case teaching and writing workshop for faculty: july 2013
DESCRIPTION
On July 15, Scale Up Milwaukee held a day-long workshop for academics throughout the region: Case Teaching and Writing Workshop for Faculty. This free workshop was designed exclusively for entrepreneurship faculty at higher education institutions, MBA and advanced BA programs, who use teaching cases (HBS-style) or are planning on teaching case-based classes in MBA or related programs. Dan Isenberg will teach this unique workshop: Dan has taught for 11 years at Harvard Business School and has published over 25 HBS entrepreneurship cases, one of which is used to teach all incoming HBS students how to read and discuss cases. One of Dan’s videos is used to teach incoming HBS faculty the art of case teaching. This is a great opportunity for Southeast Wisconsin. The workshop will consist of a case discussion, an analysis of the discussion and use and structure of the case, and a detailed description of case writing and case teaching do’s and don’ts. This workshop will be of use even for faculty who are teaching cases (or strongly interested in doing so) but don’t have current plans to write their own.TRANSCRIPT
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Copyright © 2011, 2012 , 2013 Daniel Isenberg
Entrepreneurship Policy Advisors E
ntrepreneurship Policy A
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Case Teaching and WriBng
July 2013
7/22/13 1
www.entrepreneurial-revolution.com [email protected]
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Copyright © 2011, 2012 , 2013 Daniel Isenberg
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Copyright © 2011, 2012 , 2013 Daniel Isenberg
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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
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Copyright © 2011, 2012 , 2013 Daniel Isenberg
Entrepreneurship Policy Advisors E
ntrepreneurship Policy A
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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
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Copyright © 2011, 2012 , 2013 Daniel Isenberg
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How would you define a “teaching case?”
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Copyright © 2011, 2012 , 2013 Daniel Isenberg
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How would you define a “teaching case?”
• Engineering of learning experiences via discussion and debate around a common set of facts and decisions
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Copyright © 2011, 2012 , 2013 Daniel Isenberg
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Why use teaching cases?
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Copyright © 2011, 2012 , 2013 Daniel Isenberg
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What is the case discussion method?
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There is not ONE case method
This is the Daniel Isenberg version
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Copyright © 2011, 2012 . 2013 Daniel Isenberg
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PACIV Case Discussion 1. Study groups 2. Debrief 3. Case discussion 4. Debrief
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Copyright © 2011, 2012 , 2013 Daniel Isenberg
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ParBcipant-‐Centered Learning
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Experience
Reflect Generalize
Learning or Teaching?
Cognitive complexity
Learning to act
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Teaching Plan for PACIV
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Copyright © 2011, 2012 , 2013 Daniel Isenberg
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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
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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
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Copyright © 2011, 2012 . 2013 Daniel Isenberg
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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
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Copyright © 2011, 2012 . 2013 Daniel Isenberg
Entrepreneurship Policy Advisors E
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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
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Copyright © 2011, 2012 , 2013 Daniel Isenberg
Entrepreneurship Policy Advisors E
ntrepreneurship Policy A
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Exercise interviewing real entrepreneurs
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Copyright © 2011, 2012 , 2013 Daniel Isenberg
Entrepreneurship Policy Advisors E
ntrepreneurship Policy A
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Debrief
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Copyright © 2011, 2012 , 2013 Daniel Isenberg
Entrepreneurship Policy Advisors E
ntrepreneurship Policy A
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Background Materials
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Copyright © 2011, 2012 , 2013 Daniel Isenberg
Entrepreneurship Policy Advisors E
ntrepreneurship Policy A
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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
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Copyright © 2011, 2012 , 2013 Daniel Isenberg
Entrepreneurship Policy Advisors E
ntrepreneurship Policy A
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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
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Copyright © 2011, 2012 , 2013 Daniel Isenberg
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Copyright © 2011, 2012 , 2013 Daniel Isenberg
Entrepreneurship Policy Advisors E
ntrepreneurship Policy A
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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
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Copyright © 2011, 2012 , 2013 Daniel Isenberg
Entrepreneurship Policy Advisors E
ntrepreneurship Policy A
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
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Copyright © 2011, 2012 , 2013 Daniel Isenberg
Entrepreneurship Policy Advisors E
ntrepreneurship Policy A
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