clare

							    MGT659-91

Intro. to Personal Case
         Analysis
    Michael L. Bejtlich
    Lecture #Objectives:
 Review the requirements of the
  personal case analysis
 Trace a hypothetical personal
  problem which makes use of this
  model
The Harvard Case Study
       Method:
   See your Course Description and
    look for:
    –Explanation of Personal Case
     Analysis
    –Modified Harvard Case Study
     Guide
    –Evaluation Sheet
   Example of solving a
personal problem using The
         Method:
   Hypothetical student Claire
         Strengths:
 Highly motivated to succeed in
  school
 Good verbal aptitude
 Has some business work
  experience
 Enjoys school projects when
  working with others
 Is considered to be friendly and
  outgoing
       Weaknesses:
 Often takes on too many projects
 Shaky performance in courses
  involving math
 Unsure of the training program
  requirements
 Dislikes studying and other “desk
  work” when alone
 Is sometimes perceived as overly
  talkative
          Opportunities:
   Potential entrance to retail training
    program
   Participate on the college debating
    team
   Can pick up more hours at work, since a
    co-worker has quit
   Is considering arranging tutoring in
    CASA
   Has just saved enough for a down
    payment on a new car
          Threats:
 Aware that the retail training
  program is becoming more
  competitive
 Purchasing the new car will require
  extra work
 The debating club could drain her
  time
 Changes in the financial aid laws
  might require her to work more
Claire’s Mission (Long-
Term Goal) Statement:
 To successfully complete her
 Associates of Science degree in
 the Fashion/Retail
 Management Program and find
 employment in a retail
 management training program
 in the northeast region
 Claire’s Problem
    Statement:
 How do I best structure my
 schedule this term in order
 to achieve my long-term
 goals?
Claire’s Alternative Solutions:
 Reduce her work hours and concentrate
  on her school work
 Increase work hours and purchase the
  new car
 Arrange tutoring and attend the math
  lab
 Try to do everything (purchase car, join
  debating club, etc.) and see what
  happens
 Request an interview with training
   Claire’s Selected
       Criterion:
 Feasibility
 Effectiveness
 Cost
 Risks
 Time
 Claire’s Criterion
       Chart:
 Chart with factors weighted
  the same
 Chart with (1) factor
  weighted differently
 CLAIRE’S CRITERION CHART ANALYSIS (EQUAL
                 WEIGHTS)




                FEAS.   EFFECT. COST   RISKS   TIME   TTL
SCHOOL            4      3       5      4       3     19
NEW CAR           5      2       1      2       4     14
TUTORING          5      3       5      4       4     21
EVERYTHING!       1      1       1      1       1      5
INTERVIEW         3      3       5      4       4     19
COMBO. 1,3,5,     4      5       5      5       2     21



LEGEND: 1=LOWEST, 5=HIGHEST DEGREE OF DESIRABILITY
     CLAIRE’S CRITERION CHART ANALYSIS
  (EFFECTIVENESS FACTOR AT 150% WEIGHT)




                FEAS.   EFFECT. COST   RISKS   TIME   TTL
SCHOOL            4       4.5    5      4        3    20.5
NEW CAR           5       3.0    1      2        4    15.0
TUTORING          5       4.5    5      4        4    22.5
EVERYTHING!       1       1.5    1      1        1     5.5
INTERVIEW         3       4.5    5      4        4    20.5
COMBO. 1,3,5,     4       7.5    5      5        2    23.5



LEGEND: 1=LOWEST, 5=HIGHEST DEGREE OF DESIRABILITY
Claire’s Best Solution:
  Discuss  all solutions against all
   criterion
  Specifically discuss the use of
   her final criterion chart scores
  Combination solution appears
   to be the best, particularly if
   effectiveness is 150%
   weighted
Claire’s Implementation:
   Explain how best solution will go into
    action
   How will risks be averted? e.g. time
    management issues
   Drawbacks minimized? e.g. rewards if
    she studies according to her schedule
   Claire will discuss exactly how and
    when solutions 1,3 and 5 will be put
    into action in very specific terms
    Claire’s Feedback:
 Who will she receive feedback
  from?
 On what basis will the feedback be
  received?
 She might include teachers,
  advisors, her manager, family
  members, friends, etc.
 Be specific
      What to Skip:
 No extra charts required (Step 9)
 No outside research required (Step
  10)
     Evaluation Tips:
 Focus on clarity
 Focus on the process
 Review your finished product and
  make sure it makes sense
    Lecture Objectives:
 Reviewed the requirements of the
  personal case analysis due in Week
  6
 Traced a hypothetical personal
  problem which makes use of this
  model