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CASE APPROACH OF STUDY IN MANAGEMENTCASE APPROACH OF STUDY IN MANAGEMENT

BYBYC P RIJAL, PHD IN LEADERSHIPC P RIJAL, PHD IN LEADERSHIP

ASSOCIATE PROFESSOR ASSOCIATE PROFESSOR MID-WESTERN UNIVERSITYMID-WESTERN UNIVERSITY

SURKHET, NEPALSURKHET, NEPAL

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WHAT IS A CASE STUDY?WHAT IS A CASE STUDY?

A case real lifereal life accounts ofwhat happened to an individual, group, rmor any component of society over time.Case-based approach of teaching learning inbusiness studies i s a pplied to u nderstandvarious situations t he m anagers ar eexpected to d eal with, or have already dealt.For example , changes i n competitiveenvironment leads to t he change i nmanagers' response, which usually involveschanging the c orporate, business, product or

service-level strategies .

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CASE STUDY, WHAT IT ISCASE STUDY, WHAT IT IS

Most of the cases are w ritten in such a waythat the r eader assumes f or s elf in the p laceof the m anager whose r esponsibility is t omake r ational decision to solve t he p roblemexplained in the ca se si tuation.

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CASE STUDY, WHAT IT ISCASE STUDY, WHAT IT IS

The case m ethod is a teaching learningphilosophy that combines knowledgeacquisition with signicant studentinvolvement.

In the w ords of Alfred North Whitehead Alfred North Whitehead ,the case m ethod rejects the d octrine thatstudents rst learn passively, and thenapply the knowledge .

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CASE STUDY, WHAT IT DOES …CASE STUDY, WHAT IT DOES …

If it is d eveloped and presented effectively

with rich and interesting details, casemethod brings r eality into t he c lassroom.Cases keep conceptual discussions grounded

in the reality.Experience s hows that simple ctionalaccounts o f situations a nd collections o f

actual organizational data and articles f rompublic s ources a re n ot as eff ective f orlearning as a re fully developed cases.

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CASE STUDY, WHAT IT DOES …CASE STUDY, WHAT IT DOES …

A comprehensive have a practical clinical study of a real-lifesituation faced by a manager.

A case provides m otivations for the i nvolvementwith and analyses of specic situation.By framing alternative strategic actions a ndby confronting the c omplexity and ambiguityof the p ractical world, case a nalyses p rovideextraordinary power for your involvementwith a personal learning experience. 6



CASE STUDY, WHAT IT REQUIRESCASE STUDY, WHAT IT REQUIRES1. It requires s tudents t o p ractice i mportant

managerial skills--diagnosing, making decisions,observing, listening, and persuading--whilepreparing for a case d iscussion.

2. Cases r equire s tudents t o r elate a nalyses an d

action to d evelop realistic and concrete a ctionsdespite t he complexity and partial knowledge of thesituation being studied.

3. Students face intractability of the rea lity --complete

in absence of needed information, imbalancebetween needs a nd available r esources, and conictamong competing objectives.

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HOW DO THE STUDENTS PERFORM …HOW DO THE STUDENTS PERFORM … Assigned

preparation forms t he b asis for class discussion under the

direction of the instructor.Students learn, often unconsciously, how to evaluate a

problem, w view point .

Using this m ethod, they a lso learn how to t hink in terms ofproblems faced by an administrator.In course w orks, a signicant part of student's eva luationmay rest with classroom participation on case d iscussions,

with another s ubstantial portion resting on written caseanalyses.Due t o these r easons, using a case m ethod tends to be veryintensive for b oth students a nd instructor. 8



CASE METHOD: WHERE IS IT USED…CASE METHOD: WHERE IS IT USED…Case studies are u sed extensively t hroughout most of theprograms at the u niversity l evel, business administration

classes w ith no ex ception.

You will classroom proceedings i n Leadership, Organizational

Psychology, Strategic Management, Business Management,Human Resource Management, Organizational Design andChange, Research and Innovation, and so on …

You must be have a bag full of collection of cases w hich may be d irectlyapplicable i n your business d ealing even.

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REASONS OF THE USE OF CASE METHODREASONS OF THE USE OF CASE METHOD

1. It provides you with the ex perience oforganizational problems t hat you probablyhave n ot had the op portunity to experiencebefore.

2. It illustrates w hat you have learnt.3. It provides you with the op portunity to

participate in class a nd to gain experience i npresenting your ideas to ot hers.

4. If you are a working executive, it will help youreach back to n ature . Do you know, what ‘backto nature’ is a ll about? 10



APPROACHAPPROACH

A business case s tudy is a powerful decision-making tool in business management studiesdue t o a variety of reasons:

1. It forces t he d ecision maker t o follow apredetermined process or format to en sure a llfactors have b een considered.

2. It insists t he u ser o d etermine t he riskfactors a nd other m ajor su ccess f actors.

3. It allows m ultiple p arties t o rev iew the ca seand its a ssumptions.

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PROCEDURAL ASPECTS OF A CASE STUDYPROCEDURAL ASPECTS OF A CASE STUDY

1. Develop the company prole2.

Identify the company's i nternal strengthsand weaknesses 3. Assess t

surrounding the company 4. Perform a SWOT analysis 5. Review the company strategies, level-wise

6. Analyze the pany systems7. Recommend with corrective measures

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WRITING A CASE STUDYWRITING A CASE STUDY1. Introduct Introduct Briey outline what the company

does, how it developed historically, what problems i t

is experiencing, and how you are goi ng t o approachthe i ssues i n the ca se w rite-up.

2. Develop st Develop s Use a ll possible t ools a ndtechniques of internal and external analysis;requires t he a nalyses of at least 6 components.

Assess te y using possible nancial analyses.

3. Solutions and recommendationsSolutions and recommendations : Be comprehensive,make s ure t hey a re in line w ith the p reviousanalyses so that the r ecommendations t with thecontext. 13



USEDUSED11. Prot r Prot r Gross prot margin, net prot margin,

return on total assets, net income, and return onstakeholders’ equity.

2.2. Liquidit Liquidit Current ratio, and quick ratio.3.3. Activi Activi inventory turnover, cost of goods

sold, day’s sa les ou tstanding, accounts r eceivable.4. Levera ge r atios:4. Levera ge r atios: Debt-to-asset s ratio, debt-to-equity

ratio, and times-covered ratio.5. Shareholder return ratios:5. Shareholder return ratios: Total shareholder

returns, price-earnings r atio, market-to-book value,dividends yi eld, and market price p er share.

6.6. Analysis of cash owscash ows is the m ost instrumental. 14



POINTS TO LEARN…POINTS TO LEARN…Before t he c lass discussion:

1. Read the r eading a ssignments (if any)2. Use t he S hort Cycle P rocess to familiarize

yourself with the ca se.

3. Use t he Long Cycle P rocess to an alyze t hecase4. Usually there w ill be g roup meetings t o

discuss your ideas.5. Write up the case ( if required)

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POINTS TO LEARN…POINTS TO LEARN…During the class discussion:

6. Someone w ill start the d iscussion, usually at the prompting of the I nstructor.7. Listen carefully and take notes. Pay close

attention to a ssumptions. Insist that theyare clearly stated.

8. Take p art in the d iscussion. Yourcontribution is i mportant, and is l ikely apart of your evaluation for t he cou rse.

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POINTS TO LEARN…POINTS TO LEARN…After t he class d iscussion:

9. Review as s oon as p ossible a fter t he cl ass.Note what the key concept was and how thecase ts i nto t he cou rse.

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PREFERREDPREFERRED1. Quickly read the c ase.2. Answer t he following questions:

Who is the d ecision maker in this case, and what is theirposition and resp onsibilities?What appears t o b e t he i ssue ( of concern, problem, challenge,or op portunity) and its si gnicance f or t he o rganization?

Why has the issue ar isen and why is the dec ision makerinvolved now?When does t he d ecision maker have to d ecide, resolve, act ordispose of the i ssue? W hat is t he u rgency to t he si tuation?

3. Take a look at the E xhibits to see t he n umbers.4. Review the ca se su btitles to see w hat areas are covered in

more dept h.5. Review the ca se q uestions if they h ave b een provided. 18



MAKING IT A MORE FUNCTIONALMAKING IT A MORE FUNCTIONALJOURNEYJOURNEYStep 1 – Be familiarSte p 1 – Be a. In general--determine w ho, what, how, where an d

when (the critical facts i n a case).b. In detail--identify the places, persons, activities, and

contexts o f the situation.

Step 2 – Recognize thesymptomsSte p 2 – Recona. List all indicators ( including stated "problems") that

something is n ot as e xpected or as d esiredb. Ensure that symptoms are not assumed to be the

problem (symptoms should lead to identication ofthe problem). 19



MAKING IT A MORE FUNCTIONALMAKING IT A MORE FUNCTIONALJOURNEYJOURNEYStep 3 – Identify the g oalsSte p 3 – a. Identify critical statements b y major p arties

(people, groups, the work unit, etc.).b. List all goals o f the major p arties t hat exist or

can be r easonably inferred.

Step 4 – Conduct the analysisSte p 4 – Conduct a. Decide w hich ideas, models, and theories

seem useful.b. Apply these conceptual tools t o t he si tuation.c. As n ew information is r evealed, cycle b ack to

sub-steps ‘ a’ and ‘b’.

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ANY QUESTIONS ? ANY QUESTIONS ?

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THANK YOU !THANK YOU !

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Date post:	01-Jun-2018
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