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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?

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.

Does a nip or two of the hard stuff help you get ideas flowing? That's a claim that many people, including artists and writers, have made. Now a new study has produced evidence to back it up.

Many researchers have analyzed the effect of disruptive events, such as natural disasters and economic and market forces, on global supply chains. However, there is a lack of consensus on delineating a universal collection of supply chain risk management practices that will help companies operate in a global market with large-scale disruptions. In this article, we present an analysis, in conjunction with a worldwide online survey, based on successful global brands and their supply chains. We propose a framework that deploys the dynamics of building supply chain resilience, first linking the design of the supply chain portfolio (local versus global scope, as well as strategic responsiveness versus cost reduction) with supply chain vulnerabilities (external versus internal). We describe the transition between different supply chain structures as a way of coping with disruptions and thus proactively developing resilience. In this article, we introduce both a supply chain risk management approach and the reactive-by-deployment mode, as illustrated by successful global company examples.

While innovation has become a pervasive term, many of today's organizations still find innovation elusive. One reason may be that much of what is being said about innovation contributes to misunderstanding. To truly manifest innovation and reap its benefits, one must recognize that innovation is three different things: innovation is an outcome, innovation is a process, and innovation is a mindset. Innovation as an outcome emphasizes what output is sought, including product innovation, process innovation, marketing innovation, business model innovation, supply chain innovation, and organizational innovation. Innovation as a process attends to the way in which innovation should be organized so that outcomes can come to fruition; this includes an overall innovation process and a new product development process. Innovation as a mindset addresses the internalization of innovation by individual members of the organization where innovation is instilled and ingrained along with the creation of a supportive organizational culture that allows innovation to flourish. Such an understanding defines necessary elements, considerations, and vernacular surrounding the term so that better decisions can be made, thereby enabling innovation and having a greater propensity to succeed.

This article addresses the relationship between technology and counterfeiting in the fashion industry. Starting with an economic analysis of counterfeiting, I examine how new technologies encourage counterfeiters while at the same time provide important tools to combat it. The development of sophisticated technologies to obtain, process, and reproduce images and the extensive use of new digital channels for online sales have simplified both production and distribution of counterfeit products. Based on tagging and DNA analysis, as well as web-based monitoring systems, trace and track technologies allow rights holders to combat counterfeiting through effective control of the entire production and distribution chain. This article considers an innovative method of product monitoring based on latest-generation IT platforms, integrated with portable devices, that can easily and immediately verify product authenticity. The spread of these new technological systems is closely related to the role of a party that is glaringly absent in the battle against counterfeiting: the consumer. Indeed, new technologies are the driving element in a virtuous circle where the consumer becomes an essential instrument in the battle against counterfeiting, along with the other players involved: companies, public institutions, and civil society.

The significance of mindsets is apparent in everyday business life. As today's managers and companies face uncertainty and disruptive change in the business environment and markets, there is a growing need to understand and strategically address such change. This becomes challenging when disruptive market forces confront the institutional logic or rules of the game based on collectively acquired experience of doing business in the given field. In overcoming such challenges, managers' hidden reasoning remains an untapped potential while their existing mindset influences what they attend to and what they decide to do. This article elaborates a diagnostic framework, accompanied by a tool to help managers to make sense of disruptive markets and to reflect individually and collectively on possible courses of action. The framework has two principal dimensions-strategic scope and focus-that are further divided into three business elements of strategic market-oriented management: offering, customer, and market. The tool offers a practical means of profiling individuals' mindsets. In increasingly dynamic business environments, reflection capabilities represent a new source of competitive advantage.

Disruptive technologies can increase the intelligence of goods and revitalize business models in the circular economy. Applying an industrial ecology perspective, this article discusses how intelligent goods can boost the sustainability of industrial ecosystems. North American and European cases highlight how business model innovators can utilize goods-related information to develop more competitive closedloop systems. The authors identify three archetypes of closed-loop systems--inner circles, decentralized systems, and open systems--and delineate how they leverage information resources for collaboration. This study advances the understanding of closed-loop systems in the circular economy, which is more dependent than ever on digital platforms.

Extended Producer Responsibility (EPR) regulations require that producers organize and pay for treatment and recycling of waste arising from their products at end of life. EPR has been effective in implementing some aspects of circular economy. In Europe, 35% of e-waste and 65% of packaging waste have already been recycled (or reused in some cases). This article analyzes the challenges of implementing EPR and provides useful insights for what has worked well and what challenges remain. Identifying and addressing these challenges will be crucial for framing legislation that will move industry and society toward a more circular economy.

This article applies the Biosphere Rules--a biomimicry-inspired management framework for circular economy initiatives--to the emerging field of additive manufacturing and three-dimensional (3D) Printing, which are revolutionizing industrial sectors from medical devices to spare parts. They are also potentially keys in the emergence of a true circular economy that will bring about environmentally sustainable manufacturing. This article lays out an established strategy that can guide managers and policy makers in pursuit of a cradle-to-cradle economy.

Three-dimensional (3D) printing has been widely identified as an emerging disruptive technology. This study examines how this technology could enable the circular economy by disrupting the existing materials value chain. Specifically, could this novel technology be used to locally manufacture new goods from local sources of recycled plastic waste, thereby offering benefits for the efficiency and effectiveness of materials cycling? This article uses the London metropolitan area--where system conditions already exist in the form of material flows, technology policy, and facilities--in order to assess 3D printing's viability as an enabler of a circular economy at the local level. An analysis of stakeholder perceptions identifies economic, technological, social, organizational, and regulatory barriers to mainstream implementation, and their likelihood of being overcome.

This article explores how to get companies engaged in value-creating cooperation regarding residual materials. Within different contexts, industrial ecology needs matchmakers who act as network orchestrators to facilitate new forms of interorganizational cooperation on what were previously perceived as "junk materials." Three case studies of eco-industrial networks in Denmark (Kalundborg), Canada (the Québec region), and France (Dunkirk) demonstrate the various roles of the matchmakers to ensure the implementation of industrial ecology at the interorganizational level. This article highlights four strategic activities for matchmakers: revealing value in industrial ecology, generating trust, activating industrial ecology, and institutionalizing industrial ecology.

China's moves to introduce a Circular Economy have attracted wide attention as a solution to severe problems of resource inefficiency and lack of resource productivity. This article highlights the distinctive strategy of focusing such efforts on existing industrial parks, turning them into eco-industrial parks. It provides three case studies and highlights the management issues involved as overcoming reverse salients and capturing network advantages. China is an especially instructive case because it starts well behind the Organisation for Economic Co-operation and Development (OECD) countries and thereby has much to gain by adopting comprehensive policies.

D. Sunil Reddy established Dodla Dairy in 1995 in Nellore district of the southern Indian state of Andhra Pradesh. An industrial engineer from Mangalore University, Sunil set up Dodla as a greenfield company at the age of 27 with seed money provided by his father. He was inspired by his grandparents and father to help those in need grow and flourish and by Mahatma Gandhi's call to "reach out to rural India". The company had grown well over the years. In fiscal 2015-16, it achieved an annual turnover of over INR 11 billion and aimed to touch INR 25 billion in revenues by 2020. It had a workforce of more than 2,000 employees, procured about a million liters of milk per day from 250,000 milk producers, and processed and sold milk and milk products at 67 locations in nine states in India. In 2011, Private equity fund Proterra invested INR 1.1 billion in Dodla, bringing down the family's shareholding from 100% to 76.34% (it would later go down to 72.3%). Sunil knew that if the company had to move to the next orbit, both in terms of size (revenues, assets and market share) and professionalization, certain organizational changes would be necessary. He wondered what these changes would be and who would make them. How could he better prepare himself and the company for the future? How would the company move from being a family-owned enterprise to a professionally run, sustainable organization? Would one of his daughters join the organization, bringing freshness to the company while providing continuity in terms of family values? Would the company be run by an outsider? "Who after me?", thought Sunil. He often wondered whether the brand "Dodla" and the company he had founded would sustain beyond himself. While he continued his efforts to increase capacity, expand and capture more market share, he kept asking himself, "What next" and "How do I build a legacy?