IMS 6360: INTERNATIONAL STRATEGIC MANAGEMENT

Spring 2005 – Section 501

Instructor: Dr. Davina Vora

Class Time: Tuesday 7-9:45pm
Office: SM 4.412
Office Hours: Tuesdays 6-7pm or by appointment
Phone: 972-883-4386
Email: davina.vora@utdallas.edu

Required Reading:
(Available at the on- and off-campus bookstores)
Bartlett, C., Ghoshal, S., & Birkinshaw, J. (2004). Transnational Management: Text, Cases, and
Readings in Cross-Border Management. 4th edition. Boston, MA: McGraw-Hill/Irwin.

(Available on reserve at the UTD library)

Lane, H., Maznevski, M, & Mendenhall, M. (2004). Hercules meets Buddha. In H. Lane, M. Maznevski,
M. Mendenhall, and McNett (Eds.), The Blackwell Handbook of Global Management: A Guide to
Managing Complexity (pp. 3-25). Malden, MA: Blackwell.
Reich, R. (1998). The new meaning of corporate social responsibility. California Management Review,
40(2), 8-17.
Donaldson, T. (1996, September-October). Values in tension: Ethics away from home. Harvard Business
Review, pp. 48-62.
Fadiman, J. (1986, July-August). A traveler’s guide to gifts and bribes. Harvard Business Review, pp.
122-136.
Nichols, M. (1992, January-February). Third world families at work: Child labor or child care? Harvard
Business Review, pp. 12-14.

Unbridgeable difference? The debate over wild rice. (2004, August 1). The Star Tribune.

Recommended Reading:
(Available on reserve at the UTD library)
Brannen, M., Gomez, C., Peterson, M., Romani, L., Sagiv, L., & Wu, P. (2004). People in Global
Organizations: Culture, Personality, and Social Dynamics. In H. Lane, M. Maznevski, M. Mendenhall, and
McNett (Eds.), The Blackwell Handbook of Global Management: A Guide to Managing Complexity (pp.
26-54). Malden, MA: Blackwell.

Hill, J. (2005). World Business: Globalization, Strategy & Analysis. Mason, OH: Thomson-Southwestern.

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 Course Objectives:
The purpose of this course is to introduce you to the fundamental concepts of international business
strategy. It will provide you with a basic understanding of the macro-level management issues that
multinational corporations (MNCs) face when doing business internationally. We will discuss such topics
as managing MNCs and international expansion, national culture and the organization, ethics and social
responsibility of MNCs, managing conflicting global demands, developing strategic capabilities globally,
developing coordination and control across geographically dispersed organizational units, creating and
leveraging knowledge worldwide, and managing international collaborations. You should leave this course
with an increased appreciation of the challenges and opportunities that MNCs and international managers
face at a strategic level.

Grading:
Your grade in this course is determined as follows:
Individual Assignments: Grading Scale:
Case Write-up: 10% 90-100 A
Exam 1: 20% 80-89 B
Exam 2: 20% 70-79 C
Class Participation & Other Assignments: 15% Below 70 F

Group Assignments:
Oral Case Discussion: 10%
Global Business Plan Project (report and peer evaluations): 15%
Global Business Plan Presentation: 10%

Case Write-up:
Each student is responsible for submitting one individually prepared case write-up. You may select any of
the cases we will discuss in class, though this write-up must be from a different case than the one your
group is discussing (see “Oral Case Discussion”). The questions listed on pages 11 and 12 of the syllabus
are designed to direct your background thinking, and thus may be used as a guideline. However, the
purpose of this assignment is not to answer each question. Rather, you should address the key issue(s) in
the case by providing specific recommendations for key decision-maker(s) in the case. What should the
company do next? Why? Write a memo of your recommendations in the form of an executive summary,
followed by the rationale for this recommendation. Specifically, you should write the case as a formal
memo to the interested party(ies) regarding the case, beginning with a short one paragraph summary (or
list) of your recommendations to the interested party(ies), followed by your more detailed rationale for
these recommendations. Do not reiterate facts from the case except when necessary to justify your
reasoning. Assume that the interested party(ies) know the background material and delve directly into your
recommendations.
This case write-up should be no longer than 3 double-spaced pages in 10-12 point font and should be
devoid of spelling and grammatical errors. The write-ups are due at the beginning of class on the day we
will discuss the case. Late, handwritten, and electronic copies are unacceptable and will receive a grade of
zero.

Exams:
There will be both a midterm and final exam. These exams will be non-comprehensive and will include
information from assigned readings as well as material covered in class. They will consist of short answer
and essay questions. Requests for rescheduling an exam will be considered only with timely notification to

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the instructor and appropriate documentation such as a written medical excuse. Approval for rescheduling
is at my discretion.

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 Class Participation and Other Assignments:
As this course is being taught similar to a seminar course, it is vital that you are prepared. It is expected
that you regularly attend class, arrive punctually to class, and remain up-to-date on assigned readings.
While I will occasionally lecture, my primary role will be as a facilitator, moderator, and questioner to help
guide the learning process. Thus, for both general material and case discussions, you are expected to make
pertinent comments on the material, ask relevant questions, and apply what you learned to everyday work
situations. Since all students are responsible for reading assigned materials and thinking about the
questions corresponding to the case (see pp. 11-12 of the syllabus), you may be cold-called to present your
opinions on readings and cases. You should keep an open mind, be good listeners, relate outside
experiences to the class, be provocative and constructive, and share your viewpoints. However, you should
not repeat yourself or others, make sudden topic changes, or interrupt others.
Your participation grade will reflect the degree to which you contribute to class, rather than simply whether
you are physically present. Excellent class participation is characterized by consistently attending class,
contributing to case (and other) discussions, and demonstrating superior understanding and insight on the
material. Good class participation is characterized by consistently attending class and contributing to case
(and other) discussions, while occasionally demonstrating superior understanding and insights on the
material. Poor class participation is characterized by inconsistently attending class and contributing to
class discussion, and rarely demonstrating superior understanding and insights.
You are also requested to complete and submit the student information sheet at the end of the syllabus.
This will help me learn about your backgrounds, as well as link names to faces.
I may periodically assign additional assignments not listed on the syllabus. You are expected to complete
these assignments on time.

Oral Case Discussion:

You will be forming groups for the oral case discussion and group project no later than the third class
session. Referring to the oral case discussion options list on page 11 of the syllabus, groups will rank order
their top three preferred cases and I will assign the cases based on these preferences. Note that you may
not always get your first choice.
While this assignment does not include a written case analysis to be submitted to the instructor, each group
is responsible for reading and analyzing the case, as well as leading class discussion on the case. You
should think of ways to involve the class in thought-provoking discussions regarding the case, which is a
major purpose of this exercise. In addition, you are expected to present your group’s recommendations and
conclusions regarding the case based on your own insights and application of course concepts and
frameworks. Typically this is presented towards the end of the discussion, though you may use another
format if you believe it will be more effective in eliciting class discussion. Be prepared to involve the class
in a critique of your own ideas. You should not spend time summarizing the case, as everyone is expected
to have read the case. Instead, focus on ways to generate class discussion on the main issues and possible
solutions to problems in the case, as well as a critique of your ideas.
Everyone in the class is expected to not only participate in the case discussions, but to also critique each
group’s recommendations and provide alternative, defensible solutions.
Format of the oral case discussion is open. Use whatever methods you believe may be most effective for
leading the discussion. If you require the use of a computer for your discussion, please email me a copy of
your virus-free file(s) at least one day before you lead the discussion so my laptop can be used. If you need
any materials in addition to the LCD panel, VCR, DVD player, document camera, or white-board, please
let me know in advance so I can try to arrange for it.

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 Global Business Plan Report:
Each group is responsible for writing a global business plan for a firm. You will select a company (already
in existence or created by you), product or service, as well as a country to expand into for a global business
venture. You will provide an introductory summary of this information to me on February 1. Once
approved, you will go through the strategic management process for this firm. You will develop a mission
statement, assess the opportunities and threats of this country, conduct a competitive analysis, consider and
select alternative strategies based on sound judgment and a thorough analysis, discuss how to implement
these strategies, and suggest control and evaluation systems. A useful outline for the sections is as follows:
1. Introduction
a. Description of organization
b. Description of product/service
c. Reasons for wanting to go abroad and to the selected country
2. Mission Statement
3. Environmental Threats and Opportunities
a. Political environment (e.g. political system, political risk)
b. Economic environment (e.g. economic system, economic risk)
c. Legal environment (e.g. legal system, legal risk)
d. Cultural analysis (e.g. cultural dimensions, norms, ethical issues)
4. Competitive Analysis
a. Local competitors
b. MNC competitors
5. Alternative Strategies and Proposed Strategy
a. Entry mode
b. Strategic pattern
6. Strategy Implementation
a. Timeline
b. Financing (e.g. domestic and international funding sources, required investment levels
within a timeframe)
c. Organizational structure (e.g. which structure? why?)
d. Ethical issues (i.e. how would you address the ethical issues pertaining to your
product/service and country?)
7. Control and Evaluation Systems
a. Reporting systems (e.g. who will evaluate, how and how often?)
b. Exit strategies
8. Conclusion

The above outline shows the main areas that should be covered. While you do not need to follow the exact
wording and structure of these sections and sub-sections, I expect your report to include information on
these topics. If there is additional material that is especially relevant to your company, product/service or
country, you may also include it.
A detailed outline of your Global Business Plan Report is due on March 22. The outline should contain
the main points to be included in the paper based on thorough research and analysis, as well as a general
structure to be used in the final report. Groups will meet with me to answer questions and obtain feedback
on the content and structure of the paper.
The Global Business Plan Report is due on April 19. It should be in essay format, clearly and concisely
addressing the main topics listed above. The report should be 18-22 pages in length (typed in 10-12 point
font, double-spaced, and error free), excluding appendices. In addition to the main content, all written
reports should include a cover page, a table of contents, page numbers, a list of references (minimum of 10

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with a mix of both online and non-online references), and an appendix of relevant key figures, charts, and
the like. With the exception of websites (in which the URL is sufficient), references should be written in
American Psychological Association (APA) or Modern Language Association (MLA) format. It is
strongly recommended that each group have others proofread their report, as points will be deducted for
spelling and grammar mistakes.
In addition to a hard copy of the Global Business Plan Report, each group is also required to email me a
soft copy of the report before class on the due date (i.e. April 19) for a plagiarism check. Both a hard and
an e-copy are required to receive a grade for the Global Business Plan Report and there will be a ten
percent penalty from the total possible assignment grade for all late assignments.
Papers that have excessive plagiarism (over 50%) will automatically receive a grade of zero, while those
with varying degrees of plagiarism will have points deducted based on the extent of the violation. The
“scholastic dishonesty” section of the syllabus outlines this in further detail. You may check your reports
for plagiarism before the final deadline by using turnitin.com. A description of how to submit papers to
turnitin.com will be discussed in class.
The Global Business Plan Report will be graded as follows:
I. Content issues (80%) – clear and well-developed mission statement, understanding of the
environment, recognition of major risks in the country, effective use of concepts and
theories covered in class, thorough analysis, appropriate and well-justified
recommendations/conclusions
II. Process issues (20%) – readability, flow, logic, organization, page numbers, and writing
mechanics such as no grammatical or spelling errors
Note that I will not re-assign individuals to a different group after the initial assignment has been made. It
is the group’s responsibility to work together. Students desiring guidance on working with group members
are welcome to ask me for advice. If group members are unable to work together, they have the right to
fire themselves or another group member(s) from their group. In this case, the fired individual(s) must
complete a Global Business Plan Report individually, with the same specifications described above. Fired
individual(s) should email me about being fired and provide an introductory summary of a new company,
product/service, and country in which to expand for approval. This individual Global Business Plan
Report (in both hard and soft copy form) is also due on April 18 and is worth 25% of the total grade for the
course, since individuals will not give a presentation to the class.

Global Business Plan Presentation:

Each group is responsible for presenting the highlights of their global business plan. Group presentations
should be 30-35 minutes in length and should cover key points. It is not necessary to present everything in
your papers: you should focus on a sub-sample of the most interesting points and include your
recommendations along with the rationale for them. You should also leave time for questions and
comments from the class.
Creativity is encouraged in all presentations. Groups may wish to consider using role plays, mock business
meetings, interview formats, or other devices to maintain interest. You should inform me two weeks prior
to your presentations if you need any audio-visual equipment in addition to a podium, LCD panel for a
laptop, DVD player, VCR, document camera, or whiteboard. Groups requiring use of a laptop should
email me the necessary, virus-free materials one day prior to the presentation so that my laptop can be used
for the presentation. This will reduce set-up time in class. Paper copies of any slides or other materials
used in the presentation should be given to me at the beginning of class on April 18, the day of the
presentation.

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The Global Business Plan Presentation will be graded as follows:
1) Content – 70%
This aspect corresponds to what was written above about the global business plan report.
Evidence of thoroughness, effective use of concepts, and a quality analysis should come through
in the presentation.
2) Presentation – 20%
This area refers to general presentation skills. Students should be audible, come across as
confident and knowledgeable, and clearly state their points. Practicing in advance is important
and helpful.
3) Creativity – 10%
Be creative and have fun when giving presentations. Let your creative juices flow. Do not
simply read the paper aloud, but engage yourselves and the class in an active, interesting
presentation.

Peer Evaluations:
Because I cannot assess the degree to which group members are performing their fair share of work, group
members will anonymously evaluate the performance of each member. Members will assess each other (as
well as themselves) on their contribution to the Global Business Plan Report and Presentation, attendance
at meetings, timely contribution to individually assigned tasks, and overall performance. Groups will
multiply the number of people in their group by 100 points and assign their total points among the
members. All members must receive between 80 and 120 points from each evaluator (i.e. you cannot give
someone a zero score). Each individual’s average score will be the basis for his/her peer evaluation score,
which is multiplied by the overall group Global Business Plan Report score to obtain the final Global
Business Plan Project score for that individual. For example, an individual who was a member of a group
of six people that earned 80 points out of 100 on the Global Business Plan Report and who was given the
peer evaluations shown in the table below would receive the overall global business plan project grade as
listed in the “individual project grade” column below. Thus, student E whose group received a Global
Business Plan Report score of 80 and whose average peer evaluation score was 510/600, or 0.85, would
obtain an individual Global Business Plan Project grade of 68. Note that the instructor maintains the right
to disregard self-ratings that are substantially higher than peer ratings.

Student Ratings Ratings Ratings Ratings Ratings Ratings Total Individual

From A From B From C From D from E from F Score Project Grade
A 100 100 100 100 110 100 610 80*1.02=81.3
B 80 85 95 85 80 100 525 80*0.875=70
C 108 100 110 100 120 100 638 80*1.063=85.06
D 120 120 115 120 100 100 675 80*1.125=90
E 80 80 80 80 90 100 510 80*0.85=68
F 112 115 100 115 100 100 642 80*1.07=85.6

Total: 600 600 600 600 600 600

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 WEBCT
Class notes, the syllabus, and other relevant course-related materials will be posted on WEBCT. You may
download this material from the website. In addition, you are advised to check your messages on WEBCT
prior to each class session. This will be my main way of disseminating any messages or instructions
relating to the course. Furthermore, groups will have a message area on WebCT to facilitate
communication about the Oral Case Discussion and Global Business Plan Report and Presentation.
WebCT can be accessed at webct.utdallas.edu using a UNIX ID and password.

Contacting the Instructor

Faculty have been requested to state in their syllabi that a new university policy to protect student privacy
has been established. This policy states that faculty are not required to answer student emails unless they
come from a UTD email account. Therefore, you are advised to contact me via my UTD email account
from your own UTD account or through WebCT.

Common Courtesy
You are expected to be courteous during class time. Please respect your fellow students by turning off cell
phones and beepers before class, refraining from talking with others when someone is speaking, and
arriving punctually to class. Also, note that laptop usage during class is prohibited, as this is distracting to
fellow students.

Scholastic Dishonesty:
Anyone who commits an act of scholastic dishonesty is subject to discipline. Scholastic dishonesty
includes, but is not limited to, cheating, plagiarizing, colluding, submitting for credit any work or materials
that are attributable in part or fully to another party, taking an exam for another person, and engaging in or
attempting to engage in any act designed to give unfair advantage to a student. The University of Texas at
Dallas has several procedures to deal with students who commit acts of scholastic dishonesty. Visit
http://www.utdallas.edu/student/slife/TitleV.html for further information on this topic.
Note that this course has specific grade reductions due to plagiarism. Plagiarism is a serious offense and
points will be deducted for committing it. As noted in the section on group case analysis reports, papers
that have excessive plagiarism (over 50%) will automatically receive a grade of zero, while those with
varying degrees of plagiarism will have points deducted based on the extent of the violation. Five points
will be deducted for 1-9% of the paper being plagiarized, ten points for 10-19%, twenty points for 20-29%,
thirty points for 30-39%, and forty points for 40-49% of the paper taken from other sources. If you are not
sure what plagiarism is or how to properly recognize sources, you are strongly encouraged to talk with me
before submitting written work.

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 Tentative Course Schedule
You are responsible for having read the readings in accordance with the dates below. You should read the
material BEFORE coming to class on the day it is to be discussed. Other reading materials may be
assigned in addition to those in the schedule below, but these will be mentioned at least one class period in
advance.

Date Topic Readings and Assignments Due

Jan. 11 Course Overview (available on reserve at the UTD library)

and Introduction Lane, H., Maznevski, M, & Mendenhall, M. (2004). Hercules meets
Buddha. In H. Lane, M. Maznevski, M. Mendenhall, and McNett
(Eds.), The Blackwell Handbook of Global Management: A Guide to
Managing Complexity (pp. 3-25). Malden, MA: Blackwell.

Jan. 18 Managing MNCs “The MNC: Definition, scope and influence” pp. 1-13
and International
Reading 1-1 “The tortuous evolution of the multinational
Expansion
corporation” pp. 61-70
Case 1-1: Jollibee Foods Corporation (A)

Jan. 25 National Culture and Reading 2.1 “Culture and organization” pp. 154-178
the Organization

Feb. 1 Social Responsibility (available on reserve at the UTD library)

and Ethics in MNCs Reich, R. (1998). The new meaning of corporate social
responsibility. California Management Review, 40(2), 8-17.
Donaldson, T. (1996, September-October). Values in tension: Ethics
away from home. Harvard Business Review, pp. 48-62.
Fadiman, J. (1986, July-August). A traveler’s guide to gifts and
bribes. Harvard Business Review, pp. 122-136.
Nichols, M. (1992, January-February). Third world families at
work: Child labor or child care? Harvard Business Review, pp. 12-
14.
Unbridgeable difference? The debate over wild rice. (2004, August
1). The Star Tribune.
Case 2-3: Hitting the Wall: Nike and International Labor Practices
One paragraph Introductory Summary of each group’s selected
company, product/service, and country in which to expand for
the Global Business Plan Report

Feb. 8 Managing “Managing conflicting demands: global integration, local

Conflicting Demands responsiveness, and worldwide learning” pp. 91-104
Reading 3-3 “Competition in global industries: A conceptual
framework” pp. 311-338
Case 2-1: Toys “R” Us Japan

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Feb. 15 Global Strategies “Developing strategic capabilities: Building layers of competitive
and Competitiveness advantage” pp. 203-216
Reading 1-3 “Going global: Lessons from late movers” pp. 80-90
Reading 2-3 “The end of corporate imperialism” pp. 193-202
Case 3-1: Caterpillar Tractor Co.

Feb. 22 Exam 1

Mar. 1 Coordination and “Developing coordination and control: The organizational challenge”
Control pp. 339-355
Reading 4-1 “Tap your subsidiaries for global reach” pp.418-426
Case 4-2: Becton Dickinson: Worldwide Blood Collection Team

Mar. 8 No Class –
Spring Break

Mar. 15 Creating and “Creating and leveraging knowledge: The worldwide learning
Leveraging challenge” pp. 456-465
Knowledge
Reading 5-1 “Unleash innovation in foreign subsidiaries” pp. 529-
535
Reading 5-3 “The knowledge-creating company” pp. 546-555
Case 5-2: McKinsey & Company: Managing Knowledge and
Learning

Mar. 22 Group Meetings – Detailed Outline of Global Business Plan Report

Groups will meet
individually with the
instructor to discuss
their progress and
detailed outline for
the global business
plan report

Mar. 29 Managing “Managing across boundaries: The collaborative challenge” pp. 556-
International 569
Collaboration
Reading 6-1 “The global logic of strategic alliances” pp. 645-657
Reading 6-2 “Collaborate with your competitors – and win” pp.
658-665
Case 6-2: Xerox and Fuji Xerox

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Apr. 5 Building “Building Multidimensional Capabilities: The Management
Multidimensional Challenge” pp. 666-678
Capabilities
Reading 7-1: “Local Memoirs of a Global Manager” pp. 737-744
Reading 7-2: “Subsidiary Initiative to Develop New Markets” pp.
744-755
Case 7-2: Silvio Napoli at Schindler India

Apr. 12 Preparing for the “Preparing for the Future: Evolution of the Transnational” pp. 756-
Future 773
Reading 8-2: “The New Global Game: How Your Company Can
Win in the Knowledge Economy” pp. 832-839
Case 8-2: GE’s Two-Decade Transformation: Jack Welch’s
Leadership

Apr. 19 Presentations Global Business Plan Report

Global Business Plan Presentations

Apr. 26 Exam 2

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 Oral Case Discussion Options

Case Due Date

Case 3-1: Caterpillar Tractor Co. February 15
Case 4-2: Becton Dickinson: Worldwide Blood Collection Team March 1
Case 5-2: McKinsey & Company: Managing Knowledge and Learning March 15
Case 6-1: Xerox and Fuji Xerox March 29
Case 7-2: Silvio Napoli at Schindler India April 5

Case Questions for the Class to Ponder

Case 1-1: Jollibee Foods Corporation
1. How was Jollibee able to build its dominant position in fast food in the Philippines? What sources
of competitive advantage was it able to develop against McDonald’s in its home market?
2. How would you evaluate Tony Kitchner’s effectiveness as the first head of Jollibee’s international
division? Does his broad strategic thrust make sense? How effectively did he develop the
organization to implement his priorities?
3. As Noli Tingzon, how would you deal with the three options described at the end of the case? How
would you implement your decision?

Case 2-1: Toys “R” Us Japan

1. Is Japan a good market for Toys “R” Us?
2. Is Toys “R” Us good for Japan?
3. Has Toys “R” Us chosen the best entry strategy for the Japanese market? Has it chosen the right
partner?

Case 3-1: Caterpillar Tractor Co.

1. What are the key elements in Caterpillar’s strategy? What is the source of its outstanding success
in the worldwide earth-moving equipment industry?
2. What changes do you see in the industry and the competitive environment? What implications do
they have for companies in the industry?
3. How well is Cat positioned for the future? What recommendations would you make to Lee
Morgan at the meeting in October 1981?

Case 4-2: Becton Dickinson: Worldwide Blood Collection Team

1. Why was the Worldwide Blood Collection Team (WBCT) necessary? What problems existed in
Becton Dickinson Vacutainer Systems (BDVS) division that could not be solved by more
traditional means?
2. Why did the team struggle for so long? What was the key to its eventually becoming effective?
3. What was your evaluation of the WBCT in 1990/91 after the launch of the Hemogard and Plus
Tube and the Worldwide Profiling Tour? Is the team structured appropriately (membership,
responsibilities, process, etc.)? Is it managing its task effectively (new product intros, strategy,
best practice, etc.)?
4. What recommendations would you give to Kozy on the issues he raises at the end of the case?

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Case 5-2: McKinsey & Company: Managing Knowledge and Learning
1. How was this obscure little firm of “accounting and engineering advisors” able to grow into the
world’s most prestigious consulting firm fifty years later? What was the unique source of
competitive advantage developed by James O. McKinsey and later Marvin Bower?
2. How effective was Ron Daniel in leading McKinsey to respond to challenges identified in the
Commission on Firm Aims and Goals? What contribution did Fred Gluck make to the required
changes?
3. Judging by the evidence in the three mini-cases of front-line activities in the mid-1990s, how
effective has the firm been in its two-decade long change process?
4. What is your evaluation of Rajat Gupta’s “four-pronged” approach to knowledge development and
application within McKinsey? As a senior partner, what specific advice would you give him?

Case 6-1: Xerox and Fuji Xerox

1. What role has Fuji Xerox played in Xerox’s global strategy? How do you expect this role to
change in the future?
2. Is Fuji Xerox a successful joint venture in 1990? How do you measure its performance?
3. What were the key success factors in this alliance in the past? Do you expect these factors to
change in the future?
4. Consider the different options for reorganization listed in Exhibit 11. Select one option in each
functional area and be prepared to explain why you prefer it over others.

Case 7-2: Silvio Napoli and Schindler India

1. How would you evaluate Silvio’s first seven months as general manager of the Indian company?
What are his achievements? What concerns do you have?
2. Was Silvio the right choice for general manager of Schindler’s India operations?
3. What advice would you give to Silvio regarding his decision on the nonstandard glass wall elevator
that has been ordered?
4. How should he deal with the challenges he is facing over transfer prices and limited technical
cooperation from the European plants?
5. Should he change the strategy for Schindler India that he developed when he was in the company’s
headquarters?

Case 8-2: GE’s Two-Decade Transformation: Jack Welch’s Leadership

1. How difficult a challenge did Welch face in 1981? How effectively did he take charge?
2. What is Welch’s objective in the series of initiatives he launched in the late 1980s and early 1990s?
What is he trying to achieve in the round of changes he put in motion in that period? Is there a
logic or rationale supporting the change process?
3. How does such a large, complex diversified conglomerate defy the critics and continue to grow so
profitably? Have Welch’s various initiatives added value? If so, how?
4. What is your evaluation of Welch’s approach to leading change? How important is he to GE’s
success? What are the implications for his replacement?

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 Student Information Sheet
IMS 6360 – Spring 2005

General Information

Name: ____________________________

Phone # ____________________________

Email: ____________________________ A copy of your photo ID here

Hometown: ____________________________

Year of MBA and focal area(s) of study:

Work experience:

International experience (study abroad, travel, work, etc.) – include length of time and country(ies)

Personal goals:

1. What do you hope to learn from this course?

2. What are you professional and/or academic goals?

3. Is there anything else you would like to share?

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