PRODUCE YOUR OWN VIDEO CASES FOR CLASSROOM USE: A DEMONSTRATION Developments in Business Simulation & Experiential Exercises, Volume 9, 1982 23 PRODUCE YOUR OWN VIDEO CASES FOR CLASSROOM USE: A DEMONSTRATION H. A. Waggener, Wright State University Thomas J. Von der Embse, Wright State University ABSTRACT Video-recorded incidents and cases are very effective for focusing class discussion on specific concepts. They convey visual and emotional impacts that written cases cannot rival. Although video recordings are commercially available, it is difficult to find precisely what is needed to address the specific topics you may wish to teach. Most universities have video production facilities and technicians that can produce excellent quality video tapes. Drama departments usually have faculty members and students who are delighted to apply their talents to useful projects. An instructor can be the catalyst and coordinator that brings these resources together to produce interesting and effective classroom experiences for students. Wright State University has produced a series of video- recorded incidents and short cases about specific concepts in basic management This demonstration will show some of these and tell how they can be used to stimulate classroom discussion. VIDEO: AN EFFECTIVE MEDIUM FOR LEARNING This is the age of television. Most of what we know about current events, places, and problems is learned by watching video programs. Their visual and aural effects stir our senses and our emotions more than printed words could ever accomplish. This medium is particularly useful for presenting case situations to students. Written cases require each student to conceptualize the situation described. If the case setting and circumstances are unfamiliar, a student may envision a situation quite different from that intended by the writer. Since individuals can tie new ideas only to what they already know, a classroom of students with heterogeneous backgrounds may have many different conceptualizations of a single written incident. This leads to confusion of ideas and poor communication. Discussions tend to center around the facts of the case instead of the issues. When video cases are used, everyone sees and hears the situation as it is. Students who have never worked in an office, hospital or factory can observe the setting and better conceptualize the situation. If the case is well-done, its visual and aural impact stirs emotions and incites strong reaction. This promotes spontaneous discussion and makes it much more interesting for students. All members of the group have seen and heard the same thing so everyone starts with the same picture of the situation. The instructor can concentrate on emphasizing and summarizing important concepts. HOW TO MAKE VIDEO CASES AT YOUR UNIVERSITY To produce video cases, at least three departments must cooperate: the department offering the course in which the cases will be used; the department in charge of video instruction and production and the drama department. These organizations must be convinced that the project is worthwhile and will benefit them. They must be willing to work it into their programs and schedules. If this is done, each will probably contribute to the cost through normal budgeting channels. If money is a problem, it may be necessary to justify a grant or find commercial sponsors who will underwrite the project in exchange for use of the products or as a donation to the University. Once the coordination and funding are settled, the many tasks necessary to make it happen may begin. 1. The idea for the case (situation, setting, and action) should be written, then expanded into a script. 2. Actors and actresses must be assigned to the characters in the script. 3. Locations, settings, props, lighting and costumes must be assembled. 4. Video equipment and supplies must be prepared and scheduled. 5. Rehearsals are necessary. 6. Scenes are taped, reviewed, and re-taken. 7. Tapes must be edited. 8. The final product should be reviewed and approved by the using department. 9. Classroom testing is essential to assure a useful case. 10. Copies of the master tape should be made so the master can be preserved for additional copies. HOW TO USE VIDEO CASES The video cases should be used to teach specific concepts in a course. Since it is impractical to include large volumes of data or details, they cannot take the place of comprehensive or analytical written cases. However, they may be augmented with detailed handouts to expand their usefulness and provide students with opportunities to practice quantitative and analytical techniques. They are best used as a basis for discussion of important ideas that are basic to the course being taught. For example, principles of organization, delegation, communication, individual behavior, leadership styles, group dynamics, conflict management, and many others are easily illustrated by “live” incidents portrayed on the video screen. Following is an example of an incident on video tape and a lesson plan for using it. Developments in Business Simulation & Experiential Exercises, Volume 9, 1982 24 “SUBOPTIMIZATI0N: A DIRTY WORD” Instructor Orientation The video tape you are about to see is a situation involving a supervisor who must decide between her own department’s interests and the needs of the larger organization. The key concept here is the system view of the organization, which is the main theme of this module. The leading character, a supervisor, faces the choice of spending her additional budget allocation on much needed departmental resources, or giving up some of the money to assist another department’s needs which are important to the organization but Impact only indirectly on her department. She decides to keep the funds within her department, and thus places her department’s needs ahead of the organization. It is important to view this situation because the system concept and the consequences of suboptimization are important ideas for supervisors. Participants can see how selfish decisions can affect the organization. If the effect is adverse, the supervisor’s esteem and influence will be reduced and her own department will suffer as a consequence of her suboptimizing decision. The main point to generate from this tape is that every major decision, as well as many minor ones, has an impact on other departments. To be effective, supervisors must consider the organizational consequences of their own departmental decisions. DISCUSSION OF VIDEO TAPE (15 minutes) Start by asking such questions, such as: “what is the central problem in this situation?” (Note: the central problem is the most important one; the one that causes most of the others. Once it is solved, other problems disappear.) You probably will have several answers. Accept them all (without necessarily agreeing with them) and encourage discussion by asking, “why?”, “what do you think?”, or “does everyone agree?” After two or three minutes of discussion, proceed with either Plan A or Plan B, below, whichever seems better for you. PLAN A. Divide the class into groups of four or five. Assign each group to discuss the viewpoint of one of the characters in the case. Also, groups could be assigned to express the viewpoints of patients and doctors. Ask them to prepare a defense of their viewpoint to the class. Make sure that the viewpoints of Sally, Mr. Robbins, Mr. Simms, and the technicians are all assigned to groups. Allow five or ten minutes for group preparation. Have the groups report, starting with one that will present Sally’s viewpoint. The reports should generate questions and discussion among the groups because the three viewpoints are different. Encourage the discussion with questions, if necessary. End the discussion with a summary of the main points you have noted in the discussion. Make sure you emphasize the preeminence of the organizational system over the welfare of any particular subsystem. The main idea is that the smooth and successful operation of the entire system is more important than the success of one of its components. PLAN B. Encourage discussion by asking participants to relate similar events in their own experiences. Keep the discussion going by asking questions, such as: “When one department of an organization gives poor service, how is the organization’s reputation affected? What will be the long-term impact?” “Do you think Mr. Simms and Mr. Robbins should have been more firm and allocated the money where it was needed most without giving Sally a choice?” The main purpose is to get people talking and exchanging ideas. Compliment the group when a good point is made. Do not abruptly disagree when you think someone is wrong. Leave it to the group to correct the idea. You can help by asking, “does everyone here agree with this viewpoint?” Or select someone you can count on to speak out and ask, “What do you think about this ?“ When time is up, summarize the main points of the discussion. Be sure you emphasize the fact that it is important for the total organizational system to function well than for any specific part of it to be outstanding at the expense of other parts. Suboptimization is a dirty word. Table of Contents Volume 9, 1982 The Value of Conjoint Analysis in Enhancing Experiential Learning The Effect of Participation in a Collective Bargaining Simulation on the Expectations and Attitudes of Union and Management Representatives Conflict Resolution in Experiential Learning The Use of Simulation to Test Theories of Bargaining in a Business Context The Nominal Group Technique: A Vehicle for Improving Case Method Courses A Framework for Developing a Business Policy Case Produce Your Own Video Cases for Classroom Use: A Demonstration An Experiential Effect from Charismatic Encounters Nine Topic Oriented Mini Simulations: Descriptions, Purposes, and Observations A Hospital Simulator (HOSPSIM) A Report of the Model and Results Expected from Field Testing An Evaluation of SLIM (A System Laboratory for Information Management) An Experiential Exercise Introducing Students to the Role Ambiguity Faced by Salespersons The Advertising Research Project as an Innovative Experiential Learning Technique The Small Group Research Project: An Experiential Learning Approach for Undergraduate Marketing Research Students The Relationship of Cognitive Style Maps to the Preference for Experiential Learning of Undergraduate Students The Learning Style Inventory Debate Revisited: An Empirical Assessment fo the Construct Validity Issue Related to Experiential Learning Theory Conducting a Classroom to Facilitate Career Goal Attainment Corporation Executives' Ratings of Policy Learning Techniques The Generation and Application of Evaluation Criteria for Management Policy and Strategy Simulation Games Experiential Opportunities with Microcomputers Leading Students to Learning: The Teacher's Obligation An Experiment in Teaching Principles Courses: The Mini Debate Formula Developing Creative Thinking Through Experiential Learning Heuristic and Systematic Evaluation of Policy: Exercise in Decision Making A Case Study Approach for the Litigation Decision: Employing Decision Analysis to Determine When a Business Should Settle or Go to Court Learning Negotiation Skills Through Simulation Union vs. Management: A Simulation of Collective Bargaining in Action Inside the Black Box: An Analysis of Underlying Demand Functions in Contemporary Business Simulations A Review of Channel Exercises and the Description of a New Alternative SIMCON I: A computer Based Simulation Model for Evaluating Physical Distribution Strategies Involving Order Consolidation Toward Competency-Based Management Education: The Interpersonal/Communications cluster The Value of Pre-Teaching in Role Playing Some Effects of Positive Personal Reinforcement upon Socializing Students in an Experiential Learning Course Who Gains and Who Does Not from Experiential learning Toward the Ultimate Experiential Exercise, the Student View Simulating Professional Writing Experiences in the Classroom The Johari Window as a Measure of Personal Development Windows Into Management: A Participative Aid to Learning Get Your Faculty Involved A Pedagogical Approach to Business Gaming for the Commuter Student Super Service for Computer Game Administrators Expand the Role of Simulation with Creative Scenarios The Delivery, Administration, and Evaluation of an Executive Development Program Using a Total Enterprise Business Game An Application of Experiential Learning in International Trade and Foreign Direct Investment International Management: Building Bridges Analysis of a Business Simulation Exercise: Organizational Survival and Success The FALRIS Organizational Scavenger Hunt Trainee V. Trainee Subordinates' Evaluation of Experiential Learning Longitudinal Analysis of an Innovative Teaching Intervention Student Perceptions of Effective Teacher Behaviors Revisited Realism and Learning: The Evolution of a Management Game A Merger and Acquisition Simulation A Stock Market Investor Simulation Experiential Learning in Consumer Behavior: Perceptual and Attitude Change Exercises The Recycling Industry Problems of Women in Management: A Role Playing Exercise for a Course in Contemporary Organizational Problems Experimental Three Weekend Course: Empirical Results A Process for the Analysis and Development of Course Content and Instructional Methodology for Large Class Sections Problems Associated with the Assessment of Experiential learning Using the Multiple Choice Test Combining Lecture and Simulation Teaching Methodologies Qualitative Determinants of Team Performance in a Simulation Game The Effects of Different Team Sizes on Business Game Performance Comparison of Problem-Solving Technologies: A Free Simulation Approach Consistency in Business Games A computer Simulation of Personnel Selection Decisions Giving Praise Exercise Job Enrichment A Look at the Spoken and Written Word in Organizations A Pattern of Group Communication A New Generation in Business Simulation Adapting Mainframe Business Simulations to Min Computers File Access is the Essential Prerequisite to Time-Flexible and Interactive Computer Simulation A Microcomputer Simulation for Teaching Retail Location Strategy Blocks & Chips: A computer-Assisted, Geno-Typical Entrepreneurial Game Development of a Self-Paced Course in Business Statistics The Involvement of Student Bodies in the Teaching of Advanced Technical Concepts Systems Learning Sequence: An Experiential Course Module for Management Information Systems An Experiential Approach to Developing Managerial Competencies Communication Research, Inc. An Experiential Learning Activity Developed as a Practicum for a Course in Organizational Communication