【哈佛大學商學院-案例方法(The Case )】.ppt

1、1,Harvard Business SchoolThe Case Method,北京師范大學管理學院 王建民教授 教學團隊 200806,【哈佛大學商學院案例方法】,2020年8月10日星期一,朱露月等譯，王建民教授校,2,2020年8月10日星期一,朱露月等譯，王建民教授校,2,Harvard Business SchoolThe Case Method,B. How Does the Case Method Work?,C. HBS Sections: Learning from One Another,D. Why is Peer Learning So Important?,A. W

2、hat is an HBS Case?,E. The Role of the Faculty,F. Is the Case Method Effective?,2020年8月10日星期一,朱露月等譯，王建民教授校,3,2020年8月10日星期一,朱露月等譯，王建民教授校,3,哈佛大學商學院 案例方法,二、案例課怎么上？,三、哈佛大學商學院班級：互相學習,四、為什么團隊學習如此重要？,一、什么是哈佛大學商學院案例？,五、教師的作用,六、哈佛商學院案例法有效嗎？,2020年8月10日星期一,朱露月等譯，王建民教授校,4,2020年8月10日星期一,朱露月等譯，王建民教授校,4,The goal o

3、f HBS is to prepare students for the challenges of leadership. We believe that the case method is by far the most powerful way to learn the skills required to manage, and to lead. The case method forces students to grapple with exactly the kinds of decisions and dilemmas managers confront every day.

4、 In doing so, it redefines the traditional educational dynamic in which the professor dispenses knowledge and students passively receive it. The case method creates a classroom in which students succeed not by simply absorbing facts and theories, but also by exercising the skills of leadership and t

5、eamwork in the face of real problems.,The Case Method,2020年8月10日星期一,朱露月等譯，王建民教授校,5,2020年8月10日星期一,朱露月等譯，王建民教授校,5,案例方法,哈佛大學商學院的目標，是培養(yǎng)學生接受領導力的挑戰(zhàn)。我們相信案例方法是迄今為止學習管理和領導技能最有力的手段。 案例教學法，逼使學生直接面對那些管理者們每天都要遇到的決策和困境。這改變了傳統(tǒng)教學模式中教師講授學生被動接收的狀態(tài)。案例教學法創(chuàng)造了新的課堂形式，使學生的成功不僅限于獲得事實和理論，而且能夠通過對實際問題的解決，培養(yǎng)領導能力和學習團隊工作技巧。,2020年

6、8月10日星期一,朱露月等譯，王建民教授校,6,2020年8月10日星期一,朱露月等譯，王建民教授校,6,Under the skillful guidance of a faculty member, they work together to analyze and synthesize conflicting data and points of view, to define and prioritize goals, to persuade and inspire others who think differently, to make tough decisions with u

7、ncertain information, and to seize opportunity in the face of doubt. Pioneered by HBS faculty in the 1920s, the case method began as a way of importing slices of business reality into the classroom in order to breathe life and instill greater meaning into the lessons of management education. Today,

8、although we also make use of lectures, simulations, fieldwork, and other forms of teaching as appropriate, more than 80 percent of HBS classes are built on the case method.,2020年8月10日星期一,朱露月等譯，王建民教授校,7,2020年8月10日星期一,朱露月等譯，王建民教授校,7,在熟練的教師指導下，學員們一起學習，分析與整合相互沖突的數(shù)據(jù)和觀點，界定目標并按照重要性次序排列，說服和啟發(fā)其他有不同想法的人，在質(zhì)疑辯論

9、中尋找解決問題的機會。 哈佛商學院教師們在二十世紀二十年代開始采用案例教學法，把真實的商業(yè)活動片段引入課堂，使管理教育聯(lián)系實際，逐步賦予了更為重要的意義。如今，盡管我們也采用講座、模擬、實地調(diào)查和其他適用的教學方式，但哈佛商學院百分之八十以上的課程都以案例教學法為基礎。,2020年8月10日星期一,朱露月等譯，王建民教授校,8,2020年8月10日星期一,朱露月等譯，王建民教授校,8,Typically, an HBS case is a detailed account of a real-life business situation, describing the dilemma of

10、the protagonist . Faculty and their research assistants spend weeks at the company that is the subject of the case, detailing the background of the situation, the immediate problem or decision, and the perspectives of the managers involved. The resulting case presents the story exactly as the protag

11、onist saw it, including ambiguous evidence, shifting variables, imperfect knowledge, no obvious right answers, and a ticking clock that impatiently demands action.,What is an HBS Case?,2020年8月10日星期一,朱露月等譯，王建民教授校,9,2020年8月10日星期一,朱露月等譯，王建民教授校,9,什么是哈佛大學商學院案例？,典型的哈佛商學院案例，是對商務活動真實情景的詳細描述描述“主人公”所面臨的困境。教師及

12、其研究助理，要在案例目標公司調(diào)查幾個星期，詳述了解發(fā)生困惑的背景，當時面臨的問題和需要作出的決策，以及有關管理人員的看法。 這類結(jié)果型案例所講述的故事，與當事人所遇到的情況一致，包括一些模棱兩可的證據(jù)，多變動的變量，不完備的信息，不確定的答案，以及不耐煩地催促著你采取行動的滴答作響的時鐘。,2020年8月10日星期一,朱露月等譯，王建民教授校,10,2020年8月10日星期一,朱露月等譯，王建民教授校,10,Collectively, HBS cases cover every inch of the rich landscape of issues general managers conf

13、rontfrom finance and manufacturing to marketing and human resources, from the broadly strategic to the deeply personal, from companies and institutions small and large, from places around the globe. They also draw on the full range of knowledge and analytical tools business students must know to con

14、front these issues, providing a rich context for their application. Though every case is different, nearly all center on one overarching question: What should the protagonist do? In their two years at HBS, students study more than 500 cases500 chances to join with their classmates to test themselves

15、 against the rock-hard realities of life in business.,2020年8月10日星期一,朱露月等譯，王建民教授校,11,2020年8月10日星期一,朱露月等譯，王建民教授校,11,總體來說，哈佛商學院的案例覆蓋了普通管理者可能遇到的問題的方方面面從財務和制造到營銷和人力資源，從廣泛的戰(zhàn)略層面到深入的個人事務，遍布全球的大大小小公司或機構(gòu)。 這些案例，為商學院學員們必備的各種知識和分析工具，提供了廣泛的運用空間。盡管每一個案例都不同，但都涉及到一個至關重要的問題：當事人應該怎么辦？在哈佛商學院學習的兩年中，學生們要研究500多個案例500多次驗證自

16、己和同學一道應對艱險的現(xiàn)實商務生活能力的機會。,2020年8月10日星期一,朱露月等譯，王建民教授校,12,2020年8月10日星期一,朱露月等譯，王建民教授校,12,Every week, our MBA students pore over fourteen or so cases, which usually include a range of financial and other supporting data. After spending a couple of hours studying each case on their own, and conducting quan

17、titative analyses as appropriate, they test their thinking before class in small study groups. From years of previous educational experience, most people are accustomed to large, passive lectures, amidst faces they barely know, and problem sets with an unclear relationship to actual business situati

18、ons. At HBS, first-year sections of about ninety students share an amphitheatre-style classroom, designed expressly for the case method, for about four hours a day for the entire year. By working together daily on a wide array of real cases, they not only learn the lessons of business and management

19、, but they often forge relationships that last a lifetime.,How Does the Case Method Work?,2020年8月10日星期一,朱露月等譯，王建民教授校,13,2020年8月10日星期一,朱露月等譯，王建民教授校,13,案例課怎么上？,每一周，我們的MBA學員都要認真研究十四個左右案例。案例中通常包含有廣泛的財務和其它方面的數(shù)據(jù)。學員們要花幾個小時的時間獨立研究每個案例，進行適當?shù)亩糠治?。上課之前，還要在學習小組里討論，驗證自己的思路。 按照以往多年的教學經(jīng)驗，大多數(shù)人一般習慣于坐在幾乎不認識的人中間被動地聽大型

20、講座。提出的問題與現(xiàn)實中實際的業(yè)務的關系模糊不清。在哈佛商學院，第一學年的教學單元，90名左右的學員共享一個專為案例教學設計的圓形劇場風格的教室，一起討論案例。在這一整年中每天大概要花四個小時討論。通過每天在一起探討各種各樣真實的案例，他們不僅學到商業(yè)與管理之道， 而且經(jīng)常能夠交到終身受益的朋友。,2020年8月10日星期一,朱露月等譯，王建民教授校,14,2020年8月10日星期一,14,Almost inevitably, class begins with a cold call, a provocative question the professor poses to one spe

21、cific student to open the case and ignite the thinking of the section as a whole. In the course of a year, every MBA student is cold-called at least once, and you never know when it will be your turna powerful incentive to come to class prepared. From the springboard of this opening question and the

22、 response, the class collectively dives into a riveting eighty minutes of analysis, argument, insight, and passionate persuasion. In more traditional classrooms, practically the only voice you hear is the professors. HBS professors arent soloists, but rather conductors who every day orchestrate a st

23、imulating rapid-fire discussion, playing off all ninety minds in the room to analyze and synthesize the situation. Since 50 percent of each students grade depends on class participation, everyone is inspired to contribute.,2020年8月10日星期一,朱露月等譯，王建民教授校,15,2020年8月10日星期一,朱露月等譯，王建民教授校,課堂總是會以“隨機提問”方式開始。上課時

24、，教授向一位同學提出一個有爭議的問題引出案例，進而激發(fā)學員對這一部分討論內(nèi)容的整體思考。在一年的課程中，每一位MBA學員至少會被“問到”一次，而且你不可能知道什么時候會輪到你這樣，為學員課下準備設置了有效的動力機制。 以這種開放的提問和反饋開始，全班同學整個身心投入到接下來引人入勝的80分鐘的分析、辯論、認知和提出充滿激情的主張之中。在比較傳統(tǒng)的課堂上，你所能聽到的唯一的聲音來自教授。而哈佛商學院的教授不是獨唱者，而是更像一個指揮家，每天都在排演情節(jié)刺激、表演激烈的討論劇，激發(fā)全班90個腦袋中的思想火花相互碰撞，分析并整合實際的情景。由于學員50%的成績，決定于課堂參與情況，每位學生都竭盡所能

25、發(fā)表意見。,2020年8月10日星期一,朱露月等譯，王建民教授校,16,2020年8月10日星期一,朱露月等譯，王建民教授校,Its commonplace at HBS for your professor to be the author of the case under discussion. Its also not unusual for the actual case protagonist to participate in the class or arrive via live video to answer questions and explain how things

26、 finally turned outa powerful adjunct to the lesson. Increasingly, professors also enrich their teaching through technology, using everything from real-time simulations of dynamic inventory management to live video tours of the factory floor. Class rarely ends with a tidy solution to the protagonist

27、s dilemma, but more often with a deep appreciation of the complex factors at play, a clear idea of how to apply appropriate techniques to analyze and assess the problem, and new insights into how to deal with the untidy uncertainties of real business.,2020年8月10日星期一,朱露月等譯，王建民教授校,17,2020年8月10日星期一,在哈佛商

28、學院，你的教授就是你們所討論案例的作者是很平常的事。還有比較常見的情況是，實際案例中的主人公會來到課堂，或者通過視頻連線回答問題、解釋事情的最后結(jié)果，這對于課堂討論是非常有力的補充。教授們越來越多地應用技術手段來豐富他們的教學，從動態(tài)存貨管理實時模擬，到實況視頻工廠參觀，應有盡有。 討論課一般很少以提出案例主人公困境的一個確定的解決方案結(jié)束，而通常的結(jié)果是學員們對案例中的復雜因素有了深刻的了解，對如何運用適當?shù)募记蓙矸治龊驮u估問題有了清晰的思路，對如何處理實際商業(yè)活動中不確定性的問題有了新的認識。,2020年8月10日星期一,朱露月等譯，王建民教授校,18,2020年8月10日星期一,朱露月等

29、譯，王建民教授校,18,Every entering MBA student is assigned to a specific section that will take all of its first-year classes together. Though each section is carefully selected to mirror the diversity of the student body as a whole, each develops its own personality and protocols. Every section is taught b

30、y a team of faculty who work closely together to integrate ideas and themes across the various classes. For HBS students, their section becomes the center of their intellectual and social life, their extended family on campus, allowing them to reap the rewards of a more intimate environment while at

31、 the same time realizing the advantages of a large school. It is also a safe environment for honing the practical skills of compromise, negotiation, teamwork, persuasion, and leadership.,HBS Sections: Learning from One Another,2020年8月10日星期一,朱露月等譯，王建民教授校,19,2020年8月10日星期一,哈佛大學商學院的班級：互相學習,每一位MBA學員都會被分配

32、到一個特定的班級，一個班的同學共同完成第一年所有課程的學習。盡管每一個班級都是經(jīng)過仔細選擇能夠反映出學生群體整體的多樣性，但是都能發(fā)展出獨特的個性與行為方式。每個班由一個教師組負責教學，教師們密切合作，整合不同課程中的觀點與主題。 對于哈佛商學院的學生來說，班級就是他們智力和社會生活的中心，是校園里的家庭，使他們在親密的氣氛中收獲學校大環(huán)境所帶來的種種好處。班級也是學員們鍛煉和提高妥協(xié)、談判、團隊工作、說服力和領導力等實踐技能的恰當環(huán)境。,2020年8月10日星期一,朱露月等譯，王建民教授校,20,2020年8月10日星期一,朱露月等譯，王建民教授校,20,Sections are inten

33、ded to maximize one of the strengths of the case method: Every student is also a teacher. A great part of what students learn at HBS comes from listening to the dozens of contrasting analyses, opinions, and perspectives of their sectionmates, a diverse constellation of exceptionally talented people

34、from an extraordinary range of personal and professional backgrounds. After years of experience, faculty have set the size of a section at about eighty to ninety students, a number that allows them to bring this rich diversity to bear on case discussions while encouraging the proper level of vibrant

35、 interaction.,2020年8月10日星期一,朱露月等譯，王建民教授校,21,2020年8月10日星期一,朱露月等譯，王建民教授校,建立班級的目的是為了最大化案例教學法的一種優(yōu)勢：每一位學員不只是學習者，同時也是教育者。哈佛商學院的學員所學知識的很大一部分，來自于聆聽班里同學的各種各樣的分析、意見和觀點。這些學員的個性和職業(yè)背景迥異，才華橫溢，見解獨到。經(jīng)過幾年的實踐，教師把班級的規(guī)模穩(wěn)定在80-90人，這樣既能夠保證在案例討論中呈現(xiàn)出足夠豐富的多樣性，也有利于激發(fā)學員之間適當強度的互動性。,2020年8月10日星期一,朱露月等譯，王建民教授校,22,2020年8月10日星期一,朱露

36、月等譯，王建民教授校,22,Students are assigned to a five or six-person Learning Team during orientation with whom they will work throughout their first year at HBS. Learning Teams play a major role in the educational experience by enhancing classroom learning, providing working knowledge of teamwork, fostering

37、 interaction among diverse class members from different sections, and allowing more in-depth case analysis. Learning Teams are also assigned graded projects in most first-year required courses. Learning Teams can play an important part in individual class preparation. By using the Learning Team as a

38、 study group, students can deepen their understanding of material before the case discussion in a section. Some Learning Teams meet in the morning before class to discuss the cases, share expertise, and sharpen arguments to strengthen communication and persuasion skills.,Why is Peer Learning So Impo

39、rtant?,2020年8月10日星期一,朱露月等譯，王建民教授校,23,2020年8月10日星期一,朱露月等譯，王建民教授校,23,為什么團隊學習如此重要？,在指導性學習中，學員們5-6人分成一個學習團隊，一起完成在哈佛商學院第一年的學習任務。學習團隊在教育過程中扮演著主要角色，能夠強化課堂學習效果，掌握團隊合作的工作知識，促進來自不同班級成員之間的交流，深化案例分析。在第一學年，大多數(shù)必修課程所布置的記錄成績的作業(yè)，都要求以學習團隊方式完成。 學習團隊在個人預習上課內(nèi)容過程中，也能發(fā)揮重要的作用。把學習團隊作為一個學習小組，學員們能夠在課堂上討論案例之前加深對于材料的理解。有一些學習團隊在

40、早晨碰面，趕在上案例討論課之前，交流專業(yè)知識，強化論辯能力，學習溝通和說服的技巧。,2020年8月10日星期一,朱露月等譯，王建民教授校,24,2020年8月10日星期一,朱露月等譯，王建民教授校,24,Teaching an HBS case is an unpredictable business. There is no familiar lecture to deliver, and no telling quite which way the conversation might turn. Recent events in the business world may cast t

41、he case in an entirely new light. Thus, just as students must prepare intensely for every class, HBS faculty spend a great deal of time preparing for each class as well, alone and in teaching teams, even for cases they wrote themselves or have taught many times before. And because students bring so

42、much new energy and insight to every discussion, case teaching is a process of constant intellectual renewal and growth in which the teachers can learn as much as the students do.,The Role of the Faculty,2020年8月10日星期一,朱露月等譯，王建民教授校,25,2020年8月10日星期一,朱露月等譯，王建民教授校,25,教師的作用,承擔哈佛商學院的案例課，是一件無法預料的事情。沒有熟悉的講稿

43、可以發(fā)表，也說不準談話會朝什么方向發(fā)展。商界新近發(fā)生的事件，可能會給案例分析提供全新的觀察視角。因此，就像學員們要在每堂課上課之前緊張準備一樣，哈佛商學院的教師，也會在每堂課前花大量的時間以個人或教學團隊方式進行準備，即使是自己編寫的案例或者講授過多遍的案例，也要精心備課。因為學生們?yōu)槊看伟咐懻搸砹顺渑娴幕盍拓S富的觀點，所以案例教學課變成了一個持續(xù)的知識更新與發(fā)展的過程，教師能夠?qū)W到和學員學到的一樣多的東西。,2020年8月10日星期一,朱露月等譯，王建民教授校,26,2020年8月10日星期一,朱露月等譯，王建民教授校,26,The hallmark of the HBS facult

44、yand what students remember and value mostis their extraordinary passion, commitment, and skill as teachers. Our faculty members are famously close to practice: Many serve as business leaders, entrepreneurs, consultants, and board members in their own right. Drawing on that experience as well as the

45、ir intellectual rigor, they have produced some of the most influential business research in the world, and they write by far the greatest number of cases used in business classrooms around the globe. Yet they truly come alive in the classroom, pursuing their mission to educate the next generation of

46、 leaders who will make a difference in the world.,2020年8月10日星期一,朱露月等譯，王建民教授校,27,2020年8月10日星期一,朱露月等譯，王建民教授校,27,學員們印象最深和最為珍視的哈佛商學院教師的特點，是他們在教學中表現(xiàn)來出的非凡的激情、全心的投入和熟練的技巧。我們的教師都是“聯(lián)系實際”的著名人物：許多人憑借自己的實力，擔當起了商業(yè)領袖、企業(yè)家、咨詢顧問和董事會成員角色。他們利用積累的經(jīng)驗和嚴格的分析工具，開展了不少在世界上最有影響力的商業(yè)研究工作，撰寫了迄今為止在全球商學院采用的、數(shù)量最多的教學案例。如今，他們真切地活躍在課堂上，實現(xiàn)著他們的使命培養(yǎng)和造就在世界上有所作為的下一代領導者。,2020年8月10日星期一,朱露月等譯，王建民教授校,28,朱露月等譯，王建民教授校,28,The HBS approach to the case method of teaching may represent the most demanding, engaging, and provocative way to learn about the skills of le