A REPORT

On
CASE METHOD OF LEARNING
Submitted
in partial fulfillment for the award of the degree
of
MASTERS IN BUSINESS ADMINISTRATION

APEEJAY INSTITUTE OF MANAGEMENT TECHNICAL CAMPUS
JALANDHAR



Submitted To: Submitted By:
Ms. Kanika Chopra Nidhi Bansal
Assistant Professor Roll No: 130621
Business Communication MBA 1A



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PREFACE
Case method of learning is an approach that presents a case to be evaluated. Each case can
have more than one right answer depending on how the problem is defined and which
assumptions are made. The data collected plays an important role in evaluation.
Decision making is often a confrontational activity involving people with different points of
view. One reason for using the case-study method is to learn how to function effectively in
that type of decision-making environment. Case method helps in decision making and also
lets one improve skills that enhance the ability to confront situations in real life.
Case studies are a great way to improve learning experience and act as an effective training
tool.
















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ACKNOWLEDGEMENT
I take this opportunity to express my profound gratitude and deep regards to my professor
Ms. Kanika Chopra(Assistant Professor, Business Communication) for her guidance and
constant encouragement in making this report a success.
I owe thanks to my friends for their valuable suggestions and unbiased support.

Nidhi Bansal

















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TABLE OF CONTENTS

S.No Particulars Page No.
1. Introduction
i)Dimensions of a case
i
2. Types of case
i)Theoretical case
ii)Factual case
ii
3. Stages in a case study
i)Case preparation
ii)Case analysis
iii)Case discussion
iv)Case writing
iii-vii
4. Case studies for training and education
i)Presentation
ii)Learning outcome
vii-ix
5. Advantages of case study
x
6. Disadvantages of case study
x
7. Conclusion
xi
8. References
xii








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INTRODUCTION
A case is a narrative written account of an actual or realistic problem that typically (but not
always) portrays actors - sometimes living, other times fictional - confronted with the need to
make decisions or call for solutions. It is a verbal representation of reality that put the reader
in the role of a participant of the situation. Each case has one central decision point, dilemma
or angle.
A case must have three basic characteristics:
A significant issue. Without an issue the case has no educational value.
Sufficient information on which to base conclusions.
No stated conclusions.
Case study or case method is an approach that consists in presenting with a case that needs
a solution. It is related to the field of study or training, which are used to make points, raise
issues or otherwise enhance the understanding and learning experience. It is produced
through systematic research, analysis and reporting. They are designed to ask questions
how and why of an event, procedure or phenomena.

DIMENSIONS OF A CASE
A case can range from one page to twenty or more. An under-sized study can be a
waste of resources for not having the capability to produce useful results, while an
over-sized one uses more resources than are necessary which are exposed to a
potentially harmful treatment. So sample size is important for economic and ethical
reasons.
The writing in a case is precise and nuanced, yet always clear and concise. It engages
the reader. It is neither colloquial nor stuffily formal.
It is imperative for a case writer to always be objective a case is not a marketing
pamphlet.
Cases cite professional or scientific sources and used in developing new procedures.
There are no right or wrong answers to the questions raised by a case study. So the
answers should be logically correct.


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TYPES OF CASE
Broadly speaking, a case can be-
1. Theoretical
2. Factual

THEORETICAL CASES: Case studies which are meant for reading and clarifying
theoretical concepts of a discipline such as management, involving the study of marketing,
human relations, communication, and so on are academic case studies. They are used as
examples to concretise the abstract concepts of a discipline. The interplay of ideas is
presented in the form of action, interaction, and conflict among persons involved in a life-like
situation.
FACTUAL CASES: Case studies which describe and illustrate an organisations experience
and efforts to overcome different problems and situations are real cases. These are based on
facts. Their analysis requires a systematic approach to identification of the main problem,
alternative solutions and finally the best solution. A significant aspect of a factual case study
is that it presents a problem/event in its entirety, resulting from several reasons.

WHEN IS A CASE STUDY APPROPRIATE?
Case studies are appropriate when there is an interesting or unique story to be told.
Case studies are often used to provide context to other data, offering a complete
picture of what happened in the program and why.
Use case studies to build problem-solving skills and team building opportunities.
Use case studies as an effective training tool.
Use case studies for program monitoring and evaluation.





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STAGES IN A CASE STUDY
There are four stages in a case study:
Preparation
Analysis
Discussion
Writing

CASE PREPARATION
There are no definite rules about developing case studies. Be assured that the effort required
in preparing cases will significantly improve ability to participate in discussions.
Decide what information should be put into the case. This is done early enough in the
planning process because the availability of information directly influences the choice and
quality of content.
Potential sources of information:
Project reports or documents.
Monitoring visits.
Interviews.
Questionnaire/survey results.
Reactions on ones own personal experience, stories heard from friends.
Articles/publications.
Research
Take notes on key concepts/issues and decide on perspective. Make sure that the information
is correct. Elements in a case also help in collecting information accordingly. Elements in a
case study can be the problem or challenge, steps taken to address the problem, the customer
or company, implementations, results, lessons learned etc. These may vary with the type of
case one opts for and the purpose behind it.



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CASE ANALYSIS
Case analysis requires one to understand the case and its context. It involves comprehensive
study of all those factors at the organisational level, which may be responsible for affecting
the working conditions and performance level. The first thing is, therefore, to know the
goals/objectives incorporated in the case.
Requirements of a case analysis:
Thorough knowledge of the concerned subject.
Ability to be analytical.
Ability to do critical thinking.
Ability to evaluate.
Ability to infer.
Following steps must be incorporated for the analysis:
First step Study the case
Study the case thoroughly. Start with quickly reading the important points of the case.
Understand the general drift and re-read the whole material slowly taking note of important
issues, facts, and ideas.
Second step Identify the problem
After what you have known about the case, the most important thing is your ability to
identify the main problem and discover relationships between the problem and the factors
responsible for it.
Your critical insight should help you distinguish between the problem and the symptoms of
the problem. For example, frequent strikes in a company can be viewed as a problem as it
causes dislocation in so many ways. But, if you are studying strikes, they are symptoms of
something being wrong in the organization, its work culture, system of promotions and
rewards. Hence, you should identify the real problem,, as distinguished from its symptoms.
Third step Define the problem
Formulate the problem in precise words.


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Fourth step Identify causes of the problem
State relevant facts and establish logical links between them. Here, you should remember that
facts are not opinions. Collect facts as your basic data obtained through investigation.
In linking facts in casual relationships, if you have made any assumptions, you must state
them clearly. These assumptions form a part of your hypothesis that would need to be tested
as correct.
Fifth step Develop alternatives
Suggest alternative answers/solutions to the problem or questions raised in the case.
Sixth step Evaluate alternatives
Evaluate each solution in terms of its relevance to the objective and the decision to be taken.
Compare the results and decide on the best course of action recommended by you.
Seventh step Develop a plan of action
Work out a plan of implementation.

CASE DISCUSSION
Case discussion is interactive, exploration of realistic and specific narratives that provide
grist for inductive learning. This is a collective exercise. The members in a case discussion
engage in intellectual and emotional exercise of facing complex problems and making critical
decisions within the constraints imposed by reality such as limited time. In their effort to find
solutions and reach a decision, they sort out factual data, apply analytical tools, articulate
issues, and reflect on their relevant experience.
Be prepared to present your ideas with conviction, and to support them with as much
care and persuasion as you can. At the same time, be equally prepared to listen to the
comments of other members. Keep an open mind, and do not hesitate to incorporate
ideas of others when you find them persuasive.

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Do not wait too long to get involved in the discussion (although we all realize how
hard it is for some to speak in public). The longer you wait to participate, the harder it
may seem to become involved.
If you want to raise an issue that is completely different from the one the group is
discussing, consider waiting until the group is ready to move to another issue.
Alternatively, if you feel the need to interject your point (particularly if you feel the
group is moving off onto a tangent) try to do so by linking your comments to those of
others.
Try to be alert to keep the discussion moving toward constructive solutions to the
case. Although this may take some practice, try to find opportunities to build on the
comments of others. Be mindful too, of who has spoken, and not yet spoken, and try
to give space to those who have not yet contributed as much to the conversation as
you have.
Do not hesitate to admit confusion, ask for clarification, or simply be wrong. Most of
us do not like to do any of these, but bear in mind that by doing so, you may help the
group stay focused on the problem.

Purposes of case discussion:
Foster critical thinking.
Encourage responsibility for learning.
Transfer information, concept and technique.
Develop command of a body of material.
Blend affective and cognitive learning.
Develop collaboration skills.
Teach questioning and self-directed learning.


CASE WRITING
Writing of a case follows a sequence of steps. Like a project report it presents the process,
findings, conclusions, and recommendations in an organized form, under distinct headings
and sub-headings.

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Main parts are:
Title of the case: reflects the objective/central problem.
Statement of the problem: states the objective of the case study and what is to be
achieved through the proposed solution.
The case: a very brief narration of the entire situation/problem to provide a context
for the various issues to be investigated.
Scope of the analysis: define clearly the limits of your analysed study of the case.
Alternative solutions and their evaluation: create sub-sections for each solution
with their merits and demerits.
The best solution: mention the recommended solution. Justify your answer.
Conclusion: an action plan is worked out for implementation. The recommended
action is fully analysed in terms of feasibility and benefit.
Executive summary: This is placed at the top of the written document. Mention-
The problem
The possible solutions
The best solution
Plan of action
Benefits incurred
A case writer should reveal the information in a way that the discussion of the case or the
suggested solution will draw the analysts into different interpretations, judgements, decisions
and consequently actions to take.

CASE STUDIES FOR TRANINING AND EDUCATION
There are two aspects to the use of case studies in training room: how they can be presented
to the participants and what the desired learning outcomes are for the participants.

Presentation:
There are many different ways to use case studies. How they are used will depend on the
length of the course, the subject matter and upon the delivery style of the trainer.
In a short training course, the presentation can be followed by questions and answers to
give the group a chance to clarify and enhance understanding. This might be a free-for-all or
more carefully structured with the presenter asking questions designed to focus participants
on particular aspects of the problem evoked in the case. In a longer course, it might be

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possible to get the group to read through the case study for themselves before participating in
discussion.
Case studies can be very effective when they are used comparatively. In this approach the
case studies might be presented to or read by the group. This would be followed, once
everyone was familiar with the cases, by general discussion, discussion focused by the
trainer, group work or even worksheets prepared by the trainer. Again, the object of the
follow-up discussion or group work is to help the participants to appreciate the challenges
inherent in the scenario and think through the various ways of approaching and solving them.
Another possibility is to provide the group with only part of the case study and to get
members of the group to act out a scenario. The members should be asked to present the
individual concerns and point of view. A variation on this approach is to give some of the
details to the group and get them to ask questions to get the full picture.
Case studies can provide the basis of individual or group assignments. The group is given a
case study and asked to write an analysis and any recommendations that seem appropriate. If
the participants need help in getting started, a SWOT analysis can be very effective the
trainer can provide a list of questions around the four elements (Strengths, Weaknesses,
Opportunities, and Threats).
In longer training courses, it can be very effective to get participants to develop their own
case studies. This allows to apply their learning, try out their newly gained skills, learn some
more and demonstrate what they have learned. By, in effect in writing their own case, they
can:
show that they are able to apply theory to realistic situations
prove they can identify problems and challenges
demonstrate their ability to review facts, and analyse the big picture
exercise their analytical, strategic, and problem solving skills
offer a choice of options to approach a task or solve a problem




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Learning outcome:
A learning outcome is a statement that specifies what learners will know or be able to do as a
part of a learning activity. Outcomes are usually expressed as knowledge, skills, or attitudes.
Learning outcomes provide direction in the planning of a learning activity.
Learning outcomes have three distinguishing characteristics:
The specified action by the learners must be observable.
The specified action by the learners must be measurable.
The specified action must be done by the learners.
Case studies are a substitute for student placements in the workplace if the course of study
cannot allow for this. For this reason, they are particularly useful in a short training course.
They also provide realistic simulations of the kinds of real life experiences students can
expect when they practice for themselves. For students who are pursuing on-the-job training,
case studies can offer alternative experiences, approaches and solutions which will broaden
the students knowledge and skills.
In reading or listening to case studies and thinking about the scenario and possible solutions,
students/managers develop skills which they will then want to pursue. The skill set includes:
Identification of the problem or challenge
Understanding and interpreting data
Analysing information
Recognising assumptions and inferences
Thinking analytically and critically
Exercising judgement
Taking and defending decisions
Understanding interpersonal relationships
Communicating ideas and opinions
Learning outcomes should involve action verbs. Some example action verbs are: compile,
create, plan, revise, analyze, design, select, utilize, apply, demonstrate, prepare, use, compute,
discuss, explain, compare, rate, and critique.


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ADVANTAGES OF CASE STUDY
Case studies allow a lot of detail to be collected that would not normally be easily
obtained by other research designs. The data collected is normally a lot richer and of
greater depth than can be found through other experimental designs.
Case studies can help experimenters adapt ideas and produce novel hypotheses which
can be used for later testing.
Case studies develop analytic and problem solving skills.
Case studies allow for exploration of solutions for complex issues.
Case studies are a great way to improve a learning experience, because they get the
learner involved, and allow student/managers to apply new knowledge and skills.

DISADVANTAGES OF CASE STUDY
One of the main criticisms is that the data collected cannot necessarily be generalised
to the wider population. This leads to data being collected over longitudinal case
studies not always being relevant or particularly useful.
It is also very difficult to draw a definite cause/effect from case studies.
Because they provide detailed information about the case in narrative form, it may be
difficult to hold a readers interest if too lengthy. In writing the case study, care
should be taken to provide the rich information in a digestible manner.
Case studies have been viewed in the evaluation and research fields as less rigorous
than surveys or other methods. Reasons for this include the fact that qualitative
research in general is still considered unscientific by some and in many cases, case
study researchers have not been systematic in their data collection or have allowed
bias in their findings.
Case studies are not appropriate for elementary level.








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CONCLUSION
A case study is a useful mechanism for evaluating programs, if it is used appropriately and if
it is done well. When evaluating a case, it is important to be systematic. Analyze the case in a
logical fashion. As with any evaluation, the keys to effective use of a case study are to design
the data collection effort with care, and to create a clear record of the methods used to
perform the data collection and analysis. Also, as is true of any evaluation, the data must
support the findings.
A case study is particularly useful for evaluating unique programs, programs with unique
outcomes, and programs carried out in turbulent or unpredictable environments. It is well
suited to programs of which at least part of the objective is to learn from the process and
enhance problem solving skills.
.














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REFERENCES
http://www.wiziq.com/tutorial/191787-Case-Study-Method-in-Management-Training
http://en.wikipedia.org/wiki/Case_study
http://www.mindtools.com/pages/article/newISS_94.htm
http://www.ica-sae.org/trainer/english/p9.htm
http://wiki.answers.com/Q/What_are_the_advantages_and_disadvantages_of_case_study
http://psud43.wordpress.com/2012/02/19/advantages-and-disadvantages-of-case-studies/
https://www.ischool.utexas.edu/~ssoy/usesusers/l391d1b.htm
http://www.soc.ucsb.edu/projects/casemethod/guidelines.html
http://www.wikihow.com/Do-a-Case-Study
http://www.uniteforsight.org/global-health-university/importance-of-quality-sample-size
www.soc.ucsb.edu/projects/casemethod/casediscussion.pdf
www.gttp.org/docs/HowToWriteAGoodCase.pdf
http://www2.pathfinder.org/site/DocServer/m_e_tool_series_case_study.pdf