Overview
The following are general guidelines for preparing an effective case analysis: ▪ Clearly identify upfront all the major issues identified in the case. ▪ Please address the case discussion questions in your case write-up. ▪ It is acceptable to have bullet points addressing case questions as long as there are explanations of the bullet points pertaining to the question. ▪ Provide a coherent, well-organized analysis, not just a regurgitation of facts presented in the case. ▪ Be concise. Provide a strong, logical flow throughout your paper. Do not spend time rehashing or paraphrasing the details of the case. ▪ The supporting analysis should be thorough, carried out correctly and consistently, and should draw, whenever relevant, on material presented in class or assigned in readings. Outside resources can be utilized if desired but should be appropriately referenced with footnotes at the bottom of pages in which sources are referenced. Using information outside of the case brings a real perspective to the case. ▪ Make at least three recommendations that are specific, cost-effective, and appropriate to the timing (short-term or long-term) of the problems at hand and supported with case data and exhibits where relevant and include rationale as to why the recommendations were proposed. ▪ Be sure to also include at least three risks and three mitigations to the risks for each recommendation. ▪ A suggested length of the paper is 5 – 7 single-spaced pages, excluding exhibits, in a Word or PowerPoint file with notes.
▪ Complete the assignment by adhering to all of the case grading criteria shown on following paragraph.
Case Assignment Grading Criteria The following criteria will be utilized to grade the case analyses: 1. Statement of the relevant issues presented in the case 2. Quality of addressing case questions 3. Quality and support of at least three recommendations with rationale 4. Quality and support of at least three risks and three mitigations to the risks associated with each recommendation
Cases are not only vehicles for developing analytical skills and applying concepts and frameworks introduced in readingsand lectures, but they also serve as examples of challenges common to real-world settings. Some cases demonstratesuccessful achievement of strategic objectives while others illustrate failure. We learn as much from failure as we do fromsuccess. While case studies that reflect the current business environment frequently provide the best illustration, cases on mosttopics presented in this or any other course have not been published within the past year or so. As a result, the best andmost recent cases available have been selected to maximize the learning outcomes of each case-focused session. Copyrightlaws often prohibit the sharing of exhibits utilized during case discussions, but current conditions of the case company willbe discussed. In preparing for cases prior to class, I recommend reading a case more than once. The first reading should give you a senseof the case topic and the type of data contained therein. In subsequent readings, I recommend that you underline orotherwise mark up each case to identify key points relating to the business and situation. You should devote equalattention to case exhibits, which contain information useful for the development of a well-supported analysis. Facts and research results must be analyzed, noted and subsequently followed by the application of sound logic andreasoning to fully evaluate how the information provided affects the case and influences your conclusions. You areencouraged to reach beyond the data in the case to bring the case to life in a current day context to formulaterecommendations that, with the benefit of your additional analysis, will more effectively address or resolve the case issuesand provide a more enriched learning experience. As a word of advice, incorporate information you gather regardingactual firm strategies in the cases with caution. Firms make many strategic mistakes and strategies they actually pursue areoften inferior to alternative strategies they could have chosen. Learning from a case is typically achieved in two steps. The first involves pre-class preparation encompassing the effortsto identify the issues presented in the case, to select and apply the appropriate forms of analysis (e.g., quantitative, logic,experience, conceptual) and, finally, to develop effective, comprehensive solutions and recommendations, all of which youwill be expected to complete before coming to class. During class discussions, you will be expected to substantiate yourconclusions based on your analyses of the assigned case. Marketing strategies should be specific and support overallobjectives and recommendations, while incorporating relevant material from class assignments and/or case exhibits. The second step occurs during in-class discussions when a variety of methodologies applicable to a successful diagnosis,analysis, and solution to business issues--which at times may differ from yours--are examined. I will typically ask studentsto explain the issues and offer their analysis and recommendations. This method of learning does not typically provide the only answer. By design, several viable solutions may be developed and supported equally well. Understandingothers positions, learning from them, and countering and/or enhancing them with your own perspectives contributepositively to the learning experience. Only when you have defended your position can you fully understand its strengthsand weaknesses. There is rarely a single right answer for a case, just as there is rarely a single right marketing decision inactual practice. While it is important to identify a case s purpose in general terms, the most critical outcome is to acquire the ability todevelop solid analytical skills, gain an understanding of the applicable marketing principles, evaluate the effectiveness ofvarious alternatives and present solidly grounded recommendations underpinned by strong supporting evidence.
the first file is the case that I need to analyze, the second file is a case assignment example.