Spring 2013
Dr. Karagozoglu
CALIFORNIA STATE UNIVERSITY, SACRAMENTO
College of Business Administration
GM 105 - Strategic Management
COURSE OUTLINE
INSTRUCTOR:
Dr. Necmi Karagozoglu
OFFICE:
TAH-2024
OFFICE PHONE:
278-7389
OFFICE HOURS:
MW 3:00-4:30
REQUIRED TEXT
Stephen J. Porth, Strategic Management, Custom Edition for GM 105/Professor Karagozoglu
(New Chapter added and the Cases compiled by Professor Karagozoglu, 2012)
COURSE OBJECTIVES/CONTENT
1.
To develop students' capacity to think strategically about a company, its competitive
position, how it can gain competitive advantage, and how its strategy can be implemented.
2.
To develop students' skills in analyzing a company's external and internal environments in
making effective strategic decisions, and in understanding and managing problems
associated with strategy implementation.
3.
To integrate the knowledge gained in earlier core courses.
COURSE OBJECTIVES/PROCESS
1.
To perform competent analysis and to make effective decisions in strategic business
situations which often embody varying degrees of uncertainty and ambiguity.
2.
To tolerate uncertainty and ambiguity while embracing persistence (luck favors the
persistent) and striving to formulate creative solutions (Aha! Feeling).
3.
To work on complex business problems in a team setting.
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4.
To view and utilize the potentially frustrating occurrences in team dynamics as
opportunities to build and reinforce your team management skills. In this connection, learn
to build your own approach based on positive, creative, and productive criteria.
5.
To contribute to a cooperative, synergistic, and productive team culture. Learn to support
and cooperate with your team members in all aspects of the course including preparation for
the three exams.
6.
To orally present team reports adhering to a persuasive approach (using logos, ethos/source
credibility, and pathos appeals) to “sell” the report to your audience.
7.
To defend your report firmly but not dogmatically. Learn to listen, to keep an open mind,
and to learn from others.
CASE METHOD
The structure of this class will be somewhat different from most of the other classes you have
taken. We will employ “case method” and engage in discussion. Briefly, “The philosophical
approach taken in discussion is one of inductive, autonomous, active, cooperative learning for the
student. Students spend most of their class time in interactive discussion of cases that they read
and prepare for discussion before class” (Corner & Corner, 2000). One theory of learning posits
that learning is a process or cycle with four steps: abstract conceptualization, active
experimentation, concrete experience, and reflective observation (see below). Traditional
teaching that is focused on lecturing generally helps a student with abstract conceptualization.
Discussion teaching attempts to bring all four steps into the classroom. “By structuring,
presenting, and sustaining arguments, students introduce ideas from which other students draw
by relating them to their own ideas thus further enhancing their own learning. Collective and
personal observation is then forthcoming. This advances the learning cycle in class” (Corner and
Corner, 2000).
Concrete Experience
Active Experimentation
Reflective Observation
Abstract Conceptualization
Given this method, the following principles are fundamental to this class:
A discussion class is a partnership in which students and the instructor share the responsibilities
and power of teaching and the privilege of learning together. A discussion team must evolve
from a collection of individuals into a learning community with shared values and common
goals.
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This means that we are all in this together. The success of the class will depend on the level of
involvement, preparedness, and enthusiasm each of us brings to class. A variety of classroom
discussion techniques will be used during the class to facilitate discussion. Sometimes you will
contribute as an individual and sometimes as part of a team.
Regular attendance is required in order to achieve the course objectives. Each student is
expected to participate extensively in all class discussions. Merely coming to class is not
sufficient; attendance is not participation.
COURSE REQUIREMENTS
1.
Conceptual Material/Text
Chapters should be read and digested prior to the sessions for which they are
assigned. Since much of managerial work involves sharing ideas and team problem
solving, your class participation will be considered an integral part of the course.
Most of the reading materials will be covered in class through class discussions,
questions from the students and questions from the professor. In other words, the
material studied will not simply be rehashed in class. It will be assumed that you
learned the assigned chapter contents well unless you ask questions. That is why it
is extremely important that you read and digest the assigned chapters adequately
prior to our class meetings each week. As you will notice on the course syllabus,
reading materials will be covered during the first half of the course while the second
half will be devoted to case studies and oral presentations. The course is structured
as such because you must have the proper background prior to performing complex
case studies.
2.
Case Studies
A.
Team Written Case Studies:
Six cases from the text will be assigned. Each team will write approximately 15 to
25 double-spaced, typewritten pages of report; bibliography, graphs, charts, or
tables may be added as appendixes on one of the six cases to be assigned to submit
the reports on the scheduled date and make an oral presentation of it. Team sizes
can range from three to seven students. Please review the Format for Case Study
(provided in this course outline) for more specific instructions.
B.
Case Presentations:
Each team will present one case study to the class. Teams are expected to present,
discuss and debate their case study. There will be a 40-minute time limit on all
presentations. Team members are expected to share equal responsibility in oral
presentations and will be graded individually based on the effective use of visual
aids, professional appearance and attitude, attentiveness and enthusiasm, and the
ability to defend his/her analysis/solutions in calm, cooperative, and constructive
manner. A high level of professionalism is expected in these endeavors. I
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encourage you to utilize all the presentation skills you have acquired and to make
use of the available technology and to provide your classmates a persuasive,
interesting and enthusiastic delivery.
C.
Class Participation:
Individuals should be prepared to critique the assigned case presented in class.
After each case presentation, the class will point out any mistakes, inaccuracies
and/or gaps in the analyses presented; comment on the feasibility and thoroughness
of recommendations given, and offer counter recommendations with supporting
analyses or information. You will write your critique on the “case critique” form.
Please review the “Guidelines for oral presentation critiques”.
Teams are expected to present, discuss, and debate their work. Team members are
expected to share equal responsibility in oral presentations and demonstrate
effective use of visual aids, professional appearance and conduct, attentiveness and
enthusiasm, and defend his/her analysis/synthesis in a calm, cooperative and
constructive manner. Deficiencies in fulfilling this requirement will cost you up to
10 points for each presentation.
D.
Consulting Case:
Student teams will be assigned to do a consulting work for local companies that
have applied to the School of Business for advice. This assignment will help
students gain "real-world" experience in strategy formulation and implementation
and will improve their skill in analysis of complex, unstructured problems and in
synthesis of plans for action and implementation. Each student team is required to
prepare a report in the length of approximately 25 to 50 typewritten pages
(excluding appendices) and submit one copy of it to the client upon completing their
work and another copy to the instructor on the date shown in the Course Outline.
More specific instructions are attached in the syllabus packet.
E.
Peer/Performance Ratings:
Each member of the team will turn in a “peer evaluation” of his/her team members
at the end of the semester. These evaluations will be held in strictest confidence
and results will not be disclosed to any individual until the close of the semester. At
that point a student will have the prerogative to inquire about his/her total score as
rated by his/her team. There will no individual scores available for any reason. The
obvious purpose of these evaluations is to assist the professor in determining an
individual’s contribution to the case analyses.
F.
Sign-Offs
Submission of all team projects must accompany a signed certificate that states all
of the team members have seen, reviewed, and approved the final report. Do not
divide the work among team members and produce the final report as the sum of
separate efforts.
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Examinations:
Three examinations will be given. Each exam will include 25 multiple-choice
questions.
COURSE POLICIES

Team work is intended for all members to interact and synthesize all of the cases from
start to finish.

Cases turned in after the scheduled class period is eligible for a grade no higher than a
“C” (and only if the report is otherwise an “A”). No late reports will be accepted if
submitted more than one class day past the schedule due date.

There are NO MAKE UP EXAMS with the exception of health related absences, and
funeral attendance. Instructor must be notified for legitimate absences prior to the exam.
Instructor will use his/her judgment if documentation is necessary for absences. This
policy will be strictly implemented!

Fifteen-page report on a topic chosen by the instructor is required for missing an oral
presentation. There is no make-up opportunity for a failure to perform adequately in oral
presentations.

Academic Dishonesty: Any form of academic dishonesty (e.g., cheating or plagiarism)
will be grounds for receiving a grade of “F” for the course.
GRADING
One Case Analysis Report
Consulting Case Report
Examination I (Chapters 1, 2, 3)
Examination II (Chapters 4, 5, 6, 7)
Examination III (Chapters 8, 9, 10, 11)
Class Participation
Contribution to Team Reports
Learning Assessment
TOTAL POINTS
Points
75
75
50
50
50
25
20
24
369
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GRADE DISTRIBUTION
Grade
A
AB+
B
BC+
C
CD+
D
F
Class Average Range
GPA Equivalent
100-93
92-90
89-87
86-83
82-80
79-77
76-73
72-70
69-65
64-60
59 and Below
4.0
3.7
3.3
3.0
2.7
2.3
2.0
1.7
1.3
1.0
0.0
CLASS SCHEDULE
WEEK
TOPIC
1/28-2/1
Introduction to the Course and Course Requirements
2/4-2/8
Chapters 1, 2, 3
2/11-2/15 Instructions to Text Case Studies and Consulting Case
Chapters 4, 5
2/18-2/22 Chapters 6, 7, 8
2/25-3/1
Review for Exam I and II Preliminary
Preliminary Presentations on Consulting Case Work-in-Progress
3/4-3/8
Exam I (Ch. 1, 2, 3)
Team Meeting for Case Study
3/11-3/15 Exam II ( Ch. 4, 5, 6, 7)
Team Meeting for Case Study
3/18-3/22 Chapters 9, 10, 11
Team Meeting for Case Study
3/25-3/31 Spring Recess
4/1-4/5
Exam III (Ch. 8, 9, 10, 11)
Team Meeting for Case Study
4/8-4/12
Cesar Chavez Birthday Observed (Campus Closed)
Team Meeting for Case Study
4/15-4/19 CASE STUDY I
TEAM REPORT DUE ( TEAM PRESENTATION AND CRITIQUE)
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TOPIC
4/22-4/26 CASE STUDY II
TEAM REPORT DUE ( TEAM PRESENTATION AND CRITIQUE)
4/29-5/3
CASE STUDY III
TEAM REPORT DUE (TEAM PRESENTATION AND CRITIQUE)
5/6-5/10
CASE STUDY IV
TEAM REPORT DUE (TEAM PRESENTATION AND CRITIQUE)
5/13-5/17 CASE STUDY V
TEAM REPORT DUE (TEAM PRESENTATION AND CRITIQUE)
5/20-5/24
CONSULTING CASE REPORTS DUE
FORMAT FOR WRITTEN CASE STUDY/CONSULTING CASE REPORT
Important: In your Case Study Report, please fully utilize the concepts, approaches, and
tools presented in the lectures and in the text.
I.
Executive Summary: State the purpose of your project and summarize the issues and the
strategies you recommend.
II.
Internal Analysis: (a) Analyze and evaluate how the company has performed so far (be
sure to conduct ratio analysis, (b) Value chain analysis, (c) VRIO analysis, (d) list
strategically relevant strengths and weakness.
III. External Analysis: (a) trend analysis concerning the general environmental factors and
Porter’s industry forces, (b) list Opportunities and threats.
IV. Strategy Analysis and Choice: using the information from your internal and external
audits, and the appropriate tools from the text, identify your strategic objectives, generate
strategy alternatives (state pros and cons for each alternative), and choose strategies to be
implemented accompanied by a discussion of rationale for choosing them. Please exercise
diligence to not mix strategies from implementation plans. Use Tows Matrix.
V. Strategy Implementation: Develop plans to foster successful implementation of your
recommended strategies. Include thorough consideration of the implementation concepts
offered in the text. Provide sufficient details for each implementation plan proposed.
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VI. Evaluation & Control: For Text Case Study: Develop balanced Score Card
For Consulting case: Develop three year PRO FORMA Income Statement, balanced sheet
and cash flow statement with remarks column that includes your assumptions. Present most
likely, optimistic, and pessimistic scenarios for each statement.
GRADING CRITERIA
Excellent performance (letter grade of "A"/exceeding requirements) in this project entails a team
to carry out all of the above steps accurately, thoroughly, interactively (i.e., logical flow through
the steps of this format), substantively, creatively, and to write a business style report which
exhibits competent writing proficiency. In the event that information required to meet the criteria
of providing substance and completeness in carrying out the above steps could not be obtained,
then the information search effort should be fully described in the report where applicable. In the
absence of complete and accurate information, reasonable assumptions should be made and these
should be fully stated in the report where appropriate.
GUIDELINES AND POLICIES ON CASE STUDY TEAMS
•
Select a team leader for each project.
•
Team leader, in collaboration with all team members, should formally plan and schedule the
team activities. Note that it would be impossible to fully satisfy all the team member's time
constraints and schedule requirements. Everyone must cooperate and compromise when
necessary.
•
Advance your own ideas firmly but not dogmatically. Persisting rigidly on your own ideas,
without a genuine effort to incorporate others' views to your own, will stifle creativity and
block the generation and flow of innovative and fruitful ideas.
•
Be alerted to the fact that a chronic domination of the team process by one or two members
would risk team productivity and become self-defeating.
•
Team performance should be determined by the majority. Failure of one team member to
adequately contribute to team work should not be allowed to affect performance.
•
Each member should keep a timely record of team activities and submit these as cumulative
evidence to support peer performance ratings.
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•
Majority of the team members may decide to disqualify a team member to receive credit on
the team report. Majority is defined to include all of the team members except for the team
member who is considered to be excluded to receive credit for the team report. The request
by the majority in this regard must accompany a document containing detailed account of all
of the team activities and explanation on how the particular team member drastically failed to
meet the team's expectations in relation to these activities. This document must bear the
signatures of all of the team members who constitute majority as defined above.
•
The class time allocated to team meetings must be fully utilized by all team members to be
devoted to team activities. A team member's failure to comply with this policy must affect
his/her peer performance ratings.
•
Teams should meet and work together on all of the assigned cases. Team effort to prepare a
written case study report will involve several meetings.
•
Each team member is responsible for the entire contents of the written team report. Teams
should make every effort to fully and effectively integrate logically consistent and coherent
reports.
•
Peer performance rating less than 15 points must accompany a detailed explanation.
GUIDELINES FOR ORAL PRESENTATION CRITIQUES
1.
The goals intended with this requirement are:
• To sharpen your critical thinking skills
• To sharpen your written and oral communication and persuasion skills (especially
under time constraints)
• To ensure your in-depth and thorough exposure to multiple case studies
• To prepare and train you for the competitive realities of the business world
2.
Master case facts both qualitative and quantitative in advance. Write notes on what you
may potentially use in your critique.
3.
Identify the main issues in the case and think critically and creatively about them to
arrive at insightful perspectives. Write notes on what you may potentially use in your
critique.
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4.
Avoid incomplete and unsubstantiated critique such as "Your team has not looked
into the inventory situation". Add substance such as "900 item product line (up
from 800) / high inventory levels (up 33%) / inventory turns down from 5.8 from
1999 to 3.2 - These show company has a lack of manufacturing discipline; new
products replaced old, creating obsolete inventory". Or, rather than limiting your
critique to "You have not mentioned the reason for the sluggish sales". Offer your
perspective on that point such as "90% of the company's products sold through
distributors or independent showrooms/sales made through 54 agents that carry
other lines - therefore, the company have few levers to use directly in increasing
sales".
5.
Do not critique the style of the presentation (e.g., oral presentation style, particular
approach to use visual aids, your opinion regarding how effective the presentation is
etc.). Focus on the contents of the presentation.
6. You must orally share your critique in class to earn check points. The exception to this
rule applies if the class runs out of time. Violation of this rule will cost you three
negative checks per violation.
7. You can earn maximum three check points for three distinctively different critiques per
case study. Please number your critiques on the form provided.
INSTRUCTIONS ON CONSULTING CASE
•
Provide an executive summary and a one-page section on "History of the
Company". Organize your report into section headings from the "Format for
Written Case Study Report".

You should address to the client and his/her company throughout the report
except for the “History of the Company” section.
•
Submit one copy to the client and get his/her signature on the appropriate form to
acknowledge receipt.
•
Submit two additional copies to me on the date shown in the course outline, along with
the following:
 Completed SBI form (You were given these forms attached to the case
earlier in the submitted.
 Completed Student Peer Evaluation Sheets.
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STUDENT PEER EVALUATION SHEET
Your Name:___________________________________
Group #: ________ Section #: _____
DIRECTIONS TO STUDENTS: This is your opportunity to rate the contributions made by
your group members. Rate each group member on a scale of 0-5 (5 being the highest
possible) in each area:
1.
Cooperativeness: Was the group member available for meetings?
2.
Dependability: Was he or she cooperative in making group decisions?
3.
Originality and Creativity: Did this group member play a leadership role in one or more
areas of the case? Did this person make contributions in analyzing the case?
4.
General Contribution: Did this group member complete his or her "fair share" of the
case? This includes analysis, any required trips to the library or anywhere else,
preparation of the final report or presentation materials, etc.
Total the 4 ratings for each group member in the OVERALL RATING column (20 being the
highest possible). Your rating sheet will not be shown to other group members.
Name of Your
Group
Members
Cooperativeness Dependability
Originality
General
OVERALL
&
Contribution RATING
Creativity