Isu case study presentation

Case Method
Developing, Writing, and Teaching

Columbia School of International and Public Affairs
The Executive Master of Public Policy and Administration

Presentation by
Richard Greenwald, C.U. Adjunct Professor

June 15-16, 2012
Ilia State University, Tbilisi, Georgia

Agenda
Friday, June 15, 2012

Time Topic

10:00 – 11:00 Introductions To The Case Study Method
11:00 – 11:15 Break
11:15 – 12:30 Introductions To The Case Study Method Continued
12:30 – 13:30 Lunch
13:30 – 14:30 Overview of U.S. Government, NGOs , and Prisoner
Reentry
14:30 – 15:30 Case One: Newark Prisoner Reentry
15:30 – 15:45 Break
15:45 – 16:15 Student Memo Writing
• Purpose
• Effective Outline
16:15 - 17:00 Teaching Case Studies – Facilitating Discussions
• Managing a conversation
• Developing a teaching note
6/15-16/2012 Richard Greenwald Columbia University Copyright 2012 2

Agenda
Saturday, June 16, 2012

Time Topic

10:00 – 11:15 Review of Performance Management and Evaluation
11:15 – 11:30 Break
11:30 – 12:30 Case 2 TWC – An Approach to Performance
Improvement
12:30 – 13:30 Lunch
13:30 – 14:30 Case 3 California Global Warming Solutions – Cost
Benefit Analysis and Evaluation in Implementing Local
Legislation
14:30 – 14:45 Break

14:45 – 17:00 Group Work Break into groups and
Prisoner Reentry begin to outline Georgian-
Project Evaluation ‐based case studies to be
Environment Or written and developed by
Infrastructure ISU faculty.

Introduction To
The Case Study Method &
Experiential Learning


What is the purpose of a
case study?
• Understand a theory or theme

• Assess a situation

• Apply a solution

• Help people remember

• Stimulate new ideas

• Encourage independent thought

• Take on leadership role


Purpose

• Professional education and training
o Business
o Public Administration
o Public Planning


What is a teaching case study?
• “A detailed examination of singular
circumstance within an organization”
• Story about something real in which a
decision by a leader must be made
• “Something real” brought to the classroom
with all the externals such as various
pressures and considerations to make
decisions
• Opportunity for students to experiment on
real world scenarios
• A device for a facilitated discussion



• Designed for students who are becoming
practitioners
• A real world story that allows students to
practice critical thinking skills and decision
making
• Is discussion based
• Does not necessarily have a right answer



• A description of a management situation or
management story
• Case history of symptoms
• Diagnosis of a problem
• Set up for discussion of recommended
actions
o Actions that may second guess what the

protagonist in the story did

9


• Meeting the objective for your students of
o Conveying knowledge
o Improving mastery of theories and applications of
theory, governance, leadership, cost-benefit
analysis
o Improving critical analysis

o Approaching teaching through
o Stimulating new ideas
o Encouraging creativity and independent thought
o Demonstrated leadership and personal
responsibility



• Students need to learn to be leaders
who can think critically , create
convincing arguments, and effective
decisions


Why use case studies

• Experiential Learning
o Students learn for themselves by struggling with the
issues that the leaders in the stories face
o Students deeply examine a scenario, use related
assigned readings, and write a paper
• The discussions help students gain knowledge
about a subject
• Use conceptual or analytical techniques
• Good habit of asking “why” through analysis
• Think about leaders’ perspectives


What case is NOT

• Not a lecture
• Not just the teacher sharing information
• Not memorization
• Not one correct answer
• Teaching is not the sole center of attention,
but more of a facilitator


Case Pros and Cons

Pros Cons
Anchored in Experience – There are no right answers
learning “sticks” which can frustrate learners
Learner Based The student owns the learning
process
The learning can be powerful It is harder work than other
and intimate means of learning


შესვენება


Elements of a good case

• It is interesting
• Buried rewards of discovery
• Connects to a wider theory or theme in the course
• Analytical challenge
• It is clearly presented
• Carefully included exhibits
• Teaching Notes
• Answer what the student will be expected to do with
the case


Determining the purpose and
your topic/thesis/theory
• Is there a topic you are discussing in
class like leadership, governance,
cost/benefit analysis you want to test
in the real world?
• Is there a policy issue you want to
illustrate?
• Are you highlighting the decision
making process?


Developing a partner(s) funder
and organization willing to be
the subject of a case
• Organizations agree to cooperate because
o Insight into their own organization
o Want to participate in educating leaders
o Outside excited researchers and students can
stimulate new ideas into their own
organizations


Determining a timeline of
research, writing, editing and the
costs of developing a case
• Be realistic
• Prepare to go back several times to the
organization to clarify assumptions
• Engage an editor
• Get a good set of outside people to
comment on the case; including the
organizations highlighted
• Edit again
• Get feedback from students as you teach
the case for the first time

Initial questions
• What are you trying to accomplish in terms of
fitting into the course?
• Who is the audience?
• What ancillary materials will you develop?
• What decisions need to be made by the
protagonist?
• How much data is useful to move the story
along?
• How long will the case be?
• What is the controversy; the context in which a
decision needs to be made?


Ethics of telling a true story

• If you embellish, be upfront about
it (don’t embellish though)
• Be clear with your host
organization about what your
goals are for the case
• Footnote and document your
resources


Acquiring useful supplemental
appendix info. (e.g. budgets or
organizational policies)
• Samples include;
• Organizational charts
• Financials
• Speeches
• Meeting minutes
• Organizational policies


Getting feedback

• Check Facts with lead organization

• Test to ensure the flow of the narrative
is logical and all the data is in


Acknowledging sources

• End Notes

• Thank You Upfront


Commitment

• It could take 200 hrs getting the
facts, interviewing the right
people, checking your work


სადილი


Overview of U.S. Government,
NGOs , and Prisoner Reentry


Government System in the
United States - Federal


State and County


Local City/Municipal


Federal Income


Source of Income


Nonprofit Sector


Size of the U.S. Nonprofit Sector

• 1.8 million nonprofit organizations

• 1.4 billion dollars in revenue and 3
trillion in assets in 2007

• 5.3 - 9% GDP

• 10.9 million employees

• 8.3 % total paid employment in U.S.


1950-2011
Growth in Nonprofit Sector

Year Number of NFP

1940 12,500

2000 1,000,000

2011 1,800,000


Salamon on Nonprofits

“It has been said that the quality of a
nation can be seen in the way it
treats its least advantaged citizens.
But it can also be seen in the way it
treats its most valued institutions.”
Lester M. Salamon
State of Nonprofit America, 2002


Private Nonprofit Sector

“A set of organizations that is privately
constituted but serves some public
purpose, such as the advancement of
health, education, scientific progress
or the free expression of ideas.”
Lester M. Salamon


Six Defining Characteristics

• Organizations

• Private

• Self Governing

• Voluntary

• Of Public Benefit

• Non-profit-distributing

Why do we have a nonprofit sector?

• Market Failure

• Contract Failure

• Government Failure

• Pluralism/Freedom

• Solidarity


Types of Nonprofit Organizations

• Member Serving (400,000)

• Public Serving (1,200,000)


Creation of Modern Nonprofit Sector

• Great Society expansion of
government role in social welfare:
o Medicare

o Medicaid

o Head Start

o Community Action Agencies

o Discretionary Programs


Great Society Implications
for Nonprofit Sector
• Creation of new nonprofit organizations

• Proliferation of resources

• Partnership with government in delivery system

• Nonprofit sector “fills gaps”

• Heavy government regulation

• Limited professional management expertise in nonprofit
organizations


Philanthropy


“Graduated” Level of
Engagement

Collaborating with government in
private/public partnerships Telling your story

Influencing
government


Prisoner Reentry in Georgia


Facts about Corrections – U.S.

• 2.3. million adults behind bars (24,000 in Georgia)
o 1-100 adults
o 1-31 (7.3M) are in the criminal justice system
o 1-106 w; 1-36 h; 1-15b (1-9b 20-34)

o 10 million in jail

• 90% released eventually

• 60% recidivism

• Costs – $50B to states

#1 US
750/100,000

#4 Georgia
401/100,000

Pew Center on States: One in 100:Behind Bars in America 2008
48
6/15-16/2012 Richard Greenwald Columbia University Copyright 2012

Introduction to Prisoner Reentry
• President Bush Raises the Profile 2007

• Common Ground on both sides of the
political aisle

• Welfare was about women; reentry
about men

Corrections

• 1st about keeping people safe

• Reentry is not necessarily Corrections,
but some prep work goes on behind
walls such as;
o Drug treatment

o Preparing for the outside

o Handing off information to NGOs

and local agencies

Reentry Is…

• What happens after Jails and Prisons
• Federal, State, Local institutions
• Local matter (jobs, housing, crime,
families)
• Addressing issues facing ex-
offenders…banned from jobs, debt,
period out of the labor market


Authority

Some of the biggest hurdles
that cities and states face are
just defining what reentry is,
and in what agency it
belongs, and who has
authority


Implementation of a strategy

• Less a policy discussion about
what legislatively should be
done
• More about best practices and
implementation efforts
• Implementation is the hardest
thing for public leaders to do –
particularly across governments

Effective re-entry programs the US

http://www.nationalreentryresourcecenter.org

• Quick engagement; work; community corrections; day
reporting center; work release
o Baltimore, Jacksonville, Newark

o CEO, America Works, Goodwill, Ready, Willing and

Able
o Ready4Work

o Delancy Street


Jobs
• Most U.S. reentry efforts pay more rhetorical
respect to jobs, but emphasizing placement
and retention still seems to lag behind
knocking out all other barriers first
• The corollary of this is performance
measurement that hold vendors
accountable for the right things in a
reasonable way
• … and concurrently holds governments to
track what is spent on reentry


Policies
• Changing maximum stays

• Diversion programs in lieu of prison

• Tax Credits & bonding for businesses who hire

• Housing, substance abuse, employment

• Child support forgiveness and enforcement

• State laws mandating behind the walls reentry programming

• Second Chance Act

• Closing prison – diverting funds to communities


Funding
• Govt.
o Federal DOJ & Faith Based Initiatives

o State Corrections

o DOL - Workforce

• Foundations

• Most public leaders are looking for revenue neutral
solutions in the here and now– ones that don’t
predicate savings after some future date when
recidivism has gone down


Did those programs have
statistically significant impact on
decreasing recidivism rate?
• Define Recidivism

• MDRC Study of CEO – Lowered recidivism

• Urban Institute study of Maryland work release
programs

• Manhattan Institute – Montgomery County, MD
incentives program


Lessons learned throughout planning and
implementation of re-entry related policies
• Clarify Expectations

• Set up communication systems among all
agencies and players
• Provide info mgt system

• Share information among agencies

• Track results

• Allow incentives and punishments to work
together (housing, child support, etc.)

Winning over a skeptical public
• What choice do have morally and in
general?
o In the U.S. 90% of offenders come home

o 65% re-offend

 Costly
 Dangerous
 Hurts Communities and families
o Incarceration is expensive 50 billion a year

o Takes people out of the labor market


Newark Prisoner Reentry Case


Newark Prisoner Reentry
• Case Synopsis
o Mayor Booker’s
goals in the
context of the
Newark’s history
on this issue; his
need to leverage
support; and
what he was
trying to
accomplish
o Ingrid Johnson’s
challenges
o Newark’s “theory
of change”


Show MI Video


• Case Objectives:
o Illustrate how a municipality takes on
an imposing issue like prisoner reentry

o Challenge you to assess one leader’s
approach

o Encourage critical thinking about the
use of performance management and
outcome based contracting with
vendors



• What is the context for the
case?
o Who are the main

characters?
o What is the policy issue?

o What is the management

issue?
o What decision(s) need to be

made?


http://www.manhattan-institute.org/video/?c=NPRI

•What should be Ingrid •Who are the relevant
Johnson’s strategy? skakeholders and how does
that impact Johnson ?
•What exactly should she try to
accomplish? •Key challenges?

•How should they define •What are Johnson’s assets &
success? How will they be what authority does she have?
able to prove success?

Newark Prisoner Reentry – Follow up
By December 31, 2010, the Newark Prisoner Reentry Initiative, had placed
781 people in jobs. Under the NPRI, five nonprofit agencies that provided
case management, mentoring and job placement services, were
required to meet certain performance outcomes. During the two years of
their contracts, the NPRI reported, these five agencies produced the
following results:
❖ An enrollment of 1360 participants.
The enrollment benchmark was 1340. The NPRI achieved 101% of this
target.
❖ A recidivism rate of 7% percent.
This benchmark was 22%. The NPRI exceeded this target.
❖ A total placement of 781 people in permanent jobs with an average
hourly wage of $9.30 per hour.
This benchmark was 804 job placements (or 60% of the participant target)
with an average hourly wage of $9.00 per hour. The NPRI agencies
achieved nearly 97% of this job-placement benchmark and exceeded
the hourly-wage requirement.
❖ A 71% job retention rate.
This component of the contract focused on job retention for six months,
and the benchmark was 70%. Thus the NPRI achieved this target.

Break


Student Memo Writing


Case Memo Purpose

• Practicing direct precise
communication
• Maximum use of limited space

• Quickly drawing the readers attention
to the most essential ideas
• Expresses those ideas clearly


Case Memo Purpose

• Students should read it to get a sense of the
outline; who the main actors are; what is the
important decision to be made

• They should re-read it looking for what is said,
implied, and is missing

• Decide on a course of action and find evidence
in the case and class readings to support it

• Develop a plan to implement the course of
action


Case Memo Considerations
• Who are the decision makers & other key characters?

• What is his or her objective?

• What are the key issues and how to they affect the
decision?

• What is the environment in which the decision needs to be
made?

• What are the possible courses of action a leader can make
and what are the consequences of those actions?

• What is plausible?

• How will others react?


Effective Case Memo Outline

• What does your audience know? – usually
there is a student assignment that asks the
student to act like a staff person to the key
decision maker

• Define the subject upfront about exactly
what you are writing about

• Explain why you are writing the memo –
what is the action you are seeking to
encourage


Effective Case Memo Outline
• Header – Subject of the memo, date, to and from

• State the purpose in the opening sentences; what
are the main points of your memo; and why you
are writing it?

• Quick introduction and background for context

• Short clear sentences; no passive voice

• Clean Inviting appearance


Teaching Case Studies –
Facilitating Discussions


Managing a Conversation
• Case method is about the discussion

• The teacher puts the group on the right path,
motivates the students

• The discussion flows from the facts of the case, the
details - to some insights on what happened – to
some conclusions about what should be done
moving forward

• Teachers are to moderate students discussion so that
as a whole group you examine the problem

• Summarize the progress of the conversation as you
move forward



• Determine what are the major issues which the
case is intended to illustrate

• How does it relate in context to the other work
you are doing this semester with your class

• How will you record the discussion

• Keep a list of the traps in the case and ensure
they get raised


Developing a Teaching Note

• A plan for using the case
• Case summary
• Statement of Learning Objectives
• Assignment Questions
• Decision discussion
• Maybe a blackboard plan outlining role plays,
exercises, time allotment for each major discussion
focus



• Teachers need to become experts at the facts
of the case

• Anticipate what questions you want answered
and what questions might arise from students

• Have a plan on how you want the conversation
to flow


• Students prepare for class by
o Understanding who makes the key
decisions
o Determining what the key decisions will be
o The environment or context for decisions
that need to be made
o And to what end – what is the key
objectives that need to be met
o Drawing a conclusion in class or in a
memorandum


• The teacher may give an introductory
lecture on a theme
• The teacher will have facilitated and
recorded the discussion’s direction - a trail
of blackboard evidence
• The teacher will illuminate critical case
conflicts if necessary or play “devil’s
advocate”

• The class case discussion will end up being
upbeat, participatory, and satisfying



• Students will be forced to think about
their own answers
• Repetitive exposure to ambiguous
issues in a case help prepare students
for real world ambiguities
• The class case discussion will end up
being upbeat, participatory, and
satisfying

Review of Performance
Management and Evaluation


Question Zero
• What is your organization trying to accomplish?

• What are your strategies for making this happen
and how are your tracking the implementation of
those strategies?
o What do you know about the feasibility of your

offering…is there a marketplace for it?
o How do you take on work; how do you say NO to

work that is not profitable or does not fit in etc.
o What are your capabilities for doing this?


Core Considerations to Support
Your Brand
• How does your Performance Measurement AND
Management support what is distinct about your
organization?

• Are you proving your authenticity?

• How are you demonstrating it?

• Are you consistent (not in your indicators
necessarily, but in your outcomes and impact)?

86

Proving What You Are Good At
• How will your organization know if you are
making progress; what goals are you tracking?

• How will you measure your success? Define
your terms.

• What agreements have you made & what
mechanisms do you have in place to track
data?

• Manage the process &communicate


You can’t manage what you
can’t measure – Peter Drucker

“You can’t
manage
what you
can’t
message” –
(maybe
Deming?)
88

Efficiency is Doing things Right:
Effectiveness is doing the Right
Things


Clarifying Expectations
• Everyone’s role in collecting information
• Train the team
• Narrow focus on the right data
• Integrity of data

• Evaluating data
• Scorecards with terms that makes
sense

• Using results to make decisions


And Remember…
• Get Work Done Through People

• Measurement AND Management

• Numbers represent something
(people…parts of your mission)

• Measure, make changes, measure again

• Be Courageous


Activities

• What the program does with the inputs to fulfill its
mission
• Case management services
• Child care services
• Technical assistance workshops
• Feed and shelter homeless families
• Mentoring programs for young people


Outcome Measurement

“The regular, systematic tracking of the
extent to which program participants
experience the benefits or changes
intended.”


Outcome Measurement
Theoretical Framework

Inputs Activities Outputs

Outcomes:
Initial
Intermediate
Long-term


Inputs

• Resources dedicated to or consumed by a
program

• Staff
• Facilities
• Equipment and supplies


Activities

• What the program does with the inputs to fulfill its
mission
• Case management services
• Child care services
• Technical assistance workshops
• Feed and shelter homeless families
• Mentoring programs for young people


Outputs

• The direct product of program activities.

• Number of children served in the day care
program
• Number of training workshops provided
• Number of families receiving food and shelter


Outcomes

• Benefits for participants during and after
program activities

• New knowledge
• Increased skills
• Changed attitudes or values


Outcomes

• Scorecards
• Indicators toward goals
performance
• Indicators toward budget

• Balanced
• How all of it connected


Essential Elements of a Good
Performance Mgt. System
1. Allocate resources based on strategic
plan
2. Benchmark to set standards
3. Establish key indicators
4. Set quarterly targets
5. Create reporting and accountability
system
6. Communicate results
7. Modify targets based on performance

Essential Elements of a Good
Performance Mgt.
• System Performance helps everyone
understand their role

• An explicit target with feedback …

• You can’t just say you work hard

• Shows the outside world you are
accomplishing the goals your org. was
established to accomplish


Evaluation
• Fit Mission

• TWC tried to prove a model for Policy Makers
to use (i.e. Gov)

• MDRC made it natl.
• DPW committed then the new leadership
didn’t
• Legacy TWC does not use it


Workforce Development


Workforce in the U.S.

• Focuses on people who are unemployed,
dislocated, youth, welfare

• Two Core Strategies
o Place-Based…focusing on neighborhoods
o Sector-Based…focusing on industries

• Job placement, training, education, or a
combination


Approach

• Training in NFP programs and community
colleges

• Addressing employment barriers

• Supporting employers

• Leveraging incentives for workers and
employers


Implementation

• Federal Department of Labor

• State Department of Labor

• Local Workforce Investment Boards
o Intermediaries
o Providers


Funding
• U.S. spent about 17 billion last year
(spending is down after the stimulus) on
Welfare, and more when you factor in
other funding for supportive services for
TANF recipients who work such as
childcare and transportation


Scope
• $3-7 K per slot

• Performance Based contracts

• 1,800 One Stop Centers (self directed and staff
assisted job search)

• Business Tax Credits and Training Dollars


Problems
• There is no open systematic way to account
for and rank social and supportive services
vendors in communities
• Lack of innovation and competition

• Transparency

• Accountability


Welfare Policies – U.S.
A Work Based System
• Welfare Reform
• In 1996, President Clinton signed into law
the Personal Responsibility and Work
Opportunity Reconciliation Act (PRWORA)
• Temporary Assistance for Needy Families
(TANF)
• Welfare reform placed a five-year (60
month) lifetime limit on TANF that applies
to all adults and heads of household
• After receiving TANF for 24 months,
individuals are required to work at least 20
hours per week to continue receiving
benefits

Welfare Profile of so called “Hard
to Serve”
• All have received public assistance for 2 years
• All have failed at least three other programs
• Significant Barriers
• Criminal Backgrounds, Mental Health Issues, Substance
Abuse Issues, Domestic Violence, Poor Work History,
Poor Academic Skills

• Average participant
• Single Mother
• 3 Children
• 5th grade reading and math levels (range 1st to 12th grade)
• May have up to 6 months in transitional employment


Program Expectations
• Vary, but a program may require and
pay for:
o Enrollment (100% enrollment)
o Placement (65% of enrollment)
o Retention (70% of those placed)


Profile of Recipient in 2007

• Average Client (in PA) with three children
receives $403 per month in public assistance or
$4,836 per year. ($14,508 over three years)

• U.S. Census Bureau: approximately 46.2
million (15.1%, or 1/6th) of Americans are
living in absolute poverty in 2011

• Poverty line for a family of 4 is $22,050


Unemployment Insurance

• Unemployment benefits are made by the state

• Involuntarily unemployed and who are able and
willing to accept suitable employment

• Employers pay a tax

• Calculation based on time worked and is about
50% of wages for six months


Case 2 TWC – An Approach to
Performance Improvement

employment (paid and short-term)
+ real work
+ skill development
+ supportive services (including tax
credits

= anti-poverty strategy


TWC-
http://www.fathom.com/mediaindex/vod/business/122607/index.
htm

• Transitional Work Corporation CEO Richard
Greenwald, his staff, and clients explain how TWC is
in the business of helping people on public
assistance get and keep jobs.

• The transitional job is like a paid internship at a
government, city, or non-profit agency.

• The next step after six months is permanent
employment. TWC has a 96 percent rate of hire.


TWC
• Who are the protagonists of the case?

• What is the policy issue

• What is the management issue

• What did you think about the way TWC
addressed the management issue

• What was at stake?

• How could you measure success?


TWC
• Environment
o Welfare reform
o Critics and Supporters of TWC

o Who were the actors

o Issue – performance improvement through TQM (teams,
employees as experts, communication, amnesty,
measurement, continuous improvement)

o Greenwald management style

• Retreats – their purpose

• Decisions
o Change performance outcomes
o Costs and benefits of Reorganization
o Should he provide more services in-house
o How will they demonstrate improvement


Lunch


Case 3 California Global
Warming Solutions – Cost Benefit
Analysis and Evaluation in
Implementing Local Legislation


California

• There is not consensus about global warming

• Was it wise to pass AB 32?

• Climate Change is a public good

• Market based emissions controls
o Standards vs. Cap and Trade, pros and cons
o Carbon taxes


What is Happening in Georgia

• How serious is the global warming taken as a
problem?
• What are the costs?

• Who are the leaders?

• What should be the goals for industries and
citizens?
• What is the infrastructure in Govt/NGO to
get things done?


End/Break for those staying for
the afternoon session


Georgia Case Study Outlines
• Tbilisi Infrastructure Case
• Project Evaluation; Should local government provide
certain pubic goods; Cost benefit analysis (Should
Tbilisi build new roads, tunnels and bridges?)

• Environmental Policy Case
• Environmental Policies of local governments; New
projects in Tbilisi: cutting down old trees, planting new
ones

• Prisoner Re-Entry Policy Case
• Prisoner Reentry Policies in Georgia; Probation
programs and its challenges


Break Out Groups

• Break into teams around the
three Tbilisi/Georgia Cases
(Infrastructure, Environmental, &
Prisoner Re-entry)


Case Writing Process
• Developing leads

• Site Visits

• Determine what needs to go into the case
including Exhibits

• Review what is known

• Outline
• Goals and Purpose of the case;
• Key Questions;
• Timeline with Responsibilities


• Determining what you want to accomplish with
your students

• Make sure you have some substantive
competence with the material

• You pick a story that is interesting

• Poses a problem that does not necessarily have
a right answer

• Clear about the actors and their authority

• Generate enough information for a good
analysis


• Prepare a prospectus; a proposal
o Subject
o Audience
o Teaching purpose/objective
o The story
o Setting – where, when, why
o Key actors and decision makers
o Issues they face
o Constraints and opportunities
o Decisions and actions
o Sources of information and data
o Research plan


Case Writing Process -Initial questions
• What are you trying to accomplish in terms of
fitting into the course?
• Who is the audience?
• What ancillary materials will you develop?
• What decisions need to be made by the
protagonist?
• How much data is useful to move the story
along?
• How long will the case be?
• What is the controversy; the context in which a
decision needs to be made?


• Research
o Secondary sources like published
reports, media, academic research,
background documents like
financials, board information
o Primary sources – interviews of key
actors and experts
o Personal observations
o Facts, charts, maps, timelines


• Research
o Be inquisitive with the actors
o Develop your characters and
setting
o What are people saying

o Attitudes and body language

o Side remarks

o Get multiple perspectives


• Standard Components of a case
study
o Opening Paragraph dramatically

stating the case issue or problem,
the time, decision focus
o Background and context of the firm,

the actors, the industry
o Case Story

o Conclusion – generates tension, sets

up the decision point, suggests
options and considerations

• Answer the following in your description
o Clearly identify who the decision maker is

o What is that person’s role? why do they
have to act? What action must be taken
and when?
o Clarify the timeline of the case

o Describe the setting – where, when, why

o The key problems and issues need to be
revealed – you can nuance
o Be organized…logical outline in the story;
subheadings, numbered points, clear
transitions, with supported appendices of
graphs and charts

• Fact Checking and Editing
o Ensure facts are correct
o Attribute quotes


Resources
Author Document Publisher
WilliamEimicke and Steve The Transitional Work Corporation: Managing For Better Fathom. WWW.Fathom.com
Cohen Outcomes. Part 1: Reorganization as a Strategy for May 2002.
Performance Improvement

Part 2: Implementation Issues
Harvard University Prisoner Reentry in Newark Harvard Kennedy School of
(courtesy of Robert D. Behn Government , April 10, 2011

Jose A. Gomez-Ibanez The California Global Warming Solutions Act (AB 32) Harvard Kennedy School of
Government: Case Number 1944.0
, 2011

Robert D. Behn PerformanceStat is a Leadership Strategy Not a Model or a Harvard Kennedy School of
System: Or Why MimicStat Cant’ Really Work Government

A Paper Prepared for The
Association for Public Policy
Analysis and Management,
November 5, 2011
Robert D. Behn Why the Cops – And NYPD in Particular – Have it Easy Harvard Kennedy School of
Government, March 2, 2012

John Boehrer Writing Effective Memos The Electronic Hallway, University of
Washington’s Daniel J. Evans
School of Public Affairs, 2003

C. Roland Christensen Questions for Class Discussions Center for Teaching and Harvard Business School, 2008
Learning

John Boehrer How to Teach a Case The Electronic Hallway, University of


Resources
Jonathan Brock MoreTools- A Framework for Analyzing Management The Electronic Hallway, University of
Dilemmas Washington’s Daniel J. Evans
William Rotch Casewriting University of Virginia, Darden
Graduate Business School, Case
Number UV0541, 1989
Jose A. Gomez-Ibanez Learning by the Case Method Harvard Kennedy School of
Government: Case Number N15-
86-1136.0, 1986
Laurence E. Lynn, Jr. Welcome to the Case Method! The Electronic Hallway, University of
Thomas V. Bonoma Learning by the Case Method in Marketing Harvard Business School, Case
Number 9-590-008, July 13, 1989

Mary C. Gentile Twenty-Five Questions to Ask as You Begin to Develop a New Harvard Business School, Case
Case Study Number 9-391-042, August 13, 1990

Case Study Outline EWMI G-PAC

Memo Writing Guideline EMPA Program Columbia University

Stanford University Teaching with Case Studies, Speaking of Teaching Winter 1994,
Newsletter on Teaching Vol. 5, No. 2


Thank You
• Professor Bill Eimicke, Columbia University, for
input toward this presentation, and for his
contribution to the section on performance
management in particular

• Professor ArvidLukauskas, Columbia University, for
his organization of and support of this session

• Professor Bob Behn, Harvard University, for copies
of and permission to use the Newark Prisoner
Reentry case study, his suggested guiding case
questions, as well as copies of his performance
management pieces


Contact
Richard Greenwald Phone 212-851-0289
c/o Columbia University Email: rcg5@columbia.edu
School of International and Public Affairs
Picker Center for Executive Education
420 West 118th Street, Room 400
New York NY 10027


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