case teaching and writing workshop for faculty: july 2013

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors

Copyright © 2011, 2012 , 2013 Daniel Isenberg

Entrepreneurship Policy Advisors E

ntrepreneurship Policy A

dvisors

Case Teaching and WriBng

July 2013

7/22/13 1

www.entrepreneurial-revolution.com [email protected]

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

7/22/13 2

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

Today’s ObjecBves •  Understand case teaching method

•  Understand classroom process in case discussions

•  To increase use of cases in your classes •  For new cases to be wriLen AND used

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

Today’s agenda •  Using the case method -‐ discussion •  Using PACIV case as an example •  Case discussion •  WriBng cases (starBng)

–  Exercise –  Discussion and conclusion

•  PROCESS: PARTICIPATIVE •  LEARN FROM EACH OTHER AS WELL •  PC’S AND SMART PHONES OFF PLEASE

7/22/13 4

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

How would you define a “teaching case?”

7/22/13 5

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

How would you define a “teaching case?”

•  Engineering of learning experiences via discussion and debate around a common set of facts and decisions

7/22/13 6

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

Why use teaching cases?

7/22/13 7

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

What is the case discussion method?

7/22/13 8

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

There is not ONE case method

This is the Daniel Isenberg version

7/22/13 9

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors

Copyright © 2011, 2012 . 2013 Daniel Isenberg



dvisors

10

PACIV Case Discussion 1. Study groups 2. Debrief 3. Case discussion 4. Debrief

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

ParBcipant-‐Centered Learning

11

Experience

Reflect Generalize

Learning or Teaching?

Cognitive complexity

Learning to act

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

12

Teaching Plan for PACIV

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

13

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

14

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

15

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

Arts of Case Teaching

•  What you teach vs. what they learn •  What they learn from each other vs. from selves

•  Need to expend cogniBve effort •  SBmulaBng interesBng, funny, provocaBve •  Many techniques:

–  Cold calling, role playing, pitches, debates, small groups

7/22/13 16

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

17

Case WriBng Advice •  Don’t write cases about interesBng ventures

–  Write cases about ventures with interesBng problems (decisions/challenges) •  ALWAYS start with a curriculum need

–  PACIV: to teach students how small ventures globalize –  Examples: –  Do NOT write cases just because they are “interesBng”

•  Then locate an E-‐R who has had a problem with that issue –  Examples:

•  IniBal interviews to idenBfy specific acBon issue –  ALWAYS specific point in Bme, ALWAYS specific actor (protagonist) –  Could be in past, or present

•  IdenBfy a specific dilemma or decision that requires acBon and that has some classroom acBon: debate, role play. “SHARP” issue.

–  PACIV: Hire Snelgrove? Agree to give him Europe? Role play negoBaBon •  IdenBfy addiBonal issues that might not require decisions

–  PACIV: Company culture, Jorge’s history, finances, market sizing –  Try to have one small (or large) quanBtaBve issue in each case –  “Sharp” vs. “dull” issues

7/22/13

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

18

Case WriBng Advice (2) •  ALWAYS write from E-‐R’s perspecBve

–  Use a parBcular point in the past, month day and year –  Do not include informaBon that the E-‐R did not have

•  Let the facts tell the story. –  Avoid value judgements, interpretaBons, your opinions –  “Rodriguez was an excellent sales man.” NO –  How can you say this factually??? –  Write in passed tense – ALWAYS. –  Don’t overload with irrelevant facts that the E-‐R did not have or just because

they are there •  Use poeBc license

–  Change quotes as needed and get E-‐R approval later •  Allow for discovery and surprise

–  While researching case: new issues, conflicts, etc. –  While teaching, new themes, topics, lessons –  Revise, revise revise

7/22/13

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

19

Case WriBng Advice (3) •  Structuring the case

–  Act 1 •  Protagonist •  Time frame •  Decision •  EmoBon, urgency, drama

–  Act 2 •  Personal biography, up to launch of venture

–  Act 3 •  Market problem, opportunity •  Company’s products, services •  CompeBBon •  Strategy

–  Act 4 •  Internal organizaBon, HR, personal style •  Problem to be solved, background

–  Act 5 •  Seing up decision in Act 1 •  AddiBonal perspecBve, arguments

–  Exhibits •  Things that cannot easily be presented as simple text •  Tables, figures •  Be selecBve

7/22/13

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

Exercise interviewing real entrepreneurs

7/22/13 20

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

Debrief

7/22/13 21

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

Background Materials

7/22/13 22

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

CogniBve Complexity

•  Dimensionality: – Number of perspecBves we use to look at a situaBon

•  ResoluBon: – How many disBncBons we make on each dimension

•  Interconnectedness: – How many relaBons we perceive among the dimensions

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

A large industrial products division has lost market share by 5% in each of the last 2

years

•  Context: increased compeBBon, changed regulatory environment

•  Strategy: differenBated producer •  People: lack of industrial products markeBng experience,

more in consumer and services •  OrganizaBon: unclear performance criteria, recent merger

of two sales departments •  Culture: Historically R&D driven, founder an engineer •  Governance: family-‐owned, low transparency

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

25

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

CogniBve Complexity Impacts AcBon

•  Both simple and complex thinkers might conclude: "need to replace the VP sales"

•  The complex thinker would address mulBple dimensions in decision and acBon plan, not just fire VP sales

•  The complex thinker would understand that replacing VP sales might impact other dimensions (culture) and have unintended consequences

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

Enlarged Repertoire of PossibiliBes •  CumulaBve experience of many case situaBons

– What did the general manager from P&G do in a similar situaBon?

–  How did the founder of GrameenPhone act? – What did the CEO of Widget Inc. do to solve this?

•  AlternaBves presented by other parBcipants in the same case discussion

Ent

repr

eneu

rshi

p P

olic

y A

dvis

ors




dvisors

Expanded Self-‐Awareness

•  Learn to present •  Learn to listen to reacBons •  Learn to engage in debate •  Learn to re-‐evaluate one's own posiBon •  Learn how our ideas are perceived by many people

case teaching and writing workshop for faculty: july 2013

Education