ADMN 3127 STUDYNOTE: ON STUDYING AND LEARNING FROM CASES

INTRODUCTION TO CASES The cases featured in this book are representative of real-world problems that managers in different service organizations have to face and resolve. They describe problems from a wide variety of industries in several different countries. Some of the events depicted took place recently, while others occurred some years ago but still contain important lessons and insights for the managers of tomorrow. Unlike methods of instruction that use lectures and textbooks, the case method of instruction doesnt present students with a body of tried and true knowledge about how to be a successful manager. Instead, it provides an opportunity for you to learn by doing. Dealing with cases is somewhat like working with the actual problems that people encounter in their jobs as managers. In most instances, youll be identifying and clarifying problems facing a company or nonprofit organization, analyzing qualitative information and quantitative data, evaluating alternative courses of action, and then making decisions about what strategy to pursue for the future. You may enjoy the process moreand will probably learn moreif you accept the role of an involved participant rather than that of a disinterested observer who has no stake or interest in resolving the problems in question. The goal of case analysis is not to develop a set of correct facts, but to learn to reason well with available data. Cases mirror the uncertainty of the real-world environment in that the information they present is often imprecise and ambiguous. You may be frustrated to find that in services marketing, there is no one right answer or correct solution to any given case. Instead, there are often a number of feasible strategies management might adopt, each with somewhat different implications for the future of the organization, and each involving different trade-offs.

Cases and the Real World Cases differ from real-world management situations in several important respects. First, the information is prepackaged in written form. By contrast, managers accumulate their information through memoranda, meetings, chance conversations, research studies, observations, news reports, and other externally published materials. Second, cases tend to be selective in their reporting because they are designed with specific teaching objectives in mind. Each must fit a relatively short class period and focus attention on certain types of issues within a given subject area. In the real world, management problems are usually dynamic in nature. They call for some immediate action, with further analysis and major decisions being delayed until some later time. Managers are rarely able to wrap up their problems, put them away, and go on to the next case. In contrast, discussing a case in class or writing an analysis of a case is more like examining a snapshot taken at a particular point in time. Occasionally, a sequel case provides a sense of continuity and poses the need for future decisions within the same organization.

A third, and final, contrast between case analyses and real-world management is that participants in case discussions and authors of written case reports arent responsible for implementing their decisions, nor do they have to live with the consequences. This doesnt mean, however, that you can be frivolous when making recommendations. Instructors and classmates are likely to be critical of contributions that are not based on careful analysis and interpretation of the facts.

PREPARING A CASE Just as there is often no one right solution to a case, there is also no single correct way of preparing a case for class discussion or for a written assignment. With practice, you should be able to establish a working style with which you feel comfortable. Initial Analysis First, its important to gain a feel for the overall situation by skimming quickly through the case. Ask yourself:

What sort of organization does the case concern? What is the nature of the industry (broadly defined)? What is going on in the external environment? What problems does management appear to be facing?

After an initial fast reading, without making notes or underlining, youll be ready to make a very careful second reading of the case. This time, seek to identify key facts so that you can develop a situation analysis and clarify the nature of the problems facing management. As you go along, try to make notes in response to such questions as:

What decisions need to be made, and who will be responsible for making them? What are the objectives of the organization itself and of each of the key players in the case? Are these objectives compatible? What resources and constraints are present that may help or hinder attempts by the organization to meet its objectives?

Try to establish the significance of any quantitative data presented in the text of the case or, more often, in the exhibits. See if new insights may be gained by combining and manipulating data presented in different parts of the case. But dont accept the data blindly. In the cases, as in real life, not all information is equally reliable or equally relevant. On the other hand, case writers wont deliberately misrepresent data or facts to try to trick you. Developing Recommendations Now you should be in a position to summarize your evaluation of the situation and to develop some recommendations for management. First, identify the alternative courses of action open to the organization. Next, consider the implications of each alternative, including possible undesirable outcomes, such as provoking responses from stronger competitors. Ask yourself how short-term tactics fit with longer-term strategies. Relate each alternative to the objectives of the organization (as defined or implied in the case, or as redefined by you.). Then, develop a set of recommendations for future action, making sure that these recommendations are supported by your analysis of the case data.
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Your recommendations wont be complete unless you give some thought to how the proposed strategy should be implemented:

What resourceshuman, financial, or otherwill be required? Who should be responsible for implementation? What time frame should be established for the various actions proposed? How should subsequent performance be measured?

Small Group Discussions The best results in the early stages of case preparation are generally achieved by working alone. However, a useful step prior to class discussion, is to discuss the case with a small group of classmates. (In some instances, you may find yourself assigned to a small discussion group or you may be required to work with others to develop a written report for possible group presentation.). These small groups facilitate initial testing of ideas and help to focus discussion on the main considerations. Present your arguments and listen to those of other participants. The focus of small-group discussions should be on analysis and decision-making: What are the facts? What do they mean? What alternatives are available? What specifically should management do? How and when?

CLASS DISCUSSION In class, you may find that the role played by an instructor when teaching cases differs from that when lecturing. The instructors role in case discussions is often similar to that of a moderatorcalling on students, guiding the discussion, asking questions, and periodically synthesizing previous comments. Teaching styles vary, of course, from one instructor to another. Some professors like to begin the class by asking a student to lay out the case, which may involve your being asked to identify key problems and opportunities, to present some preliminary analysis, and perhaps to outline a possible course of action. Others prefer to work through each of the discussion questions in turn. Instead of being a passive note-taker, as in lecture classes, youll be expected to become an active participant in case discussions. Indeed, its essential that you participate. If nobody participates there can be no discussion! If you never join in the debate, youll be denying other participants the insights that you may have to offer. Moreover, theres significant learning involved in presenting your own analysis and recommendations and debating them with your classmates, who may hold differing views or else seek to build on your presentation. However, dont be so eager to participate that you ignore what others have to say. Learning to be a good listener is also an important element in developing managerial skills. Occasionally, it may happen that you are personally familiar with the organization depicted in a case. Perhaps you have access to additional information not contained in the case, or perhaps you know what has happened since the time of the case decision point. If so, keep this information to yourself unless, and until, the instructor requests it. (This advice also holds true for written reports and case exams.) There are no prizes for 20/20 hindsight and injecting extra information that nobody else has is more likely to spoil a class discussion than to
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enhance it. Each case offers the potential for learning and as the class proceeds you should make notes on important insights. Some instructors choose to review key points immediately following the discussion. Others prefer to wait until several cases have been taught and then compare and contrast the lessons from all the cases in a particular course module.