Case Study Tips

The essence of the student’s role in the case method is to diagnose and size up the situation described in the case and to think through what, if any, actions need to be taken. The purpose is for the student, as analyst, to appraise the situation from a managerial perspective, asking: What factors have contributed to the situation? What problems are evident? How serious are they? What analysis is needed to probe for solutions? What actionable recommendations can be offered? What facts and figures support my position?

No book of provably correct answers exists; in fact, the first test of management action is results. The important thing for a student to understand in case analysis is that it is the managerial exercise of identifying, diagnosing,and recommending that counts.

Begin preparing for class by reading the case once for familiarity. An initial reading should give you the general flavour of the situation and make possible preliminary identification of issues. On the second reading, you should attempt to gain full command of the facts. Make some notes about apparent organizational objectives, strategies, policies, symptoms of problems, root problems, unresolved issues, and roles of
key individuals. Be alert for issues or problems that are lurking beneath the surface. For instance, at first glance it might appear that an issue in the case is whether a product has ample market potential at the current selling price; on closer examination, you may see that the root problem is that the method being used to compensate salespeople fails to generate adequate incentive for achieving greater unit volume. Strive for a
sharp, clear-cut size-up of the issues posed in the case situation.

Next, you must move towards a solid evaluation of the case situation, based on the information given. Developing an ability to evaluate companies and size up their situations is the core of what strategic analysis is all about. Uppermost in your efforts, strive for defensible arguments and positions Do not rely upon just your opinion—support it with evidence! Analyze the available data and make whatever relevant accounting, financial, marketing, or operations calculations are necessary to support your assessment of the situation. Crunch the numbers! If your instructor has provided you with specific study questions for the case, by all means make some notes as to how you would answer them. Include in your notes all the reasons and evidence you can muster to support your diagnosis and evaluation Once you have thoroughly diagnosed the company’s situation and weighed the pros and cons of various alternative courses of action, the final step of case analysis is to decide what you think the company needs to do to improve its performance. Draw up your set of recommendations on what to do and be prepared to give your action agenda. This is really the most crucial part of the process; diagnosis divorced from corrective action is sterile. But bear in mind that proposing realistic, workable solutions and offering a hasty, ill-conceived “possibility” are not the same thing. Do not recommend anything you would not be prepared to do yourself if you were in the decision maker’s shoes. Be sure you can give reasons that your recommendations are preferable to other options that exist.

For class discussion of cases to be useful and stimulating, you need to keep the following points in mind:

1. The case method enlists a maximum of individual participation in class discussion.It is not enough to be present as a silent observer; if every student took this approach, then there would be no discussion. And each discussion will help you prepare for your written cases.
2. Although you should do your own independent work and independent thinking,don’t hesitate to discuss the case with other students. Managers often discuss their problems with other key people.
3. During case discussions, expect and tolerate challenges to the views expressed. Be willing to submit your conclusions for scrutiny and rebuttal. State your views without fear of disapproval and overcome the hesitation of speaking out.
4. In orally presenting and defending your ideas, strive to be convincing and persuasive. Always give supporting evidence and reasons. 
5. Expect the instructor to assume the role of extensive questioner and listener. Expect to be cross-examined for evidence and reasons by your instructor or by others in the class. Expect students to dominate the discussion and do most of the talking.
6. Although discussion of a case is a group process, this does not imply conformity to group opinion. Learning respect for the views and approaches of others is an integral part of case analysis exercises. But be willing to “swim against the tide” of majority opinion. In the practice of management, there is always room for originality, unorthodox, and unique personality.
7. In participating in the discussion, make a conscious effort to contribute rather than just talk. There is a big difference between saying something that builds the discussion and offering a long-winded, off-the-cuff remark that leaves the class wondering what the point was.
8. Effective case discussion can occur only if participants have the facts of the case well in hand; rehashing information in the case should be held to a minimum except as it provides documentation, comparisons, or support for your position. In making your point, assume that everyone has read the case and knows what “thecase says.”
9. During the discussion, new insights provided by the group’s efforts are likely to emerge. Don’t be alarmed or surprised if you and others in the class change your mind about some things as the discussion unfolds. Be alert for how these changes affect your analysis and recommendations (in case you are called on to speak).

Adapted from:
Arthur A. Thompson and A. J. Strickland, Strategic Management: Concepts and Causes (Plano, Tex.: Business Publications, 1984), pp. 272-289. Retrieved from http://highered.mcgraw-hill.com/sites/0070401829/student_view0/case_analysis_appendix.html