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INTRODUCTION:

A case study is a meticulous method of qualitative research.  Rather than using large samples and following a rigid protocol to examine a limited number of variables, case study methods involve an in-depth, longitudinal examination of a single instance or event i.e. a case.  They offer a methodical way of looking at events, collecting data, analyzing information, and reporting the results.  As a result the researcher may gain a sharp understanding of why the instance happened as it did, and what might become imperative to look at more extensively in future research.

A case may be defined as “narration of facts and other evidence relating to problem-loaded business situation”.  Without case study method, management education may not be able to occupy a significant position in the academic world.

ORIGIN OF THE CASE STUDY

As a distinct approach to research, use of the case study originated only in the early 20^th century.  The Oxford English Dictionary traces the phrase case- study back as far as 1934, after the establishment of the concept of a case history in medicine.

The use of case studies for the creation of new theory in social sciences has been further developed by the sociologists Barney Glaser and Anselm Strauss who presented their research method, Grounded theory, in 1967. The popularity of case studies as research tools has developed only in recent decades.  One of the areas in which case studies have been gaining popularity is education and in particular educational evaluation.  Case studies have, of course, also been used as a teaching method and as part of professional development.  They are well-known in business and legal education.  The problem-based learning (PBL) movement is one of the examples.  When used in (non-business) education and professional development, case studies are often referred to as critical incidents.

HISTORY OF BUSINESS CASES When the Harvard Business School was started, the faculty quickly realized that there were no textbooks suitable to a graduate program in business.  Their first solution to this Problem was to interview leading practitioners of business and to write detailed accounts of what these managers were doing.  Of course the professors could not present these cases as practices to be emulated because there were no criteria available for determining what would succeed and what would not succeed.  So the professors instructed their students to read the cases and to come to class prepared to discuss the cases and to offer recommendations for appropriate courses of action.  Basically that is the model still being used.

SIGNIFICANCE OF CASE METHOD

As against the methods of class-room lecture and textbook reading the case method has proved beyond doubt that both for gaining sound foundation in management principles and practices and for developing the requisite practice and experience in decision-Making in actual business situations it is inevitable.  Still, case method is not to be regarded as a substitute of other methods of teaching.  The Case method provides opportunities to business students to develop their analytical abilities and decision-making skills and to utilize their imagination in devising feasible programs of action.  Certain valuable skills that case analysis enables one to learn are given below:

v     Thinking logically and meaningfully in a given business situation.

v     Helps to sharpen the understanding and application of theories.

v     Identifying the basic problems amidst the complexities of business situation

v     Interpreting and weighing the available evidence bearing upon the business situation

v     the limits on efficient decision-making where complete data are not obtainable

v     Recognizing what additional information can possibly be acquired

v     Distinguishing relevant material from irrelevant material

v     Reaching a decision with the co-operation of others.

To be precise,   the case method has large educational value, as the class-room discussion of case studies helps the management trainees in developing necessary skills for successful decision-making in actual business situations.

Case study method has also been found useful in training programs for working executives.  The realism of the case material makes many managers relate what they are learning to their own situations.  They use their own experience in analyzing the cases and drive management principles from the discussion of their analysis.

A BRIEF OUTLINE ON CASE CONSTRUCTION

Construction or preparation of a case is more difficult than solving the issues in it.  As an aid, the following guidelines are given:

• The purpose of the case study must be determined first.
• The nature of the case study must be identified.
• The information/inputs must be given in the case study according to   relevance.
  • An outline of the case with adequate details must be prepared.
  • The sequence of details in the case study must be decided without ambiguity.
  • A Plan of the relevant exhibits/data/facts to be provided as appendix             to the case study must be made.
  • It should be decided whether the issues should be specified in the case or leave them to be identified.
  • It is necessary to determine the nature and composition of group which will use the case study.
  • The length of the case study must be predetermined.
  • If the case study deals with historical facts, the reliable sources for compiling historical facts must be determined.
    • The possibilities for multiple solutions should also be examined.

When the above steps are completed, a case study construction is possible.  But before issuing the case for discussion it should be ensured that the audience is skilled to analyze the case study.

PROCEDURE FOR ANALYSING THE CASES:

While analyzing the cases, no stereotyped method can be followed.  But the following are some of the useful tips in the work

Clarity in definition of the central problem.

Divide the central problem into its significant related issues.

Marshal the facts, data and other evidence around these aspects.

Determine and evaluate the alternatives.

Decide the best alternative

BASIC ISSUE:

A Central problem of a case is defined as a basic issue.  It is impossible to analyze a case unless there is a clear understanding of its central problem.  Sometimes, the central problem is obvious but often the cases may be quite complex so that discovering the central problem may be quite a difficult task.  Cases may contain a miscellany of issues some of which may be significant and others not so significant or even trivial.  The case analyst should identify key problem or problems, in the process separating the superficial issues which may be mere symptoms of the central problem.  Once the central problem has been determined, it gives a setting to further analysis

RELATED ISSUES

The next step would be dividing the central problem into significant related issues and aspects, such as financing, sales management, advertising, production, pricing, and so on.  For a proper analysis, all these aspects of the central problem will have to be examined thoroughly, which will facilitate us in going in-depth into the problem.

MARSHALLING OF EVIDENCE

Having determined the central problem and related issues, the case analyst can proceed to marshal the facts, data and other available evidence around these issues.  Sometimes, the evidence may be useful in its original form, but quite often, it   may not be available in the most useful form and its implications may require to be understood fully and clearly.  In that case, facts may have to be rearranged in a new form, evidence may have to be correlated, and further calculations may be required. And even charts and tables may have to be constructed to clarify the situati

ALTERNATIVES

The feasible courses of action must be determined and evaluated.   In some cases, the alternatives are clearly stated but in other cases, it falls on the case analyst to imagine alternatives appropriate to the situation.  The analyst need not remain contented with predetermined alternatives, he should also think of new and better courses of action. Besides, it is also necessary to evaluate each alternative.  A convenient and useful Method would be pro & con analysis, whereby for each alternatives, the evidence may be listed under for and against categories.  Some facts given in the case become arguments for or against an alternative whereas others suggest the probable consequences of choosing one alternative over another.  The next question arises, which group of arguments, pro or con, is stronger in total.  Thus by weighing the relative strengths and weaknesses of each alternative, it will be possible to arrive at a logical decision.

DECISION

The last phase in case analysis is deciding the best alternative towards solving the central problem.  We must not be evasive in making a final choice of what appears to us the best alternative; instead, we should be fully aware of the limitations and strengths of our choice and should avoid overstating the case.  But we should be able to support our decision.

Normally, there is no single correct solution to a case.  Two managers of equal ability may select different alternatives.  In some cases, it is possible to say that certain recommendations are superior to others.  But quite often it may be difficult to say that one alternative is better than the other.  The case analyst must nevertheless decide.  In deciding an alternative, it is to be seen whether it is based on the particular facts of the situation and is really workable under the circumstances.

Having discussed the need and significance of case study method of learning, an attempt was made to examine and review a case study Titled, “distorted communication’ for the benefit of the learners.

MODEL CASE STUDY:

DISTORTED COMMUNICATION

A  Heavy Industry is located in an industrial area.  The employees of the factory are employed on a daily basis.  The management does not follow statutory regulations and are able to get away with violations by keeping the concerned inspections in good books.    The employees are periodically called either to hire or to fire, in a designated room in the factory.

As a part of National Safety Days, the Industries Association, of which this Industry is a member, decided to celebrate collectively in a central place.  Hence each member was given specific tasks.

The personnel Manager of the Company desired to consult his supervisors and to inform everybody through them about the safety day celebration.  Hence he sent a memo to the supervisors asking them to be present in the room meant for hiring and firing.  The supervisors read the memo and perceived wrongly that it was their turn to get fired.  They started consulting with each other.  The workers came to know about it and they also extended their sympathy and support   to the supervisors because they had a lot of scores to settle with the Management.

The Personnel Manager was unaware of this confusion and when he came to know about it, He went immediately and tried to convince the supervisors about the purpose of inviting them and the reason why that particular room was chosen.  He said that he had selected that room because no other room was available.  But the supervisors and the workers were in no mood to listen.

The Managing Director also couldn’t convince   the workers.  The matter was referred to the labour department.  The enquiry resulted in the exposure of all irregularities and heavy penalty was levied.  The personnel Manager was sacked and the factory reopened after prolonged negotiations and settlements.

Questions

a. What caused tension to the supervisors?

b. Where do you find the communication gap in this case?

c. Had you been the Personnel Manager, how would you have handled the issue?

Solutions

a. The memo sent to the supervisors asked them to be present in the room meant for hiring and firing.  So, it was wrongly felt by the supervisors that they are going to be fired and ended in confusion.

1.  The basic weakness is on the part of the management of the                             company as it never follows any statutory regulations and could get away with violations by keeping the concerned inspections in good   books.

2.   The memo sent by the supervisor didn’t carry a clear purpose.

Receiver’s selective perception was totally neglected by               the sender.

3.  Even the Supervisors never attempted to understand why all the Supervisors were called at the same time. They received the                               information with a defensive attitude.

4.     Had I been the Personnel Manager first of all I would have insisted the management to comply with the statutory regulations.

Secondly, if I send a communication I would’ve tried to the

Maximum extent to make the wordings and mention the purpose

Clearly, having in mind the receiver’s mentality. Even after that if any issue arises, it would be my presence of mind that will tackle the issue.

LIMITATIONS

Any assignment has its own pitfalls as it involves human brain.   Case study method is not an exception to it.  Following are some of the limitations in Case study method of analysis.

• Time consuming
• Trainees who have not had previous experience with this method can become quite frustrated when they find that there is no ‘right’ answer to the case problem
• Lack of knowledge on case analysis
• The teachers may fail to act as an arbitrator or evaluator during discussion.
• Non-availability of in-depth information.
• Pre-mature conclusion of analysis or over extension of analysis.
• .Same case study may not be suitable for all kind of business environment due to difference in culture.
• Relevance of solution for a case study may change from time to time.

CONCLUSION:

From the above discussions, it is found that,   a case may be described as the narration of facts and other evidence relating to problem-loaded business situation.  Without case study method, management education may not be able to occupy a significant position in the academic world. On Conclusion, Case study analysis is a skill which can be acquired through experience. Most important aspect is to read and understand the case in clear terms as it may enable us in pursuing an analysis precisely. The one who is involved in construction of a case has more responsibility in assignment, because, well defined problem is half solved. While such case is discussed in a formal class-room atmosphere or in executive development programs, more care should be taken in initiating discussion rather than intervening in the discussion unnecessarily.  Otherwise, the students may get demodulated with the frequent interference of the moderator and the purpose of discussion may go off.  Based on the relevance of situation, proper planning must be made and executed during discussion, so that any well constructed case may be effectively analyzed and arrived at good, reasonable solution.

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