The College of Charleston MGMT 408 Business Policy (Senior [PDF]

Develop an understanding of the changing global environment as it relates to the development of an effective business st

0 downloads 4 Views 396KB Size

Recommend Stories


2017 College of Charleston Flyer
In the end only three things matter: how much you loved, how gently you lived, and how gracefully you

College of Charleston Fall 2017 Course Description
Come let us be friends for once. Let us make life easy on us. Let us be loved ones and lovers. The earth

rohrer college of business
In the end only three things matter: how much you loved, how gently you lived, and how gracefully you

Drake College of Business
Love only grows by sharing. You can only have more for yourself by giving it away to others. Brian

College of Business Administration
Ask yourself: Am I a source of inspiration for my friends and family? Next

College of Business Administration
You miss 100% of the shots you don’t take. Wayne Gretzky

college of business – college of pharmacy
Life is not meant to be easy, my child; but take courage: it can be delightful. George Bernard Shaw

college of business administration
Do not seek to follow in the footsteps of the wise. Seek what they sought. Matsuo Basho

Senior College Prep Handbook
Don't be satisfied with stories, how things have gone with others. Unfold your own myth. Rumi

408
Learning never exhausts the mind. Leonardo da Vinci

Idea Transcript


The College of Charleston MGMT 408 Business Policy (Senior Capstone) Spring 2013 Section 408-07 @ 5:30 – 6:45 T, TH Beatty Center 212 Prof. Trent D. Salvaggio Office: Tate Center, 305 Phone: 843-953-5853 e-mail:[email protected] Office hours: T, TR: 9:30am – 10:30pm, 2:00pm-5:00pm; Also by appointment

Text:

Essentials of Strategic Management. The quest for Competitive Advantage, Gamble, Thompson, Peteraf, 3th ed. McGraw-Hill, 2013 MHID: 0-07-80298-7 ISBN: 978-0-07-802928-8 Required Resources: Glo-Bus Simulation; HBR’s 10 Must Reads on Strategy ISBN: 978-1422157985 Course Website: www.glo-bus.com Course Description: A course for senior business administration majors that draws together the functional areas of business operations: accounting, finance, marketing, human resources, management and production, as a means of developing the students’ conceptual and decisionmaking abilities. Case studies will be used extensively. Strategic management focuses on the responsibilities and duties of an organizations’ top management team in formulating and implementing strategies that will ultimately create a sustainable competitive advantage. In the global environment which businesses operate today, strategy is often a multi-dimensional construct which incorporates aspects from each dimension of the “triple bottom line”. The formation of business strategy requires those involved to understand all aspect of business and to take action based on that understanding in an effort to accomplish the strategic goals of the organization. Course Format: This course will utilize a variety of pedagogical approaches including, but not limited to, case analysis, simulation, and, primarily, interactive discussion. To effectively address the learning objectives of this course, it is expected that all members of the class arrive to class adequately prepared to participate in a student-centered learning environment. Such an environment requires students to take ownership of the learning process by working with their professor to leverage the collective understanding of all of the individuals’ in the group, while also demonstrating their own mastery of course topics. Course Learning Objectives: Students will develop a comprehensive understanding of the importance of, and the process associated with, the development of an effective business strategy. 1. Develop the skills associated with creating and/or maintaining successful business operations. 2. Understand the importance of strategic decision making within the contexts of differing political, social, and cultural environments. 3. Clearly identify external and internal factors affecting business strategy development. 4. Develop an understanding of the changing global environment as it relates to the development of an effective business strategy. 5. Comprehend the consequences of strategy implementation on local, national, international, and global environments.

School of Business Goals: This course is designed to address the following School of Business Goals: COMMUNICATION SKILLS: Students will demonstrate the ability, via both written and spoken word, to effectively present, critique, and defend ideas in a cogent, persuasive manner. QUANTITATIVE FLUENCY: Students will demonstrate competency in logical reasoning and data analysis skills. GLOBAL AND CIVIC RESPONSIBILITY: Students will be able to identify and define social, ethical, environmental and economic challenges at local, national and international levels. Students will also be able to integrate knowledge and skills in addressing these issues. INTELLECTUAL INNOVATION AND CREATIVITY: Students will be able to demonstrate their resourcefulness and originality in addressing extemporaneous problems. SYNTHESIS: Students will demonstrate the ability to integrate knowledge from multiple disciplines incorporating learning from both classroom and non-classroom settings in the completion of complex and comprehensive tasks Prerequisites: Senior standing, ACCT 203, 204; DSCI 232, 304; ECON 200, 201; FINC 303, MGMT 301, MKTG 302, MATH 104 or 250; MATH 105 or 120. Attendance: It is expected that all students will arrive to all classes fully prepared advance the conversation taking place during the class session. Class Participation: Class participation consists of much more than simple attendance. Participation includes the proactive and collaborative efforts to create a learning environment that allows each class member to derive value from the time spent together in a classroom setting. This type of participation allows for collegial discourse and an appreciation for diverse points of view. Honor Code: All students are expected to adhere to the College of Charleston Honor Code. The Honor Code of the College of Charleston specifically forbids lying, cheating, attempted cheating, stealing, attempted stealing and plagiarism. Students at the College are bound by honor and, by their acceptance of admission to the College, to abide by the Code and to report violations. The following is from the Code of Honor Handbook:

Honor Code and Academic Integrity Lying, cheating, attempted cheating, and plagiarism are violations of our Honor Code that, when identified, are investigated. Each instance is examined to determine the degree of deception involved.

Incidents where the professor believes the student’s actions are clearly related more to ignorance, miscommunication, or uncertainty, can be addressed by consultation with the student. We will craft a written resolution designed to help prevent the student from repeating the error in the future. The resolution, submitted by form and signed by both the professor and the student, is forwarded to the Dean of Students and remains on file. Cases of suspected academic dishonesty will be reported directly to the Dean of Students. A student found responsible for academic dishonesty will receive a XF in the course, indicating failure of the course due to academic dishonesty. This grade will appear on the student’s transcript for two years after which the student may petition for the X to be expunged. The student may also be placed on disciplinary probation, suspended (temporary removal) or expelled (permanent removal) from the College by the Honor Board. It is important for students to remember that unauthorized collaboration--working together without permission-- is a form of cheating. Unless a professor specifies that students can work together on an assignment and/or test, no collaboration is permitted. Other forms of cheating include possessing or using an unauthorized study aid (such as a PDA), copying from another’s exam, fabricating data, and giving unauthorized assistance. Remember, research conducted and/or papers written for other classes cannot be used in whole or in part for any assignment in this class without obtaining prior permission from the professor. Students can find a complete version of the Honor Code and all related processes in the Student Handbook at http://www.cofc.edu/studentaffairs/general_info/studenthandbook.html. Students are also expected to abide by the College’s Code of Conduct. As members of the College community, students are expected to evidence a high standard of personal conduct and to respect the rights of other students, faculty, staff members, community neighbors, and visitors on campus. Any violation of the Honor Code or Code of Conduct will be promptly reported to the Office of Student Affairs. Disability Accommodations: The College will make reasonable accommodations for persons with documented disabilities. Students should apply at the Center for Disability Services / SNAP, located on the first floor of the Lightsey Center, Suite 104. Students approved for accommodations are responsibility for notifying me as soon as possible and for contacting me one week before accommodation is needed.

What you should expect: You should expect that your professor will provide an environment free from judgment and bias which allows for the free exchange of ideas between educated participants. Your professor will assist in the learning process by moderating and facilitating conversation, providing guidance relating to the theoretical concepts being discussed, and by providing support whenever possible in an effort to advance your development. It is important to note that your instructor will also, and often, participate in your discussions by providing differing and diverse perspectives on the topic at hand. Such perspective are offered to provide an environment which allows for a deeper appreciation for diverse points of view, while also providing an opportunity for each student to develop a deeper understanding of course material. Grade Composition Chapter / Group Exercises Class Participation Mid-Term Exam GLO-BUS Group Presentation Glo-Bus Simulation Total

25% 20% 15% 10% 30% 100%

Grading Policy: A ….. 94 – 100% A- …. 90 – 93% B+….. 87 – 89% B …… 84 – 86% B-….. 80 – 83% C+…. 77 – 79% C ….. 74 – 76% C-….. 70 – 73% D+ … 67 – 69% D ….. 64 – 66% D- …. 60 – 63% F …… Less than 60% Late Assignments: As it is in the world of fast-paced and ever changing business, deadlines are non-negotiable. Assignments are due on the date stated, and there is no provision for assignments submitted beyond the stated due date.

Graded Components Chapter Exercises: Students will complete various assignments designed to enhance their level of understanding of course materials throughout the semester. Such assignments may include case analysis, concept reviews, or other types of thought provoking activities. Class Participation: Participation will be evaluated on the basis of the above described dimensions. In addition, students should understand that the quality of their participation, not only the quantity, will be considered in evaluating this aspect of the course. Mid-Term Exam: Students will have the opportunity to display their level of comprehension via a structured exam at a point which is approximately represents the midpoint of the course. This formal exam will include questions based on information provided by the text, the instructor, classroom discussions, outside readings assigned by the instructor, and classroom presentations/discussion. Glo-Bus Group Presentation: The group presentation challenges student groups to provide a dynamic, interactive experience to their peers which demonstrates and summarizes their learning experience through the Glo-Bus simulation. Glo-Bus Simulation: As the single most heavily weighted aspect of this capstone course, the Glo-Bus simulation will provide an opportunity for each student to demonstrate their ability to function in the highest levels of management. The inclusion of two quizzes allows for demonstration of student mastery of technological tools, a necessary skill for top managers; while nine decision rounds allow for demonstration of leadership skills, team building, communication skills, and general business acumen. All decision rounds are finalized at midnight on Sunday.

Class Date

Class Discussion

Jan 10

Introduction, Syllabus Review

Jan 15

GLO-BUS Introduction

Jan 17

GLO-BUS Group Exercise 1

Jan 22 Jan 24

Year 6 (Practice), Quiz 1

Textbook: Chp 1, What is Strategy and Why is it Important?; HBR: Porter, What is Strategy? Textbook: Chp 2, Charting a Company's Direction: Vision and Mission, Objectives, and Strategy; GLO-BUS Decision Workshop

Jan 29

GLO-BUS Practice Round Review, Competitive Intelligence Report

Jan 31

GLO-BUS Group Exercise #2; Round 1 Decision Workshop

Feb 5

GLO-BUS

Year 7 (Practice) (End of Practice Sessions)

Year 6 Decision

Textbook: Chp 3, Evaluation a Company's External Environment; HBR: Porter, The Five Competitive Forces That Shape Strategy

Feb 7

GLO-BUS Group Exercise #3

Feb 12

Textbook: Chp 4, Evaluating a Company's Resources, Cost Position, and Competitiveness; GLO-BUS Group Exercise #4

Feb 14

Case: Mystic Monk Coffee

Feb 19

Textbook: Chp 5, The Five Generic Competitive strategies; Case: Netflix's Business Model and Strategy in Renting Movies and TV Episodes

Feb 21

GLO-BUS Group Exercise #5

Feb 26

GLO-BUS 3 Year Strategic Plan Workshop

Feb 28

Mid-Term Exam

Mar 5

Spring Break

Mar 7

Spring Break

Year 7 Decision

Year 8 Decision

Year 9 Decision, Quiz 2

Year 10 Decision

Mar 12

Textbook: Chp 6; HBR: Kim & Mauborgne, Blue Ocean Strategy

Mar 14

GLO-BUS Group Exercise #6

Mar 19

Textbook: Chp 7, Strategies for Competing in International Markets; Case: Norton Lilly International: Implementing Transformational Change

Mar 21

GLO-BUS Group Exercise #7

Mar 26

Textbook: Chp 8, Corporate Strategy: Diversification and the Multibusiness Company; Case: Sara Lee Corporation in 2011

Mar 28

Company Presentation Workshop

Year 13 Decision

Textbook: Chp 9, Strategy, Ethics, and Corporate Social Responsibility; GLO-BUS Quarterly Decision Workshop HBR: Kaplan & Norton, Using the Balanced Scorecard as a Strategic

Q2 Decision 4/2, Q3 Decision 4/4, Q4 Decision 4/6

Apr 2 Apr 4 Apr 9

Management System Textbook: Chp 10, Superior Strategy Execution- Another Path to Competitive Advantage; GLO-BUS Quarterly Decision Workshop

Apr 11

HBR: Mankins & Steele, Turning Great Strategy into Great Performance

Apr 16

Company Presentations

Apr 18

Company Presentations

Apr 23

Company Presentations

Apr 25

Reading Day

Year 11 Decision

Year 12 Decision

Year 14 Decision Q2 Decision 4/9, Q3 Decision 4/11, Q4 Decision 4/13

Peer Evaluations

GLO-BUS Group Exercise #1 After you have read the Participant's Manual for GLO-BUS, you and your co-managers should come up with brief 1- or 2-paragraph answers to the following three questions prior to entering your first set of decisions. While your answers to the first of the three questions can be developed from reading the Participant's Manual, the second and third questions will require a collaborative discussion among the members of your company's management team about how you intend to manage the company you have been assigned to run. 1.

2.

3.

Where are we now? (Is your company's in a good, average, or weak competitive position vis-?-vis rival companies? Does your company appear to be in sound financial condition? What problems does your company have that need to be addressed?) Where do we want to go? (What goals do you have for your company? How fast do you want to grow the company's business? By how much would you like to increase total profits of the company by the end of the simulation exercise? What kinds of performance outcomes will signal that you and your co-managers are managing your digital camera company in a successful manner?) How are we going to get there? (What basic strategic and competitive approach do you think makes the most sense to pursue? What are the 3-4 key elements of the strategy that you and your co-managers intend to employ? What kind of competitive advantage over rivals do you intend to try to build?)

GLO-BUS Group Exercise #2 1.

2. 3. 4.

Meet with your co-managers and prepare a strategic vision statement for your company. It should be at least one sentence long and no longer than a brief paragraph. What would be a good slogan that captures the essence of your strategic vision and that could be used to help communicate the vision to company personnel, shareholders, and other stakeholders? What are your company's financial objectives? What are your company's strategic objectives? How would you describe your company's strategic intent? What are the 5-6 most important elements of your company's strategy in entry-level and multi-featured cameras? Have any of these strategy elements been fine-tuned or radically changes since the Year 6 decision round when you and your co-managers first took over the company and assumed strategy-making responsibility?

GLO-BUS Group Exercise #3 1. 2.

3.

What are the "weapons of competition" that rival companies in the digital camera industry can use to gain sales and market share? What are the factors affecting the intensity of rivalry in the industry in which your company is competing? Would you characterize the rivalry and jockeying for better market position, increased sales, and market share among the companies in your industry as fierce, very strong, strong, moderate, or relatively weak? Why? Are there any driving forces in the industry in which your company is competing? What impact will these driving forces have? Will they cause competition to be more or less intense? Will they act to boost or squeeze profit margins? List at least two actions your

4.

5.

6.

company should consider taking in order to combat any negative impacts of the driving forces. Draw a strategic group map showing the global market positions of the companies in your industry as concerns entry-level cameras. Which companies do you believe are in the most attractive position on the map? Which companies are the most weakly positioned? Which companies do you believe are likely to try to move to a different position on the strategic group map? Draw a strategic group map showing the global market positions of the companies in your industry as concerns multi-featured cameras. Which companies do you believe are in the most attractive position on the map? Which companies are the most weakly positioned? Which companies do you believe are likely to try to move to a different position on the strategic group map? What do you see as the key factors for being a successful competitor in the digital camera industry? List at least three.

GLO-BUS Group Exercise #4 1.

2.

3. 4. 5.

What hard evidence can you cite that indicates your company's strategy is working fairly well (or perhaps not working so well, if your company's performance is lagging that of rival companies)? What resource strengths and resource weaknesses does your company have? What external market opportunities for growth and increased profitability exist for your company? What external threats to your company's future well-being and profitability do you and your co-managers see? What does the preceding SWOT analysis indicate about your company's present situation and future prospects? Where on the scale from "exceptionally strong" to "alarmingly weak" does the attractiveness of your company's situation rank? Does your company have any core competencies? If so, what are they? What are the key elements of the value chain of each company in the digital camera industry? Do a competitive strength assessment for your company and two other companies that you and your co-managers consider to be very close competitors. Which of the three companies is competitively strongest? Which is competitively weakest? Does the strongest company appear to have a significant competitive advantage over the other two companies? Why or why not?

GLO-BUS Group Exercise #5 1. 2. 3. 4.

Which one of the generic competitive strategies best characterize your company's strategic approach to competing successfully in entry-level cameras? Which one of the generic competitive strategies best characterize your company's strategic approach to competing successfully in multi-featured cameras? Which digital camera companies in your industry appear to be employing a low-cost provider strategy? Which digital camera companies in your industry appear to be employing a broad differentiation strategy?

5. 6.

Which digital camera companies in your industry appear to be employing a best-cost provider strategy? Which digital camera companies in your industry appear to be employing some type of focus strategy? That is, concentrating more/less attention on entry-level versus multilevel cameras and/or some geographic regions versus other regions?

GLO-BUS Group Exercise #6 1. 2. 3. 4.

5.

6.

7. 8.

What are the primary components of your company strategy for entry-level cameras? What are the primary components of your company strategy for multi-featured cameras? What is your company's strategy for growing the business? What are the 3-4 chief elements of your company's production strategy (as concerns worker compensation, PAT training, use of outsourcing, use of overtime, adding additional workstations, and so on)? What are the 3-4 chief elements of your company's marketing strategy (as concerns pricing, advertising, technical support, P/Q ratings for entry-level and multi-featured cameras, warranties, number of camera models, sales promotions, and deployment of all the other weapons of competitive rivalry to outmaneuver rival camera companies)? What are the 3-4 chief elements of your company's finance strategy as concerns use of your line of credit, debt repayment, dividend payments, sales/purchases of stock, use of cash, and approaches to achieving a good credit rating? What options for being a first-mover does your company have? Do any of these firstmover options hold competitive advantage potential? What strategic changes, if any, should your company consider as market growth for digital cameras slows somewhat in Years 11-15? Do any of the strategic options for operating in a slow-growth, mature marketplace that are discussed in your textbook seem to have any appeal?

GLO-BUS Group Exercise #7 1. 2.

3.

4.

Is the international market arena in which your digital camera company competes characterized by multicountry competition or global competition? Explain why. Is your company employing a global strategy in entry-level cameras or a strategy that varies significantly from geographic region to geographic region? If the latter, what are the specific strategy differences from region to region? Is your company employing a global strategy in multi-featured cameras or a strategy that varies significantly from geographic region to geographic region? If the latter, what are the specific strategy differences from region to region? To what extent, if any, have you and your co-managers adapted your company's strategy to take shifting exchange rates into account? In other words, have you undertaken any actions to try to (a) minimize the impact of adverse shifts in exchange rates or (b) capitalize on the impact of favorable exchange rate shifts? Why or why not?

Smile Life

When life gives you a hundred reasons to cry, show life that you have a thousand reasons to smile

Get in touch

© Copyright 2015 - 2024 PDFFOX.COM - All rights reserved.