Methods of non-financial motivation of staff.
Summary - Assess performance identification of symptoms - Define problems and opportunities While preparing for the case discussion, the student can also make notes with respect to the key aspects of the situation and the case analysis.
These could include points such as the following: Which industry is referred to? Case Discussions in the Classroom A classroom case discussion is usually guided by the instructor.
Students are expected to participate in the discussion and present their views. In some cases, the instructor may adopt a particular view, and challenge the students to respond.
During the discussion, while a student presents his point of view, others may question or challenge him. Case instructors usually encourage innovative ways of looking at and analyzing problems, and arriving at possible alternatives. The interaction among students, and between the students and the instructor, must take place in a constructive and positive manner.
Such interactions help to improve the analytical, communication, and interpersonal skills of the students. Students must be careful that the contributions they make to the discussion are relevant, and based on a sound analysis of the information presented in the case.
Students can also refer to the notes they have prepared during the course of their preparation for the case discussion. The instructor may ask questions to the class at random about the case study itself or about the views put forward by an individual student. If a student has some new insights about the issues at hand, she is usually encouraged to share them with the class.
Students must respond when the instructor asks some pertinent questions. The importance of preparing beforehand cannot be emphasized enough — a student will be able to participate meaningfully in the case discussion only if he is knowledgeable about the facts of the case, and has done a systematic case analysis.
A case discussion may end with the instructor or a student summarizing the key learning points or 'takeaways' of the session. Student performance in case discussions is usually evaluated, and is a significant factor in assessing overall performance in the course.
The extent of participation is never the sole criterion in the evaluation — the quality of the participation is an equally or more important criterion. Working in a Group If a group of students is asked to analyze a case, they must ensure that they meet to discuss and analyze the case, by getting together for a group meeting at a suitable time and location.
The group must ensure that all the group members contribute to the preparation and discussion. It is important that the group is able to work as a cohesive team —problems between team members are likely to have an adverse impact on the group's overall performance.
Preparing a Written Case Analysis Quite often, a written analysis of the case may be a part of the internal evaluation process.
When a written analysis of a case is required, the student must ensure that the analysis is properly structured. An instructor may provide specific guidelines about how the analysis is to be structured.
However, when submitting an analysis, the student must ensure that it is neat and free from any factual, language and grammar errors. In fact, this is a requirement for any report that a student may submit — not just a case analysis. Making a Case Presentation The instructor may ask a group of students to present their analysis and recommendations to the class.
Alternatively, an individual student can also be asked to make a presentation. The key to a good presentation is good preparation. If the case has been studied and analyzed thoroughly, the content of the presentation should present no problems.
However, a presentation is more than the content. Some of points that need to be kept in mind when making a case presentation are: Stick to the time limits set by the instructor. Evaluating Student Performance The evaluation of a student's performance in a case-driven course can be based on some or all of the following factors: Benefits from the Case Method The case benefit has several advantages over traditional teaching methods.
The skills that students develop by being exposed to this method are listed in Exhibit 2. The consequences to the student from involvement in the method are listed in Exhibit 3. Some of the advantages of using case studies are given below: They allow students to step into the shoes of decision-makers in real organizations, and deal with the issues managers face, with no risk to themselves or the organization involved.
Their ability to identify and understand the underlying problems rather than the symptoms of the problems is also enhanced. This provides students the flexibility and confidence to deal with a variety of tasks and responsibilities in their careers. It also helps students to make more informed decisions about their career choices.Website overview: Since the Study Guides and Strategies Website has been researched, authored, maintained and supported as an international, learner-centric, educational public service.
Permission is granted to freely copy, adapt, and distribute individual Study Guides in print format in non-commercial educational settings that . Start with a Story The book Start with a Story is a collection of 40+ essays that examine every aspect of the case study method.
Included are numerous examples of case studies as well as strategies, tips, examples, ideas, and resources for applying the case method to the science classroom.
There is/was a problem with your internet connection. Please note that some features may not function properly. Please refresh your browser if your internet. This is brilliant case study and has proved that, despite your original impression, things can turn in your favour. I believe that a big part of this is down to planning your campaign properly, and it looks like you carried everything out in a way that encouraged success.
Writing series 5. Rough drafts: A rough draft is "a late stage in the writing process". 1 It assumes that you have adequate information and understanding, are near or at the end of gathering research, and have completed an exercise in prewriting.
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