Supplement to case W18285. In late 2009, Mobile World consulted with the former chief executive officer of Best Buy about its operations in Vietnam. Should Mobile World take his advice? Should Mobile World's senior management team visit other companies with more experience in the electronics industry? How could Mobile World and Mekong Capital conquer the challenges they faced in 2012? Use with 9B18M078.
In 2009, the owners of Mobile Joint Stock Company (Mobile World) were struggling to manage the challenges of rapid internal growth in a fast-changing and competitive industry. At the same time, private equity firm Mekong Capital was considering its role in the company and how to guide future growth. There was some dissension between the two parties; how could they resolve their differences and add value to the company?
The factory manager of John Deere Reman, located in Edmonton, Canada, was preparing for a meeting in September 2017, with the general manager of Global Reman Operations and Marketing at the company's head office in Springfield, Missouri. John Deere's remanufacturing operations had been steadily improving over the last decade. The purpose of the meeting was to discuss opportunities for changes to John Deere's remanufacturing operation that would provide value to the company, improve customer service, and support the company's commitment to environmental sustainability.
In October 2016, the chief executive officer of Bidcorp Baltics, a food services company operating in the three Baltic countries of Estonia, Latvia, and Lithuania, faced a dilemma. He needed to decide whether to expand the warehouse depot in Lithuania or in another location, and whether the company should diversify into products other than fresh fish and seafood. Because the company was part of the larger Bid Corporation Limited group, headquartered in South Africa, he had scheduled a teleconference with the head office. His challenge was to present a persuasive case for the parent company's capital investment in Bidcorp Baltics. What contextually relevant factors did the chief executive officer need to consider?
Many observers worried about what would happen to Apple when Steve Jobs died in 2011. But Apple had performed above everyone's expectations in Cook's six years as CEO. Apple's core business - the iPhone - continued to deliver spectacular results. In addition, Cook was aggressively introducing new products, ranging from Apple Watch to HomePod. Cook also had the world's biggest balance sheet to invest in new technologies and markets. The total number of products in Apple's portfolio had doubled (from roughly 20 to 40) under Tim Cook. The question for Cook in 2018 was no longer, 'can Apple thrive without Steve Jobs,' but rather 'can Apple move beyond a one-trick pony (iPhone)'?
The founder of Cisca Engineering Limited (CEL), a Canadian engineering consulting firm, announced in 2017 that she would be retiring in the following year. The company's president was considering how to leverage his soon-to-be-expanded authority to ensure that the company's vision and core values would effectively drive the organization's culture. He wanted to avoid vision and mission statements that were simply posted on the company's website and had little resulting impact on employee behaviour. How could he lead the organization beyond defining core values and vision to infuse these principles throughout the organization and to mindfully build a strong organizational culture?
Case analysis is an effective tool for teaching, learning, and most importantly, practising the art and science of management. The case method immerses students in real-life situations, allowing them to develop their business skills by analyzing realistic situations, applying business theories and tools, and making substantiated recommendations for a course of action. However, working with cases is a pedagogical approach that is unfamiliar to most new business students and often inadequately understood by advanced students.<br><br>The Case Guide Series introduces students to the case method and, in discrete notes, walks them through the tasks that are typically involved in case assignments: analyzing a case, discussing cases in class, writing case reports and giving presentations (individually and in groups), and writing case exams. A final note introduces students to the most common business tools used for case analysis. This field-tested series is best used as a complete package to orient students to the case method, but each note also stands on its own and can be used to supplement other course materials.<br><br>Understanding the Case Method: Note 1 of the Case Guide Series describes the case method and its purpose, and outlines the basic process of reading and analyzing a case.
Case analysis is an effective tool for teaching, learning, and most importantly, practising the art and science of management. The case method immerses students in real-life situations, allowing them to develop their business skills by analyzing realistic situations, applying business theories and tools, and making substantiated recommendations for a course of action. However, working with cases is a pedagogical approach that is unfamiliar to most new business students and often inadequately understood by advanced students.<br><br>The Case Guide Series introduces students to the case method and, in discrete notes, walks them through the tasks that are typically involved in case assignments: analyzing a case, discussing cases in class, writing case reports and giving presentations (individually and in groups), and writing case exams. A final note introduces students to the most common business tools used for case analysis. This field-tested series is best used as a complete package to orient students to the case method, but each note also stands on its own and can be used to supplement other course materials.<br><br>Performing a Case Analysis: All case assignments require students to analyze a case by performing one or more of four basic steps: identifying the issues, analyzing the issues, developing and evaluating alternative solutions, and recommending a course of action. Note 2 of the Case Guide Series takes students through the four steps of a full case analysis and introduces variations for partial case analysis and directed cases. This note provides content that is core to, and can be used for, any process involving case analysis: discussing a case in class; writing a report or making a presentation, individually or in groups; and writing a case exam.
Case analysis is an effective tool for teaching, learning, and most importantly, practising the art and science of management. The case method immerses students in real-life situations, allowing them to develop their business skills by analyzing realistic situations, applying business theories and tools, and making substantiated recommendations for a course of action. However, working with cases is a pedagogical approach that is unfamiliar to most new business students and often inadequately understood by advanced students.<br><br>The Case Guide Series introduces students to the case method and, in discrete notes, walks them through the tasks that are typically involved in case assignments: analyzing a case, discussing cases in class, writing case reports and giving presentations (individually and in groups), and writing case exams. A final note introduces students to the most common business tools used for case analysis. This field-tested series is best used as a complete package to orient students to the case method, but each note also stands on its own and can be used to supplement other course materials.<br><br>Preparing to Discuss a Case: Discussion of cases can be used either to apply and supplement lecture material or as the main pedagogical tool. To benefit from discussion and to provide meaningful input, students need to take time to adequately prepare. Note 3 of the Case Guide Series provides students with an approach for preparing for class and participating effectively and with diplomacy in class discussions.
Case analysis is an effective tool for teaching, learning, and most importantly, practising the art and science of management. The case method immerses students in real-life situations, allowing them to develop their business skills by analyzing realistic situations, applying business theories and tools, and making substantiated recommendations for a course of action. However, working with cases is a pedagogical approach that is unfamiliar to most new business students and often inadequately understood by advanced students.<br><br>The Case Guide Series introduces students to the case method and, in discrete notes, walks them through the tasks that are typically involved in case assignments: analyzing a case, discussing cases in class, writing case reports and giving presentations (individually and in groups), and writing case exams. A final note introduces students to the most common business tools used for case analysis. This field-tested series is best used as a complete package to orient students to the case method, but each note also stands on its own and can be used to supplement other course materials.<br><br>Preparing a Written Case Report: When students are asked to prepare a written case report, either individually or as part of a small team, the emphasis is on organizing their analysis and findings in a written report that effectively communicates those findings to the reader. Note 4 of the Case Guide Series orients students to the qualities of effective and useful reports in academia and in business, and provides students with a time-tested format and approach to writing a case report.
Case analysis is an effective tool for teaching, learning, and most importantly, practising the art and science of management. The case method immerses students in real-life situations, allowing them to develop their business skills by analyzing realistic situations, applying business theories and tools, and making substantiated recommendations for a course of action. However, working with cases is a pedagogical approach that is unfamiliar to most new business students and often inadequately understood by advanced students.<br><br>The Case Guide Series introduces students to the case method and, in discrete notes, walks them through the tasks that are typically involved in case assignments: analyzing a case, discussing cases in class, writing case reports and giving presentations (individually and in groups), and writing case exams. A final note introduces students to the most common business tools used for case analysis. This field-tested series is best used as a complete package to orient students to the case method, but each note also stands on its own and can be used to supplement other course materials.<br><br>Making an Oral Case Presentation: Delivering effective presentations is a cornerstone of good business practice. However, students can find it a daunting and stressful experience to present their analysis and findings to an audience, either individually or as part of a small team. Note 5 of the Case Guide Series provides students with the resources they need to develop and deliver concise presentations that capture the main thrusts of their analysis and present them in a professional and engaging manner. Practical tips are also provided for preparing supportive audiovisual materials.
Case analysis is an effective tool for teaching, learning, and most importantly, practising the art and science of management. The case method immerses students in real-life situations, allowing them to develop their business skills by analyzing realistic situations, applying business theories and tools, and making substantiated recommendations for a course of action. However, working with cases is a pedagogical approach that is unfamiliar to most new business students and often inadequately understood by advanced students.<br><br>The Case Guide Series introduces students to the case method and, in discrete notes, walks them through the tasks that are typically involved in case assignments: analyzing a case, discussing cases in class, writing case reports and giving presentations (individually and in groups), and writing case exams. A final note introduces students to the most common business tools used for case analysis. This field-tested series is best used as a complete package to orient students to the case method, but each note also stands on its own and can be used to supplement other course materials.<br><br>Preparing for and Writing a Case Exam: The case method serves as a valuable testing or examination tool. Students are required to showcase their analytical and writing skills under the time pressure of an exam setting. Note 6 of the Case Guide Series provides students with a structure for studying and preparing for an exam and for writing the exam itself. Tips help students efficiently isolate relevant facts and data, identify the issues, quickly decide on and apply relevant analytical tools, and write the necessary analysis and recommendations. The crucial task of time management is also covered.
Case analysis is an effective tool for teaching, learning, and most importantly, practising the art and science of management. The case method immerses students in real-life situations, allowing them to develop their business skills by analyzing realistic situations, applying business theories and tools, and making substantiated recommendations for a course of action. However, working with cases is a pedagogical approach that is unfamiliar to most new business students and often inadequately understood by advanced students.<br><br>The Case Guide Series introduces students to the case method and, in discrete notes, walks them through the tasks that are typically involved in case assignments: analyzing a case, discussing cases in class, writing case reports and giving presentations (individually and in groups), and writing case exams. A final note introduces students to the most common business tools used for case analysis. This field-tested series is best used as a complete package to orient students to the case method, but each note also stands on its own and can be used to supplement other course materials.<br><br>Using Common Tools for Case Analysis: Case analysis can use any of a number of business tools and theories, but some tools are relevant to and used in many situations. Note 7 of the Case Guide Series introduces students to the most common tools used for financial analysis, assessing profitability and market potential, analyzing strategy and the competitive environment, and assessing stakeholder and performance indicators. Several quick examples demonstrate how the tools can be used.
Ziwo Agricultural Service Co. Ltd. (Ziwo), located in the city of Shenyang in Liaoning Province in northeastern China, was a market leader in sales of agricultural materials. In 2006, China began changing how cropland was distributed and used. Over the next few years, decentralized, small farm households gave way to larger, more centralized, family farms. The change undermined Ziwo’s business, driving it into a sharp decline in market share and income from 2008 to 2011.<br><br>In December 2011, the company considered integrating the supply chain vertically to survive the decline. Was this move necessary, and if so, which direction should the vertical integration strategy take—forward or backward? How could Ziwo even achieve vertical integration under its current circumstances? Finally, would vertical integration help Ziwo deal with an emerging threat from Chinese Internet retailers that were entering the agricultural supply chain?
The case recounts the development and implementation of the first social media campaign at La Protectora de la Infancia (La Protectora), a centenary, Chilean non-profit organization offering education and social assistance to children in need. With a large number of non-profits operating in several domains across the country, competition for volunteers and donations was high in the sector. However, Chile had one of the most engaged social media markets worldwide, and it had the highest rate of broadband connection in Latin America. In March 2016, the marketing team was planning the next fundraising campaign with the help of a social media marketing consultant. They needed to decide how the organization could use social media and the fundraising campaign to engage volunteers and donors, creating a stronger and more positive image for the institution.
As the end of 2016 approached, the managing director of AmorePacific Hong Kong (APHK) was setting the media mix and budget for APHK's four makeup and skin care brands: ETUDE HOUSE, LANEIGE, Sulwhasoo, and AMOREPACIFIC. Tourists shopping in Hong Kong from mainland China comprised over half of the company's sales. However, in the face of a declining number of tourists and the shrinking of luxury goods spending, the managing director had to consider the marketing tools in the customer decision journey; competitive positioning; and the distribution of the marketing budget between traditional and digital channels in the upcoming bi-monthly campaigns. She needed to strike an appropriate balance between recruiting new customers and retaining existing customers within APHK's overall strategy for Greater China.
Clubb International Private Limited (Clubb) was a 26-year-old travel goods and accessories firm based in Kolkata, India. The owner believed in a complete ownership model. The firm had come a long way since its beginning and now had close to 200 product offerings. In March 2017, the owner’s son (the second-generation director of Clubb) felt it was time to scale up the business and acquire a leadership position in the market. Clubb had at its core a legacy of innovation, quality, and a bootstrapping philosophy, but it might not be conducive to the new strategic vision. For the road ahead, the company needed a professional and streamlined product and retail strategy. Could the desired scale of operations be achieved with the complete ownership model and mantra of no advertising?
The case allows students to explore the speed with which investors are adopting social trading platforms and the issues surrounding global regulation of this growing phenomenon using eToro as an example. As the world's largest social trading platform, eToro has more than 8 million registered users across 140 countries as of early 2018. This case study examines how eToro developed an alternative investment channel for millions of retail investors and semi-professional investors, compared to conventional channels such as mutual or hedge funds. eToro's case illustrates several core claims undergirding the recent fintech trend, including democratization of investment entries, disintermediation between investors and traders, and, ultimately, financial decentralization with numerous, easily set up, small funds. The instructor can encourage students to think about how new social trading platforms and copy trading fundamentally differ from conventional investment approaches, how fintech startups' technologies and business models challenge existing regulations, and how eToro can further grow its business to the next level. The case can be used as part of a postgraduate-level business strategy or financial technology course or for undergraduate entrepreneurship and innovation courses.
To understand how managers can better provide the development that up-and-coming talent need, researchers at Gartner surveyed 7,300 employees and managers and interviewed and surveyed hundreds of HR executives. From this work they identified four coaching profiles-- Teacher Managers, Always-On Managers, Connector Managers, and Cheerleader Managers--and assessed their impact on performance. Surprisingly, time spent on employee development seems not to matter; it's more about quality (and in fact, hypervigilant Always-On Managers often do more harm than good). The clear winner: Connectors, whose employees are three times likelier to be high performers than are subordinates of the other types. These managers give targeted feedback in their area of expertise, but when necessary they connect their employees to others with experience in the desired skills. Encouraging managers to adopt Connector behaviors may require a shift in mindset; managers should focus less on the frequency of developmental conversations and more on depth and quality. They should open up development conversations to the team and encourage subordinates to connect with colleagues across the organization.