IS 8950Case based teaching: Advantages and limitations

AgendaWhy case methodologyHow to prepare for a caseIssues definitionDiscussing casesHow to present a case

Limitations of a CaseCases describe actual business situationsCases deal with problems managers encounter dailyCases are not actual business situationsInformation access:Student: information comes to students in neatly written formsManagers: accumulate facts and opinions through meetings, memos, conversations, reports, and the public press

Limitations of a Case (continued)Information scope:Student: designed to fit a particular unit of class time and focus on a certain category of problems (e.g. marketing, production, or finance)Managers: have to deal with real situations omitted in cases including people and/or organizational issues.Time scope:Student: cases are snapshot taken at a point in timeManagers: business problems are often seen as a continuum calling for some action today, and more action tomorrowAccountability:Students: are called on to make decision on the cases but dont have the responsibility for implementing them.Managers: are responsible for implementing their decisions.

Cases are not actual business situations Packaged informationFit a unit of class timeFocus on a certain category of problemsA snapshot taken at a point in timeDecisions without the responsibility to implement

Advantages of a Case in the Classroom Cases cut across a range of companies, industries, and situations, Cases provide an exposure Cases help to sharpen analytical skills.Cases provide a focal point for an exchange of experiencesCase discussions provide a vehicle for reassessing observations, experiences, and rules-of-thumb

Advantages of a Case in the Classroom (Continued)Useful for developing sets of principles and concepts A series of cases on a particular subject helps to highlight conceptsConcepts can be applied in practiceRenew the sense of fun and excitement of managers roleSense the challenge of a manager

How to prepare for a case Go through the case fastAsking yourself, What is the case about?What types of information is given? Focus on exhibits and first/last few paragraphsRead the case very carefully Underlining key factsPut yourself in the position of the managerDevelop a sense of involvement in his/her problems

How to prepare for a case (Continued)Define what you believe to be the basic issuesIdentify the relevant areas for analyzing these issuesNote each relevant area separatelyGo back through the casejot down the facts that are relevant for each of your areas of analysis

How to prepare for a case (Continued)Study the factual information Weigh the qualitative evidenceWeigh the quantitative evidence Note your conclusions for each analytical areaReview your conclusionsFormulate a set of recommendationsDirect recommendations at the issues youve identified.Develop rigorous analytical thinkingArguably the most important benefit of case methodDevelop frameworks

Defining Issues Resolve the immediate (explicit) issuesDeal with aspects of the business raised by the immediate problemExample: What should be our advertising strategy? The fundamental problem may be, What should be our target market segment?How do we develop an overall strategy for reaching it?

Defining Issues (continued)Good problem definitionNames the immediate issues Defines issues in a way that calls for action-oriented answersPuts issues in a proper context, (i.e. broader issues)Deals with the problems from the perspective of an individual managerRecognize the managers responsibilities and scope of authorityRecognize the limitations of the managers position

Defining Issues (continued)A good answer has these qualities:It deals explicitly with the specific problems posed in the case and within the context of the broader issuesIt is well supported by sound analysis and argumentsIt recognizes the pros and cons of taking any recommended course of actionIt includes ideas for implementation

DiscussionsCome prepared for discussion present your arguments carefully listen to the comments made by othersThe purpose of the discussionIs not to develop a consensus;Is not to develop a group position;It is to help each member refine, adjust, and fill out his or her own thinking; It is not necessary, or even desirable, that you agree.

Discussions (continued)Immerse yourself in the casePeople learn the most from those things in which they are most deeply involvedPrepare for discussions Little can be learned from even the best cases without solid preparationTeam norming Take time to discuss the rules for your team

Presenting a CaseContentPresent the key issuesaddress the issue not the personProcesslisten first, listen wellObserve time limittake notes

Presenting a Case (continued) Express, support, and defend your conclusions and recommendations The presenter controls the format during his/her timeInstructor and other students will prod you to explore fully the ideas youve developedAnother person will critic the presenters ideasWhen critiquing a case start by highlighting the positive aspects of the presentation Instructor will summarize the discussion and draw out the useful lessons and observations

Case 1: A Tale of Two AirlinesAssignment questions for case 1:What assumptions did Professor McPherson make about information technology support at the London-based airlines? Do you believe those are realistic assumptions in the technology environment of the mid-1990s?What factors do you suppose lead to the difference between Professor McPherson's expectations and the reality? What alternate approaches could have been taken to resolve the situation?What were the differences between the Atlanta-based airline's approach and that of the London airline? Did the Atlanta-based airline have any special advantages in approaching the problem?What advice would you give the London-based airline's management?

Packaged information: The information to the students, unlike managers, come in a neatly written formFit a unit of class time: A case is designed to fit a particular unit of class time Focus on a certain category of problems: and to focus on a certain category of problems, for instance, marketing, production, etc.Case is a snapshot taken at a point in timeStudents of cases are called on to make decisions, they dont have the responsibility for implementing them

Usefulness of cases for educational purposes Case studies cut across a range of companies, industries, and situations, providing an exposure Cases help us sharpen our analytical skills.Cases provide a focal point for an exchange among students of the lessons of individual experiencesCase discussions provide a vehicle for reassessing observations, experiences, and rules-of-thumb

Cases in the Classroom (Continued)Cases are useful for developing sets of principles and concepts that can be applied in practiceA series of cases on a particular subject should help us develop key concepts that can be applied in specific managerial situations.Using business case studies renew the sense of fun and excitement that comes with being a manager. You should come to sense being a manager is a great challengeintellectually, politically, and socially.

How to prepare for a case Go through the case almost as fast as you can turn the pages, asking yourself, What broadly is the case about and what types of information am I being given to analyze? In particular, look at the first few and last few paragraphs and glance over the exhibits.Read the case very carefully underlining what seem to be the key facts as you go. Try to put yourself in the position of the manager and to develop a sense of involvement in his or her problems.Define what you believe to be the basic issuesIdentify the relevant areas for analyzing these issues, noting each one on a separate sheet of scratch paper.

How to prepare for a case Go through the case almost as fast as you can turn the pages, asking yourself, What broadly is the case about and what types of information am I being given to analyze? In particular, look at the first few and last few paragraphs and glance over the exhibits.Read the case very carefully underlining what seem to be the key facts as you go. Try to put yourself in the position of the manager and to develop a sense of involvement in his or her problems.Define what you believe to be the basic issuesIdentify the relevant areas for analyzing these issues, noting each one on a separate sheet of scratch paper.Go back through the case jotting down on your worksheets the facts that are relevant for each of your areas of analysis.

Problems should be defined to address explicit and implicit issues Resolve the immediate (explicit) issuesDeal with aspects of the business about which the immediate problem raisesExample: What should be our advertising strategy? The fundamental problem may be, What should be our target market segment, and how do we develop an overall strategy for reaching it?

Problem/answer definition Good problem definitionnames the immediate issues defines issues in a way that calls for action-oriented answersputs these issues in a proper context, that is the broader issuesdeals with these problems from the perspective of an individual manager, recognizing his/her responsibilities and scope of the authority, as well as the limitations associated with the position

Problem/answer definition (Continued)A good answer has these qualities:It deals explicitly with the specific problems posed in the case and within the context of the broader issuesIt is well supported by sound analysis and arguments that recognize the pros and cons of taking any recommended course of actionIt includes ideas for implementation

Discussion Groups Meet with your group, present your arguments, and hear their argumentsThe purpose of the discussion group is not to develop a consensus or a group position. It is to help each member refine, adjust, and fill out his or her own thinking. It is not necessary, or even desirable, that you agree.People learn the most from those things in which they are most deeply involved.Little can be learned from even the best cases without solid preparation.

Discussion Groups Meet with your group, present your arguments, and hear their argumentsThe purpose of the discussion group is not to develop a consensus or a group position. It is to help each member refine, adjust, and fill out his or her own thinking. It is not necessary, or even desirable, that you agree.People learn the most from those things in which they are most deeply involved.Little can be learned from even the best cases without solid preparation.

In class Students will be allowed to take the case where you wishInstructor and other students will prod you to explore fully the ideas youve developedInstructor will summarize the discussion and draw out the useful lessons and observationsThe class room is a place for you to express, support, and defend your conclusions and recommendations