Casemetodikk

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Case-metodikk

• Gründerskolen 10/3-2006
• Erling Maartmann-Moe

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Harvard-case

• The case method forms the foundation of learning
  at Harvard Business School. It is a method that
  challenges students by bringing them as close as
  possible to the business situations of the real
  world.
• Harvard Business School Publishing makes these
  teaching materials available to improve and
  enhance business education around the world.

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Mål med case-basert undervisning

• 1. Case analysis requires students to practice
  important managerial skills--diagnosing, making
  decisions, observing, listening, and
  persuading--while preparing for a case
  discussion.
• 2. Cases require students to relate analysis and
  action, to develop realistic and concrete actions
  despite the complexity and partial knowledge
  characterizing the situation being studied.
• 3. Students must confront the intractability of
  reality--complete with absence of needed
  information, an imbalance between needs and
  available resources, and conflicts among
  competing objectives.
• 4. Students develop a general managerial point of
  view--where responsibility is sensitive to action
  in a diverse environmental context.
• C.C. Lundberg and C. Enz, 1993, A framework for
  student case preperation, Case Research Journal
  13 (summer) 134.

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Step 1 Gaining Familiarity

• a. In general--determine who, what, how, where
  and when (the critical facts in a case).
• b. In detail--identify the places, persons,
  activities, and contexts of the situation.
• c. Recognize the degree of certainty/uncertainty
  of acquired information. 

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Step 2 Recognizing Symptoms

• a. List all indicators (including stated
  "problems") that something is not as expected or
  as desired
• b. Ensure that symptoms are not assumed to be the
  problem (symptoms should lead to identification
  of the problem). 

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Step 3Identifying goals

• a. Identify critical statements by major parties
  (e.g., people, groups, the work unit, etc.).
• b. List all goals of the major parties that exist
  or can be reasonably inferred.

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 Step 4 Conducting the Analysis

• a. Decide which ideas, models, and theories seem
  useful.
• b. Apply these conceptual tools to the situation.
• c. As new information is revealed, cycle back to
  substeps a and b.

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 Step 5Making the Diagnosis

• Identify predicaments (goal inconsistencies).
• Identify problems (descrepancies between goals
  and performance).
• c. Prioritize predicaments/problems regarding
  timing, importance, etc. 

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Step 6Doing the Action Planning

• a. Specify and prioritize the criteria used to
  choose action alternatives.
• b. Discover or invent feasible action
  alternatives
• c. Examine the probable consequences of action
  alternatives.
• d. Select a course of action.
• e. Design an implementation plan/schedule.
• f. Create a plan for assessing the action to be
  implemented.

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Dagens case NanoGene Technologies Inc.

• Describes a company during the start-up phase and
  focuses on the founders' decisions around
  splitting the equity and compensation and about
  establishing policies and practices that will set
  the tone for the company as it grows.
• How equity and compensation should be split among
  the founding team and follow-on employees
• Design of compensation and hiring practices for
  the young firm
• Deciding what the corporate culture should be and
  how to institutionalize it
• Whether to hire a senior-level employee--the
  first nonfounder employee--at a salary higher
  than, and equity allocation similar to, the
  founders.

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Spørsmål til diskusjon

• 1) Bør NanoGene akseptere tilbudet fra
  Venture-firmaet med de kravene det stiller til
  endringer i grunderteamet og fordeling av aksjer
  dem imellom?
• 2) Bør NanoGene ansette Paige Miller?
• 3) Er det på tide å endre personalpolitikken i
  firmaet og klarere skille ut en gruppe av
  nøkkelpersoner som honoreres på en annen måte?