Below and in the link in Assignment Documents is the schedule for each team – when you’re scheduled to present the case in class and the week you’re responsible for capturing the ‘answers’ in class and posting.

MIS 3537

Internet Enabled Supply Chains

Spring 2016

Due Date: February 4, 2016

Refer to the case “World Wide Technology and Clearorbit: Enabling Supply Chain Collaboration” on the HBSP website.

Answer the following questions briefly:

1. What were the main challenges facing the OEM’s MRO purchasing operations?

2. Why did WWT choose ClearOrbit’s POC software?

3. What benefits did the OEM and WWT realize?

4. What steps did OEM/WWT take to convince suppliers to use the new system?

5. What other supply chain collaboration initiatives can OEM/WWT pursue?

MIS 3537

 Internet Enabled Supply Chains

Spring 2016

Due Date: January 28, 2016

Refer to the case “Zappos.com: Developing a Supply Chain to Deliver WOW!”. Answer the following questions briefly.

1. Is Zappos mainly a pull or a push supply chain? With illustration of Zappos’ current supply chain, show the push-pull boundary of Zappos? Also show the push-pull boundary of Zappos’ Drop Ship model.

2. Show the evolution of Zappos’ supply chain in a diagram. What changes did Zappos make in its supply chain? Do you think that these changes are justified?

3. What are Zappos’ core competencies and sources of competitive advantage? How sustainable are they?

4. How would you expand the business? Would you add more products, more geographies, or by selling private labels?

5. How would you expect the environment of a more cost conscious customers to affect Zappos’ business? What can Zappos’ do to maintain sales in such an environment?

All groups (expect the group making the presentation) are required to submit a printout of their answers to the instructor at the beginning of the class. Also, be prepared to discuss the case in the class.

MIS 3537 Internet & Supply Chains

Spring 2016

Due Date: Jan 21, 2016

Refer to the case “Crocs: Revolutionizing an Industry’s Supply Chain Model for Competitive Advantage” from the Harvard Business Publishing website

Answer the following questions briefly:

1. What are Croc’s core competencies?
2. How should they exploit these competencies in the future?  Consider the following alternatives and comment how each alternative matches / does not match with Crocs core competencies.
   • Further vertical acquisition into materials
   • Growth by acquisitions
   • Growth by product expansion
3. What are the drawbacks of having too little or too much inventory?
4. Is Crocs a high margin or a low margin company (compared to competitors)?  How does a company’s margin impact its inventory decisions?  In other words, should a high margin company carry more or less inventory?

Link to the ‘correct’ answers. Crocs Case Answers

Thanks to the team of: Frank Juhasz, Yasmin Ahmed, George Becker, Tim Jacobs and Ryan Clarke for capturing.

Case method teaching immerses students into realistic business situations.  Cases provide the reality of managerial decision making — which includes incomplete information, time constraints, and conflicting goals — as students learn how to analyze business situations.  The case method stimulates students’ thinking and encourages discussion.  Not only is it a very relevant and practical way to learn, it’s exciting and fun.

The cases are from Harvard Business School Press.  The cases will help you understand how companies are using Supply Chains in innovative ways.  The instructor will provide a list of questions with each case. The instructor will lead a discussion of these cases in the class.  For each case, one group will also be expected to make a presentation of the case in the class.

One group will present this case in the class, and another group will post the correct answers to these case questions on the blog after the class discussion.  The remainder of the groups are required to submit a printout of their answers to the instructor at the beginning of the class. Also, be prepared to discuss the case in the class.

Instructions for each Student and All Groups

Although the answers to the case questions posed are to be submitted by the group, each individual student’s preparation and participation is critical.  Specifically:

1. Preparation. Each student must read the case.  Then work within their team to analyze the case, and then formulate an action plan.  Without this, the case discussion will mean little.
2. Presence. If the student is not present, she or he cannot learn and, more important, cannot add her or his unique thoughts and insight to the class discussion.
3. Promptness. Students who enter the classroom late disrupt the discussion and deprecate the decorum of the process.
4. Participation. Each student’s learning is best facilitated by regular participation.  More important, the case student has the responsibility to share his or her understanding and judgment with the class to advance the group’s collective skills and knowledge.