International business case study

Business Management Study Manuals Advanced Diploma in Business Management INTERNATIONAL BUSINESS CASE STUDY The Association of Business Executives 5th Floor, CI Tower  St Georges Square  High Street  New Malden Surrey KT3 4TE  United Kingdom Tel: + 44(0)20 8329 2930  Fax: + 44(0)20 8329 2945 E-mail: info@abeuk.com  www.abeuk.com © Copyright, 2008 The Association of Business Executives (ABE) and RRC Business Training All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means, electronic, electrostatic, mechanical, photocopied or otherwise, without the express permission in writing from The Association of Business Executives Advanced Diploma in Business Management INTERNATIONAL BUSINESS CASE STUDY Contents Unit Title Page An Introduction What Constitutes a Case? Preparing for Your Exam Preliminary Study You as Case Analyst Checklist Case Presentation and Content Case Presentation Evaluation of Information and Data Checklist 11 Analysis Identifying the Problem(s) Analysis Checklist 13 14 14 17 Solving the Case Study Problem: The Examination Solving the Problem The Case Study Examination 19 20 21 Review Learning from Cases Case Study Learning and Management Your ABE Examination – Checklist 23 24 27 28 2 4 Study Unit An Introduction Contents Page A What Constitutes a Case? B Preparing for Your Exam C Preliminary Study First Reading – the Case as a Scenario 4 D You as Case Analyst E Checklist © ABE and RRC An Introduction A WHAT CONSTITUTES A CASE? The Case Study method of training is now extensively used in professional management training to give the trainee an insight into "real life" situations The study of problems and solutions through the case method has long been a training feature of law and medicine and is now used to train managers and administrators in industry and government by enabling personnel to obtain historical experience from case analysis Simply, this means asking the questions:  What has happened in the past?  What is the current situation?  What should be done now and for the future? In detail, you, as case analyst, are required to bring to the study the knowledge of business principles and techniques, understanding of human behaviour in the work environment, and ability to assess the pressures and influences which affect an organisation A case, therefore, is not just a limited description of a situation, an example crystallised and static, but is dynamic in the sense that it is the result of past events and changes in organisation or personnel, and is subject to future influences from within and from outside the organisation which may affect decisions In the main, cases are actual "real-life" situations studied within an organisation, often by an independent case writer, and created on the basis of information and data obtained, preferably factual but sometimes assumptions resulting from discussions with personnel involved in the case situation B PREPARING FOR YOUR EXAM The ABE Examination Board supplies the actual case upon which you are to be examined approximately four weeks before the actual examination date, to enable you to study the case and make an assessment of it You may take notes and refer to them in your examination itself This booklet will enable you to be thoroughly prepared for your exam Some of the criteria used in assessing Case Study submissions are shown in Table 1.1 © ABE and RRC An Introduction Table 1.1: Criteria For the Grading of Case Studies (Good and Bad Examples) Grade Knowledge and Comprehension Analysis and Application Communication Skills (Distinction) Quotes appropriate theoretical knowledge e.g theories and techniques Demonstrates adequate comprehension of knowledge, e.g by use of illustrative example, analogy or explanation Applies theories/principles correctly to the circumstances quoted Analyses the situation and inter-relates material from various parts of the case Considers and evaluates alternative solutions where these exist Evaluation leads to selection of a feasible solution (not necessarily the 'best' solution) Logical structuring of the entire answer Analysis and evaluation are developed comprehensively, i.e no faults or gaps in the logic Answer is well laid out, well presented (use of headings, illustrations, tables, etc) and well written (legible, grammatically correct and effective style of writing) (Very good pass) Quotes appropriate theoretical knowledge e.g theories (correctly attributed), principles and techniques Demonstrates adequate comprehension of knowledge, e.g by use of illustrative examples, analogy or explanation Application of theories/principles shows some weaknesses, e.g failure to recognise all limitations or to use all evidence available Alternative solutions are not fully evaluated, even if the 'right' solution is reached Logical structuring of the entire answer Analysis and evaluation are developed comprehensively, i.e no faults or gaps in the logic Answer is well laid out, well presented (use of headings, illustrations, tables etc) and well written (legible, grammatically correct and effective style of writing) (Marginal fail) Shows a reasonable grasp of basic theories/principles but some elements appear to be lacking Comprehension is not fully proven, e.g basic facts are quoted (correctly) but not explained, no illustrative examples used Circumstances inadequately analysed and hence fails to recognise major problems which need to be considered Answer is adequately presented, given the limitations of analysis and application Structure is poor, although knowledge is reasonably clear Grammar is at a marginal level © ABE and RRC Does not demonstrate the ability to apply knowledge which he/she obviously has in a practical way (these are common faults, often demonstrated by mere repetition of material from the case study) An Introduction Grade Knowledge and Comprehension Analysis and Application Communication Skills (Clear fail) Answer reveals fundamental gaps or misunderstandings in basic knowledge, and fails to reveal adequate comprehension even of correct theories and principles Poor analysis of circumstances Applications totally unsatisfactory due to a lack of knowledge and comprehension Answer very poorly presented, and difficult to follow C PRELIMINARY STUDY First Reading – the Case as a Scenario In order to relate your studies to a practical case, we have included an example of our ABE International Business Case Study and suggested answers in the appendix at the end of this workbook You should use it for reference and to test your understanding of the principles of case analysis and examination techniques The first reading should be a "read through" only Do not consciously try to make any judgments at this stage They will come later The object is to read as you would read a play – the case constitutes a scenario in which previous events and current situations provide a historical background and present the personnel and their relationships as the play opens The Case Study is the first act Read it informally, without pausing, and delay your formal study so as to allow a period during which you digest what you have read In this way, you give time for ideas to develop Do not be tempted to grasp a point which appears to you to have immediate interest; it cannot be studied in isolation and so it is better to obtain an overall impression of events at the first reading and study the detail later when you look for problems, recognise them and consider what to D YOU AS CASE ANALYST Your initial reading of the Sample Case will provide a general picture of developing events and the personnel involved, against a background of corporate development over a period of time Exhibits in the form of performance data and other documents are given as a source of information, to indicate the degree of sophistication of management of the organisation From this information, you must assess the strengths and weaknesses of the enterprise, the extent of problems existing, and how to remedy them You will learn to: (a) Understand the underlying causes of problems appearing in failures of performance through organisational or personnel inadequacies; (b) Evaluate facts and opinions and differentiate between them; (c) Determine  What is happening and why;  What should be happening; © ABE and RRC An Introduction  How to remedy the situation We shall proceed as follows in the ensuing Study Units:  Case presentation, in which you will study the purpose and objectives of case study and the methods of dealing with particular features of the case;  Evaluation of the data and information provided;  Identification of the problem, not always immediately apparent as the root cause but seen in the inadequacies of performance and morale;  Analysis of the problem situations and their cause by assessment of:  (i) Organisation, (ii) Personnel, (iii) Systems and procedures, (iv) Corporate strengths and weaknesses, (v) Barriers to co-operative effort Solving the problems, testing the creative ability of the analyst to see potential alternative solutions and predict results, subject to possible contingency factors The Case Study method of training is an extension of the conventional teaching methods of lectures/study manuals and note-taking It provides an opportunity for those of you with a wide study background to become involved in a "real-life" situation and, by analysing problems and seeking to solve them, obtain an understanding of the causes of such problems first-hand and the confidence to make recommendations and decisions It is, in fact, a replication of the process followed by most Consultants You must consider what the case writer is trying to convey to you, in a teaching context The first reading of the sample case may lead you to the point of view that the problems centre on human resources and their attitudes and relationships This may be so, but you will find other reasons within the organisation as a whole which will lead you to take a wider view and understanding of where matters went wrong, what ought to have been done and what you consider should be done The successful operation of many businesses is based on a wide business understanding of economics, business law, trade conditions and the knowledge that success depends on the inter-dependency of all the disciplines which make up the total enterprise Interface barriers within an organisation, whether vertically between manager and subordinate or horizontally between managers, should have no place in an organisation directed towards the benefit of all involved E CHECKLIST From your first reading, what is your general assessment of the case? Have you any views on possible organisational problems? Do you consider that in further detailed studies you will be faced with additional problems? What are the strategic implications of this global venture? © ABE and RRC An Introduction © ABE and RRC 14 Analysis A IDENTIFYING THE PROBLEM(S) Problem Areas Understanding the situation within an organisation is the first step towards identifying the problem (or problems) and asking why it has occurred, to what extent, how long it has existed and what are the results now and for the future Problems may be organisational or a question of personal relationships, but what we see initially are often the symptoms only Symptoms Just as the medical adviser's first study of an illness is of the symptoms, so, in studying an organisation, you may see only the symptoms arising from underlying problems within the organisation For Example, problems of late delivery and high prices, apparently requiring an organisational upheaval in one area, may in fact be caused by inefficient inventory control allowing insufficient lead times to allow for efficient production Apparent high prices may be due to a lack of a standardisation policy and therefore design reluctance to consider the savings potential of standardisation and use of acceptable commercial tolerances available in the supply market at lower prices Problems present symptoms and their solution normally dispels the surface symptoms But be wary – there are cases where symptoms may still appear when the problem has been solved For example, a bad image created by late payment of bills may linger in the shape of a poor credit reputation This does not necessarily apply to all cases, but is an example of how strong symptoms appear and why the identification of a problem must depend on the realisation by the analyst of the need to diagnose underlying problems rather than their symptoms B ANALYSIS Evaluation So far, in speaking of information, we have been concerned with facts Minutes of meetings, copies of letters, operating statements, financial results, constitute evidence Verbal references to discussions, or opinions given by personnel in the case, may in fact be true, but it is for the analyst to judge and if satisfied to make an assumption The "grapevine" as an information channel of communication may represent the truth, but it must be treated warily Subjective Judgment Factor in Case Analysis However objective you, the analyst, try to be in assessing a case, the mere fact of studying events, their development and the people involved, will lead to a feeling of participation The assumptions which we discussed in the Evaluation section require a subjective interest This should be understood and tempered with a controlled objectivity Acceptance of a concept must be based on evidence An assumption should be related to the evidence and not be mere opinion Knowledge and Use of Techniques The Case Study in which you will be examined will be "broadly based within the general field of international business and will assume a sound knowledge of relevant subjects at Diploma or equivalent level © ABE and RRC Analysis 15 It will cover a situation dealing with a range of international business issues at strategic level It is your task to analyse what has happened to cause current problems and to ask questions You have to consider what will be the result if the current situation is allowed to continue without adjustment and, by predicting alternative paths in future operations, offer strategic solutions or, as is often the case, alternative solutions Alternative solutions are based on predictions of what may happen as a result of following different courses of action The analyst's job may end at this point, but a recommendation may be asked for and given Assessments Remember that a Case given to you for examination is primarily a description of a situation As we begin the study, it is the opening act of a play, a dramatic piece As we first see it, or read it, we are faced with:  A situation;  A previous history of events;  People and relationships;  Problems, now and predictable Whilst in the play the action unfolds as we watch, the Case Study does not provide this facility but requires us to search for the real problems and consider how they can be solved Since we are dealing with a commercial situation, we shall need to assess the many ingredients of:  Organisation  Human Resources  Systems  Planning – resources, opportunities, positive and negative influences within and outside the company Let us examine them in more detail (a) Organisation All society in various degrees has an organised base – rules and regulations, structure, systems, morals and ethics In the multinational company, the organisation is structured to combine the efforts of many skills and professional expertise to obtain the maximum benefit from a concerted effort, whether in manufacturing or distribution, in one or more parts of the world To relate the structure of an organisation to the objectives of the company is a complex problem in itself, and failure to so will be revealed in monitoring actual results This area is therefore a fruitful source of information to the analyst when studying a case Consider the structure, draw a chart, visualise the communication channels and personal relationships involved at all levels, and you will understand the fertile ground in which problems may grow and the need for control and constructive direction (b) Human resources – attitudes and relationships An organisation as charted shows the structure of relationships and the levels and type of authority – line and staff It does not show the human aspect and the need to make the organisation work through teamwork The ability of people of different character in varied disciplines and locations, and of different nationalities, to combine at all levels in seeking maximum use of skills is essential to the benefit of the whole organisation © ABE and RRC 16 Analysis Ambition, stress, frustration, desire for status, often lead to less than maximum cooperation and interface barriers between parts of an organisation Lack of communication may appear as a problem of organisation, whereas it is often a symptom of a problem arising from inadequate co-operation between people The inability of management to judge personnel because of lack of comprehensive job descriptions or staff appraisal techniques is a further factor associated with unsatisfactory performance (c) Systems and techniques  Systems consist of procedures, operational methods linked by formal communication channels, enabling work to proceed efficiently  Techniques are in the main directed to providing information and data in a concentrated form as an aid to control Management services, in the form of O & M recommendations by systems analysts, ensure that a department is administered efficiently, with suitable equipment, formal work flow charts, job "stations" and appropriate workload The use of computer controlled systems of data processing has increased the efficiency of systems controls in disciplines with a large volume of paperwork, formerly difficult to control as a unified system within a department and with related departments Inefficient control of systems is a cause of problems, the symptoms of which are manifest in delay and inaccuracies (d) Planning  Resources A company operates by setting OBJECTIVES To fulfil the objectives there must be PLANNING Plans, to be successful, require adequate RESOURCES Optimum utilisation of resources and the avoidance of problems rests with skilled MANAGEMENT  Finance management Working capital, cash liquidity and cash flow, access to investment funds, require skilled finance management to support continuous and successful trading With sound financial support, opportunities may be taken to expand, in product range and markets, research and development Without sufficient working capital or the ability to raise funds, competitiveness suffers  Influences within and outside the company In assessing the history of events in the life of a company, the effect of sociological or economic changes, if not foreseen, can create problems, as products become unpopular, or inflation prices a product out of the market as costs of materials and wages increase Inter-related Activities Affecting Functional Performance The management of input of materials or goods into a manufacturing or distributive organisation and the distribution of the end product from the factory or over the counter, are "linked" systems This, in manufacturing, materials management overlaps with physical distribution management at the production stage © ABE and RRC Analysis 17 In distribution, purchasing and sales personnel form a combined merchandising exercise In all cases, the success or failure of functional performance directly affects the overall performance of the company I have indicated areas in which problems may occur, and it is for you to note any of these areas which appear in a Case Analysis and make an assessment of whether they are the source of problems or can be traced as such from apparently unrelated symptoms It is your skill in carrying out the assessment which will lead you to a final analysis and suggest ways to solve the problems which you have identified C CHECKLIST As a "self help" exercise, draw up a list of the main features of the sample case and add the notes which you have collected to the appropriate sections of the list In this way, you will formalise ideas and relate them to events and personalities and move a step forward to analysing the problems and deciding how they should be resolved © ABE and RRC 18 Analysis © ABE and RRC 19 Study Unit Solving the Case Study Problem: The Examination Contents Page A Solving the Problem Case Analysis and Creativity Forecasting Results in a Multi-Choice Situation Contingency Planning 20 20 20 20 B The Case Study Examination Role of the Case Analyst How to Prepare? Answering the Questions Problem Situations 21 21 21 21 22 © ABE and RRC 20 Solving the Case Study Problem: The Examination A SOLVING THE PROBLEM Case Analysis and Creativity A determination to find one way of resolving a problem situation with the certainty it would be the right one ignores the fact that, in a dynamic industrial organisation, many variables have to be taken into account which may lead to the possibility of more than one solution The evaluation of alternatives calls for creative skills on the part of the analyst in projecting forward results and predicting events arising from different decisions, influenced as they are by pressures within the organisation and by social, political and economic changes It is important therefore that the analyst should approach the Case Study with confidence in his or her ability to identify the problem and create a solution from the information and data provided, though conscious of the need to consider other possibilities of changing conditions within and external to the case as presented Case Analysis is considered a creative exercise in which the analyst brings personal knowledge and experience to the study of problems, and, having analysed a situation, undertakes a creative reconstruction to solve the problem Forecasting Results in a Multi-Choice Situation As a case analyst, you must consider the alternative ways in which a situation could develop and the effect on performance Only after consideration of the possible results of alternative actions can the assessment be judged and a recommendation made and justified Contingency Planning In considering alternative solutions, it is important to take into account the possibilities of unforeseen contingencies, reinforcing the need to prepare alternatives even if one solution appears predominant The analyst's predictions of events, as distinct from forecasting quantitative results, should take account of what is likely to happen in an organisation if a certain course of action is taken, and equally what would be the effect of changing conditions within the organisation or the environment upon the structure of the organisation and the personnel within it The creation of a solution to a problem situation in an industrial context is dependent on two important factors in case analysis:  Is it possible to create alternative solutions from the information given?  Since predictions are made primarily on information provided, mainly historical, final judgment must take into account contingency planning as a feature of any reconstruction programme © ABE and RRC Solving the Case Study Problem: The Examination 21 B THE CASE STUDY EXAMINATION Role of the Case Analyst What is expected of you? It is required that you bring to the analysis:  A sound knowledge of the International Business syllabus and all related subjects, and that you apply their essential theories, principles and techniques to a realistic business situation  The ability to identify problems and provide a solution or alternative solutions if appropriate to the problem, and make a recommendation which can be justified  The communication skills to produce a logical, clear analysis, and, if necessary, present a well-written report, i.e legible and free from grammatical and spelling mistakes How to Prepare? Since you receive the Case Study ahead of the examination date, you are able to make an assessment and build up a collection of notes which you are allowed to take into the examination room with your copy of the Case Study This will give you confidence in making a sound analysis and dealing with the examination questions Make good use therefore of the pre-examination period:  Make notes of facts, opinions, organisations, human resources – at first in a general way, but later in more detail as you understand the situations, identify problems and analyse their causes  Learn to recognise symptoms These often appearing at first sight to be the problems which you are looking for – poor performance, loss situation, communication failures, complaints The problems lie much deeper and you are required to search for the underlying causes  Identify problems – in recognising symptoms, for example, international barriers and communication failures The basic problem may emerge as a personality clash between managers or lack of confidence by one department in another's efficiency  Support the diagnosis with facts and figures where relevant Treat the impulse to make assumptions with care Be objective and seek to link any assumptions with evidence  Collate and summarise your material so it is available for easy reference to support and justify your analysis, enabling you to reproduce your ideas clearly and logically in the examination Answering the Questions You have no doubt been urged many times to read the examination questions carefully for their meaning and extent and to answer directly what the question requires This exhortation bears repetition  Marshall your main points – give brief explanations, supported by examples of techniques and data charts where relevant and helpful  Plan the presentation – clearly written in short paragraphs in logical order  Justify recommendations by reasoned arguments  Plan to use the time allowed to give adequate time to each question  Plan the content and structure of each answer © ABE and RRC 22 Solving the Case Study Problem: The Examination  Make sure your handwriting is legible  Do not assume the examiner can read your mind Explain your answer In the pre-examination stage when you study the case, you may find it helpful to try to predict possible questions and note them with the points which you consider would answer them Ask yourself what points you see as particularly suitable to test by questioning At least have a number which seem obvious areas to question Although this technique can be considered as a "spin-off" to your analysis of what problems are evident within the case details and what should be done to resolve them, you should be careful not to put too much emphasis on it Problem Situations Cases specifically directed to International Business can involve you in problem situations in manufacturing, distributive or service organisations in many parts of the world Within these varied spheres of operations, problems arise in similar ways, in organisation, planning, personnel attitudes and relationships, procedures, systems, techniques, laws and socioeconomic pressures You must be prepared to undertake a Case Study in any of these fields, from knowledge and experience acquired in your work and studies, and with the added advantage of a pre-examination period to study the case upon which you are to be examined It may be that the Case Study relates to an industry which is unfamiliar to you Do some research as to how the sort of business described would operate in real life © ABE and RRC 23 Study Unit Review Contents Page A Learning from Cases Principles and Practice Preparation and Analysis 24 24 24 B Case Study Learning and Management 27 C Your ABE Examination – Checklist 28 © ABE and RRC 24 Review A LEARNING FROM CASES Principles and Practice The use of the Case Study method in support of management and professional training is directed to the following key objectives:  Examination of business situations on a "real life" basis;  Identification of problems affecting performance;  Analysis of causes;  Solving the problem(s) The study and analysis must be pursued scientifically, based on facts, and the assessment made objectively The creativity and judgment of the analyst in producing alternative solutions should be supported by statistical models, wherever relevant, taking into account variables and contingency planning to enable predictions to be made with most chance of success Preparation and Analysis The practical steps to be taken in conducting a Case Study require that the initial approach to the case should be the preparatory period, the collection of information upon which the analysis will be made We can indicate the specific elements of each period as follows: (a) Preparation  First reading – general impressions  Subsequent readings: (i) Compile notes of information and data as they interest you in your readings Do not aim to keep them in any particular order at this stage (ii) "Fill in" with organisation charts and lists of personnel and events (iii) Sort, observe relationships in facts as well as personnel (iv) Tabulate for easy access to information under examination conditions Method of tabulating can be to your own preference The aim is to show causal relationships between events and people – what has happened in the past and what have been the results to produce the current situation The simplest way of marshalling your information is to collect it under sections and make a short synopsis of each with the detailed notes and charts attached The subject headings could be as follows, but you would modify them as you wished:   Organisation (i) corporate (ii) functional (iii) charts Objectives (i) policy (ii) planning – corporate – functional © ABE and RRC Review    25 Human Resources (i) related to organisation (ii) careers (iii) attitudes (iv) relationships, within the organisation and within the business environment – for example, with suppliers or customers History of Events (i) changes, developments (ii) crisis points (iii) related to personnel Performance (i) data, corporate and functional (ii) targets, controls (iii) systems and techniques (iv) effects of change This will give you an overall "picture" of the material you have acquired, and the detail, enabling you to make an evaluation of the strengths and weaknesses of the case and the adequacy of the information You may feel that in certain areas you would have liked to have more information If you have to answer a question on which you think that sufficient factual information has not been provided in the case, your answer may be subject to assumptions which you have had to make to proceed with the analysis Explain this in your answer and justify your assumptions as far as you can by related evidence (b) Analysis Once you have marshalled all the information you consider essential, you can proceed to analyse the information and data which you have acquired  Evaluation Is your information entirely factual or have you collected opinions? How substantial is the anecdotal evidence? Apart from the validity of information, there is also the importance of collected facts to the main features of the case and its problems You must ask yourself whether the information is relevant to the analysis or is necessary only to provide a total description of the situation and events, i.e mere "padding"  Diagnosis Symptoms are evidence of underlying problems For example, poor performance figures affecting profits are the symptoms of deeper problems in the organisation or in the markets in which the company operates  Solving the problem The solution is not just a matter of isolating a problem, stating why it has occurred and passing judgment on what were the causes and what should be done How to deal with the problem must be tested by asking: (i) © ABE and RRC Is there more than one possible solution? 26 Review (ii) What would be the results of alternative decisions? (iii) Is the problem one of human resources or organisation or planning to meet objectives with scarce resources? In the case of the latter, for example, is there scope for building performance models to prove results to be expected from the alternative solutions, by using available statistics and, by extrapolation, deducing the effect of variables and contingency planning on results?  Decision Choice of a solution from several alternatives is based mainly on: (i) The objective for which the company is aiming; (ii) The evaluation of the emphasis to be given to the variables in the case and the prediction of the outcome which could be expected in choosing from alternatives The quantitative forecasts may need to be "weighted" to take into account contingency factors which can upset the best laid plans Matters to be included: (i) Staff appraisal – joint setting of objectives and monitoring of results (ii) Encouragement of initiatives: (iii) – Works visits – Job rotation – Representation by staff at international meetings Introduction of formal procedures directed to a more professional approach to operations: Technical – capability – capacity – quality assurance Financial – techniques of assessment to include the ratio of current assets to current liabilities to show strength of working capital in support of a growing order programme Management – professionalism – industrial relations (iv) Use of manuals: – Statement of principles and objectives – Organisation within the department and relationship with other departments – Job descriptions – Responsibilities – Procedures – Training programmes © ABE and RRC Review 27 B CASE STUDY LEARNING AND MANAGEMENT The contribution of the Case Study to management education lies in the re-creation and publication of a wide range of varied "real life" business problem situations which can be studied and analysed in an academic environment In this way, the analyst has the best of both worlds, the experience of being involved in problems which are basically real, and the time to study, consider and produce a recommendation for appraisal Decisions are made, on a mature study of the facts of the situation, and often similar patterns of behaviour and performance will appear in varied cases To determine causes of problems which are not at first sight clearly apparent, with probably insufficient evidence to be obtained from data and from personnel, requires skilful management in understanding human behaviour, the strengths and weaknesses of personal character and aptitudes and the ability to reconstruct events, interpret data and identify the real problems It requires the capacity to combine qualitative with quantitative assessments, to see a problem clearly and objectively and, having made a decision, implement and monitor A final word: a case may not necessarily be full of unsolved problems The problems may have been the prologue to constructive and successful action The value of such a case is in recognising the appropriate ways of dealing with potential difficulties and avoiding future problems You may not always agree with the action taken, but the study will give you an opportunity to make your own analysis and consider whether you could make any refinements which would alter the course of events and final results The case which follows in the Appendix is for you to study, analyse and test your findings Approach this as if it were your Case Study examination, that is:  A first reading to give you a general idea of the case situation – events, human resources, type of organisation  Subsequent readings for note-taking, collecting and arranging organisation structures, the position and attitudes of personnel within the organisation, history of events, data, systems and techniques for analysis and your ideas of what would constitute constructive solutions to the problems you have identified  Write your own summary report on the situation © ABE and RRC 28 Review C YOUR ABE EXAMINATION – CHECKLIST You should acquaint yourself thoroughly with the Case Study before the examination You must take your copy of the Case Study into the examination Time allowed: hours Answer ALL questions All questions carry different marks Note the mark allocation and budget your time accordingly Calculators are allowed This is an open book examination and you may consult any previously prepared written material or texts during the examination You must not insert such material into your answer book Only answers that are written during the examination on paper supplied by the examination centre will be marked Candidates who break ABE regulations, or commit any malpractice, will be disqualified from the examinations © ABE and RRC ... The Association of Business Executives Advanced Diploma in Business Management INTERNATIONAL BUSINESS CASE STUDY Contents Unit Title Page An Introduction What Constitutes a Case? Preparing for... Checklist 13 14 14 17 Solving the Case Study Problem: The Examination Solving the Problem The Case Study Examination 19 20 21 Review Learning from Cases Case Study Learning and Management Your... C PRELIMINARY STUDY First Reading – the Case as a Scenario In order to relate your studies to a practical case, we have included an example of our ABE International Business Case Study and suggested