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How To Facilitate A Case Study Workshop Session

How To Faciltate A Case Study Workshop Session

A case study can be used as part of a training workshop to facilitate a learning point or as part of an assessment programme to gauge candidate’s response and analysis of situations. Case studies can be great for sharing experiences and reaffirming knowledge and understanding.

Here are some reasons to give a case study a try:

increases awareness of a problem and helps teams formulate possible solutions.
exchanges ideas and helps team members share past experiences.
helps to analyse a problem and reach a decision as a team.
facilitates and reaffirms key learning points.

Pre-printed scenario cards (optional)

Space Required:

Small. Classroom or training room

Group Size:

6 to 16 people

Total Time:

5 minutes to introduction and setup
10 minutes per case study for analysis and discussion (based on 4 case studies)
5 minutes for final review and case study debrief

Case Study Setup

Select the topic or theme that you were like to focus on during the training exercise. Prepare some possible scenarios or research articles related to the subject.

Case studies should be descriptions of events that really happened or fictional but based on reality. When leading the exercise, you can present the case study yourself, provide it in written form or even use videos or audio clips.

When I lead case studies sessions, I normally print the question on a piece of A4 paper and laminate them ready for workshop.

Case Study Instructions

From experience, I have found that a case studies session can be delivered two different ways.

The first way is to simply provide the group with a scenario and let them discuss it together as one big group.

The alternative is to split the group into smaller sub-groups and provide each group with the scenario. Once all groups have an opportunity to analyse and discuss the scenario, ask each group to present their findings back. This is a good way to get participants that are less likely to open up in bigger groups involved.

Look at your group and think about what will work best and give you the results you need.

When leading the case studies session, actively listen to discussion and provide necessary assistance to facilitate (guide) the analysis and discussion in the proper direction. Make sure you lead the discussion towards the learning objectives of the training workshop.

If you have people that conflicting views, then let them argue their points. If the discussion becomes too heated, stop them and summarise the discussion points and move on.

If everyone in the group agrees on something, or the discussion becomes stagnant then try playing devil’s advocate to get participants to look at the scenario from a different point of view.

When introducing the scenario, ask the group to think about the following 5 questions:

What’s the problem?
What’s the cause of the problem?
How could the problem have been avoided?
What are the solutions to the problem?
What can you learn from this scenario?

Try to be flexible with your timings. If you need to stop a scenario early because the group become too heated or the group have explored the subject completely, stop them and summarise before moving on. If the scenario leads to valuable learning and you’re running out of time, allow an extra five minutes and skip another scenario.

Tips and Guidance

A good way to lead up to a case study is to present the scenario to the group at the end of the day and ask them to read up on the material and prepare in the evening. The first part of the following days’ workshop should then be the case study.

I like to lead a case study session by simply handed over the question cards and letting the group begin the discussion on their own. At the end of the discussion, I’ll summarise the key points – help them identify why the case study was important to the learning and move on to the next one.

If you’re discussing any sensitive subjects such as child protection etc then it is important to tell the group at the beginning of the case study. Explain that anything discussed exercise must not be mentioned again and if anyone needs to leave for a couple of minutes then they are more than welcome to.

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Thanks! This article helped me a lot!

Glad it was helpful!

Thanks – Helped! Have you any thoughts around case studies which are not based around a problem?

Gigi, I am glad this helped.

Can you elaborate on what you mean about the case studies not being based on a problem?

A big part of the value of this type of exercise is that you can ideally take emotions out of play and analyze an undesired situation or problem neutrally helping your team to better deal with these types of scenarios in real life when emotions could potentially flare up. If the person can realize the bigger picture and be equipped with productive ways to handle the situation then hopefully the outcome with be better in real life.

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How to Run a Journey-Mapping Workshop: A Step-by-Step Case Study

July 5, 2020 2020-07-05

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When journey maps are used in the right way — as a means to address a specific, known business goal — the benefits are vast. Our earlier research on practitioners’ journey-mapping activities identified several advantages, including aligning stakeholders around common goals and vision, enabling focus on customer needs, and helping team members establish a personal connection with the end users.

One of the biggest practitioner pain points revealed during the same research, however, is that many people are unclear about the specifics of the actual journey-mapping process. While we’ve previously provided a 5-step process for journey mapping , this article is a more detailed guide to one of those steps: the journey-mapping workshop.

Because the structure of a workshop is dependent on the skill level and preferred methods of the facilitator, there are many ways to lead a journey-mapping workshop. This article provides an overview of one way—a case study with examples from a recent workshop—but there could be many variations of the activities listed that could also be productive.

Step 1. Build a team: Journey mapping is a collaborative process. If you create your map in a silo without involving others, you run the risk that the people whose support you need to get things done post mapping will not believe in it or be passionate about your findings. Create a crossfunctional team of allies who can help you advertise the process and build buy-in for your recommendations. They will also be your workshop participants.

Step 2. Prioritize actors and scenarios: Decide whose journey (the actor ) and what journey (the scenario ) you’ll be mapping ahead of time. You should focus on one actor and one scenario per map , but that doesn’t mean you can’t have more than one scenario or journey map per workshop. You’ll just have to allow for extra time and figure out logistics (e.g., splitting up into small groups) to accommodate the additional complexity. If necessary, plan how you’ll split up teams before the workshop. Know who’s coming and assign each person to the most appropriate journey. (You wouldn’t want the designer of a small-business product working on the journey for consumer products.)

Step 3. Gather and share existing research: It’s often beneficial to start with what you already have. Gather and review any existing UX, marketing, analytics, or customer support data related to your journey, consolidate relevant insights, and identify knowledge gaps. Create a shared repository so everyone on the team has access to the artifacts you’ve gathered, which may include previous experience maps , research reports, data from diary studies , or brand or experience guidelines .

Step 4. Assign “homework”: Provide attendees with background reading ahead of the workshop. No matter how much you feel like you have shared, briefed, and campaigned, prime participants one last time before the workshop. Provide relevant background reading, existing research takeaways, and a few open-ended thought-starter questions to mentally prepare participants.

This particular journey-mapping workshop structure incorporates activities to lead participants through:

Creating a current-state hypothesis map
Evolving the current-state journey map based on customer input
Prioritizing pain points within the journey
Brainstorming new ideas and potential solutions with customers
Creating a future-state vision through sketching and design-studio activities

It’s divided into three parts:

Part I: Laying the foundation: Review of basic concepts and inputs for mapping
Part II: Current-state mapping: Creation of an assumption map, review and evolution of the map with customers, and prioritization of pain points
Part III: Future-state visioning: Brainstorming future-state ideas and interactions through sketching

Depending on the number of workshop attendees and the number of prioritized scenarios and actors, this workshop could be structured over a period of a couple to several days.

Part I: Laying the Foundation

The activities within the first segment of the workshop ensure that participants share the mental model and the language of journey mapping, understand existing research, and agree on the workshop inputs — specifically, the journey-map stages, actor(s) and scenario(s) that will be used.

Step 1. Refresh and educate: Here’s something you may find shocking: Some participants may not even open your thoughtfully prepared workshop homework! That means you’ll have to find a creative way to ensure that attendees understand core concepts while not putting those who did diligently prepare to sleep. Blend teaching opportunities into methods for gaging the room’s level of preparedness with an activity such as trivia based on your provided background reading. Bonus: Trivia also acts as an energizer to start the day. Split the room into small groups so that those who were sincerely unable to prepare are not singled out and the vibe remains fun.

Step 2. Review actors and scenarios: Though you will have decided which actor(s) and scenario(s) to focus on before walking into the room, give your participants a chance to feel ownership over them (and ensure they understand these concepts). For example, enabling discussion over a quick interactive quiz like the one below helps participants connect with the narrative of the scenario and reinforces buy-in for the scenario.

Step 3. Review the research (again): Even if you consolidated and shared existing research with the team before the workshop, it’s possible that not everyone took the time to pore over it like you did. You should dedicate time within the workshop agenda to review the key findings. And even if the team is familiar with the research, it’s still better for everyone to be aligned on the takeaways as a group and for those takeaways to be fresh in everyone’s heads. The research review could take the form of one or two people simply presenting recent research findings, or it could be something more interactive.

For a recent journey-mapping workshop for a team very familiar with existing research, we did a quick postup of “what we know” about the journey. Participants worked in small groups to generate one research insight per sticky note, cluster them into groups, and then shared their themes back to the larger group. This approach has the bonus of providing an artifact that the team can hang and reference in their workspace as they begin mapping

Step 4. Provide facilitation training for participants: If customers will join your workshop, help your participants prepare. As the workshop facilitator, you’ll likely have more small groups than you can actively lead, so you’ll need to empower your attendees. Remember: This is a crossfunctional team, so not everyone is familiar with user research! Provide some guidance. I prefer to do two things: First, plan a training segment within the workshop to review facilitation guidelines . Secondly, provide teams with printed interview guides with suggested lines of inquiry related to their scenario.

Part II: Current-State Mapping

In the second segment of the workshop, teams go through a series of activities to create a draft map, update the map based on customer input, and identify pain points.

Step 1. Map the current state: Here, each team concentrates its collective knowledge into a map specific to its assigned scenario. It’s helpful to remind participants that they are creating an assumption map, meaning that there may be gaps or unknowns. At this point in time, it’s okay to make some assumptions, because they’ll continue to adapt the map and make adjustments with additional research. That’s why we make maps with sticky notes — so we can tear them off or scribble over them with Sharpies as learning evolves!

Step 2. Interview customers: The act of consolidating what the team knows from existing research creates a current-state assumption map. At this point, customers who align to each group’s primary actor or persona join the teams. Recruit your customers based on relevant screening criteria . (For example, for journeys related to opening a new credit card, it’s ideal to recruit participants who are actively looking for a new credit card or who have recently opened a credit card.) Using the provided facilitation guide, small groups interview the customers, asking open-ended questions about their experience with the journey they are assigned.

Step 3. Evolve the map: Once customers have shared experiences without seeing their team’s assumptions, the discussion moves to the wall. Teams walk customers through their assumption maps, continuing to ask open-ended questions and encouraging customers to share stories. It can be useful to provide some tangible tools to customers to lower their barrier to engagement. For example, in this journey-mapping workshop, we gave customers stickers to represent agreement or disagreement, and asked them to physically contribute to the map to reflect their experience and help us validate or evolve our assumptions.

Step 4. Generate and prioritize pain points: After time for in-depth discussion and map adaptation, allow the groups to focus on frustrations that occur throughout the journey. These frustrations, also called pain points, will serve as an input for the future-state visioning. Make pain-point generation easier for attendees by providing a fill-in-the-blank structure for them to fill in:

I need ______ in order to ______.
I need ______ so that ______.

Example: “I need a simple way to compare options so that I don't get overwhelmed.”

Give participants a time limit to silently generate needs statements on sticky notes, have them place the stickies on the pain-points swim lane of the map, and then discuss and affinity diagram them. After discussion, use dot voting to identify which pain points are most critical.

Part III: Future-State Visioning

The workshop concludes with a third segment: future-state visioning. Here, participants brainstorm ideas with customers, then use rounds of sketching, presentation, and critique to create future-state flows.

Step 1. Generate “big ideas”: Using the identified pain points as catalysts, both internal workshop participants and customers come up with abstract ideas that align to known frustrations within the journey. It’s useful to encourage the teams to think big and use metaphors to express their ideas so that they don’t jump to specific solutions (e.g., features) too soon. Use a time limit and provide a quantity goal (e.g., try to generate at least 5 ideas in 5 minutes) to keep participants from over-censoring their ideas. After this round of idea generation, participants post up and present their ideas to the rest of the team.

In this workshop, we followed the presentation of ideas with a round of impact and effort voting. Customers and internal participants whose primary job responsibility was user research voted on the most impactful ideas by placing a set number of gold stars on the corresponding stickies. Remaining internal team members voted on the most feasible ideas by placing the same number of green dots on the ideas. The result was a visual ranking of the ideas that takes both feasibility and impact into account. This is a good time to break, thank customers for their time, and continue the workshop with internal participants only.

Step 2. Sketch individual future-state flows: Armed with the ranked “big ideas,” internal participants begin the task of translating the ideas into a set of interactions using the design-studio technique of timed rounds of sketching, presentation, and critique. First, individuals silently sketch flows based on the most feasible and impactful big ideas. Next, they present their ideas back to their team for critique. In the example below, we used tangibles (i.e., sticky notes) to capture the critique discussion: The team members called out aspects of the sketches they thought were particularly powerful or well-aligned to known frustrations on green sticky notes (green = good). For aspects of the individual flows that could be improved, they wrote comments on yellow sticky notes (yellow = ideas). These sticky notes were placed directly on the sketches for reference.

Step 3. Create consolidated future-state flows: In the final workshop activity, small groups combine the most powerful ideas and strongest aspects of their individual sketches into one group sketch, reflecting a future-state journey for their scenario. Small groups then present their consolidated journey back to the entire workshop team.

Move quickly after the workshop in order to maintain momentum and make use of the excitement generated in the workshop.

Step 1. Share takeaways: Capture the workshop outputs by taking photos of each artifact and action shots of internal participants and customers working through the activities. (Of course, make sure you have consent ahead of time.) Share these artifacts in a central repository for reference, and capture and share next steps and action items in one place for the entire team.

Step 2. Bring the ideas life: The team members left the workshop with several strong flows and new interactions captured in sketches. Now, they can use iterative design to create low-fidelity prototypes of these flows and test them with customers, continuing to make adaptations based on user feedback.

Step 3. Keep refining the process: As you apply the workshop structure to additional journeys, continue to tweak and refine the activities to be the most successful and productive for your team.

This article provides guidance on a specific set of activities; however, there are many ways to run a journey-mapping workshop. The overall structure and activities are a starting place, created for one specific context. Use this as a starting place and adapt it based on your needs, scope, and limitations.

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What the Case Study Method Really Teaches

by Nitin Nohria

Summary .

It’s been 100 years since Harvard Business School began using the case study method. Beyond teaching specific subject matter, the case study method excels in instilling meta-skills in students. This article explains the importance of seven such skills: preparation, discernment, bias recognition, judgement, collaboration, curiosity, and self-confidence.

During my decade as dean of Harvard Business School, I spent hundreds of hours talking with our alumni. To enliven these conversations, I relied on a favorite question: “What was the most important thing you learned from your time in our MBA program?”

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The Best Online Tool to Create Workshops [Case Study]

How would you solve the challenge of designing an international train-the-trainer course with 10 trainers?

Design your next session with sessionlab.

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Let’s make planning great again!

When YTA came to life in early 2011 to educate students and young professionals with the skills needed to deliver effective training sessions, the planning phase of the course was a real challenge for the founders.

It took several hours using Excel-like software, and many hours of Skype conversations.

In addition there were the burdens of virtual team management, making sure everyone is updated on the latest progress, and ensuring that everyone had the same documents and timetables in front of them.

To put the event’s program into a structure in a digital format, the trainer’s team chose Excel. However, Excel was not a tool designed for training sessions and workshop agendas, and it took quite some work to learn how to use it for the purpose of flexible planning.

Excel is a tool that is more suitable for calculations and those kinds of things and also flexible enough to create a basic agenda. But obviously if you want to make a change you need to know how to do that so Excel isn’t destroying your spreadsheet

They needed a better, more sophisticated solution that would support the whole workflow of planning a train-the-trainer program , from collecting ideas, to forming them into session elements with an easy-to-see-through structure.

That’s when Herve met SessionLab. The tool was designed to support the whole process of planning a workshop or an event. He immediately became interested in trying it.

When I opened the application for the first time, it definitely looked like a great tool for designing session plans. I was more of an analog type person , using post-it notes and flipcharts. SessionLab brought me the same feeling but in a digital environment .

As the team gradually got to know the tool, they discovered the numerous ways it supported session planning.

In the early phases of planning a session on a specific subject, a lot of ideas would pop up, but there was no effective way to keep them in mind, let alone store them for later use. This resulted in either piles of post-its for reusable ideas, or simply forever lost ideas. However with SessionLab every idea or session element can be saved .

The great thing is that when you have an idea, you can simply put it into a block and then move it around, to see how this idea fits into the session. Or you can move it aside if you think you are not going to use it this time. To reuse former sessions and simply to drag and drop modules from other sessions—these are lot of super cool things. So the tool brings a lot of flexibility.

Moving a block from search results to your agenda

What about the rainbow?

There is no training session without the key elements: exercises and theories . Most of the trainers know that in order to have a balanced session you need a balanced mix of theory, exercise, debriefing and discussions. Regular coffee breaks and energizer activities are useful, too.

To keep in mind all these elements, and on top of that the timing, especially if you are planning a 10-day train-the-trainer event with numerous sessions, can be troublesome.

SessionLab offers a built-in timing system where you can set a starting time, and the system automatically calculates the length of a workshop based on the length of each module you have in your session. You can easily adjust the timing for any of the blocks in your session, and your overall timing stays correct—even when you drag and drop the blocks around your session plan.

Moreover, it has a color coding option to give a quick overview of the balance and interaction mix of the workshop.

The color coding gives me the sense of variety that you need for a session. It is a visual way to see that you are not using the same method for too long in a session. For instance it helps me realize: ‘Hey I need an exercise or a discussion!’ So at a glance you can see that yes, I have a session that is active and engaging.

Collaboration made easy

As the years passed and more and more people applied to the program, the initial team of trainers grew from six to around twelve. This would normally mean that collaborating and planning sessions together is much harder and challenging than before, except that according to Herve this is not the case:

Once the session’s goals are clarified it is very easy to collaborate and work together in the application. You just have a Skype call with your co-trainers while SessionLab is opened in another window, so you can discuss the agenda, move modules, add new ideas at the same time. This simplifies the whole process of creating a session with someone .

Naturally, the least popular part of every workshop or training program is documentation, and reporting to partners or sponsors. However, having the overview of the program in a structured, clear format that is easily understandable for everyone simplifies the life of a trainer.

When the event is over, then comes documentation. We communicate with the event partners, and they get the list of sessions that we have. We share with them a link that leads to a shared overview of the workshops of the program This way they can directly see the outcomes of our work.

The journey doesn’t stop here..

What changed for Herve and the organizing team of YTA when they started to use SessionLab, a tool designed for trainers and facilitators?

It helped their team to get over the hurdles of designing a complex training event with a remote team. It brought them the type of efficiency that you experience when you work together with your colleagues in front of a large wall with Post-its.

Instead of having to manage dozens of spreadsheets, double-checking time calculations, and trying to visualize whether their sessions are designed with a proper interaction mix, SessionLab spares them all this mental energy.

It allows the team to focus on what really matters: to deliver a unique, once-in-a-lifetime learning experience for the participants.

Are you interested in a first-hand experience of how SessionLab can help your team? Go ahead and try it for your next workshop of training session . If you are currently designing workshops or training

What makes the online collaboration work well for you? Do you have favourite online tools that makes remote teamwork easier?

Let us know in the comments below, and thank you for reading!

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Case method training

Intensive, practical and hands-on, our case training is ideal for teachers, writers and students. Enjoy a safe, practical and stimulating learning experience, plus the chance to network with colleagues and share skills, insights and knowledge.

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About our training

The Case Centre began running case workshops in 1973 as part of its mission to advance the case method worldwide. Since then over 5,840 participants, from more than 1,690 organisations in 41 countries have chosen to attend our programmes.

As the independent home of the case method we are uniquely placed to provide training on the many different approaches to the case method. Our specialist Events Team work with our international group of tutors and partner organisations to deliver case training that is designed to be interactive, practical and enjoyable.

Our workshop portfolio covers general aspects of case writing and teaching, and specific areas such as undergraduate, multimedia, aligning research and teaching, and using cases online. We also offer sessions for students designed to help them get the most from the case method.

Events range from 60-minute introductory sessions, to in-depth workshops over one or more days. We also offer programmes that include multiple sessions over a period of months, giving the opportunity for participants to complete course work in between times.

Training takes place in-person, online or as a blended programme.

We work with a group of highly experienced tutors who are internationally respected case method experts. All are seasoned case practitioners and receive consistently positive reviews from workshop participants. Meet our tutors

Great value for money

We’re not-for-profit, so our training is great value for money. If you attend our open programme there’s a 10% discount for member organisations and special rates for our colleagues in developing countries.

What can I attend?

Our open programme includes workshops held online and worldwide in-person throughout the year on a variety of case method topics. You'll benefit from a world-leading case expert as your tutor, and the opportunity to develop your case skills with fellow participants from business schools and universities around the globe.

workshop programme

If there are a group of colleagues at your organisation who are interested in participating in a case workshop then a customised programme might be the right option for you. We’ll tailor your workshop to meet the specific learning objectives, timescales and budget of your group, online or at most locations worldwide.

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We host a selection of free case-related webinars throughout the year. Previous topics include: Learn how to use IE Business School multimedia cases; Teaching Blue Ocean Strategy and Shift: Case, Curriculum, and Pedagogy; Talking About Someone Like Me: Implementing Diversity, Equity and Inclusion in Cases and Classes; Creating a Case Collection; and Competitive Case Writing.

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Introduced in 2022, and exclusive to staff at our member organisations, the Members' Case Forum brings our community together to share ideas, innovations and best practice. The Case Forum includes a panel discussion on a topical theme, and presentations from members about their innovative case method activities.

Find out more

We run professional development workshops (PDWs) on the case method at conferences all over the world. These one or two-hour sessions are a great opportunity for conference delegates to gain fresh insights into case writing and teaching from one of our internationally respected case tutors. We are experienced at delivering PDWs at both online and in-person conferences.

PDW programme

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Our Training and Events Team are here to help, please do get in touch if you have a query about any aspect of our case training.

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Center for Teaching

Workshop: teaching with case studies.

Posted by shephs2 on Monday, November 1, 2021 in Events , News .

Case studies are a signature pedagogy throughout the professions and increasingly across all liberal arts disciplines. When used effectively, they can motivate students to learn deeply through meaningful, complex, and real-world scenarios, elevating anything from analytical thought to ethical reasoning, applied practices to theoretical critique.

This workshop will explore how case studies are or can be used in a variety of teaching contexts to advance student learning, and how to efficiently overcome some of the challenges of the case method.

Date: November 5 Time: 12:00-1:30pm Location: A Zoom link will be emailed to registrants in advance of the event.

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Evaluating the Effectiveness of Interventions to Prevent and Address Sexual Harassment: Proceedings of a Workshop (2021)

Chapter: workshop case studies, appendix d workshop case studies.

This appendix comprises six “case studies” that were sent to participants prior to the workshop. Each case study contains a 2–5-page description of an actual program, policy, or practice currently being carried out at an institution. This information comes from members of the Action Collaborative on Preventing Sexual Harassment in Higher Education (see Chapter 1 ); they submit these “Descriptions of Work” annually, which are then made public by the National Academies of Sciences, Engineering, and Medicine. 1 For the purposes of this workshop and proceedings, these descriptions have been lightly edited for clarity.

The Action Collaborative created a rubric to help organizations identify areas of work that are consistent with the findings and recommendations of Sexual Harassment of Women ( National Academies of Sciences, Engineering, and Medicine, 2018 ). The rubric comprises 28 activities in four categories: prevention, response, remediation, and evaluation.

To facilitate the sharing of actions taken, potential innovative ideas, and research on the effectiveness of actions, in the summer of 2020, Action Collaborative members were asked to provide at least one and up to five descriptions of their most significant, innovative efforts—either in the planning stages or being implemented—that are consistent with the report’s

___________________

1 Available: www.nationalacademies.org/sexual-harassment-collaborative-repository .

findings and recommendations and are new for either the organization or higher education overall.

At the workshop, these case studies were incorporated into presentations and used by breakout groups so that participants could consider whether and how they could be evaluated. Each participant was asked to read one case study, and they were welcomed to read more than one.

The purpose of using these case studies was not to judge them on their merit or likelihood for success; rather, the purpose was to help participants consider how actual prevention efforts might be evaluated for effectiveness.

Case Study A	University of California, Santa Cruz
Case Study B	University of Washington
Case Study C	Vanderbilt University
Case Study D	Argonne National Laboratory
Case Study E	Massachusetts Institute of Technology
Case Study F	Rutgers University

This Action Applies to Three Rubric Items in the Remediation Category: preventing retaliation, reintegration strategies and programs, and other efforts to remediate the harm of sexual harassment and/or support those that experience sexual harassment.

Description of Work

Several high-profile instances of sexual violence/sexual harassment (SVSH) at our institution have involved interactions between faculty and graduate students. More broadly, as recognized in the report of the National Academies of Sciences, Engineering, and Medicine ( NASEM, 2018 ) and other documents, several characteristics of these relationships (male-dominated in some disciplines; hierarchical and dependent relationships between faculty members and graduate students; isolating environments) create higher levels of risk for sexual harassment. And because of the dependence of graduate students on faculty mentors for different types of support, guidance, and promotion in the discipline, the disruption for a student associated with both the reporting of SVSH and the investigation and outcome of a report can be great.

The Beyond Compliance initiative at University of California, Santa Cruz, which was formed in 2016, seeks to define concrete mechanisms that administrators and faculty can adopt, above and beyond what is required by law or policy, to address SVSH on campus. The committee is co-chaired by a senior faculty member and a senior administrator, and it includes faculty members, graduate students, and key staff who are working to address SVSH and its consequences. The committee recognized the cascading impacts of SVSH on graduate students and decided to assemble a quick guide on best practices to remediate these impacts.

The guide considers a range of potential negative consequences for a graduate student who has experienced and reported SVSH. These include loss of the individual’s advisor, classroom professor, committee member, or letter writer; financial impacts due to loss of teaching-assistant or research-assistant support, as well as health insurance if the student takes a leave, slowed academic progress, challenges meeting residency requirements if the student moves away from campus to access support, and scenarios around journal submissions and grant proposals. For each potential impact, the guide identifies a point person or persons and any units with ultimate responsibility for ensuring that the issue is addressed, from the chair or director of graduate studies in the department, to the divisional dean, to the dean of graduate studies, to the campus provost/vice chancellor. The guide also identifies the office to which graduate students should report different types of conduct violations. Finally, for each type of impact, the guide suggests the types of remediation the point person(s)/unit should consider and who they might consult in moving forward with remediation. Below is an example of one of the entries on the spreadsheet.


Student drops a class (e.g., due to strain of P&T hearing, Title IX investigation) which threatens the student’s continued financial aid/ scholarship status during the subsequent term.	Graduate Division (via Vice Provost and Dean of Graduate Studies)	Request could come in via multiple paths (Dean, chair, Title IX, etc.).	Graduate Division is likely in the best position to coordinate such exceptions/ appeals with the Financial Aid office. If it becomes a situation of “covering” the cost of a scholarship etc. that may be best handled by Campus Provost/Executive Vice Chancellor.

Next steps: The guide was finalized in the middle of the 2019–2020 academic year and sent to the Division of Graduate Studies for comment. Due to a confluence of high-profile events (a wildcat graduate student strike beginning in November, the global coronavirus pandemic, campus upset and action around the killing of George Floyd), the Graduate Division has not yet responded to Beyond Compliance. We will request comments by early fall 2020. Following this review, we will send the guide to the Academic Senate for its input (certainly to the Committee on Affirmative Action and Diversity and the Graduate Council, and perhaps the Committee on Research). When Senate review is complete, the document will be finalized and shared with all units that bear responsibility for remediating impacts on graduate students, as well as with the Graduate Student Union.

Website for further information (if applicable): Point of Contact Name: Paul Koch Email Address for Point of Contact: [email protected]

This Action Applies to One Rubric Item in the Response Category: improved communication and increased transparency.

Washington State Engrossed House Bill 2327 went into effect June 11, 2020. University of Washington (UW) staff, faculty, and other academic personnel, and community members provided input on the bill and testified in front of legislative committees in support of the bill. The law addresses many of the priorities outlined in the 2018 report of the National Academies of Sciences, Engineering, and Medicine. For example, the bill requires institutions of higher education in the state of Washington to share findings of harassment during reference checks, to ban the use of nondisclosure agreements, and to share publicly the results of any climate surveys. The state law, as described below, is specifically in response to harassment of students by employees; however, UW is expanding our procedures and compliance to include harassment of students and employees. Further information about the law follows.

Investigations and records: While UW had already made a commitment to completing investigations, the law now requires that unless a victim requests otherwise, a postsecondary institution will complete investigations of alleged sexual misconduct regardless of whether the employee voluntarily or involuntarily leaves employment with the institution. Written findings of completed investigations are required, and substantiated findings against an employee will be included in the employee’s personnel file. If, at the end of an investigation, allegations have not been substantiated, information about the allegations may be expunged.

Declaration of applicants: Prior to an offer of employment, applicants are required to sign a statement declaring whether they have ever been found responsible for any sexual misconduct at their current or a

prior place of employment and, if so, an explanation of what happened. The declaration also requires the applicant to indicate if an investigation is currently under way and to authorize current and past employers to disclose substantiated misconduct or current investigations. If applicants do not sign this statement, institutions cannot hire them.

Required reference checks: Prior to hiring an applicant, colleges and universities must request from any postsecondary institutions at which the applicant currently works or has worked any records about any substantiated findings of sexual misconduct. If information obtained regarding an applicant indicates any issue of concern, UW will take appropriate next steps.

The law also requires all postsecondary institutions to respond to reference checks from other postsecondary educational institutions by disclosing any substantiated findings of sexual misconduct and to provide information (documents, records, etc.) about any substantiated findings of sexual misconduct to any employer inquiring about one of their applicants regardless of whether such information is specifically requested. In order to comply with this section of the law, each institution must establish procedures to provide information about substantiated findings of sexual misconduct when another institution requests any such findings and ensure that those procedures will not disclose identifying information about a complainant or witnesses.

Ban nondisclosure agreements: The law states that settlement agreements may not include provisions prohibiting employees, institutions, survivors, or others from disclosing information that an employee is or was the subject of an investigation about sexual misconduct or of an investigation that yielded findings of sexual misconduct. Settlement agreements may include provisions allowing nondisclosure of identifying information about complainants or witnesses. Identifying information of complainant/ witnesses also is not subject to disclosure through public records requests.

Share results of climate assessments: When a climate assessment is conducted, postsecondary institutions need to share with the governor and appropriate legislative committees summaries of any climate assessment designed to gauge prevalence of sexual misconduct. In addition, institutions must include a description of efforts to reach out to and obtain information from traditionally marginalized students or those who disproportionately experience impacts of systemic oppression based on protected categories (e.g., race, ethnicity, nationality, sexual orientation, gender identity, gender expression, and disability), along with information about how the results

of the assessment were used to design or improve policies, programs, and resources for the campus community.

This Washington state law went into effect in June 2020 with an October 1, 2020, compliance date for applicant declaration, a July 1, 2021, compliance date for the reference check requirement, and a December 2023 date for the sharing of any climate assessment information. UW is currently working to establish procedures within Human Resources and the Office of Academic Personnel that includes, among other things, centralizing records that contain findings and ensuring that they can be shared in compliance with state law.

Website for further information (if applicable): http://lawfilesext.leg.wa.gov/biennium/2019-20/Pdf/Bills/Session%20Laws/House/2327-S.SL.pdf?q=20200416122655 Point of Contact Name: Valery Richardson Email Address for Point of Contact: [email protected]

This Action Applies to One Rubric Item in the Remediation Category: Reducing power differentials

The Problem: Admission to Graduate School to Work with a Specific Advisor

Graduate programs in biological/biomedical sciences may use any of three distinct types of admission processes. The most common is for several programs to band together and offer admission through an umbrella program, in which accepted students share a common first-year curriculum, meet several potential advisors from many graduate programs, and then join an advisor’s lab within a graduate program. Vanderbilt has two such umbrella programs, the Interdisciplinary Graduate Program (IGP) and the Quantitative and Chemical Biology Program (QBP) and all of Vanderbilt’s biomedical graduate programs participate.

In a second route, a graduate program may accept students into its specific program, in which students similarly can meet with several potential advisors and choose one. Vanderbilt’s Biological Sciences Department and Graduate Program in Neuroscience utilize this model, as well as the umbrella programs.

The third process is for a student to apply to a graduate program to work with one specific advisor, chosen in advance of applying. This is a direct-admit process. Sometimes the student and advisor have worked together previously, and sometimes they are unknown to each other. Direct-admit students may have less information for choosing an advisor, and they have less power to change labs if problems arise. Eight of the biomedical graduate programs at Vanderbilt offer students a direct-admit path

to entry, and one of these is the Department of Cell and Developmental Biology (CDB).

In 2019, CDB appointed a new director of graduate studies (DGS), who was also independently appointed by the provost to serve as a co-delegate to the Action Collaborative. The new DGS observed that direct-admit students seemed to have a more difficult path in graduate school than other students, with more advisor-student conflict and increased rates of leaving the Ph.D. program before graduation.

Structural differences in the direct-admit experience in CDB before the policy changes:

Admission: Umbrella students are interviewed by four faculty members and reviewed by an admissions committee before being accepted. In contrast, direct-admit students were vetted by the prospective advisor without a standard framework.
First-year funding: Students who enter through umbrella programs have their first year paid by university funds; they switch to advisor-based funding after they choose a lab. Direct-admit students were funded by their advisor from the first day in the program.
Rotations: Students who enter through umbrella programs are required to do four rotations, in which they “try out” working in four different labs for a period of about 2 months in each lab, with the goal of identifying a thesis laboratory. These students experience a variety of mentoring styles, get a sense of cultural norms, and develop a professional network. In contrast, direct-admit students work with the same advisor’s lab from the beginning.
Social experience: Students who enter through umbrella programs have a class identity and usually form strong bonds with classmates, forged in part in mentoring groups, which are a required part of their programs. In contrast, direct-admit students are more isolated and often know only people in their own lab. They are not required to participate in the mentoring groups because of the attention given in these groups to identifying a thesis laboratory.
Switching labs: If a student requests, the umbrella program will pay for a student to undertake more rotations to find a new lab if problems arise. Further, students who enter through umbrella programs can enlist the help of the umbrella program faculty advisors and former rotation advisors in identifying a new lab. In contrast,
the direct-admit students have few human resources, no access to funded rotations, and do not carry the official stamp of acceptance of the umbrella program.

Report of the National Academies of Sciences, Engineering, and Medicine on sexual harassment of women—Analysis and relevant recommendations:

The report’s Recommendation 5 is to diffuse the hierarchical and dependent relationship between trainees and faculty. Direct-admit students are particularly dependent on their advisor because of the complete dependence on the advisor’s funding, their reduced professional network, and their decreased potential to change labs. Specifically, the report recommends mentoring networks and departmental funding.

The process of shaping a new policy:

Direct-admit students accounted for approximately 10% of doctoral students during this time.
40% of direct-admit students were foreign nationals. Because of visa stipulations that they must leave the United States if they leave graduate school, foreign nationals would be a uniquely vulnerable group. Further, they have fewer social supports in this country.
30% of direct-admit students had worked with their advisor before admission to graduate school as an undergraduate, a summer intern, or an employee. These students were very successful and had few problems.
Direct-admit students were more likely than umbrella students to leave graduate school without a Ph.D. or to have significant academic problems. (We are not reporting these percentages because of the small number of students involved.)
Anecdotally, it was frequently observed that direct-admit students did not know about the existence of the umbrella programs; or they did not realize that by choosing a direct-admit pathway their options were limited compared with their peers.
The other 10 biomedical graduate programs at Vanderbilt were queried by email about whether they had direct-admit programs
and how they managed them: “ Will your program accept students to work directly with one faculty member who is entirely responsible for their finances?” Eight programs used the direct-admit path at varying frequencies and with various admissions requirements. The DGS discussed with the leaders of these programs their experiences with direct-admit programs (June 2020). Several focused on the success of students who had worked in the lab prior to matriculation.
The DGS and the CDB department chair met to discuss the problem and outline potential solutions, including departmental funding.
The DGS convened a meeting of the CDB Graduate Education Committee, composed of six CDB faculty (at that time. three assistant professors and three full professors) to brainstorm and evaluate solutions.
The Graduate Education Committee negotiated and compromised over email for several weeks, arriving at a new set of policies with unanimous support.
The committee recommended these policies to the full faculty, who voted overwhelming in favor (August 2020). The full policy can be found here: https://medschool.vanderbilt.edu/cdb/admission-to-cdbgraduate-program .

Why the direct-admit path was reformed rather than abolished:

Although the DGS originally suggested eliminating the direct-admit program entirely, the Graduate Education Committee did not support this approach for the following reasons.

Many direct-admit students with prior experience in the lab were spectacularly successful and clearly understood the environment they were joining.
The high proportion of foreign nationals was viewed as a benefit. Because of issues with funding international students, the IGP and QCB umbrella programs admit a limited number of foreign nationals in each class. Thus, abolishing the direct-admit path in CDB would reduce access for international students to an Ameri
can education, reduce access of the labs to highly talented students, and reduce CDB’s multicultural diversity.
Some faculty in CDB rely on direct-admit graduate students for their labs. Abolishing this route of admission would disproportionately affect them and likely interfere with their research programs.

Key elements of the new policy: Policies were put in place to promote these goals:

Students must apply to a Vanderbilt umbrella program in order to be considered for direct-admission to a lab at CDB. Only application, not admission, is required. By applying to the umbrella programs, students will become aware of their benefits and may choose that route of entry if available. Umbrella programs are the preferred route for graduate school, as they offer students the most choices and resources.
Students expressing interest in the direct-admit program will be advised about the differences between it and the umbrella programs by the DGS.
Students are expected to work in an advisor’s lab before applying to that lab through the direct-admit program. If they have not, they must explain why this is not possible in their application materials.
Mentors must send their Mentoring Compact (a document outlining the responsibilities of the mentor and student) to the student before an offer of admission can be extended.
If a student wants to change labs, and if this decision is supported by the pre-candidacy committee (see below), the department will fund the student for 12 weeks, which is sufficient time to do two rotations.
A pre-candidacy committee will work with the student from the first week of the first year until a thesis committee is formed. The committee is charged with overseeing the student’s intellectual growth, class performance, lab productivity, and social adjustment to graduate school.
A student-advisory group will be assigned to the student on arrival to campus, composed of three students with various overlapping interests, to provide a social network for the student.
Direct-admit students will participate in mentoring groups with the umbrella students.
The application will be reviewed by the CDB Graduate Education Committee rather than just by the prospective mentor. Because candidates will have applied to an umbrella program, feedback from that admissions program can be taken into consideration by the committee. The ultimate admissions decision will be made by the committee rather than just by the DGS. This will make it easier for a student to change labs if needed.

Future evaluation metrics:

There are three metrics by which to measure success of the policy.

The first and most important is the experience of the direct-admit graduate students for the next 6 years, which is approximately one graduate-student generation. Because the numbers are expected to be small, this measure will be qualitative, noting their connectedness, levels of conflict with their advisor, academic success and professional productivity, and retention to completion of a Ph.D.

The second is to measure how many direct-admit graduate students have previously worked with their advisor prior to arriving. An increase in this percentage will be considered a success of the policies.

The third measure is the overall number of direct-admit graduate students. A decrease in their number will be considered a success of the policies.

Website for further information (if applicable): https://medschool.vanderbilt.edu/cdb/admission-to-cdb-graduate-program Point of Contact Name: Andrea Page-McCaw Email Address for Point of Contact: [email protected]

This Action Applies to One Rubric Item in the Prevention Category: civility or respect promotion programs.

In July 2018 Argonne National Laboratory established a set of core values as the foundation of the laboratory’s efforts to help create and sustain a safe, welcoming, diverse, and inclusive environment that enables all members of the Argonne community to perform their best work.

To maintain awareness of Argonne’s Core Values of Impact, Safety, Respect, Integrity, and Teamwork, as well as to highlight positive behaviors related to each value and promote action, Argonne created an employee engagement program called Core Values Shout-Outs. The program encourages employees to recognize colleagues for demonstrating the core values through their behaviors. This aligns with recommendations in the 2018 report of the National Academies of Sciences, Engineering, and Medicine that anti-harassment efforts be combined with civility or respect promotion programs as a mechanism for highlighting behaviors that faculty, staff, and students should engage in rather than focusing only on negative behaviors.

The Core Values Shout-Outs program kicked off on July 31, 2019, in conjunction with the unveiling of a set of most valued behaviors for each core value. The Shout-Outs program was created as a simple way for employees to learn about and recognize valuable behaviors and to reinforce the shared accountability of each member of the Argonne community for creating a safe, welcoming, diverse, and inclusive work environment.

To give a colleague a shout-out, employees were asked to submit a simple online form with the recipient’s name, the core value they exemplified, and a one- or two-sentence description of the positive behavior they modeled. Awardees and their supervisors automatically received an email notification. The recipients then received a button for that value. Information from the shout-outs submissions was collected in a database that was shared with the laboratory’s Core Values Working Group and with laboratory leadership.

Thanks to the simplicity of giving a shout-out and the immediacy of the recognition, the Shout-Outs program was embraced wholeheartedly by employees at all levels of the laboratory. Within weeks, it became common to see employees proudly displaying the buttons they had earned on their lanyards. The campaign increased the visibility of Argonne’s core values and positive behaviors not only through buttons on lanyards, but also through an internal communications promotion of the program, which included digital posters, stories in the daily email employee newsletter, and information on the employee intranet. Volunteer core values ambassadors in every division at the laboratory not only helped to facilitate the program, but also provided increased visibility and promotion.

Originally set to run from July 31 through December 31, 2019, the program was extended to March 5, 2020, due to its popularity and the value laboratory leadership saw in it as a tool for recognition and encouragement of positive behavior. At a lab-wide, all hands meeting on November 14, 2019, Argonne director Paul Kearns challenged employees to achieve 3,000 shout-outs by the end of the program.

The laboratory community rose to the challenge, and the program ended March 5, 2020, with more than 3,400 shout-outs given. An analysis of the data collected through the program provided further insights that were shared at a lab wide all-hands meeting on May 28, 2020, through a light-hearted video featuring employees from across the laboratory. This included learning that:

Every division across the lab gave and received shout-outs.
The core value recognized the most was teamwork.
More than 85% of shout-outs received were given peer to peer rather than by supervisor to staff.

Data collected from the Shout-Outs program also was used to create case studies for discussion during training offered to all employees on learning how to identify and address situations and behaviors that are not consistent with the lab’s core values. This training will be offered through August 2020.

Further evaluation of the core values and the Shout-Outs program was sought in a pulse employee climate survey conducted over 3 weeks in June of 2020. Specifically, respondents were asked about activities that have positively influenced their thinking or behavior including the laboratory’s

focus on Core Values efforts and programs such as the Shout-Outs. Survey results are expected in late summer 2020.

As a majority of the laboratory’s employees moved to teleworking in March 2020 as a result of the COVID-19 pandemic, laboratory leadership identified a need to keep the core values visible to employees working remotely. Plans were developed to bring the Core Values Shout-Outs back but in a completely digital format.

Shout-Outs 2.0, the digital version, was introduced at a lab-wide all-hands meeting on May 28, 2020, to help emphasize the importance of employees staying connected while working apart. Through the laboratory human resources application Workday, employees still submit shout-outs. Instead of a physical button, a digital button appears in the recipient’s Workday account. Both recipients and their supervisors receive notification of the shout-out.

Shortly after the Shout-Outs 2.0 roll out, the information from the more than 3,400 shout-outs in the previous campaign was merged with the new, digital version. Now, employees can view all the shout-outs they’ve earned in one place in Workday. Work is currently under way to create further online visibility for each employee’s shout-outs. In fall of 2020, shout-outs will be displayed on employees’ individual intranet homepages, in their online profiles, and in the laboratory’s online directory.

What began as a means to create awareness of the laboratory’s core values and enlist employee participation in putting the values into action has evolved into a continued form of recognition and a constant, visible reminder of what Argonne values as a community. This further solidifies the core values as the foundation of the laboratory’s efforts to achieve its goals of expanding Argonne’s leadership in science and technology, achieving operational excellence, and building and sustaining a world-class community of talent.

Website for further information (if applicable): https://www.anl.gov/our-core-values Point of Contact Name: Megan Clifford Email Address for Point of Contact: [email protected]

This Action Applies to Five Rubric Items, Four in the Prevention Category and One in the Response Category: civility or respect promotion programs, leadership education and skill development, bystander intervention programs, audience-specific anti-sexual harassment education, and addressing gender harassment and other bad behaviors.

Lab-based workshops were developed as an initiative to reach graduate students and postdocs and train them about issues and resources related to gender bias and sexual harassment. The lab workshops were based on prevention research that shows that conducting workshops with intact groups is an effective approach for shifting culture and building skills. The lab serves as an important unit of community within the Massachusetts Institute of Technology (MIT) environment, and the lab workshops provide an opportunity for MIT resources to connect with the lab and help reestablish norms. It’s important to note that the offices that have previously led this initiative (the Institute Discrimination and Harassment Response Office [IDHR] and Violence Prevention and Response [VPR]) approached this work at the department-level instead of by request from individual labs to amplify the impact of a department initiative. These offices would partner with the students and department leadership, conduct a faculty demo during a regular faculty meeting, and then the department chair would put it to a vote (once the presenters left) so that this could be a faculty-driven initiative with the appropriate buy-in and engagement. Additionally, most department heads would require the workshop to be completed in a certain time frame by all faculty in the department.

MIT partners with departments to develop a tailored, 2-hour in-person workshop that is delivered by trained facilitators to each lab cohort, “Promoting a Professional and Inclusive Lab Culture.” Attendance at each workshop includes all students, postdocs, and the principal investigator (PI). Typically, each PI in the department is required to host a workshop at some point during a designated semester. The workshop content is created using focus group feedback from students and staff about climate issues within the department and leverages any school/department level climate data, and national field data (if available). Content includes:

The impact of unintentional harms/micro-aggressions at an individual, community, and institutional level.
Reporting options, policies, and resources on campus.
Acknowledging the role each person has in contributing to the culture of the group which ties into Rubric Item 2 [civility or respect promotion programs] in promoting civility and respect.
Understanding power dynamics and different ways of conceptualizing power which ties into Rubric Item 3 [leadership education and skill development] by encouraging a broader sense of power beyond positional authority. This is especially important to highlight to graduate students the ways in which they have influence in the community.
Bystander intervention skills to recognize and address gender-based harassment and other forms of discrimination which ties into Rubric Item 4 [bystander intervention programs, specific to higher education or field, and/or audience] by providing participants with different ways of intervening beyond “direct” intervention in the moment.
A section on sexual harassment/gender harassment examples and policies which ties into Rubric Item 5 [audience-specific anti-sexual harassment education] with specific focus on
the difference between ambient harassment and targeted harassment.
Activities to create more inclusive and welcoming lab environments for everybody, with special attention to the role of faculty members and research staff in setting the tone and holding people accountable, which ties into Rubric Item 16 [addressing gender harassment and other bad behaviors] by concluding the workshop with an activity that asks labs to come up with the first piece of their values/expectations statement for the lab.

These workshops are currently being implemented. They have been rolled out successfully in the chemistry department (2018), chemical engineering department (2019), and the Media Lab (spring 2020); we were in the process of working with the mechanical engineering department when COVID-19 disrupted our progress as we went remote on March 16, 2020. We have just tested a virtual version of the workshop with success and are working to develop a way to consistently facilitate the workshops virtually. There are many other departments that are interested in rolling out this workshop, and we are currently working on ways to meet the demand (hiring additional staff, exploring the effectiveness of virtual workshops, etc.).

Though the workshop has been continually updated, the actual concept of the workshop was developed pre-2019. The idea of an entire department committing each lab to this workshop is uncommon for higher education, and we think has contributed to its success because it ensures an education dosage for the entire community that is meaningful, interactive, tailored, and occurring during the same time period.

We have been regularly evaluating the workshops. Recently, for the Media Lab, we shifted from a more satisfaction-oriented evaluation to a learning outcomes-based evaluation. Additionally, we implemented a 6-month post-test for the chemical engineering department and are in the process of doing so for the Media Lab as well. This post-test evaluation helps us determine the long-term impact of the training.

Two graduate students in the chemical engineering department helped us submit for publication an overview of the workshop and participant data to the American Society for Engineering Education conference.

We identify three main stakeholders in this initiative: graduate students, faculty of the department, and the chair of the department.

Graduate students are often the reason we receive a departmental request, and they are invaluable in helping us customize examples, provide feedback on the flow of the workshop, and share any student-level data they’ve collected about the graduate student experience in the department.
Faculty are important stakeholders because this workshop is done at the lab level and a faculty member’s investment and engagement before during and after the workshop impacts the climate and culture of the lab group. One of the ways we specifically engage faculty is by running through the workshop in a faculty meeting with them to incorporate their feedback and create buy-in about the workshop content.
Lastly, the department chair is a vital stakeholder in our workshop initiative because they have the ability to communicate to the entire department why it is worth taking time out of our busy schedules to do this and connect it to other work happening at the departmental level to address climate, inclu
sion, and belonging. As mentioned earlier, the chair also gives faculty an opportunity to vote on the initiative to ensure it is faculty driven . We have had some department chairs require it and others strongly encourage it. Participation is higher when it is mandated.

Our next steps include working to continually increase our bandwidth to provide workshops for more departments at more regular intervals. One of the options we hope to look into further is a train-the-trainer model of presenting this workshop. Additionally, as time has gone on, labs that took the training in 2018–2019 have asked if there is a second iteration of the workshop. Though we do not have anything formally developed, spending time to think about how new material and content could build on the foundational workshop is another next step.

Lastly, especially in this last academic year, we’ve received more requests for the content of the workshop to be intersectional in its conceptualization and to not only talk about gender-based harassment but also other forms of micro-aggressions, discrimination, and biased behavior on the basis of race, ethnicity, religion, gender identity, and other categories of identity. Every time we’ve updated the content we’ve striven to approach the examples and content in a more intersectional way.

Link to more information about the effort and/or contact info

Website for further information (if applicable): Point of Contact Name: Sarah Rankin or Bianca Kaushal Email Address for Point of Contact: [email protected] ; [email protected]

This Action Applies to Seven Rubric Items, Five in the Prevention Category and Two in the Response Category: Leadership education and skill development, bystander intervention programs (specific to higher education or field, and/or audience), audience-specific anti-sexual harassment education, ally or ambassador programs, prevention program or toolkits, trauma-informed response and education programs, and addressing gender harassment and other bad behaviors.

Description of Work: We R Here Staff and Faculty Training Initiative

A full-time staff and faculty training coordinator, a position and conceptualization of the work entirely new to Rutgers, was hired at Rutgers in November of 2019 to launch the new We R Here Staff and Faculty Training Initiative across all Rutgers campuses. A core, in-person, anti-sexual harassment training was created. This training, developed with principles of trauma-informed bystander intervention strategies, provides skills to recognize, correct, and address sexual harassment (with a focus on gender-based harassment), support impacted students and colleagues, and effectively use university policies for action and to create positive culture shift.

This interactive training has been tailored for delivery at Rutgers’ New Jersey School of Medicine for 700 staff and faculty and will be customized for other university ecosystems accordingly. The We R Here Faculty and Staff Training Initiative will also include the development of a faculty ambassador train-the-trainer program and a comprehensive toolkit with specific, actionable items of change for departments, schools, and academic leaders to adopt to ensure sustainable change.

The goals of the Staff and Faculty Training Initiative are to (1) clearly define sexual and gender-based harassment, (2) discuss how sexual harassment manifests in each specific university environment, (3) provide concrete skills to interrupt sexual harassment in the work place using trauma-informed bystander intervention strategies, and (4) explore concrete

action steps to encourage behavior change and to sustainably prevent sexual harassment at Rutgers.

This work aligns with the recommendations of the study Sexual Harassment of Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine ( NASEM, 2018 ) , particularly in the areas of prevention, leadership education and skill development, bystander intervention programs, audience-specific anti-sexual harassment programs, ally and ambassador programs, and prevention toolkits.

As mentioned in the report, the faculty and staff trainings have been designed not to change beliefs but instead to “clearly communicate behavioral expectations” and to provide individuals with the tools to effectively identify, intervene, and prevent sexual harassment both in the workplace and among students. Rather than a one-size-fits-all approach, trainings are specifically tailored to each audience and ecosystem, and are skills-based, interactive, and trauma informed.

Recognizing that training alone cannot bring about lasting culture change, the faculty and staff training coordinator will also create a comprehensive toolkit, which will include best practices for onboarding, sample informal policies and behavioral change measures, trauma-informed resources, sample syllabus statements, and classroom exercises to encourage discussion, social media templates, and departmental and self-assessment tools. A faculty ambassador component is also being developed. In line with the report’s findings that women of color are particularly vulnerable to sexual harassment, as well as less likely to report it, each training and intervention has been designed incorporating principles of intersectionality and with an anti-racist, anti-oppressive lens.

This work is currently in progress and continues. Several of the core trainings have been researched, designed, and delivered via WebEx, and outreach to faculty and staff is ongoing. The training coordinator will offer a training series in the fall of 2020 remotely, open to all faculty and staff, that focuses on supporting colleagues and staff remotely during COVID, with a particular focus on Black and other people of color colleagues and students who are disproportionally impacted by the pandemic and systemic racism at large. The series will also feature prominent anti-racist, anti-sexual assault advocate Wagatwe Wanjuki who will focus specifically on supporting Black students remotely.

In addition to offering WebEx and limited in-person trainings for faculty and staff in the coming year, the training coordinator will focus on

research, development, and dissemination of the staff and faculty toolkit as well as launching the ambassador program.

It is important to note that certain revisions or changes to the work have taken place, a result of adapting to a remote environment due to COVID-19. The training coordinator worked during March and April (2019) to migrate all trainings to an online platform, although she will still offer limited in-person training to faculty and staff who remain on the ground (for instance, essential medical personnel). Also due to COVID transitions and stressors, demand for training has decreased, but the training coordinator continues to reach out to faculty and staff, including via virtual postcards with action steps and resources, and by offering more training options and making sure content is tailored to shifting needs. A tip sheet for responding to disclosures remotely during COVID-19 was also developed and posted on the university-wide resource site, coronavirus.rutgers. edu, as well as on the university’s sexual harassment prevention website, sexualharassment.rutgers.edu .

Assessment is an integral part of the program. Evaluations are provided to each participant after every training, and an online form has been created for WebEx programs. These evaluations will be used to gather feedback and be analyzed for continuous improvement, to ensure that trainings align with Action Collaborative goals [see Chapter 1 ]. There will also be questions about training and engagement on the upcoming university-wide faculty, student, and staff climate survey, scheduled to be put into the field during the fall of 2021. Interventions and training will be modified accordingly, in response to assessment results.

With regard to involvement of stakeholders in the work, this position itself was developed specifically to engage multiple stakeholders. The training coordinator spends 50% of her time with university human resources, in an effort to streamline training efforts, engage more faculty and staff, and ensure that university policy is appropriately responsive to faculty, staff, and administrator needs around sexual harassment. The training coordinator also works with the leadership of the university’s representatives to the Action Collaborative representatives, the Rutgers Center on Violence Against Women, the university Title IX offices, and all violence prevention and victim assistance offices in order to coordinate training, share resources, and remain up to date on university services and policies.

With regard to next steps for the work, in addition to the creation of the toolkit and ambassador program, the next steps will be to continue to respond and adapt to the needs of faculty, staff, and administrators

during COVID, including bringing awareness to the fact that sexual and gender-based harassment do not disappear when colleagues and students are working remotely. Since harassment may take different forms and the responses and interventions need to be tailored accordingly, the training coordinator will continue to work to modify training content and offer flexible opportunities as needed. And since all of the aforementioned work is funded by an external grant that ends in August 2021, the training coordinator will continue to explore options for sustainability with university leadership.

Website for further information (if applicable): Point of Contact Name: Kaylin Padovano, LMSW Email Address for Point of Contact: [email protected]

Rising awareness of and increased attention to sexual harassment has resulted in momentum to implement sexual harassment prevention efforts in higher education institutions. Work on preventing sexual harassment is an area that has recently garnered a lot of attention, especially around education and programs that go beyond the standard anti-sexual harassment trainings often used to comply with legal requirements.

On April 20-21, 2021, the National Academies of Sciences, Engineering, and Medicine hosted the workshop Developing Evaluation Metrics for Sexual Harassment Prevention Efforts. The workshop explored approaches and strategies for evaluating and measuring the effectiveness of sexual harassment interventions being implemented at higher education institutions and research and training sites, in order to assist institutions in transforming promising ideas into evidence-based best practices. Workshop participants also addressed methods, metrics, and measures that could be used to evaluate sexual harassment prevention efforts that lead to change in the organizational climate and culture and/or a change in behavior among community members. This publication summarizes the presentations and discussion of the workshop.

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Problem Solving Workshop modules

OVERVIEW

The Problem Solving Workshop curriculum is designed to expose 1L students to a variety of legal roles. Through decision-making, legal writing, and teamwork, students learn how to think like lawyers and solve a client's problem.

Below are Harvard Law School's 2014 PSW modules. Alternative cases are noted as well.

Each teaching unit can stand alone as a cohesive experiential component for existing courses; educators can also combine the teaching units on this page to create semester-long case studies courses, or can mix and match cases on this page for an abridged survey of the different teaching units.

This page will be updated as additional problem solving case studies are added to the collection.

For more information about PSW, see related blog posts:

," by Professor Joseph Singer ", spotlight on case study ," spotlight on case study "; Westfahl teaches Problem Solving Workshop at Harvard "

TEACHING UNITS

These materials can be distributed at the beginning of a problem solving curriculum; these materials may precede an in-class discussion about the problem solving philosophy or may simply serve as supplementary and preparatory information for students.

Learning goals: understand lawyering best practices; gain foundational knowledge of the skills developed throughout the course.

Learning goals: define the client; understand the client's goals and the lawyer's role; identify facts in legal problems; conduct a client interview; generate options; practice advising the client.

Learning goals: consider a lawyer's obligations and constituencies; exercise discretion in high-profile problems; draft advisory memoranda; practice presenting advice.

Learning goals: apply problem solving and lawyering skills to resolve a client's problem; gain exposure to litigation, mediation, and negotiation.

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ISB’s Case Writing and Teaching Workshop

May 2023, indian school of business, hyderabad.

Participative and collaborative learning has proven to be an exciting alternative to traditional management pedagogy. Today’s students demand an active role in their own learning. Teaching with case studies in the classroom provides a means for abstract and conceptual ideas to be applied to practical, real-world business scenarios. Cases place students in real-life situations, forcing them to identify with the protagonist and come up with solutions to a plausible problem. As such, they turn students into active learners rather than passive receivers, helping them develop problem-solving and decision-making skills.

The Centre for Learning and Management Practice (CLMP) at the Indian School of Business (ISB), in its endeavour to promote effective learning and teaching with cases, offers Case Writing and Teaching Workshops through the year.

The intent of these workshops is to train high-potential faculty and case writers in the case writing and case teaching process, and to develop a case writing and case teaching culture in Indian management schools.

Conducted by experienced faculty, experts in the case method, each intensive workshop covers the fundamentals of both case writing and case teaching.

The workshop will start with outlining the importance of case study methodology as a pedagogical approach for active learning. Participants will learn the theory behind developing a good case study and the guiding principles to write case studies. By the end of the workshop, participants would have built a strong foundation for developing their own cases. This is thus a great opportunity to develop valuable writing skills. By inspiring you to write and use your own cases, this workshop will also assist in improving your teaching. The workshop would also include tips on how to teach a case effectively.

Programme Calendar

DATES	LOCATION
May 5-6, 2023	Indian School of Business, Hyderabad Campus

Target Audience

The participants at the workshop would include faculty, case writers, doctoral students and research staff from the academic community across management disciplines as well as representatives from business and the Government, such as heads of training departments, consultants and individuals teaching as visiting faculty at academic institutions. Interested participants would be requested to come to the workshop with an idea that they would like to develop into their own case study.

Training Objectives

At this very interactive and practical workshop, participants will learn about the case study—the history behind it, and its benefits and limitations. They will then be taught as to what makes a ‘good’ case. Instruction would be provided on how to design a case study – ensuring that the key areas of

the introduction, body, conclusion and exhibits - are covered systematically. The workshop would also include tips on how to teach a case.

For the participants, we expect that developing in-house case studies would provide the following key benefits for their students/audience:

To demonstrate stronger critical thinking skills
Make connections across multiple content areas
Develop a deeper understanding of concepts
Be better able to view an issue from multiple perspectives
Take a more active part in class
Become more engaged
Develop positive peer to peer relationships

Pre-Workshop Requirements

Participants are required to come to the workshop with a definite idea and learning objectives for a business case. They need to identify a company, the case protagonist, and preferably (not mandatory) obtain permission from the company to write the case.
Participants are requested to share their case idea and learning objectives with us by two weeks prior to the workshop dates.

Post-Workshop Activities:

By the end of the workshop, each participant will have successfully drafted a 2-3 page Case Plan. The Case Plan includes the opening paragraph, the outline of the finished case by subtitles, list of data requirements, and a time plan. This plan is the basis of each case study.
Participants will receive feedback on the Case Plan from the workshop trainers within a few weeks of the completion of the workshop.

Dr. Saumya Sindhwani

Saumya Sindhwani is an Assistant Professor (Practice) in the Strategy & OB group. Her research interests are at the intersection of strategy, leadership and society. She actively looks into the challenges faced by organisations while designing and implementing strategy, given the highly volatile, uncertain and complex business environment we live in today. She also has keen interest in the role of women as economic change agents, including their leadership styles. She has published two books, one on leadership and the other on the role of creativity in business. An expert on case teaching, she has authored and published several case studies. Bringing new formats to the classroom to complement case studies, she has developed and used multimedia simulations with great success in her courses. Prior to entering academia she has spent many years as a consultant with Aon Hewitt and also worked with British Broadcasting Corporation. She regularly publishes in applied journals and presents at various academic conferences and corporate events. She is an award-winning teacher.

Geetika Shah

Geetika Shah is Senior Associate Director at the Centre for Learning, and Management Practice at ISB.

Geetika manages content development and publishing at the Centre. Leading and managing the Centre’s team of writers and editors, she helps in case development and preparing teaching materials that support the pedagogical and knowledge-creation objectives of the school.

Working closely with faculty across disciplines at ISB, she has co-authored and published more than 30 cases which are available on Harvard Publishing, The Case Centre and Ivey Publishing. Two of her cases were winners at international competitions - European Foundation for Management Development (EFMD) Case Writing Competition 2015 and Oikos Case Writing Competition 2016. She has reviewed more than 300 cases and provided mentoring support and detailed feedback for improvement to numerous case authors.

As a facilitator, she has delivered several training workshops and webinars on case writing and teaching for faculty audiences from around the world.

An MBA from IIM Bangalore, she joined the Centre at ISB in its early years and helped build expertise at the Centre in developing, reviewing and publishing high-quality case studies that engage students in the business classroom. More recently, she also oversees the design, content and publication of the school's flagship quarterly magazine, ISB Management ReThink , a forward-looking platform that strives to connect academia with industry through its take on management research and thinking.



(Break for Tea/Coffee at 11:00 AM at AC8 counter)
(Break for Tea/Coffee at 3:30 PM, AC8 Counter)


(Break for Tea/Coffee at 11:00 AM at AC8 Counter; 11:15 Group Picture at Atrium)

Accommodation

Workshop Venue

Indian School of Business, Hyderabad Campus, Gachibowli, Hyderabad - 500111

Accommodation (Hotels near the workshop venue)

Participants are expected to cover their own transportation and other living cost. If you are looking for stay options close to the workshop venue, you may explore the following.


Room Category	Room Rate per room per night
Room Category
Superior Room	7150	8180
Deluxe Room	8180	9180
Above rates are exclusive of applicable taxes. To book, contact Mohammad Sarvar Pasha, Sales Manager T +91.40.4541.6699   M +91.996 347 9253 EMAIL:


Room Category
Superior	INR 6500+12%GST	INR 7500+12%GST
Executive Suite	INR 8500+18%GST	INR 9500+18%GST
The above tariff is inclusive of complimentary breakfast (CP), GYM, Wi-Fi & access to the Swimming pool. Will also include a 02-way Office transfer. Raman Hari Krishnan \| Senior Operations Manager Ellaa Hotels (A unit of Indus Palms Hotels & Resorts Ltd). Email - T: +91 40 2300 2488, +91 40 662 88488 \| M: +91 9959020180



Room Rate	INR 7500+ Taxes	INR 7500+12%GST
The above room rates include the following: Radhakrishnan Associate Director of Sales +91 40 44141414 \| +91 8008200189

Registration

For any queries, write to Arun Khan, Senior Manager, Centre for Learning and Management Practice, Indian School of Business.

Workshop Fee

30,000 (inclusive of taxes)

040-23187399.

For group discounts of 3 or more participants, e-mail to

Prepare for your future

This program aims to help you accelerate your career by working through an international case study in an intensive workshop with a team. In addition, you’ll attend dinners and socials to meet peers across the region and experience the city. If you’re curious about a career as a consultant at Bain, this is a detailed look.

Meet your peers and explore a new city.

Apply your studies to a real-to-life business situation.

Learn from the best in their field.

Share your analysis to a group of partners.

Build your community

Experience our ambitious but supportive culture.

Start building your professional network now.

Gather strategies and tools our consultants use in their work.

Eligibility & Timeline

This program is for university students from europe and the middle east.

This program is for qualifying undergraduate and graduate students from Europe and the Middle East with a strong academic background, sharp analytical skills, and an interest in making a positive impact through their work.

Applications for Bainworks will open in summer 2025.

Application Information

University students from all fields of study with strong academic backgrounds, exceptional personalities, sharp analytical skills and the drive to make an impact are encouraged to apply. Choose only one office preference 100% for the country you would like to apply with.

Please select a country

Middle East
Netherlands
Switzerland

Frequently asked questions

Everything you need to know.

This event will be held in English, to accommodate participants from a wide range of countries.

Please select the office that you are most interested in and apply with them, and only apply to one office at a time. Please note that some countries will require fluency in the local language.

For Spain, you must be fluent in Spanish
For the Netherlands, you must be fluent in Dutch
For Poland, fluency in English and one of the CEE languages is required

CEMS students starting their CEMS MIM in fall 2025 in any EMEA country are welcome to apply.

Bain will cover all costs associated with joining this event.

It does not. However, it is a wonderful first step toward better understanding management consulting, and how to apply.

Not at all. If you aren’t accepted into Bainworks, we encourage you to still apply to other positions. For similar questions, please reach us at [email protected].

The case study is a simulation of real work we’ve done for one of our clients. It’ll give you a snapshot into the nature of our work and how strategy consultants spend their time. It won’t require any specific knowledge beyond what’s provided to you in preparation.

Where we work

Can you see yourself here?

We're on campus

Meet a friendly recruiter

Discover More

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Learn about the impact we create for clients

What are You Looking for?

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Case Studies of Successful Risk Management

Introduction, risk management.

Risk management involves identifying, assessing, and mitigating risks to minimize their impact on an organization. It aims to protect assets, ensure operational continuity, and support strategic goals. By proactively addressing potential threats, organizations can reduce the likelihood of adverse events and enhance their resilience.

Importance of Successful Risk Management

Successful risk management is crucial for any organization. It helps prevent financial losses, safeguard reputations, and ensure regulatory compliance. Effective risk management supports decision-making by providing insights into potential threats and opportunities. It enables organizations to respond swiftly to unexpected challenges, maintaining stability and operational efficiency.

Introducing Case Studies in Risk Management

Case studies are valuable tools for understanding successful risk management practices. They offer real-world examples of how organizations identify and address risks. By examining these cases, businesses can learn from others’ experiences and apply similar strategies. Case studies highlight practical applications of risk management theories and provide insights into effective risk mitigation techniques. In this session, we will explore case studies that demonstrate successful risk management in action. These examples will illustrate how organizations tackle various risks and implement strategies to ensure their continued success.

Case Study 1: Apple Inc.

Overview of apple’s successful risk management strategies.

Apple Inc. has implemented effective risk management strategies to navigate its complex global operations. The company faces various risks, including supply chain disruptions, cybersecurity threats, and regulatory compliance. Apple’s approach to risk management involves comprehensive planning and proactive measures. By addressing these risks, Apple maintains its market leadership and ensures operational stability.

Key Risks Identified by Apple

Apple identifies several key risks that could impact its business. Supply chain disruptions pose a significant risk, especially given Apple’s reliance on global suppliers. The company also faces cybersecurity threats, with potential risks to its data and customer information. Regulatory compliance is another critical area, as Apple operates in multiple jurisdictions with varying regulations. Market competition and technological changes add further complexity to its risk landscape.

How Apple Mitigated These Risks Effectively

Apple employs several strategies to mitigate these risks effectively. To address supply chain disruptions, Apple diversifies its supplier base and establishes strong relationships with key partners. The company also invests in supply chain visibility and flexibility, enabling it to adapt quickly to changes. For cybersecurity threats, Apple implements robust security measures, including encryption and multi-factor authentication. The company continuously monitors its systems for vulnerabilities and conducts regular security audits. This proactive approach helps protect sensitive data and maintain customer trust. In terms of regulatory compliance, Apple closely monitors regulatory changes in all operating regions. The company maintains a dedicated team to ensure compliance with local and international laws. This team also works on adjusting policies and practices to meet evolving regulatory requirements. Apple also invests heavily in research and development to stay ahead of technological changes and market competition. By innovating and adapting its product offerings, Apple reduces the risk of obsolescence and maintains its competitive edge. Apple’s risk management strategies effectively address key risks such as supply chain disruptions, cybersecurity threats, and regulatory compliance. Through diversification, robust security measures, regulatory vigilance, and continuous innovation, Apple manages to stay resilient in a dynamic global environment. These strategies help Apple maintain its market position and operational excellence, setting a benchmark for successful risk management practices.

Read: Balancing Customer Service as a Bank Manager

Case Study 2: Toyota

Examination of toyota’s risk management practices.

Toyota’s risk management practices have become a benchmark in the automotive industry. The company employs a comprehensive risk management framework to handle various risks. Toyota integrates risk assessment into its corporate strategy, focusing on both internal and external factors. The company uses a centralized risk management team to oversee global operations. This team identifies potential risks and develops mitigation strategies. Toyota also emphasizes continuous improvement and learning from past experiences. They use advanced technologies to monitor and manage risks effectively. By incorporating risk management into every aspect of their operations, Toyota ensures resilience and adaptability in a rapidly changing environment.

Major Risk Event Faced by Toyota

One major risk event Toyota faced was the 2010 vehicle recall crisis. The company recalled millions of vehicles due to safety issues with accelerator pedals and braking systems. This recall impacted Toyota’s reputation and financial performance significantly. The crisis emerged from reports of unintended acceleration, which raised concerns about vehicle safety. The widespread recall affected not only Toyota’s brand image but also its customer trust. The event highlighted the critical need for robust risk management practices in addressing safety issues. It posed significant challenges to Toyota’s operational and reputational stability.

Evaluation of Toyota’s Response and Recovery Strategies

Toyota’s response to the recall crisis was swift and comprehensive. The company initiated a large-scale recall to address the safety concerns promptly. They worked closely with regulatory agencies to ensure compliance and transparency. Toyota also implemented improved quality control measures to prevent future issues. The company increased its focus on customer communication and support during the crisis. They launched a public relations campaign to restore consumer trust and confidence. Additionally, Toyota invested in enhancing its risk assessment processes and crisis response strategies. These efforts helped the company recover its reputation and rebuild customer trust. Toyota’s proactive and transparent approach demonstrated their commitment to addressing and managing risks effectively. Their response and recovery strategies contributed to long-term resilience and stability in the face of significant challenges.

Read: Interview Tips for Bank Branch Manager Positions

Case Study 3: Amazon

Overview of amazon’s risk management framework.

Amazon employs a comprehensive risk assessment framework to navigate its vast and complex operations. This framework integrates risk identification, assessment, and mitigation strategies. Amazon’s approach involves a combination of proactive and reactive measures. The company uses data-driven insights to anticipate and address potential risks. Key components include robust cybersecurity measures, supply chain management , and compliance with regulations. Amazon’s risk assessment practices are designed to protect its global operations and maintain business continuity.

Case Study: Supply Chain Disruptions

A notable risk scenario faced by Amazon was the disruption of its supply chain during the COVID-19 pandemic. The pandemic caused significant challenges in logistics and inventory management. Amazon experienced delays in order fulfillment, increased shipping times, and shortages of essential products. To address these challenges, Amazon implemented several risk assessment strategies. First, the company increased its inventory levels to buffer against supply chain interruptions. Amazon also diversified its supplier base to reduce dependence on any single source. The company invested in advanced forecasting tools to better predict demand and manage stock levels. Additionally, Amazon expanded its logistics network, including increasing warehouse capacity and adding new delivery routes. These measures helped Amazon adapt to the rapidly changing conditions and mitigate the impact of the disruption.

Analyzing the Impact of Effective Risk Management on Amazon’s Success

Effective risk assessment played a crucial role in Amazon’s ability to handle the supply chain disruption. By swiftly implementing risk mitigation strategies, Amazon maintained customer trust and satisfaction. The company’s proactive approach to increasing inventory and diversifying suppliers minimized the negative effects on its operations. The expansion of its logistics network allowed Amazon to continue fulfilling orders despite significant challenges. This resilience contributed to maintaining its market position and customer loyalty. The ability to adapt quickly and efficiently in the face of disruptions showcased Amazon’s robust risk management capabilities. Overall, Amazon’s successful management of the supply chain crisis highlighted the importance of a well-structured risk assessment framework. The company’s actions ensured continuity in its operations and reinforced its reputation as a reliable retailer. Effective risk assessment not only helped Amazon navigate the immediate challenges but also positioned it for long-term success. Amazon’s risk assessment framework is comprehensive, incorporating proactive and reactive measures to address various risks. The case study of supply chain disruptions during the COVID-19 pandemic illustrates the company’s ability to handle significant challenges effectively. By implementing strategic risk assessment practices, Amazon maintained its operational efficiency and customer trust. The success of these initiatives underscores the value of a robust risk management framework in achieving long-term business success.

Read: Investment Banking Exit Opportunities Explained

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Case Studies of Successful Risk Management

Key Factors in Successful Risk Management

Common elements in successful risk management case studies.

Successful risk assessment case studies reveal several common elements. Each case highlights the importance of a structured risk management framework. Key elements include thorough risk identification, comprehensive risk assessment, and effective mitigation strategies. Organizations that succeed in managing risks typically use these practices to address potential issues before they escalate. One common element is the establishment of clear risk management policies. These policies guide decision-making and ensure that risk management is integrated into all aspects of the organization. Effective communication of these policies to all employees is also crucial for successful risk management. Another element is the use of advanced risk management tools and techniques. Successful organizations often employ sophisticated software and methodologies to assess and manage risks. They continuously monitor risks and adjust their strategies based on new information and changing conditions.

Role of Leadership in Risk Management

Leadership plays a pivotal role in successful risk management. Leaders set the tone for how risk assessment is approached within an organization. They must champion risk management initiatives and ensure that resources are allocated appropriately. Effective leaders actively promote a culture of risk awareness. They encourage open communication about risks and foster an environment where employees feel comfortable reporting potential issues. Leaders also play a critical role in making informed decisions based on risk assessments and mitigation strategies. Leadership is essential for driving the implementation of risk assessment strategies. Leaders must ensure that risk assessment practices are not only planned but also executed effectively. Their involvement in overseeing and reviewing risk assessment processes helps maintain accountability and ensures that the strategies are achieving their intended outcomes.

Importance of Proactive Risk Assessment and Planning

Proactive risk assessment and planning are vital components of successful risk management. Identifying potential risks before they occur allows organizations to prepare and implement mitigation strategies in advance. This proactive approach minimizes the impact of risks and enhances overall resilience. Effective risk management involves regularly updating risk assessments and planning based on new information and emerging threats. Organizations that anticipate risks and develop contingency plans are better equipped to handle unexpected challenges. Proactive planning helps in adapting strategies quickly and effectively when risks materialize. Additionally, proactive risk assessment encourages continuous improvement. Organizations that regularly review and refine their risk assessment processes can better address future risks. This iterative approach ensures that risk assessment strategies remain relevant and effective over time. In short, successful risk assessment case studies share common elements such as structured frameworks and advanced tools. Leadership is crucial in promoting a culture of risk awareness and ensuring effective execution of strategies. Proactive risk assessment and planning are essential for minimizing risk impact and enhancing organizational resilience.

Read: How to Choose the Right Investment Banking Firm

Challenges in Risk Management

Potential obstacles to effective risk management.

Effective risk management can face several obstacles that organizations must address to ensure success. One significant obstacle is a lack of data. Incomplete or inaccurate data can hinder the ability to identify and assess risks accurately. Organizations must invest in robust data collection and analysis systems to overcome this challenge. Another obstacle is resistance to change. Employees and stakeholders may be resistant to new risk management processes or tools. To address this, organizations should focus on clear communication and training to build acceptance and understanding. Limited resources can also impede effective risk management. Budget constraints or a shortage of skilled personnel can affect the implementation of comprehensive risk management strategies. Organizations should prioritize risk management within their budgets and seek external expertise when necessary.

The Dynamic Nature of Risks

Today’s business environment presents a dynamic landscape of risks. Rapid technological advancements, changing regulations, and global economic fluctuations continually introduce new risks. This dynamic nature means that risk management strategies must be agile and adaptable. For example, the rise of cyber threats has introduced new challenges in managing data security risks. Organizations must continuously update their cybersecurity measures to address evolving threats. Similarly, global trade uncertainties can impact supply chain risks, requiring businesses to adjust their strategies frequently. The rapid pace of change in the business environment means that risk assessment cannot be static. Organizations must regularly review and update their risk assessment strategies to keep pace with new and emerging risks.

Strategies for Overcoming Challenges in Risk Management

To overcome the challenges in risk assessment, organizations can adopt several effective strategies. First, investing in advanced riskassessment technologies can enhance data accuracy and analysis capabilities. Tools like predictive analytics and artificial intelligence can help identify and assess risks more effectively. Second, fostering a culture of risk awareness is crucial. Encouraging open communication about risks and involving employees in risk assessment processes can reduce resistance to change. Regular training and awareness programs can help employees understand and embrace risk management practices. Third, building flexibility into risk assessment strategies allows organizations to adapt to changing conditions. Implementing a dynamic risk assessment framework enables businesses to respond quickly to new risks and adjust strategies as needed. This flexibility is essential for managing risks in today’s fast-paced environment. Finally, leveraging external expertise can address resource limitations. Engaging consultants or partnering with risk assessment firms can provide additional support and insights. These external resources can help organizations implement best practices and overcome internal constraints. Addressing obstacles to effective risk assessment requires a proactive approach. Understanding the dynamic nature of risks and implementing strategies to overcome challenges can enhance an organization’s risk assessment capabilities. By investing in technology, fostering a risk-aware culture, and maintaining flexibility, businesses can navigate the complexities of today’s risk environment successfully.

Best Practices in Risk Management

Industry best practices in risk management.

Effective risk assessment relies on adopting industry best practices to address potential threats. Organizations across various sectors use proven strategies to successfully manage risks. Implementing comprehensive risk assessment processes and establishing clear risk policies are fundamental practices. Regular training and communication ensure employees understand their roles in risk assessment. Additionally, developing and continuously reviewing robust contingency plans prepares organizations for unforeseen challenges. Sharing these practices across industries enhances overall risk assessment standards and offers valuable insights for improvement.

The Role of Technology in Enhancing Risk Management

Technology significantly enhances risk assessment capabilities by providing real-time data and analytical insights. Advanced tools such as artificial intelligence, machine learning, and data analytics help identify patterns and predict potential risks. Predictive analytics, for example, forecasts future risks based on historical data and current trends, enabling proactive risk mitigation. Risk assessment software integrates various data sources, offering a comprehensive view of risk exposure and facilitating informed decision-making. Cybersecurity tools also play a crucial role by monitoring networks, detecting vulnerabilities, and responding to potential breaches, ensuring data security and integrity. Automation tools streamline risk assessment processes, reducing manual errors and increasing efficiency.

Successful Risk Management Techniques Used by Top Organizations

Successful risk assessment techniques from leading organizations illustrate the effectiveness of various strategies. General Electric (GE) employs a risk assessment framework that integrates advanced analytics and real-time data monitoring. This approach allows GE to use predictive analytics for assessing operational risks and implementing preventive measures, effectively managing risks across its global operations. JPMorgan Chase utilizes comprehensive risk management practices, including advanced technology for monitoring financial risks. The bank’s use of machine learning algorithms to analyze transaction data helps detect fraudulent activities and prevent financial losses. Procter & Gamble (P&G) implements a multi-layered risk assessment strategy, including regular risk assessments and contingency planning. The company leverages data-driven insights to anticipate supply chain disruptions and develop response plans, maintaining operational stability. Amazon uses technology to enhance its logistics and supply chain management. Real-time tracking systems and predictive analytics optimize inventory management, reducing operational risks and ensuring smooth operations. Adopting industry best practices, leveraging technology, and learning from successful case studies strengthen risk management strategies. These approaches enhance the ability to manage risks effectively and ensure operational resilience. By embracing proven techniques and advanced tools, organizations can navigate uncertainties and achieve long-term success.

The Importance of Successful Risk Management

Successful risk management is crucial for organizational stability and growth. It helps identify potential threats and mitigate their impact. Effective risk management protects a company’s reputation and financial health. It enables organizations to respond proactively to emerging risks. By managing risks well, companies can ensure resilience and long-term success.

Key Takeaways from the Case Studies

Case studies of successful risk management highlight several key points. Toyota’s handling of the 2010 recall crisis demonstrates the value of a swift, transparent response. The company’s proactive measures and improved quality controls showcase the importance of learning from past issues. Another case study might illustrate how effective risk management strategies can prevent operational disruptions and protect brand reputation. These examples underline the need for comprehensive risk assessment and robust response plans.

Encouraging Organizations to Prioritize Risk Management

Organizations should prioritize risk assessment to achieve long-term success. Developing a strong risk management framework helps in anticipating and addressing potential threats. Investing in risk assessment tools and processes safeguards against unexpected challenges. Effective risk assessment not only protects assets but also enhances operational efficiency.

Global Opportunities for Risk Managers

Future of Risk Management in Finance

Common Misconceptions About Risk Management

Differences Between Financial and Business Risk Managers

Teacher Workshops

Student Experience
Teacher Workshops →

Each fall, the Case Method Project hosts a workshop at Harvard Business School for high-school teachers interested in how to implement the case method in their classrooms. Teachers participate in case discussions led by HBS professors, hear from fellow educators who have taught cases, and discuss how to adapt the case method for their students. The Project covers all expenses, including lodging and meals, the cases, and supporting materials, with the exception of travel to Boston. To receive more information about this year’s workshop, please contact us.

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2022 Product Liability: Case Study and Workshop

8:00 a.m. - 5:30 p.m.

1201 Third Avenue
Suite 4900
Seattle, WA 98101

Please join us for our 2022 Product Liability Workshop. We have presented this workshop for more than 25 years and employees from more than 750 companies have attended.

We use a real-world case study that spans a product's entire litigation cycle, from initial design and testing to a post-accident courtroom showdown. This year's workshop, as usual, will feature a new story with this year's saga focusing on the perils of commercial spaceflight. Topics covered will include product liability litigation pitfalls, discovery lessons learned, dealing with adverse expert testimony, and tactics used against corporate defendants in jury trials. We use materials from actual cases, including depositions, cross-examinations, smoking gun email and text messages, and the use of product website and sales materials in court. We also offer a refresher on product liability basics. The workshop focuses on ways to help employees work better, on a day-to-day basis, to reduce product liability exposure. Our workshop is very well regarded; more than one former attendee has described it as "One of the best classes I've ever attended."

The 2022 workshop will be an in-person intensive, one-day program held in our downtown Seattle office. A continental breakfast and lunch will be provided, and we hope you will stay for the cocktail reception.

Workshop Presenters

Mack Shultz , Perkins Coie, Partner, Product Liability
Dan Ridlon , Perkins Coie, Partner, Product Liability
Christopher Ledford , Perkins Coie, Partner, Product Liability
Breanna Philips , Perkins Coie, Associate, Product Liability

We have applied for 6.25 hours of general credit and 0.50 hour of ethics credit with the Washington State Bar Association and the State Bar of California. If you are admitted to practice law in another state, we will provide documentation to assist you in applying for credit in your state of admission. Please also include your bar state and bar license number on the form and return to Affirmation Forms within one week after the program.

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Mack H. Shultz

Daniel P. Ridlon

Christopher Ledford

Breanna philips, explore more in.

Methods and Case Studies Workshop

November 2-3, 2017

Harvard University (Longwood Campus) Boston, MA

**Please click here to view the most recent versions of the methods papers.**

At this workshop, we discussed the draft methods papers and case studies and their initial recommendations, as well as next steps. The workshop program, which includes speaker biographies as well as the agenda, can be downloaded here . The papers build on our scoping report and will be used to develop guidance on conducting benefit-cost analysis. Please use the links below to download the workshop papers and slides and to view the workshop video.

The revised versions of the methods papers and case studies, which reflect the comments received during this workshop, will be posted here as they are completed.

We were very pleased to welcome special guests Lawrence H. Summers , who joined us for a conversation with Dean Jamison ( video ), and Sue J. Goldie .

Agenda, Papers, and Slides

8:00-8:30: Registration and Breakfast

8:30-9:00: Welcome and Introduction ( video )

David Wilson (Bill and Melinda Gates Foundation) ( slides )
Lisa A. Robinson (Harvard University, Center for Health Decision Science) ( slides )

9:00-10:00: Valuing Mortality Risk Reductions ( draft paper ) ( video ) (Chair: Lynn Karoly, RAND)

Lead Authors: Lisa A. Robinson and James K. Hammitt* (Harvard University) ( slides )
Discussants: Anna Alberini (University of Maryland) ( slides ), Maureen Cropper (University of Maryland) ( slides )

10:00-10:15: Break

10:15-11:15: Valuing Nonfatal Health Risk Reductions ( draft paper ) ( video ) (Chair: Peter Neumann, Tufts Medical Center)

Lead Authors: Lisa A. Robinson* and James K. Hammitt (Harvard University) ( slides )
Discussants: Mark Dickie (University of Central Florida) ( slides ), Montarat Thavorncharoensap (Mahidol University) ( slides )

11:15-12:15: Assessing Economy‐wide Effects ( draft paper ) ( video ) (Chair: David de Ferranti, Results for Development)

Lead Authors: Kenneth Strzepek* (MIT), Collins Amanya* (Ugandan Ministry of Water and Environment) and James E. Neumann (Industrial Economics, Incorporated) ( slides )
Discussants: Channing Arndt (International Food Policy Research Institute) ( slides ), Anil Deolalikar (University of California – Riverside) ( slides )

12:15-1:30: Lunch

1:30-2:30: Assessing the Distribution of Impacts ( draft paper ) ( video ) (chair: Stéphane Verguet, Harvard T.H. Chan School)

Lead Authors: Lisa A. Robinson and James K. Hammitt* (Harvard University) with supplement by Matthew Adler (Duke University) ( slides )
Discussants: Neal Fann (U.S. Environmental Protection Agency) ( slides ), Sam Harper (McGill University) ( slides )

2:30-3:30: Discounting Future Impacts ( draft paper ) ( video ) (chair: Maureen Cropper, University of Maryland)

Lead Author: Karl Claxton* (University of York) ( slides )
Discussants: Miqdad Asaria (Independent Consultant, Delhi) ( slides ), Gernot Wagner (Harvard University) ( slides )

3:30-3:45: Break

3:45-5:15: Case Studies ( video ) (chair: Frederico Guanais, Inter-American Development Bank)

Education ( draft paper ) (Elina Pradhan and Dean Jamison*) ( slides )
Stunting ( draft paper ) (Brad Wong* and Peter F. Orazem) ( slides )
Discussants: Anil Deolalikar (University of California – Riverside) ( slides ), Lynn Karoly (RAND) ( slides ), Roger Perman (University of Strathclyde) ( slides ), George Psacharopoulos (Georgetown University) ( slides )

5:15-5:30: Wrap-up

5:30-7:00: Reception with remarks from Sue Goldie

8:30-9:00: Welcome and Recap

9:00-10:00: A Conversation with Dean Jamison and Lawrence H. Summers ( video )

10:15-11:15: Valuing Changes in Time Use ( draft paper ) ( video ) (chair: Brad Wong, Copenhagen Consensus Center)

Lead Authors: Dale Whittington* (University of North Carolina) and Joseph Cook (Washington State University) ( slides )
Discussants: Abusaleh Shariff (US-India Policy Institute) ( slides ), James E. Neumann (Industrial Economics, Incorporated) ( slides )

11:15-12:15: Valuing Protection against Health-Related Financial Risks ( draft paper ) ( video ) (chair: Michele Cecchini, OECD)

Lead Authors: Dean Jamison (University of California – San Francisco) and Jonathan Skinner* (Dartmouth College) ( slides )
Discussants: Kalipso Chalkidou (Centre for Global Development, Imperial College London) ( slides ), Mark Shepard (Harvard University) ( slides )

12:15-12:30: Wrap-up and Adjourn

*indicates paper presenter.

Case Study Workshop - Einblicke in Financial Advisory

Finance Advisory begleitet Mandanten umfassend im gesamten M&A-Prozess, von der Identifikation potenzieller Erwerber bis zur Verhandlungsstrategie und Koordination der Parteien während der Due Diligence. Bist du bereit für eine Entdeckungsreise in die faszinierende Welt von Turnaround & Restructuring und M&A Transaction Services? Lerne unsere Projekte kennen, knüpfe wertvolle Kontakte zu unseren Berater:innen und erfahre alles über deine Einstiegs- und Karrierechancen bei Deloitte: beim Case Study Workshop - Einblicke in Financial Advisory.

Save the Date:

Live-Event: Dienstag, den 29.10.2024
Bewerbungsschluss: Sonntag, den 20.10.2024
Ort: Deloitte Office Hamburg

Standort: Hamburg .

Lerne unsere Kolleg:innen aus dem Bereich Financial Advisory kennen – und lege damit vielleicht schon den ersten Grundstein für deine Karriere bei Deloitte.

Unternehmensvorstellung: Bekomme einen Rundum-Einblick in die Welt von Deloitte, die unterschiedlichen Bereiche sowie aktuelle Projekte.
Case Study: Du hast die Wahl zwischen zwei Case Studies: In der Turnaround & Restructuring Case Study „Cash is King“ lernst du die Grundlagen der Restrukturierung kennen und erfährst, wie Unternehmen wettbewerbs- und renditefähig aufgestellt werden. Alternativ kannst du dich im Bereich Operational Transaction Services mit der Bedeutung von Synergien bei M&A-Transaktionen auseinandersetzen und erleben, wie man Chancen und Risiken in einer Due Diligence bewertet.
Get together: Bei einem lockeren Get-Together hast du die Gelegenheit bei kühlen Getränken und Snacks unsere Kolleg:innen in einer entspannten Atmosphäre weiter kennenzulernen und all deine Fragen zu stellen.
Student:in in einem Bachelor- oder Masterstudiengang der Universität Hamburg, Kiel und Umgebung
Interesse an Themen wie M&A, Due Dilligence und Finanzberatung
Lust auf den persönlichen Austausch und einen spannenden, abwechslungsreichen Tag

Bist du bereit? Mach mit uns den Unterschied!

Unser Recruiting-Team freut sich auf deine Bewerbungsunterlagen (CV sowie Abitur-, Hochschul- und Arbeitszeugnisse) bis zum 20.10.2024 über unser Online-Formular. Ein Anschreiben und ein Bewerbungsfoto sind bei uns nicht erforderlich.

Gleiche Chancen für alle: Wir freuen uns über Bewerbungen von Menschen, die so vielfältig sind wie wir – unabhängig von Alter, Behinderung, ethnischer Herkunft und Nationalität, Geschlecht, Religion, sexueller Orientierung oder sozialer Herkunft. Noch Fragen? Alle Infos zu unserem Bewerbungsprozess findest du in unseren Bewerbungs-FAQs .

Unser internationales Netzwerk vereint das Know-how von rund 457.000 Mitarbeitenden aus über 150 Ländern. Wir stehen für weltweite Kompetenz, für Vertrauen, Innovation und starken Zusammenhalt.

Wir investieren besonders viel in die Weiterbildung und systematische Entwicklung der Skills und Schlüsselqualifikationen unserer Mitarbeitenden, damit sie zu den Besten auf ihrem Gebiet gehören.

Wir setzen uns für eine offene Unternehmenskultur ein, die Vielfalt und Vertrauen fördert. Kollegialität sowie Integrität steht an oberster Stelle und der Deloitte Team-Spirit wird aktiv gefördert.

Wir möchten das Arbeiten bei Deloitte so attraktiv und flexibel wie möglich gestalten. Deshalb ermöglichen wir es, von überall aus in Deutschland sowie unter Einhaltung bestimmter Richtlinien auch aus verschiedenen (EU-)Ländern heraus zu arbeiten.

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High-Throughput Computing: Case Study of Medical Image Processing Applications

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Information & Contributors

Bibliometrics & citations, view options, index terms.

Computer systems organization

Architectures

Parallel architectures

Multicore architectures

Computing methodologies

Artificial intelligence

Computer vision

Computer vision problems

Image segmentation

Software and its engineering

Software notations and tools

Development frameworks and environments

Application specific development environments

Recommendations

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Teaching distributed computing requires environments that provide adequate training infrastructure, or t-infrastructure. In practice, t-infrastructure includes the computing equipment, digital communications, software, data, and support staff necessary ...

Multi-Modal Image Processing and Visualization: Application to PET-CT

Multi-modality medical imaging, such as positron emission tomography and computed tomography (PET-CT) depicts biological and physiological functions (from PET) within a higher resolution anatomical reference frame (from CT). Although it may seem counter-...

Benchmarking of high throughput computing applications on Grids

Grids constitute a promising platform to execute loosely coupled, high-throughput parameter sweep applications, which arise naturally in many scientific and engineering fields like bio-informatics, computational fluid dynamics, particle physics, etc. In ...

Information

Published in.

General Chairs:

IRISA/INSA Rennes, France

Argonne National Laboratory, USA

RIKEN Center, Japan

SIGARCH: ACM Special Interest Group on Computer Architecture

In-Cooperation

SIGHPC: ACM Special Interest Group on High Performance Computing, Special Interest Group on High Performance Computing

Association for Computing Machinery

New York, NY, United States

Publication History

Check for updates, author tags.

high-throughput computing
medical image processing
MRI processing
performance analysis
Research-article

Funding Sources

Oak Ridge Leadership Computing Facility

Contributors

Other metrics, bibliometrics, article metrics.

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IMAGES

How to Create a Case Study + 14 Case Study Templates
How To Run A Case Study Workshop
Fillable Online Workshop Case Study Template Fax Email Print
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Training Workshop One Pager Case Study Template
1 SCI Workshop Case study

VIDEO

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COMMENTS

How To Run A Case Study Workshop
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Four Ways to Use Case Studies in Your Training Sessions
Here are four ways to use case studies in your training sessions to inform learning, create interest, and promote engagement. Write a Different Outcome. 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 ...
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Learn a step-by-step approach to designing and facilitating a workshop from vision to action to learning. Find tips, templates and examples for each phase of the process, from sharing intentions to running a retrospective.
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Learn how to teach by the case method, a process of managing uncertainty and guiding students to discover solutions to real-world problems. Explore the principles, techniques, and resources for preparing, leading, and assessing case classes.
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Note: It can take up to three business days after you create an account to verify educator access. Verification will be confirmed via email. For more information about the Problem Solving Workshop, or to request a teaching note for this case study, contact the Case Studies Program at [email protected] or +1-617-496-1316.
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Case method training
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Workshop: Teaching with Case Studies
This workshop will explore how case studies are or can be used in a variety of teaching contexts to advance student learning, and how to efficiently overcome some of the challenges of the case method. Date: November 5. Time: 12:00-1:30pm. Location: A Zoom link will be emailed to registrants in advance of the event. REGISTER.
Workshop Case Studies
Appendix D Workshop Case Studies. This appendix comprises six "case studies" that were sent to participants prior to the workshop. Each case study contains a 2-5-page description of an actual program, policy, or practice currently being carried out at an institution.
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Problem Solving Workshop modules
Learn how to think like lawyers and solve a client's problem through decision-making, legal writing, and teamwork. Explore various legal roles and scenarios with 2014 PSW modules, each with alternative cases and learning goals.
Case Writing and Teaching Workshop
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Bainworks
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Case Studies of Successful Risk Management
Key Takeaways from the Case Studies. Case studies of successful risk management highlight several key points. Toyota's handling of the 2010 recall crisis demonstrates the value of a swift, transparent response. The company's proactive measures and improved quality controls showcase the importance of learning from past issues.
Teacher Workshops
Teacher Workshops. Each fall, the Case Method Project hosts a workshop at Harvard Business School for high-school teachers interested in how to implement the case method in their classrooms. Teachers participate in case discussions led by HBS professors, hear from fellow educators who have taught cases, and discuss how to adapt the case method ...
2022 Product Liability: Case Study and Workshop
Product Liability Litigation. Tuesday, May 3, 20228:00 a.m. - 5:30 p.m.Perkins Coie1201 Third Avenue Suite 4900 Seattle, WA 98101 Please join us for our 2022 Product Liability Workshop. We have presented this workshop for more than 25 years and employees from more than 750 companies have attended.
Methods and Case Studies Workshop
At this workshop, we discussed the draft methods papers and case studies and their initial recommendations, as well as next steps. The workshop program, which includes speaker biographies as well as the agenda, can be downloaded here. The papers build on our scoping report and will be used to develop guidance on conducting benefit-cost analysis.
Case Study Workshop
Case Study: Du hast die Wahl zwischen zwei Case Studies: In der Turnaround & Restructuring Case Study „Cash is King" lernst du die Grundlagen der Restrukturierung kennen und erfährst, wie Unternehmen wettbewerbs- und renditefähig aufgestellt werden. Alternativ kannst du dich im Bereich Operational Transaction Services mit der Bedeutung ...
High-Throughput Computing: Case Study of Medical Image Processing
In 2021 IEEE/ACM Workshop on Machine Learning in High Performance Computing Environments (MLHPC), 46--57. Crossref. Google Scholar [12] ... Case Study of Medical Image Processing Applications. Computer systems organization. Architectures. Parallel architectures. Multicore architectures.