Tim hortons case study analysis

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Strategic Management

Sarah Easter

MGMT 439/Spring 2019

Abilene Christian University

Table of Contents

Introductory Note on the Case Method.............................................................................................5

Netflix Inc.: Streaming Away from DVDs........................................................................................11

Vietnam Handicraft Initiative: Moving Toward Sustainable Operations..........................................21

Art Feeds: Scaling a Non-profit Organization.................................................................................33

Namasté Solar................................................................................................................................45

Hong Kong Disneyland...................................................................................................................57

Apple and Its Suppliers: Corporate Social Responsibility...............................................................73

IMAX: Larger Than Life...................................................................................................................83

LEGO Group: Building Strategy....................................................................................................101

Homelessness in Harvard Square: Multi-Stakeholder Collaboration in Action.............................113

The U.S. Postal Service: A First Class Disruption........................................................................137

Burro: Tools for a Better Life in Ghana.........................................................................................149

Tim Hortons Inc............................................................................................................................155

Alice Saddy: Caring for the Community........................................................................................171

The Espresso Lane to Global Markets.........................................................................................181

Strategic Management MGMT 439/Spring 2019

Sarah Easter Abilene Christian University

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9B08M085

AN INTRODUCTORY NOTE ON THE CASE METHOD John Haywood-Farmer wrote this note solely to provide material for class discussion. The author does not intend to provide legal, tax, accounting or other professional advice. Such advice should be obtained from a qualified professional. This publication may not be transmitted, photocopied, digitized or otherwise reproduced in any form or by any means without the permission of the copyright holder. Reproduction of this material is not covered under authorization by any reproduction rights organization. To order copies or request permission to reproduce materials, contact Ivey Publishing, Ivey Business School, Western University, London, Ontario, Canada, N6G 0N1; (t) 519.661.3208; (e) cases@ivey.ca; www.iveycases.com. Copyright © 2008, John Haywood-Farmer Version: 2018-06-21 Much of the study of business administration is accomplished through the study of business cases, a method chosen for its effectiveness. This note’s goal is to help you learn how to deal with cases. WHAT IS A CASE? This note uses the term “case” to refer to a written description of a situation actually faced by a manager. Cases commonly involve a decision to be made, a problem to be solved or an issue to be settled. Although in some cases the authors might have disguised names, places, and other facts at the request of the organizations involved, most of the cases you will encounter are real situations that real people have faced. The objective of each case is to leave you at a point much like the one that the individual in the case actually confronted — you must make a decision. In each case situation, the decision maker is expected to determine what problems and opportunities existed, to analyze the situation, to generate and evaluate alternative courses of action, and to recommend and implement a plan of action. Except for the fact that you will not have the actual opportunity to implement the plan of action and see the results, you will be expected to go through this same process. As they grapple with problems, decision makers encounter a number of common frustrations: a shortage of good information on which to base decisions, a shortage of time in which to make decisions, uncertainty about how plans will work out, and a lack of opportunity to reduce this uncertainty at a reasonable cost. You will experience these same frustrations because the cases try to give you the same information, time pressures, and so on that the decision maker had. In short, you will simulate the experience of decision making. However, cases do simplify the task somewhat: someone has already collected and sorted all the available data for you and presented it in a reasonably neat package. In real life the decision maker also faces the task of collecting the data that might be relevant for making a decision. THE CASE METHOD The case method is not a single approach, but rather several variations. The general theme, however, is to learn by doing, rather than by listening. According to the Chinese scholar Confucius: “I hear and I forget. I see and I remember. I do and I understand.” This quotation illustrates the importance of hands-on

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experience in learning. Class sessions using cases are not lectures but discussions that emphasize the development of skills in problem solving and decision making. In a typical case discussion everyone in the room works toward a solution to the particular problem being addressed. Consequently, students will interact with one another as well as with the instructor. The student’s role, then, is one of participation and contribution — active listening and talking with others in the class. The instructor’s role is not to lecture the group but to guide the discussion by probing, questioning, and adding some input. Cases can be used in several ways. You will probably be asked to deal with them in some or all of the following ways: 1. a. Individual preparation for a class discussion, followed by

b. Small group discussion in preparation for a class discussion, followed by c. Class discussion.

2. A written report or in-class presentation of a case. 3. A written examination of your ability to handle a case. Each of these methods is somewhat different and will require some variation in your approach. Also, your instructor will undoubtedly have his or her own comments to add to the following general remarks about approaches to cases. INDIVIDUAL PREPARATION FOR CLASS Cases can be complicated and controversial. In reality, they are unstructured problems. Watch out — the process of case preparation can be deceiving! Some students think they are on top of the situation without really having done much work. They read over cases casually once or twice, jot down a few ideas, go to class, and listen to the discussion. As points come up they think, “I touched on that,” or “I would have reached the same conclusion if I had pushed the data a little further.” However, when exam, report, or presentation time arrives and they must do a case thoroughly on their own, they find themselves in serious difficulty. These students spend all their time in the exam trying to learn how to deal with a case, rather than tackling the case issues on which they are being tested. Because this is the first case these students have really tried to do from beginning to end, this situation is not surprising. Their position is similar to that of someone who trained by watching others practise for a number of months and then entered a 100- metre race at an official track meet. To help provide you with some structure, your instructor might assign specific questions to be addressed as you work on a case. You should consider such assignment questions as a means to assist you in getting started on the case and not as the limit of your preparation. When your instructor assigns no questions, it is up to you to develop the structure. In class, your instructor will still expect you to be ready to give a supported decision concerning what you would do as the decision maker in the case. Accordingly, you should regard each case as a challenge to your ability to: 1. Define a problem; 2. Sort relevant from irrelevant information; 3. Separate fact from opinion; 4. Interpret and analyze information; 5. Come to a reasoned decision and course of action; and 6. Communicate your thoughts clearly and persuasively to others during class discussions.

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Cases also serve to communicate a good deal of descriptive information about a wide variety of institutions and business practices. Many cases are sufficiently complex to absorb all the preparation time you have — and then some! Therefore, it is extremely important that you develop skill in using your preparation time efficiently. Much of your preparation time should be spent analyzing and interpreting information. In effect, the case presents facts and opinions. Your job is to become acquainted with those facts and opinions and to know how they relate to the decision. The following steps will help you in your individual case preparation: 1. Read the case once quickly to get an overview. 2. Skim any exhibits in the case just to see what type of information is available. 3. Find out — frequently from the few paragraphs at the beginning and end of the case — who the