case study 1
Case Analysis – Learning from Cases
Prepared by Dawn Rovers
Last edited Jan. 26, 2018
Why are cases used?
Cases enable you to learn by doing and by teaching others. What you learn becomes deeply ingrained and stays with you. The repetitive opportunity to identify, analyze and solve a number of issues in a variety of settings prepares you to become truly professional in your field of work.
The Three Stage Process of Learning with Cases
1. Individual Preparation (should take about half of the total time dedicated to each case)
2. Small Group Discussion (should be a short period of time where you discuss your point of view with a small group of peers. You are encouraged to discuss this case with your peers prior to the formal large group discussion)
3. Large Group Discussion (should take about half of the total time dedicated to each case. This is the time in the classroom in a large group discussion where the question presented in the case is resolved by the entire group)
Standard Case Question
“If you we in the position of the main decision maker in the organization presented in the case, what would be your analysis of the situation described and what action would you take and why?”
How should students approach case analysis in order to be ready to discuss in the large group discussion?
Adequate time must be spent in the individual preparation. This is key to success. A two-step process is required for this course:
1. The Short Cycle process
2. The long Cycle Process
Case Preparation Worksheet:
Short Cycle Process:
(Scan the case first to get the top level, first impression info. NOTE you haven’t yet read the whole case in detail here. These are some things you should be thinking of. Completing this section after a first scan of the case can improve your overall analysis immensely. Please take the time to complete this Short Cycle Process. No marks are associated with this activity by your overall analysis of the case will be more efficient and more focused if you take the time for this activity.)
Step 1: Read opening and ending paragraphs
Step 2: Identify who? What? Why? When? How? Related to the issue or challenge at hand
Step 3: Take a quick look at the case exhibits
Step 4: Take a quick look at all the subtitles in the case
Step 5: Skim the body of the case (read first and last sentence of each paragraph)
Step 6: Read the assignment questions and take some time to reflect
You might want to take a few notes for your own understanding. The following charts help to put the overall case into perspective. You may also wish to map out the organizational structure of the company in question, particularly for a CRM case.
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Who? |
Name? |
Position? |
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Long Cycle Process:
(Read the case in detail. Much, much deeper analysis is required here. This is the section I look at extensively to generate your grade for this effort.)
Part 1: Read the case fully
Part 2: Analyze the case
Step 1: Define the issue at hand
Step 2: Analyze the case data
Step 3: Generate alternatives
Step 4: Select your decision criteria
Step 5: Assess the alternatives you have chosen based on your decision criteria
Step 6: Select your preferred alternative
Step 7: Develop an action and implementation plan
Step 1: Define the issue at hand
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Issues? |
Immediate? |
Strategic? |
Urgent/Important? |
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Issue Analysis? |
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Importance Urgency |
LOW |
HIGH |
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LOW |
I |
II |
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HIGH |
III |
IV |
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Problem Statement: |
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From all the issues listed above, what is the “Big Deal” issue? What is the overall strategic problem? One problem only!! The problem should also relate to the theory you learn in CRM |
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Step 2: Analyze the case data
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Cause of the Problem above & effect on company if not addresses? |
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Related CRM theory (VIP!) Failure to use what we’ve learned about CRM will result in zero for whole case worksheet.
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NOTE: This section is where you note which theories you are using to evaluate this case. It is not the place where you summarize all the text book info about those theories. Reciting textbook will not get any marks. Here you note which theories you will use -- and for the rest of this analysis, you will demonstrate the use of those theories to assess the case material. |
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Internal Analysis: What’s going on inside this company? Strengths, weaknesses and constraints |
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What is going on in the external environment that is relevant to the issues above? (Opportunities and Threats) |
NOTE: in CRM, we often have fewer external issue to worry about. CRM is about our internal systems, software and people. Hence, you will usually have few external factors. |
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Conclusions on this whole section? So What? |
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Step 3: Select your Decision Criteria (with CRM focus)
Each criteria must help you to evaluate the problem but must not favour one solution over the other. Each must be mutually exclusive. Finally, you should have a mix of qualitative and quantitative.
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What is your criteria? (The alternative that I choose here must……) (The alternative that I choose here should…..) |
Quantitative criteria? (Yes/No) |
Qualitative criteria? (Yes/No) |
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2. |
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3. |
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4. Add more rows if necessary |
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Step 4: Generate Alternatives
Each alternative should be strategic in nature, and propose a distinctly different way forward to solve the problem posed in the case. The most important aspect of comparing alternatives is a detailed and balanced assessment of the merits and tradeoffs of each alternatives. This includes how well each alternative satisfied key decision criteria and fits with key insights from your internal and external analysis above.
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Alternative |
Pros |
Cons |
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2. |
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3. Add more rows if necessary |
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Step 5: Assess the alternatives you have chosen based on your decision criteria (with CRM focus)
A table provides an efficient overview of the merits of each alterative in relation to criteria. However, following this chart, you must also include a discussion of the analysis inside this chart.
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Alternative analysis matrix |
Alternative 1 (+,N,-) |
Alternative 2 (+,N,-) |
Alternative 3 (+,N,-) |
Etc. (+,N,-) |
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Criteria 1 |
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Criteria 2 |
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Criteria 3 |
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Etc. |
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Etc. |
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Total (Go/No Go?) |
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Discussion of Alternative analysis matrix |
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Step 6: Select your preferred alternative (with CRM focus)
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Which alternative do you choose? |
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Why? (how does this best meet your decision criteria) |
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How will this best solve the challenge posed above in Issues section? |
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How does it address CRM Challenge(s) at hand? |
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Step 7: Develop an action and implementation plan (with CRM focus)
· Who? What? When? Where? How?
· Timeline for all actions to be taken
· This section should be lengthy! Remember in case analysis, you ARE the decision making in the case so you must take action after the decision is made. You cannot be vague. You will need specific people to do specific things – not just for tomorrow, but for the next 6-12 months.
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Tactic |
Details |
Date(s) for Implementation (CRM often has multi-step tactics) |
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Missing Information:
Assumptions:
Rubric:
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Criteria |
Level 3 - Acceptable with good level of critical thinking and fully complete 5 points |
Level 2 - Some evidence of critical thinking and/or not fully completed 2.5 points |
Level 1 - Unacceptable/incomplete 0 points |
Student Evaluation for Case Analysis:
What is class contribution?
Contribution to class will be case focused but the inclusion of CRM concepts and theories applied to the case will carry equal weighting. Students are expected to connect the case to the CRM theories and reflect this in the presentation of their analysis, alternatives, decision criteria, decision and action plans for each case. It is important to emphasize that just repeating case facts in a class is not a contribution. Case facts can only be used to substantiate an analysis or draw a conclusion. Similarly statement like “I agree with what another student’s point”, is not a contribution unless additional arguments are offered to further advance that line of thinking.
Case focused contributions have both a quality and a quantity component. Student contributions will be mapped on the Contribution Grid below.
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Quality |
High |
Major insights seldom |
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Major insights often |
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Medium |
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Expected insights regular |
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Low |
Minor insights seldom |
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Minor insights often |
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Low |
Medium |
High |
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Quantity |
Why is contribution to class discussion important?
Every participant is expected to contribute to the class discussion. Contribution to class discussion is the equivalent of practice in the training of an athlete or player in a sport. Without practice athletes would not improve their skills. Moreover, every student, knowing that he/she will be expected to participate in class will take more care in preparation and pay greater attention during the small and large group discussions. Moreover, class participation is an opportunity to develop skills in verbally presenting ideas, persuading colleagues, debating, and exchanging ideas – all of this using the subject matter of your future career.
How is contribution Evaluated?
Part 1 Preparatory Notes : 5% - You are expected to fully complete the case preparation worksheet for each case assignment and upload your worksheet to the FOL electronic drop box before midnight the night before we do our in-class case discussion. Plagiarism will be dealt with harshly. Failure to complete preparatory notes or plagiarism on preparatory notes will result in the student being excluded from the remainder of the particular case analysis.
Case Worksheet Rubric:
Students will receive either 5/5, 2.5/5 or 0/5 for this effort. There will be no partial marks beyond this breakdown.
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Criteria |
Level 3 - Acceptable with good level of critical thinking, creative ideas, CRM focused and fully complete 5 points |
Level 2 - Some evidence of critical thinking, poor CRM focus and/or not fully completed 2.5 points |
Level 1 - Unacceptable/incomplete 0 points |
Part 2 In-Class Case Discussion: 10% - For the case you have been assigned to, full participation in in-class case discussion.
Each of the aspects of contribution will be rated using the quality/quantity diagram below:
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Contribution Parameter |
Grade |
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1. Regular and thoughtful contribution |
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2. Respect both peers and professor |
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3. Insights into CRM theory |
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4. Critical Thinking |
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5. Problem Solving |
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TOTAL |
/10 |
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Quality |
High |
Major insights seldom |
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Major insights often |
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Medium |
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Expected insights regular |
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Low |
Minor insights seldom |
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Minor insights often |
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Low |
Medium |
High |
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Quantity |
Part 3 Case Critique Questionnaire (2.5 %) – For the two cases that you were not assigned to be part of the in-class case discussion group.
Following the completion of the in-class discussion for the case in question, student who are not part of the discussion group will submit a case critique. The Case Critique Questionnaire is worth 2.5%.
Rubric:
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Issues |
Excellent 5 points |
Good 4 points |
Satisfactory 3 points |
Lacking 2 points |
Unacceptable 0 points |
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Case Analysis |
Excellent 5 points |
Good 4 points |
Satisfactory 3 points |
Lacking 2 points |
Unacceptable 0 points |
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Use of Relevant CRM theories |
Excellent 5 points |
Good 4 points |
Satisfactory 3 points |
Lacking 2 points |
Unacceptable 0 points |
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Recommendation |
Excellent 5 points |
Good 4 points |
Satisfactory 3 points |
Lacking 2 points |
Unacceptable 0 points |
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Implementation Plan (CRM Focused) |
Excellent 5 points |
Good 4 points |
Satisfactory 3 points |
Lacking 2 points |
Unacceptable 0 points |
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Overall Score (out of 25) |
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This overview is based on the following reference: Erskine, A, Leenders, M., & Mauffette-Leenders, L., (2014) Teaching with Cases, Fourth Edition, Senton Printing, London. Some alterations to the original case methodology proposed by Leenders, Leenders and Erskine have been made.
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