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Case Brief

Case briefs are documents prepared by students as a study aid when trying to capture the essence and importance of Case Studies used in HLAD 425. A case brief summarizes the content of the Case Study by outlining, at a minimum, facts describing the organization, the key persons involved, the decision-making issues raised, and outcomes of the decisions made. See the section entitled “Preparing for Class” [below] for the types of questions you should think about in reviewing and thinking about a case. The Case brief concludes with the student’s views on how the decision-making was handled and how the decision-making might have been handled differently, as well as the identification of several alternative actions that might be taken in by the key decision maker(s), the student’s recommendation, and the rationale for that recommendation.

Students will only be required to submit one “case brief.” But, preparing a case brief on every case for personal use is strongly encouraged to prepare for class discussion.

Study Write-Up

The Case Study Write-Up must be typewritten, generally 4 to 6 pages in length, double-spaced. This is exclusive of any tables or charts that you may include in the text or append to the write-up. A cover sheet with the title of the case, your name, the course designation, and the date must be stapled to the front of the packet of papers. All pages (after the cover sheet) must be numbered. Any tables or charts must have titles and be numbered, e.g. Table X, Figure Y. Cases will be submitted via hard copy in class and via Canvas.edu. Papers not stapled will not be accepted.

Mid-Term Exam

This exam will consist of analysis of a brief case study and a test of your knowledge of concepts presented in the readings and lectures. There will be no final exam in this class.

Reflections Paper

The instructor will provide specifications for this paper at least two weeks prior to when it is due. It will involve reflections on what students have learned from this class in terms of decision- making and leadership. It will require that students integrate what they have learned from the various activities of the class: readings, lectures, case discussions, and guest speakers.

Preparing for Class

The case method requires the highest level of student participation. A case is a mutual exploration by students and instructor of a problem, and a collective effort to reach a jointly arrived at resolution. (This does not mean that a case has a single “answer,” – they won’t - but that we will work together to identify the best/good solution(s), some unacceptable solutions, and to understand why we chose the course of action we did – and why our choices may be different than those made by the actors in the case.) Therefore, it is expected that in every class meeting (where a case is to be discussed), every student will participate in an informed and thoughtful way.

In preparing for class discussion a student should think through and have answers for the following general questions about a case:

- Who is/are the decision maker(s) in the Case?

- What decision(s) is/are to be made?

- What are the decision maker’s objectives?

- Who are the other important stakeholders? What are their objectives?

- What are the key issues, i.e. the questions that must be addressed or issues that must be resolved in order to reach a decision on a plan of action?

- What are the causes of the problem(s), and not just the “symptoms”?

- What assumptions are the actors in the case making about the problem or situation generally? What are the assumptions you make?

- What is the environment in which the decision is to be reached, e.g. specific constraints, pressures, opportunities affecting the decision?

- What is the range of specific alternative actions available to the decision maker?

- What are the consequences, risks, costs and benefits of each of the alternatives?

- What criteria are appropriate for choosing among the alternatives?

- What action should be taken? Why?

In any event, you should give careful thought to the “facts” of the case and the questions listed above. Pay particular attention to the last bullet point- what action should be taken, what would I do and why? Every case discussion will conclude with this question. Have a position. Be ready to support it with facts, careful analysis, theory, and reasoned argument.

Participation

In a largely case-oriented class active participation of all students in the discussion is critical to the success of the class as a whole and your individual learning. To support an active learning environment, all electronic devices must be turned off and stored. If the use of laptops or calculators is required for a specific class activity, the instructor will notify students in advance of the class session.

The cases will give you insight into the type of process you will encounter at all levels of management and leadership. Being able to do the kind of analysis (as described in the “Case Brief” assignment specification) is a fundamental management skill, as is the ability to present and defend a particular position and recommendations to a group of co-workers.

Attendance at all class sessions is expected. Conflicts with work, obligations to other classes, scheduled medical appointments or car troubles are not acceptable excuses for missing classes.

Participation will be evaluated as follows:

1 point for every class attended = 13 points

Attend all sessions = 2 extra points

1 unexcused absence

>1 unexcused absence = 5 point deduction for each class

Guest Executives

As part of the class we will have visits by individuals who have established themselves as successful managers and leaders. They will be with us for one-half of the class period