GUIDE TO CASE ANALYSIS

Participating in Class Discussion of a Case Analysis:

 Classroom discussions of cases are sharply different from attending a lecture class. In a case class students do most of the talking. The instructor's role is to solicit student participation, keep the discussion on track, ask "Why?" often, offer alternative views, play the devil's advocate (if no students jump in to offer opposing views), and otherwise lead the discussion. The students in the class carry the burden for analyzing the situation and for being prepared to present and defend their diagnoses and recommendations. Expect a classroom environment, therefore, that calls for your size-up of the situation, your analysis, what actions you would take, and why you would take them. Do not be dismayed if, as the class discussion unfolds, some insightful things are said by your fellow classmates that you did not think of. It is normal for views and analyses to differ and for the comments of others in the class to expand your own thinking about the case. As the old adage goes, "Two heads are better than one." So it is to be expected that the class as a whole will do a more penetrating and searching job of case analysis than will any one person working alone. This is the power of group effort, and its virtues are that it will help you see more analytical applications, let you test your analyses and judgments against those of your peers, and force you to wrestle with differences of opinion and approaches.

To orient you to the classroom environment on the days a case discussion is scheduled, we compiled the following list of things to expect:

• Expect students to dominate the discussion and do most of the talking. The case method enlists a maximum of individual participation in class discussion. It is not enough to be present as a silent observer; if every student took this approach, there would be no discussion. (Thus, expect aportion of your grade to be based on your participation in case discussions.)
• Expect the instructor to assume the role of extensive questioner and listener.
• Be prepared for the instructor to probe for reasons and supporting analysis.
• Expect and tolerate challenges to the views expressed. All students haveto be willing to submit their conclusions for scrutiny and rebuttal. Eachstudent needs to learn to state his or her views without fear of disapproval and to overcome the hesitation of speaking out. Learning respect for the views and approaches of others is an integral part of case analysis exercises. But there are times when it is OK to swim against the tide of majority opinion. In the practice of management, there is always room for originality and unorthodox approaches. So while discussion of a case is a group process, there is no compulsion for you or anyone else to cave in and conform to group opinions and group consensus.
• Don't be surprised if you change your mind about some things as the discussion unfolds. Be alert to how these changes affect your analysis and recommendations (in the event you get called on).
• Expect to learn a lot from each case discussion; use what you learned to be better prepared for the next case discussion.

There are several things you can do on your own to be good and look good as a participant in class discussions:

• Although you should do your own independent work and independent thinking, don't hesitate before (and after) class to discuss the case with other students. In real life, managers often discuss the company's problems and situation with other people to refine their own thinking.
• In participating in the discussion, make a conscious effort to contribute, rather than just talk. There is a big difference between saying something that builds the discussion and offering a long-winded, off-the-cuff remark that leaves the class wondering what the point was.
• Avoid the use of "I think," "I believe," and "I feel"; instead, say, "My analysis shows " and "The company should dobecause " Always give supporting reasons and evidence for your views; then your instructor won't have to ask you "Why?" every time you make a comment.
• In making your points, assume that everyone has read the case and knows what it says; avoid reciting and rehashing information in the caseinstead, use the data and information to explain your assessment of the situation and to support your position.
• Bring the printouts of the work you've done on Strat-Tutor or the notes you've prepared (usually two or three pages' worth) to class and rely on them extensively when you speak. There's no way you can remember everything off the top of your headespecially the results of your number crunching. To reel off the numbers or to present all five reasons why, instead of one, you will need good notes. When you have prepared thoughtful answers to the study questions and use them as the basis for your comments, everybody in the room will know you are well prepared, and your contribution to the case discussion will stand out.

Next Topic: Preparing a Written Case Analysis

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