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Case Study-Based Learning

Enhancing learning through immediate application.

By the Mind Tools Content Team

If you've ever tried to learn a new concept, you probably appreciate that "knowing" is different from "doing." When you have an opportunity to apply your knowledge, the lesson typically becomes much more real.

Adults often learn differently from children, and we have different motivations for learning. Typically, we learn new skills because we want to. We recognize the need to learn and grow, and we usually need – or want – to apply our newfound knowledge soon after we've learned it.

A popular theory of adult learning is andragogy (the art and science of leading man, or adults), as opposed to the better-known pedagogy (the art and science of leading children). Malcolm Knowles , a professor of adult education, was considered the father of andragogy, which is based on four key observations of adult learners:

• Adults learn best if they know why they're learning something.
• Adults often learn best through experience.
• Adults tend to view learning as an opportunity to solve problems.
• Adults learn best when the topic is relevant to them and immediately applicable.

This means that you'll get the best results with adults when they're fully involved in the learning experience. Give an adult an opportunity to practice and work with a new skill, and you have a solid foundation for high-quality learning that the person will likely retain over time.

So, how can you best use these adult learning principles in your training and development efforts? Case studies provide an excellent way of practicing and applying new concepts. As such, they're very useful tools in adult learning, and it's important to understand how to get the maximum value from them.

What Is a Case Study?

Case studies are a form of problem-based learning, where you present a situation that needs a resolution. A typical business case study is a detailed account, or story, of what happened in a particular company, industry, or project over a set period of time.

The learner is given details about the situation, often in a historical context. The key players are introduced. Objectives and challenges are outlined. This is followed by specific examples and data, which the learner then uses to analyze the situation, determine what happened, and make recommendations.

The depth of a case depends on the lesson being taught. A case study can be two pages, 20 pages, or more. A good case study makes the reader think critically about the information presented, and then develop a thorough assessment of the situation, leading to a well-thought-out solution or recommendation.

Why Use a Case Study?

Case studies are a great way to improve a learning experience, because they get the learner involved, and encourage immediate use of newly acquired skills.

They differ from lectures or assigned readings because they require participation and deliberate application of a broad range of skills. For example, if you study financial analysis through straightforward learning methods, you may have to calculate and understand a long list of financial ratios (don't worry if you don't know what these are). Likewise, you may be given a set of financial statements to complete a ratio analysis. But until you put the exercise into context, you may not really know why you're doing the analysis.

With a case study, however, you might explore whether a bank should provide financing to a borrower, or whether a company is about to make a good acquisition. Suddenly, the act of calculating ratios becomes secondary – it's more important to understand what the ratios tell you. This is how case studies can make the difference between knowing what to do, and knowing how, when, and why to do it.

Then, what really separates case studies from other practical forms of learning – like scenarios and simulations – is the ability to compare the learner's recommendations with what actually happened. When you know what really happened, it's much easier to evaluate the "correctness" of the answers given.

When to Use a Case Study

As you can see, case studies are powerful and effective training tools. They also work best with practical, applied training, so make sure you use them appropriately.

Remember these tips:

• Case studies tend to focus on why and how to apply a skill or concept, not on remembering facts and details. Use case studies when understanding the concept is more important than memorizing correct responses.
• Case studies are great team-building opportunities. When a team gets together to solve a case, they'll have to work through different opinions, methods, and perspectives.
• Use case studies to build problem-solving skills, particularly those that are valuable when applied, but are likely to be used infrequently. This helps people get practice with these skills that they might not otherwise get.
• Case studies can be used to evaluate past problem solving. People can be asked what they'd do in that situation, and think about what could have been done differently.

Ensuring Maximum Value From Case Studies

The first thing to remember is that you already need to have enough theoretical knowledge to handle the questions and challenges in the case study. Otherwise, it can be like trying to solve a puzzle with some of the pieces missing.

Here are some additional tips for how to approach a case study. Depending on the exact nature of the case, some tips will be more relevant than others.

• Read the case at least three times before you start any analysis. Case studies usually have lots of details, and it's easy to miss something in your first, or even second, reading.
• Once you're thoroughly familiar with the case, note the facts. Identify which are relevant to the tasks you've been assigned. In a good case study, there are often many more facts than you need for your analysis.
• If the case contains large amounts of data, analyze this data for relevant trends. For example, have sales dropped steadily, or was there an unexpected high or low point?
• If the case involves a description of a company's history, find the key events, and consider how they may have impacted the current situation.
• Consider using techniques like SWOT analysis and Porter's Five Forces Analysis to understand the organization's strategic position.
• Stay with the facts when you draw conclusions. These include facts given in the case as well as established facts about the environmental context. Don't rely on personal opinions when you put together your answers.

Writing a Case Study

You may have to write a case study yourself. These are complex documents that take a while to research and compile. The quality of the case study influences the quality of the analysis. Here are some tips if you want to write your own:

• Write your case study as a structured story. The goal is to capture an interesting situation or challenge and then bring it to life with words and information. You want the reader to feel a part of what's happening.
• Present information so that a "right" answer isn't obvious. The goal is to develop the learner's ability to analyze and assess, not necessarily to make the same decision as the people in the actual case.
• Do background research to fully understand what happened and why. You may need to talk to key stakeholders to get their perspectives as well.
• Determine the key challenge. What needs to be resolved? The case study should focus on one main question or issue.
• Define the context. Talk about significant events leading up to the situation. What organizational factors are important for understanding the problem and assessing what should be done? Include cultural factors where possible.
• Identify key decision makers and stakeholders. Describe their roles and perspectives, as well as their motivations and interests.
• Make sure that you provide the right data to allow people to reach appropriate conclusions.
• Make sure that you have permission to use any information you include.

A typical case study structure includes these elements:

• Executive summary. Define the objective, and state the key challenge.
• Opening paragraph. Capture the reader's interest.
• Scope. Describe the background, context, approach, and issues involved.
• Presentation of facts. Develop an objective picture of what's happening.
• Description of key issues. Present viewpoints, decisions, and interests of key parties.

Because case studies have proved to be such effective teaching tools, many are already written. Some excellent sources of free cases are The Times 100 , CasePlace.org , and Schroeder & Schroeder Inc . You can often search for cases by topic or industry. These cases are expertly prepared, based mostly on real situations, and used extensively in business schools to teach management concepts.

Case studies are a great way to improve learning and training. They provide learners with an opportunity to solve a problem by applying what they know.

There are no unpleasant consequences for getting it "wrong," and cases give learners a much better understanding of what they really know and what they need to practice.

Case studies can be used in many ways, as team-building tools, and for skill development. You can write your own case study, but a large number are already prepared. Given the enormous benefits of practical learning applications like this, case studies are definitely something to consider adding to your next training session.

Knowles, M. (1973). 'The Adult Learner: A Neglected Species [online].' Available here .

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How to use case studies in training programmes

As a trainer, I often think about how to make my training sessions more interesting and useful.  

The purpose of a training course is to help trainees understand a concept that can be used in their field. For this, they require both theoretical and practical knowledge so they can apply the learning in real-life situations. 

Using case studies in training sessions is a great way to achieve this. They’re practical training tools, which actively engage trainees through descriptive, real-life and/or fictional situations. Crucially, they focus on how to solve a problem, rather than on the solution alone. 

They also offer alternative experiences, approaches and solutions to help broaden trainees’ knowledge and skills, e.g., teamwork, practical knowledge application and problem solving. 

Types of case studies 

Picking the right type of case study for your training programme is important. Here are some of the main types:

• Descriptive case studies focus on explaining a particular situation or action. For example, it could be used to help trainees learn effective strategies.
• Exploratory case studies explore the potential benefits and limitations of existing strategies or examine emerging trends or new phenomena.
• Instrumental case studies focus on understanding a particular problem and then provide insights into a broader issue or problem.
• Intrinsic case studies focus on a particular case and then generalise the findings to other scenarios.
• Collective case studies examine a group of related cases to gain insights into broader phenomena.

How to use pre-existing case studies

All the case studies that you provide should include sufficient information so the trainees can develop solutions and apply them to similar scenarios. 

The length of the training course will affect how you integrate the case studies. 

Some effective ways to successfully use case studies in your training programmes include the following:

• Provide a brief, written scenario and include questions that trainees can evaluate themselves. This will enable them to apply their learning immediately and identify options for solving the problem.
• Show short videos that present specific problems/scenarios and ask the trainees to develop role-plays based on them to analyse the problems objectively.
• Provide a written scenario, e.g., addressing local climate change issues, and accompanying data and ask trainees to analyse and present their understanding of the issues in groups.
• Make a presentation, supported by visual aids. Provide practical examples of the theory or techniques covered and follow up with a question-and-answer session (structured or unstructured).
• Ask trainees to read a case study independently and then have a whole-group discussion about the challenges and the possible solutions.
• Get the trainees to complete individual/group assignments on a case study. Provide a worksheet and get them to write/present their analysis, including their recommendations/solutions.
• Use several case studies so the trainees can the identify similarities and differences among them.
• Case studies can also be provided as reading materials for trainees to take home to test their knowledge and skills without worrying about marks.

Helping your trainees write their own case studies

In longer training courses you could even give the trainees a scenario and get them to develop their own case studies on it. 

To support them with this you could give them a list of steps as a framework , like the following:

• Read the scenario and highlight relevant facts and underline the key problems. 
• Identify between two and five key problems. For each, answer the following questions: Why does the problem exist? What’s its impact? Who’s responsible for it ?
• Review the source documents, have discussions or conduct more research to find possible solutions to each problem/the changes required.
• Choose the best solution, making sure it’s realistic and that the supporting evidence is strong. Identify the pros and cons of your chosen solution.

You could also give them a more detailed template, providing a clear structure for developing their own case studies. This could provide guidance and prompts for writing the following sections: introduction, background, evaluation, recommendations and conclusions.

At the Public Affairs Centre (PAC) , we train many government officers and decision-makers and our use of case studies has been well-received and beneficial. 

But the training strategies outlined above would be beneficial and effective in any training context.  

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16 Team Building Case Studies and Training Case Studies

From corporate groups to remote employees and everything in between, the key to a strong business is creating a close-knit team. in this comprehensive case study, we look at how real-world organizations benefited from team building, training, and coaching programs tailored to their exact needs.  .

Updated: December 21, 2021

We’re big believers in the benefits of  team building ,  training and development , and  coaching and consulting  programs. That’s why our passion for helping teams achieve their goals is at the core of everything we do.

At Outback Team Building & Training,  our brand promis e  is  to be  recommended , flexible,  and  fast.  Because we understand that when it comes to building a stronger and more close-knit team, there’s no one-size-fits-all formula. Each of our customers have a unique set of challenges, goals, and definitions of success. 

And they look to us to support them in three key ways:  making their lives easy by taking on the complexities of organizing a team building or training event; acting fast so that they can get their event planned and refocus on all the other tasks they have on their plates, and giving them the confidence that they’ll get an event their team will benefit from – and enjoy.

In this definitive team building case study , we’ll do a deep dive into real-world solutions we provided for our customers.

4 Unique Team Building Events & Training Programs Custom-Tailored for Customer Needs 

1. a custom charity event for the bill & melinda gates foundation  , 2. how principia built a stronger company culture even with its remote employees working hundreds of miles apart , 3. custom change management program for the royal canadian mint, 4. greenfield global uses express team building to boost morale and camaraderie during a challenging project, 5 virtual team building activities to help remote teams reconnect, 1. how myzone used virtual team building to boost employee morale during covid-19, 2. americorps equips 90 temporary staff members for success with midyear virtual group training sessions, 3. how microsoft’s azure team used virtual team building to lift spirits during the covid-19 pandemic, 4. helping the indiana cpa society host a virtual team building activity that even the most “zoom fatigued” guests would love, 5. stemcell brightens up the holiday season for its cross-departmental team with a virtually-hosted team building activity, 3 momentum-driving events for legacy customers, 1. how a satellite employee “garnered the reputation” as her team’s pro event planner, 2. why plentyoffish continues to choose ‘the amazing race’ for their company retreat, 3. how team building helped microsoft employees donate a truckload of food, 4 successful activities executed on extremely tight timelines, 1. finding a last-minute activity over a holiday, 2. from inquiry to custom call in under 30 minutes, 3. a perfect group activity organized in one business day, 4. delivering team building for charity in under one week.

We know that every team has different needs and goals which is why we are adept at being flexible and have mastered the craft of creating custom events for any specifications.  

When the  Seattle, Washington -based head office of the Bill & Melinda Gates Foundation – a world-renowned philanthropic organization – approached us in search of a unique charity event, we knew we needed to deliver something epic. Understanding that their team had effectively done it all when it comes to charity events, it was important for them to be able to get together as a team and give back  in new ways .

Our team decided the best way to do this was to create a brand-new event for the Bill & Melinda Gates Foundation which had never been executed before. We created an entirely new charitable event – Bookworm Builders – for them and their team loved it! It allowed them to give back to their community, collaborate, get creative, and work together for a common goal. Bookworm Builders has since gone on to become a staple activity for tons of other Outback Team Building & Training customers! 

To learn more about how it all came together, read the case study:  A Custom Charity Event for the Bill & Melinda Gates Foundation .

Who said hosting an impactful training program means having your full team in the same place at the same time? Principia refused to let distance prevent them from having a great team, so they contacted us to help them find a solution. Their goals were to find better ways of working together and to create a closer-knit company culture among their 20 employees and contractors living in various parts of the country. 

We worked with Principia to host an  Emotional Intelligence  skill development training event customized to work perfectly for their remote team. The result was a massive positive impact for the company. They found they experienced improved employee alignment with a focus on company culture, as well as more emotionally aware and positive day-to-day interactions. In fact, the team made a 100% unanimous decision to bring back Outback for additional training sessions.

To learn more about this unique situation, read the full case study:  How Principia Built a Stronger Company Culture Even with its Remote Employees Working Hundreds of Miles Apart .

We know that employee training that is tailored to your organization can make the difference between an effective program and a waste of company time. That’s why our team jumped at the opportunity to facilitate a series of custom development sessions to help the Royal Canadian Mint discover the tools they needed to manage a large change within their organization. 

We hosted three custom sessions to help the organization recognize the changes that needed to be made, gain the necessary skills to effectively manage the change, and define a strategy to implement the change: 

• Session One:  The first session was held in November and focused on preparing over 65 employees for change within the company. 
• Session Two:  In December, the Mint’s leadership team participated in a program that provided the skills and mindset required to lead employees through change. 
• Session Three:  The final session in February provided another group of 65 employees with guidance on how to implement the change. 

To learn more, read the full case study:  Custom Change Management Program for the Royal Canadian Mint .

When Greenfield Global gathered a team of its A-Players to undertake a massive, challenging project, they knew it was important to build rapports among colleagues, encourage collaboration, and have some fun together.

So, we helped them host an Express Clue Murder Mystery event where their team used their unique individual strengths and problem-solving approaches in order to collaboratively solve challenges.

To learn more, read the full case study:  Greenfield Global Uses Express Team Building to Boost Morale and Camaraderie During a Challenging Project .

When the COVID-19 pandemic struck, we were proud to be able to continue supporting our customers’ goals with virtual team building activities and group training sessions.

With remote work being mandated as self-quarantine requirements are enforced on a global scale, companies began seeking ways to keep their newly-remote teams engaged and ensure morale remained as high as possible.

And MyZone was no exception. When the company found themselves feeling the effects of low employee morale and engagement, they noticed a decrease in productivity and motivation.

To make matters even more difficult, MyZone’s team works remotely with employees all over the world. This physical distancing makes it challenging for them to build a strong rapport, reinforce team dynamics, and boost morale and engagement.

The company was actively searching for an activity to help bring their employees closer together during this challenging time but kept running into a consistent issue: the majority of the team building activities they could find were meant to be done in person.

They reached out to Outback Team Building and Training and we were able to help them achieve their goals with a Virtual Clue Murder Mystery team building activity.

To learn more, read the case study here:  How MyZone Used Virtual Team Building to Boost Employee Morale During COVID-19.

AmeriCorps members are dedicated to relieving the suffering of those who have been impacted by natural disasters. And to do so, they rely on the support of a team of temporary staff members who work one-year terms with the organization. These staff focus on disseminating emergency preparedness information and even providing immediate assistance to victims of a disaster.

During its annual midyear training period, AmeriCorps gathers its entire team of temporary staff for a week of professional development seminars aimed at both helping them during their term with the company as well as equipping them with skills they can use when they leave AmeriCorps.

But when the COVID-19 pandemic got underway, AmeriCorps was forced to quickly re-evaluate the feasibility of its midyear training sessions.

That’s when they reached out to Outback. Rather than having to cancel their midyear training entirely, we were able to help them achieve their desired results with four virtual group training sessions: Clear Communication ,  Performance Management Fundamentals ,  Emotional Intelligence , and  Practical Time Management .

Find all the details in the full case study:  AmeriCorps Equips 90 Temporary Staff Members for Success with Midyear Virtual Training Sessions.

With the COVID-19 pandemic taking a significant toll on the morale of its employees, Microsoft’s Azure team knew they were overdue for an uplifting event.

It was critical for their team building event to help staff reconnect and reengage with one another. But since the team was working remotely, the activity needed to be hosted virtually and still be fun, engaging, and light-hearted.

When they reached out to Outback Team Building and Training, we discussed the team’s goals and quickly identified a Virtual Clue Murder Mystery as the perfect activity to help their team get together online and have some fun together.

For more information, check out the entire case study: How Microsoft’s Azure Team Used Virtual Team Building to Lift Spirits During the COVID-19 Pandemic.

The Indiana CPA Society is the go-to resource for the state’s certified public accountants. The organization supports CPAs with everything from continuing education to networking events and even advocacy or potential legislation issues that could affect them.

But as the time approached for one of INCPAS’ annual Thanksgiving event, the Indiana CPA Society’s Social Committee needed to plan a modified, pandemic-friendly event for a group of people who were burnt out my online meetings and experiencing Zoom fatigue.

So, we helped the team with a Self-Hosted Virtual Code Break team building activity that INCPAS staff loved so much, the organization decided to host a second event for its Young Pros and volunteers.

For INCPAS’ Social Committee, the pressure to put on an event that everyone will enjoy is something that’s always on their mind when planning out activities. And their event lived up to their hopes.

For more information, check out the entire case study: Helping the Indiana CPA Society Host a Virtual Team Building Activity That Even the Most “Zoom Fatigued” Guests Would Love .

When Stemcell was looking for a way to celebrate the holidays, lift its team members’ spirits, and help connect cross-departmental teams during the pandemic, they contacted us to help host the perfect team building activity.

They tasked us with finding an event that would help team members connect, get in the holiday spirit, and learn more about the business from one another during the midst of a stressful and challenging time.

So, we helped them host a festive, virtually-hosted Holiday Hijinks team building activity for employees from across the company.

For more information, check out the entire case study: Stemcell Brightens Up the Holiday Season for its Cross-Departmental Team with a Virtually-Hosted Team Building Activity .

We take pride in being recommended by more than 14,000 corporate groups because it means that we’ve earned their trust through delivering impactful results.

We’ve been in this business for a long time, and we know that not everybody who’s planning a corporate event is a professional event planner. But no matter if it’s their first time planning an event or their tenth, we  love  to help make our customers look good in front of their team. And when an employee at Satellite Healthcare was tasked with planning a team building event for 15 of her colleagues, she reached out to us – and we set out to do just that!

Our customer needed a collaborative activity that would help a diverse group of participants get to know each other, take her little to no time to plan, and would resonate with the entire group.

With that in mind, we helped her facilitate a  Military Support Mission . The event was a huge success and her colleagues loved it. In fact, she has now garnered a reputation as the team member who knows how to put together an awesome team building event.

To learn more, read the case study here:  How a Satellite Employee “Garnered the Reputation” as Her Team’s Pro Event Planner .

In 2013, international dating service POF (formerly known as PlentyOfFish) reached out to us in search of an exciting outdoor team building activity that they could easily put to work at their annual retreat in  Whistler, B.C . An innovative and creative company, they were in search of an activity that could help their 60 staff get to know each other better. They also wanted the event to be hosted so that they could sit back and enjoy the fun.

The solution? We helped them host their first-ever  Amazing Race  team building event.

Our event was so successful that POF has now hosted The Amazing Race at their annual retreat for  five consecutive years .

To learn more, check out our full case study:  Why PlentyOfFish Continues to Choose ‘The Amazing Race’ for Their Company Retreat .

As one of our longest-standing and most frequent collaborators, we know that Microsoft is always in search of new and innovative ways to bring their teams closer together. With a well-known reputation for being avid advocates of corporate social responsibility, Microsoft challenged us with putting together a charitable team building activity that would help their team bond outside the office and would be equal parts fun, interactive, and philanthropic. 

We analyzed which of our six charitable team building activities would be the best fit for their needs, and we landed on the perfect one: End-Hunger Games. In this event, the Microsoft team broke out into small groups, tackled challenges like relay races and target practice, and earned points in the form of non-perishable food items. Then, they used their cans and boxes of food to try and build the most impressive structure possible in a final, collaborative contest. As a result, they were able to donate a truckload of goods to the local food bank.

For more details, check out the comprehensive case study:  How Team Building Helped Microsoft Employees Donate a Truckload of Food .

Time isn’t always a luxury that’s available to our customers when it comes to planning a great team activity which is why we make sure we are fast, agile, and can accommodate any timeline. 

Nothing dampens your enjoyment of a holiday more than having to worry about work – even if it’s something fun like a team building event. But for one T-Mobile employee, this was shaping up to be the case. That’s because, on the day before the holiday weekend, she found out that she needed to organize a last-minute activity for the day after July Fourth. 

So, she reached out to Outback Team Building & Training to see if there was anything we could do to help – in less than three business days. We were happy to be able to help offer her some peace of mind over her holiday weekend by recommending a quick and easy solution: a  Code Break  team building activity. It was ready to go in less than three days, the activity organized was stress-free during her Fourth of July weekend, and, most importantly, all employees had a great experience. 

For more details, check out the full story here:  Finding a Last-Minute Activity Over a Holiday .

At Outback Team Building & Training, we know our customers don’t always have time on their side when it comes to planning and executing an event. Sometimes, they need answers right away so they can get to work on creating an unforgettable experience for their colleagues.

This was exactly the case when Black & McDonald approached us about a learning and development session that would meet the needs of their unique group, and not take too much time to plan. At 10:20 a.m., the organization reached out with an online inquiry. By 10:50 a.m., they had been connected with one of our training facilitators for a more in-depth conversation regarding their objectives.

Three weeks later, a group of 14  Toronto, Ontario -based Black & McDonald employees took part in a half-day tailor-made training program that was built around the objectives of the group, including topics such as emotional intelligence and influence, communication styles, and the value of vulnerability in a leader.

To learn more about how this event was able to come together so quickly, check out the full story:  From Inquiry to Custom Call in Under 30 Minutes .

When Conexus Credit Union contacted us on a Friday afternoon asking if we could facilitate a team building event for six employees the following Monday morning, we said, “Absolutely!” 

The team at Conexus Credit Union were looking for an activity that would get the group’s mind going and promote collaboration between colleagues. And we knew just what to recommend:  Code Break Express  – an activity filled with brainteasers, puzzles, and riddles designed to test the group’s mental strength. 

The Express version of Code Break was ideal for Conexus Credit Union’s shorter time frame because our Express activities have fewer challenges and can be completed in an hour or less. They’re self-hosted, so the company’s group organizer was able to easily and efficiently run the activity on their own.

To learn more about how we were able to come together and make this awesome event happen, take a look at our case study:  A Perfect Group Activity Organized in One Business Day .

We’ve been lucky enough to work with Accenture – a company which has appeared on FORTUNE’s list of “World’s Most Admired Companies” for 14 years in a row – on a number of team building activities in the past. 

The organization approached us with a request to facilitate a philanthropic team building activity for 15 employees. The hitch? They needed the event to be planned, organized, and executed within one week. 

Staying true to our brand promise of being fast to act on behalf of our customers, our team got to work planning Accenture’s event. We immediately put to work the experience of our Employee Engagement Consultants, the flexibility of our solutions, and the organization of our event coordinators. And six days later, Accenture’s group was hard at work on a  Charity Bike Buildathon , building bikes for kids in need.

To learn more about how we helped Accenture do some good in a short amount of time, read the full case study:  Delivering Team Building for Charity in Under One Week .

Learn More About Team Building, Training and Development, and Coaching and Consulting Solutions 

For more information about how Outback Team Building & Training can help you host unforgettable team activities to meet your specific goals and needs on virtually any time frame and budget, just reach out to our Employee Engagement Consultants.  

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Making Learning Relevant With Case Studies

The open-ended problems presented in case studies give students work that feels connected to their lives.

To prepare students for jobs that haven’t been created yet, we need to teach them how to be great problem solvers so that they’ll be ready for anything. One way to do this is by teaching content and skills using real-world case studies, a learning model that’s focused on reflection during the problem-solving process. It’s similar to project-based learning, but PBL is more focused on students creating a product.

Case studies have been used for years by businesses, law and medical schools, physicians on rounds, and artists critiquing work. Like other forms of problem-based learning, case studies can be accessible for every age group, both in one subject and in interdisciplinary work.

You can get started with case studies by tackling relatable questions like these with your students:

• How can we limit food waste in the cafeteria?
• How can we get our school to recycle and compost waste? (Or, if you want to be more complex, how can our school reduce its carbon footprint?)
• How can we improve school attendance?
• How can we reduce the number of people who get sick at school during cold and flu season?

Addressing questions like these leads students to identify topics they need to learn more about. In researching the first question, for example, students may see that they need to research food chains and nutrition. Students often ask, reasonably, why they need to learn something, or when they’ll use their knowledge in the future. Learning is most successful for students when the content and skills they’re studying are relevant, and case studies offer one way to create that sense of relevance.

Teaching With Case Studies

Ultimately, a case study is simply an interesting problem with many correct answers. What does case study work look like in classrooms? Teachers generally start by having students read the case or watch a video that summarizes the case. Students then work in small groups or individually to solve the case study. Teachers set milestones defining what students should accomplish to help them manage their time.

During the case study learning process, student assessment of learning should be focused on reflection. Arthur L. Costa and Bena Kallick’s Learning and Leading With Habits of Mind gives several examples of what this reflection can look like in a classroom: 

Journaling: At the end of each work period, have students write an entry summarizing what they worked on, what worked well, what didn’t, and why. Sentence starters and clear rubrics or guidelines will help students be successful. At the end of a case study project, as Costa and Kallick write, it’s helpful to have students “select significant learnings, envision how they could apply these learnings to future situations, and commit to an action plan to consciously modify their behaviors.”

Interviews: While working on a case study, students can interview each other about their progress and learning. Teachers can interview students individually or in small groups to assess their learning process and their progress.

Student discussion: Discussions can be unstructured—students can talk about what they worked on that day in a think-pair-share or as a full class—or structured, using Socratic seminars or fishbowl discussions. If your class is tackling a case study in small groups, create a second set of small groups with a representative from each of the case study groups so that the groups can share their learning.

4 Tips for Setting Up a Case Study

1. Identify a problem to investigate: This should be something accessible and relevant to students’ lives. The problem should also be challenging and complex enough to yield multiple solutions with many layers.

2. Give context: Think of this step as a movie preview or book summary. Hook the learners to help them understand just enough about the problem to want to learn more.

3. Have a clear rubric: Giving structure to your definition of quality group work and products will lead to stronger end products. You may be able to have your learners help build these definitions.

4. Provide structures for presenting solutions: The amount of scaffolding you build in depends on your students’ skill level and development. A case study product can be something like several pieces of evidence of students collaborating to solve the case study, and ultimately presenting their solution with a detailed slide deck or an essay—you can scaffold this by providing specified headings for the sections of the essay.

Problem-Based Teaching Resources

There are many high-quality, peer-reviewed resources that are open source and easily accessible online.

• The National Center for Case Study Teaching in Science at the University at Buffalo built an online collection of more than 800 cases that cover topics ranging from biochemistry to economics. There are resources for middle and high school students.
• Models of Excellence , a project maintained by EL Education and the Harvard Graduate School of Education, has examples of great problem- and project-based tasks—and corresponding exemplary student work—for grades pre-K to 12.
• The Interdisciplinary Journal of Problem-Based Learning at Purdue University is an open-source journal that publishes examples of problem-based learning in K–12 and post-secondary classrooms.
• The Tech Edvocate has a list of websites and tools related to problem-based learning.

In their book Problems as Possibilities , Linda Torp and Sara Sage write that at the elementary school level, students particularly appreciate how they feel that they are taken seriously when solving case studies. At the middle school level, “researchers stress the importance of relating middle school curriculum to issues of student concern and interest.” And high schoolers, they write, find the case study method “beneficial in preparing them for their future.”

What is the Case Study Method?

Overview Dropdown up

Overview dropdown down, celebrating 100 years of the case method at hbs.

The 2021-2022 academic year marks the 100-year anniversary of the introduction of the case method at Harvard Business School. Today, the HBS case method is employed in the HBS MBA program, in Executive Education programs, and in dozens of other business schools around the world. As Dean Srikant Datar's says, the case method has withstood the test of time.

Case Discussion Preparation Details Expand All Collapse All

In self-reflection in self-reflection dropdown down, in a small group setting in a small group setting dropdown down, in the classroom in the classroom dropdown down, beyond the classroom beyond the classroom dropdown down, how the case method creates value dropdown up, how the case method creates value dropdown down, in self-reflection, in a small group setting, in the classroom, beyond the classroom.

How Cases Unfold In the Classroom

How cases unfold in the classroom dropdown up, how cases unfold in the classroom dropdown down, preparation guidelines expand all collapse all, read the professor's assignment or discussion questions read the professor's assignment or discussion questions dropdown down, read the first few paragraphs and then skim the case read the first few paragraphs and then skim the case dropdown down, reread the case, underline text, and make margin notes reread the case, underline text, and make margin notes dropdown down, note the key problems on a pad of paper and go through the case again note the key problems on a pad of paper and go through the case again dropdown down, how to prepare for case discussions dropdown up, how to prepare for case discussions dropdown down, read the professor's assignment or discussion questions, read the first few paragraphs and then skim the case, reread the case, underline text, and make margin notes, note the key problems on a pad of paper and go through the case again, case study best practices expand all collapse all, prepare prepare dropdown down, discuss discuss dropdown down, participate participate dropdown down, relate relate dropdown down, apply apply dropdown down, note note dropdown down, understand understand dropdown down, case study best practices dropdown up, case study best practices dropdown down, participate, what can i expect on the first day dropdown down.

Most programs begin with registration, followed by an opening session and a dinner. If your travel plans necessitate late arrival, please be sure to notify us so that alternate registration arrangements can be made for you. Please note the following about registration:

HBS campus programs – Registration takes place in the Chao Center.

India programs – Registration takes place outside the classroom.

Other off-campus programs – Registration takes place in the designated facility.

What happens in class if nobody talks? Dropdown down

Professors are here to push everyone to learn, but not to embarrass anyone. If the class is quiet, they'll often ask a participant with experience in the industry in which the case is set to speak first. This is done well in advance so that person can come to class prepared to share. Trust the process. The more open you are, the more willing you’ll be to engage, and the more alive the classroom will become.

Does everyone take part in "role-playing"? Dropdown down

Professors often encourage participants to take opposing sides and then debate the issues, often taking the perspective of the case protagonists or key decision makers in the case.

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How to Use Case Studies in Your Employee Training Sessions

Case studies can be powerful tools for learning and training. They're evidence-based stories that showcase the outcomes you want, so using them as the basis for your training can make the training itself more engaging and more effective. The question is, how can you use a case study to enhance your training for learners? There are several options.

• Identify personal leadership styles
• Capitalize on style strengths
• Minimize style trouble spots

Table of Contents

Design a case study to fit the training, develop training to fit a case study, use a longitudinal case study to demonstrate outcomes of training, use miniature case studies to prove individual points, thread a case study throughout training, ask trainees to predict case study outcomes, discuss potential alternative outcomes in case studies, turn a case study into an immersive simulation, create a framework case study and encourage trainees to fill it out.

First up, you have one major decision to make. Do you design training around a case study, or do you design a case study to fit your training? Both perspectives are equally valid as long as the study results and the training program goals are aligned.

Let’s say you choose to design a case study to fit your desired training. For example, you're trying to implement the  Delivering Exceptional Phone Service  reproducible training course for your customer service team. To back up the training, you want a case study that showcases how putting the techniques taught in the course into practice will bolster positive outcomes with customer service.

You have two options here.

• The first is simply writing a case study based on your own experiences, accentuating the necessary details relevant to the training, and pruning it down to the bare essentials to prove your point.
• The other option is to seek out existing case studies performed by renowned research firms that support your points.

In either case, you can then use the case study as a "real world" example of how the techniques in the training can be put to actual use and how they tangibly impact positive outcomes. Make sure to highlight specific aspects of the case study and how they relate to the practices put forth in the training module for better retention.

Your second option, as an alternative, is to develop your training to fit an already existing case study.

The process looks a little something like this:

• Begin by finding a case study that results in the outcomes you're seeking. For example,  this case study from Train Like a Champion  focuses on getting training to produce long-term results, something that every company can benefit from implementing.
• Next, review the case study. Look for salient details and mechanisms used to achieve the outcomes you desire. Ideally, the case study itself will support those mechanisms and expound upon how to use them.
• Finally, develop a training module that integrates the case study and its data, as well as the mechanisms you uncovered, to train your employees to achieve those same outcomes.

You can accompany the training module with the case study, with details and data uncovered along the way, or you can use it as a companion piece or use it as cited sources or proof for the claims you're making. None of these choices are inherently wrong, so pick the ones that work best with your staff and your means of training to create a better learning experience.

Longitudinal case studies are case studies that look at and measure specific data about their subjects over a long period. Such case studies can follow individuals throughout a particular period of years, their careers, or their entire lives. For example, longitudinal studies are often used in medicine to help study the long-term effects of various substances and illnesses.

A longitudinal case study can be a powerful tool for building training. You can point to specific, hard evidence that certain kinds of training not only improve short-term results and benefits for employees, clients, and companies but can increase the value of employees throughout their careers.

Using this kind of case study can be an essential part of encouraging your employees to take the training seriously. After all, it's one thing to encourage employees to participate in training because it benefits customers or the company, but it's quite a different incentive if you can showcase how that training will improve their career prospects.

The tricky part about this is that case studies can prove many different points because different people have different career trajectories and leverage different skills in different ways. That is why it can be essential to begin with training modules such as  What's My Leadership Style  to help employees identify which individuals to follow in the case study and which outcomes are most relevant to their specific situations.

If finding specific, relevant longitudinal studies isn't possible, an alternative approach involves leveraging small-scale case studies to reinforce key points throughout your training process. For example, throughout a comprehensive  customer service training  course, you can use specific case studies that highlight varied responses to an irate customer, showcasing how different approaches lead to distinct outcomes. These case studies provide tangible examples to support decisions about adopting a placating, resistant, or combative tone in customer interactions.

The benefit to this option is that there are, in general, many more small-scale case studies than there are more extensive, longitudinal case studies. Moreover, it's much easier to find them and use them to prove your points. Long-term case studies can have surprising outcomes, and they can have findings that contradict your studies and policies. That can be difficult to reconcile unless you're willing to wholly adjust your training and direction.

The biggest potential drawback to this option is that there are many small-scale case studies, many of which can have contradictory outcomes. With the vast pool of small-scale case studies available, there is a risk of cherry-picking examples that selectively support a specific viewpoint, regardless of their overall value. This practice could compromise the integrity of the training content and may not provide a holistic representation of the topic at hand. Trainers should exercise caution and ensure that the chosen case studies are relevant, unbiased, and contribute substantively to the overall learning objectives.

If you think back to some of the more effective textbook designs for schools in higher education, you may find a through-line. Many effective textbooks include an ongoing, long-term set of examples, or "characters," they follow along the way. For example, in courses where you learn a language, a textbook will often have a set of characters who interact in varying situations to showcase quirks of language, particularly conversational use of the language.

A case study can be used in this manner for your training. Fortunately, many comprehensive and overarching training courses have these kinds of examples and case studies built into them.

The goal is to allow your trainees to explore training in a multifaceted way. That might include links to studies, links to infoboxes, video interviews, and much more.

An added benefit of this training method is that you can make a single training module much more comprehensive in terms of answers to common and uncommon questions. Training employees from a point of knowledge can be surprisingly challenging because it can be tricky to judge even what the trainees don't know. Providing in-depth, interlinked, embedded answers to questions for trainees to explore helps bring everyone to the same page.

One thing that sets effective training apart from ineffective training is the level of interactivity. When training is interactive and engaging, trainees learn much more from it by participating in "real-life" examples and demos of the training in action. This approach enables participants to apply their knowledge in real-life situations, promoting a deeper understanding and emphasizing their problem-solving ability to choose appropriate resolutions.

One way to help encourage engagement in training is with a case study that puts that training into action. Divide the case study between setup and resolution, and have the trainees read the setup portion of the training. Cut it off as the individuals in the case study are making their decisions based on the training (or ignoring the training).

Then, ask the trainees to predict what the outcomes will be. Encourage them to write down their predictions. Then, you can progress with the case study and reveal the actual results of the training. While some case studies may follow predictable paths, introducing occasional curveballs keeps participants on their toes. These unexpected twists challenge trainees’ critical thinking skills and their ability to adapt their problem-solving strategies. You can then discuss why they made the predictions that they did and what led them to their decisions, whether right or wrong.

This interactive approach not only transforms training into a participatory experience but also creates a platform for meaningful discussions.

Like the above, you can leverage case studies and predictions to speculate. How would the outcome have changed if the individual in the case study made a different choice or acted differently?

What changes would your employees make?

"After reading a case study together or independently, you can have your participants write a different ending to the case study. For example, if you read a story about a woman who improved her communication skills after attending a workshop (just like the one your students might be in), have them write what would happen if she didn't attend the workshop. Have them write what would happen if she was engaged/not engaged. Ask them to consider what is going on in the woman's life that might impact her ability to communicate appropriately or efficiently during the time of training. Writing a different outcome prompts participants to consider the whole story and not just the parts that are presented to them." –  TrainingCourseMaterial

For an interesting case study of your own, you can ask your trainees to read a situation and convey how they would act in that situation before implementing the training in the first place. Then, progress through the training modules. When finished, ask the trainee to revisit, see how accurate their behavior is to the goal, and ask them what changes, if any, they would make.

Once again, studies show that the best training is training produced in the form of an immersive simulation.  

Look for industry case studies about particular incidents.  Several agencies  produce comprehensive investigations into the circumstances behind industrial accidents, often in factory, warehouse, or shipping processes. These case studies can form the basis of a scenario wherein you ask your employees to role-play how they would respond if the incident occurred in your facility.

You can then use the realities of the investigation to enforce consequences in the simulated disaster. For example, say you're training employees to handle a chemical spill in a warehouse. The established procedures outline specific actions to be taken. Within the simulation, introduce a scenario where one employee is found unconscious within the chemical spill. This introduces a critical decision point: will someone attempt a rescue, and if so, will they do so without proper preparation? You can then remove this individual from the training scenario because their actions led to them being incapacitated.

There are many such examples. Always remember that most, if not all, industrial and commercial regulations are built on the back of people dying because of loopholes or unforeseen circumstances.

This approach allows employees to engage with the training material in a hands-on, realistic manner. It not only reinforces the importance of adhering to established protocols but also highlights the potential repercussions of deviating from proper procedures. The immersive nature of these simulations helps employees internalize the lessons, making the training more impactful and applicable to their day-to-day responsibilities.

Finally, another way to use case studies for training is to turn your trainees into case studies themselves. Build a framework or a template of a case study, with questions about the scenario, their responses, the training, and their behavior after the training. Encourage trainees to fill out these case study templates, then participate in training, and fill them out again. For added value, track these employees for months afterward to see where they've gone, how they've implemented their training, and how it has improved their careers.

The use of case studies can be a powerful training tool, but they can only be effective if coupled with practical training modules. After all, you can't know how to reach your goals without knowing where you are. That's why we offer dozens of training options in our reproducible training library, as well as dozens more assessments (both instructor-led and self-guided) to help establish baselines and build awareness.

Check out our training library, and find case studies that align with your company values and learning objectives.

To learn more about how to help your employees, check out our  What’s My Leadership Style  course. This course is a management development tool, leadership style assessment, and online training workshop. This comprehensive tool is designed to pinpoint an individual's leadership style, offering valuable insights for organizational leaders, managers, and supervisors. By utilizing this tool, professionals can enhance their performance and cultivate the skills necessary to evolve into effective and impactful leaders within their respective roles.

Do you have any questions or concerns about using case studies in your employee training sessions to provide the best outcomes for your learners? If so, please feel free to leave a comment down below, and we'll get back to you! We make it a point to reply to every message we receive, and we would be more than happy to assist you or your company however we possibly can.

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About our author

Bradford r. glaser.

Brad is President and CEO of HRDQ, a publisher of soft-skills learning solutions, and HRDQ-U, an online community for learning professionals hosting webinars, workshops, and podcasts. His 35+ years of experience in adult learning and development have fostered his passion for improving the performance of organizations, teams, and individuals.

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Human Resource Management International Digest

ISSN : 0967-0734

Article publication date: 29 July 2019

Issue publication date: 29 July 2019

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Traditional teaching methods have limitations in expecting learners to be passive recipients, and do not take individual differences of either instructor or learner into account. Active teaching methods, such as case-method teaching (CMT) require learners to be more active and dynamic, engaging with real-world case studies, analyzing and problem-solving. The CMT method offers flexibility matching learning and teaching styles of participants. This method has advantages working with potential challenges and opportunities for organizations, empowering staff and bridging the gap between theoretical knowledge and reality.

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The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

• Learning and development
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(2019), "Learning and training in organizations: The case-method teaching approach", Human Resource Management International Digest , Vol. 27 No. 5, pp. 27-29. https://doi.org/10.1108/HRMID-05-2019-0146

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8 training challenges in the workplace and how to rise above them

Updated on: 31 Jan 2023 by Elena Koumparaki , 15 mins to read

Effective employee training is essential for your organization. And your people. It reduces employee turnover while driving productivity, boosts the creation of a healthy working culture, and helps your employees feel strong and confident to give their best self and reach their fullest potential.

Due to remote/hybrid work models that are here to stay, it’s necessary to examine the evolution of the workplace but also the expectations of your employees in the new norm. This means focusing on how your L&D will develop in the digital age.

Employee training is not as simple as getting your people in a conference room, giving them a lengthy lecture, and expecting them to absorb the knowledge and put it into practice. Traditional learning can’t offer your employees the same benefits it did some years ago. The concept that it can is why some organizations find themselves across employee training challenges.

As a result, companies still find their training to be ineffective (or only partially effective) in achieving their goals. This is usually because of a few common training and development problems. These training challenges range from a time-poor and sometimes dispersed workforce to limiting costs while improving engagement and catering to diverse learning preferences .

Fortunately, Moliere was right when he said, “ The greater the obstacle, the more glory in overcoming it” ! So, we’re going to address the most common employee training challenges and offer simple solutions to improve the effectiveness of your training.

Training challenges and solutions for learners

Employee training programs have always been a necessity—even more so in this post-pandemic, hybrid work world. But how do employees actually feel about it? What training challenges are they facing? And are they happy with the training they’re getting?

A 2022 TalentLMS and SHRM survey on the state of L&D showed that among employees who have received training from their current company, 75% are satisfied with it. While this stat is optimistic, there’s still room for improvement.

TalentLMS ran a poll on LinkedIn regarding the challenges learners face—and the responses were illuminating. Here are some of the things employees struggle the most with, and what you can do to help.

Challenge #1: No time for training

Everyone is busy. Employees have to deal with an already full work schedule, let alone navigate the possible complexities of their new hybrid workplaces and the way these changes affect their work-life balance.

Blocking time consistently in their schedule every week to focus on training may feel impossible. Yet asking them to complete their training in their free time may lead to them resisting, or even resenting the whole process.

Solution: Focus on microlearning & mobile learning

Microlearning , aka bite-sized training that consists of short videos, infographics, quizzes, and checklists, will be a game-changer for busy learners. Using a microlearning approach in your employee training programs will allow them to find time for training—as a few minutes on a daily basis is much easier to plan for than blocks of hours every week.

Also, learning things in small doses is a better fit for the brain’s working memory ability. This way, microlearning improves knowledge retention .

Mobile learning is also fundamental for your employee training and development programs. Delivering your content through an app your learners can download and have on their phones makes it infinitely easier to study or watch courses even on the go—especially when combined with microlearning.

Think about communicating several concepts at once with clever graphics. They’re a valuable time-saver for learners, as well as a welcome break from reading text in emails, reports, and newsletters.

You can also prioritize short, straightforward assessments wherever possible. This provides employees with quick opportunities for feedback on their learning progress.

Challenge #2: Difficulties understanding the content

One of the main reasons learners disengage with a training program and you end up facing training challenges is because the language used is too technical. Particularly when the subject matter is complicated, using abstract concepts or technical jargon is only going to turn learners off and decrease comprehension.

This becomes even more of a problem if your team includes non-native speakers, who already face more challenges understanding jargon, acronyms, and buzzwords.

Another aspect of this is that different people learn differently. Many of your employees may have difficulties processing long stretches of text and prefer getting their content in video format—or vice versa.

Solution: Use plain language & a variety of materials in training

Using plain language in training makes the content more accessible to everyone , and saves your learners time and effort. If the language used is simple, they are more likely to understand what they read (or hear) the first time around, without having to go back and decode it.

They’re also likely to remember it better.

Another way to aid comprehension and memory retention is to cater to your learners’ learning habits by providing a variety of content types. From videos and instructor-led training sessions to quizzes, infographics, and PDFs.

You could also run a survey before (and after) for learners to pinpoint which content formats work for them and which don’t.

Also, remember these tips when planning content delivery:

• Conduct a thorough needs analysis that focuses on identifying the learning preferences (especially relating to comfort with technology) of your audience. Use the findings to inform your training design.
• Choose software with a simple, user-friendly interface (UI). A seamless user experience is good for all learners, not only those who struggle with technology. For example, pausing a video or downloading an assignment should always be straightforward and easy.
• Open up communication channels (including tech support). Use tools like discussion forums to make it easy for all learners to ask questions and receive both content and technical guidance.

Challenge #3: Can’t see how training is relevant

It happens more often than you’d think. You could be teaching something as critical as cybersecurity training or sexual harassment training. Yet, your employees may fail to see how it translates to their day-to-day work.

This doesn’t mean they don’t care about the subject matter—or that they don’t want to get better. It means that your content may come off as too generic, outdated, or simply not relevant to them.

Many training programs are too generic  and not personalized enough for specific roles or skills. Unfortunately, generic training can strain learners’ time and patience by forcing them to engage with content that simply isn’t relevant to them. You can bet this leads to further training challenges.

Solution: Use relatable scenarios and clear outcomes

Learners need the content to be actionable. Even when dealing with complicated concepts, to begin with, it’s vital that you “translate” this into real-life scenarios that your employees could feasibly encounter in their day-to-day.

Whether it’s through short animated videos that showcase best practices or hands-on quizzes, bringing the content down from the sphere of the abstract to the realm of everyday life will make all the difference.

Categorize learning outcomes into essential and nice-to-have for each role undergoing training. Only make essential training compulsory, but use other methods like gamification through rewards, badges, and points to encourage learners to engage with nice-to-have content.

You should also focus on making learning outcomes clear from the get-go and stay clear from employee training challenges: make a list of key takeaways learners will get after completing the course and ensure they’re often featured within the content (perhaps after the completion of a module or before starting a new one).

Another best practice is leveraging just-in-time training for updating skills or conveying new information when needed. Relatable case studies and scenarios can also reinforce the relevance of the training program to employees’ jobs.

Last but not least, don’t forget to conduct post-training feedback surveys to discover what appeals most to learners and where your training program needs refining.

Challenge #4: The training process feels lonely and boring

Self-paced training can be hard—especially nowadays when hybrid work environments have increased feelings of isolation for many employees. When asked what would make training more effective, 32% of the TalentLMS and SHRM survey respondents said that making it more social would improve its efficacy.

And it makes sense. People learn better together.

Solution: Add gamification & social elements

Gamification has been used for years, but now is perhaps more important than ever. Learning together with their colleagues will help your employees feel like a part of a team. And gamification elements such as points, leaderboards, and badges can help achieve that in a stress-free way.

Apart from creating friendly competition, gamification is known to help with engagement. As this TalentLMS survey shows, 89% of employees agree that gamification makes them more productive , and the same number of people would be more willing to spend time in a training software if the training was gamified.

Use discussion forums and other informal live online spaces for learners to interact casually. This encourages learners to engage emotionally with other learners and the training process.

Establishing an active learning culture and making all employees feel like a part of that culture can boost emotional engagement. This emotional investment leads to increased learning and is a great way to overcome multiple employee training challenges with a single LMS feature.

Challenge #5: Dispersed workforce

A steady rise in remote/hybrid work and a decentralized workforce has led to new training challenges.

With a geographically dispersed workforce, training can be quite hard: misunderstandings are common, and cultural differences may even lead to inconsistent training. For example, some cultures are less comfortable with being vocal on online forums than others.

The solution: Use tools to bring your remote workforce together

Using tools like video conferencing, webinars, discussion boards, social media, and communication channels can help foster trust and empathy between your teams no matter where they are located. Training becomes much more effective as it helps clarify communication–discussion boards, for example, can be used as a safe space to voice questions or concerns , or share experience and knowledge.

What’s also helpful is to set clear training goals from the beginning. Team members must know exactly what is expected of them during training, and how their learning achievements will benefit them in their day-to-day tasks. Communicating the importance of each training session is vital, as employees (especially those who work remotely) don’t just get a random “complete your training” notification. You can spread the word by sending emails to your employees before, while, and after training to keep them engaged!

Training challenges and solutions for L&D professionals

While many of the training challenges when building your employee training programs are actually learner-facing, there are some internal challenges for your L&D team as well.

Challenge #6: Not enough bandwidth to put a training program together

Companies are beginning to realize the importance of L&D teams. The recent TalentLMS and SHRM survey showed that over half of responding HR managers plan to provide their employees with upskilling (59%) and reskilling (55%) training in 2022—and a whopping 85% of them realize that training is beneficial for company growth.

Yet, all this may not solve your team’s problem in the here and now since not only the employees can face training challenges, but the instructors themselves. If your L&D team is still small (or practically non-existent) and the creation of your employee training and development programs falls on managers who are already wearing many different hats, all the good intentions in the world won’t make up for the lack of time and bandwidth.

And while this seems like a small problem at first (you managed to set up a training program regardless, didn’t you?), it could have a ripple effect and impact the learning outcome and worsen the employee training challenges you were already facing.

For instance, if your team didn’t have enough time to find the best training content, then the course might not offer new knowledge to employees and make them feel that training was a waste of their time.

Solution: Choose some ready-made courses

Pre-made content is your friend. For industry-specific topics, you’ll need to create personalized content. But when it comes to universal skills, like communication and leadership, there’s already quality content available out there.

For instance, you could get access to a library of ready-made courses that covers everything from soft skills to sales & marketing training essentials to project management and HR essentials.

This will allow you to focus your limited time where it’s actually needed: creating personalized content for your company’s specific needs.

Challenge #7: Can’t find the right SMEs

This training challenge may not arise often, but when it does, it can derail your whole process.

Let’s say you want to cover a specific subject, that’s either too industry-specific or too time-sensitive. And you need a Subject Matter Expert to deliver a presentation or assist you with creating engaging content.

Online learning has simplified the process a lot. When it comes to instructor-led sessions , for instance, your SME can join via Zoom from their own living room versus you having to book a conference place and invite them. That being said, you may not always be able to find the right person for the job, especially if time is of the essence. Or, you may need an SME to be more involved in the overall process of designing your course.

Solution: Involve employees in the course creation process

Have you thought about all the talent you may already have at your disposal? Talent you may not be tapping into? Some of your employees may have particular experience in one area that you may not know about. So, involving them in the course development process , even in a limited or one-off capacity, could be a great way to have an in-house SME. Wouldn’t it be great for your people to be able and help your organization with the employee training challenges that it is facing?

The only way to do this is simply to ask. You can send out a survey to your whole company quizzing people about their level of knowledge on X, Y, or Z subject matter. Or, you can reach out to team managers and ask for their feedback. They’ll probably know if someone on their team has the expertise you’re looking for.

You can (and should) of course, offer employees some incentives , monetary or otherwise. But you may also be surprised by how passionate people can be and how willing to share their knowledge, when it comes to a subject matter they know well and is important to them.

Challenge #8: Running on a very tight budget

No matter how you slice it, creating employee training programs costs money. In fear of an upcoming recession , one of the most common training challenges is the lack of an available training budget.

Even with online training removing many costs (such as venue hire, travel expenses, etc.), you still need equipment for videos, money to buy software, and the hours of everyone involved in the process that needs to be compensated.

How do you swing all that without sacrificing quality?

Solution: Find a cost-effective or free LMS

Online training doesn’t have to break the bank. Look for a solution that covers your specific needs and employee training challenges instead of investing in an expensive platform with features you’ll never use.

For example, you might want to focus on software that allows you to easily drag and drop content. This way, you’ll be able to create courses in just a few clicks by repurposing existing material. Or, if you train a multilingual audience, you should prioritize getting an LMS that allows you to customize the look and feel of your portal and use different languages to address different groups.

Once you’ve identified your needs, compare your options. It might be best to start with a free LMS or one that has flexible pricing plans, so you can test whether it’s working for you and your teams before making a larger commitment.

Employee training and development programs are living things

And as such, they will always be evolving. So, even though the future will surely bring new employee training challenges, the important thing is to approach training with the right mindset. It’s not just a box to tick but something that brings real value, both to your employees and your company.

At the end of the day, training is not about completing a course, but about learning new skills and knowledge—and this is a journey that can, and should, always be optimized.

Save time, frustration and money with TalentLMS, the most-affordable and user-friendly learning management system on the market. Try it for free for as long as you want and discover why our customers consistently give us 4.5 stars (out of 5!)

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Originally published on: 11 Apr 2018 | Tags: Employee Training , learning and development , training and development

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Proceedings of the Second International Conference on Innovations in Computing Research (ICR’23) pp 435–440 Cite as

Training Problem-Solvers by Using Real World Problems as Case Studies

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Employers of software engineers seek to hire who are not only excellent software developers but also possess three important skills: interpersonal communication, team collaboration, and problem solving. Mercer University’s Computer Science Department has a history of using real world problems for projects to motivate students and provides a rich environment for them to develop their problem solving and interpersonal skills. High-profile events like the Super Bowl can draw interests from students in a variety of courses. This poster will present the plan for using a project centered on Super Bowl to attract student’s interest, tailor teaching materials and hands-on exercises around this popular topic, and make appropriate assignments to students in two ongoing courses. The resultant software product can be extended in future courses to help train our students into problem solvers.

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CURRICULUM, INSTRUCTION, AND PEDAGOGY article

Designing an interactive field epidemiology case study training for public health practitioners.

• RTI International, Research Triangle Park, NC, United States

Globally, public health practitioners are called upon to respond quickly and capably to mitigate a variety of immediate and incipient threats to the health of their communities, which often requires additional training in new or updated methodologies or epidemiologic phenomena. Competing public health priorities and limited training resources can present challenges in developed and developing countries alike. Training provided to front-line public health workers by ministries of health, donors and/or partner organizations should be delivered in a way that is effective, adaptable to local conditions and culture, and should be an experience perceived as a job benefit. In this review, we share methods for interactive case-study training methodologies, including the use of problem-based scenarios, role-play activities, and other small-group focused efforts that encourage the learner to discuss and synthesize the concepts taught. We have fine-tuned these methods through years of carrying out training of all levels of public health practitioners in dozens of countries worldwide.

Background and Rationale

In a rapidly changing field marked by frequent turnover, the need to provide continuing education for public health practitioners is constant. Often there is no requirement for prior credentialing in public health for local-level jobs 1 , 2 . Alternatively, training and professional development may be clinically-oriented as opposed to the more relevant population based public health focus ( 1 ). In many parts of the world public health training programs targeting the health professions are minimal ( 2 ). For these reasons, in the US and elsewhere, public health professions tend to be high-responsibility, low-pay jobs, marked by high turnover rates ( 3 ).

In many low- and middle-income countries, keeping educated health professionals in-country is challenging ( 4 ). Public health professionals are discouraged by lack of proper compensation and insufficient opportunities for continuing professional development and education ( 5 ). Results from a 2006 study conducted for the Ugandan Ministry of Health investigating health workforce morale, satisfaction, motivation, and intent to remain in Uganda showed that health workers were dissatisfied with their jobs. About one in four noted a desire to leave the country to improve their outlook ( 6 ). Further complicating matters, those who have learned occupational skills through on-the-job experience are vulnerable to being laid off with changes of government administration ( 7 ).

Our experience carrying out training activities over the last two decades has provided the opportunity to train public health practitioners in-person, online, and via self-directed learning. We have designed and conducted trainings for front-line local responders as well as district and national-level officials both in the US and abroad. For example, in the US, we have trained county and state-level public health workers in surveillance and outbreak investigation through in-person training courses, Web conferencing platforms, and via both synchronous and asynchronous distance-based methods. We have trained national-level officials and laboratorians through specialized in-person trainings as well as via large conference-based and train-the-trainer style settings. Examples include organizing and developing content for a multi-agency tabletop exercise focused on bioterrorism response post-9/11, development of a curriculum focused on rapid response to avian and pandemic influenza, strengthening workforce capacity in sentinel site surveillance for respiratory illness, and, with the US Centers for Disease Control and Prevention (CDC), a full Master's-degree level curricula the Central American Field Epidemiology Training Program (FETP) Master's degree program, as well as front-line public health practitioner trainings at Intermediate and Basic-levels within Central America and topic-specific FETP modules elsewhere. These efforts were supported by CDC, the National Council of State and Territorial Epidemiologists (CSTE), the World Health Organization (WHO), the Pan-American Health Organization (PAHO), and others.

Whether delivered to a non-epidemiologist who finds themselves responsible for outbreak investigation, or to a national epidemiology official who will subsequently oversee training of their staff, the case study or interactive exercise typically serves as a pivotal feature of training for public health professionals, moving them toward actively engaging in learning, knowledge sharing and in the application of previously learned information ( 8 ). We describe key elements in the development and use of case studies as a learning tool for public health practitioners, based on our years of experience in developing, implementing, and evaluating public health trainings. The learning objectives of this article are the following:

• Identify critical teaching points around which to structure a case study training.

• Consider relevant sources of information to provide information and “plot” to a case study.

• Choose a case study format appropriate for the trainees and content.

• Incorporate design elements that encourage interaction and thoughtful discussion among learners into a case study.

Pedagogical Framework

Case-study based learning approaches have proven particularly effective in the medical education context. Comparison studies conducted in the medical sciences have found interactive, case-study focused learning a more effective teaching tool than didactic lectures ( 9 , 10 ). Although the literature focuses on medical education, the success of case studies in public health education is also reflected in the growing number of public health programs with problem-based curricula ( 11 , 12 ). Our goal has been to create effective training materials for public health professionals that present relevant, interactive, and interesting content that teach job skills (not merely general principles) in a way that can be quickly understood and applied while providing an opportunity for peers of different experience levels to learn from one another.

Curriculum development is a multi-layered process involving instructional designers, subject matter experts, and editorial and art personnel ( 13 ). Training format is highly dependent upon the needs of the involved partner(s). Information-driven training presented in the didactic style only can be less effective for information retention and learner motivation. Learning methods allowing the participant to contribute meaningfully from their own experience, develop skills in a supervised setting, and practice skills immediately pursuant to learning them, will result in more retention and ability to apply the skills taught. Learners who are given ample opportunities to analyze past experience through reflection, evaluation and reconstruction fulfill a key element of experience-based learning and are able to draw deeper meaning from prior events in their personal and professional lives ( 14 ). As such, interactive and problem-based approaches to building applied public health skills are critical features of many public health trainings. Interactive and problem-based approaches engender openness toward new experiences, a critical element in facilitating lifelong learning. At the social or group level, these approaches help emphasize critical social action and the importance of adopting a stance shaped by moral and socio-political responsibility ( 14 ).

Dissemination of information or didactic methods may be used as a means of communicating concepts, methods, or the use of new technologies, but should be accompanied by interactive teaching methods. Interactive teaching can occur in a variety of settings, which may be dependent on program, resources, and learner characteristics. The training audience is professional public health practitioners, who may or may not be formally educated in public health.

The size of the training has varied vastly, from fewer than 12 learners to over 100. With larger groups, we often have a lead instructor who is experienced both in the subject area and in carrying out trainings who is accompanied by “facilitators” or small-group leaders who can provide guidance during case-study work in break-out sessions.

Although we have designed trainings in many different formats, the most successful setting for a case study in our experience has been one where learners come together in-person for a scheduled period of instruction and worked activities, ranging in time from half-day trainings to 2-week courses.

The success of a particular training methodology is difficult to assess. For the several dozen trainings we have carried out, we include a participant evaluation that captures information such as whether the participant found the training useful, whether they feel able to use the information learned in their job, how satisfied they were with the training, and open comments. Informal interaction with trainees and feedback from these surveys over the years has shaped the case study format presented here. The success of a public health training should be measurable by participants' ability to perform specific job functions, and more broadly, improvements in components of the public health system such as timeliness and completeness of communicable disease reporting and surveillance.

Blueprints for an Interactive Curriculum

There are several considerations when planning and developing curriculum materials. First, the needs of the intended target audience (i.e., the learners) should form the core of any development process. The curriculum should be designed to both meet training and skill-building needs, and to approach the target audience in a comfortable and accessible way; it should meet them at their current level; the materials should address the fact that—trained or not—professionals who have been working in any field have experience to contribute that adds to the depth of a training. Second, training materials should be developed in a way that ensures consistency in the delivery. Thus, lectures should include a speaker script and built-in questions for the audience with suggestions to both engage learners and continually check knowledge acquisition. Having the script provides particular flexibility for train-the-trainer programs or other circumstances where the person with the most content and training expertise may not be the one to personally deliver the content to all trainees. Case studies should be developed in a standard format that includes an instructor guide complete with suggested answers, worked calculations, and suggested instructional methods for emphasizing critical teaching points. These methods ensure that critical content is taught regardless of the depth of experience of the teacher or facilitator. Finally, training materials should engage the learner in discussion and healthy debate, contribute to their own learning, and provide peer-to-peer learning opportunities. We discuss several types of interactive exercises which are often collectively referred to as “case studies,” but specifically may feature different elements (Table 1 ).

Table 1 . Terminology, definition, and examples of interactive training activities often referred to as “case studies.”

We propose the following general objectives of a group case study, regardless of format or topic area:

• To meet defined learning objectives or competencies.

• To learn in an environment that respects the skills and abilities of the learners, and allows each learner to use and apply their unique skills.

• To have learners interact with each other, thus enhancing their own learning through listening to the ideas and experience of fellow learners.

• To exhibit genuine interest in and be motivated by the content they are learning.

We have found that there are four critical conceptual elements in developing and executing an interactive training:

1. Reference key points or concepts to be learned and applied.

2. Guide learners to work through a problem.

3. Keep learners engaged through active questioning.

4. Draw on learners' experience.

Each of these is described in detail below, with a measles outbreak in a small African village used as a guide for demonstrating their implementation through a case study exercise.

Reference Key Points or Concepts to Be Learned and Applied

The main intent of a case study is to teach predefined content. Often training delivery of a case study is preceded by didactic content, or other information-driven training such as web-based tutorials, workbooks, or reading material. Whether or not information-driven training is included, the key concepts to be learned and applied should be viewed as the framework upon which the rest of the case study will be built. For example, a lecture or reading may put forth a set of 9 steps to investigate an outbreak. The case study format will then be dictated by achieving each of these 9 steps. It is of benefit to clearly and obviously delineate any key steps or phases as one works through the case study. The beginning learner gains more benefit from understanding a firm case study structure than from trying to figure out which step or concept should be applied in which situations, even though events may not occur so neatly on the job. When teaching a set of concepts, it is better to teach them clearly and simply than to allow the learner to become frustrated, struggle, and possibly fumble. More advanced learners can be given the opportunity to struggle with decision-making and unexpected sequences of events, after they have mastered a clear set of tools from which to draw. A few examples of clearly structured concepts that lend themselves to case studies are given in Table 2 , and a scenario using these types of structures within a case study is given in Table 3 .

Table 2 . Examples of concepts that can be given a clear sequence or structure for teaching purposes.

Table 3 . Scenario-based examples of a measles outbreak in a small village case study.

Regardless of topic, a simple introduction for the participant and the instructor as to the point and process of the case study is required. Begin by providing learning objectives (as in Table 3A ) and a short introduction to the case study, including if, and how, learners should interact with others, the resources they should use for case study completion, the product that is expected, and the estimated time required to complete the tasks given.

Guide Learners to Work Through a Problem

A hallmark feature of a case study is working through a problem that parallels or is based on a real-life situation. An appealing format is to present the learner with introductory or background information and update information as the learner works through the problems of the case study.

Basing information and scenarios on real events is the best way to prevent the scenario from feeling contrived. Possible sources of information for scenarios include the experience, internal reports, or data of the curriculum developer or colleagues; published literature; local, national, or international bulletins; health situation updates provided by State health departments, CDC or WHO; and less formal sources such as news reports and ProMed, the Program for Monitoring Emerging Diseases. In some cases, the details of an actual outbreak, surveillance system, or other event can be used directly. Typically, an actual scenario can be used, but the details can be embellished, drawn out, or supplemented by different events in order to meet the learning purposes of the case study. For example, in a scenario where the learner is in the role of someone getting ready to plan a case-control study, the setting from a ProMed report or international bulletin might be ideal, but the details given from a case-control study published in the literature provide the topical details needed to expand upon the case study scenario. Unless teaching about a specific real-event is a learning objective, a case study developer should be free to modify details and provide creative license to developing characters for the case study events. The example case study used in Table 3 of this article was inspired by a health news article about difficulties facing vaccination campaigns in Guinea 3 , and was structured on WHO recommendations for measles surveillance and case definitions ( 15 ). Resource material used to develop the case study should be appropriately cited.

Once the learning objectives, introduction, and plot for the scenario are outlined, the learner or the group is positioned within the scenario through assignment of specific roles or responsibilities, for example:

• “You are the health director for Mlima Province, and you receive a phone call from the local hospital epidemiologist who is concerned about….”

• “You are a surveillance officer with the Forêt Health district, and you have just been placed in charge of developing a new surveillance system for…”

The plot of the case study can then be developed as questions are posed, the learner makes plans, decisions, calculations, and more. An example presentation of the scenario based on the previously established measles scenario is given in Table 3B .

Keep Learners Engaged Through Active Questioning

A key to a successful case study is placing learners in an active role, rather than asking them to reproduce information-driven training concepts in the context of the scenario. Although a case study is designed to be a classroom tool, in field epidemiology the case study should strive to put the learner in the field. For data-centered trainings, this can be accomplished by instructing the learner to carry out data processing and analysis. For example, a learner may be provided with a line listing and asked to construct an epidemic curve, or they may be provided a two-by-two table and asked to calculate relative risk. The effort to place the learner in an active role is particularly important for more routine types of questions that aim to get the learner to repeat concepts (as with an information-driven training). Some examples of inactive questions and how they can be modified to be active are shown in Table 4 .

Table 4 . Comparison of scenarios with inactive vs. active questioning methods.

Questions should cause the learner to use the knowledge and information they have gleaned both within and outside of the training to “act” or make a decision but should not affect the ultimate plot of the case study. See an example from the measles case study in Table 3C .

Draw on Learners' Experience

Adult learners are motivated by experiences that affect them personally. Facilitating contributory participation increases their personal investment ( 16 ). For a group case study, there are multiple advantages in using the case study to draw out learners' experience and personal perspective. First, when learners contribute their own experience to the case study, they gain confidence and enjoyment throughout the activity. Second, a case study that assumes learners have no experience or contribution may feel pedantic or even condescending. Third, encouraging the learner to share their ideas, opinions, and experience creates a synergistic learning opportunity that the questions on the page alone cannot accomplish. This can be done by asking discussion or reflection questions during the progress of the exercise and at its conclusion. Questions that aim to solicit information from the learner regarding past experiences he or she has in making decisions or navigating situations like those encountered in the case study can be effective in enhancing the learning experience. These types of questions can also encourage beneficial self-reflection and allow for recognition of how skills have been or could be applied in reality. Alternatively, questions that treat issues or controversies with no perfect answer fit into the context of the case study while drawing on learners' opinions, often leading to rich dialogue and experience sharing. Table 3D provides a scenario-based example of how to draw upon learner experiences relevant to the measles case study.

Interactive Training Design Options

The specific design used will depend on training content, setting, and the number of learners. Below, we discuss several designs in the context of smaller groups (e.g., 9 or fewer individuals) as well as larger groups (e.g., 10–30 individuals). In many cases, larger groups can be accommodated with small-group case study designs. Using “breakout” groups, where a classroom of a couple dozen or more breaks into smaller groups for case study work, is the easiest method to conduct participatory case-study based training. In many cases, small modifications can be made that also take advantage of the larger class size.

Problem-Based Scenarios

Problem-based scenarios are the mainstay of case study trainings. They guide learners through carrying out activities and can be flexible in length, depending on the depth of information covered and activities or computations required.

Small Groups

In a problem-based scenario, a situation or background information is presented, and the individual or small group must work through a series of questions that address learning objectives in the context presented. Questions ask learners to provide information, conduct a calculation, or come to a decision and move on to the next question. Additional information that adds to the scenario may be provided once or several times throughout the case study.

Large Groups

A couple variations on the problem-based case study scenario make them more interesting in the large group setting. One option is to create slightly different scenarios for breakout groups. For example, in a case study where groups are designing surveillance systems according to set principles taught in class, each small group can focus on a different set of diseases or conditions for their surveillance system. Alternatively, small groups can be provided with updates unique to their group. While this requires additional work in developing case study answer guides, small groups can present their results to each other at the end of the session and can learn more about public health challenges and considerations than just the work they themselves have performed.

Role plays are excellent tools for practicing scenarios in which the learner must think of what to say or do, and work well for interview situations and meeting scenarios. They are best used among learners who have already spent some time together, so that fewer inhibitions exist.

While many case studies ask the learner to assume they have a specific role or identity in order to answer case study questions, a role-play asks a group of learners to go a step further by carrying out interactions with other group members from the perspective of the role they are playing. To prevent learners from feeling uncomfortable in carrying out their role play, each “role” should contain specific guidance with information about their character, including general terms about what they should say and do in the role play.

Acting out an interview can provide inexperienced learners an opportunity to practice and offers experienced learners an opportunity to add improvisational content from their own experience. Scenarios may have learners conduct interviews with food workers, business proprietors, case-patients, research subjects, hospital personnel, and more. Additionally, they may be the interviewee with members of the media or government officials. Both the person conducting the interview and the person being interviewed are given guidance that can include questionnaires or question topic domains for the interviewer, a personality profile of their roles, background information for the person answering questions, top priority concerns for stakeholders, and any other details relevant to the situation. Additionally, role players can be given guidance to cause challenges for each other. For example, an interviewee's information sheet can tell them that they do not like to discuss “personal” problems, and they should do their best to avoid directly answering questions that ask for sensitive information.

Town hall meetings, stakeholder meetings, or media events can be simulated when roles relevant to the situation are assigned to different group members. For example, group members could be in a scenario dealing with student health, and members can be assigned the roles of school officials, parents, health department personnel, or students. Information sheets for each role can encourage the role player to be at odds with others to encourage discussion, bring up concepts taught in the class, and rationalize their actions relevant to the scenario. The value derived from role playing is in practicing personal interactions and the process of considering various viewpoints.

Role plays can be carried out within the context of the large group by dividing the audience into breakout groups, each representing a group of people, such as health spokespeople, media, or community members. The entire group would have the same pre-defined list of character traits or concerns, but individuals within the group voicing their own perspective provide lively interaction. Another option is to have each small group carry out the same role play, with one person per role, and then to follow the role play with a large group discussion. The instructor can ask questions such as, “For those of you who conducted the interview, what was the most challenging aspect of obtaining the information you needed?” Debriefing encourages learners to process what they have learned and allows them to share their own experiences in similar circumstances.

Create a Common Product

This exercise is particularly useful when the skills to complete a large task are being taught, such as skills for writing reports or designing surveillance systems.

Although it is not feasible, in a classroom setting, to have learners complete a large task at their desk, as a group they can efficiently combine forces to cover key concepts from the teaching and produce a common paper, outline, graph, or presentation that addresses key points. Simple example assignments to a small group include:

• Given the scenario, create a flow diagram of a surveillance system that collects population-based pneumonia and influenza data.

• Write the outline of a bulletin article that summarizes the outbreak investigation methods and results that we have worked through today.

• With each group member taking responsibility for one section of a protocol, write an outline for key content to be included in each section. Then share your results with your group members and solicit their feedback.

Breakout groups creating a common product can provide an added dimension and present their product to the entire class. In these cases, it is beneficial to ask the class for constructive criticism on each other's work. Audience members can rate the presenting group against how well they addressed class concepts or met defined criteria. We have used Olympic-style score cards for this task, which lessens the risk of “speaking out” from the viewpoint of the learner offering feedback, but also gives the instructor impetus to ask specific individuals for their rationale in providing that score.

“Go Out” Assignments

Although the ability to use this exercise is highly dependent upon the training setting, “going out” is an interactive way to solidify concepts in questionnaire design, questionnaire execution, and data collection.

Small or Large Groups

If a training is being held in a location where learners have easy and safe access to a public lunch room, university students, or a busy walkway or plaza, the learner can go out of the classroom and engage the general public in practicing basic interviewing skills and piloting questions from a data collection instrument. For example, the learner can collect data to bring back to the classroom, such as whether people are wearing hats, so they can create a collective distribution diagram during a biostatistics lesson. A specific and somewhat tight time limit should be given with the understanding that this is a part of the training, not a break.

Presentations From the Field

Where instruction is being given to individuals representing a variety of expertise levels, presentations by two or three learners who have more experience or expertise can provide a highly educational perspective. For example, in a training we carried out on strengthening population-based influenza surveillance, influenza officers from countries with a strong surveillance system were asked ahead of time to present on the design, site selection, case selection, and limitations or barriers in their surveillance systems. Other learners, on hearing the presentations, asked specific logistical and operational questions and observed how concepts being taught in a lecture really did apply to the “real world.” This helps build professional networks that learners can turn to for expertise or advice post-training.

Much like the practice of field epidemiology itself, there is an art and a science to producing a case study. We lay out a process for structuring a case study around key teaching points, finding elements to include in a case study plot, and incorporating interactive activities and methods throughout a case study, acknowledging that real-world situations may not always follow a predefined sequence.

First, ensure that the goals and content of the training are compatible with the goals of a case study mentioned earlier in this paper. Case studies lend themselves well to situations in which the learners have some experience working in their designated fields to enhance their participation. Clear didactic materials (whether lecture, job aid, or other format) for learners to refer to can keep the discussion focused appropriately. When a group of learners comes together, the discussion can flounder or become derailed by lack of clarity in the underlying concepts. Thus, it is important that any didactic materials also be carefully crafted. An invited or guest speaker for didactic materials can be beneficial but can also confuse learners if concepts are presented differently than in the case study or other training materials. If guest speakers are delivering didactic content, we have found that it is easiest to provide them slides covering the critical points. This ensures the speaker meets the required objectives, and provides a benefit to the course as the speaker can give subject matter feedback to curriculum developers. When teaching complex or involved ideas, we have found that having an additional checklist or conceptual aid handy helps keep the discussion on track (and the training on time).

Second, consider the amount of time for the training, characteristics of the learners and training content, and select a format. For long trainings, change the case study format to prevent learner fatigue. However, do think about contextual factors when selecting a format. In one multi-day training we carried out, learners were to complete a “go-out” assignment. However, this assignment was near the end of the week (learners were tired), and we chose an hour just before lunch to complete the assignment so that students would be able to interact with a larger number of patrons at the cafeteria at the training site. However, most of our learners were distracted by a coffee and a snack. While they eventually completed the assignment, we lost almost an hour of training time. Other considerations for choosing a format include number of participants, level of learner expertise, cultural sensibilities in interacting with one another, and availability of teaching and support staff.

Third, identify key steps and teaching points for inclusion as questions or processes during the case study. If the training content is not easily related to a set of steps or a process, it should be tailored to the identified learning objectives and should ensure that the “action” verbs from learning objectives are carried out. Write questions around these points that coincide with the plot or unfolding of the scenario. Professional experience or published literature can provide a basis for scenario development.

Fourth, ensure that questions are clear and action-oriented. Always provide an answer key or main teaching points that should be derived from each question in an instructor copy. Estimate that it will take about 10 min for a group to read, discuss, and record answers to each question.

In settings where breakout groups are utilized, it is recommended there be a facilitator embedded with each group to help moderate, ensure all have a chance to participate, that appropriate effort is being exerted, and that learners generally arrive at the intended answers.

Participatory case studies are a beneficial way of delivering training for professionals who need to learn, reinforce, and apply specific skills to carry out their job duties. In the field of Public Health, where the responsibilities and hours can be significant, the challenge of recruiting and maintaining dedicated workers must be met in order to protect and promote healthy communities. Training public health professionals to learn new skills and encouraging them to share their experience with others through a network-building group case study is an opportunity that is valuable for our public health work force as well as for our communities.

Author Contributions

AN wrote the manuscript with significant contribution from LB. PM conceptualized the manuscript. All authors provided content expertise, contributed to manuscript revision, read, and approved the submitted version.

This publication was supported, in part, by the Cooperative Agreement Number 1U19GH001591 funded by the U.S. Centers for Disease Control and Prevention (CDC). Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the Centers for Disease Control and Prevention or the Department of Health and Human Services.

Conflict of Interest Statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Acknowledgments

The authors wish to acknowledge the insight and feedback from partners and trainees over the past two decades.

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Keywords: epidemiology, public health, workforce development, training, case study

Citation: Nelson AL, Bradley L and MacDonald PDM (2018) Designing an Interactive Field Epidemiology Case Study Training for Public Health Practitioners. Front. Public Health 6:275. doi: 10.3389/fpubh.2018.00275

Received: 02 July 2018; Accepted: 05 September 2018; Published: 26 September 2018.

Reviewed by:

Copyright © 2018 Nelson, Bradley and MacDonald. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Amy L. Nelson, [email protected]

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

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Simulations Vs. Case Studies: Which Is the Better Training Method?

Online corporate training has become a vital tool for upskilling workforces in today’s fast-paced business environment. So, you are well aware of its growing popularity and its potential to drive organizational success. Now, online education platforms utilize multiple types of training methods — delivered via digital platforms and technologies — like LMS platforms . They offer various learning experiences, including e-learning modules, webinars, virtual classrooms, and interactive assessments. This shift to e learning courses is driven by factors such as cost-effectiveness, scalability, and flexibility.

In fact, the global e-learning market is projected to reach $325 billion by 2025 — highlighting the recognition of online corporate training and development methods as an effective means of fostering employee development.

Table of Contents

Importance of Choosing the Right Types of Training Methods

Selecting the appropriate training and development methods is crucial for maximum effectiveness. Different methodologies have unique characteristics and advantages that cater to specific learning objectives and styles. You can optimize engagement, retention, and skill acquisition by aligning your L&D framework with desired outcomes and workforce needs.

In online corporate training, the debate often centers around simulations and case studies. Both types of training methods offer distinct benefits, and understanding their nuances is essential for informed decision-making.

Join us as we explore simulations and case studies, analyzing their strengths, limitations, and effectiveness as types of training methods. By the end, you will gain insights to determine which approach unlocks your workforce’s full potential and drives organizational success.

Exploring Simulations as a Training Method

Simulations are interactive learning experiences replicating real-world scenarios in a controlled virtual environment. They allow learners to actively engage and make decisions, experiencing the consequences of their actions. Simulating realistic situations provides a safe space for employees to practice and refine their skills without real-world risks.

Advantages of Simulations in Corporate Training

Simulations offer several advantages that make them a highly effective training method in online corporate training.

Immersive Learning Experience

Simulations create a sense of immersion, transporting learners into realistic scenarios that mirror their actual work environments. This immersive experience enhances engagement and increases knowledge retention . Learners can apply theoretical knowledge to practical situations, developing critical thinking and problem-solving skills.

Real-life Scenario Simulation

Simulations enable employees to apply their knowledge and skills in a simulated real-life context. By facing realistic challenges and making decisions based on their expertise, learners gain valuable experience without the potential risks of real-world scenarios. This practical application strengthens their abilities and prepares them for actual workplace challenges.

Active Engagement and Interactivity

Simulations promote active engagement through hands-on participation. Learners actively interact with the simulation, making choices and observing the outcomes. This interactivity enhances the learning experience, fostering a deeper understanding of concepts and improving knowledge retention.

Examples of Successful Simulations in Corporate Training

Numerous organizations have successfully implemented simulations in their online corporate training programs. For instance, in the healthcare industry, medical professionals can use virtual patient simulations to diagnose and treat various conditions.

In fact, a study found that surgeons who trained using simulations had a 29% increase in speed and a 9 times lower likelihood of experiencing a stall during surgery.

In the aviation sector, pilots undergo flight simulations to enhance their skills in different scenarios, such as adverse weather conditions or system failures. These real-world examples demonstrate the effectiveness of simulations in training professionals across various industries.

Exploring Case Studies as Types of Training Methods

Case studies are in-depth examinations of actual or hypothetical scenarios that present complex business challenges. They aim to give learners a deep understanding of the situation and encourage them to analyze, evaluate, and develop solutions based on their knowledge and expertise. Embedding case studies in LMS platforms bridges the gap between theory and practice, allowing learners to apply their skills in a realistic context.

Benefits of Case Studies in Online Corporate Training

Case studies offer several key benefits that make them a powerful training method in online corporate learning.

Practical Application of Knowledge

One of the primary advantages of case studies is their emphasis on practical application. By analyzing and working through realistic scenarios, learners can directly apply their knowledge and skills to solve complex business problems. This practical application enhances their understanding and enables them to effectively transfer their knowledge to real-world situations.

Analysis and Problem-Solving Skills Development

Case studies require learners to critically analyze the presented information, identify critical issues, and devise appropriate strategies or solutions. This analytical approach fosters the development of problem-solving skills, enabling employees to approach challenges with a systematic and strategic mindset.

Through case studies, learners can assess complex situations, evaluate multiple perspectives, and make informed decisions. In fact, 35% of students prefer case studies to master and solve difficult concepts .

Decision-Making and Critical Thinking Enhancement

Case studies stimulate decision-making and critical thinking by presenting learners with real or hypothetical scenarios requiring thoughtful analysis and judgment. Engaging in case studies encourages employees to think critically, consider various factors, weigh potential outcomes, and make sound decisions. This process enhances their decision-making skills and cultivates a mindset of thoughtful and strategic reasoning.

Showcasing Examples of Effective Case Studies in Corporate Training

Numerous organizations have successfully integrated case studies into their online corporate training programs.

For example, a technology company may present a case study on a successful product launch, allowing learners to analyze the marketing strategy, identify key factors contributing to its success, and propose improvements for future endeavors.

Similarly, in the finance sector, case studies can be used to simulate complex financial scenarios, requiring learners to assess risks, evaluate investment opportunities, and devise effective financial strategies.

Comparing the Two Types of Training Methods: Simulations and Case Studies

When it comes to corporate training and development methods, comparing simulations and case studies can help you determine which method is better suited to meet your specific training objectives. And as a knowledgeable professional, you understand the importance of evaluating different approaches to ensure optimal learning outcomes for your workforce.

Identifying Similarities Between Simulations and Case Studies

Although simulations and case studies are distinct types of training methods, they share similarities in their overall purpose and application. Both methods provide learners with practical, real-world scenarios encouraging active engagement and decision-making.

Simulations and case studies foster a deep understanding of complex situations, promoting critical thinking, problem-solving, and analytical skills.

Contrasting Features and Approaches of Simulations and Case Studies

While simulations and case studies have common objectives, they differ in their approach and execution.

Difference 1

• Simulations are immersive, interactive experiences replicating real-life scenarios, allowing learners to participate and make decisions in a controlled virtual environment actively.
• On the other hand, case studies involve in-depth analysis of actual or hypothetical business situations, requiring learners to evaluate information and propose solutions critically.

Difference 2

• Simulations focus on experiential learning, providing a dynamic and engaging environment for skill development.
• On the contrary, case studies emphasize the application of knowledge, encouraging learners to analyze and solve complex business challenges through critical thinking and problem-solving.

Evaluating Their Effectiveness Based on Specific Training Objectives

To determine which method is better suited for your training objectives, evaluating their effectiveness in specific areas is essential.

Skill Acquisition and Application

Simulations excel in skill acquisition and application. By providing a realistic environment for practice, learners can develop hands-on expertise and experience the consequences of their decisions. Simulations allow for immediate feedback and iterative learning, enabling employees to refine their skills and enhance their ability to apply knowledge effectively.

In fact, using simulations can lead to significantly improved learning outcomes (76% higher score) compared with traditional teaching.

On the other hand, case studies emphasize applying existing knowledge to complex situations. Learners can understand how theoretical concepts translate into practical solutions through detailed analysis and reflection. Case studies foster critical thinking and problem-solving skills, enabling employees to approach similar situations in the future confidently.

As per studies, passive learning via group-based case studies results in learners enjoying lectures more and acquiring a higher percentage of knowledge.

Knowledge Retention and Transfer

Simulations are known for their ability to enhance knowledge retention and transfer. By engaging learners in practical scenarios, simulations facilitate a deeper understanding of concepts and their real-world applications. The interactive nature of simulations promotes active learning, resulting in higher retention rates and the ability to transfer learned skills to new contexts.

Case studies also promote knowledge retention and transfer by encouraging learners to analyze and apply theoretical knowledge to real-life scenarios. The detailed examination of cases reinforces key concepts and facilitates the integration of knowledge into practical situations, enabling employees to transfer their learning to their day-to-day work.

Engagement and Motivation

Both simulations and case studies can significantly increase learner engagement and motivation. Simulations provide an immersive, interactive experience that captures learners’ attention and stimulates active participation. The dynamic nature of simulations keeps learners engaged and motivated to explore and learn from the experience.

Similarly, case studies offer a captivating learning experience by presenting complex business challenges and inviting learners to analyze and propose solutions critically. The practical relevance of case studies enhances learner motivation as they see the direct applicability of their efforts to real-world situations.

Addressing Limitations and Challenges of Both Types of Training Methods

As you consider the implementation of simulations and case studies in your LMS platforms, it is crucial to be aware of the potential limitations and challenges associated with each method. By understanding these factors, you can proactively address them to optimize the effectiveness of your training initiatives.

Discussing Potential Drawbacks of Simulations

• Cost and resource-intensive: Developing high-quality simulations can be complex and costly, requiring skilled professionals and specialized software. Additionally, simulations may require significant time and resources for maintenance and updates.
• Technical requirements: Simulations often rely on advanced technology, such as virtual reality (VR) or augmented reality (AR) devices, which may require additional investments and infrastructure. Ensuring access to the necessary hardware and software can be a logistical challenge.
• Complexity and learning curve: Simulations can be intricate and require a learning curve for participants to become familiar with the interface and functionalities. This may result in an initial adjustment period and potential frustration for some learners.

Recognizing Limitations of Case Studies in Certain Contexts

• Time constraints: In-depth case studies may require a significant time commitment, making them less suitable for training programs with limited timeframes. Balancing the depth of analysis with the available time can be a challenge.
• Lack of real-time feedback: Unlike simulations, case studies often lack the immediate feedback and iterative learning opportunities that simulations provide. This may impact the speed of skill acquisition and hinder the ability to correct and adjust decision-making in real time.
• Contextual relevance: Ensuring that the selected case studies align closely with your organization’s industry, challenges, and goals is vital. Irrelevant or outdated case studies may not effectively engage learners or address their specific needs.

Analyzing How to Mitigate Challenges and Enhance Effectiveness

To address these limitations and challenges, consider the following strategies:

• Customization and scalability: Tailor simulations to your organization’s needs, focusing on relevant scenarios and incorporating industry-specific challenges. Consider leveraging scalable simulation LMS platforms that allow for customization and future adaptability.
• Comprehensive pre-training: Prioritize thorough onboarding and training for participants to familiarize them with the simulation interface and functionalities. Provide clear instructions and resources to reduce the learning curve and maximize engagement.
• Diverse case selection: Select a range of case studies that cover various industries, business challenges, and skill sets. This ensures a comprehensive learning experience and allows learners to apply their knowledge to different contexts.
• Facilitated discussions and reflection: Incorporate facilitated discussions and guided reflection sessions alongside case studies. Encourage learners to critically analyze and discuss the presented scenarios, promoting more profound understanding and engagement.
• Continuous improvement and feedback loops: Regularly evaluate the effectiveness of both simulations and case studies through participant feedback , performance assessments , and data analytics . Use these insights to identify areas for improvement and optimize the training experience over time.

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Combining Simulations and Case Studies for Optimal Training

As you strive to achieve optimal training outcomes, it is worth considering the benefits of combining simulations and case studies in a blended training approach . By leveraging the strengths of both types of training methods, you can create a dynamic and comprehensive learning experience that maximizes skill acquisition, knowledge retention, and engagement.

Exploring the Concept of Blended Training Approaches

Blended training approaches integrate numerous training and development methods to create a cohesive and robust training program. These approaches acknowledge that no single approach can address all learning objectives and that combining techniques can offer a more holistic learning experience.

Highlighting the Complementary Nature of Simulations and Case Studies

Simulations and case studies, when combined, offer a powerful synergy that enhances the learning process. Consider the following ways in which these methods complement each other:

• Enhanced real-world application: Simulations provide a controlled environment for learners to apply theoretical knowledge to realistic scenarios, while case studies offer real-world examples that deepen understanding and encourage the practical application of concepts.
• Dynamic engagement: Simulations engage learners through interactive and immersive experiences, fostering active participation and skill development. On the other hand, case studies encourage critical thinking and analysis, challenging learners to apply their knowledge to solve complex business challenges.
• Contextual learning: Simulations can create industry-specific scenarios that closely align with your organization’s context, allowing learners to practice skills and decision-making within a relevant framework. With their diverse examples, case studies expose learners to various industries and contexts, broadening their perspectives and adaptability.

Proposing Strategies for Integrating Both Methods Effectively

To integrate simulations and case studies effectively, consider the following strategies:

• Determine learning objectives: Identify the specific skills, knowledge, and competencies you aim to develop in your training program. Align simulations and case studies with these objectives to ensure a targeted and purposeful learning experience.
• Sequential or parallel integration: Decide whether to implement simulations and case studies sequentially, allowing learners to build upon foundational knowledge or use them concurrently to reinforce learning and provide different perspectives.
• Provide guidance and reflection: Offer clear instructions and guidance to learners throughout the blended training program. Incorporate reflection exercises encouraging learners to analyze their experiences, connect theory with practice, and extract valuable insights.
• Incorporate collaborative elements: Foster collaboration and teamwork by incorporating group discussions, role-playing exercises, or collaborative case study analysis. This encourages knowledge sharing, diverse perspectives, and the development of interpersonal skills.
• Measure effectiveness and adapt: Continuously assess the effectiveness of the blended approach through learner feedback, performance metrics, and evaluation data. Use these insights to refine and adapt the training program to ensure continuous improvement.

By thoughtfully combining simulations and case studies in a blended training approach, you can leverage the complementary nature of these methods to create a robust and comprehensive learning experience. Integrating simulations and case studies enable learners to acquire practical skills, apply knowledge in real-world scenarios, and develop critical thinking abilities, ultimately equipping your workforce with the capabilities needed to excel in today’s dynamic business landscape.

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Top 40 Most Popular Case Studies of 2021

Two cases about Hertz claimed top spots in 2021's Top 40 Most Popular Case Studies

Two cases on the uses of debt and equity at Hertz claimed top spots in the CRDT’s (Case Research and Development Team) 2021 top 40 review of cases.

Hertz (A) took the top spot. The case details the financial structure of the rental car company through the end of 2019. Hertz (B), which ranked third in CRDT’s list, describes the company’s struggles during the early part of the COVID pandemic and its eventual need to enter Chapter 11 bankruptcy. 

The success of the Hertz cases was unprecedented for the top 40 list. Usually, cases take a number of years to gain popularity, but the Hertz cases claimed top spots in their first year of release. Hertz (A) also became the first ‘cooked’ case to top the annual review, as all of the other winners had been web-based ‘raw’ cases.

Besides introducing students to the complicated financing required to maintain an enormous fleet of cars, the Hertz cases also expanded the diversity of case protagonists. Kathyrn Marinello was the CEO of Hertz during this period and the CFO, Jamere Jackson is black.

Sandwiched between the two Hertz cases, Coffee 2016, a perennial best seller, finished second. “Glory, Glory, Man United!” a case about an English football team’s IPO made a surprise move to number four.  Cases on search fund boards, the future of malls,  Norway’s Sovereign Wealth fund, Prodigy Finance, the Mayo Clinic, and Cadbury rounded out the top ten.

Other year-end data for 2021 showed:

• Online “raw” case usage remained steady as compared to 2020 with over 35K users from 170 countries and all 50 U.S. states interacting with 196 cases.
• Fifty four percent of raw case users came from outside the U.S..
• The Yale School of Management (SOM) case study directory pages received over 160K page views from 177 countries with approximately a third originating in India followed by the U.S. and the Philippines.
• Twenty-six of the cases in the list are raw cases.
• A third of the cases feature a woman protagonist.
• Orders for Yale SOM case studies increased by almost 50% compared to 2020.
• The top 40 cases were supervised by 19 different Yale SOM faculty members, several supervising multiple cases.

CRDT compiled the Top 40 list by combining data from its case store, Google Analytics, and other measures of interest and adoption.

All of this year’s Top 40 cases are available for purchase from the Yale Management Media store .

And the Top 40 cases studies of 2021 are:

1.   Hertz Global Holdings (A): Uses of Debt and Equity

2.   Coffee 2016

3.   Hertz Global Holdings (B): Uses of Debt and Equity 2020

4.   Glory, Glory Man United!

5.   Search Fund Company Boards: How CEOs Can Build Boards to Help Them Thrive

6.   The Future of Malls: Was Decline Inevitable?

7.   Strategy for Norway's Pension Fund Global

8.   Prodigy Finance

9.   Design at Mayo

10. Cadbury

11. City Hospital Emergency Room

13. Volkswagen

14. Marina Bay Sands

15. Shake Shack IPO

16. Mastercard

17. Netflix

18. Ant Financial

19. AXA: Creating the New CR Metrics

20. IBM Corporate Service Corps

21. Business Leadership in South Africa's 1994 Reforms

22. Alternative Meat Industry

23. Children's Premier

24. Khalil Tawil and Umi (A)

25. Palm Oil 2016

26. Teach For All: Designing a Global Network

27. What's Next? Search Fund Entrepreneurs Reflect on Life After Exit

28. Searching for a Search Fund Structure: A Student Takes a Tour of Various Options

30. Project Sammaan

31. Commonfund ESG

32. Polaroid

33. Connecticut Green Bank 2018: After the Raid

34. FieldFresh Foods

35. The Alibaba Group

36. 360 State Street: Real Options

37. Herman Miller

38. AgBiome

39. Nathan Cummings Foundation

40. Toyota 2010

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Research: How Different Fields Are Using GenAI to Redefine Roles

• Maryam Alavi

Examples from customer support, management consulting, professional writing, legal analysis, and software and technology.

The interactive, conversational, analytical, and generative features of GenAI offer support for creativity, problem-solving, and processing and digestion of large bodies of information. Therefore, these features can act as cognitive resources for knowledge workers. Moreover, the capabilities of GenAI can mitigate various hindrances to effective performance that knowledge workers may encounter in their jobs, including time pressure, gaps in knowledge and skills, and negative feelings (such as boredom stemming from repetitive tasks or frustration arising from interactions with dissatisfied customers). Empirical research and field observations have already begun to reveal the value of GenAI capabilities and their potential for job crafting.

There is an expectation that implementing new and emerging Generative AI (GenAI) tools enhances the effectiveness and competitiveness of organizations. This belief is evidenced by current and planned investments in GenAI tools, especially by firms in knowledge-intensive industries such as finance, healthcare, and entertainment, among others. According to forecasts, enterprise spending on GenAI will increase by two-fold in 2024 and grow to $151.1 billion by 2027 .

• Maryam Alavi is the Elizabeth D. & Thomas M. Holder Chair & Professor of IT Management, Scheller College of Business, Georgia Institute of Technology .

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Condensed Matter > Statistical Mechanics

Title: toward practical benchmarks of ising machines: a case study on the quadratic knapsack problem.

Abstract: Combinatorial optimization has wide applications from industry to natural science. Ising machines bring an emerging computing paradigm for efficiently solving a combinatorial optimization problem by searching a ground state of a given Ising model. Current cutting-edge Ising machines achieve fast sampling of near-optimal solutions of the max-cut problem. However, for problems with additional constraint conditions, their advantages have been hardly shown due to difficulties in handling the constraints. The performance of Ising machines on such problems heavily depends on encoding methods of constraints into penalties, but the optimal choice is non-trivial. In this work, we focus on benchmarks of Ising machines on the quadratic knapsack problem (QKP). To bring out their practical performance, we propose to exploit the problem structure upon using Ising machines. Specifically, we apply fast two-stage post-processing to the outputs of Ising machines, which makes handling the constraint easier. Simulation on medium-sized test instances shows that the proposed method substantially improves the solving performance of Ising machines and the improvement is robust to a choice of the encoding methods. We evaluate an Ising machine called Amplify Annealing Engine with the proposed method and found that it achieves comparable results with existing heuristics.

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