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THE CASE METHOD

What Are Cases?

Cases, such as the ones used in this course, are written descriptions of actual events, circumstances, or situations, which confront decision-makers in organizations. The cases have been developed from information gathered from both government agencies and private industry. The facts presented in these cases are based on real-life situations. They are as complete as is reasonable with no essential fact deliberately omitted. The case method stimulates interest through realism and is designed to make the learning process one of active participation rather than passive observation.

Objectives of the Case Method

In effect, the essence of the case method is that “wisdom cannot be told.” The learning process if it is to be effective does not depend on the process of “telling”. Rather, it calls for something dynamic to occur for the learner.

The case method does not require students to find well-known answers to problems, nor does it require students to develop “yes” or “no” answers to situations. Instead, it encourages participants to think independently; to recognize unfamiliar problems and points of view; and to value resolving individual and personal differences and conflicts in the interest of the overall goals of a group or organization.

Other General Objectives of the Case Method

1. To increase each individual's capacity to work effectively with superiors, colleagues on the same level, and subordinates.

2. To develop effective skills of cooperation.

3. To develop a point of view, outlook, or frame of mind that helps one become a more understanding, useful, and responsible member of an organization.

4. To develop awareness that, in a particular problem situation, the general principles, rules, and axioms of management cannot always be followed. Emphasis, instead, is placed on developing the capacity to discern and evaluate relevant facts and relationships in a complex problem situation.

5. To learn that there may be several effective strategies for the same situation; there's more than one answer.

The participant becomes a sharper observer, asks searching questions, probes for the real issues, evaluates the effects which various courses of action would set in motion, overcomes communication barriers, and comes to grips with the problem by making and altering his/her own decisions as the case progresses. Making decisions, analyzing, comparing, and making recommendations are critical tasks.

Finally, the case method approach helps a person see the value in becoming more articulate and fluent: It also emphasizes the value in standing one's ground in defending one's views in analysis of management situations.

Preparing a Case

The first step in preparing a case is to master the facts. As in real life, irrelevant descriptive material is often present and one must sift through the data to determine the useful information. The case method offers another similarity with reality: sometimes crucial information is missing. In this instance, personal experience and knowledge may need to be used or additional information upon which to base the analysis may need to be found. One then makes and explains assumptions and perhaps defends these assumptions in front of others.

Outline of an Approach to the Case Method

1. Define the central issue (s).

2. Select pertinent areas for consideration.

3. Analyze the considerations and determine their relative importance.

4. Investigate other possibilities.

5. Critique what was done, draw final conclusions, and make recommendations.

Participating in a Case Discussion

The key to learning through participation in a case discussion is to have reviewed and analyzed the case before the discussion session. Assuming that all the participants are prepared, the give-and-take discussion generated by the case method requires the participant to be alert to the real, often hidden, issues in a case.

To be successful, the case method requires the utmost in personal and group participation. Students usually have different backgrounds and bring different points of view to bear on the problem or situation. By expressing different viewpoints or by disagreeing with other students, the entire group can learn and benefit from the discussion. Participants are encouraged to speak freely with the understanding that individual opinions must be respected. So students feel free to express their opinions, the issues discussed in this course are “privileged.”

The Answer to the Case

It is unlikely that a student will be in a situation identical to the one posed in a case. For this reason, there is no singular way to approach the answer and the “answer” to a case problem is usually only of academic interest.

Cases that illustrate concepts and principles that may help students with problems encountered in the future have been chosen. In this sense, the issues and ideas discussed by the group are the only true answers. This is of far more value than learning what happened to the person or organization after the fact, or having the faculty member venture an opinion as to what should have been done. Therefore, answers to the problems in the cases are not provided. However, the faculty member may occasionally find it helpful to summarize briefly and review the main issues or conclusions reached at the end of a case discussion.