Business Cases: Pedagogical

Imperatives

Prof. Jay K Mitra

Faculty of Management Studies
University of Delhi
THE BENEFITS OF CASE STUDY
 Application of Theory
 Customised Problem Solving
 Core Focus
 Plurality of Perspectives
 Insistence on Alternatives

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Application of Theory
The use of a simulated but realistic
problem forces students to explore
how to apply principles

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Customised Problem Solving
The objective is to elicit unique answers,
not to apply pre-packaged solutions.

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Core Focus
Instead of tackling symptoms, the idea
is to identify the heart of the
problem, and to tackle it at that level

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Plurality of Perspectives
The approach shows that there is no
one answer, but many ways to solve
the same problem

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Insistence on Alternatives
The aim is to work out a solution only
after exploring all the possible options

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THE LIMITATIONS OF CASE
STUDY
 Lacking in Verisimilitude
 Superficial and Shallow
 Unrealistically Rational
 Overly Data-Oriented
 Inflexible and Pre-Determined

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Lacking in Verisimilitude
Abstracting patterns from everyday
chaos removes the real-life
complexities of problems

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Superficial and Shallow
Issues are treated at a macro-level,
eliminating details and in-depth
analyses

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Unrealistically Rational
Only logic-driven solutions are
demanded, leaving no room for real-
life emotional responses

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Overly Data-Oriented
Only considered decision-making is
encouraged, without the opportunity
for making judgements

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Inflexible and Pre-Determined
There is no scope for innovation since
the frame of reference is rigidly in
place

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TYPES OF CASES
 The case study can serve 4 related,
yet distinct, purposes:
 Illustration
 Induction
 Inspiration
 Intervention

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Illustration
 Used to illustrate a set of concepts that the
instructor wishes to teach
 The value is to bring to life an abstract set
of ideas and concepts, such as discounted
cash-flows, economic order quantities, or
core competencies.
 Allows students to visualise, grasp, and
remember more concretely the concepts
the instructor is trying to teach.
 The ideas must come first; the case,
second.
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Induction
 Help students learn by giving information that simulates a complex
business situation, and asking them to analyse and choose a
course of action.
 The purpose is to improve capacity for judgement and persuasion.
 Students make their own judgements about which information to
pay attention to, and which concepts to apply to make sense of
the situation.
 They learn that judgement is taking actions under conditions of
incomplete information and ambiguity.
 Students also learn that one vital management skill is the art of
persuasion. They enhance their process skills as they sharpen their
analytical skills.
 The case comes first; the underlying concepts, second.
 The instructor's role is to push and probe, seek out
alternative points of view, get students to debate
perspectives, and enable them to learn from each other.

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Inspiration
 Powerful to inspire students
 Achievements of pioneering individuals and
companies can inspire by allowing students
to see that it is possible to rise above
constraints
 While rationally analysing why the
individual or the company was able to
achieve what it did is an important part,
the real purpose is to move students
emotionally
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Intervention
 An increasingly common use as an intervention tool
within the framework of a broader corporate change
initiative
 Succeeds only if it is complemented and supported by
other aligned interventions.
 Can be used for benchmarking or learning from the
best practices
 Can be used to enable participants visualise
possibilities
 Easier to discuss as not bound by the politics of their
own situation
 Help overcome resistance and build momentum for a
corporate change initiative.
 Undiscussable issues are brought out in the
open creating conditions for change
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STEPS FOR PROBLEM ANALYSIS

1. Comprehend the Case Situation

2. Define the Problem
3. Identify the causes
4. Generate Alternative Solutions
5. Take Decision
6. Take Action

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Comprehend the Case
 What are the key issues in the case? Who is the decision maker in
the case? Is there a critical decision?
 What is the environment in which the key people operate?
 What are the constraints on their actions? What demands are
imposed by the situation?
 What are the actual outcomes of the current situation---
productivity, satisfaction, etc; how stable are present conditions?
 What are the "ideal" outcomes; what is an ideal "future" condition?
 What information is lacking; what are the sources of the available
information? If you had the chance to talk to critical people in the
company, what would you want to know?
 What solutions are called for?
 Make sure you haven’t missed any data.

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Define the Problem
 Is there a "gap" between actual & desired
performance?
 What would happen if the problem were left alone?
 Where is the problem? Why is it a problem?
 How do key people feel about the problem?
 What type of problem is it?
 How urgent and important is the problem?
 What factors must and can change?
 Could doing something about the "problem" have
other consequences?
 Explicitly state the problem.

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Identify the Causes

 Avoid giving solutions. Avoid blaming or judging

people.
 Don't quit at the most obvious answer--try playing
devil's advocate.
 Accept the multiple causality of events
 There may be a number of viable ways to fit the data
together; explore as many as you can; go past the
obvious
 The concern is why it occurred and its consequences
 Be careful about hindsight; actors in the case usually
don't have access to outcomes when they act
 Avoid premature solutions and premature
judgments

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Generate Alternative Solutions

 What are the decision-maker's sources of

power in the situation?
 What are possible leverage points?
 Can individual behaviour be changed?
 What are the constraints on the solution?
 What are the available resources?
 Should others be involved?
 Make sure you have a list of alternative
solutions
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Take Decision

 Does the alternative address the critical aspect of the

problem? What are your objective? Be specific.
 What are the intended consequences? What are some
unintended possible consequences? How will your
decision improve the situation?
 What is the probability of success; what are the risks;
what happens if the plan fails?
 What does the plan depend on? What are the costs?
What power and control is needed?
 Who would be the "change agent“? Does he/she have
the power, skills, knowledge to be successful?
 Make sure that the "solution" is consistent with
organizational realities.

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Taking Action

 What are leverage points for change (technology,

reward systems, work relationships, reporting
relationships, personnel changes)?
 What are the constraints on a solution: time, money,
organizational policies, traditions, prior commitments,
external realities
 Does culture have to change? What historical
relationships must be respected?
 Implementation---Will people resist change?
 How will the change be reinforced? How will a new
stability develop?
 Make sure you have thought about the
ramifications of implementing the plan.

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