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Ursuline College Accelerated Program CRITICAL INFORMATION! DO NOT SKIP THIS LINK BELOW . . . BEFORE PROCEEDING TO READ THE UCAP MODULE, YOU ARE EXPECTED TO READ AND ADHERE TO ALL UCAP POLICY INFORMATION CONTAINED ON THIS LINK BELOW CLICK HERE . . . http://www3.ursuline.edu/ucap/modules/UCAPPolicies.pdf Update 03/10 B. Good

BU 450 BUSINESS POLICY

COURSE DESCRIPTION What must managers do, and do well, to make the company a winner in the game of business? The answer that emerges and the theme of Business Policy BU 450 is that good strategy-making and good strategy execution are always the most reliable signs of good management. The task of this course is to explore why good strategic management leads to good business performance, to present the basic concepts and tools of strategic analysis and to utilize methods of crafting a well-conceived strategy. In the midst of all this, another purpose is accomplished: to help the student synthesize what has been learned in prior business courses. Dealing with the grand sweep of how to manage all the pieces of a business makes Business Policy an integrative, capstone course in which the student reaches back to use concepts and techniques covered in previous courses. COURSE GOALS At the end of this course, students are expected to competently: 1. Think strategically about a company’s business position and its opportunities for

gaining sustainable competitive advantage in today’s global market environment. 2. Conduct strategic analysis in a variety of industries and competitive situations,

demonstrating understanding of the competitive challenges of a global market environment.

3. Craft business strategy that demonstrates sound strategic decisions. 4. Discuss the managerial tasks associated with implementing and executing

competent company strategies. 5. Explain why a business needs to be managed in strategic harmony to improve a

company’s chances of sustained success.

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6. Demonstrate understanding of the importance of ethical principles, personal and company values, and socially responsible management practices.

MATERIALS OF INSTRUCTION REQUIRED TEXT: Thompson, Strickland, & Gamble. Crafting and Executing Strategy: The Quest for Competitive Advantage: Concepts and Cases. 17th edition, McGraw Hill Irwin, ISBN 0-07-353042-5 PLEASE NOTE EDITION, AS CASES HAVE CHANGED. MODULE: Business Policy BU 450 Required: Student Learning Center available at www.mhhe.com/thompson Select the17th Edition icon and Student Center. Select e-learning center for chapter review study guides, self tests, power point slides, guide to case analysis and case web links. PREPARATION AND ASSIGNMENTS The accelerated pace of this course requires the student to assume initiative in mastering the content and completing the assignments before each class session. The successful class integrates the text concepts and readings with the knowledge, insight and experience of each participant; the result is an enlightened participant and a fulfilling group experience. LATE ASSIGNMENTS: Assignments turned in after the scheduled class period are eligible for a grade no higher than a C, unless prior arrangements have been made.. VARIATIONS OF THE COURSE BY FACILITATOR: This module reflects the core requirements of this course. Because teaching styles and strategies vary by facilitator, an amended or modified syllabus may be distributed and followed. ADDITIONAL ASSIGNMENT GUIDELINES will be provided and reviewed in class.

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GRADING CRITERIA The course grade is based on a variety of assignments or methods of evaluating student performance. The following grading scheme will apply: Class Participation 20% Two written case analysis (each 10%) 20% Two Exams (each 10%) 20% Case Presentation 10% Final Written Case Assignment 30% COURSE PROJECTS AND CLASS ACTIVITY Class Discussions and Group Work—Class Participation 20% This assignment is tied directly to your participation grade which also includes attendance. Tardiness will result in a one percentage point deduction for each ½ hour missed. Missed time includes arriving late for class and leaving the classroom for unscheduled extended periods of time. Case studies are assigned to be read and “assessed” prior to class sessions. “Assess” means to be prepared to work as a group to analyze each case. Assignments should adhere to the outlined criteria and follow the characteristics of effective writing. The case studies are designed to compliment the assigned text readings. Each week, you will work in groups analyzing assigned case studies. Groups will then be required to present case analysis findings to the class. Note: Additional grading/evaluation guidelines, criteria, or rubrics for any and/or all assignments related to this course may be distributed and followed by the facilitator.

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Case Builder After the 5th class, groups will be assigned for the final case analysis and presentations. Each week, students will prepare several analyses of the company assigned for their final paper (final case analysis) by employing concepts, models and tools found in each chapter. Students will be asked weekly to provide an oral status report in class. Oral Presentation Student-led oral presentations will consist of a 15-20 minute Power Point guided discussion followed by a 5-10 minute discussion/question-answer session. You should assume the role of consultant employed by your client’s executive team to present your analysis and recommendations of a specific strategic initiative. Presentations must incorporate the use of attractive, effective Power Point slides or the equivalent. Presentations will occur during class session five. Presentations will be video-taped for use in the College and Business Department accreditation and assessment of student learning process. In addition to the scoring rubric provided by the facilitator presentation evaluations will be based on six factors:

1. The clarity and articulation of the specific strategic initiative you identified and analyzed.

2. The caliber of your analysis of the company’s situation and your demonstrated ability to use the concepts and tools of strategic analysis in a competent fashion.

3. The depth and practicality of recommendations, degree of detail and specificity of supporting arguments.

4. The degree of preparation, professionalism, energy, enthusiasm, and skills demonstrated in delivering your presentation.

5. Your answers to the questions posed by the class—how well you defend and support your analysis and recommendations during the Q&A session.

6. The quality of your PowerPoint slides. Note: Additional grading/evaluation guidelines, criteria, or rubrics for any and/or all assignments related to this course may be distributed and followed by the facilitator.

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WRITTEN CASE ASSIGNMENT The written case assignment is an extension of your presentation and your Case Builder assignments. It is an individual assignment. It is expected that the content of your written case will reflect your thoughts and analysis be your own original work. Any material that is copied directly, indirectly, or paraphrased should be referenced through proper citation. Please review UCAP and Ursuline College writing guidelines and citation requirements. Any form of plagiarism will result in failure of the course. The criteria for grading written case analyses includes but is not limited to

1. Identification of key problems/strategic issues. 2. Competence in the use of appropriate analytical tools techniques, including the

use of charts and tables where appropriate. Students are expected to demonstrate ability to use the tools and techniques of strategic analysis, implementation and execution.

3. Use of good communication skills, grammar, spelling and effective writing composition.

4. Evidence of adequate preparation, pride of workmanship, and display of professional attitude and approach.

5. Presentation of realistic, workable, well-supported recommendations for action. 6. Use and application of the tools and concepts provided in the textbook and

throughout the course. Note: Additional grading/evaluation guidelines, criteria, or rubrics for any and/or all assignments related to this course may be distributed and followed by the facilitator.

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CLASS 1 Objectives: 1. Understand the requirements of the course. 2. Go through the articles that have been sent in advance to students. 3. Explore the importance of a clear, motivating strategic vision, stretch objectives, and

rapid adaptation of strategy to newly-unfolding market conditions and customer expectations.

4. Understand how a company’s business model relates to its strategy. 5. Investigate how and why a company’s strategy emerges from (a) the deliberate and

purposeful actions of management and (b) as-needed reactions to unanticipated developments and fresh competitive pressures.

Assignments Due for Class 1 1. Read Chapters 1 and 2. 2. Review electronic Power Point Slides found at the Student Learning Center

available at www.mhhe.com/thompson for each chapter. 3. Prepare written answers to the following questions:

a. Chapter 1: Assessment of Learning #4 b. Chapter 2: Assessment of Learning #3

4. Read the articles that have been sent to students in advance on preparing cases.

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CLASS 2 Objectives: 1. Understand how to calculate and use financial ratios. 2. Examine a company’s strategic plan as a collection of strategies devised by different

managers at different levels in the organizational hierarchy that builds a case for why all managers are on a company’s strategy-making, strategy-implementing team.

3. Learn how a company’s competitive strategy concerns the specifics of management’s game plan for competing successfully and securing a competitive advantage over rivals.

4. Understand how the external environment is evaluated in setting strategy. 5. Know how to evaluate a company’s resources and competitive position. Assignments Due for Class 2 1. Read Chapters 3 and 4. 2. Review electronic Power Point Slides found at the Student Learning Center

available at www.mhhe.com/thompson for each chapter. 3. Prepare written answers to the following questions:

a. Chapter 3: Assessment of Learning: #3 and 4 b. Chapter 4: Assessment of Learning: #2

4. Review information on financial ratio analysis. 5. Read Case #20: Robin Hood and think about what Robin should do.

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CLASS 3

Objectives: 1. Examine strategic actions a company can take to complement its choice of a basic

competitive strategy 2. Explore strategy options for expanding beyond domestic boundaries and competing

in the markets of a few or a great many countries. 3. Focus on factors that managers have to weigh in choosing a strategy. Assignments Due for Class 3 1. Read Chapters 5, 6, and 7 2. Review electronic Power Point Slides found at the Student Learning Center available at www.mhhe.com/thompson for each chapter. 3. Prepare written answers to the following questions:

a. Chapter 5: Assurance of Learning #3 b. Chapter 6: Assurance of Learning #3 c. Chapter 7: Assurance of Learning #4

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CLASS 4

Objectives: 1. Understand that strategies must be tailored dependent upon specific industries and

company situations. 2. Understand the difference between strategy making in a single-business enterprise

and strategy making in diversified enterprise. Assignments Due for Class 4

1. A one-hour in class exam will be given that covers Chapters 1 through 7. The exam will be open book, open note and will be an essay test.

2. Read and be prepared to discuss Case #8, Panera Bread (C-162)

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CLASS 5 Objectives: 1. Investigate whether or not a link exists between a company’s efforts to craft and

execute a winning strategy and its duties to: a. Conduct its activities ethically, and b. Demonstrate socially responsible behavior

2. Prepare a written case analysis. Assignments Due for Class 5

1. Read Chapters 8 and 9. 2. Prepare written answers for:

Chapter 8: Assurance of Learning #3 3. Read and be prepared to discuss Case #2, Costco Wholesale on 2008 (C-32)

4. Choose groups for final presentation and case analysis paper.

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CLASS 6 Objectives:

1. Observe key characteristics of good strategy execution. 2. Examine the management of internal operations. 3. Discuss the five managerial actions that promote the success of a company’s

strategy execution efforts.

Assignments Due for Class 6 1. Read Chapters 10, 11, and 12 2. Case #18 Adidas in 2008 (C-332) Written up for grading 3. We will discuss case in class.

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CLASS 7 Objectives: 1. Examine the concepts of corporate culture and leadership and the managerial tasks

associated with each that shape the outcomes of strategy execution 2. Examine analytically a company’s: (a) industry attractiveness, (b) business lines competitive strength, (c) strategic fit among diversified businesses, and (d) resource fit among diversified businesses. 3. Discuss the importance of ethical principles, personal and company values, and

socially responsible management practices. Assignments Due for Class 7

1. A one hour in class exam will be given that covers Chapters 8-12. The exam will be open book, open note and will be an essay test.

2. Read Case #22: Wal-Mart Stores, Inc. in 2008. and be prepared to discuss the case in class.

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CLASS 8

Objectives: 1. In depth analysis of cases. 2. Develop a deeper understanding of the analytic tools used for case analysis. 3. Complete the second written case analysis. Assignments Due for Class 8

1. Prepare case for oral discussion on Case #13 Corona Beer 2. Prepare written case analysis of Case #24 Shangri-La Hotels to be turned in

for grading. 3. Continue working on Final Case Analysis and Presentation

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CLASS 9 Objectives:

1. Continue to gain competence in in-depth analysis of cases. 2. Practice final presentations and receive feedback from facilitator and peers.

Assignments Due for Class 9

1. Prepare case for oral discussion on Case #21 Dilemma at Devil’s Den 2. Prepare Final Presentation using guidelines provided. 3. Continue to work on Final Case Analysis and Presentations.

Final Case Presentations

Assessment rubric and guidelines attached to this module Each student group will present their final case.

Student group led oral presentations will consist of a Power Point guided discussion followed by a 5-10 minute discussion/question-answer session. You should assume the role of consultant employed by your client’s executive team to present your analysis and recommendations of a specific strategic initiative. Presentations must incorporate the use of attractive, effective Power Point slides or the equivalent. Presentations will occur during class session five. Presentations will be video-taped for use in the College and Business Department accreditation and assessment of student learning process. In addition to the scoring rubric provided by the facilitator presentation evaluations will be based on six factors:

The clarity and articulation of the specific strategic initiative you identified and analyzed.

The caliber of your analysis of the company’s situation and your demonstrated ability to use the concepts and tools of strategic analysis in a competent fashion.

The depth and practicality of recommendations, degree of detail and specificity of supporting arguments.

The degree of preparation, professionalism, energy, enthusiasm, and skills demonstrated in delivering your presentation.

Your answers to the questions posed by the class—how well you defend and support your analysis and recommendations during the Q&A session.

The quality of your PowerPoint slides.

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CLASS 10 Final presentations of Cases will be done by student groups.

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CASES FOR FINAL WRITTEN CASE ANALYSIS

AND ORAL PRESENTATIONS

ONE CASE PER STUDENT GROUP WILL BE CHOSEN Case 1: Whole Foods Market in 2008: Vision, Core Values, and Strategy Case 6: Dell, Inc. in 2008: Can It Overtake Hewlett-Packard as the Worldwide

Leader in Personal Computers? Case 7: Apple Inc. in 2008 Case 9: Rogers’ Chocolates Case 14: Google’s Strategy in 2008 Case 15: The Challenges Facing eBay in 2008: Time for a Change in Strategy? Case 17: Research in Motion: Managing Explosive Growth Case 19: PepsiCo’s Diversification Strategy in 2008

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IMPORTANT INFORMATION FOR UCAP STUDENTS Ucap Mission Statement The mission of Ursuline College’s Accelerated Program (UCAP) is to uphold the

College’s tradition of excellence in education by providing a quality, accelerated adult educational program in a practical learning environment. The UCAP Program will enable students to grow intellectually and professionally and will promote lifelong learning for the enrichment of their own life as well as the lives of others.

Learning Methodology This is an accelerated learning, time intensive course designed for adults. The design of

this course recognizes that adults learn most effectively and most rapidly through a process of self-discovery and self-learning. The design of the course further recognizes that each adult brings both life and work experiences to the course that can be a learning resource to the other students in the class.

Shared-learning happens in the classroom through discussion, participation, sharing and self-disclosure. It enables each participant to learn from the life and professional experiences of others. Self-learning happens before class through reading and preparation of assignments. It ensures that each student can contribute in a meaningful way to group discussions and be an effective resource in shared-learning.

Each adult learner in this class must participate. The student takes primary responsibility for his or her learning and secondary responsibility for the learning of others, through sharing life and work experience. The principal responsibility of the facilitator is to guide the learning process, not to teach the technical content of the course. The facilitator is a technical expert in the field and will skillfully guide the course direction to meet the stated learning outcomes, but the primary responsibility for learning belongs to the student. Ordinarily the facilitator will not lecture for extended periods of time, though will answer questions beyond the competence of the participants in the course.

Each UCAP class has a course module. This module contains the course description, course learning outcomes, and a list of required materials. In addition, it describes the learning outcomes, activities and assignments for each class session, including an assignment which must be completed prior to the first night of class. The module provides the framework for the course, and ensures that basic requirements are met each time the course is offered. Individual facilitators may supplement or build on the module, and will distribute a syllabus the first night of class that outlines specific policies or requirements in addition to the course module.

Ethics Statement An integral component of courses in the UCAP Program is student and facilitator self-

disclosure (the use of personal experiences) for the purpose of facilitating course work. Students enrolled in the UCAP Program are expected to honor confidentiality

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as it pertains to student disclosure. No shared information, comments or opinions expressed by another student or the facilitator during the course of classroom discussion should ever be used in a manner in which is intended to humiliate, embarrass, harass, damage or otherwise injure other students in their personal, public, or business lives. In addition, confidentiality must be upheld by not disclosing any information which would identify any particular individual.

An additional integral component of higher education is challenging your own perceptions and beliefs regarding course content and integrating information, as well as understanding opposing perceptions and beliefs. Thus, you have the right to choose how much you will disclose, and you must accept the responsibility of respecting disclosure of other students and facilitators.

Written Assignments and Workload An important component of most classes is the completion of written assignments.

These may take place in or out of class. The Writer’s Brief Handbook by Rosa, available in the College Bookstore, may be helpful to students.

Facilitators will expect written work to conform to established standards of written English. The grade you earn on papers will reflect your demonstrated ability to use these standards. The Learning Resource Center on campus (Mullen M312, 440/646-8123) offers assistance for those students who wish to polish their skills.

The highly accelerated pace of UCAP requires students to take a great deal of responsibility for their own learning. Expect to devote a minimum of 15 hours per week to study, homework assignments, and/or group projects. Facilitators give regular updates on student progress. In an accelerated program it is especially important to stay on target. When you have questions, contact your facilitator.

Class Attendance UCAP is committed to a style of learning that is facilitative and participatory. Meaningful interaction of student with student and student with facilitator is the heart of

the program. The commitment to this educational model shapes the UCAP attendance policy.

Attendance at all class meetings is mandatory. Should an emergency situation occur requiring an absence from all or even part of a class, you must contact your facilitator at the earliest possible time. Leaving a message with another individual or on an answering machines does not fulfill this obligation.

Individual facilitators set their own policies regarding missed class time. All agree that absence is a serious matter and that, due to the participatory nature of UCAP classes, missing class time has a negative effect on grades. Check your syllabus for particular attendance policies set by your facilitator.

Evaluating Course Performance While grading criteria varies from course to course, certain standards apply across the

curriculum. The “Course Performance Criteria” and the UCAP definition of grades are at the back of your module. “Writing Evaluation Guidelines” and “Characteristics of Writing” at the end of this module will help students prepare written assignments and we encourage facilitators to use these guidelines in evaluating assignments.

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Any deviations from these standards should be included in the syllabus handed out the first night of class.

Many classes also include “class participation” in assessing the final grade. Participation requires the student to make contributions to the class that are relevant, insightful and that show adequate preparation. It also requires active listening to other students and the facilitator by asking questions and refraining from monopolizing discussions.

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COURSE PERFORMANCE CRITERIA In general, the performance criteria or expectation for each letter grade is as follows: Grade Requirements: A

1. Demonstrates accurate and sophisticated understanding of readings and issues. Does more than repeat what the text says or what was said in class. Draws out additional important implications.

2. Shows a critical stance toward opinions expressed in class or in the readings. The student expresses his or her own views articulately and defends them well.

3. Shows originality of thought in expressing the critical stance, in drawing out additional implications from the readings and class discussions, and in finding personal meaning in the readings and issues discussed.

4. Expresses his or her ideas clearly. Papers contain few grammatical or stylistic weaknesses.

B

1. Shows all the elements of” A” work, but with less accomplishment. There is still: accurate understanding of readings and issues with a demonstrated ability to do more than repeat the text; a critical stance with some effort to defend that stance, though not always successful; some attempt to find personal meaning, with at least hints of originality and creativity of thought, and very clear expression of thoughts and ideas.

C

1. Overall, demonstrates an accurate grasp of the readings and issues, but with some inaccuracy and without deeper sophistication and the ability to draw out additional implications.

2. Some attempt to take a critical stance, but with little effort or success in \ defending that stance.

3. Some attempt to find personal meaning. 4. Sufficient clarity of expression to communicate ideas, but stylistic and/or

grammatical weaknesses creates some difficulties.

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D

1. A genuine effort to understand has been made, with some demonstrated understanding of readings and issues, but with serious deficiencies.

2. Generally lacking in critical stance or defense of that stance. 3. The attempt to find personal meaning is either lacking or greatly hindered by

difficulties in understanding.

F An unsatisfactory effort in key respects, especially in understanding or clarity of expression.

URSULINE COLLEGE DEFINITION OF COURSE LETTER GRADES

As they relate to mastery, each of the letter grades has the following meaning: A (93-100) = exceptional achievement B+ (90- 92) = achievement qualitatively greater than that required for a grade of B B (86- 89) = achievement superior to the basic level C+ (83- 85) = achievement discernibly above the basic achievement C (76- 82) = basic achievement in which both qualitative and quantitative

requirements are met adequately and satisfactorily D+ (73- 75) = work below the basic level of achievement but of sufficient quality D (70- 72) to warrant credit F complete failure to meet course requirements

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CHARACTERISTICS OF EFFECTIVE WRITING

Main Idea The paper is focused, meets the expectations set up by the writer, and makes these

expectations clear to the reader. The paper shows a clear sense of purpose. Usually it has a thesis statement or main question explicitly stated near the beginning of the paper. The topic is not too broad or too narrow to be adequately addressed in the assigned length.

Well-Organized The paper is clearly developed. It has an introduction, statement of the thesis (or

question), supporting material and summary or conclusion. Transitions are clear from sentence to sentence and paragraph to paragraph. In other words, the writer has not simply made a series of unrelated or vaguely related statements. Rather, each sentence and paragraph carries the reader closer to an understanding or appreciation of the writer’s goal.

Support The writer provides specific, concrete and appropriate information from memory,

observation, reading, interviewing or other sources. The paper is well developed with examples, details, illustrations, anecdotes or similar material.

Style Sentences and paragraphs are varied, and word choices are accurate. There is an

absence of “clutter” or “padding.” Phrasing is clear and direct. It uses simple, clear sentences. Tone is handled consistently; sentence length and word choice are appropriate to the audience and purpose of the piece.

Mechanics Punctuation, grammar, spelling and aspects of format are handled correctly. The writer

has prepared the paper carefully with attention to appearance and other details. Opening, closing and title are strong and contribute to the purpose, focus and unity of the writing.

While proofreading your paper, ask yourself the following questions:

1. Is my major point or question clear and appropriate? 2. Is the structure apparent and easy to follow? 3. Have I supported generalizations, opinions and conclusions with specific examples

or arguments? 4. Have I avoided using unnecessary words and clichés, or overly complex sentences? 5. Does my paper have spelling, punctuation and typographical errors?

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PPT and Oral Presentation Scoring Rubric—BU 450

A B C D F Eye Contact Continuous

eye contact. Faces audience and refers to notes or slides less than once a minute. Rarely glances at slide screen or at part of room away from audience.

Somewhere between moderate and continuous eye contact.

Moderate eye contact. Either faces audience but refers to notes or slides occasionally (couple of times a minute) or turns body sometimes to screen.

Somewhere between no and moderate eye contact

Essentially no eye contact. Reads continuously, glancing up only once or twice a minute. Stares at ceiling or consistently looks at slide screen

Body Language

Engaging. Uses gestures (e.g., pointing with hands) and expressions to enhance the presentation. Speaker looks very comfortable and natural.

Somewhere between neutral and engaging body language.

Neutral. Stands facing the audience. Occasionally uses hands and body movements appropriately, but may still be a little stiff or nervous.

Somewhere between distracting and neutral body language.

Distracting. Sways, paces, or fidgets so that audience is distracted from presentation. Poor use of hands (in pockets, jingling keys, playing with pen).

Voice Qualities

Fluid, natural delivery. Speaks moderately slowly with good vocal variety, articulation, and volume.

Somewhere between adequate and excellent voice qualities.

Adequate pace and volume. Speaks fairly clearly but lacks sufficient variations in vocal intonation for emphasis.

Somewhere between poor and adequate voice qualities.

Poor. Halting, uneven pace. Can not hear all of the words due to mumbling, speaking too softly, speaking too quickly, or in a monotone.

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Command of Material

Excellent. Does not read from notes or slides. Expresses ideas fluently in own words.

Somewhere between adequate and excellent command of material.

Reads less than once a minute, struggles occasionally to find words.

Somewhere between poor and adequate command of material.

Poor. Struggles often to find words. Reads most of presentation.

Visual Aids Excellent overheads or slides. Easy to read, attractive, greatly enhance presentation.

Somewhere between adequate and excellent visual aids.

Adequate. Readable overheads, handouts. Enhance presentation.

Somewhere between ineffective and adequate visual aids.

Ineffective. Overheads, slides, or handouts are hard to read, distracting, or inadequate for presentation.

Content Engaging. Information is relevant to audience. Excellent details.

Somewhere between adequate and engaging content.

Adequate. Information is usually relevant and appropriate to audience.

Somewhere between poor and adequate content.

Poor. Purpose not clear, information disjointed or inadequate.

Source: “Peer Versus Self-Assessment of Oral Business Presentation Performance,” Business Communication Quarterly, Volume 64, Number 3, September 2001, pp. 25–42. Reprinted with the permission of the Association for Business Communication.