Business Cases

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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Prof. J.K.Mitra, FMS, DU

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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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Prof. J.K.Mitra, FMS, DU

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

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Prof. J.K.Mitra, FMS, DU

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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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Prof. J.K.Mitra, FMS, DU

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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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Prof. J.K.Mitra, FMS, DU

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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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Prof. J.K.Mitra, FMS, DU

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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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Prof. J.K.Mitra, FMS, DU

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

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Prof. J.K.Mitra, FMS, DU

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

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Prof. J.K.Mitra, FMS, DU

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

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Prof. J.K.Mitra, FMS, DU

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

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Prof. J.K.Mitra, FMS, DU

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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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Prof. J.K.Mitra, FMS, DU

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TYPES OF CASES 

The case study can serve 4 related, yet distinct, purposes:    

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Illustration Induction Inspiration Intervention

Prof. J.K.Mitra, FMS, DU

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Illustration 

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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.

10/17/08

Prof. J.K.Mitra, FMS, DU

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Induction 

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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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Prof. J.K.Mitra, FMS, DU

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Inspiration  

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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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Prof. J.K.Mitra, FMS, DU

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Intervention 

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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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Prof. J.K.Mitra, FMS, DU

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STEPS FOR PROBLEM ANALYSIS 1. 2. 3. 4. 5. 6.

Comprehend the Case Situation Define the Problem Identify the causes Generate Alternative Solutions Take Decision Take Action

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Prof. J.K.Mitra, FMS, DU

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Comprehend the Case      

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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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Prof. J.K.Mitra, FMS, DU

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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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Prof. J.K.Mitra, FMS, DU

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Identify the Causes 

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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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Prof. J.K.Mitra, FMS, DU

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Generate Alternative Solutions 

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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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Prof. J.K.Mitra, FMS, DU

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Take Decision 

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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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Prof. J.K.Mitra, FMS, DU

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Taking Action 

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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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Prof. J.K.Mitra, FMS, DU

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