In mid-2008, hedge fund manager Steve Maiden was riding high. The self-assured Maiden had launched his own fund in late 2006 and it was substantially outperforming the market. Investors wanted in, and Maiden's personal wealth exceeded even his own lofty expectations. But then things began to fall apart. The global financial crisis hit and several of Maiden's large investments were imploding. His efforts to capture some value hinged on reaching an agreement with several partners. To buy time until an agreement could be reached, Maiden began to falsify his fund's returns to investors. He continued to do this for over two years. In May 2013, Maiden pleaded guilty to securities fraud and was given a seven-year prison sentence, leaving behind his wife and two young children. The Steve Maiden case series (consisting of UVA-OB-1437, UVA-OB-1438, and UVA-OB-1439) provides an inside look at the rise, demise, and resurrection of an ambitious young man whose profile is not unlike that of many MBA students. It gives students a unique opportunity to witness events as they unfolded, and read Maiden's own words about his thoughts and feelings as things unraveled, as well as his candid reflections on what he learned from the experience.

In mid-2008, hedge fund manager Steve Maiden was riding high. The self-assured Maiden had launched his own fund in late 2006 and it was substantially outperforming the market. Investors wanted in, and Maiden's personal wealth exceeded even his own lofty expectations. But then things began to fall apart. The global financial crisis hit and several of Maiden's large investments were imploding. His efforts to capture some value hinged on reaching an agreement with several partners. To buy time until an agreement could be reached, Maiden began to falsify his fund's returns to investors. He continued to do this for over two years. In May 2013, Maiden pleaded guilty to securities fraud and was given a seven-year prison sentence, leaving behind his wife and two young children. The Steve Maiden case series (consisting of UVA-OB-1437, UVA-OB-1438, and UVA-OB-1439) provides an inside look at the rise, demise, and resurrection of an ambitious young man whose profile is not unlike that of many MBA students. It gives students a unique opportunity to witness events as they unfolded, and read Maiden's own words about his thoughts and feelings as things unraveled, as well as his candid reflections on what he learned from the experience.

In mid-2008, hedge fund manager Steve Maiden was riding high. The self-assured Maiden had launched his own fund in late 2006 and it was substantially outperforming the market. Investors wanted in, and Maiden's personal wealth exceeded even his own lofty expectations. But then things began to fall apart. The global financial crisis hit and several of Maiden's large investments were imploding. His efforts to capture some value hinged on reaching an agreement with several partners. To buy time until an agreement could be reached, Maiden began to falsify his fund's returns to investors. He continued to do this for over two years. In May 2013, Maiden pleaded guilty to securities fraud and was given a seven-year prison sentence, leaving behind his wife and two young children. The Steve Maiden case series (consisting of UVA-OB-1437, UVA-OB-1438, and UVA-OB-1439) provides an inside look at the rise, demise, and resurrection of an ambitious young man whose profile is not unlike that of many MBA students. It gives students a unique opportunity to witness events as they unfolded, and read Maiden's own words about his thoughts and feelings as things unraveled, as well as his candid reflections on what he learned from the experience.

This field-based case uses the challenges an elementary school principal encountered during her first year as a seasoned professional in an underperforming school to set the stage for unfolding a framework on cultures, situations, and selves. The material also reveals elements of burnout, racism, and interpersonal and structural problems. The case allows an exploration of managers unconsciously placing greater expectations on high-performing women employees of color. The case opens with Katchia Gethers, a Black female principal of the second-largest school district in South Carolina, questioning whether to continue or leave. Pushback from some inside the school, critiques from individuals who want to keep Gethers in line with their views, and anonymous online attacks have left her questioning her own leadership. But Gethers has made a difference-the underperforming school showed signs of academic improvement. A strong circle of supporters among those she reports to and those who report to her encourage her to continue. This case would be suitable for MBA and undergraduate courses in organizational behavior or ethics. It could be used at the end of the module about developing self-awareness or about belonging and inclusion. This case can also be used to teach students about managing stakeholders with different interests and goals. The material touches on everything to which effective managers should pay closer attention throughout their careers.

In this field-based case, the City of Philadelphia's Office of Transportation, Infrastructure, and Sustainability is deciding how best to improve safety and move more people and goods in a way that would provide economic opportunities on a major corridor. The problem-solving opportunities in the city's repaving process set the stage for an exploration of creative problem-solving and introduction of the concept of subtraction neglect. The case opens with the director of the Office of Complete Streets thinking about all the options for the major corridor and considering tensions around how each stakeholder might perceive change on Washington Avenue. The director's team engages with numerous city departments, businesses, and community members for input around potential changes that would culminate in proposed lane reconfiguration options to present publicly. The team starts going through the transportation planners' toolbox of what is possible: What are the priorities? What will each cost? Will they be easily incorporated into the paving project? And if the team had play money to put toward the different improvements, where would it put it? This case is suitable for MBA and undergraduate organizational behavior or strategy courses. It could be used at the end of the module about problem-solving, making change, and removing complexity. This case can also be used to teach students about managing stakeholders with different interests and goals. Firms across industries seek managers with skill in problem-solving, and as such, this case could also be used in a broader introductory organizational behavior, innovation, design-thinking, creativity, human resources, or strategy course.

In this field-based case set, the City of Philadelphia's Office of Transportation, Infrastructure, and Sustainability is deciding how best to improve safety and move more people and goods in a way that would provide economic opportunities on a major corridor. The problem-solving opportunities in the city's repaving process set the stage for an exploration of creative problem-solving and introduction of the concept of subtraction neglect. The A case opens with the director of the Office of Complete Streets thinking about all the options for the major corridor and considering tensions around how each stakeholder might perceive change on Washington Avenue. The director's team engages with numerous city departments, businesses, and community members for input around potential changes that would culminate in proposed lane reconfiguration options to present publicly. The team starts going through the transportation planners' toolbox of what is possible: What are the priorities? What will each cost? Will they be easily incorporated into the paving project? And if the team had play money to put toward the different improvements, where would it put it? This B case includes relevant images. This set is suitable for MBA and undergraduate organizational behavior or strategy courses. It could be used at the end of the module about problem-solving, making change, and removing complexity. This case can also be used to teach students about managing stakeholders with different interests and goals. Firms across industries seek managers with skill in problem-solving, and as such, this case could also be used in a broader introductory organizational behavior, innovation, design-thinking, creativity, human resources, or strategy course.

Most managers will one day be in a situation where they must help another employee with a mental health issue. How should they prepare for these conversations? What resources are available? This role-play case duo sets up a discussion on mental health-specifically, depression and anxiety-between an employee and their manager in a US context. Students will be assigned either the role of the boss or the direct report, and will be asked to navigate a difficult conversation around mental ill health and performance at work. The material allows students to learn about the various policies and laws that govern these discussions and the typical workplace resources that may or may not be available, and to practice having these tricky conversations. This case set may not be appropriate or useful for audiences with several employees who work or plan to work outside of the United States because mental health symptom presentations, norms surrounding mental health discussions, and mental health resources in other countries differ significantly from what is discussed in this case set.

Most managers will one day be in a situation where they must help another employee with a mental health issue. How should they prepare for these conversations? What resources are available? This role-play case duo sets up a discussion on mental health-specifically, depression and anxiety-between an employee and their manager in a US context. Students will be assigned either the role of the boss or the direct report, and will be asked to navigate a difficult conversation around mental ill health and performance at work. The material allows students to learn about the various policies and laws that govern these discussions and the typical workplace resources that may or may not be available, and to practice having these tricky conversations. This case set may not be appropriate or useful for audiences with several employees who work or plan to work outside of the United States because mental health symptom presentations, norms surrounding mental health discussions, and mental health resources in other countries differ significantly from what is discussed in this case set.

This technical note introduces the concept of applying subtractive thinking to problem-solving. The essential work of almost any employee in an organization is to solve problems and make something better. And more often than not, the tendency is to add to what currently exists, not take something away. This note shares obstacles to the use of subtractive ideas for transformations and changes, as well as the advantages of removing complexity. It offers an overview of the problem-solving process, from mental representation of the initial situation, through brainstorming possible transformations, to conceiving of various goals.