The case study method is not without its disadvantages. The case study is structured in such a way that the trainer’s involvement is reduced greatly. The case has everything. It has the situation and it has the questions. Thus there is very little that the trainer can do. Hence the case may risk being the objective in itself rather than change the behavior of the participants, something a trainer is supposed to do (Prokopenko 1998).
Even though the case study method tries to present the managers with real-life situations, they are still thought of being too static. They still do not contain the numerous variables that are present in real life situations. Moreover, the case merely focuses on the hypothetical situation and an analysis of something that has happened in the past and may not have a lot of implications for the future.
Another problem with case studies is that they do not allow generalizations to take place and this can be an impediment to effective learning. The cases are peculiar in themselves and are one-time situations.
Case studies are solved in groups and this has a problem associated with it just like in any other group work. The prospect of social loafing may take place and some group members may be more enthusiastic about learning from the case while the others may simply want to get away with just being present. Thus accountability for learning is decreased. Another problem that may take place while working in a group is that the group members may be too shy of criticizing one another and the prospect of group think may emerge. This can be disastrous in situations that are unique and where critical thinking and generation of new ideas is required.