The author presents a case method which is explained as an educational tool used to create scenarios where students are presented with challenging situations experienced by leaders of various organizations. The process entails readers assuming themselves in the decision making roles as they familiarize themselves with the scenario and in the process, identifying the problem, performing the necessary analyzing and ultimately evaluating the causes so as to make informed decisions on alternative actions. Lastly, actionable recommendations are made. It is evident that the method is a problem-based type of learning and it is participatory in nature. It is also discussion-based where the learner gains skills in communication, critical thinking and group dynamics.
The reading is related to this class since it helps gain more knowledge on analysis of business problems, reconciliation of varying perspectives, and decision on a course of action and then persuade others. This presents essential skills, especially in management. The author's points are very important since they offer a learner an opportunity to develop skills in management by presenting them with real-life business problems and then training them to think and make decisions like managers. Contrasting the case method with lecture-based teaching techniques, learners in case method do most of the talking and the teacher facilitates and guides the learning process.
I totally agree with the author's point that this method gives the learner an opportunity to assume decision-making roles while solving real-life business problems. The outcome is the development of skills essential in management. I am a very analytical person and keen on details which means I think about possible alternatives to solve a problem before making a decision. The process might not be exactly the one presented by the case method, but it comes very close. For instance, before deciding to do this course, I had to evaluate various options. There are various courses in business to choose from and I had to weigh the pros and cons. Then I made a decision that this course would be very beneficial for my growth and development.
I have encountered other articles on the case method. For instance, another author mentions that the case method integrates two methods which are the case itself and the case discussion (Velenchik, 2018). The article explains that this method offers the student a chance to perform the work of the discipline instead of watching and reading about is as executed by others. In doing this, learners are able to apply the concepts, and techniques of the subject and enhance their ability to utilize them in real-life scenarios (Velenchik, 2018). The other article seeks to establish if the case method is more effective compared to classroom discussions in enhancing the learning of concepts. The results from the research established that the case method is more effective in enhancing performance as compared to other methods of content delivery. The outcomes also positively correlated with the improved learner's perception of learning benefits related to communication skills (Bonney, 2015). The three articles converge on one point that the utilization of case method presents a learner with a unique opportunity to address the real-life problem. They can be able to analyze a case, derive alternative solutions and offer a recommendation on the most appropriate course of action. It can, therefore, be concluded that the case method is essential in imparting learners' knowledge and skills to confront real-life issues.
Bonney, K. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains. Journal of Microbiology & Biology Education, 16(1), 21-28. doi: 10.1128/jmbe.v16i1.846
Velenchik, A. (2018). Teaching with the Case Method. Retrieved from https://serc.carleton.edu/econ/cases/index.html
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