Case Study Method in Management Training

Case study method of teaching in management education Jayadeva de Silva M.Sc .FIPM FITD This paper deals with the practical aspects of using case study method in management education .Ideas expressed here can be equally useful to the teachers and students. It should be noted that cases may vary in size, complexity and by subject matter .In the circumstances; these ides should be adapted appropriately to suit the demands of the given situation. A case is usually a description of an actual situation, commonly involving a decision, a challenge, an opportunity a problem or an issue faced by a person or persons in an organization Different Stages in Case Study There are four stages in a Case Study as follows: Preparation Analysis Discussion Writing 1 Preparation Read text material Find time to read properly While reading the material, take notes on key concepts, main issues. Decide on Perspective - Role you are required to play Making assumptions - a case study will not provide all information 2 Analysis There are three principal stages here Disintegration :Breaking the case material in to pieces of information Integration : Developing / Establishing relationships among the variables at hand in order to draw a picture. Define and Clarify issues - a case study is based on one or more issues .These should be identified - Issues could be approached through problems. A problem is defined as a GAP between the current state of affairs and a desirable state of affairs. A gap will remain until appropriate managerial action is taken to close the gap. Three Approaches could be used when analyzing the case Approach 1 Problems in cases could be categorized in terms of their relationship to the main issue. - Symptoms : indications of problems elsewhere and hence, cannot be remedied permanently. - Primary Problems : Ones which reside at the rock bottom of the main issue. - Secondary Problems : One which are related to the main issues indirectly. Approach 2 This is a perspective based on a time scale of the issues - Short run - Medium run - Long run Approach 3 This is an Integrative approach Horizontal : Functional Vertical : Hierarchical Holistic : Total Picture Based on above guidelines students should be requested to do the following Search for Information Identify Problems Clarify the Problems Next step should be developing alternatives .At this stage attention should be directed to the following: - Necessity of doing something about a problem - Collect adequate data for analysis & study the problem - Analysis of manifest (surface) and latent (underlying) factors - Develop several alternative courses of action. - Choose manageable number of key problems for discussion For each alternative the following information could be considered State the alternative in terms of policy, decision ,action programme List and reason out the key positive outcomes & probability of occurrence List and reason out the key negative outcomes & probability of occurrence Consider the feasibility in terms of relevant criteria & constraints of practical value Having completed the above steps students should be able to propose a plan of action. Attention should be directed to: - Selection of the most effective plan of action - Action alternatives are selected carefully weighing advantages & disadvantages which means assessing their feasibility best alternative in terms of cost and benefits - Consideration of the following issues: Consistency Timing Sequence Resources Time Conditionality - Consider Implications Positive > < Negative - Implementation - Theory in Practice Students should be asked to Re – Read the case and Re Think their analysis 3 Case discussion This could be organized in different ways depending on the guidance of the instructor - Participants read the case & return to the class for an open forum or - Participants are required to bring their analysis to open class where the instructor identifies few participants to present the analysis. Or - All individual participants could be given a chance of orally presenting the essence of their own case analysis. Or - Participants meet in small groups to discuss their analysis prior to attending the larger group. They will share the Information & challenge the Ideas. Or - Participants do their homework, discuss with other members and prepare their presentations before the class The success of the discussion depends on the preparation and commitment of participants to learning through sharing. To Improve the Quality of Case Discussion The members of a case discussion are dependent of each other for learning - Facilitator should encourage every student to participate Impress upon all members to make their contribution and request them to be prepared to learn from their experience by being open to change from the case analysis & discussion 4 Writing of the case analysis When writing the case analysis students should: Not to Re - produce the material given Relate to concepts / Theory Not to bring additional information from other sources Maintain logical flow of reasoning & balance of emphasis Plan of action must relate to Problem Identification & Analysis Remember that not all details given in the case are relevant & useful. Graphs, charts could be given as annexure. Length of the case study depends on the nature & complexity of the case. Average case study 6-7 pages Complex case study 8-10 pages Evaluation of case analysis Facilitator must pay attention to the following It is important that student develop new insights into problem solving These new insights can be developed in 2 primary ways - Evaluate the case material in the light of his or her own experience & come up with better judgment - By using tools of analysis or concepts in new ways to solve problems. Importance of lateral thinking New insight should receive positive Evaluation Analysts should be allowed to be flexible in thought and beliefs Benefits from the Case study method Other Benefits from the Case Analysis Allow students to learn by doing Raise right questions in a problematic situation Exposure to wide range of industries and actual working Application of theoretical concepts Decision making in difficult situations Communication and interpersonal skill development Provide an integrated view of management Suggested Marking Scheme Very Good 10……………………. CONTENT Assignment relevant to topic Topic covered in depth Little relevance Superficial treatment of topic ARGUMENT Accurate presentation of evidence Logically developed argument Much of evidence inaccurate or questionable. Argument rambles and lacks continuity. ORGINALITY Original and creative thought Highly relevant to organisation/industry Little evidence of originality Little relevance to organisation/industry STYLE Fluent piece of writing Succinct writing Clumsily written Unnecessarily repetitive STRUCTURE Legible and well set out Reasonable length Illegible and poorly structured Too long or too short SOURCES Evidence of substantial library research. Adequate acknowledgement of sources. Correct citation of references. Strong linkages between theory and practice Inadequate background reading Some plagiarism Incorrect referencing Linkage between theory and practice too weak MECHANICS Sentences grammatical Correct spelling throughout Effective use of figures and tables where appropriate Several ungrammatical sentences Much incorrect spelling Figures and tables missing, or add little to argument * Jayadeva de Silva obtained Master’s degree in Science from Russian Friendship University Moscow and Diploma in Personnel Management from National Institute of Business Management( SriLanka). He is a fellow of both the Institute of Personnel Management IPM) and Institute of Training & development.(SLITAD) He is also professionally qualified in training systems & curriculum design with an ILO fellowship. A strong advocate of Human Talents Development, Jayadeva is the Principal Consultant/Director of Humantalents Unlimited, a professional practice that provides training & consultancy in Management. Jayadeva has carried out several consultancy projects and conducted numerous management development programs/strategic planning workshops, and has been trained in many modern management and leadership concepts. He has contributed articles (over 50) and authored the trend setting book ‘Human Talents Management’ .He founded humantalents International and HRSriLanka virtual learning Groups. Jayadeva de Silva functioned as Group Manager (Human Resources Development) of Hayleys Group of Companies and Group Director–Human Resources of Brown & Co. He serves as a resource person for professional and post graduate courses primarily in the areas of HRM & HRD at Post graduate Institute- University of Peradeniya, University of Ruhuna, ICFAI University (India), University of Ballarat (Australia) SriLanka Foundation Institute IPM & SLITAD. 1 Very Bad …..