CASE ANALYSIS ASSIGNMENTS

MANAGEMENT 301


The Case Assignment: You are to organize into a group of 4 members. During the course you and your group are to select 3 cases from the assigned cases listed below for a written case analysis. Written case analyses are usually due on the last day of class (usually a Friday) for the week in which the assignment is made, but check the Syllabus schedule. For details on how to conduct a case analysis-- See Below. Cases are in the text Cases in Management and Organizational Behavior, by Teri Tomkins - except for King's Letter from Birmingham Jail which is on the Internet. 

Team Leader: For each case a different member of the group is to act as team leader. The team leader is responsible for coordinating and managing the group's case analysis.

Due

Title

Text Pages
Week 3 Case: "A New Magazine in Nigeria”- DISCUSSION ONLY, Do Not Write 3-8
Week 4 Case: "La Cabaret”- DISCUSSION ONLY, Do Not Write 59-60
Week 6

Group Case #1: "Jenna's Kitchen, Inc.”

 50-52
Week 7

Group Case #2: “Unmovable Team”

 107-112
Week 8

Group Case #3: “Costume Bank”

 13-26
Week 10

Group Case #4: “No, Sir, Sergeant”

 63-69
Week 11

Group Case #5: “Letter from Birmingham Jail” (PDF format)

Internet
Week 12

Group Case #6: “Heart Attack”

 47-49
Week 13

Group Case #7: A Team Divided or a Team United?”

 9-12

 

How To Do A Case Study

Business studies are applied disciplines, meaning the intent is that a student ought to be able to put into practice skills and knowledge learned. In Business School we use cases to link theory to practice and to engage the student in problem solving by applying what has been learned. In introductory courses, like MGT 301, the assigned case is typically constrained to a few issues directly related to the materials that you are currently studying. As you progress in your business studies, the cases become more complex. In upper level courses cases may require integration and use of information beyond the text materials and even the course you are taking, as the degree of problem solving increases to approximate the complexity of business.  (On ManagementGuru you may visit the materials for MGT499, Business Policy, to see the difference between the cases used in MGT 301 and a senior level course.)

How case studies are used in teaching; how a case study is conducted; and, indeed, what is a case study differ across universities, text book authors, courses, and professors. Typically, a case provides a set of facts that describe a situation, real or hypothetical. The student is required to diagnosis and "size up" the situation, rendering reasoned opinions as to which facts are relevant and what actions are recommended. 

Cases are assigned in the syllabus. All but one of the cases are in the textbook. Each case will be discussed in class, as scheduled. Of the assigned cases you are required to select three cases for submission as written analysis. Certain cases may be exempted as they are for discussion only - do not select these case analysis. I require that your written analyses be conducted with a group.

 

Class Discussion:

Each case is discussed in class. Student participation is required and is graded by attendance. The manner in which students participate will vary. The instructor may assign issues to groups or directly call on individuals to respond to specific questions about the case. You will need to prepare for case discussion by reading and analyzing the case in advance, although you are only required to write and submit 3 analyses. In will manage case discussion in different ways. One common method is: On the day of case discussion the class will form small discussion groups. About 10-15 minutes will be allotted for small group discussion of the case. The intent is that students learn by exchanging information with one another. The group need not come to a consensus about the case. Do not use the group to learn the case (especially if you did not prepare) - the time is too short and the case will be complex. After small group discussion, the class will be reconvened and the instructor will conduct the discussion by raising issues about the case and relating the case material to lessons. 

For some of the cases I have provided questions (see Teaching Plan for the day) that frame the class discussion. Study the questions and be prepared to answer them. The questions also will provide assistance in the written case analyses - but, as explained below, the written case assignment is not about answering the discussion questions. The questions simply orient the student to some of the key issues.

 

WRITTEN CASE ANALYSIS:

The student is required to conduct a written analysis of three cases in a group:

(1) This is a group assignment. A group may should be 4 students. It may exceed 5 students or have fewer than 3 students.

(2) Only one paper is to be submitted by the group. This cuts down on paperwork.

(3) Each contributor must sign the paper prior to the paper s submission. This precludes students from attempting to affix their name at some late date to papers in which they did not contribute. If you work with a group - it is your responsibility to ensure that the submitted paper is signed by you to earn credit.

(4) For each assignment the group must decide who will be the Team Leader. This role will rotate to each member so that each student can satisfy the Leadership Task.

 

In writing the case analysis, I require the paper to be typed and contain the following:

 1. A cover page. Do not use a purchased cover or binder, or go to any expense (such as color). The typed cover page has the case title, names of group members with their signatures (indicating that each member agrees to receive the grade assessed for the paper), indication of which member is Team Leader for the paper. The case analysis is stapled to the cover page.

 2. The case analysis is organized using these headings:

Introduction.- DO NOT restate the case. The Introductory section is typically termed the Problem Identification section in many texts and this heading correctly states the content for an introductory section. What is the teaching/learning intent of the case -- the issue or problem to be analyzed and resolved. In this section, you are framing the case.

Analysis.- The Analysis section will be your longest section. This is where you demonstrate your ability to identify the relevant facts and data and reason through the information, showing how the data is important. DO NOT simply restate the case in this section. DO demonstrate your mastery over the theories or knowledge that applies by attempting to explain the case in the context of a theory or material from the text chapter currently studied. If there are alternative theories or perspectives that can apply, you may want to briefly explore the application of  alternative perspectives, but try to develop one strong perspective that you believes best explains most of the case data. The purpose of a theory is that it ought to interpret facts and help construct a course of action or solution.

Recommendation.- Your concluding section is a resolution of the case. It ought to follow from your reasoning presented in the Analysis section, and it ought to resolve or, at least, address the problem(s) or issue(s) stated in the Introduction by presenting a desired course of action or conclusion to the problem stated in your Introduction section.

3. Attach the Grade Sheet. This is the form I use to grade your case, so it contains useful information on the elements that are graded. For insight into how I grade your case and the common errors I look for, check out the rubric here.

There is no required length of a written case analysis, but if your need a guide consider 3-5 pages. For nearly all of the cases this semester, a one page analysis is probably too weak and more than 5 pages likely indicates unnecessary wordiness.

 Make sure you edit your work. I do grade for grammar. Check out this page for suggestions.

The written report is due on the date indicated in the Syllabus. Because cases are discussed in class, written analyses are not accepted after the scheduled discussion. Because there are 7 cases of which you are required to do 3, there ought to be no reason for missing this assignment. I strongly recommend  that your group complete this assignment early in the course so that you are not struggling to complete the course work in the final weeks.

Immediately after completion of the written assignment, submit the Leadership Task rating.

 Keep a Copy of Your Submitted Work.   To preclude disputes between the Instructor and a student as to submission of written cases and all assignments turned in, students are required to keep a copy of all work submitted. This may be either a diskette or hard copy , such as a second printed copy or Xerox copy. If an assignment is lost, the student will be responsible to submit a copy for grading. The instruction will assess the circumstances for purposes of any penalty.

Student Groups. I require case analysis to be a collaborative product to expose students to the challenges of managing a task that must be performed collectively. While the assignment ought to develop interpersonal skills and lighten the work load, in practice many students will have trouble with group work-- this is expected. When you or your group encounters conflicts or other work problems, I expect that you attempt to resolve your problems. Your group collectively may ask a non-performing member to leave and you may leave your original group. The student s obligation is to identify a group that she/he can work with, because case analyses must be done in a group.  Individual students will earn the group grade, so ensure that your collaborators share your ambition for a grade.

Cheating can be an issue with case analysis. When I discover academic dishonesty with a paper it calls into question students prior work, and I deal with it as a major problem. The assignment grade is simply not worth the risk of dismissal - do not cheat. Also, make sure that any paper submitted with your name on it is honest. If you sign the paper I consider it to be your work. A group paper that is dishonest will reflect on each student.

Help the Team Leader to succeed. Remember you, too, will be a Leader and will have to depend upon you team members for corporation.


The guideline or rubric that is used to grade cases and common errors:

Case Element

What I Look For

Weight for Grade
Problem or Issue Identification

 The opening statement should be brief (1-2 sentences) and should direct the reader to what the analysis will focus on. If there is a problem that is to be analyzed, the problem should be clearly stated. If there are issues, the issues should be stated. This section "frames" the analysis to follow and allows the reader to anticipate the case analysis.

Common Mistakes:

    1. Too long of a statement.
    2. The opening presents argument that is better left to the analysis section.
    3. Restatement of the case history or the case facts.

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Analysis: Use of Case Data and Theory










 In the analysis section the problem or issues must be investigated  using the case facts and by applying a theory. Case facts include the narrative material, pictures or diagrams, and any other data. It is not sufficient to simple restate or cite the information, in MGT 301 I am looking for your ability to apply a theory learned in class or read in the text. A good theory will "explain" more of the case than a "bad" theory, so choice of a theory is important. (It is usually better to stick with one "good" theory than try to show that you know several, because the attempt here is to "make sense" of the case.) Case data is typically "raw" or descriptive information that requires interpretation . This is what theory does - provide an interpretive or sense-making scheme. For example, if we were explaining lack of motivation using Maslow's hierarchy of needs, we should explain the information that leads us to conclude that the person is not "motivated", the level of need, the cause and consequence of the unmet need, and explore possible interventions.
The best way to improve the use of data is to scan the entire case and make sure that key graphs, pictures, and financial or market data are carefully poured over to reveal information. The best way to improve your choice of theory is to mentally "try out" alternative schemes to see which "fits" best.

Common Mistakes:

    1. Data, such as diagrams, are ignored.
    2. Theory poorly fits the available data, and seems "forced".
    3. Actors and actions in the case are assumed to be correct
    4. The case treatment is sketchy with key events or issues either ignored or missed .

40
Analysis: Logical Development












 The analysis section is intended to dissect the case to advance either a solution or perspective. The section is similar to a lawyer's brief in that, using the case facts, a logical presentation of the student's perspective on the case is developed. The student's narrative should be logical in that ideas are consistent with one another and with the case facts; and, the argument being advance is plausible. The narrative should be developed, that is the reader ought to be able to follow the student's thoughts throughout the narrative without having to guess what is intended or what facts support the argument. The best way to improve logical development of a case is to re-read the section (or have someone else read the section) to make sure that what is written "makes sense".

Common Mistakes:

    1. The narrative is simply a re-statement or summary of the case -- the worse mistake to make!
    2. There is no unifying perspective, so the narrative is a rambling and disjoint series of arguments or facts. (Can mean that there is no theory or framework for analysis.)
    3. The analysis section does not make sense either because the student has misinterpreted what the case is about or because the argument presented is not grounded in the case facts.  

20
Analysis: Clarity

















 The analysis must get to a point smoothly and be well written. When the reader follows the narrative there is an understanding of what the writer intended, and the intent is clear. Good business writing is tough. The best way to improve clarity is through practice and acceptance of criticism offered. Always edit your work to make sure that sentences are grammatical and words are spelled correctly.

Common Mistakes:

    1. Poor spelling and poor grammar confuse the reader and detract from the writer's intent and logical development.
    2. Business writing stresses getting to the point. Don't use "flowery" prose or try to impress us with your thesaurus. Do use standard English and avoid jargon and slang.
    3. If "bullets" are used to itemize arguments, make sure that there is a complete, understandable thought expressed. Some students simple list phrases that require the reader to interpret.
    4. Common writing errors include: misuse of "too", "two" and "to"; use "among" not "amongst"; correct forms of verbs; punctuation errors (better to avoid complex sentences); indefinite pronouns -- if you use a pronoun identify the noun that it references. Business writing stresses getting to the point. Don't use "flowery" prose or try to impress us with your thesaurus. Do use standard English and avoid jargon and slang. See this page for help.

15


























 
Conclusion:












 The analysis begins with a problem identification or statement of the issues. The analysis ends with a resolution or summing up of your perspective. Students can sometimes think this is the most important part of the case analysis. This error will lead the student mistakenly to be preoccupied with the Conclusion. This section must follow from your analysis. The Conclusion section is typically brief, 1-6 sentences. Also, make sure that this section is consistent with the Problem Identification section.

Common Mistakes:

    1. The student continues to argue the case in the Conclusion. If you want to develop a point or introduce new facts, move this to the Analysis section.
    2. The Conclusion is disjoint with the Analysis. This frequently happens when one student writes the Analysis and another writes the Conclusion.
    3. The Conclusion is disjoint with the Problem Identification. This occurs if you don't re-read the entire case analysis and make sure that it all "fits together".

 

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Presentation:









 A business case analysis is as formal as any paper you have done for any course. The paper must be typed, pages numbered, and overall presentation "business-like".

There must be a cover page with:

1. Case Title
2. Typed and signed names of all students in the group who will receive credit for the paper.
3. USE HEADINGS!

Attach the grade form, available here.

Use NO cover or container. Do staple the pages.

There is no required minimum length. Expect that a thorough analysis, depending on the case, will be 3-5 pages. I do not grade on the basis of length, but really brief analyses (less than 3 pages) are usually not very well developed or have missed significant facts.

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TOTAL  

100