Management Section A Homework Among Its Advantages Are The Instructor Gets

Section A

Suggestions for Case Method Teaching

A-2

SUGGESTIONS FOR CASE METHOD TEACHING

The most popular, as well as the most perceived effective, approach to

teaching strategic management is the case method. Its strengths include a

real–world orientation (believed to generate student involvement) and the

ability to focus on developing decision–making skills by taking an

integrative and conceptual, yet action–oriented, approach. This method may

not go well, however, if the instructor is inexperienced in the use of cases

and/or the students are not motivated to do more than a superficial reading

of the cases. A capable case instructor must be able to force the typical

student to go beyond satisficing at a very low level (e.g., “In my opinion,

they ought to fire the CEO.”).

If given a free rein, the average undergraduate tends to Monday morning

quarterback the case. For example, if everyone knew that Hershey Foods

successfully developed and marketed a new type of sugar–free candy this year,

Suggestions for Using Cases

There are many ways to use cases. Some instructors prefer to generate open

Open Class Case Discussion

One approach is for the instructor to lead the discussion with penetrating

questions and answers, like Professor Kingsfield in the classic film, The

Paper Chase. A majority of instructors prefer to begin the analysis with a

1. Read the case over carefully before class. Then study the case.

Calculate common size financial statements and adjust for

inflation. Any obvious problem areas?

Suggestions for Case Method Teaching

3. Decide how you’re going to run the class. What key points need to

be addressed? Can you break the class up into teams and have them

4. Put together a usable seating chart. If the class meets for a

long period of time, ask the students to make their own name

cards and to bring them to class each time. Bring pieces of paper

and magic markers for them to use at the first meeting (one

5. Start with the basics. Call on someone to state the basic facts

of the case. Ask him or her to describe the firm. When was it

founded? What does it make? How well is it doing? The first

undergraduate will probably respond in terse sentences, such as

“It makes electronic parts.” Getting more information may require

6. Go through your outline section by section. Put the topic

headings on the blackboard as they are discussed and write in key

points under each. Remember to leave enough time to develop

alternatives with pros and cons for each. Force the class to make

Suggestions for Case Method Teaching

A-4

7. As a final note, you may wish to tell them what actually happened

to the firm in the case (if you know). They enjoy hearing a

Suggestions for Case Method Teaching

A-5

Exhibit 1

DIFFERENCES BETWEEN THE TYPICAL GRADUATE

AND TYPICAL UNDERGRADUATE CASE COURSE

══════════════════════════════════════════════════════════════

1. Have read the

case before

class

4. Value of

response when

called upon

5. Flow of

discussion

Grad students

Probably 100%

Usually very good

Once started, can flow

on its own with the

instructor only

steering discussion;

Easy to get off on

tangents.

Undergraduates

Probably 70%

Usually poor to

satisfactory

Needs constant prodding by

instructor; Very hard to

build momentum; Easy to

keep on course.

Suggestions for Case Method Teaching

A-6

Student Oral Presentations

A second approach to using cases is the student oral presentation. This has

been used quite successfully by a number of instructors. By the second or

third day of class, the students are placed into teams, each composed of

three to five people. Each team is then assigned a case to present during the

semester. This approach may be used during the second half of the semester if

the instructor chooses to lead an open discussion during the first half. It

may also be used during the first half instead of open class case discussion

if a simulation or project is planned for the second half of the course.

Among its advantages are:

– The instructor gets off stage and is no longer responsible for case

analysis.

One critical bit of advice: Coach the first team to make sure it prepares a

solid professional presentation. The rest of the class will take their cue

from the first team. If it’s done well, the rest will probably go well. If it

goes poorly, the rest will tend to be of low quality. The biggest

disadvantage of the student oral presentation is that unless something else

Written Case Analysis

There are at least three approaches to use with written case analyses. One is

the comprehensive student report that covers all the issues of the case in a

complete manner, including references and exhibits (ratios, pro forma

financial reports, product life cycle drawings, etc.). A second approach is

the short report prepared in response to a specific question, such as, “If

the firm continues with its present strategies and objectives, where will it

be in 5 years?” A third approach, which we strongly recommend, is the

Suggestions for Case Method Teaching

A-7

Source: J. D. Hunger, “The Case Method of Teaching: Some Helpful Hints,”

Proceedings, Midwest Society for Case Research (March 1985): 7.

Suggestions for Case Method Teaching

A-8

Exhibit 2

CASE PRESENTATION EVALUATION FORM

Case Team

Excellent + Acceptable  Poor –

I. Organization and Presentation of Report

A. Dress and manner _____

B. Length of report _____

II. Contents of Report

A. Situation Definition

1. Considered current performance, mission, objectives, etc. _____

2. Considered corporate governance (if applicable) _____

B. Situation Analysis

1. Distinguished between symptoms and underlying problems

or causes _____

2. Distinguished between fact, opinion, and own inferences _____

Suggestions for Case Method Teaching

A-9

C. Alternative Assessment

1. Identified all feasible alternatives _____

etc., as pros and cons _____

D. Recommendation

1. Clearly presented the recommendation _____

E. Maintained proper balance among situation definition and

analysis, alternative assessment, and recommendation _____

III. Overall Evaluation

COMMENTS

STRENGTHS │ WEAKNESSES

│

Suggestions for Case Method Teaching

A-10

Exhibit 3

PRESENTATION APPRAISAL SHEET

______________________

(Print Your Name)

Case: ______

Date Case Presented _

A. TEAM APPRAISAL (Circle One)

Excellent Very Good Good Marginal Poor

Reasons:

═══════════════════════════════════════════════════════════════════════════

B. INDIVIDUAL APPRAISAL (Evaluate Each Person)

1. _ _ _ _ __________

2. _

3. _________

4. _

Suggestions for Case Method Teaching

The grading of a written comprehensive report is often aided through the use

of a case evaluation form, such as the one suggested for oral presentations

in Exhibits 2 and 8. These forms help to ensure that the instructor considers

all aspects of case analysis and provides the students with clear–cut

comments on key aspects of the report. Exhibits 2 and 8 can be used for both

oral and written reports. In the case of a written report, we recommend

modifying Exhibit 2 by replacing the factors in Section I with the following:

A. Legibility

B. Length of report

Structuring the Course

Unless the class is very familiar with the case method, we recommend that the

students carefully read Chapter Thirteen, Suggestions for Case Analysis. The

appendices are especially useful. Given our interest in the strategic

Cases 9-34 typically deal with many aspects of strategic management and (for

the most part) are equally appropriate for oral presentations, written

reports, and strategic audits. They deal with general issues in strategic

management and can be assigned depending on the steps they emphasize in the

strategic decision–making process or on the basis of difficulty or

complexity. They range from large business corporations to small,

entrepreneurial firms and not–for–profits, and are organized for the most

part on the basis of industry.