Baldwin-Wallace College
BUS 670 - Management Strategy & Policy
Summer 2010, 8/12 – 8/21
Instructor Information: Mary Pisnar, D.B.A., SPHR
Email: mpisnar@bw.edu
Phone 440-826-2124 Office Hours: 5:30 – 6:00pm Class days
Course Description:
Management Strategy and Policy is a ‘big picture’ course that cuts across the whole spectrum of business and management. The focus of the course is the total enterprise, the industry and competitive environment in which it operates, its long term direction and strategy, its resources, and competitive capabilities, and its prospects for success. The objective of this course is to understand how managers formulate and implement strategies that will provide a direction for the business to follow, leading to enduring business success.
Course Process:
This course involves the "interactive learning" approach, whereby you are responsible not only for your learning but also the learning of other class members. It is my intent we approach each class in the spirit of mutual support, commitment, and competence.
The interactive learning process involves:
(a) The learning brought from interpersonal, educational and work experiences;
(b) The assigned reading for the course, and
(c) The shared learning resulting from the analytical components of the course.
Some of the course will take place in learning teams. The teams will be assigned at the first meeting and remain the same throughout the course.
Required Texts and Materials:
PRIMIS Online Ebook found at http://homepages.bw.edu/~mpisnar/670.html
Thompson, A.A., Strickland, A.J., & Gamble, J.E. (2008). Crafting and Executing Strategy, 16 th
Ed.
New
York: McGraw-Hill.
Harvard Business Review Cases found at: http://cb.hbsp.harvard.edu/cb/access/6320721
Other materials distributed/assigned by the instructor.
Competencies:
This course requires oral and written communication skills, analytical reasoning, data gathering, data organization, and creativity. It will serve as a vehicle for integrating your past areas of study into a holistic process, thus setting the direction for an organizational entity, a professional career or personal quest. More specifically, this course will focus on knowledge and skill development, as detailed below.
Knowledge:
1. To understand the central significance of policy and strategy to top managers and their organizations. This means among other things, an understanding of how environments, external and internal, affect the functioning of an organization. It means an ability to evaluate environment so as to detect opportunities and threats in it to which alert managers must respond. It means an understanding of the processes through which managers can best determine those missions and objectives their organizations should seek; it means the ability to formulate and evaluate the best policies and strategies to achieve these ends, and the methods to assure that policies and strategies are implemented. An important aim of the course should be to underscore for the student the importance of implementation. The best of policies and strategies are ineffective if they are not implemented, and problems of implementation are far too frequently underestimated, both in teaching management subjects and in actual practice.
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2. To learn about and understand the interrelationships among subsystems in organizations and the problems top managers have in avoiding sub optimization of parts.
3. To learn the limits of specialized knowledge for strategic problems.
4, To understand better the uniqueness in settings and operations of different industries and individual companies.
Skills:
Students in the policy and strategy course should be expected to demonstrate such skills as the following in dealing with specific cases and in using the research findings presented:
1. Size up quickly and accurately the situation presented in terms of identifying the core problems and/or issues; and in evaluating management’s policy and strategy in relation to the environment, top management values, societal expectations, the financial position of the organization, and so on.
2. Analyze facts to identify opportunities and threats in the environment and the strengths and weaknesses of the organization so as to get in a position to appraise managerial behavior and/or prepare a situation audit useful in formulating, evaluating, and implementing policies and strategies.
3. Identify policies and strategies that are appropriate to each situation and evaluate alternatives in terms of all relevant criteria, top management values, societal expectations, internal financial, production, technical, and facility situations, and so on.
4. Recommend specific courses of action in terms of (when appropriate) detailed strategies and plans, organizational changes, financial requirements and implications, timing, personnel relations, etc.
5. To sharpen analytical skills acquired in functional areas -- production, finance, marketing operations research, personnel, etc. -- in dealing with problems of the total organization. This is the skill of integrating the knowledge a student has so as to deal with a total enterprise.
6. Link theory and practice. Develop an understanding of when and how to use what tools, and their limitations, in particular problem-solving situations. As demonstrated in this course, there is a rich palette of tools (quantitative and qualitative) that decision makers can use. The student who can choose the most appropriate tools for analysis and know correctly how far to employ them in a particular situation has a highly valuable and marketable skill.
7. In most policy/strategy courses students must prepare written analyses of cases and their recommendations for action. This presents an opportunity for both the instructor and the student to improve writing capability, a skill that has high market value.
8. Policy/strategy courses provide an excellent opportunity for students to improve their oral skills in making presentations. In mind here is not only the art of expressive speech but of developing visual presentations. There is a definite art to doing both well, and the most effective abilities for each differ in the business and government world from those needed in the academic world.
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Instructor-Student Objectives:
There are several additional overreaching objectives of the policy and strategy course that should be mentioned. One is to stimulate students to think for themselves in dealing with specific business problems without depending upon the instructor for “the answer”. Another is to help students make a transition from the academic world of operations by providing them with the opportunity to deal with problems, patterns of thinking, and so on, that are encountered in the organizational world. Finally, the policy course should seek to give students a rich learning experience, which is achieved with pleasure and high interest.
A NOTE ON CASE ANALYSIS AND CLASSROOM DISCUSSION
There is no correct way to analyze of discuss cases. For most problems a manager faces, there are a number of possible and equally acceptable courses of action. Often, too, the decision as to what is the best course of action rests on one’s values.
Instead of looking for the “right” answer or one about which there is a consensus in the class, students should be more concerned about identifying the critical problem; finding feasible alternative courses of action; evaluating alternatives in terms of available knowledge, concepts, tested practices, lessons of experience, and relevant scientific techniques; testing alternatives against evaluations of company strengths and weaknesses; developing detailed plans to determine the credibility of chosen policies and strategies; matching potential gains against calculated risks; thinking through carefully the timing of actions and how to make sure action is in conformance with plans; and so on.
More important than finding a “solution” is the analysis and interchange of ideas that take lace in the class discussion. There should be a maximum of discussion among students so that various views about the cases can be aired. Students need the opportunity to present their analyses and conclusions and to engage in debate for their peers in advancing their positions. The opportunity for students to think for themselves without domination from their peers and the instructor is important.
Students often find it is interesting to “update” cases in the sense of finding out what really happened after the end of the case. That is, of course, interesting but not vital. What one person did in the past is not germane to the analysis of the case itself. It may be interesting for students to compare their recommendations with those decisions actually made, however. Yet if there is a difference between the two, not too much can be concluded from the variation because circumstances change very quickly. Managers on the spot have more information at the time of a decision than students with only case materials, and in any event, no one really knows what would have happened had a different decision been made by either the students or the practicing managers.
In analyzing the cases, it is often helpful to identify the alternative strategies and your recommendation.
Course Requirements
Assignments:
Individual case analysis – Students will submit two written case analyzes using the format provided. All students will submit the ‘Apple Inc. in 2010’ case on Friday August 13 th . The second case is chosen from the remaining cases and is due on the day that the case is covered in class. Students will need to submit a brief written summary of the case issues, an outline of the analysis, and a set of recommendations for the organization. Cases will be evaluated using the following criteria:
Format
Outline of analysis
20%
40%
Recommendations 40%
Total 100%
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Team case analysis – Teams of students will facilitate the discussion on one of the cases. The purpose of the discussion is to generate class involvement and analysis of the case. The team will introduce the organization, key facts, and provide a summary of the strategic issues in the case. The team will then lead the class in a discussion about the case using key questions and applying strategic models. One the day of the Team Case Facilitation, the team will submit a one page summary of their methodology to the instructor.
The team will be evaluated using the attached team facilitation form.
Team strategic analysis – Teams of students will conduct a thorough analysis of one organization of their choice. The analysis will include a SWOT analysis, a competitive forces analysis and will result in the development of strategic recommendations for the organization. The SWOT and competitive forces analysis will be conducted partially in class. Upon completion of the in-class work, the team will submit their initial analysis. Team will present their initial strategic recommendations on the last day of class along with a rough draft of a written summary. The team will finalize their recommendations and submit a formal document by August 31 st . Each element of the strategic analysis is explained further.
1.
ganizational SWOT Analysis - In order to help students, peers and the instructor understand individual organization systems students will prepare a brief organizational analysis. Students should use their work organization or an organization that the students are very familiar with. This
SWOT organizational analysis will cover internal strengths and weaknesses and external opportunities and threats. The class presentation will be approximately 10 minutes long. Students should begin the analysis with a brief description of their organization and its place within its industry. Information such as total revenue, number of employees, geographic scope and key competencies should be covered in the introduction. Each subsequent element of the SWOT analysis should begin with a description of the top two – three critical elements that affect strategy.
At the end of class, students will submit a draft of their analysis to the instructor.
2.
Competitive Forces Analysis –
Students will use Porter’s Five Forces Model of Competition to analyze their organizations. The same organization that has been analyzed in the SWOT analysis should be used for this assignment. Students should provide a brief introduction which explains the general competitive environment of the organization. Each element of the Competitive Forces
Model should then be explained. Students will present their analyses in class
3.
Strategic Recommendations – Students will offer strategic recommendations for their organization. These recommendations should be integrative of the SWOT and Competitive Forces
Analysis. The Strategic Recommendations should identify the organization’s competencies and current strategy and provide a specific set of recommendations for future direction. The recommendations can include internal and external actions. Students should begin with a summary of the organization’s current strategy and identify a limited number of recommendations. Each recommendation should then be detailed with supporting evidence. Evidence may be included as appendices. Students will submit a rough draft of the Strategic Recommendations on the last day of class. The Strategic Recommendation will be presented orally to the class on the last day of the course. The class will then have the opportunity to provide feedback for each student. Using this feedback and all course materials, the final recommendations will be developed and submitted in writing by each student. Due date for submission via email is stated in the course schedule.
Strategic Recommendations will be evaluated as follows:
Format 20%
Introduction 30%
Description of current strategy and organizational competencies
Recommendations 50%
Specific strategy, action plan, and time frame
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Final Grade Composition
The final grade will be determined as follows:
Team Strategic Analysis
Individual Case Analysis
Team Case Facilitation
Participation
Total
30%
30%
20%
20%
100%
Final grades will be assigned according to the following scale.
94 - 100
90 - 93
A
A-
87 - 89
83 - 86
80 - 82
77 - 79
73 - 76
70 - 72
0 - 69
B+
B
B-
C+
C
C-
F
Absences:
It is important that you make every effort to attend class. Due to the condensed nature of this class, no absences are permitted.
Late Submission Policy:
Papers are due on the dates as shown in this syllabus. Late submissions are not the norm and will result in a loss of points for the assignment, depending on the quality of the work performed.
Academic Honesty Policy:
This course follows the policy on Academic Honesty established by Baldwin-Wallace College. Any student not following this policy for any assignment will receive 0 points for that assignment. See the College
Catalogue and Student Handbook for details regarding cheating, plagiarism, etc.
Written Assignments:
ALL written assignments must be type written, double-spaced. All papers MUST follow APA format, exhibit a high degree of professionalism, and demonstrate a command of grammar and punctuation.
Disability-Related Accommodations:
Any student with a documented disability (for example, physical, learning, psychiatric, vision, hearing, and so forth) who needs to arrange reasonable accommodations must contact the instructor and the coordinator of disability services at the beginning of this semester.
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Session 1
Topic:
Thursday August 12,2010
Introduction to Course and Group Formation
Preclass work: Chapter 1 - What is Strategy?
Article 1 – What is Strategy?
Session 2
Case: Robin Hood
Friday August 13, 2010
Topic: Chapter 2 – The Managerial Process of Executing Strategy
Chapter 3 – Evaluating a Company’s External Environment
Preclass work: Case: Apple Inc. in 2010
Session 3
Topic:
Required submission by all students
Saturday August 14, 2010
Chapter 4 – Analyzing a Company’s Resources
Chapter 5 – Five Generic Competitive Strategies
Article 2- The Five Forces that Shape Strategy
Preclass work: Case: Bunge: Food, Fuel, and World Markets
Session 4
Topic:
Monday August 16, 2010
Chapter 6 – Supplementing the Chosen Competitive Strategy
Article 3 – Why Business Models Matter
Preclass work: Case: Two Ways to Fly South: Lan Airlines and Southwest Airlines
Session 5
Topic:
Team case project presentations: SWOT analysis, competitive forces
Tuesday August 17, 2010
Chapter 8 - Tailoring Strategy
Article 4 – Predicting Your Competitor’s Reaction
Preclass work: Case: Microsoft’s Search
Case: Responding to the Wii?
Session 6
Topic:
Wednesday, August 18, 2010
Chapter 7 – Competing in Foreign Markets
Article 5 – Managing Differences
Preclass work: Case: House of Tata
Session 7
Topic:
Thursday, August 19, 2010
Chapter 9 – Diversification
Article 6 – Discovering New Points of Differentiation
Preclass work: Case: Proctor & Gamble
Session 8
Topic:
Friday, August 20, 2010
Chapter 11 – Building and Organization Capable of Execution
Chapter 12 – Managing Internal Operations
Article 7 – Pricing and the Psychology of Consumption
Preclass work: Case: Curled Metal Inc.
Session 9
Topic:
Saturday, August 21, 2010
Chapter 10 – Strategy, Ethics and Social Responsibility
Chapter 13 – Corporate Culture and Leadership
Preclass work: Case: e-Types A/S
Team case project presentations: Strategic recommendations
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Team:______________
I.
Case:____________________________________
Organization of the discussion
Points Actual
A.
B.
Effective organization of the discussion 10
Speaker balance among group members 10
C. Facilitation 25
Questions, student involvement, discussion generation
__________
__________
__________
II. Content of the presentation
A. Coverage of case
B. Interpretation of key facts
C. Recommendations
20
15
20
___________
___________
___________
Overall group evaluation
Comments:
100 ___________
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Baldwin-Wallace College
Department of English
Workshop in Exposition
Distinguishing Qualities of A Papers
1.
2.
3.
4.
Superior content in support of a perceptive thesis.
Clear, coherent, and concrete development of thought and markedly effective organization.
Distinction in style—precise diction and a high degree of fluency and variation in sentence structure.
Practically no errors in grammar and mechanics
The A paper is superior in thesis and content, distinctive in style, and free of errors in grammar and mechanics.
1.
2.
3.
4.
Sound thesis and content.
Distinguishing Qualities of B Papers
Effective organization and coherent development of thought
Precise diction and fluent and varied sentence structure.
Few and mostly minor errors in grammar and mechanics.
The B paper is sound but not superior.
Distinguishing Qualities of C Papers
1. Satisfactory thesis and content.
2. Competent organization and coherence with a reasonable if not wholly successful plan.
3. Adequate style with clear statements and some variety in sentence structure and length.
4. Relatively few errors in grammar and mechanics.
The C paper is competent but average.
Characteristic Weaknesses of D, F, and U Writing
1.
Weak content in support of an imprecise or confused thesis.
2.
Unsatisfactory progression of thought, no discernible plan of organization, and inadequate development of topics and sub-topics.
3.
Imprecise diction, awkward or unclear sentence structure, and excessive short simple or long disjointed sentences.
4.
Numerous errors in grammar and mechanics.
The D (or U) paper is unsatisfactory in content, organization, development, or grammar and mechanics. The F (or
U) paper is outstandingly deficient in one or more of these.
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UNDERSTANDING GRADES
Grading performance constitutes a complex and difficult process. While human beings cannot be pigeon-hold, they can be judged on the basis of effort and achievement, not effort alone. These descriptions attempt to explain why different students obtain different results.
The A Student- An Outstanding Student 90-100 points
Attendance
Preparation
“ A” students have virtually perfect attendance. Their commitment to the class resembles that of the instructor.
Attitude
“A” students are prepared for class. They always read the assignment. Their attention to detail is such that they occasionally catch the instructor in a mistake.
Curiosity
Preparation
“A” students show interest in the class and in the subject. They look up or dig out what they don’t understand. They often ask interesting questions or make thoughtful comments.
Retention
Attendance
“A” students have retentive minds. They are able to connect past learning with the present.
They bring a background with them to class.
Attitude “A” students have a winning attitude. They have both determination and the self-discipline necessary for success. They show initiative. They do things that have not been told to do.
Talent
“A” students have something special. It may be exceptional intelligence and insight. It may be unusual creativity, organizational skills, commitment- or a combination thereof. These gifts are evident to the instructor and usually to the other students as well.
Results
“A” students make high grades on tests-usually the highest in the class. Their work is a pleasure to grade.
The “B” Student- A Good Student 80-89 points
“B” students attend most class sessions. In some cases, work or family obligations may cause them to miss class, but they are serious students.
“B” students usually read and prepare assignments to at least get a general understanding of the material prior to coming to class. Their work is accurate but not reflecting a high level of attention to detail or creativity.
“B” students express interest in the class and subject matter but lack the intellectual curiosity to probe deeply into the subject matter. They will often ask questions to clarify their understanding of the material. They demonstrate discipline in their approach to the class.
Talent “B” students are usually above average in ability and intelligence. They may occasionally have difficulty with some aspects of the material but overall have a good grasp of the subject matter.
Results “B” students obtain consistently good but not distinguished results on tests. Most of their work is accurate but may lack in detail and certain specific information.
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The “C” Student- An Average or Typical Student 70-79 points
Attendance “C” students miss class frequently. They put other priorities ahead of academic work. In some cases, their health or constant fatigue renders them physically unable to keep up with the demands of high performance.
Preparation
“C” students prepare their assignments consistently but in a perfunctory manor. Their work may be sloppy or careless. At times, it is incomplete or late.
Attitude “C” students are not visibly committed to the class. They participate without enthusiasm.
Their body language often expresses boredom.
Talent “C” students vary enormously in talent. Some have exceptional ability but show undeniable signs of poor self-management or bad attitudes. Others are diligent but simply average academic ability.
Results “C” students obtain mediocre or inconsistent results on tests. They have some concept of what is going on but clearly have not mastered the material.
The “D” Student- A Below Average Student 60-69 points
Attendance “D” students frequently miss class and/or arrive late to class. The learning process and obtaining an education are low on their priority scale.
Preparation “D” students are inconsistent in preparing for class and often miss turning in assignments on time.
Attitude “D” students show a low level of commitment to the class. They seldom participate actively and are more likely to complain about the work that they have not done than spend time trying to learn the material.
Talent “D” students vary greatly in talent. Some are very able but allow poor attitudes and lack of discipline to interfere with their class performance. Others may try to learn material but lack the academic ability or disciplined interest to succeed.
Results “D” students do poorly on tests. Their understanding of the subject matter shows little mastery of the course topics.
The “F” Student- A Failing Student
Attendance “F” students attend class irregularly.
0-59 points
Preparation “F” students consistently turn assignments in late or do not turn them in at all. They usually do not separate for class sessions.
“F” students show no visible interest in the course material Attitude
Talent “F” students are sometimes quite bright but are uncommitted to the class and lack selfdiscipline. Others may lack fundamental ability, at least as related to the subject matter.
Results “F” students usually obtain very poor exam grades and do poorly on other assignments.
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