SUGGESTED APPROACHES TO ANALYZING CASES
James J. Cochran
What is a case?
It may help you to understand what cases are (and are not) and what the
goals of the case methodology are before you begin analyzing cases. Cases are
educational tools that effectively provide their users (students) with an
opportunity to experience practical application of one (or more) broad concepts
in a relatively risk-free environment (usually the classroom). A case is most
commonly a written description of circumstances, often presented in narrative
form, surrounding an actual situation or event. This definition correctly
implies a great deal of latitude in what comprises a case. Characteristics on
which cases may vary include:
·
level
of detail provided
·
complexity
of assumptions that must be made
·
need
for collection of additional data and/or information
·
breadth
of integration of course material
·
depth
of required utilization of course material
·
level
of integration of concepts outside the scope of the course
·
relevance
of the information provided
·
degree
of ambiguity
·
amount
of guidance provided to the reader (i.e., specific suggestions on what issues to
consider and questions to answer)
·
form
(written, oral, pictorial, etc.) in which the case description is presented
While
cases can vary widely on any of the characteristics listed above, they do have
certain common characteristics as well. All cases should
·
provide
a balanced presentation of the circumstances
·
supply
a multidimensional representation of the context and participants of the
situation
·
explicitly
encourage broad consideration of alternative approaches to the problem
·
provoke
discussion of course material and business applications
·
elicit
differing analyses and interpretation by students with differing backgrounds and
perspectives
·
compel
the analysts/students to work toward suggesting some resolution to the main
issue(s) presented
·
provide
relevance of concepts discussed in the classroom
·
enhance
students’ understanding of the course material
The
case method is used frequently in courses dealing with law, education,
engineering, and business. Obviously, cases become more detailed, complex, and
demanding i) at higher levels of education and ii) as students gain experience
and confidence using the case methodology. At our level (Sophomore business
student for QA 233), I am assuming that
most students have not taken a course that makes extensive use of the case
methodology. Therefore, for the cases you will be assigned, you can expect that
·
most critical details are
provided
·
only
relatively simple assumptions must be
made
·
there
is little need for collection of
additional data and/or information
·
a
fairly extensive breadth of
integration of course material is expected
·
a
moderate depth of required
utilization of course material is expected
·
a
moderate level of integration of
concepts outside the scope of the course (usually from other business courses)
is expected
·
most of the information provided is relevant
·
a
modest degree of ambiguity is present
·
a
relatively large amount of guidance
provided to the reader (i.e., specific suggestions on what issues to consider
and questions to answer)
·
presentation
of the case description that you will be provided will be in written form
In
summary, the cases that you will be assigned in this course will be much shorter
and less complex than cases that you may be assigned as you progress through
your education.
Why use cases?
Because
cases are based on real problems and circumstances, they enables students to
explore, analyze, and examine representations of actual problem-solving
scenarios in a low-risk environment (the classroom). The case assignments
provide you with an opportunity to use/develop your
·
creativity
·
analytic/problem
solving skills
·
communication
and presentation skills
·
ability
to think inventively and independently
These
skills are critically important to everyone. Possessing them will give you a
decided advantage in your future professional and academic pursuits.
Additionally, by completing the case assignments you should
·
gain
experience applying the analytic methods discussed in class to (somewhat
simplified) realistic business problems
·
develop
a more integrated understanding of how the primary business disciplines interact
·
begin
to prepare for ensuing examinations
Thus
you will develop a better understanding of concepts discussed in class (as well
as other concepts) as you complete the case assignments.
Note that, because of the ambiguous nature of reality (and so cases),
achievement of a consensus on the “correct“
resolution to the case problem is not
necessarily a goal of the case methodology. By making two cases due at start
of the class prior to an examination, I am providing you with an opportunity to
experience using a larger proportion of concepts discussed in class or in your
readings (and so better prepare for the ensuing examination). This class period
will be devoted primarily to discussion
(and not simply a presentation by your instructor) of the cases.
How do we analyze cases?
Analyzing a case can be a difficult and time consuming experience. This
is particularly true the first few times you analyze cases. One suggested
approach to analyzing cases follows.
·
Step
1 - Individually develop an understanding of the situation presented in the
case.
Review the general situation
and the problem(s) to be solved. Outline what has been provided (data,
information, etc.) to you. Develop some proposals for approaches to solving the
problem(s)/answering the question(s) suggested by the case. Perform some
preliminary analysis of the situation.
·
Step
2 - Either individually or in a small group of students, share and critically
evaluate your results from Step 1 (proposals for approaches to solving the
problem(s)/answering the question(s) suggested by the case).
Independently or in small
groups, consider and discuss what you developed in Step 1. If working in groups,
allow each group member to explain his or her ideas and proposed approaches to
solving the problem(s). Reflect on the relative merits and faults of each
suggestion/idea. You will each write an independent analysis of the case(s) you
are discussing, so it is not imperative that your group develop a consensus on
how to solve problem(s)/answer the question(s) suggested by the case. There may
be many reasonable approaches - you certainly do not have to agree with the
other members of your group!
· Step 3 - Individually write an analysis of the case(s). Work from an outline that flows logically and will ensure more effective communication with your audience. While interaction with your fellow students is encouraged in order to work through your case assignments, it is extremely important (and required) that you hand in separate work.
This
is, of course, a suggested approach which is
not mandatory. You have complete latitude in determining the manner in which
you approach the case assignments.
Again, keep in mind that there may be many valid approaches to analyzing
the problem presented in the case. It is critical that you develop an approach
to solving the problem that is logical to you - you will eventually have to
explain to others why you chose your particular approach to solving the problem.
Also note that you may refer any questions that you have about a case to
me. Be prepared - I may provide you with any of the following responses
·
a
single answer to your question
·
multiple
possible answers to your question
·
no
answer to your question
depending
on the nature of your question. I may also, to provoke discussion, provide
different students with different (correct) responses to similar questions.
How do I write a case analysis?
Each of you have your own analytic style that is a culmination of your
unique skills and experiences (both in and out of the classroom). One of the
underlying goals of the case assignments is to help you further develop and
refine your analytic style by presenting you with somewhat ambiguous problem
scenarios to consider. Therefore, you will not realize the full benefit from
these assignments if you do not write your analysis independent of your
classmates.
This means that each student will produce a unique final analysis in
terms of both content, format, and organization. Just as there is no true
‘template’ for business documents, there is no ‘template’ for case
analyses. Produce a document that takes your prospective audience’s skills,
background, and objective(s) into consideration. Most businesspersons have only
a rudimentary understanding of applied statistics, so you probably should either
avoid using or carefully explain all technical terms.
As in most forms of business communication, brevity is very desirable.
Your analysis should be a maximum of two typed, double spaced pages (with one
inch margins and 10 or 12 point font). You should strive to make all of your
points in a concise and compact manner. Use short sentences to keep the written
explanation of your analysis crisp and easy to follow. You may consider
presenting the written explanation of your analysis in the following format:
·
Paragraph
1 - Overview
Review the general situation
and the problem(s) to be solved. Assume you are employed as an analyst for the
organization in the case.
·
Paragraph
2 - Methodology
Explain the approach(es) that
you propose to use in solving the problem(s)/responding to the question(s)
suggested by the case. Discuss any assumptions (mathematical or otherwise) that
you are making, and explain the consequences that could arise if your
assumptions are invalid. Use nontechnical terms that someone with a minimal
statistical background can understand.
·
Paragraph
3 - Results
Discuss and interpret your
results. Explain the potential impact of the results of your analysis.
Incorporate any calculations, graphs, displays, or printouts if appropriate, or
put such displays in appendices and refer to them in this section. Be creative
and use some intuition here (think outside of the box). Again, use nontechnical
terms that someone with a minimal statistical background can understand. It is
inappropriate to discuss how to use Excel (or any other software) in this
presentation.
·
Paragraph
4 - Critical Assessment
Examine the manner in which
the data have been collected and analyzed. Discuss both positive and negative
aspects of this process. Suggest i) ways to improve the analytic process you
just completed and ii) directions for future analysis. Do not discuss the
difficulty of the case (would you discuss the difficulty of a job assignment in
a written summary?).
·
Appendices
- Include relevant printouts, tables, graphics.
If you have some result(s) or
display(s) that you want to refer to but do not wish to include in the body of
your analysis, include it in an appendix. Appendices should be appropriately
labeled and should be referred to at some
point in the body of your case analysis.
This
is, of course, only a suggested format which is not mandatory. You have complete latitude in determining the
format in which you present your case analyses.
You should budget adequate time to complete your case analyses. It is not
unusual for a student to spend 6 to 8 hours on each case analysis. However, we
will generally complete discussion of the concepts necessary for completion of
one assigned case well before the due date. We will also usually complete
discussion of the most concepts necessary for completion of the other assigned
case a few days prior to the due date. Therefore, in order to avoid becoming
overloaded and overwhelmed, you should work steadily on the cases as we progress
through the course material. I would advise you to write rough drafts as early
as is feasible, then use your personal computer to update, edit, and add to your
analysis as you see fit. Do not try to
complete both cases analyses at last minute.
How are the cases graded?
In broad terms, your case analyses will be evaluated on two criteria.
These criteria are:
1.
quality of analysis - this
includes
·
the
appropriateness of the analytic method(s) used
·
the
explanation of your chosen analytic methodology and rational for its application
to the case
·
the
correctness of the results
2.
quality of presentation.
·
the
appearance of the final document
·
the
quality of your writing
·
your
grammar
·
the
appropriateness of your displays and appendices
You must use ExcelÒ to perform the computations necessary for each case. Well documented output should be included somewhere in your report. Each case graded as acceptable or unacceptable on the basis of technical content and five for quality of presentation (layout, quality of graphics and printouts, grammar and spelling, quality of writing). As we progress though the cases, you should make creative and judicious use of previously discussed material in addition to the most recently covered concepts and methods. Cases deemed acceptable receive full credit, while cases deemed unacceptable receive no credit.
Selected Bibliographic Citations
1.
Erskine, James A., Leenders, Michiel R., and Mauffette-Leenders, Louise
A., “Teaching with Cases,” Richard Ivey School of Business, London, Ontario
(1997)
2.
Hunt, Pearson, “The Case Method of Instruction,” Harvard Business
School, Boston (1968).
3.
Mauffette-Leenders, Louise A., Erskine, James A., and Leenders, Michiel
R., “Learning with Cases,” Richard Ivey School of Business, London, Ontario
(1997)
4. Perry, William G. Jr., “Intellectual and Ethical Development in the College Years: A Scheme,” Holt, Rinehart, and Wilson, Inc., New York (1970).