CASE ANALYSIS MODEL

Prepared by: Former CSC Commissioner J. Waldemar V. Valmores

Read and re-read the case carefully 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 chose 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 familiarity and avoid holding the
case material during the oral presentation of his/her 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 of; 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 date or quarter mentioned in the case. This component
is the 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/he 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 mind that s/he is wearing the protagonist’s hat
and as such is the “owner” of the problem as presented and
described in the case.

F. Statement of the Objectives- write at least three objectives

which the chosen viewpoint wishes to attain. Adding the word
“to” to the “Statement of the Problem” is “not equivalent” to
stating the objective(s), but rather 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 much as possible the
“S-M-A-R-T” (Specific, Measurable, Attainable, Realistic and
Time-Bound) criteria when scrutinized individually.
G. Areas of consideration- enumerate and fully explain from 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 action.
These factors are the significant points, discernable or
otherwise, described in the case that requires thorough analysis
from 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.

H. Assumption, 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 limiting 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 Action- 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 comparing
and 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
comparison. 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 weighs is thus recommended.

K. Conclusion- this component is presented in one simple

statement, “Based on the foregoing analysis, ACA No. _____ is
chosen.”

L. 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 program/ function are 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 within the
authority and responsibility of the protagonist.