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SOME TIPS FOR WRITTEN CASE ANALYSIS

This note offers some tips for writing a case analysis for an exam or for a WAC, particularly with respect to the course “Organizational Behaviour.”  The format given below is just a suggestion. You are not required to follow this format. You are welcome to use a different structure as long as the main topics given below are adequately covered. The approach to written case analysis depends on whether the case is a problem-oriented case or an analytical one. A problem-oriented case typically requires problem(s) identification, diagnosis, proposing and evaluating alternatives, recommending solutions and suggesting implementation. The paragraphs below describe an approach to analyze a problem-oriented case followed by an analytical one. PROBLEM-ORIENTED APPROACH 1.

Synopsis and Summary of the Facts This section presents a synopsis of the case situation including a summary

of the key facts inldthe case that are relevant to your analysis. Important assumptions shou should also be listed here and labeled as such. 2.

Statement of the Problem This section includes a concise statement of major problem(s) you see in the case.

Some questions to ask when formulating your definition of the problem(s) are: 1.  Have I identified the basic problem(s), or am I dealing with the symptoms? 2.  If I have identified more than one problem, are they separate or related? 3.  Am I putting myself in the manager’s shoes and looking toward future actions? 3.

Causes of the Problem or Diagnosis This section should provide a detailed analysis of the causes of the problem(s) you identified in Section 2. A major objective is to clearly illustrate how you are using course concepts to better understand the causes of the problem. Show that you are applying course material! An example of application is:

“According to Maslow’s hierarchy of needs, a satisfied need does not motivate an individual. Sam’s need for security is apparently satisfied, as is evident by his comments to Dale when he says…… Therefore, the current attempts to motivate Sam are not directed at the right needs level.”

 

Again, where appropriate, it is useful to include in parentheses a page number or other reference for the case. Some questions to ask when writing your causes of the problem section are: 1.  Have I applied the appropriate course material? 2.  Do the causes I have identified relate to the problem(s) stated in Section 2? 3.  When I draw conclusions or make assumptions, do I support these conclusions or assumptions with a sentence from the case, a quote or paraphrase from the readings, or an example from class? 4.

Possible Solutions This section indicates a number of possible solutions. Each solution should also have listed the related strengths and weaknesses.

5.

Solution and Its Implementation This section should outline your recommended solution to the

problem(s). The solution will one or astating combination of the ones listedby in Section 4 above. It should bebespecific, what should be done, whom, with whom, and in what sequence. In short, it will include not only what should be done but how it should be done. Some questions and concerns to keep in mind when writing your Solution and Implementation section are: 1.  Have I indicated an awareness of the problem of implementation (the how aspect)? 2.  Have I been too general? For example, a general solution might state: “The manager needs to realize that his or her style should match the situation.” A specific solution would indicate what style is most appropriate for the situation and how you will attempt to have the manager realize the appropriate style. Note the emphasis on how as well as what. 3.  Does my Solution and Implementation address the problems and causes identified in the previous sections? Does my solution take into account the pros and cons listed earlier? 6.

What General Ideas Can be Drawn from this Case? Among the things a case may suggest are: (1) an illustration of a model or theoretical concept; (2) limitations of a model of concept; (3) crucial questions that need further consideration; or (4) propositions or

hypotheses that may be useful in the future. Be specific concerning the above things and make sure you tie in course concepts, with appropriate references.

 

ANALYTICAL APPROACH Some cases aren’t really problem-oriented and thus they do not call for a solution? Rather, they call for an emphasis on analytical skills. The following steps are important. 1.   What are the Facts in the Case? 2.   What can be Inferred from the Facts? Fa cts?

This section should focus on the inferences to be drawn from the facts, such as: 1.  People’s attitudes, values, etc. 2.  Relative power and influence 3.  Relationships among individuals and groups 4.   Job requirements requirements (e.g., good manual dexteri dexterity, ty, etc.) 5.  Key success criteria (e.g., delivery more important than cost, quality more important than quantity, etc.) 6.  Other important inferences These inferences should reflect your knowledge of theories of organizational behavior and other areas. They form the basis fordecisions hypotheses linkages among keyrelevant variables. Managers typically make andabout take action on the basis of inferences. An alternative to Section 2 is to analyze what is happening and why. This is particularly useful in terms of human behavior. 3.   What General Ideas Can be Drawn from this Case? Case ? Among the things a case may suggest are: (1) an illustration of a model or theoretical concept; (2) limitations of a model of concept; (3) crucial questions that need further consideration; or (4) propositions or hypotheses that may be useful in the future.

Be specific concerning the above things and make sure you tie in course concepts, with appropriate references. GRADES Evaluation of performance is always a potential conflict area. The boss (instructor) has certain standards of performance and it is not always possible to convey these standards in an unambiguous way to subordinates (students). Major weight in grading your problem-oriented case assignments is given to Section 3, Causes of the Problem and Section 5, Solution and Implementation. A major objective is to test your ability to apply course concepts to the situation presented in the case. Grading of these sections is based on:

1. Your ability to correctly use appropriate course concepts. Do you use the appropriate concepts? 2. Do you support your conclusions? 3. Is your solution workable? Do you recognize the steps necessary to

 

implement your solution and the likely trouble spots? Secondary emphasis is placed on the statement of problem section. Do you identify the obvious problems? Do you recognize the not-so-obvious problem? Substantial weight in the grading of your analytical case assignments is given to Section 2 (“What can be inferred?” or “What is happening?”) and Section 3 (“What general ideas can be drawn from the case?”). For both problem-oriented and analytical case assignments, use clearly labeled headings and subheadings in your paper. IN CONCLUSION Perhaps the biggest single thing to be on guard against is mistaking a restatement of the case for the kind of problem-solving and analytical requirements set forth above. Do not simply write a “he did this and they did that” paper. A paper which never analyzes why people behave as they do , suggests what might be done, applies concepts from the course, nor draws any general lessons, will not receive a good grade!

GOOD

LUCK

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