THE CASE BRIEF: A MODEL FOR CASE ANALYSIS, WRITING AND DISCUSSION Developments in Business Simulation and Experiential Learning, Volume 31, 2004 THE CASE BRIEF A Model for Case Analysis, Writing and Discussion John Washbush University of Wisconsin-Whitewater washbusj@uww.edu ABSTRACT Each of you will write a case brief. It should not exceed five pages (typed, singlespaced). The brief is to conform to this format: The session addresses a common problem in undergraduate case discussion and writing—the tendency for students to reiterate lengthy lists and discussions of facts of the case without effec- tively identifying key facts while failing to adequately addressing their implications. The case brief, using the basic problem- solving model, provides a carefully structured approach for the student to more precisely define key facts, identify valid strategic problems, and more pointedly define, discuss and recommend relevant courses of action. In addition to describing the model used in the brief, the session will interactively demonstrate an exploration of a short case using the case brief format. Diagnosis (key facts) Bullets Statement of the problem Sentence Identification of alternatives Bullets Recommendation and rationale Paragraph Diagnosis is defined as a process of defining and using key case data. Analogous to the process of medical diagnosis, the objective is to determine what essential concerns are suggested by stating and analyzing these data. The State- ment of the Problem requires the student to define, not what is wrong, but what is or are the significant strategic con- cern(s) that management must resolve. SESSION OVERVIEW Please CAREFULLY observe these points in preparing case briefs: The objectives for this session are (1) to define the structure and use of the case brief and (2) to illustrate the use of the case brief via exploring a short strategic case. The session is intended for (1) persons who instruct undergraduate and graduate busi- ness policy courses and (2) persons who use strategic cases for management training. I. Discuss the following points in the Diagnosis section con- sistent with the information provided in the case: a. Type of business b. Divisions (if applicable) c. Markets and products d. Current mission and strategy THE CASE BRIEF CONCEPTUALLY e. Industry analysis Market share data on companies in the industry The case brief is based on the Dewey problem-solving model (felt difficulty, investigation and diagnosis, problem iden- tification, stating and exploring alternative responsive actions, selection, implementation, evaluation). By their very nature, case analyses cannot follow this process beyond selection and defense of proposed actions. However, the experience of the presenter is that most business students who attempt strategic case analyses are far better at documenting the facts of cases than effectively identifying and exploring the strategic implica- tions of those facts. The case brief is specifically designed to tightly direct and restrict the student’s approach to the facts of the case. Although not evident in the model that is described in detail below, I place emphasis on the problem statement, specifi- cation of alternatives and the recommendation put forward. These points of emphases are addressed when I introduce this model and in the way I grade. The model provided to students is assigned to my students and stated as follows: (1) Competitive dynamics  5 Forces Model of Competition analysis  Competitive changes and trends  Key success factors in the industry f. Marketing management g. Operations (Production) management (technology used and degree of sophistication) h. Financial management 1) Capital structure (equity & debt) and trends 2) Profitability analysis (surplus revenues for non- profit organizations)  Profit Summary (gross, operating, and net)  Identify divisional profitability for diversified company  Trends in profitability 3) Cash Flow (is there evidence that a healthy portion of cash inflows is supplied by normal business op- erations?) 4) Assessment of the company’s financial situation i. General economic situation and trends (macro econ- omy) that affect the industry and the company 79 mailto:washbusj@uww.edu Developments in Business Simulation and Experiential Learning, Volume 31, 2004 j. International business factors and implications for the industry and the company II. The "Statement of the Problem" must be phrased in the fol- lowing manner and must describe a strategic issue of obvi- ous importance to the company or organization: What can or should (company name) do to....? You fill in the appropriate focus of the question. III. Specification of Alternatives. State the alternatives clearly and as precisely as possible. For each alternative, discuss its pros and cons (i.e., the potential benefits and potential nega- tive effects). Using a SWOT analysis (and the basic BCG Matrix, if applicable) can be very helpful in developing a list of alternatives. IV. Recommendation and Rationale. This should be a solidly reasoned paragraph in which you state and defend your recommendation for the strategic action(s) that you think will best address the problem you have identified. You should link this discussion to the list of alternatives so that it is clear which one(s) you believe should be followed and why and which ones should be rejected and why. Finally, you should address the means by which your recommenda- tion(s) is (are) to be implemented. IMPLEMENTATION Students are introduced to the case brief method during a discussion of case-method mechanics. Then, one or two cases are systematically discussed in class according to this method (in conjunction with the use of Strengths/Weaknesses/Opportunities/Threats (SWOT) analysis (see Appendix A). Students are then required to use this method in writing cases. As is apparent in the method, the emphasis is NOT on facts of the case but on strategic implications, logical development and statement of meaningful strategic insights and implications. Additionally, the method condenses and focuses student thinking and especially writing. These outcomes make the use of the method pedagogically valuable. To help students follow the method, they use a boiler-plate document provided by the instructor (Appendix B). DEMONSTRATION The session will illustrate the use of the case brief format through an interactive discussion of a short strategic manage- ment case. The presenter hopes for a useful dialog and discus- sion that will give all involved one example, however humble it may be, of Alan Cudworth’s request at last year’s Baltimore conference for “something to take home.” 80 Developments in Business Simulation and Experiential Learning, Volume 31, 2004 Appendix A THE SWOT MATRIX STRENGTHS List those internal characteristics of the company that enable it to under- take assertive actions and enter into new projects. Strengths include (but are not limited to): 1. Profitability 2. Reputation 3. Market leadership 4. Production efficiency 5. Effective advertising 6. High quality products 7. Innovation 8. Capable management 9. Skilled workforce 10. Strong financial position WEAKNESSES List those internal characteristics of the company that restrict its ability to take assertive actions or enter into new projects. Weakness include, for example: 1. Lack of profitability 2. Poor reputation 3. Market follower 4. Production inefficiency 5. Poor advertising 6. Poor product quality 7. Lack of innovation 8. Mediocre/poor management 9. Workforce problems 10. Poor finance position OPPORTUNITIES List those external situations that appear to offer attractive situations to the company. These are forces that attract the company. Do not list ac- tions the company might take. For example: 1. Lowered interest rates 2. International markets 3. Economic expansion 4. Changing consumer behavior 5. Changing demographics 6. Rising incomes 7. Favorable government action 8. Companies seeking alliances 9. Favorable cultural changes 10. Complementary channels S O STRATEGIES State here possible and realistic stra- tegic actions that are specifically consistent with the interaction of strength and opportunity factors. These actions, which are intended to use strengths to exploit opportunities, can be expected to be extremely ag- gressive and optimistic. W O STRATEGIES State here possible and realistic stra- tegic actions that are specifically consistent with the interaction of weakness and opportunity factors. These actions should be directed to taking advantage of opportunities that may help the company reduce its weaknesses. THREATS List those external situations that may harm the company, prevent it from being successful in its markets, or restrict actions that would seem to be desirable. For example: 1. Higher interest rates 2. Barriers to markets 3. Economic contraction 4. Changing consumer behavior 5. Changing demographics 6. Shrinking incomes 7. Unfavorable govt. actions 8. Strong competition 9. New competition 10. Legal actions S T STRATEGIES State here possible and realistic stra- tegic actions that are specifically consistent with the interaction of strength and threat factors. These actions should be directed to using strengths to reduce or neutralize threats. W T STRATEGIES State here possible and realistic stra- tegic actions that are specifically consistent with the interactions of weakness and threat factors. Ac- knowledging the presence of threats in relation to the company’s weak- nesses can be expected to engender a list of actions that is aversive and gloomy. 81 Developments in Business Simulation and Experiential Learning, Volume 31, 2004 82 Appendix B CASE BRIEF FORMAT: You can use this as boilerplate for drafting your case brief. I. Diagnosis a. Type of Business b. Business Units c. Markets and Products d. Current Mission and Strategy e. Industry Analysis (1) Market Share Data (2) Competitive Dynamics -5 Forces Model of Competition -Competitive Changes and Trends -Key Success Factors in the Industry f. Marketing Management g. Operations (Production) Management h. Financial Management (1) Capital Structure and Trends (2) Profitability analysis -Profit Summary (gross, operating, and net) -Divisional Profitability -Trends in Profitability (3) Cash Flow (4) Assessment of the Company's Financial Situation i. General Economic Situation and Trends j. International Business Factors and Implications II. Statement of the Problem What should (company name) do to....? III. Strategic Action Alternatives SWOT Matrix/Basic BCG Matrix Alternatives and Pros and Cons IV. Recommendation and Rationale Table of Contents Volume 31, 2004 Controlling the Complexity and Orenting Target Groups by a Modular, Server-Based Business Game System Learning Network Demonstration: Delivering Business Education in a Distance Learning Environment Economic Evolution, Human Capital Investment, and Adult Distributed Electronic Learning: A Literature Review Designing a Globalization Simulation to Teach Corporate Social Responsibility Developing and Teaching an Online / In-Class Hybrid: A Demonstration A Model for Evaluating Online Instruction An Evaluation of a Distributed Learning Course: A Students'-Eye Perspective Blended Learning Strategy Improved Business Writing Skills How to Receive and Process Attachemnts while Greatly Reducing the Risk of Viruses and Trojans Introducing Online Components to a Class: How to Increase teh Likelihood of Success Teaching Strategic Communications Online: Using Learning Outcomes to Develop a Case-Based Course Implementing Distance Approaches to Education: A Panel Discussion for ABSEL: Las Vegas, 2004 MANDI: Learning Management Through Field Sales Experience An International Capital budgeting Experiential Exercise A Primer To Combating Terrorism: Playing It Safe While On Overseas Assignment (An Experiential Exercise) Integrating The Business Curriculum With A Comprehensive Case Study: A Prototype The Case Brief: A Model For Case Analysis, Writing And Discussion Technology Infused Pedagogy And Delivery – A Sure Bet? A Proposal For Panel Discussion Absel Conference 2004 Research Strategy And The Bkl: Getting The Most From The Absel Archives Simple But Effective: Rediscovering The Class Discussion Needle And Thread: An Activity For Examining Various Management Behaviors A Customized Excel Data Analysis System For Use In Undergraduate Marketing Research Team Leader Selection - Does It Matter? The Power Of Perspective: Reframing Your Framing Skills For Innovative Instruction In Leadership And Influence Exercise: How Should Merit Raises Be Allocated? An Online Situation For Problem-Based Learning In A Junior-Level Management Course The Eden Alternative As A Roadway For Change: A Service Learning Quality Improvement Project Avoiding Catastrophe: The Role Of Individual Accountability In Team Effectiveness Omega Systems: A Change Management Exercise The Risks And Rewards Of Providing Students A Structured Cheating Opportunity Experimentation With Assessment Techniques: A Proposal For Panel Discussion Using A 2 - Page Case To Introduce Concepts Of Business Strategy Interactive Session The Integration Of Appreciative Inquiry And Experiential Learning For Peak Performance Appreciative Inquiry Case Story: New York City Leadership Challenge Individual Achievement Versus Team Performance: An Empirical Study With Business Games Some Strategists Don't Learn Or Can't Learn Computer Simulation: A Design Architectonic On The Value Of Bugs In Simulation Environments Online Sales Forecasting With The Multiple Regression Analysis Data Matrices Package Simulation Exercises And Problem Based Learning: Is There A Fit? A Study Of Business Game Stock Price Algorithms Assessing Individual Performance In A Total Enterprise Simulation Information Use In A Business Game Determining The Value Of A Firm Unsorting Algorithms For An Ordered List And Its Application To Business Simulations Teaching Public Finance Management Through Simulation Antecedents Of Game Performance Student Expectations Of Classroom Teaching Practices In Developing And Presenting Course Information In Hong Kong Implementation And Impacts Of The Balanced Scorecard: An Experiment With Business Games Impact: Shocking The Legacy Mindset Implementation Of The Eepad Framework Of Business Processes In An Accounting Information Systems Course Are Business Games Really Delivering What Students Are Led To Believe?? Reporting Lessons Learned: What Gets Reported; Who Gains Value Teacher Expectations Of Classroom Teaching Practices In Developing And Presenting Course Information In Hong Kong Student Reactions To The Use Of A Computer-Based Simulation As An Integrating Mechanism For A Mba Curriculum A Cognitive Investigation Of The Internal Validity Of A Management Strategy Simulation Game The Casino Challenge: Making Simulation Delivery A Safe Bet! Accounting For Company Reputation: Variations On The Gold Standard Foreign Currency Hedging: A Simulation The Influence Of Variables Easily Controlled By The Instructor/Administrator On Simulation Outcomes: In Particular, The Variable, Reflection. Absel Awareness Among Business School Faculty Validating Business Simulations: Does High Market Share Lead To High Profitability? Simulation Debriefing Procedures Coaching And Business Simulations: A Formula For Success? A Seminal Inventory Of Basic Research Using Business Simulation Games The Influence Of Scorecard Evaluation On Decisions And Outcomes