Case Studies try to simulate decision making situation that trainees may find at their work place. It reflects the situations and complex problems faced by managers, staff, HR, CEO, etc. The objective of the case study method is to get to apply known concepts and ideologies and ascertain new ones. The case study method emphasize on approach to see a particular problem rather than a solution. Their solutions are not as important as the understanding of advantages and disadvantages.

Procedure of the Case Study Method

The trainee is given with some written material, and the some complex situations of a real or imaginary organization. A case study may range from 50 to 200 pages depending

upon the problem of the organization.

A series of questions usually appears at the end of the case study.

The longer case studies provide enough of the information to be examined while the shorter ones require the trainee to explore and conduct research to gather appropriate amount of information.

The trainee then makes certain judgment and opines about the case by identifying and giving possible solutions to the problem.

In between trainees are given time to digest the information. If there is enough time left, they are also allowed to collect relevant information that supports their solution.

Once the individuals reach the solution of a problem, they meet in small groups to discuss the options, solutions generated.

Then, the trainee meets with the trainer, who further discusses the case.

Case Study method focuses on:

Building decision making skills

Assessing and developing Knowledge, Skills and Attitudes (KSAs)

Developing communication and interpersonal skills

Developing management skills

Developing procedural and strategic knowledge

The Case Study Training Methodology

Past or ongoing participatory experiences show a big variety in types as well as in their main thematic

issue. A major constraint in the practice of citizens’ participation is lack of know-how regarding the

approach and means to carry out participation. Different needs require different approaches. In response

to changing public expectations, it is necessary to improve the ability to consult, engage, listen, persuade

and reframe issues so that the results of the work better meet citizens’ expectations and needs.

Each participatory procedure and every ‘level of decision’ implies different requirements and conditions

for public participation and influences the implementation of participatory procedures differently,

including:

the choice of methods

the types of participants involved;

the design of organisational structures and

processes;

the target audiences;

the types of outcomes.

Aims (rationale, objectives, goals)

Methods (tools, techniques, arrangements)

appropriate for participation;

Participants suitable for involvement;

Outcomes realistically to be achieved;

Organisation (design, implementation,

dissemination of results, budget) required;

Evaluation (re: process, outcomes, impacts)

Thus training tools have to be available for a variety of ‘users’ to enable them to mobilise the lessons

learned in diverse situations. CIPAST therefore has decided to put case studies at the core of the training

and to focus on a process of active and participative learning.

The Case Study methodology is heuristic: instead of providing the knowledge, the facilitator creates the

conditions for self-guided learning within the group. He presents a problematic situation, a situation as a

problem to be solved, for which no solution is given. Learning results are made from reflection and the

common sharing of experiences. Case Study learning therefore complements other theoretical or

descriptive methodologies of learning about public participation.

Support materials must be read actively, since the objective is thinking, rather than drawing the

information. The group will propose a solution based upon the analysis of the situation. The group

identifies and defines the problem for itself (framing) and the group proposal is made according to this

analysis (taking into account what was presented about the case). In order to justify the proposal,

knowledge on participatory methods and tools is also necessary.

The case study model was first tested in a workshop in Dresden 2006 and then revised for a second

workshop 2007 in Procida (Naples), Italy. Before being offered to an international audience the model of

case studies’ learning and teaching was tested successfully with students in London (Westminster

University) and in Paris (Sciences Po and EHESS).

A workshop on the training of doing public participation has not necessarily to be restricted to the case

studies offered in this training package. But for developing own case studies some general aspects have to

be considered.

Guidelines for setting up a case study based training workshop

The aim of the case study exercise is not a training in participatory methodologies but aims at getting

participants actively involved in the learning process so that they become aware of some of the

difficulties of design and implementation of public participation in practice. Conceived as a problem-

solving exercise, the idea is to develop tools that enable participants to work in small groups with the

assistance of a moderator. The case leaders propose a set of tasks to be performed by participants using

the support materials and create the conditions for a rich interaction on each case. The support material

for each case study should be provided in advance.

First of all, and in order to put the participants in a real-like situation, the nature of the demand that is

used for the participatory exercise should be established:

1. Where does the demand for the

participatory procedure come from?

Was it a research institution, a local

authority, a governmental body or

any other?

2. Which are the limits in terms of

means and time ?

Usually a workshop situation does not allow participants to spend too much time to agree upon how to

deal with the given demand. Time for the preparation of their response accordingly is limited. Support

materials therefore should sent or made available well in advance. These support materials will serve

learners getting familiarised with the issue before the workshop. It also should be envisioned as a base to

enhance the group discussion. The support material should contain the following items:

1. A brief document with less than 10

pages presenting:

The overall context: the issue at large

in a general frame. Example: The

Vine and Wine Universe in the

Current French Context (for GM

Vines) link. Within this large context,

it can be roughly underlined what is

at stake.

A general description of the

concerned and/or involved actors.

2. A set of annexes aiming at helping

participants to prepare the case more

in deep and go further: key-texts

where actors express their positions,

links to websites and other useful

resources

3. A detailed description of how and in

which context the real demand was

issued, including some information

about the institution of origin and its

motivations.

4. A brief synthesis of how in the real

case the participative procedure was

realized, containing the specific

framing adopted, the objectives, the

realisation, the upcoming difficulties

and the impact which was achieved.

It is important that the workshop organizers or trainers clearly define what the participants’ tasks are.

Exercises, for instance, can be:

To reframe the issue, from the large

contextualisation given by original

organizers (in the support materials) to a

more specific one, including comments on

the more relevant aspects,

to select and evaluate the main concerned

actors and their positions,

to describe the procedure to be used and

justify the choice, or

to prepare the press release announcing the

participative experience (what is expected

and how it will be carried on).

Case studies in this training package

‘CIPAST in Practice’ is a culmination of insights gained from work experience across Europe. It tries to

provide concrete solutions to problems participants face when they try to implement participatory

exercises. To facilitate further enquiries and information exchanges, this training package also provides as

a resource persons who may be contacted to guide the selection and application of public involvement

techniques.

‘CIPAST in Practice’ offers 6 case studies ready to use in training seminars. The support material for

each of the 6 case studies was reviewed and edited for this hand-out.

The case studies were selected from the pool of contributions for the CIPAST training workshops for a

good diversity, regarding the initiators of the procedure, the scope (European/national/local, different

national cultures) of the participatory process, its focus on framing, methodologies, designing, or

evaluation and its evidence regarding its range and degree of application.

For each case study the user will find a description of the organisation which ran the real life project and

prepared the case study. Each case study represents one way how to tackle a problem according to the

constraints and conditions. The user will get guidance how to use the materials and where and what it was

produced for. Limits of applicability will be described. The ‘users’ manual’ for each case study will also

describe how it can be applied in a learning situation and how to work with ID card or working material.

It will include the initial presentation held during the workshop if available and applicable, as well as

outcomes in reality, support material and pedagogical support such as guiding questions.