John S. Haremond prepared this note based on earlier notes by professors E, Raymond Corey and Martin Marshall of the Horvard Business School a Harvard Business School 9-376-241 Learning by the Case Method s note briefly describes what is involved in learn- ing through using the case method. Simply stated, it calls for discussion of real-life'situations that have been faced by business executives. Cases approximate the kinds of situations you are accustomed to encounte ing in your role as a manager. These situations have been written up by casewriters, who have sought 2s good re- porters to present you with information available to the business executives concerned Educational Purpose of a Case Cases help managers sharpen their analytical skills, since they must produce quantitative and qualitative evi- dence to support recommendations and decisions. In case discussions, participants are challenged by instruc tors and fellow participants to defend their arguments and analyses; the effect on the participant is a sharpening of problem-solving and a heightened ability to think and reason rigorously. Case studies cut across a range of organizations and situations and provide, for any one participant, an ex- posure far greater than one is likely to experience in one’s day-to-day routine. Cases permit building knowledge actoss various management subjects by dealing selec- tively and intensively with problems in each field. The ‘Copyright © 1960 by the President and Fellows of Harvard College All rights reserved, No part ofthis publication may be reproduced, stored in. reteval system, or tanmmitted in any form without the permission of Harvaré Business Schoo), Distributed by the Publishing Division, Harvard Business School, Boston, MA 02163. (617) 95-5117, Printed inthe U.S.A. Bee 1907 ©ming by the Case Method : participant ‘comes to recognize that the prob- ems he or she faces as a manager are not unique to'one organization, and to develop a more professional sense of management. “Cases, and the related case discussions in class, provide the focal point around which the participants’ expertise, experience, observa- tions, and rules of thumb are brought to bear. What each class member brings to identifying the central problems in a case, analyzing them, and proposing solutions is as important as the content of the case itself. The lessons of experi- 7 ence are tested as the participant presents and defends his, or her analysis against thet of par- ticipants having different experiences and atti- tudes gained by working in other jobs. Itis here where common problems, interdependencies, differences of attitudes and organizational needs, and the impact of decisions in one sector of an organization upon other sectors emerge and force the participants to face and deal with them: Perhaps the most important benefit of using cases.is that they help managers learn how to ask the right qu once commented: “Ninety per cent the task of @ top manager is to ask useful queskoons. An- swers are relatively easy to find, Ot asking good questions, that is the more critical skill” In suggesting discussion questions for each case, the faculty is not preempting the participants task of identifying the problems in the case. You still must ask yourself: "What really are the problems which this manage: has to resolve?” In realsfe situations, too often facts anc figures are manipulated without the problers having been specifically defined. ‘A final benefit that the faculty seeks to achieve by using cases is that the case method of learning renews the sense of fun and excite ment that comes with being a manager. Partici- pants should come to sense oncé gain that being a manager is a great challenge—intellec- tually, politically, and socially How to Prepare a Case The use of the case method calls first for you individually to carefully read and to think about each case (about two hours of study time for each case are provided for in the schedule). No single way works for everyone. Some general guidelines can be offered, however, and you can adapt them to the method which works best for you. 3 1. Read the first few paragraphs, then go + through the case almost as fast 2s you can tum the pages, asking yourself, “What broadly is the case about and what types of information am I being given to analyze?” 2. Read the case very carefully, underlining key facts as you go. Then ask yourself: “What are the basic problems this manager has to resolve?” Try hard to put yourself in the position of the manager in the case. De- velop a sense of involvement in the manager’ problems. Note the key problems on scratch paper. Then go through the case again, sorting out the relevant considerations for each prob lem area. 4. Develop a set of recommendations sup ported by your analysis of the case data Until now, your best results will come if you have worked by yourself. However, if you have time before class, itis useful to engage in infor- mal discussions with some of your fellow par: ipants about the case situations. This can be done at social hours, meals, or planned get- togethers. In fact, some people like to form dis- cussion groups to conduct such discussions. ‘The purpose of these discussions is not to ée- _velop a consensus or a “group” position; it is to help each member refine, adjust, and amplify his or her own thinking What Happens in Class In class, your instructor usually will let mem- bers discuss whatever aspects of the case they wish.’ However, it is the faculty member's role to prod you to explore fully the avenues of in- vestigation down which you have started and to lead you into consideration of areas you may: have missed. A healthy debate and discussion will ensue. You will benefit most if you take an” Sometimes the “war stories” from Structor will tell business other settings that relate to the situation under ~ discussion, and he or she will encourage partic- pants to do likewise. Finally, the instructor will summarize the discussion and draw out the use- ful lessons and observations which are inherent in the case probletm and which enierge from the case discussion. 7 “A typical requést ai the end of a case discus-29 banraing by the Case Method 2 sion is “What is the answer?” Let us emphasize You may see the instructor suggest the pros here that the case method of learning does not and cons of various alternative actions or tell provide the answer. Rather, several viable “an- what actually happened in a participating situ- swers” will be developed and supported by var- ation. However, what actually happened’ or fous participants within the total group. what any one person thought ought to be done Business is not, at least not yet, an exact sci. is of no great significance: what is significant is ence. There s no single, demonstrably right that you know what you would do in-a specific answer toa business problem. For the stu-,__situation. z 5 dent or business person it cannot be a matter... Learning results from rigorous discussion and of peeking in the back of a book to see if he ‘controversy. Each member of the claSs—and the . has arrived at the right solution. In every {instructor —assumes a responsibility for prepar- business situation, there is always a reason- °> ing the casé_and for contributing ideas to the able possibility that the best answer has not " “case discussion. The rewards for these respon- yet been found—even by teachers! ~"*"“""s citities are a series of highly exciting, practi cally. oriented educational experiences which 1, Charles 1 Grog, Because Wisdom Cont Be Tot, i 3 Desire : L Charles | Geags Hes bring outa wide range of topics and viewpoints. 3