Facilitation · 60-90 minute sessions

The HBS Case Method

A participant-centered instructional strategy that immerses learners in real-world scenarios, requiring them to step into the role of decision-makers. The method shifts the focus from passive lecture to active discovery, where the instructor facilitates a high-stakes dialogue to solve complex, ambiguous problems.

When to use The HBS Case Method

Ideal for topics requiring critical thinking, strategic decision-making, and the application of theory to messy, real-world situations where multiple valid solutions may exist.

How The HBS Case Method works

Facilitators integrate this by selecting a narrative-driven 'case,' creating a detailed discussion map rather than a script, and preparing to pivot between roles such as moderator, devil's advocate, and judge based on the flow of student contributions.

Phases of The HBS Case Method

  1. Preparing to Teach: The instructor studies the case, sets learning objectives and plans the discussion arc, key questions and board layout. Participants read the case and prepare, often in small study groups.
  2. Leading in the Classroom: The instructor runs a discussion in which participants take the decision-maker role, argue positions and build on each other. The instructor cold-calls, probes, records on the board and steers toward the key insights.
  3. Providing Assessment & Feedback: Participation and understanding are assessed through class contribution, written analyses or exams. The instructor gives feedback so participants improve their reasoning over the course.

Key principles

  • Managing uncertainty as a core instructional skill
  • Balancing rigorous planning with classroom spontaneity
  • Instructor as a fellow-student and moderator
  • Focusing on 'teachable moments' over a fixed agenda
  • Collaborative discovery through peer-to-peer reflection

Best for

  • Leadership development
  • Strategic analysis
  • Ethical decision-making
  • Applied management skills

Considerations

  • Requires significant pre-work and preparation from both students and instructors
  • Success depends on the facilitator's ability to manage group dynamics and psychological safety
  • Less effective for teaching rote facts or foundational technical skills without context

Attribution & sources

Developed by C. Roland Christensen and the faculty of Harvard Business School

Primary source

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