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Polycom is a rapidly growing maker of video conferencing and teleconferencing equipment. Management is attempting to use "natural work groups" as an organizing mechanism, and to build into the culture implicit rules that will cause desired behaviors to be self-policing.

The president of Pathway Communications Inc. (Pathway), a regional Internet service provider (ISP), had to decide the best course of action to transform Pathway into a national information technology firm that offered end-to-end technology support for a variety of consumer and business needs. At the same time, a regional telecommunications firm wanted to buy Pathway. He wondered if he should pursue this offer or one of the following options: franchise his concept and replicate the Pathway business model; execute a national roll-up by buying several smaller ISPs and then completing an initial public offering; or, combine his business with a larger ISP or other telecommunications firm. This comprehensive strategy case provides students with the opportunity to explore the issues of growth in a young, high-technology firm and to discuss the significant financial implications of the different alternatives.

Supplements the (A) case.

Supplements the (A) case.

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.

Many general managers face this predicament at one time or another: if I don't deliver the numbers, senior management won't invest in our growth. But what it takes to deliver the desired numbers may include layoffs and other undesirable solutions. Is it better to back off the short-term solutions and weather the revenue losses, or will cutting back in the short term actually help to deliver the long-term results? Looks at one general manager's struggle with these issues.

Supplements the (A) case.

National Logistics Management (NLM), a third-party logistics company, is a successful, profitable business that provides a more cost-effective and efficient means to expedite premium freight. With the logistics landscape changing, NLM's market niche is threatened. Can NLM survive in the newer, faster e-business logistics world? What are NLM's options for growth?

Set in a German automotive company, this case traces the dynamics of a consulting project team doing a high-profile strategic project as part of a company-specific international management program. With weeks to go, the team is in a shambles, the project presentation a disaster, and the team dynamics terrible. A decision about what to do with the team must be made immediately by the project director. The case focuses on how to make a tough management call with serious implications as well as on how to intervene constructively in a cross-functional, international team. See also the B case (UVA-OB-0706).

This case reports the actions taken and personal reflections of team members described in Case A, "Making the Tough Team Call (A)" (UVA-OB-0705). Set in a German automotive company. In the A case, a decision had to be made immediately by the project director about what to do with this team. The B case focuses on making a tough management call with serious implications as well as on how to intervene constructively in such a cross-functional, international team.

This case focuses on a fictional company's satellite launch vehicle decision. The basis analysis requires the student to construct a decision tree using discrete probabilities. Further analysis can include the value of information and the value of control. The scope of the decision can include Monte Carlo simulation once continuous probabilities are added to the base case. This case has been used as a quiz.

Links two very useful pieces of management research--resource allocation processes as studied by Bowen and Burgelman and the aggregate project plan expounded by Wheelwright and Clark.

As it entered the 21st century, the Polish government faced the dilemma of how to develop an optimal telecom structure and related services. For decades, the government owned and operated a national telecom monopoly, but in the late 1990s they gradually allowed the entry of some competitors, many of whom brought new technologies. The government had undertaken a major privatization program, and it faced the question of whether, and how, it should privatize; yet privatization would have to be accompanied by ongoing regulation in order to ensure that managerial decisions were made in the interests of the nation, as a whole. This challenge of continual government intervention could reduce the attractiveness of acquiring the government-owned agency, in spite of its market dominance. Students will have the opportunity to: analyze the telecommunications industry in Poland; determine the technological changes that will impact the future of telecommunications throughout the world and the Polish telecom industry; examine the current regulatory environment in the Polish telecommunication market; evaluate the current state of, and the opportunities in, e-business in Poland and the rest of Europe; and, develop a comprehensive action plan for a joint venture partner.

Supplements National Logistics Management.