4-1 Case Studies Module Overview Why use case studies Learning objectives of case studies Steps in analyzing a case Common errors made in case study analysis Sample Board Plans Compiled by Darren Paproski - Adapted from the University of Technology Sydney Writing Guide 4-2 Case Studies A useful learning tool  used in management education to give student a feel for the complexities if the real work and how the theories, models and research being studied can be used in practice. Compiled by Darren Paproski - Adapted from the University of Technology Sydney Writing Guide 4-3 Learning Objective To diagnose what the problems or issues in the case are, and why they have occurred, to consider a variety of solutions; and to justify what you believe to be the best solution. Compiled by Darren Paproski - Adapted from the University of Technology Sydney Writing Guide 4-4 Steps in Analyzing Case Studies 1. 2. 3. 4. 5. 6. Gain an overview of the case Establish what has happened (specify objectives) Determine the causes Develop possible solutions Evaluate these solutions Formulate recommendations (write up solutions) Alternative: 1. What is the business problem; 2. What factors affect the problem; 3. How would your team solve the problem? Justification. Compiled by Darren Paproski - Adapted from the University of Technology Sydney Writing Guide 4-5 1. Gain an overview of the case Ask students to read the case quickly to gain familiarity with major events and characters and to note what seems to be the central problem(s). It’s a good idea to ask the students to read the case to be discussed prior to coming to class….but in practice this seldom happens. Compiled by Darren Paproski - Adapted from the University of Technology Sydney Writing Guide 4-6 1. Gain an overview of the case Note that case studies often contain substantial information with information presented in sometimes chaotic order. Case studies usually present information chronologically. Compiled by Darren Paproski - Adapted from the University of Technology Sydney Writing Guide 2. Establish what has happened or the Business Problem Ask students to go over the case in greater detail to establish a clear picture of what has happened. Establish the who, what, where, and when of the situation. Compiled by Darren Paproski - Adapted from the University of Technology Sydney Writing Guide 4-7 2. Establish what has happened or the Business Problem 4-8 NB: There is at least one fundamental business problem in every case. The problem may be “How to collect money from a deadbeat customer” but the issue may be broader “ How can they reduce accounts receivable aging to 30 days or less? Compiled by Darren Paproski - Adapted from the University of Technology Sydney Writing Guide Specify an objective for the managers involved 4-9 Once the business problem(s) have been identified students should think about the outcomes they would most hope to see for the company. Let students know they are Consultants on the case. Quantify the desired results if possible. “We wish to reduce A/R aging by 15%. Compiled by Darren Paproski - Adapted from the University of Technology Sydney Writing Guide 4-10 3. Determine the causes and issues Ask students to consider a variety of possible causes or issues to see how well they are supported by the facts of the case and how well they explain what has happened. Try to separate symptoms from problems. Rank order the critical problems/issues Compiled by Darren Paproski - Adapted from the University of Technology Sydney Writing Guide 4-11 4. Develop possible solutions Students should develop several possible solutions to the problem(s). Different solutions may need to be considered, depending upon whether the aim is: to have prevented what has already happened to salvage the present situation to avoid similar problems in the future. Compiled by Darren Paproski - Adapted from the University of Technology Sydney Writing Guide 4-12 5. Evaluate these solutions Consider each possible solution, detailing exactly what would need to be done to implement it. Solutions will likely be in line with the concepts learned in the course. Compiled by Darren Paproski - Adapted from the University of Technology Sydney Writing Guide 4-13 5. Evaluate these solutions Ask students to think about any constraints or impediments that are likely to make it difficult to implement any of the possible solutions (e.g. technological constraints, personal limitations, lack of resources (people, budget) Assign weights and values to the solutions Why are the chosen ideas superior and how will they work? Compiled by Darren Paproski - Adapted from the University of Technology Sydney Writing Guide 4-14 6. Formulate recommendations Students should recommend exactly how the solution can be implemented. A broad view of the situation should be taken. Mention that it may be best to implement a relatively simple, inexpensive solution with contingency plans for more elaborate solutions if the first ones fail Compiled by Darren Paproski - Adapted from the University of Technology Sydney Writing Guide 4-15 Write up solutions It is generally a good idea to have student groups write up solutions to cases and hand-in to their instructors. If class time permits, instructors may call on various groups to present problems and solutions recommendations. Compiled by Darren Paproski - Adapted from the University of Technology Sydney Writing Guide Common Errors in Analyzing Case Studies 4-16 Not understanding and accepting the facts of the case Not explaining exactly what the problems are and why they have occurred Making unwarranted assumptions to try to simplify the case Sticking to generalities, such as “they must try to improve communication” Compiled by Darren Paproski - Adapted from the University of Technology Sydney Writing Guide Common Errors in Analyzing Case Studies 4-17 Not integrating the various points into a preferred solution Not using theories and concepts currently being studied in the course Seeking ways out of the situation (such as “fire them all”) rather than trying to solve the problems Ignoring practicalities Compiled by Darren Paproski - Adapted from the University of Technology Sydney Writing Guide