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Centre for Case Studies
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Taïeb Hafsi and The Case Method1

Case prepared by Sylvain SAINT-JEAN and Professor Laurent LAPIERRE.
Socrates:
As for me, I resemble the manta ray only if it is itself numb as it numbs others; otherwise not. Indeed,
if I embarrass others, it is not because I am self confident, but rather because I am myself more
embarrassed than anybody else. Thus, I still do not really know what virtue is; you may have known
before you began associating with me, but you do not seem to know anymore. Nevertheless, I am
willing to search for virtue and to investigate its nature with you.
Menon:
But how, Socrates, will you go about looking for something which you know absolutely nothing
about? Among the things which you do not know, which one do you intend to look for? Now,
supposing that by an extraordinary stroke of luck you do find it, how will you recognize it for what it
is, since you have never seen it?
Socrates:
I see your point, Menon, but do you realize the controversies which you are now bringing up? Man
can neither look for what he knows nor for what he does not know: he cannot look for what he knows,
since he knows it and therefore has no need to look for it; he cannot look for what he does not know
for the obvious reason that he does not know what to look for.
Foreword
There was once a schoolteacher who had one pupil who always came to class late. Every day she
would scold him for being late and every day the willful child would reply: "I promise that I will
be on time tomorrow." He never kept his promise, but he seemed unhappy about it...
After some time, the schoolteacher, fed up with the pupil's behaviour, decided to throw in the
towel and not pay any more attention to her black sheep. Then, one day when she asked the class
to name some trees, he raised his hand. Surprised, she called on him. His answer was the "winter
1
Translated from the French by Helene Kaufman and André Cyr.
© HEC Montréal 2004
All rights reserved for all countries. Any translation or alteration in any form whatsoever is prohibited.
This case is intended to be used as the framework for an educational discussion and does not imply any judgement on the
administrative situation presented.
Deposited with the HEC Montréal Centre for Case Studies, 3000, chemin de la Côte-Sainte-Catherine, Montréal (Québec) Canada
H3T 2A7.
This document is authorized for use only by Roberto de la Vega at Pontificia Universidad Jave... until 22 September 2014. Copying or posting is an
infringement of copyright. centredecas@hec.ca
Taïeb Hafsi and The Case Method
oak." The class burst out laughing at his gaffe. She told him to keep his comments to himself if
he did not have anything better to do than to lead his classmates astray.
At the end of the day, the teacher told the boy that tomorrow she wanted to meet his mother. The
next day, she accompanied the boy to his home. Since she did not know the way, she asked to
follow him. He suggested that they take his usual shortcut through the forest.
The teacher was very surprised and could not understand how he came late every morning if he
took a shorter route to school. Intrigued, she followed him into the forest. And then a strange
metamorphosis began to occur: the child became the teacher. He introduced her to a new world,
one which she had no clue existed. He pointed out the animals' habits, the magnificent birds, the
trees and their subtle differences, an incredible diversity of mushrooms, and so on. He even
showed her the winter oak... She was amazed at his vast knowledge of the forest and its many
inhabitants.
When they finally left the forest, she realized that they were late.
(Adapted from a story by Yuri Nagibin)
Introduction
Taïeb Hafsi arrived at the École des Hautes Études Commerciales (commonly referred to as
HEC) in June 1984. His reputation for excellent teaching at Harvard, McGill and ESSEC in Paris
had preceded him. His presentations at scientific conferences confirmed that he was a researcher
with stimulating intuition and an enthusiastic, persuasive, and lively contributor.
An engaging personality, Taïeb Hafsi has succeeded in building strong ties to the HEC family in
just a few short years. He has rapidly become one of the most sought after professors within the
school. This dazzling rise can be explained by his competence and sharpness, by the relevance of
his expert knowledge of strategic management, and by the warmth inspired by his charm. This
aspect of his personality can be traced back to his background. In his homeland of Algeria, he
learned the value of establishing harmonious interpersonal relationships through open dialogue.
In his early years, he witnessed many conflicts. He has lived through tribal wars, a civil war
fought between native Algerians and Algerian-born Frenchmen, and the war of independence
with France, with its subsequent ideological struggles. These conflicts have had disastrous
consequences. As a result, Taïeb Hafsi has developed a strong dislike for confrontation, where
more often than not, everyone ends up a loser.
Taïeb Hafsi is also a man devoted to his institution. He is always ready to roll up his sleeves and
spend long hours working for the causes and duties which he holds dear. He values genuineness
and eschews opportunism. Like all leaders, he has a clear vision of his objectives. With his keen
mind and sense of leadership, he is able to anticipate events and propose the means needed to
achieve the goals set forth. His quiet tenacity is legendary. When faced with resistance or lack of
understanding, he demonstrates a certain restrained impatience. His preference for dialogue has
led him to adopt a doubting philosophy; thus he often abstains from commenting or reacting,
unless confrontation is absolutely unavoidable.
© HEC Montréal 2
Taïeb Hafsi's career can be divided into two major phases, separated by five years of study,
during which he earned a Master of Science in Management at the Sloan School, Massachusetts
Institute of Technology and a Ph.D. in Management at Harvard University. His early training and
experience was in engineering, and he spent some years working as a manager. This
management experience was to have a profound influence on him, leaving him with a yearning
for greater understanding of how organizations function. To find some answers to the questions
raised in the wake of his work experience, Taïeb Hafsi decided to study management. Following
this period of study, he was to embrace the profession of educator in his new discipline.
Taïeb Hafsi advocates using the case method in his teaching of strategy and international
management. This is not an arbitrary choice: its roots can be traced to what he learned as a
manager and to his studies at Harvard, famous for its use of this method. In this paper, we will
explore the path that led him to opt for this type of teaching and how he perceives and practices
the case method.
Manager
Pivotal Years
The time which Taïeb Hafsi spent studying and his first years working as an engineer and then a
manager was an explosive and uncertain era. First he witnessed a long war waged against France
by Algerian nationalists which ended with Algeria gaining independence on July 1, 1962. A state
is never born without pain and difficult years followed. On June 19, 1965 the government fell in
a coup d'état; Boumediene seized power and remained in control until his death in 1978. One of
his first moves was to launch a nationalization program targeting the oil, gas, chemical,
mechanical, and food industries. Algerians sought to take control of their interests. The
revolution was not only political, but economic as well. The face of Algerian society was
profoundly altered. Taïeb Hafsi, a student leader, found himself caught up in the front lines of the
nationalist movement, in some ways in spite of himself. In that era, the student associations were
highly politicized. That was the first time that he met with failure.
"The war and independence were very important periods for me. It was the time in my life when I
suffered the most blows. One fine morning I woke up to learn that there had just been a coup d'état.
For two years, I had believed our analyses of the political situation. And then, bright and early in the
morning there were tanks in the street. Because I was politically active, I had to get away, and the
police were closing in. It was a terrible shock for me to realize all of a sudden that I understood
nothing at all about what was happening, especially since I had thought the exact opposite." 1
He lived in France from 1965 to 1968 and earned a degree in engineering. Back in Algeria, he
completed his training at the Institut d'Algérie du pétrole. The following year, 1969, he began his
career working for the Société nationale algérienne de pétrole, [National Algerian Oil Company]
Sonatrach. He moved up the ranks very quickly and just over a year after he began working, he
was promoted to a management position. Without realizing it at the time, when he became
Production Chief, he had also embarked on the path that would lead him to teaching.
1
All the quotations from Taïeb Hafsi are drawn from two unpublished interviews conducted on January 16 and 25, 1989.
© HEC Montréal 3
Taïeb Hafsi's career as a manager was to be influenced by this intense revolution which rocked
Algeria. He was never truly able to forget his preoccupation/involvement with national
development and this was always a guiding force in his life. Thus, it is not surprising to see that
he believed that his work as a manager had to result in a contribution/make a difference.
His experience during the war was also decisive because it made Taïeb Hafsi realize the strength
of the human will.
"Militarily, the Algerians were much weaker than the French. France maintained a force of 500 000
soldiers in Algeria, a modern well-equipped army ready to fight the Algerians who had only old rifles
left over from World War II. Yet, the faith of the people was so strong that France could not stop
them. My belief in the power of men dates back to this time. The history of my country shows that
faith can lead to the very great accomplishments."
A helping hand
Taïeb Hafsi rapidly climbed the corporate ladder in his firm, as this short résumé indicates:
1969 Production engineer, lubricants (Arzew refinery)

1970 Production Chief, lubricants (Arzew refinery)
1972 Production Manager (Arzew refinery)
1973 Director General (Arzew refinery)
1974 Coordinator - Refinery and Petrochemicals Division (Sonatrach)
1975 Central Director, Refinery Division (Sonatrach)
Throughout these years, one problem was constantly in his mind: "How we used the workers
seemed to me totally anachronistic. I saw many people who could have done more, but who were
not trusted."
Some consider him naive and to a certain extent he agrees: he has faith in people and as he
explains: "Contrary to what one might expect, I have never had to pay a price for this." His
commitment and his confidence in others can best be illustrated by a change which he introduced
during his mandate as director of the refinery.
At the time, the government required the firms under its control to hire approximately 10 % of
their employees from among the war veterans, the majority of whom were from rural areas and
thus totally unqualified. They were assigned to do secondary tasks, such as guard duty. They
were not even allowed to do the cleaning because they did such a bad job. They were very
frustrated with the situation. The managers were aware of the problem, but they did not know
what to do about it.
Then one day, one of the veterans asked to see the director. He made the following proposal:
"Let's face it - we are not very good at what we are doing. We are peasants. What we know is how to
work the earth. Now, in this plant there are many open areas which are dangerous. The weeds are
growing like crazy and there is a major risk of fire. Why not use these open spaces? Let us farm
© HEC Montréal 4
them. Not only will the risk of fire be reduced, but we will produce citrus fruit for the refinery and we
can supply the plant cafeteria, for example."
Taïeb Hafsi agreed. The company invested a small sum of money to purchase a tractor.
After three months, the cafeteria did not have to buy anything from outside suppliers. Three
months later, the farmers were supplying all the cafeterias in all the plants in the region. In
addition, the level of safety on the plant site was improved. The workers even found time to grow
flowers to spruce up the outside of the plant.
"I learned a vital lesson. We were engineers and we had the impression that we knew how to run a
plant. And yet, with this small action, which we allowed them to do, they made a major contribution
to the stability of the complex. From that time on, I realized that when it comes down to it, a manager
is someone who is able to reach out and extend a helping hand. By simply supporting people in their
efforts, we can encourage them to go further and to accomplish small miracles. And all of this is
possible in a relatively organized framework. I am convinced that you have to have faith in people."
This experience gave Taïeb Hafsi a certain vision of a manager's job.

"The manager does not have to be a bastard. Instead he has to think in terms of major contributions to
society. He has to demonstrate sensitivity and honesty, taken here in its 18th century meaning, while
remaining a realist."
The Organization
Taïeb Hafsi came to discover the capital importance of the human element in the workings of the
organization gradually.
"At the time, I didn't understand that to accomplish these things, I had to get past an invisible system:
the organization. I discovered this much later on along my path, in my studies. The organization is a
machine. Organigrams do not reflect the reality and complexity of human relations, though they are
much more restrictive than the structure. And in spite of all the best intentions in the world, a lack of
knowledge of these mechanisms can prove to be very destructive."
This is what makes the manager's task so specific. In our complex world, the manager is rapidly
confronted with uncertainty. The reality which confronts him is not well structured and his
understanding of the relations between cause and effect is relatively limited. He can no longer
make major decisions, hoping that others will apply them with no problems. He has to
acknowledge that his role is primarily to motivate and support the decisions of others who have a
better knowledge/understanding than he does of what is taking place in the field. In addition,
there are no longer any general laws which hold true, there are only specific situations and some
guidelines for action. This is why the case method is so well-suited to the training of today's
managers.
Back to School
Despite his rapid rise within the firm, Taïeb Hafsi was dissatisfied. The development of the
country did not meet the expectations of either the people or those of a good portion of its
© HEC Montréal 5
leaders. Reforms were a long time in coming. The factories were not as productive as they should
have been. Yet, he hesitated to throw stones at those in power. He could see that there was a
willingness to manage, so why was it not working out?
"I was very close to those in power; I knew them very well. I had a lot of respect and admiration for
them. I knew that they were patriots, honest men. But I could not understand how, with all their good
intentions and their integrity, they could not stop the deterioration, both within my company and in
the country as a whole. This feeling of incomprehension was the source of much inner turmoil."
In this state of mind, Taïeb Hafsi decided to go back to school, this time in management.
"When I left I was filled with anguish and especially with the almost philosophical feeling of the
futility of our actions. I saw that good intentions and tools did not protect managers from failures and
that at that point there was very little standing in the way of our projects.
I was deeply concerned with the problems posed by managing organizations of people. What I still
want now is to see to it that my students become aware of how important people are for management.
Then I know that they will be capable of accomplishing great things."
Professor
Learning
In discussions with Taïeb Hafsi about his years of study, one name appears time and again:
Roland C. Christensen. According to Taïeb Hafsi, this man was his mentor, his spiritual master.
"We had a very special relationship; I think of him whenever I teach. I also think of him each time
that I am in class, especially when I have problems. I do not try to imagine what he would have done
in my situation, but I simply think of his personality. (...) Christensen deserves credit for most of
what I do. He is ten times better than I am, and all the good things that I do in my teaching have been
inspired by him and by my desire to be like him. What's more, we have stayed in touch. We still have
a very warm relationship."
When he met Christensen, Taïeb Hafsi was a master's student at the Sloan School of Management
of MIT. He was writing his thesis on national profitability. He dealt with the issue within an
economic and financial framework.
"I was analyzing the decisions which had been made in Algeria. My hypothesis was that they were
wrong. I wanted to use management techniques to detect the basic errors of our decisions. The
tragedy was that I found that they were good decisions. Economic theory confirmed that they were
well founded."
Thus, Taïeb Hafsi reached the surprising conclusion that he had to look elsewhere to explain the
failures which he had witnessed in his country. The teaching method used by Christensen and the
nature of the relationship which Hafsi and Christensen were to form indicated the new trail to be
explored.
"What struck me in the beginning was less the case method than Christensen's personality. When he
would walk into the room, he would not be thinking about what he was going to say to us. Instead he
would start by opening the windows, straightening out the room, details that might appear
insignificant at first glance. Then, he would speak to each one of us. We were intrigued by his
© HEC Montréal 6
behaviour; he was different from the other professors. We had the impression that he wanted to show
us how we should behave. He set an example for us, using so many small details. He always dressed
in a very classic style. He did not try to stand out. He believed that this was the proper attire for
managers. He literally blended in to the class. In fact, this bothered some students. In a certain way,
he was only an open window on a world which he was inviting us to contemplate and discover on our
own."
Christensen paid more attention to the setting than the content, at least at first glance. He did not
cover much theory in class. He handed out few theoretical texts and when he did, they were
simple and easy to digest. The sole purpose of this apparent neglect of the content was to let it
emerge during the discussion in class. This attention to detail, the professor's unassuming manner
is a form of maieutics, which Taïeb Hafsi considers to be quite effective.
"With Christensen, the medium became the message. I must say that I learned ten times as much with
him as I learned from all the other professors. Not because he taught the class, but rather because I
went to find the material myself."
There is another trait that Christensen is known for: he cultivates his relationships with his
students. He manoeuvres to get to know each one well. This gives him a chance to call upon them
to contribute to the discussion when they have some relevant expertise. He will also write a
personal note to each of them during the semester.
The following anecdote illustrates this interest he has in his students. Taïeb Hafsi had just failed
his first exam in the Ph.D. program at Harvard. Christensen heard about the incident and took the
trouble to write to him: "Don't worry. It happens to the best of us." As Taïeb Hafsi put it, this
gesture was like a breath of fresh air.
These relationships that Christensen maintained with his students were both close and distant at
the same time. While he empathized with the students, he did draw a line on the contacts.
"It's very strange. He demonstrated a great deal of openness, while maintaining a measure of
aloofness which stops communication beyond a certain point. However, this did not stand in the way
of the establishment of an affective relationship. Basically, in any "mentorship," like in any
leadership, there has to be a certain distance which cannot be narrowed."
The teaching approach advocated by Christensen focuses on the human element. It rests on the
fact that learning is a dual process: cognitive and affective. The dynamics which are established
in class, especially when the pedagogical strategy rests on case studies and class discussions, is
not reduced to an exchange of ideas and knowledge. A professor like Christensen knows full well
that he serves as a role model for his students. Whether he wants to or not, he transmits his values
to his students through his teaching, his theoretical choices, and his behaviour. Another
interesting observation:
"One day, I spoke to Christensen about it. His reply was: "Taïeb, this image is not quite exact. You
took from me what you wanted to. Perhaps it is you who is like that!"
© HEC Montréal 7
Teaching: A Philosophy
In many respects, Taïeb Hafsi carried the fundamental ideas, values and attitudes which had
served him as a manager to his new profession of educator.
First, he is convinced that the teacher, like the manager, must rely upon deep-seated convictions
to create the dynamics likely to favour learning.
"People are moved by the professor who seeks to accomplish things which have value. They are
favourably impressed by one who devotes himself fully to a task. Then they give him their attention,
which makes it possible to create very meaningful communication."
Taïeb Hafsi embraces the fundamental principle according to which the human element must
predominate. Good learning is built upon a healthy relationship, permeated by mutual trust and
respect. In these conditions, everything is in place so that the individuals involved, the students
and the professor, follow the path of knowledge and make significant progress.
The professor must also demonstrate leadership in his class if he expects to be successful with his
students.
"The teacher is a leader. He is slightly more experienced than his students; he has followed a certain
path and he tries to lead them along the way, to show them the road, though it is continually
changing."
The choice of the case method is based on the belief that the teacher is not there to pour his
knowledge into his students’ head.
"The professor is not a well of knowledge. I am not there to deliver science; I am there to extend a
helping hand to my students so that they can discover this knowledge for themselves. If I do that,
then I feel that I have accomplished my job."
The job of the teacher, as I see it, is to teach students, not how to draw but how to learn to draw.
They must acquire some real method of finding out facts for themselves lest they be limited for the
rest of their lives to facts the instructor relates. They must discover something of the true nature of
artistic creation - of the hidden processes by which inspiration works.
My whole method consists of enabling students to have an experience. I try to plan for them things to
do, things to think about, contracts to make. When they have had that experience well and deeply, it
is possible to point out what it is and why it has brought these results.
K. Nicolaides
To be effective, the professor must strive to continually surprise his students. He may do
something which throws them off balance, read passages written by one of their classmates, or
introduce a thought on a subject which, apparently has nothing to do with what is going on in the
class, for example a discussion on rationality which leads them to the relativization of
knowledge. This strategy accomplishes two objectives: first it keeps the students motivated and
© HEC Montréal 8
second, it keeps them on their toes, forcing them to reexamine their knowledge and their
certainty. As far as the latter is concerned, the discourse on rationality is particularly important.
"For example, I introduce the question of rationality to examine its effects on the decisions we make.
I try to elicit doubt. I endeavour to see to it that when my students leave the class they are not as sure
of cause and effect relationships. I want them to realize the devastating effect that their actions can
have on the people they come into contact with."
Lastly, the professor must define his objectives in terms of behaviours, with action remaining the
ultimate goal of our teaching.
"There are a certain number of behaviours which I would like my students to exhibit by the end of my
course. For instance, I would like them to have an analytical mind, to always base their thinking on
carefully examined facts and use their judgement before acting. When they leave, they are different
people than when they first entered my class. This is what being a leader means to me and I have set
my sights on similar objectives even within other spheres of activity. Whether I was managing a
company or studying, I have always focused on these issues."
Teaching Through the Case Method

General Observations
One of the epistemological foundations of the case method consists in the affirmation of the
relativity of knowledge. This message is clearly embraced and transmitted by Taïeb Hafsi. For
this reason, he gives his students the following lecture in the very first class:
"Even things which seem unfailingly absolute to you are not. Knowledge is relative. Consequently
experimentation becomes very important. I tell them that they will discover very important things
through the analysis and discussion of cases. The more faith they have in the method, the more the
lesson they learn will become permanent and will be transferrable in their future work as managers."
Not only is knowledge relative, but the organization is a highly complex system where all the
components interact.
"I emphasize the necessity for my students to be sensitive to the interrelationships. I often compare
the firm to a network of rubber bands: any action applied to one of the bands will surely result in a
pull on all the rest. Yet, the nature of these side effects is not always obvious."
This multidimensional aspect of organizations means, among other things, that each firm
represents a unique case. Thus it is both difficult and dangerous to generalize based on a specific
case. You cannot assume that just because you have seen one white swan that all swans are white.
Thus, you have to be very careful with the case method: the analysis and discussion do not deal
with firms in general, but rather with the ABC Company.
The relativity of knowledge combined with the complexity and specificity of organizations
explains why Taïeb Hafsi places such emphasis on exhorting his students to appreciate doubt, to
challenge generalizations, and to question lofty theories which claim to explain everything.
Analysis also involves a definite focus on action. This bias, which is justified within the
framework of management training, is another important facet of teaching through the case
© HEC Montréal 9
method. It also calls for a mind directed towards practice, a capacity to detect the essential, and
recognition of the importance of the human factor in organizations.
"You have to be action-oriented. I talk about very practical things: to understand the greatest limits on
managers' action, to avoid devising wonderful solutions which are often impossible to apply, and to
accept conflict as a part of the organization. In these conditions, managing means to try to move from
the imperfect toward something better. The manager cannot reasonably hope to solve all the problems
which are brought to his attention.
To be action-oriented means to have a sense of what is possible, to understand what is vital and to
succeed in flushing it out of the mass of information which assails the manager. A manager must be
willing to make decisions on the basis of incomplete and imperfect information.
And lastly, being action-oriented also translates into objectives in action programs which fall within a
human and organization context. It requires understanding that the greatest limits are posed precisely
by the problems inherent in managing people."
The case method presents specific problems for the teacher. The first, and probably the most
important one, is the uncertainty associated with this type of pedagogical strategy. Professors
who give lecture courses can prepare their classes down to the last detail and they can polish their
presentation. For all intents and purposes, this preparation can be flawless and most likely will
leave no surprises. The professor can be in perfect control of the situation or at least feel that he
is. The teacher who comes to class to lead a case analysis is confronted with a largely unknown
quantity. He can never be certain which direction the discussion will take. He must always deal
with the anxiety of losing control and seeing the discussion get bogged down. If this happens, the
students are not learning anything and the class is a failure. The challenge consists in extracting
the knowledge that the students possess as a group, and in a relatively spontaneous way leading
them to discover for themselves that knowledge which will prove useful in their work as
managers.
"The good pedagogue who leads a discussion of a case is capable of managing chaos. He is able to
draw stimulating findings from what appears to be a wide open discussion. In fact, at the beginning, a
case looks like unorganized raw material. The professor's goal is to orchestrate things so that the class
structures and organizes this material through its own means, thus giving it some meaning."
Preparation
The key to success in this undertaking resides first in flawless preparation, as paradoxical as that
may seem, and second, in the art of directing the discussion in class.
All sorts of incentives must be used to prod and encourage the students to come to class properly
prepared, but the professor must also do the same.
"Christensen is unequivocal on this matter. According to him, it would be totally irresponsible for a
professor to come to class without having an excellent grasp of the material. In the final analysis, that
is the very reason for the course. The professor cannot allow himself to slip up, for it would be the
most serious faux pas that he could commit. Indeed, when students end up thinking, rightly or not,
that the teacher standing in front of them does not know his stuff, they pay no more attention to what
he has to say.
I prepare in a very systematic way; I don't let anything slip by. I spend a lot of time, an enormous
amount of time preparing. I make sure to have a very broad knowledge of the various fields and
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concepts involved in the case(s) to be discussed. Obviously I cannot know everything. If I don't know
enough about a particular sector, I must at least make sure that I know where to access the
information and that I have made this very clear to my students. Thus, I establish my credibility."
Preparation, however, does not go hand in hand with inflexibility. While Taïeb Hafsi is well
prepared, he tries to leave the door open for a certain spontaneity in his approach in class. His
goal is to lead the students to make certain discoveries, not to shackle them.
In Taïeb Hafsi's view, a good class is one where the principal questions which he has prepared
are discussed; a bad session, one which he is disappointed with, is when the class does not
succeed in organizing the material.
"I am very happy when the students do unexpected things, when they surprise me, when they teach
me something. Then I feel reassured. I am unhappy when there are too many diversions in class,
when I have the impression that the students are a little lost as they leave the class. Generally
speaking, that happens when I was not able to manage the class properly. Basically, I am unhappy
when I lose control and things do not go as anticipated. I don't mind deviating somewhat from my
plan; I am not so inflexible as far as that is concerned. What bothers me is when I see that an entire
section of my preparation has not been covered."
Thus, good preparation establishes the professor's credibility, while at the same time reducing
what can become paralyzing anxiety. The professor's preparation also plays another vital role: it
underscores the need for the students to be prepared for the discussions.
"Through my preparation, I try to convey the following message to the students: with the case
method, what you put into it determines what you'll get out of it. I try to persuade them that their
learning is directly proportional to their preparation."
We must never forget that the professor is a role model for the students, regardless of their ages.
His behaviour gives them implicit indications of the manner to adopt in their performance as
students.
"I adopt a spartan attitude. I pay a lot of attention to my comportment when I am with my students.
Yet, this does not come naturally to me. As a general rule, I pay very little attention to my
comportment. I make the effort in the presence of students because I am convinced that that will have
the greatest influence on them."
Leading the Discussion
The second factor dictating successful teaching through the case method hinges on leading the
discussion. The professor has to navigate between two extremes: on the one hand, being too
heavy-handed in steering the discussion in an unresponsive class and on the other hand, being too
soft in steering a rambunctious discussion. In either case, learning does not take place.
"The professor either puts on a show or he lets the class wander like a lost soul and creates a lot of
frustration. In the first case, he is extremely rigid and he simply hinders the discussion. He imposes
himself on the group and asks questions which he intends to answer himself. It is difficult to avoid
the plague of talking too much. Often, you get the feeling that the case has been discussed to such an
extent that the answer seems obvious and you do not give the students the chance to discover it. The
other extreme is no better. The students leave disoriented because their efforts had no direction and
© HEC Montréal 11
they have the feeling that they said a lot, but without detecting the essential and without finding a
satisfactory solution. They end up more lost than they were before the discussion...
A good professor comes to class very well prepared. Yet, he should not go there seeking to
justify his preparation time. His objective should be to draw out his students because when they
feel valued they will enjoy the subject matter. If they enjoy the subject matter, they will learn."
For the teacher, the challenge presented by the case method is to find the proper balance between
steering the discussion too much and not enough. During the discussion period the situation may
be pleasant, unpleasant or simply difficult. The group leader must be prepared for any
eventuality. Managing these moments well is one of the skills required in teaching with the case
method.
Sometimes there are silences, but Taïeb Hafsi does not consider these moments to be
problematic. On the contrary, he sees them as having a pedagogical value in that they give the
class a breather.
He finds digressions more awkward. They can rattle Taïeb Hafsi when he is not totally
comfortable with the case being discussed.
"I tolerate digressions better when I have used a case many times and I am very familiar with it. In
that case I am more adventurous and I try to use this type of deviation as a contribution. However, the
first time that I teach a case, I would tend to ignore the digression, while still being careful not to be
blunt. I simply do not react to it in a very active way."
As a general rule, Taïeb Hafsi accustoms the class to pointed comments and good-natured
teasing. This way he can defuse uncomfortable situations, for example when one person
monopolizes the discussion. He can say something along the lines of: "We understand your
position clearly; now we are going to see what the others have to say about the issue." Everything
depends on the quality of the relationship that he is able to establish with the class and on his
sensitivity to its state of mind.
There are delicate situations where a student is aggressive towards the professor or his fellow
students or acts out in front of the group. Taïeb Hafsi reacts as follows:
"When I have been confronted with aggressive behaviour directed at me in class, I am careful not to
react in a similar fashion. My standard response is: "I will think about what you are saying; you may
be right." I have found that this usually has a calming effect on those who are on the offence. They
are so sure that your response will be aggressive, that it throws them off balance. What's more, I feel
that it is important to practice what I preach and I am teaching them to be understanding and to
listen."
The delicate manoeuvres which the discussion leader is called upon to perform during the class
are based essentially on active listening and on respecting and praising the students. Only when
this set of circumstances exists will the learning be accomplished, carried into practice, and
retained in the long term.
To achieve these goals, the professor must master one last skill: the art of interrogation or the
correct use of questions. The power of the question is as extraordinary as it is difficult to learn.
© HEC Montréal 12
The professor uses questions to steer the discussion, revitalize it, and redirect it along better
paths. In closing, Taïeb Hafsi admits: "I don't know how to teach any other way."
A good question is never answered;

It is not a bolt to be tightened into place
But a seed to be planted and to bear more seed
Toward the hope of greening the landscape
Teaching Tools
Over and above the principles and skills we have just mentioned, Taïeb Hafsi uses certain tools.
A good case is the vehicle by which a chunk of reality is brought into the classroom to be worked
over by the class discussion grounded upon some of the stubborn facts that must be faced in real life
situations. It is the anchor on academic flights of speculations. It is the record of complex situations
that must be literally pulled apart and put together again for the expression of attitudes or ways of
thinking brought into the classroom.
Paul Lawrence
The first and most important tool is without doubt the case itself. It is the departure point, the
basic material for the discussions, the vehicle used by the professor to reveal knowledge and
know-how. According to Taïeb Hafsi, a good case has the following characteristics:
"The case history is actually a very special literary genre, with its own rules. First off, it is absolutely
essential for the author to be invisible; he must never allow himself to intrude or to distract the reader
in any way. In addition, good cases are devoid of any value judgements or opinions on the part of the
writer. The only opinion which may be tolerated comes from one of the players in the text. A talented
writer will place the opinions which he deems to be well founded in their mouths. In truth, case
writing is similar to good reporting - it should include only the data, quotations, and facts which are
necessary to understand the situation."
Taïeb Hafsi uses the board quite effectively. He prepares an analysis structure which he draws on
the board in front of the students while they are exposing the elements which should be included.
For example, a student qualifies the organization presented in the case as paternalistic. Taïeb
Hafsi makes sure to write the category "structure" on the board and then he lists the student's
suggestion there. Another student may bring up technological innovation, which gets listed under
the category of "production." What is interesting about this method of using the blackboard is
that it highlights the major categories which have not been listed and pushes the students to
examine points which they may have missed.
Taïeb Hafsi also uses the overhead projector. He prepares two types of transparencies: those
which cover a concept and those for synthesis purposes. He uses then as needed, depending on
the direction that the discussion takes. He can project the "concept" transparencies to satisfy the
curiosity of the class concerning a particular point. The "synthesis" transparencies serve to
present the major points which have to be mastered by the group as a whole.
© HEC Montréal 13
He sometimes invites guest lecturers or shows a film or a video. At these times, he makes sure
that the special presentation does not replace the course or make the atmosphere so heavy that it
interferes with the group's ability to think. There is a risk that this type of activity will disrupt the
usual class patterns. Thus, he uses these tools sparingly.
Taïeb Hafsi rounds out these pedagogical tools with the PPP - Preliminary Position Paper. He
asks his students to write a maximum of one page in reaction to the situation described in the
case. They have to hand in their PPPs the day before the class. This gives Taïeb Hafsi a chance to
look them over and then adjust his preparation for the class accordingly, taking their analyses into
account.
The PPP, used by all the Policy professors, fulfils several functions. First, it forces the students to
prepare. Second, it gives the professor an opportunity to get to know his students. In this way he
is able to make personal comments and to highlight the students' knowledge by referring to their
analyses in class. He is always careful to call upon them in circumstances where they will be seen
in the most favourable light. This raises their self-esteem. Lastly, Taïeb Hafsi uses the PPP to
send signals to his students. For example, he will invite a student who speaks very little to share
his analyses with the class.
"In the PPPs, I try to detect the good points and highlight them. In this way, the PPP becomes an
exclusive channel of communication between the professor and the student; it allows for open, highly
personal communication, where I try to build up their confidence. The hardest thing about the PPPs is
trying to be fair to everyone."
Thus the PPP provides another major advantage: it allows for a link to be established between the
learning accomplished by the class as a whole and the individual experiences of each student in
the group.
"I ask the students to speak about themselves in the PPP. I urge them to speak of their own
experiences and to tell me how they see themselves in this situation. This encourages them to bring
their own experience to the analysis and the ensuing discussion. This process makes it possible to
make the connection between what the professor is stating in class and their personal experience. I
am convinced that what is learned in these conditions is much greater and remains more firmly
anchored in the students' minds. I am not worried about them mastering concepts; as long as they
listen to their experiences and they are interested, they will take the initiative to seek out whatever
they need to know."
Taïeb Hafsi does not mark the PPPs, which is a source of frustration for many of the students. He
explains to them that he wants them to pay more attention to their preparation and their classwork
than the mark. Moreover, this is another way to get them used to living with ambiguity.
The First Class
This session is discussed in a separate section in this paper because Taïeb Hafsi considers it
decisive in terms of the rest of the semester.
"The first class is very important, so much so that I don't take any chances. For example, I make sure
to bring the first case with me to class, even though the students were supposed to have picked it up
in the department. I cannot allow my first presentation to the group to fail because they didn't get the
case. If the class does not get off on the right foot, then I will have to play catch-up the rest of the
© HEC Montréal 14
semester. It's happened to me before and it was very difficult to take; learning ends up on the back
burner."
Taïeb Hafsi always runs the first class the same way. He greets each student individually and then
asks them to write them first name on a cardboard name plate which he provides. They are
sometimes surprised by this.
"It's not so much handing them the name plate which is so significant, but rather going up to each one
and saying hello. This first move sets up a special dynamic. These are little things, but they are of
prime importance in my approach."
It is important for him to get to know each of them. That is why he also has them fill out a special
index card, with questions about their personal situation: civil status, children, and so forth.
Obviously, they are free to leave out anything they want. Yet, Taïeb Hafsi reminds them that the
way the course is structured assumes that he knows them well. Generally speaking, all the
students are willing to go along with the exercise.
"I spend a great deal of time learning their names, studying their photos. By the third class I know
everyone by name. I make this a priority because I want to show them that I attach a lot of
importance to this information. Consequently, at the beginning of the course I ask about their careers,
their experiences. I look for ways to put this information to good use. For example, if I know that one
of the students has worked for Continental Can, I do the Crown Cork and Seal case. Then I will call
upon that student to open the discussion and in general, they are very happy to do so. I am very
curious about my students. I carry my quest for information so far because I feel that each of them
presents a special interest. I end up liking them. To tell the truth, this intimate knowledge of the
students takes a lot out of me. But, it does give me the chance to personalize my teaching."
Taïeb Hafsi begins the first class without introducing himself. The students have to get into the
swing of things right off the bat; they have to discuss a case. Obviously, the case has been
carefully chosen for the lively discussion that it usually provokes. Most of the time in the Policy
course, the Adams Corporation case is used for this purpose. The case generates a spirited
discussion, and only after that does he introduce himself.
Then the students are called upon to introduce themselves to the class. Taïeb Hafsi prods them to
make an appropriate introduction. He even resorts to having another student "interview" their
classmate if he/she is botching their self-portrait.
This first course contains the essence of his beliefs: the importance of the human element, the
emphasis placed on action, and the preparation.
The Last Word

It is left to Taïeb Hafsi to bring this investigation of his vision of teaching to a close.
"I could not do this job if I didn't derive major satisfaction from it. You have to be convinced beyond
the shadow of a doubt that you are doing something very important and that it will have an impact on
people. Christensen used to quote Amy Lowell who put it this way: "Teaching is like dropping ideas
into the letter box of the human unconscious: You know when they are posted but you never know
© HEC Montréal 15
when they will be received or in what form." Though this is a humbling thought, it doesn't stop me
from trying to be the postman and deriving great pleasure in doing so."
2007-02-14
© HEC Montréal 16

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Centre for Case Studies

Taïeb Hafsi and The Case Method1

1969 Production engineer, lubricants (Arzew refinery)

This experience gave Taïeb Hafsi a certain vision of a manager's job.

Teaching Through the Case Method

Leading the Discussion

A good question is never answered;

The First Class

The Last Word

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