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Ivey Publishing | Where the world looks for business cases

October 2012


IN THIS ISSUE:
Coursepack Builder
New Cases in Organizational Behaviour & Leadership
Best Selling Cases for 2011-2012
Free Resources and Tips for Learning & Teaching with Cases
Coursepack Builder

The Coursepack Builder was officially launched in September and has proven to be a popular tool with numerous customized coursepacks being created and downloaded daily!


Log In to create your own custom resource that can be downloaded instantly from the Ivey Publishing website. With enough content to create an entire course, you can use the Coursepack Builder tool to assemble cases, articles & technical notes from the Ivey collection, or any of the other collections available through Ivey Publishing.

 

Need help? View any of the instructional videos below or email for assistance.

Part 1 - Creating Coursepacks

Part 2 - Building Your Coursepack

Part 3 - Finding & Adding Products to a Coursepack

Part 4 - Changing the Order of Items, Editing & Previewing Your Coursepack

Part 5 - Activating & Purchasing the Coursepack

Part 6 - Managing the Coursepacks: Deleting, Re-Using & Archiving

Part 7 - Adding Delegates

New Cases in Organizational Behaviour & Leadership

The newest cases from the Ivey case collection are available for review. View New Cases for more details on cases registered in your discipline.

 

LGBTA at Toronto-Dominion Bank in 2012
This case concerns the implementation and strategic direction of LGBTA (lesbian, gay, bisexual, transgendered and ally) initiatives at TD Bank Financial Group (TD). In order to maintain its position as the “employer of choice” for the LGBTA community, TD must expand the measures it had taken since its Diversity Leadership Council was created in 2006 to promote a comfortable, barrier-free and inclusive work environment for all employees. TD’s corporate diversity group had been providing a growing number of resources, events and LGBTA-related sponsorships for the past six years, resulting in an exponential growth of engagement by LGBTA employees, but lately the bank’s competitors and other large companies were catching up. Moreover, a recent review showed that there was a large variance in the quality of experience between the different subgroups of TD’s LGBTA community. The bank’s senior manager of corporate diversity must report within a week to the Diversity Leadership Council on how to solve these issues.

 

Learning Objective:

  • To understand how LGBTA strategy falls under overall corporate social responsibility strategy and what challenges can arise when rolling out the strategy.
  • To understand how to link LGBTA and general corporate social responsibility practices to firm performance.
  • To understand how social value relates to economic value.
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Job Offer Negotiation Exercise (A): Maximum Motivation Candidate Instructions
This is one exercise in a 4-part series entitled Job Offer Negotiation Exercises. This exercise gives participants the opportunity to act as the Maximum Motivation candidate in a job offer negotiation.

 

The purpose of this role-play case series is to give participants the opportunity to experience a job offer negotiation as both the job candidate and the employer. The exercise involves two distinct negotiation scenarios, allowing participants the opportunity to play both roles and to practice and apply concepts and skills learned in the first negotiation session. If desired, only one of the two scenarios can be negotiated if only one hour is available for the activity. One negotiation occurs for a job with a company called Maximum Motivation (A and B cases) and the other is for a job with a company called People Power (C and D cases). Participants work in pairs, with one playing the role of the job candidate and the other playing the role of the company representative. In both scenarios, the company considers the candidate to be the top applicant and would like to finalize the hire. Also in both scenarios, the job candidate has an acceptable alternative — another job offer from a rival company called PerformanceMax — and needs to accept or decline the PerformanceMax offer the next day. Thus, it is important that both sides reach an acceptable employment arrangement during this negotiation, or the candidate will not be hired. When both sides have negotiated an acceptable agreement, or when either partner decides to end the negotiation, the negotiation is over. After group discussion, participants find a different partner who last played the opposite role, switch roles, and complete the second negotiation scenario.

 

The exercise addresses a variety of topics and skills related to negotiation, influence, persuasion, communication, emotional intelligence, planning, and conflict resolution. The activity is useful in staffing, human resource management, principles of management, organizational behavior, and negotiation classes and workshops.

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Generational Differences and Work Values
A consultant had been asked by multiple clients for advice on how to manage generational differences in the workplace. According to experts in the area of generational differences, generations are defined by the watershed events and conditions that individuals are exposed to in their formative years. These experts believed that these common events and conditions shape individuals’ attitudes, which in turn influence their core beliefs and work values. The consultant, like many others, felt that generational differences were overhyped in the literature. Nevertheless, her client wanted answers and she set out to find them by collecting a dataset on work values.

 

The dataset contained over 1,000 responses across the four generations (Veterans, Boomers, Gen X, Gen Y). It also contained enough responses to deal with the question of whether there were three sub-generations of Boomers.

 

The case can be used to teach students the value of formulating research questions prior to conducting data analysis. By carefully looking at the questions and the “claims” about generations, students can undertake a systematic study of these claims.


This case can also be used to teach basic descriptive statistics, crosstabs, unpaired t-tests, one-way ANOVA, ANCOVA, and factorial ANOVA. It can also be used to teach MANOVA.

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Best Selling Cases for 2011-2012

Did you know that over 1.6 million copies of Ivey cases are used at thousands of business schools around the world? With cases written by leading Ivey faculty and by authors from around the world, the Ivey case collection represents a wide range of business issues from a truly global perspective.  We would like to thank all of our authors for their contribution to the Ivey case collection and highlight some of our best selling cases for 2011-2012. 

 

Starbucks by Mary M. Crossan, Ariff Kachra

Molson Canada: Social Media Marketing by Deborah Compeau, Israr Qureshi

FIJI Water and Corporate Social Responsibility - Green Makeover or Greenwashing? by James McMaster, Jan Nowak

 

Visit our website to view our entire Best Selling Case Collection which includes a variety of case studies across all major business disciplines.

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Free Resources and Tips for Learning & Teaching with Cases

If teaching with cases is new to you, or if you are looking for a way to improve your current methodology, check out these free resources available from Ivey Publishing.

 

Learning with Cases, 4th Edition
A complementary copy is available upon request. This soft cover book is a concise handbook written specifically for students to enhance their learning with cases. Numerous and helpful suggestions cover the complete case learning process including individual reading and preparation, small group discussion, large group (classroom) discussion, making case presentations and writing case exams and reports ... More

 

The Business Plan Presentation
This complementary case has been written to help students understand the importance of class management and illustrate the challenges associated with English as a Second Language (ESL) students and how to best approach these students to ensure their language difficulties do not limit their learning. It also emphasizes the need for instructors to be clear about course objectives and class requirements. The case can be used in a course on teaching, ideally in a section on class management, teaching ESL students or teaching in a cross-cultural context. It can also be used as preparation for participants in student-run initiatives in developing countries. Registered academics can Log In to download the accompanying teaching note.

 

Plagiarism and Discipline
When a professor finds out that one of the groups in her Management Information Systems (MIS) MBA class had plagiarized part of their assignment from other sources, she did not know what to do. Plagiarism was not an unusual situation to her; in the past, she had always reported it. Her university also took plagiarism seriously; students who were caught were expelled from the university. But this situation seemed a little different, and she wondered whether reporting the students and having them expelled was the sensible approach this time.

 

This complementary case is designed to support workshops and teaching on the subject of teaching and learning with cases. This case emphasizes issues of dealing with student plagiarism on a case analysis assignment.

 

Read the case teaching tips Christopher Williams, Assistant Professor of International Business at the Richard Ivey School of Business recently shared with the Global Business School Network.

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