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Describes Rob Waldron's actions upon assuming leadership of SCORE! Educational Centers, an after-school tutoring enterprise. Examines the issue of acquiring and growing a small, privately-owned company into a professional organization, especially regarding corporate culture. Describes the measures Waldron takes to build a culture and how he maintains the culture after the acquisition. Focuses on Waldron's actions in dealing with a growing employee morale problem. Concludes with Waldron deciding whether or not to alter the company's recruiting strategy. Includes SCORE! background material. A rewritten version of an earlier case.

Carrier, a division of mulitbusiness United Technologies Corporation (UTC), is looking for ways to grow its business. Carrier is considering expansion into commercial refrigeration and is examining a proposed purchase of Tyler Corporation--a major player in the display-case market. The case provides detail on various segments of the heating and cooling markets and thus allows analysis of the attractiveness of these segments to Carrier. The case also provides detailed forecasts for students to use in valuing the target, Tyler. The mechanics of a basic valuation are straightforward. There are, however, several opportunities for a more refined analysis.

The case presents the challenges of trying to get a highly successful company to embrace entrepreneurship and innovation. Peter Hake has been recently appointed vice president in charge of developing the new business side of the company. Hake has a support staff of five managers reporting to him, and their collective responsibility is to promote entrepreneurship within Intel. Hake saw his central mission as creating a robust portfolio of new initiatives within the organization. After taking the job, Hake and his team have tried valiantly to encourage the young talent in Intel, both engineers and managers, to take some risks and to pursue promising new technologies and businesses. After a year of such activities, their efforts have not shown good results. The case challenges students to think about the conditions necessary for creating a vibrant entrepreneurial culture and climate within a large firm. Ideal for use in courses on: Innovation, Entrepreneurship, Corporate Venturing, Strategy.

Describes how Cisco web-enabled their ERP systems and developed the "front office" systems to electronically link to their customers and suppliers. A rewritten version of an earlier case.

This note describes the Capabilities Module in the core-curriculum Operations Management course at the Darden School.

This note describes the Customer Module in the core-curriculum Operations Management course at the Darden School.

Supplements the (A) case.

Supplements the (A) case.

In 2016, the new CEO of Vyaderm Pharmaceuticals introduces an Economic Value Added (EVA) program to focus the company on long-term shareholder value. The EVA program consists of three elements: EVA centers (business units), EVA drivers (operational practices that improve EVA results), and an EVA-based incentive program for bonus-eligible managers. Over the next two years, the implementation of the program runs into several stumbling blocks, including resistance from regional managers, who push for "line of sight" EVA drivers; the difficulty of managing a large number of EVA centers; and unexpected bonus adjustments due to poor EVA performance. The decision point focuses on the competitive situation in a business unit where the sudden exit of a competitor produces an unexpected one-time windfall in earnings. Vyaderm's top managers struggle with the question of whether to adjust the EVA results to prevent demoralizing managers in future years when EVA results are likely to decline.

Creating value involves understanding consumers/customers and bringing this knowledge into the organization. Market-driven and market-driving strategies are contrasted in the context of new product development.

Amid mounting concern by credit agencies about off-balance sheet liabilities, an analyst for one of the leading credit-rating agencies has been asked to make a presentation about off-balance sheet liabilities, the strategic analysis behind leasing versus purchasing property, and accounting for leases.

This series provides the instructions for a group decision-making simulation in which students experience four different methods for leading a group decision process. In the simulation, all students work in groups, with one person designated as the team leader. All groups experience two decision-making processes during the simulation. For the first decision process, all leaders follow the instructions in the (A) case, and all other group members adhere to the guidelines in the (E) case. The groups make a decision, and each individual completes a survey to assess the process. In the second decision process, some team leaders follow the instructions in the (B) case, while others employ the methods described in the (C) or (D) cases. All other group members adhere to the guidelines in the (F) case. Again, groups make a decision, and complete a survey to assess the process. The survey responses can be analyzed to compare the students' experiences with the four different methods for leading a decision making process.

This series provides the instructions for a group decision-making simulation in which students experience four different methods for leading a group decision process. In the simulation, all students work in groups, with one person designated as the team leader. All groups experience two decision-making processes during the simulation. For the first decision process, all leaders follow the instructions in the (A) case, and all other group members adhere to the guidelines in the (E) case. The groups make a decision, and each individual completes a survey to assess the process. In the second decision process, some team leaders follow the instructions in the (B) case, while others employ the methods described in the (C) or (D) cases. All other group members adhere to the guidelines in the (F) case. Again, groups make a decision, and complete a survey to assess the process. The survey responses can be analyzed to compare the students' experiences with the four different methods for leading a decision making process.

This series provides the instructions for a group decision-making simulation in which students experience four different methods for leading a group decision process. In the simulation, all students work in groups, with one person designated as the team leader. All groups experience two decision-making processes during the simulation. For the first decision process, all leaders follow the instructions in the (A) case, and all other group members adhere to the guidelines in the (E) case. The groups make a decision, and each individual completes a survey to assess the process. In the second decision process, some team leaders follow the instructions in the (B) case, while others employ the methods described in the (C) or (D) cases. All other group members adhere to the guidelines in the (F) case. Again, groups make a decision, and complete a survey to assess the process. The survey responses can be analyzed to compare the students' experiences with the four different methods for leading a decision making process.

This series provides the instructions for a group decision-making simulation in which students experience four different methods for leading a group decision process. In the simulation, all students work in groups, with one person designated as the team leader. All groups experience two decision-making processes during the simulation. For the first decision process, all leaders follow the instructions in the (A) case, and all other group members adhere to the guidelines in the (E) case. The groups make a decision, and each individual completes a survey to assess the process. In the second decision process, some team leaders follow the instructions in the (B) case, while others employ the methods described in the (C) or (D) cases. All other group members adhere to the guidelines in the (F) case. Again, groups make a decision, and complete a survey to assess the process. The survey responses can be analyzed to compare the students' experiences with the four different methods for leading a decision making process.

This series provides the instructions for a group decision-making simulation in which students experience four different methods for leading a group decision process. In the simulation, all students work in groups, with one person designated as the team leader. All groups experience two decision-making processes during the simulation. For the first decision process, all leaders follow the instructions in the (A) case, and all other group members adhere to the guidelines in the (E) case. The groups make a decision, and each individual completes a survey to assess the process. In the second decision process, some team leaders follow the instructions in the (B) case, while others employ the methods described in the (C) or (D) cases. All other group members adhere to the guidelines in the (F) case. Again, groups make a decision, and complete a survey to assess the process. The survey responses can be analyzed to compare the students' experiences with the four different methods for leading a decision making process.

This series provides the instructions for a group decision-making simulation in which students experience four different methods for leading a group decision process. In the simulation, all students work in groups, with one person designated as the team leader. All groups experience two decision-making processes during the simulation. For the first decision process, all leaders follow the instructions in the (A) case, and all other group members adhere to the guidelines in the (E) case. The groups make a decision, and each individual completes a survey to assess the process. In the second decision process, some team leaders follow the instructions in the (B) case, while others employ the methods described in the (C) or (D) cases. All other group members adhere to the guidelines in the (F) case. Again, groups make a decision, and complete a survey to assess the process. The survey responses can be analyzed to compare the students' experiences with the four different methods for leading a decision making process.

Tom Clay, president of Z Corp., and founder/CEO Marina Hatsopolous must decide between using a direct sales force or using a value-added reseller to begin selling the company's new 3-D printing prototype manufacturing system.