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Guide To Learning With Cases

Guide to Learning With Cases

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84 views3 pages

Guide To Learning With Cases

Guide to Learning With Cases

Uploaded by

TaufikTao
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Management Control Systems, First European Edition

Robert N. Anthony, Vijay Govindarajan, Frank G.H. Hartmann, Kalle Kraus and Gran Nilsson

GUIDE TO LEARNING WITH CASES


Introduction
Managers make decisions which will determine the success or failure of their organizations.
Therefore, the actual work of the manager involves making many choices and ensuring that desired
actions and activities happen. It is a very real life activity. The case studies aim to simulate this kind
of activity. It puts the student in the shoes of the decision maker, asking you to make choices and
make decisions based on the information in front of you. To many this can be quite daunting but the
purpose of this note is to guide you through the process of case analysis which will help you to make
better decisions in both imaginary and real business situations.

What Are Case Studies?


In short, case studies are written descriptions of sample business situations. Those situations can be
real or fictional, though in most instances they describe real organizations. They come in many
shapes and sizes. The examples in each chapter of Management Control Systems might be described
as short cases, which illustrate a business situation and could be the subject of analysis and
discussion. In contrast, some cases can be much longer and extremely detailed. Cases may focus on
industries, large global organizations, small, entrepreneurial organizations, not-for-profit
organizations and so on. The greater the variety of cases examined, the more the student is exposed
to the richness of organizational life. The typical case describes a real business situation on which a
real manager had to reach a decision. The case gives quantitative and qualitative information that is,
or may be, relevant to that decision. There are several types of cases:
1. The issue case is the prototype. In this case, the issue to be resolved is fairly obvious
(e.g., should Company A buy machine X or not?). The students are given facts relating to
this issue, they make numerical calculations, they make judgements about the relative
importance of various considerations, and they reach a conclusion.
2. In an appraisal case, a system or practice is described, often with an account of its
historical evolution. The student is asked to analyse the system or practice and
recommend improvements in it. In another variation, the solution to an issue and the
seasoning behind that issue is described, and the student is asked to appraise the
soundness of this reasoning.
3. In a blind case, the issue is not clear. A situation is described, and the students task is to
identify what issues, if any, exist and what should be done to resolve them.
4. In an iceberg case, only a little relevant information is given, and the student must
decide what information should be collected and how it can be obtained.
5. In a series case, the student is given several different problems that occurred in the
same general setting. Often these problems are sequential in that the students decision
on one problem affects their analysis of the next one.

McGraw-Hill Education 2014

Management Control Systems, First European Edition

Robert N. Anthony, Vijay Govindarajan, Frank G.H. Hartmann, Kalle Kraus and Gran Nilsson
Objectives of Case Studies
There are different ways of acquiring knowledge but the principle underlying case studies is that of
inductive learning. In other words, the aim is to develop knowledge and over-arching principles
through examining and analysing individual situations. Case studies are also underscored by the
principle of learning by doing. We know management control is a real-life activity but few
management control courses will bring us into contact with real-life managers. The case, which
simulates an organizational situation, is as close as many of us will come to real-life before we begin
our working careers and by working on several cases, we build our skill sets. In summary then, the
objectives of case analysis are as follows:

To develop diagnostic and analytical skills in areas such as situation analysis, evaluation of
alternatives, making choices and justifying recommendations.

To apply the techniques, concepts and theories learned in class and from the literature to
help solve business problems.

Cases gets the students to be active rather than passive so it requires them to get out of the
habit of being a receiver of concepts and into the habit of diagnosing problems and coming
up with proposed solutions.

To develop skills in critical thinking, as with cases there are no right answers and arguments
need to be formed and justified.

To develop the communications skills necessary to present case solutions either verbally or
in written format.

To develop listening skills. Much of the learning in a case study comes out of listening to
other points of view and acknowledging the different perspectives that people can bring to
the problem.

To get practice in working out problems for yourself or in working as part of a team.

Analysing Cases
One of the great challenges of case analysis, and indeed real-life business is that all situations are
different. Therefore are no step-by-step procedures for case analysis or no neat proven framework
that will work in all instances. That said, there are a number of elements of good practice that should
be followed when working on a case.
1. First, read the case through quickly. The purpose of this initial reading is to get familiar with the
main issues in the case such as the organization, its situation and the kinds of challenges or
difficulties that it may be facing.

McGraw-Hill Education 2014

Management Control Systems, First European Edition

Robert N. Anthony, Vijay Govindarajan, Frank G.H. Hartmann, Kalle Kraus and Gran Nilsson
2. Then, either individually or in groups, read through the case carefully and note the key facts. Do
not try to enumerate all the information as some of it will be more important than others. Identify
the key information and issues.
3. Decide what assumptions are reasonable in relation to the situation under discussion. Remember
that in business, managers rarely have all the information that they need. Sometimes it is necessary
to estimate, guess and speculate.
4. Now it is time to begin the case analysis properly. The first step is to conduct a thorough analysis
of the external situation the organization is facing. This might mean looking at the macro and micro
environments of the organization, or looking at the information that is available on competitive
activity. This analysis helps to articulate clearly the challenges the organization is facing.
5. Second, it will be necessary to thoroughly analyse the organization under study. What are its
strengths and weaknesses? It may be necessary to examine in depth, the quality of its management
control systems. Or the focus may be on its remuneration strategy or whatever emerges as most
critical in the particular situation under analysis.
7. The next step is to devise a number of alternative plans of action to resolve the problems or take
advantage of the opportunities. It is important not to lock on to one solution straightaway but rather
to look at a range of possible solutions.
8. Finally, it is critical to recommend and justify a solution. The importance of coming up with a
proposed solution should not be underestimated. Business is about making choices. Too often
students do very good analysis but then proposed alternatives or solutions are very weak. Be
unambiguous about your choices and justify them. Dont worry about being right or wrong because
remember there is always likely to be more than one possible solution. What is important is that you
make a choice and that it is logically supported by your arguments. That is much more important
than trying to chase some elusive right answer.

McGraw-Hill Education 2014

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