The Case Method

The use of discussion-led learning and the liberal use of relevant case studies in operations management allow the instructor to bring the course to life. These cases, when used as the basis for classroom discussion, draw on and complement any chosen text and associated readings. . Proper use of the cases results in a very meaningful and exciting learning experience.

The instructor plays a key role in achieving this learning experience. He or she must be sensitive to several prerequisites to learning through the use of cases: preparation by both instructor and student, and the student’s needs for security, challenge, recognition, self esteem, and the need to help others. Thus, the use of the cases becomes a balancing act. The instructor will want to stretch the student and to motivate him or her to be well prepared. But needless embarrassment can be dysfunctional.

For instance, some students may be reasonably well prepared but are hesitant to perform in front of their peers. If this appears to be a problem, dividing the class into small groups provides a safer and more supportive environment for the shy student.

Cases can be employed in a variety of ways. Cases often lend themselves to classroom discussion through the use of the questions raised at the end of each case. Many of the cases lend themselves to rigorous case analysis. The instructor may choose to reproduce and distribute the following case instructional material when making an assignment requiring a traditional case analysis.

If a project report is not assigned, four or five written case assignments can be appropriately made. If a project report is assigned, two written cases should suffice. The written solutions should be kept as short as possible without diluting the quality of the analysis. Brevity forces the student to organize and present his or her thoughts concisely.

In preparing to discuss a case, the student follows a simple problem-solving outline in writing it up. The write up contains four sections: (I) the facts; (II) the major problem statement; (III) possible solutions with a listing of advantages and disadvantages of each; and (IV) justification for the decision to select one of the possible solutions. A fifth section, implementation, may be required by the instructor at the outset. The student is required to list the major facts in the case. From these facts, he or she then develops a written problem statement. Ideally, this should be one sentence long! Based on the problem statement, a possible set of solutions must be developed. This is important because in real on-the-job situations there are a number of solutions to each problem situation. Too often a preconceived solution is the only one given serious consideration, Little thought is given to looking for the better solution from among possible alternatives. The principle advantages and disadvantages of each possible solution should be listed briefly. In the last section of the paper, the student writes out what he or she considers to be the best solution—and justifies the selection.

Development of this four section structured outline is mandatory. This classroom practice in problem identification, search for solutions, and documentation and justification of decisions builds a bridge from the classroom to "on-the-job" performance. Documentation and justification of decisions achieve a twofold purpose: (1) they sharpen the learner’s decision-making process, and (2) in real life they provide data that general management can understand concerning the "what" and "why" of the actions that take place in the decision-making process or the organization.
 
 

Case Name:

I. Major Facts

State here the major facts as you see them. Make statements clear and concise for your own understanding as well as for the understanding of the other students and the instructor.

II. Major Problem

(State here the major problem as you see it. Emphasizes the present major problem. You may wish to phrase your statement in the form of a question. In a few cases, there may be more than one major problem. A good problem statement will be concise, usually only one sentence.)

III. Possible Solutions

List here the possible solutions to the major problem. Let your imagination come up with alternative ways to solve the problem. Do not limit yourself to only one or two possible solutions. These solutions should be distinct from each other. However, you may wish to include portions of one solution in another solution, as long as each solution stands alone. Only in this manner will your subsequent choice be definitive. Briefly note advantages and disadvantages of each possible solution.)

IV. Choice and Rationale

State here your choice, A or B, or, and the detailed reasons for your choice. You might also state your reasons for not choosing the other alternative solutions.

V. Implementation

Prepare a plan to implement your choice.