Workshop on case study learning and analysis. Delivered by Harryadin Mahardika at Faculty of Economics and Business, Universitas Indonesia

1. Workshop: Case Learning and Case
Analysis
Harryadin Mahardika, PhD
harryadin.mahardika@ui.ac.id or @Harrysastro

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3. History of case study in FEUI
• The father of case study in FEUI: Alberto Daniel Hanani, MBA
– Founder of Case Center, Dept of Management
FEUI.
– Among the first trainer and writer of Indonesia’s
business case.
– Published the first Case Compilation on
Indonesia’s Real Companies (2004).
• We’ve learned a lot from him!
• Even this material was his material!
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4. Other key persons
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Bambang Hermanto, PhD
Sari Wahyuni, PhD
Rofikoh Rokhim, PhD
Ririen Setiati Riyanti, MM
Arga Hananto, M.Com
Basuki Mukhlis, MSc
Rizky Luxianto, MSc

5. Harryadin Mahardika
• Pop Economist
• FEUI & laporsuap.com
• Research objective:
– “to liberate and empower consumer...”
• Current research:
– Consumer empowerment
– Consumer intervention/engineering
– Mobile advertising
• Contact:
– harryadin.mahardika@ui.ac.id / harryadin@gmail.com
– @HarrySastro
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6. PROGRAM
A. Introduction to Business Case
B. Degree of Difficulties: Analysis, Conceptual &
Presentation
C. Learning Strategy: Individual, Small Groups &
Classroom.
D. Case Analysis Preparation
D. Exercises (on-going program)
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7. INTRODUCTION

8. The role of case in management education?
1.
Cases provide an opportunity to become deeply involved in
management decisions actually faced by real people in real
organizations.
2.
Cases give a chance to practice the art as well as the science
of management in a laboratory setting, with little corporate
and personal risk involved.
3.
The repetitive opportunity to identify, analyze and solve a
number of issues in a variety of settings prepares you to
become truly professional in your field of work.

9. DEGREE OF DIFFICULTIES:
Analytical, Conceptual & Presentation

10. Case Difficulties Cube
Conceptual Difficulty
Hi
Lo
Analytical Difficulty
Hi
Hi
Presentation Difficulty

11. Analytical Difficulty
Question:
What is the case reader’s task with respect to the key
decision or issue of the case?
– Easy: Evaluating the decision that has been made in real life
(against some theoretical criteria).
– Medium: Alternative decisions provided, yet generating
additional alternative is advisable. Evaluate all alternative
against specified decision criteria, make a decision, and to
develop an action plan.
– Difficult: Decisions that needs to be made is not identified.
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12. Conceptual Difficulty
Question:
What theories, concepts or techniques might be useful in the
understanding and/or resolution of the case situation?
• Two aspects in measuring conceptual difficulty:
– How difficult it the concept or theory in or of itself?
– How many concepts to be used simultaneously to address
the decisions or issues on which the case is focused?
• Conceptual difficulty is a relative notion. What may be
difficult for one person may not be that difficult for someone
else.

13. Presentation Difficulty
Question:
What is really important and relevant information here and what is still
missing?
• The degree of difficulty related to the presentation of the case can be
increased by the following five points:
– Short becomes long
– Well-organized becomes disorganized
– Available relevant information becomes missing
relevant information
– Little extraneous information becomes a lot of
extraneous information
– Multi format.
• The greater the degree of difficulty in the presentation dimension, the
longer the participant needs to spend time on preparing the case.

14. LEARNING STRATEGIES

15. Stage 1: Individual Preparation – TO DO LIST
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Go through the case and find “What broadly is the case
about ?”
Look at: (a) the first few and last few paragraphs; and (b)
glance over the exhibits; as well as (c) the case sub-titles.
Read the case very carefully underlining what seem to be
the key facts as you go (by asking:
What, Why, When, How, and Who).
Try to put yourself in the position of the manager and to
develop a sense of involvement in his or her problems.
Read assignment questions and reflect thoroughly. They
are there to help you think about the case.
Define what you believe to be the immediate and the basic
issues.
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16. Stage 1: Individual Preparation – TO DO LIST
7. Identify the relevant areas for analyzing these issues and
determine which issues are urgent and those are
importance.
8. Study the factual information as you have sorted it out:
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Their constraints and extraneous.
Weighting both the qualitative and quantitative evidence
carefully.
Note and review your conclusions for each analytical area.
9. Selecting decision criteria and generating alternative
decisions.
10. Analyzing and evaluating alternatives. Propose a set of
recommendations directed at the issues you’ve identified.
11. Suggest an action and implementation plan.

17. Stage 2: Small-Group Discussions
1. Provides the vital link between individual preparation
(which is basic and a must) and a classroom
discussion.
2. The purpose of the discussion group is NOT:
– To develop a consensus or a group position.
– Necessary, or even desirable, that you agree as a group.
3. Review your individual preparation
4. Review of special difficulties, such as: (a) the
interpretation of facts, (b) the analysis, (c) the process
or (d) something else.
5. Anticipate the class discussion.
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18. Stage 3 – Classroom Discussion
1. The key focus of the instructor’s role is to:
– Facilitate the discussion
– Provide opportunity for students to maximize their learning.
2. In class, your instructor will usually allow you to take the
case where you wish.
3. Participants’ role in the class discussion is to learn
through:
(a) Listening, (b) Talking and (c) Reflecting.
4. In class, you are expected to do these following 4Ps:
(a) Preparation, (b) Presence, (c) Promptness, and (d)
Participation.

19. Stage 3 – Classroom Discussion
5. It is useful to take some notes during class.
6. Nevertheless, you are encouraged to experiment and take
risks, there is certainly no punishment for giving the wrong
answer.
7. It is not how much you say that counts but the relevance of
what you say to solving the case or adding to the wisdom of
the class.
8. Give an effective participation.
9. After Class Reflection:
Take no more than 5 minutes ASAP after class, while your
memory is fresh, to record and summarize your – (a) key
observation, (b) insights or (c) generalizations.
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20. Case Analysis

21. Preparing for case analysis
STAGE 1:
A positive identification of the problems as indicated by:
– A clear distinction made between problems and the
symptoms
– An ability to distinguish between fact and opinion

22. Preparing for case analysis
STAGE 2:
Tailor your answers, but also provide the following minimum
requirements:
– Generating Alternatives.
– Provide a well reasoned substantiation of
recommendations which closely relate to the
problems.
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23. STAGE 2
– Generating Alternatives that contain the following qualities:
(a) Establishing alternatives with flair and originality
(b) Evaluating all alternative rationally and skillfully (incl. Skill in presenting
negative and positive aspects of each alternative)
(c) Evidence of the extent to which all possibilities have been explored
– Provide a well reasoned substantiation of recommendations which closely
relate to the problems by:
(a) Supporting your recommendations quantitatively, should it possible
(b) Hand-in all your exhibit and calculations
(c) Provide precision of strategy and completeness of plans for
implementation
(d) Show your understanding of the need for control and monitoring
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24. PROGRAM

25. Our Program
• Workshops:
– 4 in-class sessions @ 2 hours
– 4 out-class session @ 2 hours
• In-class session  every Wednesday 5 pm.
• Out-class session  group agreement
– Self-learning  Reading 1 case for each session
– Group-learning  Discuss the case for each session in a
group setting.
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