THE CASE METHOD

Anna Solans

Why The Case Method

Acquire 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 of common problems

Simulation
Learn practical skills through practice in a simulated environment
Anna Solans 2006 2

Overview of Case Study Method

OVERALL PROCESS
Individual Analysis and Preparation Team 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

Objectives of Case Method

Harvard Approach There 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
Anna Solans 2006 4

Questions Relevant to Most Cases

What are their objectives (explicit and implicit)? Who are the Protagonists? What is the underlying problem(s)? What decisions and/or actions must we make? What problems, opportunities and risks do we, as a protagonist, face? What evidence/findings do we have to help make the decision? Is the evidence reliable and unbiased? Can we improve it - when do we have enough information?
Anna Solans 2006 5

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 that our recommended approach is best? What did I/we learn from this case? How does this relate to my own live experience and to other past cases
Anna Solans 2006 6

Structures of Consulting Reports

THE CONSULTING REPORT APPROACH Findings Conclusions and Recommendations Action Plan THE SCIENTIFIC METHOD APPROACH Problem Determination Research and Investigation Definition and Evaluation of Alternatives Recommendations and Action Plan
Anna Solans 2006 7

Other Report Sections

Cover Letter (one page) Background (one/two pages) why, what, who, where, when, Action/Responsibility Matrix who and when Invoice
Anna Solans 2006 8

THE CASE METHOD Hints for case teaching (HBS) by Benson P.Sapiro (1984)

Anna Solans 2006

2. The relationship and the contract

Establish an explicit contract with the students by showing your expectations 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 students involvement in case discussions: 1. PREPARATION Read and analyze the case, and then formulate an action plan 2. PRESENCE The student cannot learn, and more important, cannot add his unique thoughts and insight to the group discussion 3. PROMPTNESS Disrupt the discussion and the learning process 4. PARTICIPATION The case student has the responsibility to share his undersanding and judgement with the class to advance the groups collective skills and knowledge
Anna Solans 2006 10

2. The relationship and the contract

ON THE PROFESSORS SIDE
1. IT IS THE RESPONSIBILITY TO STRESS VERY EARLY IN THE COURSE THE IMPORTANCE OF STUDENTS PREPARATION, PRESENCE, PROMPNESS AND PARTICIPATION The instructor should clearly set the exemple in these areas THE CONTRACT IS A TWO-WAY STREET AND THE TEACHER MUST 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 the classroom and in the office Striving to make a course satisfying development experience

2.

3. 4.

THE INSTRUCTOR MUST GO BEYOND PREPARING THE CASE TO PREPARING TO THE TEACH THE CASE HAVE A COMPLETE SET OF TEACHING OBJECTIVES AND COPIOUS COLLECTION OF LIKELY BOARD STRUCTURES AND Anna Solans 2006 11 QUESTIONS

3. IN CLASS
Have the students maintain ownership of the discussion Avoid making a choice about the case decision but force each student to do All students should be expected to have a plan of action for the protagonist in the case to ensure that they maximize their learning and can participate actively and effectively in class The instructor should understand that in the discussion process action drives analysis Use themes to manage the discussion (topics, areas of analysis and decisions) Use questions to manage the discussion and to heighten the conflicts The essence of case discussion is the airing of conflicts between two or more opposing views. One of the instructors task is to clarify and heighten conflicts Anna Solans 2006 12

3. IN CLASS
Use questions of various types for various purposes Use the board to clarify conflicts and issues: Do not use the board as a passive recording device There is not easy solution to the conflicts:
1. 2. 3. 4. 5. LISTEN USE HUMOR CAREFULLY AND CONSTRUCTIVELY ONLY DO THAT WICH IS PERSONALLY CONFORTABLE IN CLASS BODY LANGUAGE CAN BE USED TO HELP PACE THE CLASS AND MANAGE THE DISCUSSION HELP THE STUDENT TO TALK TO ONE TO ANOTHER

Finally, use summary (2 to 20 minutes) and off-line lectures to deliver general comments or important related materials
Anna Solans 2006 13

CLOSING THOUGHTS

The case discussion process depend upon a delicate set of relationships: TEACHER to STUDENT, STUDENT to STUDENT 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 good discussion process in early class, especially in the first two
Anna Solans 2006 14