MGT 497 Fall 2006 Syllabus Instructor – G. S.
Cole GRH 202
Strategy Formulation and
Implementation T/Th – 0930-10451, 1100-12152 HR
Course Content Overview — The basic content of the course is focused on developing an understanding of the integrative elements of an organization's process of survival, as found in the strategic planning process.
Learning Objectives are focused on developing an ability to —
1. understand the integrative relationship of the components of a successful organization.
2. understand the implications of implementing a given strategy.
3. evaluate, assimilate, and implement strategic planning options.
4. develop and present a coherent group evaluation of an organization's strategy.
The outcome of this class is that you will have the ability to evaluate and understand the points presented, as learning objectives, in an organizational environment, i.e., you will be thinking strategically.
Texts —
1. Dess, Gregory G.; G. T. Lumpkin; and Alan B. Eisner (2007). Strategic Management: Text and Cases, 3rd ed. NY:McGraw-Hill/Irwin. [STRAT]
2. The Wall Street Journal, with particular reference to strategic planning and related stories. [WSJ]
Achievement of Learning Objectives is assessed as follows: [LO = Learning Objective; AN = Assignment Nature: 5= Technology; 6 = Reflective Thinking; 7 = Interactive Business Issue] —
· 20% - Examinations, focused on the class information content, using multiple-choice questions to cover material from: the textbook; class discussions; lectures; and related commentary. [Individual effort; LO 1,2; AN 6,7]
· 20% - Weekly quizzes on content in: textbooks; cases; or in-class presentations. If not in class, for whatever reason, no 'makeup' for missed quiz. [Individual effort; LO 1,2; AN 6,7]
· 30% - Group/individual performance in presenting an assigned case to both class members and visitors. [Group & Individual effort; LO 1,2,3,4; AN 5,6,7] Written report is due on the day of the presentation.
· 20% - Group/individual performance in critiquing an assigned case presentation. [Group & Individual effort; LO 1,2,3,4; AN 5,6,7] Written report is due on the day of the presentation.
· 10% - Completion of ad hoc or special assignments, including, but not limited to: in-class assignments; presentation evaluations; group evaluations; and quizzes. [Individual effort; LO 1,3; AN 7] The percentage will be weighted against the ratio [# of Completed Assignments/# of Assignments, including Weekly quizzes (above)]. Includes the process of evaluating information in presentations. If not in class, for whatever reason (even if an absence is otherwise excused), no points for that day's assignments.
Office — ~224 John L. Grove Hall. Hours each day as shown below, and as posted. John L. Grove Hall is shown on the map at http://www.ship.edu/about/campus.html item #36.
· Hours = T/Th 1315-1515 HRS; plus, additional time as announced in class. Other times available by appointment.
· Telephone – 717.447.1632 Messages may be sent to gscole@ship.edu with the subject line beginning MGT497:..
· Also, at other times, if I am not speaking with someone or using the phone, let's talk.
Course Description — A description of the course is in the Shippensburg University Undergraduate Catalog, and online at: https://info.ship.edu/public/app/courses.pl?yrsem=200160&user=public MGT 497 is the cross-functional capstone course for all senior-status business majors, with the prerequisites of: MKT305; FIN311; INM330 [SCM330]; and MGT305. As a capstone course, it integrates information from the variety of courses that you've taken in business and other disciplines, including gen-ed courses.
Please note — Any changes/revisions of the information presented in this syllabus will be either announced in class or provided in a note to your e-mail account. A note to your e-mail account may also be used to provide an update or clarification of information regarding specific assignments. Give me an address that works for you. Too many 'undeliverable messages', may result in the lessening of a grade. You are responsible for your account.
© 2006 GSCole
Schedule and Assignments
·
For
cases, where a number is shown, it is the textbook number of the case. Note: both the sequence and the
title of the cases to be presented, as shown in this syllabus may be changed,
in line with options to further develop educational opportunities relative to
current events.
·
In
accordance with SU Severe Weather policies, if a class cannot start as
scheduled, please use the opportunity to work on class assignments, including
group work. E-mail communication is a
viable option for group work.
·
Case-based
quizzes may cover both the case and the Presentation/Critique content, and
related commentary.
·
Textbook codes used below — 1 = Des/Lumpkin/Eisner [STRAT]
Week Month _Day P Assignment Both weekly and daily assignments are shown.
1 AUG 29-Tu Focus – Integrative process
of strategic planning.
31-Th 1: Chapter 1 Strategic Competitive
Advantage
3x5 card due, for group work:
list each member in alphabetical order, by
Last
Name, First Name; Phone #; E-mail address; Major
5-Th 1: Exam 1 [Chapters 1-7; class discussion/presentations]
19-Th 1: Case Presentation & Critique
26-Th 1: Case Presentation & Critique
NOV 2-Th 1: Case Presentation
& Critique
9-Th 1: Case Presentation & Critique
16-Th 1: Case Presentation & Critique
23-Th 1: Case Presentation & Critique
30-Th 1: Case Presentation & Critique
Exit
Interview and Discussion with our Dean, at 1530 HR, in Grove Hall Forum.
Attendance is required;
please mark your calendar.
16-Sa Commencement: Congratulations to our graduating Seniors.
Note: Since merely one page of any paper that is submitted may be used as the basis of the grade for the entire paper, please pay attention to both the content and the details of your paper.
Basic Format of All Written Work, including Presentation and Critique —
£ Papers will be typed, double-spaced (3 lines per inch), in 8½" by 11" white paper, with one inch (1") margins on all sides. Lists may be typed single-spaced (6 lines per inch).
£ A Microsoft® Word (DOC) file, for either the presentation paper or the critique, will be submitted on a 3.5" floppy disk. The DOC file is in addition to the paper version of the work. [Do not e-mail the file.]
£ Number all pages, except the Title Page.
£ No script or italicized typefaces are to be used.
£ Use a font that is equivalent to a font size of 12, in Microsoft® Word, with a maximum of 78 character units per line.
£ Left-justify the text of the paper; do not right-justify text.
£ NO blank pages, cover or otherwise, will be used.
£ Use both endnotes and a bibliography. Cite all material, including ideas/statements from the textbook.
£ Submit the original typed copy of the paper for a grade. Make a backup copy of your work before class.
£ Any pages beyond the maximum of five (5) pages of text will not be read for the purpose of increasing a grade. 'Extra' information may be placed in an Appendix of the report.
£ Center the following information on the Title Page —
Example
of a Title Page
|
·
Title of Case/Topic/Issue · Presentation [or Critique] of Case/Topic/Issue · Date MGT 497 Class Time · Group designation. · Names of group members, listed alphabetically, by last name. |
|
£ Follow all Basic Sequence guidelines for written work.
Basic Sequence of (required) Written Work: Presentation and Critique —
£ Title Page Cover
£ Table of Contents (TOC) page, listing the sections of the paper, by both Topic and page number.
£ Table of Abbreviations, Acronyms, and Symbols (TOAAS) page, with the items listed in alphabetical order.
£ Text, per page limits (i.e., 5 pages). Each group member will place their initials beside each paragraph for which they are responsible, in the left-hand margin of the page. The initials will be identified in the TOAAS.
£ Each section of the paper will be titled, per the listing in the Table of Contents.
£ Log of Group Activities (Appendix A) page. An alphabetical listing of Presentation Group members, and the segments of the report for which they take responsibility. Also, include the full name of the typist and any proofreaders, and their affiliation with the group.
£ Other appendices/exhibits/illustrations/tables/charts/maps, as necessary, with each appendix or other section appropriately titled and noted. Complete citations will be presented for sources of information in: formulae; charts; and tables.
£ Endnotes section, citing everything that is used in the case, including information presented in class.
£ Bibliography section, with sources of information presented in alphabetical order, by the author's last name. Each entry will be single-spaced, with double-spacing between entries. Full information for any Web address used will include: Author; Date; Title; URL; and Date Accessed.
£ Copies of illustrative material, e.g., PPT slides, charts, maps, as presented during the class presentation.
Basic Sequence of the Text Section: Presentation and Critique — [Each section of the paper will be appropriately titled, e.g., Brief History; Major Situation; Unique Product, and so on.]
£ Brief, very brief, conclusive history and description of the organization; its primary personnel; and its mission.
£ Major situation, issue, component, or item of concern for the organization, per your understanding.
£ [Very important] Classification and description of the organization's current strategy and related goals.
£ Identify the unique product or service that is provided by the organization. [Most presentations have a very difficult time in explicitly identifying the unique product/service of an organization.]
£ Why is there a concern; why has the 'situation' occurred?
£ [Very important] Proposed strategic steps to resolve the 'situation', linked, and with the most important ones listed first.
£ Classification and description of your proposed strategy; must be a conclusive statement.
£ Minimum data, per se, to be presented, with full source given for each item of information – [may be presented as an appendix to the paper]
· Principle product or service of the organization; industry classification; and who dominates the industry?
· Number of employees; type of management structure.
· R&D/Sales, and industry average; customer focus (i.e., what is the preferred-customer profile?).
£ Note: The paper will contain at least the content of the in-class presentation, and may contain additional information. Basically, if certain information is presented in-class, it will also be included in the paper, whether as part of the text portion or as part of an appendix, e.g., copies of 'PowerPoint' slides, maps, photos, charts/graphs, as used in the presentation, will be included with the paper.
Assignments that Precede a Presentation — [If an assignment is due before a semester break, turn the assignment in prior to the break.]
£ At least two (2) weeks before the week of the presentation, each member of the Presentation Group provides the Instructor with a one-page statement noting: the organization's strategy, at the date of the case; a listing of both major strengths and major weaknesses; and a suggested future strategy. The statement presents the views of the group member, not necessarily the views of the group.
£ At least one (1) week before the week of the presentation, the Presentation Group provides the Instructor with an Outline of their forthcoming presentation.
£ On the day of the presentation:
· At the beginning of class, the Presentation Group gives the Instructor a copy of their paper, and then makes a presentation.
· The Critique Group gives the Instructor both a copy of their paper and a numbered list of the questions, 1-2 pages, that each member of the group will be asking, with each question identified as to the name of the questioner.
· Each Critique Group member is responsible for being prepared to ask three (3) questions, with the most important question to be asked first. If another class member, or a visitor, asks the question that a Critique Group member intended to ask, then that Critique Group member will create and use a new question, and will present the Instructor with a neatly written copy of the question, at the end of class.
· Case-related questions may be drawn from material in WSJ issues that are dated up to two (2) days before the presentation.
· All information will be fully cited, including information from: the case; a Web site; or any other sources.
£ Since other members of the class might be called upon to answer a question about the case, it is probably a good idea for everyone in the class to at least page through the case to review the information.
General Guidelines for
Presentations
The Basic Components of a Presentation —
£ A written report, from both the Presentation and the Critique Group, which is due before the presentation. The content of both the written report and the DOC file will closely follow the content of the in-class presentation.
£ The Presentation and the Critique, with participation by each member of the Presentation/Critique Group.
£ Questions and comments from others in the class, including visitors, along with an evaluation by all observers, including visitors, of both the presenters and their presentation.
The Presentation Process —
£ Notify the Instructor, in writing, and at least two (2) weeks before the presentation, of any special needs, including special equipment, of those who are making the presentation.
£ Plan on using no more than 20-minutes for the presentation. An additional 10-15 minutes will be used for questions and follow-up commentary. Your responses to questions will be considered to be a part of the presentation. Time is often lost with: a disorganized presentation; and problems with a PPT slide show.
£ Clearly introduce yourself to the class, even if a member of your group made general introductions. If you think that you have good ideas, then others should know who you are. Of course, if you do not think that you have any good ideas, the Instructor will understand your reticence.
£ Yup, spelling is very important. Hint: the Instructor is really picky about both the spelling and the pronunciation of the names of: organizations; their personnel; and their locations. Rememmber, errers will effect you're graide.
£ It is expected that the Presentation Group will present the most critical information first. Subsequently, each member of the Critique Group will ask their most important questions first.
£ Your efforts to verify information are expected to go beyond merely relying on either statements in the case or statements at some Web site. Your role is not to be an apologist for an organization. You own any errors in statements of fact or similar information.
£ Ratios are important, but only to the extent that they are illustrative of an organization's core values and philosophy. You may be asked to explain what the ratios indicate about the organization's strategy, core values, and philosophy.
£ Any information that is presented should be important, and relevant to the core focus of the presentation.
£ A copy of any visual or audio information used in the presentation will be appended to the written report.
£ If it seems that you are merely parroting the information that is either in the case or from some other source, a below-average grade may be given; verification of information is important. [Average = C]
Some Rough, but Important Case Analysis/Presentation Considerations
Perspectives –
» There are several perspectives that are important in the analysis of a case, be sure to fully cite each one.
· Your perspective – highly valued for the purpose of evaluation of your work.
· The Textbook or case writer's perspective.
· The perspective of the CEO or other principals in the case.
· The perspective of others, e.g., industry analysts; so-called financial research papers.
Format –
» Several formats have been used in case presentations, some are more useful than are others.
· Creative statements; statements that provide insight – highly valued, but difficult to present; creativity does not involve merely repeating the statements of either the CEO or the case writer.
· Analytical/statistical and related statements – typical of business papers, and, thus, probably a minimum requirement.
· Historical/diary – not of much use, tending toward a waste of time. If used, must be closely tied to the focus of the paper.
Nature of Declaration –
» The degree to which you are making a definitive statement.
· Definitive – Very helpful toward understanding the relevant numbers of your analysis, e.g., "there are three things that the organization must do to improve their marketing focus" (with the three things being noted).
· Indefinite – A weak approach, leaving it up to the reader/listener to decide on the worthiness of a given argument, e.g., "the organization probably has three choices; it might be a good idea for the organization to make some changes in their marketing focus," or "it isn't clear if the organization's marketing focus is weak, or what has to be done to make possible improvements."
· Disaster – Never say either: "Any approach will work; no one can say what is the right answer" or "No one can predict what might happen, (thus, there is nothing that the organization can do)." If you actually believe such statements to be correct, perhaps you misunderstand the purpose of a business education.