Preparing an Effective Case Analysis

Using The Case Method
Student Preparation For Case Discussion
Gaining Familiarity
Recognizing Symptoms
Identifying Goals
Conducting the Analysis
Making the Diagnosis
Doing the Action Planning
What To Expect From In-Class Case Disussions
Preparing An Oral/Written Case Presentation
Strategic Profile and Case Analysis Purpose
Situation Analysis
Competitive Environmental Analysis
Identification of Environmental Opportunities and Threats and Firm Strengths and Weaknesses (SWOT Analysis)
Strategy Formulation-Strategic Alternatives, Alternative Evaluation, and Alternative Choice
Strategic Alternative Implementation-Action Items and Action Plan
Process Issues
Appendix 1
Appendix 2


In most strategic management courses, cases are used extensively as a teaching tool. A key reason is that cases provide active learners with opportunities to use the strategic management process to identify and solve organizational problems. Thus, by analyzing situations that are described in cases and presenting the results, active learners (i.e., students) become skilled at effectively using the tools, techniques, and concepts that combine to form the strategic management process.

The cases that follow are concerned with actual companies. Presented within the cases are problems and situations that managers and those with whom they work must analyze and resolve. As you will see, a strategic management case can focus on an entire industry, a single organization, or a business unit of a large, diversified firm. The strategic management issues facing not-for-profit organizations also can be examined using the case analysis method.

Basically, the case analysis method calls for a careful diagnosis of an organization's current conditions (as manifested by its external and internal environments) so that appropriate strategic actions can be recommended in light of the firm's strategic intent and strategic mission. Strategic actions are taken to develop and then use a firm's core competencies to select and implement different strategies, including business-level, corporate-level, acquisition and restructuring, international, and cooperative strategies. Thus, appropriate strategic actions help the firm to survive in the long run as it creates and uses competitive advantages as the foundation for achieving strategic competitiveness and earning above-average returns. The case method that we are recommending to you has a rich heritage as a pedagogical approach to the study and understanding of managerial effectiveness.

As an active learner, your preparation is critical to successful use of the case analysis method. Without careful study and analysis, active learners lack the insights required to participate fully in the discussion of a firm's situation and the strategic actions that are appropriate.

Instructors adopt different approaches in their application of the case analysis method. Some require active learners/students to use a specific analytical procedure to examine an organization; others provide less structure, expecting students to learn by developing their own unique analytical method. Still other instructors believe that a moderately structured framework should be used to analyze a firm's situation and make appropriate recommendations. Your professor will determine the specific approach you take. The approach we are presenting to you is a moderately structured framework.

We divide our discussion of a moderately structured case analysis method framework into four sections. First, we describe the importance of understanding the skills active learners can acquire through effective use of the case analysis method. In the second section, we provide you with a process-oriented framework. This framework can be of value in your efforts to analyze cases and then present the results of your work. Using this framework in a classroom setting yields valuable experiences that can, in turn, help you successfully complete assignments that you will receive from your employer. The third section is where we describe briefly what you can expect to occur during in-class case discussions. As this description shows, the relationship and interactions between instructors and active learners/students during case discussions are different than they are during lectures. In the final section, we present a moderately structured framework that we believe can help you prepare effective oral and written presentations. Written and oral communication skills also are valued highly in many organizational settings; hence, their development today can serve you well in the future.



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