SOME TIPS FOR WRITTEN CASE ANALYSIS

This note offers some tips for writing a case analysis for an exam or for a WAC,
particularly with respect to the course Organizational Behaviour. The format
given below is just a suggestion. You are not required to follow this format. You
are welcome to use a different structure as long as the main topics given below
are adequately covered.
The approach to written case analysis depends on whether the case is a
problem-oriented case or an analytical one. A problem-oriented case typically
requires problem(s) identification, diagnosis, proposing and evaluating
alternatives, recommending solutions and suggesting implementation. The
paragraphs below describe an approach to analyze a problem-oriented case
followed by an analytical one.
PROBLEM-ORIENTED APPROACH
1.

Synopsis and Summary of the Facts

This section presents a synopsis of the case situation including a summary
of the key facts in the case that are relevant to your analysis. Important
assumptions should also be listed here and labeled as such.

2.

Statement of the Problem

This section includes a concise statement of major problem(s) you see in
the case.
Some questions to ask when formulating your definition of the
problem(s) are:
1. Have I identified the basic problem(s), or am I dealing with the
symptoms?
2. If I have identified more than one problem, are they separate or
related?
3. Am I putting myself in the managers shoes and looking toward
future actions?

3.

Causes of the Problem or Diagnosis

This section should provide a detailed analysis of the causes of the
problem(s) you identified in Section 2. A major objective is to clearly
illustrate how you are using course concepts to better understand the
causes of the problem. Show that you are applying course material! An
example of application is:
According to Maslows hierarchy of needs, a satisfied need does not motivate an
individual. Sams need for security is apparently satisfied, as is evident by his
comments to Dale when he says Therefore, the current attempts to motivate
Sam are not directed at the right needs level.

Again, where appropriate, it is useful to include in parentheses a page

number or other reference for the case.
Some questions to ask when writing your causes of the problem section
are:
1. Have I applied the appropriate course material?
2. Do the causes I have identified relate to the problem(s) stated in
Section 2?
3. When I draw conclusions or make assumptions, do I support these
conclusions or assumptions with a sentence from the case, a quote or
paraphrase from the readings, or an example from class?
4.

Possible Solutions
This section indicates a number of possible solutions. Each solution
should also have listed the related strengths and weaknesses.

5.

Solution and Its Implementation

This section should outline your recommended solution to the
problem(s). The solution will be one or a combination of the ones listed in
Section 4 above. It should be specific, stating what should be done, by
whom, with whom, and in what sequence. In short, it will include not
only what should be done but how it should be done.
Some questions and concerns to keep in mind when writing your Solution
and Implementation section are:
1. Have I indicated an awareness of the problem of implementation (the
how aspect)?
2. Have I been too general? For example, a general solution might state:
The manager needs to realize that his or her style should match the
situation.
A specific solution would indicate what style is most appropriate for
the situation and how you will attempt to have the manager realize
the appropriate style. Note the emphasis on how as well as what.
3. Does my Solution and Implementation address the problems and
causes identified in the previous sections? Does my solution take into
account the pros and cons listed earlier?

6.

What General Ideas Can be Drawn from this Case?

Among the things a case may suggest are: (1) an illustration of a model or
theoretical concept; (2) limitations of a model of concept; (3) crucial
questions that need further consideration; or (4) propositions or
hypotheses that may be useful in the future.
Be specific concerning the above things and make sure you tie in course
concepts, with appropriate references.

ANALYTICAL APPROACH
Some cases arent really problem-oriented and thus they do not call for a
solution? Rather, they call for an emphasis on analytical skills. The following
steps are important.
1. What are the Facts in the Case?
2. What can be Inferred from the Facts?
This section should focus on the inferences to be drawn from the facts, such as:
1.
2.
3.
4.
5.

Peoples attitudes, values, etc.

Relative power and influence
Relationships among individuals and groups
Job requirements (e.g., good manual dexterity, etc.)
Key success criteria (e.g., delivery more important than cost, quality more
important than quantity, etc.)
6. Other important inferences
These inferences should reflect your knowledge of theories of organizational
behavior and other relevant areas. They form the basis for hypotheses about
linkages among key variables. Managers typically make decisions and take
action on the basis of inferences.
An alternative to Section 2 is to analyze what is happening and why. This is
particularly useful in terms of human behavior.
3. What General Ideas Can be Drawn from this Case?
Among the things a case may suggest are: (1) an illustration of a model or
theoretical concept; (2) limitations of a model of concept; (3) crucial questions
that need further consideration; or (4) propositions or hypotheses that may
be useful in the future.
Be specific concerning the above things and make sure you tie in course
concepts, with appropriate references.
GRADES
Evaluation of performance is always a potential conflict area. The boss
(instructor) has certain standards of performance and it is not always possible to
convey these standards in an unambiguous way to subordinates (students).
Major weight in grading your problem-oriented case assignments is given to
Section 3, Causes of the Problem and Section 5, Solution and Implementation. A
major objective is to test your ability to apply course concepts to the situation
presented in the case. Grading of these sections is based on:
1. Your ability to correctly use appropriate course concepts. Do you use the
appropriate concepts?
2. Do you support your conclusions?
3. Is your solution workable? Do you recognize the steps necessary to

implement your solution and the likely trouble spots?

Secondary emphasis is placed on the statement of problem section. Do you
identify the obvious problems? Do you recognize the not-so-obvious problem?
Substantial weight in the grading of your analytical case assignments is given to
Section 2 (What can be inferred? or What is happening?) and Section 3
(What general ideas can be drawn from the case?).
For both problem-oriented and analytical case assignments, use clearly labeled
headings and subheadings in your paper.
IN CONCLUSION
Perhaps the biggest single thing to be on guard against is mistaking a
restatement of the case for the kind of problem-solving and analytical
requirements set forth above. Do not simply write a he did this and they did
that paper. A paper which never analyzes why people behave as they do ,
suggests what might be done, applies concepts from the course, nor draws any
general lessons, will not receive a good grade!

GOOD

LUCK