Types of Case Studies cont'd

DOE-HDBK-1116-98

APPENDIX A

Case Study Type:

Objective Classifications:

IN-TRAY

DIAGNOSIS, DEVELOPMENT, EVALUATION, PROMOTION,

DEFENSE

Description and suggested uses:

The in-tray case study is a variation of the decision-type case study and consists of a number

of documents that managers or supervisors might find in their in-trays. Some background

information is provided, and the trainees are allowed a limited time to determine and record

their actions on each of the documents provided. This type of case study closely

approximates a real-life supervisory function. The in-tray case study is very useful for

improving analytical skills, promoting creative thinking, and practicing decision making. For

example, it can be used to train on facility policies and for evaluating learning objectives in the

affective domain. The in-tray case study can be used as an exercise within a single lesson

plan or as a series of exercises throughout a course.

Case Study Type:

Objective Classifications:

LIVE

DIAGNOSIS

Description and suggested uses:

The live case study is one of the more unique types of case studies in use. The material for a

live case study comes from events that are occurring at the present time. Often, nothing more

than a newspaper article is used to provide the trainees with the case study information. The

instructor provides questions for thought and to prompt a discussion. The answers are truly

unknown when this case is presented. Only after a few days can the trainee's conclusions be

compared with the actual decisions made. This is usually found in a follow-up newspaper

article or industry publication. This type of case study can be used in classes that last several

weeks (such as reactor operator qualifications), or for requalification programs.

Because the information for a live case study is based on current events, it is difficult to plan

for and write into a lesson plan.

To use a live case study, give the trainees up-to-date factual information to start with. During

the remainder of the class, provide an interim problem-solving exercise. Finally offer

opportunities to compare and appraise a variety of solutions for the problem analyzed (i.e.,

comparing hypothetical solutions worked out in the study group against the actual solutions

that have been applied).

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