0 Case Methods Workshop (Master)

8/2/2019 0 Case Methods Workshop (Master)

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Case method

MBA ITBSCHOOL OF BUSINESS AND

MANAGEMENTINSTITUT TEKNOLOGI BANDUNG


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Quotations(by Karl Knapp, PhD)

Tell me and I forget. Teach me and I remember.Involve me and I learn.

Benjamin Franklin

Dont find fault. Find a remedy.Henry Ford

Im a great believer in luck, and I find the harderI work the more I have of it

Thomas Jefferson


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Topics

1. Philosophy of the case

method2. Case learning process

3. Anatomy of a case


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1. Case MethodPhilosophy


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Case Method Schools:

Leaders in their marketsAustralia :Melbourne Business School

Canada :Western Ontario

Europe :IESE (Barcelona, Spain)

IMD (Lausanne, Switzerland)

INSEAD (Fontainebleau, France)

LBS (London, England)India :IIM (Ahmedabad)

Philippines :AIM (Manila)

USA :Amos-Tuck, Virginia, Harvard


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A Case: What?

a record of business issues

has been faced by businessexecutives

presented to students

for analyses and action


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Learn then applyError is the price we pay for progress

(Alfred North Whitehead)

Purpose of business educationTo act not just to know (HBS Mission)

Act ethicallyAct responsively

The Case Method:

Why?


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Our Survey (2007) Angkatan 29 A

Pengalama n Kerja Mahas is

80 %

15% 5%

0-2 th 2-4 th > 4 th

Komposisi Case - Teachi

0%0%0%0%

25%

60%

15% 0%

Full Case Full Teaching 80%-20% 70%-30%

60%-40% 50%-50% 40%-60% 30%-70%

Case-Teaching

40%-60%

Case-Teaching

50%-50%

Case-Teaching

60%-40%


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Angkatan 29 B

Pengalam an Kerja Ma hasis

90%

7% 3%

0-2 th 2-4 th > 4 th

Komposisi Case - Teachi

0%0% 3%

21%

41%

28%

7% 0%


60%-40% 50%-50% 40%-60% 30%-70%

Case-Teaching

60%-40%

Case-Teaching

50%-50% Case-Teaching

70%-30%

Our Survey (2008)


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Angkatan 30 APengalaman Kerja Mahasiswa

70%

15%

15%

0-2 th 2-4 th > 4 th

Komposisi Case - Teaching

7%

0%7%

11%

30%

30%

4%11%


60%-40% 50%-50% 40%-60% 30%-70%

Case-Teaching60%-40%




Our Survey (2009)


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Angkatan 31 Eksekutif

Pengalaman Kerja Ma hasiswa

6%

18%

76%

0-2 th 2-4 th > 4 th

Komposisi Case - Teaching

0%0%0%

29%

47%

18%0% 6%


60%-40% 50%-50% 40%-60% 30%-70%




Our Survey (2010)


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Based on that survey, wecome to conclusion that:

Students in MBA ITB asking for

learning process with 60% caseand 40% teaching


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Harvard Learning Model

We Have learned that managers learn fromexperience- by doing, observing, and interactingwith others, and soliciting and absorbingfeedback. Knowledge is obtained and retained

through active participation in its constructionand use.

With this in mind, the HBS Learning Model hasbeen developed to work in tandem with the case

method in simulating the managerial workexperience as closely as possible.

With case studies as the primary vehicle forlearning, students examineproblem-focusedsituations that are managerially relevant,

intellectually and emotionally engaging, andhighly interactive.


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Two Educational Model

n

Teacher Centered

Versus

n Student centered


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Traditional Model: TeacherCentered

n

Teaching is tellingnGoal is transfer of

information

nFrom expert to novices

nLittle teacher-student

interaction


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Lack of Traditional ModelCognitivenCant assimilate info independent of

its usenpoor retention

PhilosophicnKnowledge is core of learning

PragmaticnStudent dont like it


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Student Centered:Action Learning

nstudents are actively involvedn learning is the focusn learning as shared activitiesn true ends of education (Dewey,

1933)Use knowledge, think creatively,continue learning


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Case Method Principlesn Situational analysisn Analysis and actionn Student involvementn Instructors rolesencourage learning, forgo center-status

teacher and practitionernSubstance and process


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3 Fundamental ChangesBalance of Powerfrom teacher to students

Locus of Attentionfrom content to process

Instructional Skillsfrom declaration (explanation to) toquestioning (why, so what)


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Skills Development:(Mauffette-Leenders, Erskine, Leenders)

n Analyticaln Decision makingn Applicationn Oral communicationn Time managementn Interpersonal/socialn Creativen Written Communication


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2. Case learning

process

How to use knowledge


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Case Method : How?n assignment prior to classCase, readings, discussion questions

n

individual preparationUnderstand and analyse case issues

n group discussionPeers enrichment

n class discussionInstructors enrichmentnsummary by instructor

Especially for technical subject


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3 Stages Learning Process

Time

Am

ountof

Lea

rning

Individual

Class

Group


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Individual Preparationn Detailed readingn Analyzing the case

- Defining the issue- Analyzing data- Generating alternatives- Selecting decision criteria

- Evaluating alternatives- Developing action/implementation

plan


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Group discussionn Size: 3-5 students

n Composition: mixed background

nTime: 1-2 hoursn Place: any placen Rule of the game:

Present, Prepare, Participate, notnecessarily to get consensus, nospokesperson


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Classroom Processn Opening question by instructorUsually if you were X, what would you do

n Student interactionArguments pros and cons

n Instructions roleModerator, director but not dictatorhighlight important issues summarize at theend of class


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PrerequisitesnPhysical facilitiesClassroom lay out, screen, projectordiscussion rooms

n Student interaction

Name cards, seating chart

n Material LogisticsReproduction facilities


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Course Planningn Learning objectivesn General course design

n Detailed sequenceSyllabusn Material selectionn Performance measures


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Blooms Taxonomyn Knowledgen Comprehension

n Applicationn Analysisn Synthesis

nEvaluation


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Learning Objectivesn Ability to make decisionn

Ability to think logically &consistentlyn Ability to present analysiscoherentlyn Ability to add perspectiven Ability to use appropriate tools,etc


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Skills Developed*n analytical/reasoningn questioning(Kemampuan utama CEO adalah ability toask right questions)n communicating with othersn group skillsn

problem solvingn decision makingn etc.

* Mumford, 1997. How to Select a


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Detailed Sequencen Integrate theory & practicen

Sequencing: what managersdoTextbooks do not necessarily reflectwhat managers do and should do

n material selectionEnsure comprehensiveness


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Student Participation (Individual)Quizzes/RAT (Individual)Presentation (Individual & group)

Analysis/ Writing report (individual/group)Project (individual/group)Exam (individual & group)

Measuring Student

Achievement


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Student Evaluation

80% Soft competence20% Hard competence


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Some Issues

What to testSkills versus knowledge

WeightsParticipation versus exams

Class participationwhat to evaluate, subjectivity


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What to testAbility:

Using concepts, techniques, tools Application Analysis Synthesis

Evaluation


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Weight

Apropriate weights between :

n class participation and written workn individual and group work

n theory and practice


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Class Participation: What

Analysis

Alternatives

Suggested actionSynthesis

Insightful questions

Clarify assumptions


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Role playProjectsExercise, Games & Field Trips

Case Variations:


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CulturalConsiderations

n

students and instructor:Attitude, behavior, values

n cases :

settings


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CaveatsShortcomingsn cases are not actual business situation, but a piece

of reality brought into classn artificiality to suit class timen a snapshot at a point in time

n unlike managers, students do not bear theresponsibility of implementing decisions

n not efficient in learning technicalsubjects


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Shortcuts by studentsn obtaining answer to a case before class

n finding what actuality happen

n getting additional info from companyn disclosing identity of the disguised actor

n free riding

In all cases, students lose the most.

Case learning is growth throughexperience


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3. The Anatomy ofA Case


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Anatomy of a Case

nOpening

(1.5 pages, decision maker, date,company/industry, issue 5 minutes reading)

n Body(3-30 pages, skimming after read closing, the indetail focus on information relate to the issues)

n Closing

(1 page, summary, read secondly afteropening)

nAppendices or exhibitsn(source of data, some relevant, others may not)


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Opening Statement

n Name of main actorn Position

n Organizationn Time

n Nature of issue/Problem


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Body of Case

n Background of organization size, business, distinctive features, etcn Industry data (where appropriate):

size & growth, major players, rules-of-the-game,strategies,

key succes factors

n Specific Info :

Nature of problem, implications, arguments for &against, opinion of protagonist & stakeholders


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ClosingThe closing part is meant to give the

students a sense of urgency that an

action is indeed required

It usually summarizes the pertinentissues of the case


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Who is (are) the protagonist(s)?

What are his or her objectives(implicit or explicit)?

What problems, opportunities, andrisks do I, as the protagonist, face?

What evidence do I have to make the

decision? Is the evidence reliable andunbiased? Can I improve it?

What alternative courses of action areavailable?

Case analysis (1)


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Case analysis (2)

What criteria should I use to judgethe alternatives?

What action should I take?

How should I convince others in thecase and in the classroom that myapproach is best?

What did I learn from this case?How does it relate to past cases and

my own live experience?


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Thank you all forparticipating

0 Case Methods Workshop (Master)

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