【哈佛大学商学院-案例方法(The Case )】.ppt

1、1,Harvard Business SchoolThe Case Method,北京师范大学管理学院 王建民教授 教学团队 200806,【哈佛大学商学院案例方法】,2020年8月10日星期一,朱露月等译，王建民教授校,2,2020年8月10日星期一,朱露月等译，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,朱露月等译，王建民教授校,3,2020年8月10日星期一,朱露月等译，王建民教授校,3,哈佛大学商学院 案例方法,二、案例课怎么上？,三、哈佛大学商学院班级：互相学习,四、为什么团队学习如此重要？,一、什么是哈佛大学商学院案例？,五、教师的作用,六、哈佛商学院案例法有效吗？,2020年8月10日星期一,朱露月等译，王建民教授校,4,2020年8月10日星期一,朱露月等译，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,朱露月等译，王建民教授校,5,2020年8月10日星期一,朱露月等译，王建民教授校,5,案例方法,哈佛大学商学院的目标，是培养学生接受领导力的挑战。我们相信案例方法是迄今为止学习管理和领导技能最有力的手段。 案例教学法，逼使学生直接面对那些管理者们每天都要遇到的决策和困境。这改变了传统教学模式中教师讲授学生被动接收的状态。案例教学法创造了新的课堂形式，使学生的成功不仅限于获得事实和理论，而且能够通过对实际问题的解决，培养领导能力和学习团队工作技巧。,2020年

6、8月10日星期一,朱露月等译，王建民教授校,6,2020年8月10日星期一,朱露月等译，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,朱露月等译，王建民教授校,7,2020年8月10日星期一,朱露月等译，王建民教授校,7,在熟练的教师指导下，学员们一起学习，分析与整合相互冲突的数据和观点，界定目标并按照重要性次序排列，说服和启发其他有不同想法的人，在质疑辩论

9、中寻找解决问题的机会。 哈佛商学院教师们在二十世纪二十年代开始采用案例教学法，把真实的商业活动片段引入课堂，使管理教育联系实际，逐步赋予了更为重要的意义。如今，尽管我们也采用讲座、模拟、实地调查和其他适用的教学方式，但哈佛商学院百分之八十以上的课程都以案例教学法为基础。,2020年8月10日星期一,朱露月等译，王建民教授校,8,2020年8月10日星期一,朱露月等译，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,朱露月等译，王建民教授校,9,2020年8月10日星期一,朱露月等译，王建民教授校,9,什么是哈佛大学商学院案例？,典型的哈佛商学院案例，是对商务活动真实情景的详细描述描述“主人公”所面临的困境。教师及

12、其研究助理，要在案例目标公司调查几个星期，详述了解发生困惑的背景，当时面临的问题和需要作出的决策，以及有关管理人员的看法。 这类结果型案例所讲述的故事，与当事人所遇到的情况一致，包括一些模棱两可的证据，多变动的变量，不完备的信息，不确定的答案，以及不耐烦地催促着你采取行动的滴答作响的时钟。,2020年8月10日星期一,朱露月等译，王建民教授校,10,2020年8月10日星期一,朱露月等译，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,朱露月等译，王建民教授校,11,2020年8月10日星期一,朱露月等译，王建民教授校,11,总体来说，哈佛商学院的案例覆盖了普通管理者可能遇到的问题的方方面面从财务和制造到营销和人力资源，从广泛的战略层面到深入的个人事务，遍布全球的大大小小公司或机构。 这些案例，为商学院学员们必备的各种知识和分析工具，提供了广泛的运用空间。尽管每一个案例都不同，但都涉及到一个至关重要的问题：当事人应该怎么办？在哈佛商学院学习的两年中，学生们要研究500多个案例500多次验证自

16、己和同学一道应对艰险的现实商务生活能力的机会。,2020年8月10日星期一,朱露月等译，王建民教授校,12,2020年8月10日星期一,朱露月等译，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,朱露月等译，王建民教授校,13,2020年8月10日星期一,朱露月等译，王建民教授校,13,案例课怎么上？,每一周，我们的MBA学员都要认真研究十四个左右案例。案例中通常包含有广泛的财务和其它方面的数据。学员们要花几个小时的时间独立研究每个案例，进行适当的定量分析。上课之前，还要在学习小组里讨论，验证自己的思路。 按照以往多年的教学经验，大多数人一般习惯于坐在几乎不认识的人中间被动地听大型

20、讲座。提出的问题与现实中实际的业务的关系模糊不清。在哈佛商学院，第一学年的教学单元，90名左右的学员共享一个专为案例教学设计的圆形剧场风格的教室，一起讨论案例。在这一整年中每天大概要花四个小时讨论。通过每天在一起探讨各种各样真实的案例，他们不仅学到商业与管理之道， 而且经常能够交到终身受益的朋友。,2020年8月10日星期一,朱露月等译，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,朱露月等译，王建民教授校,15,2020年8月10日星期一,朱露月等译，王建民教授校,课堂总是会以“随机提问”方式开始。上课时

24、，教授向一位同学提出一个有争议的问题引出案例，进而激发学员对这一部分讨论内容的整体思考。在一年的课程中，每一位MBA学员至少会被“问到”一次，而且你不可能知道什么时候会轮到你这样，为学员课下准备设置了有效的动力机制。 以这种开放的提问和反馈开始，全班同学整个身心投入到接下来引人入胜的80分钟的分析、辩论、认知和提出充满激情的主张之中。在比较传统的课堂上，你所能听到的唯一的声音来自教授。而哈佛商学院的教授不是独唱者，而是更像一个指挥家，每天都在排演情节刺激、表演激烈的讨论剧，激发全班90个脑袋中的思想火花相互碰撞，分析并整合实际的情景。由于学员50%的成绩，决定于课堂参与情况，每位学生都竭尽所能

25、发表意见。,2020年8月10日星期一,朱露月等译，王建民教授校,16,2020年8月10日星期一,朱露月等译，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,朱露月等译，王建民教授校,17,2020年8月10日星期一,在哈佛商

28、学院，你的教授就是你们所讨论案例的作者是很平常的事。还有比较常见的情况是，实际案例中的主人公会来到课堂，或者通过视频连线回答问题、解释事情的最后结果，这对于课堂讨论是非常有力的补充。教授们越来越多地应用技术手段来丰富他们的教学，从动态存货管理实时模拟，到实况视频工厂参观，应有尽有。 讨论课一般很少以提出案例主人公困境的一个确定的解决方案结束，而通常的结果是学员们对案例中的复杂因素有了深刻的了解，对如何运用适当的技巧来分析和评估问题有了清晰的思路，对如何处理实际商业活动中不确定性的问题有了新的认识。,2020年8月10日星期一,朱露月等译，王建民教授校,18,2020年8月10日星期一,朱露月等

29、译，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,朱露月等译，王建民教授校,19,2020年8月10日星期一,哈佛大学商学院的班级：互相学习,每一位MBA学员都会被分配

32、到一个特定的班级，一个班的同学共同完成第一年所有课程的学习。尽管每一个班级都是经过仔细选择能够反映出学生群体整体的多样性，但是都能发展出独特的个性与行为方式。每个班由一个教师组负责教学，教师们密切合作，整合不同课程中的观点与主题。 对于哈佛商学院的学生来说，班级就是他们智力和社会生活的中心，是校园里的家庭，使他们在亲密的气氛中收获学校大环境所带来的种种好处。班级也是学员们锻炼和提高妥协、谈判、团队工作、说服力和领导力等实践技能的恰当环境。,2020年8月10日星期一,朱露月等译，王建民教授校,20,2020年8月10日星期一,朱露月等译，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,朱露月等译，王建民教授校,21,2020年8月10日星期一,朱露月等译，王建民教授校,建立班级的目的是为了最大化案例教学法的一种优势：每一位学员不只是学习者，同时也是教育者。哈佛商学院的学员所学知识的很大一部分，来自于聆听班里同学的各种各样的分析、意见和观点。这些学员的个性和职业背景迥异，才华横溢，见解独到。经过几年的实践，教师把班级的规模稳定在80-90人，这样既能够保证在案例讨论中呈现出足够丰富的多样性，也有利于激发学员之间适当强度的互动性。,2020年8月10日星期一,朱露月等译，王建民教授校,22,2020年8月10日星期一,朱露

36、月等译，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,朱露月等译，王建民教授校,23,2020年8月10日星期一,朱露月等译，王建民教授校,23,为什么团队学习如此重要？,在指导性学习中，学员们5-6人分成一个学习团队，一起完成在哈佛商学院第一年的学习任务。学习团队在教育过程中扮演着主要角色，能够强化课堂学习效果，掌握团队合作的工作知识，促进来自不同班级成员之间的交流，深化案例分析。在第一学年，大多数必修课程所布置的记录成绩的作业，都要求以学习团队方式完成。 学习团队在个人预习上课内容过程中，也能发挥重要的作用。把学习团队作为一个学习小组，学员们能够在课堂上讨论案例之前加深对于材料的理解。有一些学习团队在

40、早晨碰面，赶在上案例讨论课之前，交流专业知识，强化论辩能力，学习沟通和说服的技巧。,2020年8月10日星期一,朱露月等译，王建民教授校,24,2020年8月10日星期一,朱露月等译，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,朱露月等译，王建民教授校,25,2020年8月10日星期一,朱露月等译，王建民教授校,25,教师的作用,承担哈佛商学院的案例课，是一件无法预料的事情。没有熟悉的讲稿

43、可以发表，也说不准谈话会朝什么方向发展。商界新近发生的事件，可能会给案例分析提供全新的观察视角。因此，就像学员们要在每堂课上课之前紧张准备一样，哈佛商学院的教师，也会在每堂课前花大量的时间以个人或教学团队方式进行准备，即使是自己编写的案例或者讲授过多遍的案例，也要精心备课。因为学生们为每次案例讨论带来了充沛的活力和丰富的观点，所以案例教学课变成了一个持续的知识更新与发展的过程，教师能够学到和学员学到的一样多的东西。,2020年8月10日星期一,朱露月等译，王建民教授校,26,2020年8月10日星期一,朱露月等译，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,朱露月等译，王建民教授校,27,2020年8月10日星期一,朱露月等译，王建民教授校,27,学员们印象最深和最为珍视的哈佛商学院教师的特点，是他们在教学中表现来出的非凡的激情、全心的投入和熟练的技巧。我们的教师都是“联系实际”的著名人物：许多人凭借自己的实力，担当起了商业领袖、企业家、咨询顾问和董事会成员角色。他们利用积累的经验和严格的分析工具，开展了不少在世界上最有影响力的商业研究工作，撰写了迄今为止在全球商学院采用的、数量最多的教学案例。如今，他们真切地活跃在课堂上，实现着他们的使命培养和造就在世界上有所作为的下一代领导者。,2020年8月10日星期一,朱露月等译，王建民教授校,28,朱露月等译，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