The Case Method Asolans

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THE CASE METHOD

Anna Solans


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Why The Case MethodAcquire Actual Experience in Problem Solving, Working in

Teams and Presenting to a Potentially Hostile Audience

HOW IT WORKS

Metaphors

Case serves as a metaphor for a particular type ofcommon problems

Simulation

Learn practical skills through practice in a simulatedenvironment

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Overview of Case Study Method

OVERALL PROCESS

Individual Analysis and PreparationTeam Analysis, Discussion and Preparation

Classroom Presentation and Discussion

End-of-Class Generalization about the Learning

STUDENT COMMITMENTS

Preparation (one page analysis)

Presence (credit only on presentation day)Participation (points for relevant comments)

KEY: Students Own the Discussion!!Anna Solans 2006 3


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Objectives of Case Method

Harvard ApproachThere is no solution

Discuss Concerns, Approaches, Scope of Study,

Learn How to Solve the Case

Consulting Approach

There is always one/several solutions Present Underlying Problems and Alternatives

Recommend at least two potential solutions

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Questions Relevant to Most Cases

What are their objectives (explicit and implicit)?Who are the Protagonists?

What is the underlying problem(s)?

Whatdecisions

and/oractions

must we make?What problems, opportunities and risks do we, as aprotagonist, face?

What evidence/findings do we have to help make the

decision? Is the evidence reliable and unbiased? Canwe improve it - when do we have enough information?

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Questions Relevant to Most Cases

What alternative courses of action are available?What evaluation criteria will each protagonist use to

judge the alternatives?

What action(s) should we recommend and/or take?How should we convince (SELL) other stakeholders thatour recommended approach is best?

What did I/we learn from this case?

How does this relate to my own live experience and toother past cases

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Structures of Consulting Reports

THE CONSULTING REPORT APPROACH

FindingsConclusions and Recommendations

Action Plan

THE SCIENTIFIC METHOD APPROACH

Problem Determination

Research and InvestigationDefinition and Evaluation of Alternatives

Recommendations and Action Plan

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Other Report Sections

Cover Letter (one page)

Background (one/two pages)

why, what, who, where, when,

Action/Responsibility Matrix

who and when

Invoice

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THE CASE METHOD

Hints for case teaching

(HBS)by Benson P.Sapiro (1984)

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2. The relationship and the contract

Establish an explicit contract with the students by showing yourexpectations about their performance and yours early in the course

ON THE STUDENTS SIDE

It is necessary that each be commited to the 4Ps of the studentsinvolvement in case discussions:

1. PREPARATIONRead and analyze the case, and then formulate an action plan

2. PRESENCE

The student cannot learn, and more important, cannot add his uniquethoughts and insight to the group discussion

3. PROMPTNESSDisrupt the discussion and the learning process

4. PARTICIPATIONThe case student has the responsibility to share his undersanding andjudgement with the class to advance the groups collective skills andknowledge

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2. The relationship and the contract

ON THE PROFESSORS SIDE

1. IT IS THE RESPONSIBILITY TO STRESS VERY EARLY IN THECOURSE THE IMPORTANCE OF STUDENTS PREPARATION,PRESENCE, PROMPNESS AND PARTICIPATIONThe instructor should clearly set the exemple in these areas

2. THE CONTRACT IS A TWO-WAY STREET AND THE TEACHERMUST BE WILLING TO MORE THAN MEET THE STUDENTS

COMMITMENT:Carefull and complete preparation on the classroom experience

Concern and devotion to the students in all dealings, including those in theclassroom and in the office

Striving to make a course satisfying development experience

3. THE INSTRUCTOR MUST GO BEYOND PREPARING THE CASETO PREPARING TO THE TEACH THE CASE

4. HAVE A COMPLETE SET OF TEACHING OBJECTIVES ANDCOPIOUS COLLECTION OF LIKELY BOARD STRUCTURES ANDQUESTIONS Anna Solans 2006 11


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3. IN CLASSHave the students maintain ownership of the discussion

Avoid making a choice about the case decision but force each

student to doAll students should be expected to have a plan of action for theprotagonist in the case to ensure that they maximize their learningand can participate actively and effectively in class

The instructor should understand that in the discussion processaction drives analysis

Use themes to manage the discussion (topics, areas of analysis anddecisions)

Use questions to manage the discussion and to heighten theconflicts

The essence of case discussion is the airing of conflicts betweentwo or more opposing views. One of the instructors task is to clarify

and heighten conflicts Anna Solans 2006 12


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3. IN CLASS

Use questions of various types for various purposes

Use the board to clarify conflicts and issues: Do not use the boardas a passive recording device

There is not easy solution to the conflicts:

1. LISTEN

2. USE HUMOR CAREFULLY AND CONSTRUCTIVELY

3. ONLY DO THAT WICH IS PERSONALLY CONFORTABLE INCLASS

4. BODY LANGUAGE CAN BE USED TO HELP PACE THE CLASSAND MANAGE THE DISCUSSION

5. HELP THE STUDENT TO TALK TO ONE TO ANOTHER

Finally, use summary (2 to 20 minutes) and off-line lectures todeliver general comments or important related materials

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CLOSING THOUGHTS

The case discussion process depend upon a delicate setof relationships: TEACHER to STUDENT, STUDENT toSTUDENT and CLASS to MATERIAL

Nurture the discussion process even if that means

trading off some coverage of the case

Put particular emphasis on the development of a gooddiscussion process in early class, especially in the firsttwo

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Documents

The Case Method Asolans