The process of determining the problem and arriving at an answer is what is most important. We practice the case method to learn the process.
The purchasing and supply area is in a state of fundamental change. Companies spent much of the 90's "getting their houses in order" internally--and changing the rules of the game in the process. The beginning of the 21st century is seeing the same kinds of radical transformation in organizations' relationships with one another. Most of the tools, techniques and frameworks that fill most purchasing classes today will still be relevant tomorrow, but they will simply get companies in the game. They will not be the ones that separate the winners from the also-rans. Instead, many of the new tools and ways of thinking have not been developed or refined. In fact, many of the problems and issues have yet to be framed. Therefore it is important that individuals preparing to work in the purchasing and supply management field develop the capability to see opportunities and problems on the horizon and to identify and evaluate options--often under conditions of ambiguity and change. Practicing the case method helps to do just that.
Often business students are given a well defined problem, some data or facts and a methodology or tool to use in order to solve the problem. Currently in purchasing and supply management, things are seldom so straightforward. Top performers are able to see problems and opportunities where others see the status quo. They think of possible responses that never occur to their peers, and they evaluate these potential courses of action with savvy. Finally the are able to convey the results in a clear convincing fashion. This process involves the following competencies: Defining important problems and issues; Surfacing others unvoiced assumptions; Making reasonable assumptions and assessing risks when insufficient or imperfect information is available; Knowing when--not how--to apply various tools; Judging the reliability different sources of information; Judging the relevance of different pieces of information; Thinking creatively. Preparing and discussing cases helps us to develop these skills.
You should plan on spending 2-3 hours on each case before class.
You are expected to come to class with written notes because it is difficult--if not impossible--to produce the required depth of analysis without some written analysis. Writing is thinking and writing is analyzing. Two pages seems to be about right for many people, but this depends on your style, the case, and so on. Your goal is to produce roughly the following analysis:
First Section: What is the main issue or question toward which the decision-makers involved should be directing their attention. Sometimes the issue will be obvious, such as selecting a vendor to produce part X. Sometimes the picture is not so simple. Occasionally there will be more than one main issue (or some sub-issues). In any case, you should state the main issue(s) in a sentence or two.
Second Section: Specify the available courses of action. Usually, one or two such courses are fairly obvious. However, it is usually profitable to think hard and creatively about others. Could 2 vendors share the contract for part X? Sometimes when you think hard about possible courses of action it will cause you to reframe the main issue in broader terms. Maybe part X could be produced in house. Maybe it could be designed out of the product. Maybe the real issues is actually the poor vendor research process the company employs. This often is the hard part.
Third Section: Evaluate the various courses of action--or at least the most promising ones--with respect to the facts of the case and your assumptions. You may want to begin this section by stating some of the major relevant facts (Management has directed purchasing to reduce headcount by 25%; Vendor X is a start-up company...).
Fourth Section: Which course of action do you recommend? Why?
Most case teachers recommend that approach you scan the case by scanning it first--to get a feel for the basic issues, players involved, etc. Then read it more carefully, taking some written notes. (Don't merely highlight). Then start on your written analysis. Plan to re-read the case or certain sections several times.
I usually start my written analysis by writing down more than one important issue. I narrow it down later as I go. Then I write a few paragraphs linking the facts of the case to the main issue(s). This process helps me clarify my thinking. Then I do the four-section write-up above.
Here are some questions that have often helped me generate and evaluate various courses of action:
It is impossible to overemphasize the following: It is not sufficient to simply read the case--carefully or carelessly--without doing some pencil and paper analysis based on the above methodology--or a better methodology if you develop one. Simple taking notes on the facts of the cases is not the same as analysis.
Often the first time I read a case, I say to myself so what!? But as I go through the above process, the issues come to life. I wind up with more to say or write than time permits. You may experience the same thing.. Don't get discouraged or frustrated upon your first reading of the case. Get out your pencil or word-processor instead.
The instructor will call on one (or several people) to state the basic facts, problem and one or more solutions. We will critique each others points of view and probably develop new ones. We will all learn from each other. The instructor's goal is to talk as little as possible.