UNIVERSIDAD DE MANILA

Graduate School of Public Policy, Criminology, and Governance

Prepared by: Dean J. Waldemar V. Valmores
Associate Dean Ador G. Paulino
Prof. Roberto B. Catli

CASE ANALYSIS MODEL

Read and re-read the case carehlly noting in particular and determining the "key
character" in the case, whose point of view you are going to take. Once you have decided
who you are, wear the hat of your chosen point of view and analyze the case as follows:

a. Title of the Case ---write the case title as heading (centered).

b. Case Brief --- this component is the summary of the case in narrative form. This
component is required in the oral presentation. Leave this item blank in your visual aide.
The student is strongly advised to do so in order to demonstrate to the members of the
class/panel familiarit)) with the case and avoid holding the case material during the oral
presentation of hislher analysis.

c. Point of View --- write the specific name, if given, and/or position title of the chosen key
character in the case you wish to portray or play the role o c the key character is Usually
the person entangled in a dilemma who needs to make a decision and take responsibility
for the consequences of such actions.

d.. Time Context --- write the specific date, if given, else, write the generic 'ate or quarter
mentioned in the case. This component isthe take-off point of the chosen point of view in
analyzing the case. It is the exact point in time the student, having the perspective of the
key character acknowledges s h e is the person facing a problem that requires solving.

e. Statement of the Problem --- write one problem only either in declarative or interrogative
form. At this point, the student should keep in m i ~ that
d s h e is wearing the protagonist's
h2t and as such is the 'owner' of the problem as presented and described in the case.

f. Statement of the Obiectives --- write at least three objectives which the chosen viewpoint
wishes to attain, Adding the word 'to' to the 'Statement of the Problem' is 'not equiialent' a
.to stating the objectivq(s), but raxkier becomes the 'goal' of the protagonist. While both
words, 'goal' and 'objective' are desired outcomes of work done by or things a person
may want to achieve or attain, what makes them different are the time frame,
characteristics they are set for, and the effect they cause. Make sure your objectives can
pass as mush as possible the 'S-M-A-R-T' (Specific, Measurable, Attainable, Realistic,
and Time-Bound) criteria when scrutinized individually.
 - * B
g. Areas of consideration --- enumerate and fully explain fiom the perspective of the chosen
point of view both internal and external factors or areas to be considered that are to serve
as bases in the formulation of the alternative courses of actions. These factors are the
significant points, discernable or otherwise, described in the case that requires thorough
analysis fiom the context of the point of view chosen.

The SWOT Matrix is the most common tool used in assessing the internal and external
environments in a given case study material. It is an evaluative tool helpful in identifying
internal and external factors to the organization that are both favorable and unfavorable
and guides in strategy formulation. Being the protagonist, the SWOT Analysis helps the
student focus on the organization's strengths, improve weaknesses, minimize threats, and
take greatest possible advantage on the opportunities available as they are described in the
case. 'C

h. Assumptions, If any --- assuming means taking a position or holding an idea as true; and
usually, there is little basis or almost no evidence for such assumption. In most instances,
however, the student making an invalid assumption complicates rather than facilitate the
analysis of a case study material. Many students are unaware and might be surprised that
most assumptions are already embedded in the case study material.

They are usually articulated in the words and phrases of the author as well as in the setting
of the case. The main responsibility of the student is to discern these assumptions by
reading between the lines' the wordings of the case author; deciding whether or not there
is a need to make further assumptions to help better understanding the case to limi;ing or
enhancing the analysis thereof.

i. Alternative Courses of Action --- this component is the listing of possible solutions to the
stated problem. It is strongly suggested for the student, wearing the hat protagonist, to
forward at least three alternatives to solving the problem. These options should be
mutually exclusive, which means they are independent (or exclusive) of each other yet
their context are the same (mutual). Thus, each alternative when taken individually can
solve the problem stated. It must be noted that the alternative courses of actions are
formulated on the bases of the significant areas considered by the chosen point of view as
presented in item " G above.

j. Analysis of the Alternative Courses of Actions --- this component must present and
discuss the advantages and disadvantages of each alternative. The student as protagonist
should compare and contrast the different alternatives forwarded. The parameters by
which to complete a c&mparingand contrasting (or analysis) of these alternatives can be
taken from the areas (or bases) considered and aptly discussed in item "G".

The comparative analysis of the different alternatives can be summarized in a matrix (or
table) in the light of the key quantitative and/or qualitative parameters used for such
 conlparison. A realistic arbitrary ranking can follow by way rating each alternative course
of action. In the event that the parameters (criteria) are not of EQUAL
relevance/significance; using weights is thus recommend.
k. Conclusion --- this component is presented in one simple statement, "Based on the
forgoing analysis, ACA No. is chosen."

1. Plan of Actions--- this component is best presented through a Gantt Chart or Activity
Chart. The plan should delineate the series of action/activities for each prograrn/function
area to be undertaken to operationalize (or implement) the chosen ACA. The student
should ensure that the chosen point of view plays a significant role in implementing the
plan of actions as this is reflective that the activities enumerated therein are wi@in the
authority and responsibility of the protagonist.