

10

November 3, 2010

The Long Cycle Process

The long cycle process includes a detailed reading of the case where the student would actually be going through each detail that has been provided in the case and beyond. This would be the beginning of the formulation of opinions and suggestions to be posed to the group discussions that are coming up. Detailed Reading of the Case The student would start off with the opening paragraph of the case where the introduction of the organization may be given. Then the student will go on to read the history of the organization (structure, products, competition and many more) and then have a clear understanding of what the organization does as a business and what its specific field of interest is,. Once the student is comfortable with the organization and has a look and feel of what the organization must work like, the student would focus on the problem that is catered in the case. The problem would then be addressed by creating alternatives if necessary and then using the appropriate decision criterion, a final decision would be made. Analyzing the Case Some of the activities of the long process include: 1. Define the Issue the student would need to focus on all the issues of the case and then have them categorized according to their importance and urgency. An importance and urgency matrix is usually formed, which is a four quadrant square, each labeled with a dimension of importance and urgency. The student would them be able to contemplate which issues are immediate and which are not that urgent. 2. Analyze Case Data every case is different from another and the tools and theories that are applied to a case may not necessarily be applied to another. This is why it is necessary that the student be able to analyze the case data first and understand which theories are to be applied to the case. Once done so, the student would be able to define the cause and effects of the case as well as the constraints and opportunities that are prevalent within the organization. A qualitative and a quantitative analysis can also be conducted for the case. 3. Generate Alternatives now is the time for the student to have the data in front of him / her and start formulating the different alternatives that he / she can think of. These alternatives may be absurd to some point as long as they relate to the case and are realistic. The student must put on the creativity cap and start thinking. Institute of Business Administration - Case Unit 11

November 3, 2010 4. Select Decision Criteria this step includes creating standards and the basis on which decisions would be made. 5. Assess Alternatives using the defined criterion, the student would then assess the outcomes. The student may use a tree diagram to assess the probabilities of the alternatives occurring or use the quantitative and the qualitative assessment for the alternatives. 6. Select Preferred Alternative once the criterion has been made and the alternatives been assessed, the final decision would be reached as to which decision is considered to be the best. 7. Develop an Action and Implementation Plan the student would also need to make out an implementation plan as to how this solution would be put into action within the organization, considering the issues that may be prevalent within the culture. The student would need to consider the contingency plan along with it in case the solution fails.

Missing Information and Assumptions

Sometimes a case may not contain all the data that is required by the student to have a desirable solution. This is why assumptions need to be made during the analysis phase of the learning. The assumptions can be based on the content given in the case or the student can assume that the organization is running normally and has no problems, if not specified in the case. There are times when the student may also assume for creating a decision criterion or create an if-then situation. This would mean that the student would be able to cover all facets of the case and not have a perfect person assumption where everything is assumed to be in place once the solution has been implemented.

Evaluating Results
The student may not be there within the organization to see how the solution worked. But what the student can do is evaluate on his / her own as to when the results are expected to be realized and what is the criteria on which the student may say that the decision made was correct.

Institute of Business Administration - Case Unit

12

November 3, 2010

Chapter Four: Small Group Discussion

Organizing an Effective Small Group Work
There are a number of factors that must be kept in mind when a small group is being prepared for solving a case. These factors matter to a great extent as they eventually have an impact on the participation of the students amongst each other. 1. Size- the group should be within three to five participants so that each one could have enough time to participate and voice out opinions. 2. Composition the teacher or the students should ensure that the composition of the group is not an extreme but rather must be balanced between people of different backgrounds, cultures and mindsets. 3. Rotation the groups must be rotated every two weeks so that the students must know about one another understand how they must work together as a team to solve a case. 4. Time the time taken for a group to discuss a case should not go beyond twenty to thirty minutes if all the participants are prepared with their individual work and are willing to participate actively. 5. Timing and Location the timing and location of the discussion should be suitable for all participants.

Establishing Small Group Guidelines

The small group need not have a leader or a speaker for the group. The essence is not to conduct a focus group but rather is to conduct an informal group discussion about the case and what is the basic concept behind it. Every participant must be well prepared with the work and must ensure that he / she attend and participate else the true essence of the small group discussion would be lost. The group need not have a recording secretary as well as every participant is responsible for his / her own notes.

Discussing in the Small Group

When discussing in the small group it is advised that the team members discuss the short and long process guidelines, whether they have all been followed and understood. If they have not been understood clearly, then the members can work together in order to explain what the real idea is. The concept of the small group is not to reach a final decision but is to rather understand the case before

Institute of Business Administration - Case Unit

13

November 3, 2010 entering the class. The members must also anticipate the kind of questions that may be posed in class and their possible answers.

Identifying and Dealing Small Group Problems

As it is said that every man for himself, however, in a small group there is a need for the group to move together in order to achieve the objective successfully that it has set out to achieve. The group must be able to handle all time management, interpersonal and preparation issues. These issues must not be brimmed to the top during the group discussion as it may hinder the momentum of the discussion itself and the conversation may divert. The team members must buck up the remaining members to be prepared at all times and also help them in understanding, if there is any.

Institute of Business Administration - Case Unit

14

November 3, 2010

Chapter Five: Large Group Discussions

Large Group Discussion Process
Unlike the small group discussion, the large group discussion does not have any structure and it is rather a large group of people bringing forward their opinions ad ideas of what is really happening in the case. So being well prepared for this discussion is the key for participating actively.

In-Class Pre-Class
The beginning of the class would be dedicated to the students walking into the class and settling down. There are different ways of starting a class and that really depends on the instructor, as to how he / she want to begin the class.

Pre-case or Warm-up
The warm up of the class is when all the students have settled down and when the instructor would like to start off with the class and set the mood for discussion. There are a number of ways in which the warm up can be done such as: 1. Greetings, announcements or general comments 2. Review of previous classes 3. Assignments for future cases 4. News items 5. Discussion of theoretical concepts 6. Course context discussions

The Case Discussion

The discussion on the case can be started off by any student who would either be a volunteer to the discussion or rather a student who was pointed out by the instructor. The student would then start giving a brief summary of what the case is all about and that is where the discussion really picks up. The discussion would include the introduction to the case, the issue identification, the analysis of the case data, the alternatives and then finally the action and implementation plan. All of this discussion would be based on the notes that were prepared during the individual preparation and the small group discussions.

Institute of Business Administration - Case Unit

15

November 3, 2010

Post-Case or Closing
The conclusion of the class could be conducted by the instructor where he would re-emphasize the importance of the case and its theories. The instructor may also relate the discussion to the upcoming class so that the students are well aware of the class content that is to come.

Participation in the Large Group Discussion

Effective Participation When participating in a group discussion, there is a need for a few guidelines to be followed. In roder to set the pace of the discussion, there is a need for the participants to raise their hands whenever they want to speak because with all the participants speaking at once, there is a lesser possibility of the case being understood clearly. The discussion may also have right and wrong answers being provided by the participants. The wrong answers should not be disheartening for the participants as the wrong answer helps to understand where the participant has misunderstood the case. Another point to ponder on in a large discussion is that there is no need to continuously participate in the discussion. The quantity of participation does not outweigh the quality of participation. Ineffective Participation There are ways of participating ineffectively in a discussion as well and this can cause a hindrance to achieving the goal that has been set out by the members of the group. A participant can be distracting to the discussion by: 1. Not having any valuable participation of one won but rather repeating what the other has already said. 2. Creating unrealistic assumptions to digress the class. 3. Asking questions that do not move the discussion further but rather de-value it. 4. Continuously taking over the discussion and not allowing others to participate. 5. Being uninterested and uncivil in a discussion can also be a form of ineffective participation.

Personal Strategies and Tactics for Managing Your Contributions

In order to participate in an effective manner, there is a need for the student to be well prepared with the case before hand. The remarks must all be ready and they must be organized in a manner that would allow the student to pose them at the right time when the discussion of a related topic is on. This would be value addition for the discussion and also help the student to understand whether his / her Institute of Business Administration - Case Unit 16

November 3, 2010 contribution was worthwhile. The participant must also be an active listener along with being an active speaker because listening would help the student to time the remarks. The student must not hide behind the group participants even if he / she may belong to a small minority group because speaking up in a discussion would help the student understand whether his way of understanding is right or wrong and whether he / she is following what is being conducted in class. Without a clear mind of what is being discussed, the student may not be able to grasp on to the following comments.

Institute of Business Administration - Case Unit

17

November 3, 2010

Chapter Six: Case Presentations, Reports and Exams

Case Presentations
There are times when the instructor may inform the students to develop a case presentation based on what they have learnt from the case. This would allow the students to be able to be better prepared for the case discussion. The presentation may either be individual based or based for a group. For an individual based presentation, one member would be selected to conduct the presentation while the remaining may be given homework to hand in a written summary of the discussion and the key findings. There are a few guidelines that the students must follow when creating a presentation. 1. Organize the presentation well with the points in a proper and comprehendible sequence 2. Prepare the case well so that all questions that are posed can be answered without any hesitation 3. Use memory props that would help remember the key facts using cue cards 4. Keep the presentation as simple as possible so that it is easy to cover all the concepts clearly For the observers in the class, there is a need for them to also listen carefully and pose questions that would relate to the presentation itself. The observers must make constructive criticism and ensure that they keep their arguments based on the content of the presentation and not on how the presentation was conducted.

Case Reports
The students may also be asked to hand in a written report based on their analysis of the case data. The students must ensure that they follow a proper pattern and be able to structure their work as required by the instructor. The students must give it his / her utmost effort in providing all the concepts that have been understood through the individual and group discussions. The student must make sure that all arguments that have been provided in the report should also be rationalized. The report should have a defined outline such as the following: 1. Title page 2. Table of contents 3. Executive summary 4. Issue statement 5. Data analysis Institute of Business Administration - Case Unit 18

November 3, 2010 6. Alternatives analysis 7. Recommendations 8. Action and implementation plan 9. Exhibits

Case Exams
The students may also be tested on their ability to attempt a case exam within the allotted time. This is the time when the students would open up their notes from all the three stages of the learning process and ponder on the key concepts that were raised should ensure that they time manage their paper is an effective manner and do not digress in their answers. The students should also ensure that they have well understood the case and that they will be able to all issues that may be raised. Being well prepared for the exam is a key because there is limited time within which a student can read the whole case and write appropriate answers.

Institute of Business Administration - Case Unit

19