1. MGT659-91 Intro. to Personal Case Analysis Michael L. Bejtlich

2. Lecture #Objectives: n Review the requirements of the personal case analysis n Trace a hypothetical personal problem which makes use of this model

3. The Harvard Case Study Method: n See your Course Description and look for: –Explanation of Personal Case Analysis –Modified Harvard Case Study Guide –Evaluation Sheet

4. Example of solving a personal problem using The Method: n Hypothetical student Claire

5. Strengths: n Highly motivated to succeed in school n Good verbal aptitude n Has some business work experience n Enjoys school projects when working with others n Is considered to be friendly and outgoing

6. Weaknesses: n Often takes on too many projects n Shaky performance in courses involving math n Unsure of the training program requirements n Dislikes studying and other “desk work” when alone n Is sometimes perceived as overly talkative

7. Opportunities: n Potential entrance to retail training program n Participate on the college debating team n Can pick up more hours at work, since a co-worker has quit n Is considering arranging tutoring in CASA n Has just saved enough for a down payment on a new car

8. Threats: n Aware that the retail training program is becoming more competitive n Purchasing the new car will require extra work n The debating club could drain her time n Changes in the financial aid laws might require her to work more

9. Claire’s Mission (Long- Term Goal) Statement: n To successfully complete her Associates of Science degree in the Fashion/Retail Management Program and find employment in a retail management training program in the northeast region

10. Claire’s Problem Statement: n How do I best structure my schedule this term in order to achieve my long-term goals?

11. Claire’s Alternative Solutions: ¶Reduce her work hours and concentrate on her school work ·Increase work hours and purchase the new car ¸Arrange tutoring and attend the math lab ¹Try to do everything (purchase car, join debating club, etc.) and see what happens ºRequest an interview with training program director

12. Claire’s Selected Criterion: n Feasibility n Effectiveness n Cost n Risks n Time

13. Claire’s Criterion Chart: n Chart with factors weighted the same n Chart with (1) factor weighted differently

14. CLAIRE’S CRITERION CHART ANALYSIS (EQUAL WEIGHTS) FEAS.EFFECT.COSTRISKSTIMETTL SCHOOL 4 3 5 4 319 NEW CAR 5 2 1 2 414 TUTORING 5 3 5 4 421 EVERYTHING! 1 1 1 1 1 5 INTERVIEW 3 3 5 4 419 COMBO. 1,3,5, 4 5 5 5 221 LEGEND: 1=LOWEST, 5=HIGHEST DEGREE OF DESIRABILITY

15. CLAIRE’S CRITERION CHART ANALYSIS (EFFECTIVENESS FACTOR AT 150% WEIGHT) FEAS.EFFECT.COSTRISKSTIMETTL SCHOOL 4 4.5 5 4 320.5 NEW CAR 5 3.0 1 2 415.0 TUTORING 5 4.5 5 4 422.5 EVERYTHING! 1 1.5 1 1 1 5.5 INTERVIEW 3 4.5 5 4 420.5 COMBO. 1,3,5, 4 7.5 5 5 223.5 LEGEND: 1=LOWEST, 5=HIGHEST DEGREE OF DESIRABILITY

16. Claire’s Best Solution: n Discuss all solutions against all criterion n Specifically discuss the use of her final criterion chart scores n Combination solution appears to be the best, particularly if effectiveness is 150% weighted

17. Claire’s Implementation: n Explain how best solution will go into action n How will risks be averted? e.g. time management issues n Drawbacks minimized? e.g. rewards if she studies according to her schedule n Claire will discuss exactly how and when solutions 1,3 and 5 will be put into action in very specific terms

18. Claire’s Feedback: n Who will she receive feedback from? n On what basis will the feedback be received? n She might include teachers, advisors, her manager, family members, friends, etc. n Be specific

19. What to Skip: n No extra charts required (Step 9) n No outside research required (Step 10)

20. Evaluation Tips: n Focus on clarity n Focus on the process n Review your finished product and make sure it makes sense

21. Lecture Objectives: Lecture Objectives: n Reviewed the requirements of the personal case analysis due in Week 6 n Traced a hypothetical personal problem which makes use of this model