Teaching and Learning with
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Student Tips for Solving Case Problems

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Why
Use Cases?

The Steps

Research
Background

Define
Problem

Brainstorm
Solutions

Select
Solution

Take
Action

Step 2 - Define the Problem

What is the critical problem? This deceptively simple question is
actually one of the most difficult parts of the analysis. Perhaps the
most common problem in case analysis (and in real life management) is
that we fail to identify the real problem and as a result solve
the wrong problem, and leave the original problem unfixed.

In the beginning, what appears to be the problem may be just as
symptom and not the REAL underlying problem. Here are some tips to help
identify the underlying issues.

Some Diagnostic Questions

Explicitly state the problem. Are you sure it is a problem? Is it
important? What would happen if the "problem" were left alone? Could
attempts to solve the "problem" result in unintended consequences?

Where is the problem? Is it an individual, relationships, group,
intergroup, leadership/motivation/power, total system?

Why is it a problem? Is there a "gap" between the actual performance
and desired performance? For whom is it a problem and why?

Can the problem be solved permanently or will it occur again? Is this
problem masking a deeper systematic problem?

What standards are violated? Where is the deviation from the
standards?

What is the current situation? What are the ideal outcomes?

How do key people feel about the problem and current outcomes?

How urgent is the problem? How important is the problem relative to
other problems?

How high are the stakes? Factors for the organization include costs
and profits, meeting obligations and productivity. Factors for people
include personal and financial rewards, career satisfaction and personal
satisfaction and growth.

How stable are present conditions?

What information is lacking?

Some Traps to Avoid

Not explicitly stating the problem in the first place.

Stating problems in terms of personalities (e.g. "this person is
flaky") instead of situations (e.g. "it is difficult to keep in
touch").

Blindly applying stereotypes to problems. There is a great tendency
to evaluate behavior as good or bad. These kinds of judgments can lead
to a poor analysis. Instead focus on why the problem exists. Why are
people acting in a particular way?

Equating "your" problem is "the" problem.

Accepting all information at face value.

Making premature judgments.

Failing to consider the possibility of multiple causes.

Confusing symptoms with causes - is there something else going on to
make the problem appear or make it worse?

Failing to differentiate fact (e.g. "profits are down" or "complaints
have risen") from opinion (e.g. "this isn't working").

Avoid second guessing decisions after the fact. Instead of saying
what players should have done, consider what the case actors are likely
to know or do in the future.

Prematurely suggesting a solution.

Stating the problem as a disguised solution (e.g. "we need
more...").

Most importantly, avoid suggesting solutions until
you have the problem defined.

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This Web page maintained by Elizabeth J. Pyatt ([email-masked]) for Teaching and Learning with Technology, a
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Some material on this site is adapted from an earlier site developed
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Last update - Friday, 07-Nov-2003 14:16:01 EST