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INTRODUCTION TO CASE METHOD STUDY

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INTRODUCTION TO CASE METHOD STUDY

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  1. To insert your company logo on this slide • From the Insert Menu • Select “Picture” • Locate your logo file • Click OK • To resize the logo • Click anywhere inside the logo. The boxes that appear outside the logo are known as “resize handles.” • Use these to resize the object. • If you hold down the shift key before using the resize handles, you will maintain the proportions of the object you wish to resize. INTRODUCTION TO CASE METHOD STUDY

  2. WHAT IS A CASE ? • A business case imitates or simulates a real situations that put reader in the role of a participant in the situation. • A Case present some: • INFORMATIONS (too much or too little) • DATA (relevant or irrelevant) • And FACTS (clearly written or implicitly ), trough: • WORDS • FIGURES • TABLES • DIAGRAM, ETC • It is normally written from the point of view of decision maker involved

  3. IS THIS A CASE? A case has three characteristics: • A signifcant business issue or issues, • Sufficient information on which to base conclusions, and • No stated conclusions. Many cases have these complicating properties: • Information that includes “noise” (irrelevancies, dead ends, and false, biased, or limited testimony by character in the case). • Unstated information that must be inferred from the information that is stated. • A nonlinear structure in which related evidence is scattered throughout the text in is often disguised or left to inference.

  4. SKILLS FOR CASE METHOD STUDENTS A case method students needs two sets of skills: • Analyze a case, • Communicate their thinking effectively. As a reader of cases, therefore, you must be able to: • Construct conclusions from the information in the text. • Filter out irrelevant or low-value portions of the text. • Furnish missing information through inferences. • Associate evidence from different parts of the case and integrate it into a conclusion. • Write a report and communicate effectively to other.

  5. TYPES OF CASES

  6. WHERE IS A CASE TAKE PLACE? • DIFFERENT FUNCTIONAL AREAS • Marketing • Finance • Operation, HRM, etc. • Multiple functions together • DIFFERENT ORGANIZATION • Big, medium or small • Profit or non-profit • Old or new, etc. • DIFFERENT INDUSTRIES • Manufacturing • Airline • Trading, etc. • DIFFERENT COUNTRY • USA • Europe • Asia, etc.

  7. DIFFICULT VS EASY CASE • EASY • PROBLEM AND SOLUTION GIVEN: do you think the solution fits the problem? Are there some alternatives? • DIRECT APPLICATION OF SINGLE CONCEPT • SHORT CASE WITH LITTLE EXTRANEOUS INFORMATION IN A NEAT AND STRAIGHTFOWARD MANNER • MEDIUM • PROBLEM GIVEN: what should they do? • COMBINATION OF SEVERAL CONCEPT • NORMAL LENGTH CASE WITH AVERAGE AMOUNT OF INFORMATION • DIFFICULT • SITUATION AND BACKGOUND: what are the problems and solutions? • INTEGRATION OF MULTIPLE CONCEPT ACROSS FUNCTIONAL AREA • LONG CASE WITH EXTENSIVE INFORMATION IN UNORGANISED MANNER

  8. WHAT IS THE CASE METHOD? • The case method refers to use of cases as EDUCATIONAL VEHICLES to give students AN OPPORTUNITY to put themselves in the decision maker’s orproblem solver’s shoes. • Through: • Repeated personal analysis • Discussion with others • Definition of problems • Identification of alternatives • Statement of objectives and decision criteria • Choice of action and plan for implementation  Student gains an opportunity to develop analytical and administrative skills in a laboratory setting. • Train to solve business problem through constant drilling in decision making. • In medical analogy, The case provides the corpse for the student to pactice on (without any risks).

  9. OBJECTIVES OF THE CASE METHOD • PRESENT DECRIPTION OF ACTUAL BUSINESS SITUATIONS • INTRODUCE REALISM TO EDUCATION • TO TEACH THE INFINITE GOALS, FACTS, CONDITIONS, PROBLEMS, PERSONALITIES, AND CONFLICT IN BUSINESS • TEACH DECISION MAKING • THINK INDEPENDENTLY, WORK COOPERATIVELY

  10. PRINCIPLES IN CASE METHOD • LEARNING RESPONSIBILITY PARTICIPANT • MULTIWAY COMMUNICATIONS • LECTURER AS CONDUCTOR/FACILITATOR • PARTICIPANT IS ORCHESTRA/ACTIVE CONTRIBUTOR • SOLUTION MAY NOT BE AGREED BY ALL

  11. CHARACTERISTICS OF CASE BASED LEARNING • PROCESS IS MOST IMPORTANT • PROBLEMS ARE COMPLEX • INFINITE FACTS, CRUDE DATA • POLISHING STUDENT’S ANALITICAL ABILITY, JUDGEMENT, AND DECISION MAKING • LEARNER CENTERED • THERE IS ALWAYS A SOLUTION, BUT THERE IS NEVER A MOST CORRECT ONE • EXCITING, FRUSTATING, ENJOYABLE, YOU ONLY GET AS MUCH AS YOU GIVE

  12. PROS AND CONS OF THE CASE METHOD (VIS-A-VIS THE LECTURE METHOD) • PROS: • Has a real life like stiry with concrete and specific problems • Is managerial oriented (not theoritical) • Shows administrative processes (not result only) • Put the student in the shoes of an inside manager (not outside on-looker) • Lets the student interrelate several facts to reach a comprehensive judgement and conclusion • Draw active student participation (not passive role) • CONS: • Is a slow learning process • Leaved many students frustated (they feel that they learned nothing) • Oversimplifies the real business situation • Cannot provide real life experiences

  13. WHICH SCHOOL USE THE CASE METHOD? • Not at all: CHICAGO, MIT, CARNEGIE-MELON, TOKYO UNIVERSITY, BERKELEY, SEOUL NATIONAL UNIVERSITY • Half the time:STANFORD, MICHIGAN, LONDON SCHOOL OF BUSINESS, KEIO BUSINESS SCHOOL, WHARTON, YALE, INSEAD, IMD, AIM, IPMI • Very extensively: HARVARD, DAARDEN

  14. GROUND RULES • ACTIVE PARTICIPATION CRITICAL • NO STUPID QUESTIONS, ONLY STUPID ANSWERS • DON’T HESITATE TO SHARE YOUR EXPERIENCES • LISTEN, HAVE AN OPEN MIND NO MATER WHAT IDEA GIVEN • THINK POSITIVELY • MAKE YOUR MISTAKES NOW! IN THE CLASSROOM THINK & CONNECT

  15. CAN GROUPS • DISCCUSSION GROUPS. The word “CAN” means bathroom in American slank.At HARVARD, students bedrooms in dormitory are connected by bathrooms (CANS) where much discussion took place – therefore, discussion groups are called “CAN GROUP”. • From CAN GROUPS, student learn: • DO NOT JUMP TO CONCLUSIONS - OTHER PEOPLE WILL HAVE OTHER IDEAS THAT SHOULD BE CONSIDERED TOO • USE OTHERS AS RESOURCES - A MANAGER HAS TO BE GOOD AT THIS • TEAMWORK • HOW TO CONVINCE OTHERS TACTFULLY

  16. PREPARATION FOR CASE DISCUSSION • INDIVIDUAL: ANALYZE THE CASE INDIVIDUALLY • IN GROUP DISCUSSION: DISCUSS THE CASE IN SMALL GROUP (CAN GROUPS) • IN CLASS DISCUSSION: INSTRUCTOR AS FACILITATOR; STUDENT AS ACTIVE MANAGER OR CONSULTANTS

  17. ANALYZING A CASE • SCAN READING (SITUATION & CHARACTER) • READING TWICE, TRICE, (UNDERSTANDING DEEPER) • WRITE CASE FACTS AND OPINIONS • IDENTIFY THE PROBLEMS • IDENTIFY CORE PROBLEM • DEVELOP ALTERNATIVE SOLUTION • ANALYZE ALTERNATIVES • RECOMMEND THE BEST

  18. CASE ANALYSIS FOR ORAL PRESENTATION • SALIENT CASE FACTS, state the key case facts • ANALYSIS, use diagrams when necessary • PROBLEMS, identify several problems • CORE PROBLEM, decide the core problem after analyzing the problems • ALTERNATIVE SOLUTIONS, identify several alternatives to resolve the core problem • RECOMMENDATION, recommend the best with reason But, Don’t solve the case problem by creating new more difficult problems

  19. ORAL PRESENTATION • BE THOROUGHLY PREPARED, to increase confidence, and defeat nervousness • SPEAK FROM THE KEY NOTES, explain as clearly as possible • SPEAK TO ENTIRE GROUP, maintain eye contact to the entire audience • CONTROL VOICE RATE AND QUALITY • BE AWARE OF TIME CONSTRAINT

  20. CASE DISCUSSION (DO) • PUSH YOUR IDEAS • KEEP AN OPEN MIND • RELATE OUTSIDE EXPERIENCE • BE PROVOCATIVE • LEARN FROM OTHER STUDENTS • RECOGNIZE THE FLOW OF DISCUSSION • BE CONSTRUCTIVE

  21. CASE DISCUSSION (DONT) • MAKE SUDDEN TOPIC CHANGE • REPEAT YOURSELF • REPEAT OTHERS • USE UNFAIR HINDSIGHT • OVERPLAY ONE THEME

  22. Menganalisis Kasus Secara Lisan

  23. Persiapan • Sediakanwaktu yang cukupuntukmembaca (1-2 jam per kasusdirumah). • Baca setiapkasus, minimum 2 kali: yang pertama, untuk overview (mengetahuitopik & bahasankasussecaraumum) yang kedua, memahamisecaramendalamtentanghal-hal yang dianggappenting. • Temukanmasalah-masalahdanpermasalahan intinya. • Buatanalisis yang terstruktur, dengancara : (a) membuatinterpretasidarisetiapcase fact yang dianggappenting; (b) mencariketerkaitanantarasatuhaldenganhallainnya. • Identifikasialternatifsolusidankriteria-kriteriapemilihannya.

  24. Diskusi di Can Group • Jangandatangke can group dalamkeadaanblank (diskusitidakakanefektif). • Klarifikasikandengananggota group lainnyamengenaiidentifikasimasalah, pertajampemahamanandamengenaiidentifikasimasalahnya. • Klarifikasikanhasilanalisisanda, ujiperspektifanalisis yang andagunakandenganmengundangkritikdankomentardarianggota group lainnya. • Diskusikanrekomendasidarigroup. • Group tidakharussepakatdalamidentifikasimasalah, analisis, danrekomendasi, tetapiandaharusmampumelihatesensi-esensidalamperbedaannya. • Siapkancatatanringkasmengenaihasildiskusi can group.

  25. MekanismeBerkontribusipadaClass Discussion • Angkattangansebelumbicara. • Janganbicarasebelumdosen/fasilitatormenunjukanda. • Sebelummengemukakanpendapat, nyatakandahulutujuandariandaberbicara: apakah akanmenjelaskan case fact, mendukungpernyataanseseorang, ataumenentangpernyataanseseorang, atau yang lainnya. • Kemukakanapa yang menjadi point pendapatandadenganlogis, tegas, danjelas. Janganbertele-tele(ngelantur).

  26. EFFECTIVE ARGUMENT (1) • Inductive argument: begins with a series of meaningful facts and concludes with a useful generalization. (Rule of thumb: when you have enough evidence to build inductive evidence then do so). • Deductive argument: begin with a generalization and work to a specific fact that is useful. (The power of deductive argument rests in the fact that if you are able to present a major premise that your audience will accept as true).

  27. EFFECTIVE ARGUMENT (2) • To reach a conclusion, writers or speaker frequently use a combination of inductive and deductive argument. • The best structure is: • Present your position and arguments first; • Follow with the negative evidence or evaluation of competing proposals; and • Conclude with arguments that demonstrate the superiority of your position.

  28. Written Analysis of Case (W.A.C)

  29. Objective To present your reader with the results of your thinking in a form which is easy to follow and reflects the quality of your effort

  30. Major Steps • Reading the case • Write analitical summary of the case • Write problems and analysis of core problem • Write and analyse alternativesolutions • Write recommendations

  31. Written Structure/Outline • Current Situation (Salient Case Facts) • Problem/Issues • Analysis of Critical Factor • Alternative Solution • Recommendation

  32. Current Situation (External) • Macroenvironment • Market condition • Value chain • Competition • Consumer characteristics

  33. Current Situation (Internal) • Company vision, mission, strategy, & current business line and products • Company resources • Companysystem & strategy

  34. Problem & Issues • Identifikasi (lebih dari satu) • Temukan yang paling central (core problem: hanya satu) • Tuliskandalamkalimattanya

  35. Analysis of Critical Factors • Temukanframeworkteorinya • Gambarkanlogikberpikirdaripemecahanmasalahnya • Bahassetiapbutirnya

  36. Alternative Solutions • Temukandenganmengacupadahasilanalisis dan teori. • Alternatif solusi harus menjawab core problem. • Identifikasisebanyak-banyaknyanamuntetaplogis(pengalaman dan dasar teori akan sangat membantu). • Analisis setiap solusi dengan mengungkapkan semua advantages dan disadvantages.

  37. Recommendation • Tetapkansecararasional (termasuk ada penjelasan teorinya), • Menggunakan cara berfikir secara sistemik (system thinking approach), • Mempertimbangkankaitankebelakangdankedepannya (implications).

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