Case 27 Teaching Note Nucor Corporation in 2016
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nIt has been quite successful in designing and using incentive compensation systems for both workers
and managers. Nucor’s incentive compensation program for production workers has been a big factor in
enabling the company to achieve and low labor costs per ton produced.
nTop management has shaped the company’s corporate culture to tightly fit its implementation and
execution of a low-cost provider strategy, and its corporate culture is very deeply embedded.
nNucor management pushes its steel mill units to achieve operating excellence.
However, the case is an excellent fit with the material covered in Chapters 3-7. Nucor is a fascinating success
story and one of the world’s most adept manufacturers in crafting and executing a low-cost leadership strategy.
The case details how Nucor has been a first-mover in capitalizing on cutting edge technological innovation in
steelmaking to drive down costs and sustain its position as a low-cost provider for well over three decades.
Furthermore, Nucor’s growth forcefully makes the point that a company can grow and prosper despite highly
adverse industry conditions—if the company has a well-conceived and competitively astute strategy. Even though
Nucor is a Fortune 500 company, it behaves like a small entrepreneurial enterprise that is trying to carve out a
stronger competitive position for itself against formidable and often larger competitors. Because of the global
nature of the steel industry and Nucor’s battle against the dumping practices of certain foreign steelmakers, it is
important for students to have been exposed to the material in Chapter 7 (Competing in Foreign Markets) prior to
being assigned the case. The world steel industry is fiercely competitive. Virtually all of the world’s steelmakers
are struggling to cope with weak worldwide demand for steel and a big overall of excess steel-making capacity.
The “comprehensive” nature of the case and the rich data it contains on Nucor and competitive conditions in the
global steel industry make this case ideal for use as a “final exam” case or a comprehensive written case (or
oral team presentation) assigned near the end of the course.
Conducting the Class Discussion. If you elect to use the Nucor case as a follow-on to Chapters 10-12, we
suggest pressing the class to identify all the different ways the company has sought to implement and execute
its low-cost strategy successfully. Students should be pressed to identify and explain in some detail the principal
causes of Nucor’s long-term business success—has it been good strategy or good implementation and execution
or a combination of both. Indeed, we like to ask the class what Nucor does well that accounts for its success
and industry standing. After the drivers of its success have been thoroughly explored—which should definitely
include both good strategy-making and good strategy execution, then you can probe for where Nucor’s best
strategic opportunities lie and what the company should do next.
If you elect to use the case as a follow-on to Chapters 3-7, we suggest teaching the case in straightforward,
analytical fashion—using the tools of industry and competitive analysis to diagnose the industry situation,
identifying the key elements of Nucor’s low-cost provider strategy, doing a first-rate SWOT analysis, comparing
the value chains of integrated producers versus scrap recyclers, identifying the strategic issues that Nucor
management needs to address, and having students recommend what Nucor needs to do to remain competitively
and financially successful.
Videos for Use with the Nucor Case. There is a video we recommend for use with the Nucor case:
nA 4:16-minute 2016 Bloomberg video titled “What Steel Says About the American Economy” that
can be accessed at http://www.bloomberg.com/news/videos/2016-10-04/what-steel-says-about-the-u-s-
economy
This video is probably best shown at the beginning of your discussion concerning the impact of foreign imports
on the steel industry in the United States and on Nucor’s business performance. If time is too short to show the
video, then it can be viewed by students on their own—preferably before class. Just provide them with the link.