Conducting Case Studies

DOE-HDBK-1116-98

After the case study has been prepared, reviewed, and approved, it is ready to be presented to

the trainees. Both the instructor and the trainees must be properly prepared to maximize

learning with the case study.

The case study method requires a skilled instructor. If the case study is not presented properly,

the instructor will lose many of the benefits of using the case study method. The instructor

should consider the following items prior to using a case study:

The instructor must be completely knowledgeable about the case study to be presented.

Read the case study several times and analyze it. Develop plausible solutions and make

a list of them. Have another trainer read the case study and give possible solutions.

The instructor must have all of the necessary training aids and materials to facilitate

learning from the case study. This includes trainee handouts, graphs, transparencies,

video tapes, reference material, etc.

The instructor should use a lesson plan. The lesson plan should include directions for

size of work groups, class arrangement, etc.

The instructor should review and understand the questions developed for the case study.

In addition to the prepared questions, the instructor should think of questions to ask the

trainee during the discussions of the case study. The instructor must be able to phrase

questions to stimulate discussion. The instructor should not give his/her personal views

on the case and must avoid giving the answer away-- the learning must come from the

trainees'own discoveries. Section 5.3 of this guide discusses questioning techniques

that an instructor may use.

The case study should be introduced to the trainees to ensure they understand how a case study

is used and how the discussions are conducted. Trainees can be encouraged to examine each

element of the case carefully by reflecting on the analysis process. This begins by examining

their own statements and by listening to what others say. It includes withholding their judgment

until all the facts are stated, questioning rather than making pronouncements, and reflecting on

"he whys"as well as "he whats."

Trainees should be encouraged to listen to other points of view. They should support creative

approaches to solving problems. The trainees should ask the instructor, as well as each other,

questions that probe for understanding of the situation.