SEMESTER:
LOCATION:
TIME:
Spring 2015
Dawson Hall – D230
6:00P.M. – 10:00P.M.
Monday
Pre – Assignment:
INSTRUCTOR:
PHONE:
EMAIL:
MEETING:
Bud Pruett
787-4533 (Home)
gpruett@ben.edu
Before and after
class or by appointment
Read Chapters 1 and 13 in the text and be prepared to discuss.
MGT 380 – LT15 - STRATEGIC MANAGEMENT
I. Course Description:
Management capstone course enabling business students to use the discipline and
techniques learned throughout their program of study. Case studies stress the importance
of basing management decisions on a strategic view of the organizations. Prerequisites:
MGT 300, FINA 300, MKTG 300, and senior standing.
II. Textbook:
Strategic Management – Text and Cases; Gregory G. Dess, G. T. Lumpkin, Alan B.
Eisner, Gerry McNamara, McGraw-Hill Irwin, 6th Edition. ISBN: 978-0-07-802931-8
III. Mission Statement:
Benedictine University is dedicated to the education of undergraduate and
graduate students from diverse ethnic, racial and religious backgrounds. As
an academic community committed to liberal arts and professional
education distinguished and guided by our Roman Catholic tradition and
Benedictine heritage, we prepare our students for a lifetime as active,
informed and responsible citizens and leaders in the world community.
IV. Goals:
Goals—



Evaluate the role of economics and business in the social environment of our culture
Articulate how the functional areas of business interrelate within organizations
Improve skills in communication, analytical thinking and appreciating the human element in
organizations
 Develop specific skills applicable to the various aspects of the functional areas of business
Course Objectives—
 We will introduce the student to management concepts and terminology.
 We will discuss the importance of planning in setting organizational direction.
 We will assess the impact of organizational structure on organizational flexibility.
 We will examine leadership and its relationship to management.
 We will address controls as assessment tools to keep organizations focused.
To develop the capacity to think strategically about a company in it’s current business
position and it’s future direction, using a variety of tools developed in other business
courses. Using cases, the student will build skills in conducting strategic analysis in a
variety of industries and situations while working both independently and as part of a
“consulting” team to the company. To make students more conscious about the importance
of ethical principles, sound company values, and socially responsible management practices.
Students will study and learn to use analytic tools such as SWOT analysis, five forces
analysis and strategic group mapping. They will learn how teams operate and how to work
effectively in teams while learning the managerial tasks associated with implementing and
executing company strategies. They will learn to apply the analytical techniques and
management decision making from the text by using case studies.
Outcomes:
Students will learn to critically analyze a company in it’s business situation, how it fits in
it’s industry, how to define problems and recommend solutions using the traditional
analytical sequence of 1) identify, 2) evaluate, and 3) recommend. They will learn
managerial and leadership tasks associated with developing and executing company
strategy and learn to function as part of a management team. They will learn to integrate
knowledge gained in previous business courses and how the various pieces fit together in
successfully running a company.
V. Teaching Method:
This course is a combination of lectures, power point presentations, class discussion, case
studies and team presentations. This class is interactive. In order to complete the course
successfully, students must come to class and must be prepared to discuss the reading
assignments.
VI. Course Requirements:
All reading of the chapters, cases and other assignments should be completed prior to class
so students can come ready to participate in discussions.
Attendance: Participation in class discussions, case studies and team presentations will be
critical to successful completion of this course and part of the grading process. Merely
coming to class and listening is not sufficient; attendance is not participation. Because
participation is so important, attendance, taken on a regular basis, will be necessary at each
meeting. Any missed tests will not be made up, unless there is a previously approved,
excused absence. It is the student’s responsibility to make up any lost work from missing
class. The BU rubric for participation will be used as a guide for grading this element.
This course is highly accelerated, and students will need to take a great deal of
responsibility for their own learning outcomes. Attendance is required in each class
meeting for the full period of time. Any absence must be due to extraordinary
circumstances and will require documentation for it to be considered excused.
Documentation must be provided immediately in order to determine what, if any,
accommodations are reasonable or possible. Class attendance will directly impact your
final grade, and each undocumented absence will be considered unexcused and will result
in a 20% reduction in the final grade for the course.
Due to the accelerated nature of the course, should you experience a medical condition
which prevents you from attending any class(es), appropriate medical documentation must
be provided immediately so it may be determined what, if any, accommodations are
reasonable or possible.
Written Assignments:
Written assignments are to be in memo form using good grammar, spelling and other
written communications skills. Good analytical tools and techniques presented in the
chapters should be used to present realistic, workable solutions supported by any necessary
tables and/or charts. Assignments are to be completed on an individual basis, containing
your own thoughts and analysis unless otherwise designated as a team effort, then they
should contain original team input. All assignments (case analysis) must be turned in on
time. Assignments turned in late will not count toward a grade because cases are discussed
in class.
Academic Honesty:
Benedictine University at Springfield Student Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a
university. Benedictine University at Springfield pursues these missions in an environment
guided by our Roman Catholic tradition and our Benedictine heritage. Integrity and
honesty are therefore expected of all University students. Actions such as cheating,
plagiarism, collusion, fabrication, forgery, falsification, destruction, multiple submission,
solicitation, and misrepresentation are violations of these expectations and constitute
unacceptable behavior in the University community.
Student’s Responsibility
Though there is no formal honor code at Benedictine University at Springfield, students are
expected to exhibit academic honesty at all times. Violations against academic honesty are
always serious and may result in sanctions that could have profound long-term effects. The
final responsibility for understanding the Academic Honesty Policy of the institution, as
well as the specific policies for individual courses normally found in syllabi, rests with
students. If any doubt exists about what constitutes academic dishonesty, students have the
responsibility to talk to the faculty member. Students should expect the members of their
class to be academically honest. If students believe one or more members of the class have
been deceitful to gain academic advantage in the class, students should feel comfortable to
approach the faculty member of the course without prejudice.
Violations of the Academic Honesty Policy will be reported to the Office of the Dean of
Academic Affairs. Along with a verbal warning, the following are consequences a
student may face for academic dishonesty:
 a failing grade or “zero” for the assignment;
 dismissal from and a failing grade for the course; or
 dismissal from the Institution.
VII. Means of Evaluation:
Tests
Case Studies (Written and Oral)
Participation in Class
Final Case Presentation
Total
60%
20%
10%
10%
100%
90% - 100% = A; 80% - 89% = B; 70% - 79% = C; 60% - 69% = D; <60% = F
Grade Appeal Process:
If a student believes that an error has been made in reporting a grade, an appeal must
be made in writing to the instructor and must be initiated within 60 calendar days after
the end of the term for which the grade in question was reported. The appeal should
contain specific information about why it is believed the grade reported is inaccurate. See
the Student Handbook for details.
Add/Drop Dates:
Please refer to the current Academic Calendar for add/drop dates.
Incomplete Request:
To qualify for an “I” grade, a minimum of 75% of the course work must be
completed with a ”C” or better, and a student must submit a completed Request
for an Incomplete form to the Registrar’s Office. The form must be completed
by both student and instructor, but it is the student’s responsibility (not the
instructor’s) to initiate this process and obtain the necessary signatures.
Withdrawal Procedure: It is the student’s responsibility to officially withdraw from a course by completing
the appropriate form, with appropriate signatures, and returning the completed form to the
Advising Office. Please refer to the Student Handbook for important financial information
related to withdrawals.
VIII. Course Outline
2/16/2015
Mon.
Review syllabus, assignments, case studies and grading. Discuss expectation for the
class and case studies. Set up team assignments, discuss company research project for the
final. Discuss Chapter 13. Why and how to analyze strategic management cases and pointers
on how to get the most from the case analysis. Discuss Chapter 1. Understand strategic
management, the role of corporate governance and how strategic management must
permeate a company. Learn how to ensure coherence in strategic direction.
2/23/2015
Mon.
Discuss Chapter 2. Look at how companies become aware of their environments and
learn the different environmental segments they operate in. Become familiar with Porter’s
Five-Forces Model of Industry Competition. Begin discussion of Chapter 3. Learn how to
assess the internal environment of a company using Value-chain Analysis and the Resource-Based
View of a company as well as the two approaches to evaluating performance.
3/2/2015
Mon.
Finish discussion of Chapter 3, begin discussion of Chapter 4, understand the importance of
knowledge and management of human capital, it’s foundation, and the role of social capital. Learn
how technology is used to leverage human capital and knowledge.
Report on company research project.
Discuss Case #8: General Motors. Prepare, as a team, an internal and external analysis,
SWOT, and diagram Porter’s Five-Forces. Recommend a future strategy for the company.
Work on Team Assignment for final presentation.
3/9/2015
Mon.
Test #1: Chapters 1, 2, 3, and 4. Discussion of Chapter 5, learn the types of competitive
advantage at the business level and how the internet is affecting those competitive strategies.
Learn about the stages of an industry life cycle and how they impact strategy. Begin Chapter 6.
3/16/2015
Mon.
Finish discussion of Chapter 6, step up to the corporate level and understand related and unrelated
diversification and then how managerial motives can erode the creation of corporate value. Begin
discussion of Chapter 7.
Case #11: World Wrestling Entertainment. Prepare a SWOT analysis, an assessment
of intellectual assets and the status of the company’s human capital. Then recommend
a corporate level strategy for the future based on that analysis.
3/23/2015
Mon.
Finish Chapter 7. Consider the global economy and the factors affecting national
competitiveness. Learn motivations and risks to international expansion, how to achieve
competitiveness and the different methods to enter international expansion.
Discuss Case #3: The Skeleton in the Corporate Closet. Class discussion on the leader’s role in
creating and maintaining an ethical organization. Prepare a written analyses of the situation
including the problems facing the CEO, a recommended solution, and your action plan for
implementation.
Turn in outline for team final project.
3/30/2015
Mon.
Test #3: Chapters 5, 6, and 7. Discuss Chapter 9. Begin looking at strategy implementation,
how traditional and contemporary approaches work as well as behavioral control. Also, understand
the role of corporate governance in control and the mechanisms used. Begin Chapter 10.
4/6/2015
Mon.
Discuss Chapter 10. Understand the different forms of organizational structure and how
companies migrate from one to the next, while understanding the value of boundarylessness.
Discuss Case #4. The Best-Laid Incentive Plans. Identify and list the problems, prepare a written
recommendation and action plan for the Board of Directors on how to correct the problems recently
uncovered, what to do with the incentive plan and the people involved.
4/13/2015
Mon..
Discuss Chapter 11: Look at leadership, how it functions and adds value to an organization.
Understand the concept of emotional intelligence and it’s importance in leadership. Understand the
idea of learning organizations, how they are different, how they treat knowledge and employees.
Discuss the MacGregor Case. This case is contained in a handout along with the assignment.
4/20/2015
Mon.
Test #4: Chapters 9, 10, and 11.
Final Team Case Presentation.
Teams
Teams are self-selected and self-managed, that is you may select your team mates, but you are also responsible for your team
throughout the semester. If a team member is not working out then it is the team’s responsibility to take appropriate action. A
team member may be dismissed from a team, after responsible management of the situation, such as a warning etc. If a person
is dismissed from a team they either must be “hired” by another team or turn in individual assignments. You may resign from
a team, but then must either be hired by another team or again, turn in individual assignments. At the end of the course each
team member will grade individual effort on communication and contribution.
IX. Americans with Disabilities Act (ADA)
Benedictine University at Springfield provides individuals with disabilities reasonable
accommodations to participate in educational programs, activities, and services. Students with
disabilities requiring accommodations to participate in campus-sponsored programs, activities, and
services, or to meet course requirements, should contact the Resource Center as early as possible:
springaccess@ben.edu or (217) 717-9253.
X. Assessment:
BP 11/12/2014
JR 12/15/2014
Goals, objectives, and learning outcomes that will be assessed in the class are stated in this syllabus
in Sections IV and VI. The instructor will use background knowledge probes, one-minute papers,
reflective essays and/or other Classroom Assessment Techniques as deemed necessary in order to
provide continuous improvement of instruction.