Case Discussion Expectations & Grading Rubric Learning is not a spectator sport.

. Students do not learn much just by sitting in class listening to teachers, memorizing packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves. (Chickering and Gamson, 1987)
The course will be taught largely through cases. All students are expected to participate in class

discussions. You are expected to be fully prepared with prescribed case and the relevant readings from the prescribed text book to engage in active learning through discussion and interaction. Learning with cases involves your active participation. Cases put you in the position of doing analysis and deciding on courses of action. The attributes that will be considered for evaluation during a case discussion: The ability to identify the core issues/problems and demonstrate clear understanding of the same. The ability to link the theory with the big ideas presented in the case and make appropriate, insightful and powerful connections between the two. The ability to make realistic and relevant recommendations/solutions to the issues/problems if required in the case. The ability to demonstrate leadership and initiative during the discussion.

The following are some suggestions you may find useful in preparing cases, and for discussing them in class. a) For Case Preparation Try first to get a quick sense of the whole case. What can you learn from the title, headings, and outline? What do the introduction and conclusion (if present) reveal about the problem? If this is a case requiring a decision, who is the key decision maker? What decision does s/he have to make? What are the objectives of the decision maker? Who are the other actors in the case? What are their objectives? At this point, it might be helpful to reread the case carefully, underlining or highlighting key facts. Try to identify the key problems on a piece of paper. Then go through the case again, sorting out the relevant information for each problem. What are the resources and constraints associated with each problem? What are the possible courses of action for the decision maker? Endeavor to identify and rank alternative policies. What are the likely short and long term consequences of the policies that you have identified?

Come prepared with practical implementable solutions.

b) For Class Participation At the heart of learning from cases is their discussion in class. This is a collective exercise. Be prepared to present your ideas with conviction, and to support them with as much care and persuasion as you can. At the same time, be equally prepared to listen to the comments of your classmates. Keep an open mind, and do not hesitate to incorporate ideas of other students when you find them persuasive. Please raise your hand and wait to be called before you speak. There will be cold calls as well Participate with relevant points and speak precisely with clarity. Discussion would require you to build up, compare or contradict the previous point. If you want to raise an issue that is completely different from the one the class is discussing, consider waiting until the class is ready to move to another issue. Repetition of the idea already discussed is non-acceptable for a case discussion. Any case point made after the case discussion is over will not be considered for evaluation.

The Class Participation Rubric is defined below to help you assess your performance and improve it in class. The weightage for the four components is outlined in the table. A grade A means you have performed as A on at least three of the four parameters.

Class Participation Rubric A Preparation (20%) Quality of Input in Discussion (30%)

Is well prepared for class with assigned reading material Voluntarily & frequently offers creative or original responses / interpretations / observations; Is consistently able to connect theory to the case; Is consistently able to relate concepts across cases & to other related disciplines Involves others in class discussions by asking questions and seeking others responses; Offers follow up responses, builds on other ideas; Enhances class learning by consolidating ideas expressed at different points of time during the discussion Demonstrates leadership by being able to bring the class back on track during wayward discussions; Possesses the ability to diffuse conflicting situations

B
Is usually prepared for class with assigned reading material Offers consistently appropriate responses and occasionally creative or original responses; Is frequently able to connect theory to the case; Is occasionally able to relate concepts across cases & to other related disciplines Responds to others questions but does not raise any pertinent questions; Offers matter of fact responses and seldom builds on others ideas; Merely paraphrases ideas already expressed

C
Is rarely prepared for the class

D
Is almost never prepared for the class Offers limited or no responses, or single word responses; Is unable to connect theory to the case; Is unable to relate concepts across cases & to other related disciplines

Occasionally offers responses, nothing that really challenges the class to think beyond the obvious; Is weakly able to connect theory to the case; Is unable to relate concepts across cases & to other related disciplines Rarely raises any questions; Is neither able to build on others ideas nor able to comprehend or consolidate content discussed thus far

Level of Engagement in Class (30%)

Never raises any questions; Shows no interest in class discussion and appears distracted

Behavior (20%)

Can assist the leader in streamlining the class discussion once initiated by the leader and also assists the leader in diffusing conflicts

Is a mere spectator to a wayward point and keeps away from conflict situations

Goes back to an issue after it is already been discussed and settled; Raises unrelated points and disrupts the flow of the class; Does not give enough opportunity to assess class participation