Case Analysis Basic Techniques Professor Varghese George

Motivation I struggle each term in each section of my classes to impart superior skills in case analysis to my students My students struggle too hard with the cases In a capstone course in Strategy, this ought not happen So … here is a little help …

Why are cases sometimes so hard? A good case analysis requires Critical Thinking Critical Thinking: An ability to evaluate information and opinions in a systematic, purposeful, efficient manner. Critical Thinking is a term used to refer to those kinds of mental activity that are clear, precise, and purposeful. It is typically associated with solving complex real world problems, generating multiple (or creative) solutions to a problem, drawing inferences, synthesizing and integrating information, distinguishing between fact and opinion, or estimating potential outcomes, but it can also refer to the process of evaluating the quality of one's own thinking. Critical Thinking: A cognitive process based on reflective thought and a tolerance for ambiguity which has the following attributes:  Disciplined and self directed.  Oriented toward inquiry, analysis and critique.  Multi-dimensional and multi-logical problem-solving rather than uni- dimensional, mono-logical, or linear  Requisite knowledge and ability to generate options and make discriminating judgments. Graduate Student Handbook, Beth-El College of Nursing & Health Sciences, University of Colorado at Colorado Springs Tough indeed, but …

Neither rocket science nor brain surgery … Like learning to ride bicycle – many things have to come together If you try smart enough and hard enough, things will come together

‘Traditional’ Learning Method Didactic Approach  Instructor delivers to students  Students absorb and learn Students Work Independently Objective Testing

Substantive Differences From Pedagogy  Traditional approach  Teacher-directed learning To Andragogy  Facilitative approach  Self-directed learning For “student-centered” learning Students Student Instructor

Assumptions Concept of the learner: Role of learner’s experience: Readiness to learn: Orientation to learning: Motivation: AboutPedagogicalAndragogical Dependent personality Increasingly self- directed To be built on more than used as a resource A rich resource for learning by self and others Uniform by age- level & curriculum Develops from life tasks & problems Subject- centered Task-/Problem-centered By external rewards and punishment By internal incentives curiosity

Role Transformation Faculty evolve from:  Instructor Facilitator  Instructor to Facilitator  Content Expert Resource Person  Content Expert to Resource Person  Sage on the Stage Guide on the Side  Sage on the Stage to Guide on the Side

Essential things to remember for your own analyses Case analysis is:  not to tell a story  not to report facts  not to record history  not to summarize data Cases help train future managers to solve business problems Whose problem? Look for a protagonist ‘Analysis’ is NEVER listing of data, evidence, or symptoms What follows provides a ‘structure’ not a ‘formula’ …

Elements of a Case Analysis 1. Analysis 4. (Strategic) Options 6. Managerial Action 3. Problem Description 5. Prescriptions 2. Diagnosis

‘Analysis’ and Other Elements 1. Analysis 4. (Strategic) Options 6. Managerial Action 3. Problem Description 5. Prescriptions 2. Diagnosis

How Elements Are Related … 1. Analysis 4. (Strategic) Options 6. Managerial Action 3. Problem Description 5. Prescriptions 2. Diagnosis

For each element, sub-element, and for the total ‘analysis’ ‘Interpretations,’ ‘Bottom line,’ or ‘Results’ (IBR) should be most prominent  NOT data, evidence, or symptoms, which should all be in a supporting role Your IBR should be based on the most aggressive prioritization based on theory and logic: PRIORITIZE, PRIORITIZE, PRIORITIZE! Your IBR for a given element should be the link to other elements