i

INTRODUCTION

The case method applies Socratic technique of teaching people how to think and how to ask
questions. It develops skills in diagnosing situations, defining problems, analyzing the
sources and constraints of problems, developing alternative courses of action, and deciding
on particular courses of action. Learning best occurs when we teach ourselves through our
own struggle- especially when we are limited by facts, time, and personal differences.
Case courses pull together a broad array of the latest theories, concepts, or techniques of
finance, accounting , management, or marketing. Cases present a general and useful way of
thinking about, analyzing, and solving actual business problems.
The case methods help you develop the skills necessary for becoming an effective manager.
Cases also present common pressures and constraints that managers daily confront in the
organizational world.
Cases centres around an array of partially ordered, ambiguous, seemingly contradictory, and
reasonably unstructured facts, opinions, interferences, and bits of information, data, and
incidents out of which you must provide order by selectively choosing which bits to use and
which to ignore







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TYPES OF CASES

1. ICEBERG CASES: An iceberg case typically provides little information and little
structure to the information provided, and essentially provides a quick introduction to
a situation that may or may not require a decision. Students are urged to consider what
additional information they might like to have and where and how they might be able
to get it if they were in the principal actors position. The intended learning outcomes
of iceberg cases are problem identification, information gathering and assessment
application of conceptual models, ideas, and/or theories.

2. INCIDENT CASES: These types of cases are typically found at the end of textbook
chapters. For example, at the end of a chapter on planning in a management book,a
case on planning will be presented. The case often describes a single incident in
somewhat specific detail, circumscribed by time and place .The historical,
organisational, and environmental context are played down or ignored. The studentss
task is to compare the incident with either generally accepted practices and/or his or
her own experiences. Incident cases may be used to stimulate discussions, and
because of their lack of information regarding context, may be used like iceberg cases
described above.

3. ILLUSTRATIVE CASES: This type of case describes an event or process factually,
and the information is fairly highly structured to illustrate the situation. The amount of
information offered may vary from moderate to high. The students task is to
understand one or more business practices and how they are applied in the real world.
This type of case brings reality into the classroom and demonstrates the students that
the lessons in textbooks and lectures may not always work out as flawlessly as
implied in the classroom.

4. HEAD CASES: In this type of case, one or more principal actors interactions,
activities, thoughts, and feelings are described. A moderate to high amount of
information is provided; although the information may be loosely structured (it does
not lead the student). The students task is to surface the assumptions, reasoning,
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attitudes, or needs-basically to get inside the principals head-and see how these are
manifested in patterned action and interaction.

5. DIALOGUE CASES: These cases describes the interactional specifies between or
among two or more individuals. Typically, a moderate amount of information is
provided with the structure quite low. The students task is similar to that of the head
case described above, i.e. to empathize with, surface, or analyzes the beliefs in the
dialogue, and to look at the interactional dynamics between the actors and the
consequences of style.


6. DATA CASES: These cases provide much information with no moderate structure.
Much of the information provided may be totally irrelevant to the issue or situation.
The students usual task is to find ideas rich in descriptions and/or to organise these
data in some meaningful way (e.g., shifting through the data, attempting to separate
symptoms from problems). They must order and separate the data, searching to see if
a problem is worthy of their attention.

7. APPLICATION CASES: This type of case describes the application of management
technique or describes a situation in which the student can apply some known
technique. Such cases typically provide much information, but it may be highly
unstructured. For example; an application case could describe a manager conducting
or faced with conducting a performance appraisal. In this type of application case, the
students task is to state how the manager might conduct the performance appraisal
and what the manager must take into account to effectively conduct a performance
appraisal.


8. PREDICTION CASES: These types of cases are typically written in a series (e.g.,
Part A, B, and C) and provide information in structured format (a series). The
students task is to make a sequence of predictions about the focal actors (person,
unit) behaviour or performance using some conceptual models. The case discussion
would focus on the students prediction accuracy-why they were correct or why they
were unable to predict.
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DIMENSIONS OF CASE

Three possible dimensions encompass a large part of the case:

1. WHAT IS DESCRIBED: A case could merely describe an individual, an incident,
an organisation, or system. On the other hand, it could describe a decision-making
situation faced by a manner, involving part or whole of the organisation, with a
focus on one or more of the elements of the problem-solving approach.

2. PURPOSE: The purpose of a case may be either research or learning. If the
purpose is learning, the emphasis could be one or more of the forms of learning,
namely acquiring knowledge, gaining skills, and developing attitudes and values .


3. MODE OF DESCRIPTION: The nature of presentation could be written,
audiovisual or oral.







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CASE DISCUSSION

The case method should more appropriately be called the Case Discussion Method as
discussion in a group of co-learners is an integral part of the method. This involves the
following steps:
1. Study of a case by an individual learner, analysis of the case, and development of a
strategy and action plan from the point of view of the decision-maker in the case.
2. Discussions in a small group (6-10 individuals) of the individual learners analysis
and proposals, and consequent revisions, if needed.
3. Discussion in a plenary session ( Upto 80 to 100 individuals) with the help of a
discussion leader(resource person/faculty member).
4. Post-plenary session discussions with co-learners & discussions leader to consolidate
the learning, if necessary.

Study and analysis of a case by an individual manager would bring to bear only that
individuals knowledge, skill, experiences and attitudes in resolving the problems faced by the
managers in the case situation. Discussion in a small group or a class by several managers,
with their respective backgrounds, knowledge, skills and attitudes and values, has a potential
to enlarge the perspective of each individual. Thus, through discussion in small groups and
class, an individual would :
1. Acquire new knowledge, and learn about skills and attitudes possessed by others.
2. Reflect on the applicability of their own knowledge, skills and attitudes or values.
3. Learn the art of listening to others, convincing others and social interaction in a group
setting.

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USEFULNESS OF CASE METHOD

The case method has been found to be extremely useful in :
1. ACQUIRING KNOWLEDGE : In the managerial context, knowledge is Firstly,
situation-specific concerning policies of those both external and internal who
influence managers actions, and Secondly, concepts, approaches and techniques
expounded in the literature or by colleagues, or from other sources. A manager
needs to acquire such knowledge, not merely as words but so as to be able to
appropriately interpret it for improved decision making. In the case method,
knowledge is acquired while grappling with a real- life situation and not in
isolation of its context.

2. DEVELOPING SKILLS : Development of skills involves an element of actually
doing. The case method helps, through discussion of real- life situations, to
discriminate properly between the situations where particular skills could or could
not be applied. The practice part could be accomplished by doing the exercise
repeatedly or using different cases over a period of time.


3. FORMING ATTITUDES AND VALUES : Formation of attitudes and values for
adults is a time consuming process, as attitudes and values are fixed early in life.
It seems that the discussion mode of the case method particularly with co-learners,
helps a great deal in re-examining the attitudes and values of managers. Such
decisions in a small groups should be characterised by a relaxed, tension free,
non-evaluative atmosphere in which participants may discuss their own
experiences.

4. BEHAVIOURAL LEARNING : Behavioural learning is done mostly through on-
the-job training and experiences. However, the learning of attitudes and behaviour
could be enhanced by supplementing the case method with the syndicate method
and field project work.The syndicate method is an life behavioural exposure . It is
however, difficult to use this method in Short-duration, Executive Development
Programmes (SEDPs) .
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SEQUENTIAL PROCESS OF THE CASE METHOD

The process of training through the case method involves the steps below:

1. The case method involves preparation, both individual and in small groups,
and also discussion with the help of a discussion leader of a situation as
described in the case. This is done with the aim of not only of solving the
problems faced by the manager in that situation, but also of learning to solve
problems by gaining repeated experience in resolving real-life problems
through analysis and discussions of a variety of cases.
2. In stage (i) participant first go through and prepare each case individually by
assuming the role of the decision maker in the situation and then decide on
appropriate decisions and action plans to resolve the problems faced. During
this presentation, a participant struggles with :
a) Defining the appropriate decisions
b) Specifying objectives, purposes and criteria for resolving the issues;
c) Generating options to resolve the issues;
d) Evaluating the alternatives on the basis of information available, which is
usually incomplete; and
e) Deciding the course of action and contingency plan on the basis of their
best-judgement. In other words, they apply a problem- solving approach .
3. The individual participants next their inferences and action plans in the forum
of a small group of 6 to 10 participants. Different individuals might, and in
fact do, come up with different inferences and action plans. Group members
need to carefully listen, understand, and appreciate these different views, and
thus expand their range of thinking as well as depth of analysis.
4. In-class discussion is also like small group discussion, except that the range of
experiences encountered in the inferences and action plans may be much
larger, and that there is also a discussion leader to help the class in its
deliberations. To enhance class learning, individual participants can play
different roles, involving presenting, listening, clarifying, synthesizing and
generalising . However , a participant or a group of participants should not try
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to dominate the discussions, and should try to convince rather than to impose
their views on co-participants.
5. After-class discussions should be used to reflect on class discussion. Synthesis
should be made within the initial small group, aiming to arrive at both an
improved understanding of, and better decisions made in, the particular
situation, and also tentative generalisations about individual approaches,
attitude and values for improved decision making in future.
6. The instructors assign the cases and associated readings for the classes,
provide guidance, if any, for preaparation, and making themselves available
for any clarifications. They do a through analysis of the case and devise a class
strategy for themselves, which includes :
a) Deciding the objectives of the session;
b) How to open the discussions;
c) Whom to call on for opening the discussion, for particular clarification or
synthesizing;
d) Decide on the nature of questioning to bring out certain crucial issues if
participants do not touch those issues;
e) How much direction to use in the particular case discussion;and
f) How to close the discussion.
7. The programme coordinator, alongwith the programme faculty and support
staff, creates a learning climate conductive to peer learning through planning
as well as implementing both the academic and non academic components of
the programme.
8. The method as such demands time, effort, involvement and self-discipline
from participants as well as from the programme teachers and resource
persons. This could be frustrating,particularly at the beginning of a
programme. However, as the programme progresses. The pace and quality of
learning improve and is quite satidfying in terms of achieving the learning
objectives.



ix

STAKEHOLDERS ENGAGEMENT
(A KELLOGGES CASE STUDY)
INTRODUCTION
The Kellogg Company is the worlds leading producer of cereals. For more than 100 years,
Kelloggs has been a leader in health and nutrition through providing consumers with a wide
variety of food products. Kelloggs market leading position and reputation is built on its
commitment to ethical business practices and its values-based culture.
Kelloggs K-values guide the way the company interacts with all of its stakeholders.
Stakeholders are individuals, groups and organisations that have an interest in the decisions a
company makes and the products that it produces. They also, depending on their power,
affect how businesses perform. Kelloggs products are manufactured in 18 countries and are
sold in more than 180 countries. This means Kelloggs has to manage its relationships with a
variety of stakeholders around the world.
Kelloggs long-term business plans, known as strategies, focus on engaging with its
stakeholders to ensure their needs are being met.
For Kelloggs, this means ensuring the highest ethical standards and sustainable
business practices. Kelloggs has a Global Code of Ethics governing how it deals with
stakeholders across the world. A sustainable business is one which focuses on minimising
any negative impact to the environment to ensure future generations can prosper.
Every Kelloggs employee, no matter where in the world, is working towards achieving these
every single day.

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INTERACTING WITH STAKEHOLDER

Stakeholder engagement, building two-way relationships with its stakeholders, is a key aim
for Kelloggs. Two-way relationships help build trust between Kelloggs and its stakeholders.
Each stakeholder group has different needs. Engaging with each group individually helps
Kelloggs ensure these needs are met. As with any business, its owners are a major
stakeholder group. However, Kelloggs does not focus on pleasing shareholders at the
expense of other stakeholders.
Kelloggs uses a variety of strategies to maintain positive relationships with its stakeholders.
For example, Kelloggs commitment to its stakeholders and ethical practices is demonstrated
through its Corporate Social Responsibility (CSR) initiatives. CSR focuses on improving the
lives of communities in which the organisation operates. Kelloggs has identified four pillars
to its Corporate Responsibility strategy:
Marketplace ambition - meeting the needs of customers. Selling them safe, high quality
products whilst engaging in ethical and responsible marketing.
Environment ambition - using scarce resources carefully whilst also reducing environmental
impacts and supporting sustainable agriculture.
Community ambition - contributing to the communities in which the company operates,
concentrating on nutrition and physical fitness.
Workplace ambition - supporting a talented and diverse workforce which values diversity and
inclusion, abiding by best practice labour standards.


Kelloggs focuses its CSR activity on initiatives that benefit stakeholders across these
pillars.

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CONCLUSION

Kelloggs business strategy is stakeholder-focused. The companys decisions and actions are
all made with the best interest of its stakeholders at the heart. Engaging with both internal and
external stakeholders creates two-way communication that brings benefits to both Kelloggs
and to each stakeholder group. Although Kelloggs engagement initiatives have huge cost
implications for the company, they yield huge benefits to the communities and stakeholders
as well as to Kelloggs in order to demonstrate that its a responsible business.
Kelloggs uses its size as a force for good. Its stakeholder engagement focuses on supporting
its CSR activity, such as its breakfast clubs and support for food banks around the world.
These initiatives support the companys vision and, through living the K-Values, enable its
employees to continue to improve the lives of its global stakeholders.