Case Study Research: A Valuable Learning Tool for Performance Improvement Professionals
2014; Wiley; Volume: 53; Issue: 4 Linguagem: Inglês
10.1002/pfi.21406
ISSN1930-8272
Autores Tópico(s)Organizational Learning and Leadership
ResumoPerformance ImprovementVolume 53, Issue 4 p. 24-31 Feature Article Case Study Research: A Valuable Learning Tool for Performance Improvement Professionals John R. Turner, John R. TurnerSearch for more papers by this authorShelby Danks, Shelby DanksSearch for more papers by this author John R. Turner, John R. TurnerSearch for more papers by this authorShelby Danks, Shelby DanksSearch for more papers by this author First published: 22 April 2014 https://doi.org/10.1002/pfi.21406Citations: 4Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Abstract Although it is sometimes recommended that performance improvement (PI) professionals include experimental research designs in their repertoire of PI tools and methods, it has been long understood that experimental designs can be difficult to implement due to impediments resulting from the complex nature of the organizational settings. However, the utilization of case study research has proven to be an effective alternative to aid in the identification of strengths and opportunities for the improvement of organizational procedures, policies, processes, or programs. Case study research helps managers and practitioners make sense of real world problems. This article presents a summary of steps in the design of case study research and provides examples of how these methods have been used within organizational settings. Implications for PI practitioners are provided. References Bates, R.A., & Holton, E.F. (2002). Art and science in challenging needs assessments: A case study. Performance Improvement Quarterly, 15(1), 111–130. doi:10.1111/j.1937–8327.2002.tb00244.x 10.1111/j.1937-8327.2002.tb00244.x Google Scholar Benbasat, I., Goldstein, D.K., & Mead, M. (1987). The case research strategy in studies of information systems. MIS Quarterly, 11, 369–386. Retrieved from http://www.misq.org 10.2307/248684 Web of Science®Google Scholar Bryman, A. (2008). Social research methods ( 3rd ed.). New York, NY: Oxford University Press. Google Scholar Christensen, C.M., & Raynor, M.E. (2003, September). Why hard-nosed executives should care about management theory. Harvard Business Review 81(9), 1–9. Retrieved from http://hbr.org/2003/09/why-hard-nosed-executives-should-care-about-management-theory/ar/1 Google Scholar Dainty, K.N., Scales, D.C., Sinuff, T., & Zwarenstein, M. (2013). Competition in collaborative clothing: A qualitative case study of influences on collaborative quality improvement in the ICU. Quality and Safety in Health Care, 22, 317–323. doi:10.1136/bmjqs-2012–001166 10.1136/bmjqs‐2012–001166 Web of Science®Google Scholar Dooley, L.M. (2002). Case study research and theory building. Advances in Developing Human Resource, 4, 335–354. doi:10.1177/1523422302043007 10.1177/1523422302043007 Google Scholar Dubin, R. (1978). Theory building (Revised ed.). New York, NY: The Free Press. Google Scholar Eisenhardt, K.M. (1989). Building theories from case study research. The Academy of Management Review, 14, 532–550. doi:10.5465/AMR.1989.4308385 10.5465/AMR.1989.4308385 Web of Science®Google Scholar Ford, R., & Angermeier, I. (2004). Managing the knowledge environment: A case study from healthcare. Knowledge Management Research & Practice, 2, 137–146. doi:10.1057/palgrave.kmrp.8500037 10.1057/palgrave.kmrp.8500037 Google Scholar Jaccard, J., & Jacoby, J. (2010). Theory construction and model-building skills: A practical guide for social scientists [Kindle]. Retrieved from http://www.Amazon.com Google Scholar Kennerly, M., & Neely, A. (2002). A framework of the factors affecting the evolution of performance measurement systems. International Journal of Operations and Productions Management, 22, 1222–1245. doi:10.1108/01443570210450293 10.1108/01443570210450293 Web of Science®Google Scholar Korhonen, T., Laine, T., & Suomala, P. (2013). Understanding performance measurement dynamism: A case study. Journal of Management & Governance, 17, 35–58. doi:10.1007s10997–012–9217–6 10.1007s10997–012–9217–6 Google Scholar Lewin, K. (1945). The research center for group dynamics at Massachusetts Institute of Technology. Sociometry, 8, 126–136. Retrieved from http://www.jstor.org/stable/2785233 10.2307/2785233 Web of Science®Google Scholar Lynham, S.A. (2000). Theory building in the human resource development profession. Human Resource Development Quarterly, 11, 159–178. doi:10.1102/1532–1096(200022)11:2 3.0.CO;2-E 10.1002/1532-1096(200022)11:2 3.0.CO;2-E Google Scholar Lynham, S.A. (2002). The general method of theory-building research in applied disciplines. Advances in Developing Human Resources, 4, 221–241. doi:10.1177/152223020004003003 10.1177/152223020004003003 Google Scholar Merseth, K.K. (1994). Cases, case methods, and the professional development of educators. (ERIC Document Reproduction Service No. ED401272) Google Scholar Mulder, M. (1999). Case studies in performance improvement. Advances in Developing Human Resources, 1, 83–94. doi:10.1177/152342239900100106 10.1177/152342239900100106 Google Scholar Sutherland, S. (2004). Creating a culture of data use for continuous improvement: A case study of an Edison School project. American Journal of Evaluation, 25, 277–293. doi:10.1177/109821400402500302 10.1177/109821400402500302 Web of Science®Google Scholar Sutton, R.I., & Staw, B.M. (1995). What theory is not. Administrative Science Quarterly, 40, 371–384. Retrieved from http://asq.sagepub.com 10.2307/2393788 Web of Science®Google Scholar Torraco, R.J. (2002). Research methods for theory building in applied disciplines: A comparative analysis. Advances in Developing Human Resources, 4, 355–376. doi:10.1177/1523422302043008 10.1177/1523422302043008 Google Scholar Van de Ven, A.H. (2007). Engaged scholarship: A guide for organizational and social research [Kindle]. Retrieved from http://www.Amazon.com 10.1093/oso/9780199226290.001.0001 Google Scholar Whetten, D.A. (1989). What constitutes a theoretical contribution? Academy of Management Review, 14, 490–495. doi:10.5465/AMR.1989.430837 10.5465/AMR.1989.430837 Web of Science®Google Scholar Whetten, D.A. (2002). Modelling-as-theorizing: A systematic methodology for theory development. In D. Partington (Ed.), Essential skills for management research (pp. 45–71). Thousand Oaks, CA: Sage. 10.4135/9781848605305.n3 Google Scholar Yeh, Y.J., Lai, S.Q., & Ho, C.T. (2006). Knowledge management enablers: A case study. Industrial Management and Data Systems, 106, 793–810. 10.1108/02635570610671489 Web of Science®Google Scholar Citing Literature Volume53, Issue4April 2014Pages 24-31 ReferencesRelatedInformation
Referência(s)