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Case Analysis. Basic Techniques Professor Varghese George. Motivation. I struggle each term in each section of my classes to impart superior skills in case analysis to my students My students struggle too hard with the cases In a capstone course in Strategy, this ought not happen

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Case Analysis

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Case analysis

Case Analysis

Basic TechniquesProfessor Varghese George


Motivation

Motivation

  • I struggle each term in each section of my classes to impart superior skills in case analysis to my students

  • My students struggle too hard with the cases

  • In a capstone course in Strategy, this ought not happen

  • So … here is a little help …


Why are cases sometimes so hard

Why are cases sometimes so hard?

A good case analysis requires Critical Thinking

  • Critical Thinking:  An ability to evaluate information and opinions in a systematic, purposeful, efficient manner. http://highered.mcgraw-hill.com/sites/0070294267/student_view0/glossary_a-d.html

  • Critical Thinking is a term used to refer to those kinds of mental activity that are clear, precise, and purposeful. It is typically associated with solving complex real world problems, generating multiple (or creative) solutions to a problem, drawing inferences, synthesizing and integrating information, distinguishing between fact and opinion, or estimating potential outcomes, but it can also refer to the process of evaluating the quality of one's own thinking. http://www.senate.psu.edu/curriculum_resources/guide/glossary.html

  • Critical Thinking: A cognitive process based on reflective thought and a tolerance for ambiguity which has the following attributes:

    • Disciplined and self directed.

    • Oriented toward inquiry, analysis and critique.

    • Multi-dimensional and multi-logical problem-solving rather than uni-dimensional, mono-logical, or linear

    • Requisite knowledge and ability to generate options and make discriminating judgments.

      Graduate Student Handbook, 2006-2007. Beth-El College of Nursing & Health Sciences, University of Colorado at Colorado Springs

      http://www.uccs.edu/~bethel/MSNProgram/GradHandbook/GradHdbkComplete092606FINAL.pdf

      Tough indeed, but …


Neither rocket science nor brain surgery

Neither rocket science nor brain surgery …

  • Like learning to ride bicycle – many things have to come together

  • If you try smart enough and hard enough, things will come together


Traditional learning method

‘Traditional’ Learning Method

  • Didactic Approach

    • Instructor delivers to students

    • Students absorb and learn

  • Students Work Independently

  • Objective Testing


Substantive differences

From Pedagogy

Traditional approach

Teacher-directed learning

To Andragogy

Facilitative approach

Self-directed learning

Substantive Differences

For “student-centered” learning

Students

Instructor

Student


Assumptions

Assumptions

About

Pedagogical

Andragogical

Concept of the learner:

Dependent personality

Increasingly self-directed

To be built on more than used as a resource

A rich resource for learning by self and others

Role of learner’s experience:

Readiness to learn:

Uniform by age-level & curriculum

Develops from life tasks & problems

Orientation to learning:

Subject-centered

Task-/Problem-

centered

Motivation:

By external rewards and punishment

By internal incentives curiosity


Role transformation

Role Transformation

  • Faculty evolve from:

    • Instructor to Facilitator

    • Content Expert to Resource Person

    • Sage on the Stageto Guide on the Side


Essential things to remember for your own analyses

Essential things to rememberfor your own analyses

  • Case analysis is:

    • not to tell a story

    • not to report facts

    • not to record history

    • not to summarize data

  • Cases help train future managers to solve business problems

  • Whose problem? Look for a protagonist

  • ‘Analysis’ is NEVER listing of data, evidence, or symptoms

  • What follows provides a ‘structure’ not a ‘formula’ …


Elements of a case analysis

Elements of a Case Analysis

1. Analysis

2. Diagnosis

3. ProblemDescription

6. ManagerialAction

5. Prescriptions

4. (Strategic)Options


Analysis and other elements

‘Analysis’ and Other Elements

1. Analysis

2. Diagnosis

3. ProblemDescription

6. ManagerialAction

5. Prescriptions

4. (Strategic)Options


How elements are related

How Elements Are Related …

1. Analysis

2. Diagnosis

3. ProblemDescription

6. ManagerialAction

5. Prescriptions

4. (Strategic)Options


For each element sub element and for the total analysis

For each element, sub-element, and for the total ‘analysis’

  • ‘Interpretations,’ ‘Bottom line,’ or ‘Results’ (IBR) should be most prominent

    • NOT data, evidence, or symptoms, which should all be in a supporting role

  • Your IBR should be based on the most aggressive prioritization based on theory and logic: PRIORITIZE, PRIORITIZE, PRIORITIZE!

  • Your IBR for a given element should be the link to other elements


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