...For the exclusive use of J. de Preux, 2015. 9-698-014 REV: FEBRUARY 27, 2009 JAN HAMMOND Fabritek, 1992 One afternoon in March 1992, Frank Deere, milling department foreman of the Fabritek Corporation, was approached by Stuart Baker, Fabritek's automotive products manager: "Hi, Frank. I hope that you’ve got good news for me about this week's Pilgrim order. I don't think that my nerves can take a repeat of last week." Fabritek Corporation was organized in 1958; in its early years it had specialized in machining castings for the packaging machinery industry. In recent years the company had developed a strong position in the high quality machined parts market. In 1991 Fabritek sold $45 million worth of parts to 130 machinery and equipment manufacturers in several different industries. The Fabritek plant and offices, located in Columbus, Indiana, were in a modern, single-story building with 150,000 square feet of floor space. The company worked hard to develop and maintain its reputation for rapid, on-time delivery and competitive prices for its high-quality machine work. The president (the son-in-law of Fabritek's founder) stressed four key elements of the company’s strategy for meeting these objectives: (1) a highly skilled and well-paid work force; (2) a large number of general purpose machine tools, readily adaptable to a wide variety of precision machinery operations; (3) an engineering department capable of developing imaginative approaches to machining...
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...How to write a teaching case I am currently – with colleagues Mikael Lönnborg and Gerhard Schjelderup – editing what we hope to be a book of Scandinavian teaching cases. In a meeting in Stockholm recently, I was asked to explain what it takes to write a teaching case. I gave my opinion, we had a very interesting discussion. Here is my (very rough and off the cuff) opinion about what it takes (in reality, how a teaching case differs from a research case). Why are you writing this case? Cases are written for a teaching purpose – and to write a teaching case, you need to have a teaching objective in mind. It is not enough to have an interesting company. Even the best company story needs to have a pedagogical point, a theory or dilemma to illustrate. So don’t write a teaching case just because you happen to know someone in a really interesting company – it does need to be a good story, but it also need to have a purpose. The standard outline Cases – particularly the standard HBS case – follow an outline that can seem rather trite, but which is very effective. It is something like this: 0.5 page: Intro: The protagonist is introduced, typically pondering a question of some importance. The idea is to tell the students from which perspective the case is written, to set the scene – and that is all there is to it. 1 – 1.5 pages: Description of the company – not the whole history, but the relevant details, explaining what the company is doing, how they make their money. Most...
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