cmr495 small business management

Strategic Management

for Commerce

A Capstone Course

BS In Commerce Degree Program

Miami University

Regional Campuses

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CMR 495 COURSE ACTIVITY SELECTION MENU

Welcome to the CMR 495 Strategic Management for Commerce Course. On the menu this semester

is a delightful appetizer (The Strategic Learning Plan) that allows students to quickly sample all

aspects of the course, followed by a main course (Five Mini-Cases) that deliver a cross-section of

strategic management theory and practice. For dessert, select three projects out of the four projects

provided for your consideration. (Do NOT create your own project.) Additional activities allow

students the opportunity to personalize their learnings in this Commerce Degree Capstone course.

APPETIZER:

• The Strategic Learning Plan A quick tour through all of what the course has to offer – each student will construct his/her

own learning plan to combine required activities with personal selections to tailor the course

to best meet his/her needs and/or wants. Worth up to 750 points. (REQUIRED)

MAIN COURSE:

• Five Mini-Cases This hearty dish supplies five satisfying selections of critical thinking and analysis on

strategic management topics. Collaboration with others is encouraged. Due throughout the

semester and worth up to 450 points, each or 2,250 total. (REQUIRED)

DESSERT: Complete Your Personalized Plan by Choosing 3000 Points from the Selections

Provided – Short Research Paper Is Required As Part Of Each Choice.

• The Meal Preparation Project This project is an excellent choice for students who love to cook and who appreciate the value of

digging into the numbers. Explore the strategic economic challenges of insourcing vs.

outsourcing. Worth up to 1,000 points.

• The Interviews Of Business Insights Project This project is for those students who love to talk with others in business. Compare and

contrast the strategies used by a minimum of three business leaders, using the tools outlined

in the Rothaermel text. Worth up to 1,000 points.

• The Customer Service Marathon Project This project is a super selection for students who want to get out and investigate businesses

within the local community ONLY. Determine and compare customer service strategies

between two or more providers of the same product and/or service. See how your favorite

providers really stack up to the competition. Worth up to 1,000 points.

• The Box Project This project is a great option for students who are interested in marketing and new

product/service development. Understand the strategic importance of meeting a customer’s

needs and wants. Good for students who are handy with tools and/or arts/crafts supplies.

Cardboard boxes with tape are no longer accepted. For students interested in using a 3D

printer to create a box, please see the instructions on page 105. Worth up to 1,000 points.

SPECIFIC DETAILS RELATED TO ALL MENU SELECTIONS

MUST BE APPROVED BY THE INSTRUCTOR

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CMR 495

STRATEGIC MANAGEMENT FOR COMMERCE

Course Syllabus – Summer Session III 2019

Instructor: Dr. Susan Baim

Voice of America

(513) 727-3444 (Office)

(402) 617-2283 (Text ONLY – no later than 9:00 P.M.)

E-mail: baimsa@miamioh.edu

Office Hours: Available By E-mail Days, Evenings And/Or On Weekends

Skype Video Meetings Available (s.baim2012), If Desired

Course Text: Rothaermel, Frank T. (2017). Strategic Management, 4e. New York, NY:

McGraw Hill Education. ISBN: 9781260141863 (REQUIRED)

Course Time: 24/7 Online

TABLE OF CONTENTS:

PREFIX – CMR 495 COURSE ACTIVITY SELECTION MENU . . . . . . . . . . . . . . . . . . i

SECTION ONE – COURSE INFORMATION, COURSE DESCRIPTION, AND COURSE

OBJECTIVES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Course Introduction 3

CMR 495: Strategic Management For Commerce 3

Course Description 4

Course Objectives 5

SECTION TWO – THE STRATEGIC MANAGEMENT 4e TEXTBOOK . . . . . . . . . . . . 5

The Strategic Management 4e Textbook 5

Textbook – Part One: Strategy Analysis 5

Textbook – Part Two: Strategy Formulation 8

Textbook – Part Three: Strategy Implementation 11

Textbook – Part Four: Mini-cases 12

List of Textbook Mini-cases 12

SECTION THREE – CMR 495 REQUIREMENTS OVERVIEW, PROCEDURAL DETAILS,

SCHEDULE, GUIDELINES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

CMR 495 Requirements Overview 13

Note on Assignment Due Dates 15

Note on Submitting Draft Copies of Assignments for Feedback 16

Course Calendar 16

Note on Canvas and E-mail Communications 20

Note on Assignment Feedback and Grading 20

Note on Extra Credit 20

Note on “Double Dipping” for Assignments 20

Note on Attendance 20

Note on Finishing the Course Early – Accelerated Learning 21

Student Work Portfolios 22

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SECTION FOUR – DEVELOPING “THE STRATEGIC LEARNING PLAN” TO

COMPLETE CMR 495 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

A Basic Strategic Management Planning Module from the Literature 23

The Purpose of Strategic Planning in CMR 495 24

Beginning the Process 24

Situational Analysis 25

Part A: Career and/or Educational Issues 25

Template for Career and/or Educational Issues 26

Part B: SWOT Analysis 26

Strengths AND Weaknesses 27

Opportunities AND Threats 28

Part C: Developing The Strategic Learning Plan 29

Full Example of “The Strategic Learning Plan” 38

Honors Version of Learning Plan 42

Point Distribution for The Strategic Learning Plan 54

What to Turn In 55

Grading Notes for The Strategic Learning Plan 55

Grading for The Strategic Learning Plan 55

SECTION FIVE – MAJOR WORK ASSIGNMENTS . . . . . . . . . . . . . . . . . . . . . . . . 58

Major Work Assignment: Business Strategy Mini Cases 58

Getting Started 59

A Three-Step Process 59

Ashford University Outlines the Steps in Writing a Mini-Case Response 60

Business Strategy Mini-Case Final Check 62

What to Turn In 63

Where Most Errors Occur 64

Business Strategy Mini-Case Response Example 64

Grading Notes for Business Strategy Mini Case Work Assignments 68

Grading for Business Strategy Mini Cases 69

Major Work Assignments: Important Information Before You Begin 71

Major Work Assignment: The Meal Preparation Project 72

Overview 72

Background and Purpose 73

Project Steps 73

What to Turn In 75

Where Most Errors Occur 77

Grading Notes for the Presentation Deck and Report 77

Grading for The Meal Preparation Project 77

Major Work Assignment: The Interviews of Business Insights Project 79

Overview 79

Background and Purpose 80

Project Steps 80

What to Turn In 83

Where Most Errors Occur 84

Grading Notes for the Presentation Deck and Report 84

Grading for The Interviews of Business Insights Project 85

Major Work Assignment: The Customer Service Marathon Project 87

Overview 87

Background and Purpose 88

Project Steps 92

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What to Turn In 95

Where Most Errors Occur 97

Grading Notes for the Presentation Deck and Report 98

Grading for The Customer Service Marathon Project 98

Major Work Assignment: The Box Project 100

Overview 100

Background and Purpose 101

Project Steps 101

What to Turn In 102

Where Most Errors Occur 102

Grading Notes for the Presentation Deck and Report 104

Grading for The Box Project 104

SECTION SIX – HELPFUL INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Tips on Writing Assignments 107

Tips on Generating Meaningful Graphs 108

E-mail Usage 111

Message for Microsoft and “Open Office” Software Users 111

Message for Apple/Mac Computer Users 111

Weighting of Graded Activities 111

Calculating a Grade 113

Attendance Policy 113

Late Work Policy 114

Academic Integrity and/or Disruptive Behavior 114

SECTION ONE – COURSE INTRODUCTION, COURSE DESCRIPTION, AND COURSE

OBJECTIVES:

COURSE INTRODUCTION:

CMR 495: Strategic Management For Commerce

CMR 495: Strategic Management For Commerce is intended to be a challenging and exciting Capstone

Having “senior” status is a requirement to take this course. Seniors need to have a minimum of 98 hours

in progress or completed prior to taking the course. CMR 495 will be offered in the Fall Semesters,

Winter Terms, Spring Semesters, and Summer Sessions as a face-to-face lecture course (at some point)

and/or in an online format.

CMR 495 is first and foremost a course about “strategy,” and second, a course about “managing for

success.” It centers on the theme that an organization can only achieve sustainable success if

management has an astute, timely strategic game plan for running the organization, and then,

implements and executes that strategic game plan with proficiency. For most organizations, a well-

conceived, well-executed strategy nearly always enhances an organization’s short-term and long-term

performances. For managers, the ability to synergize workable solutions from knowledge of the key

business functionalities, combined with the ability to reach beyond and learn new skill sets as needed,

can and will determine a leader’s success in keeping his/her organization on track for the future.

CMR 495 is a “big picture” course — a trait that makes it a truly different kind of course from the other

courses in the Bachelor of Commerce degree program. As the Capstone Course, much of the knowledge

that a student has already gained in the core curriculum will be integrated into this course. While the

majority of Commerce courses in the Bachelor of Commerce degree program focus on a single subject

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matter or functionality, this Capstone Course is designed to get students to recognize, and then, to

capitalize on how to apply their previous learnings in combination to solve real-world organizational

strategy problems. In doing so, students must recognize the importance of thinking broadly and

working from multiple points of view when operating within today’s world of commerce. The problems

and issues of strategy formulation and implementation cover the entire spectrum of transactional

exchanges between individuals internal and external to the organization. Many variables and situational

factors must be dealt with at once. Weighing the pros and cons of making strategy-based decisions

entails a total enterprise perspective and a practiced skill in judging how all of the relevant factors add

up to shape what actions need to be taken.

In this course, each student will learn about the role and the tasks of the strategic manager. He/She will

be introduced to the definition and the parameters of strategy in organizational management that will:

• Lead him/her through the ins and outs of formulating and implementing a strategic plan.

• Teach him/her the tools and techniques of situational analysis and exercising him/her in the managerial tasks of sizing up an organization’s strategic position.

• Give him/her practice in making strategic decisions, and thus, sharpening his/her abilities to “think strategically” from a management perspective.

• Require him/her to look at issues from the perspective of the total enterprise.

• Teach him/her the importance of building competitive advantage.

• Expose him/her to the rigors of industry and to the characteristics of a global market environment.

• Detail the components of strategic management found in a very unique menu of homework choices.

• Instill in him/her a strong sense of ethical principles and values into the processes and tasks of being a strategic manager.

The content of CMR 495 has all of the ingredients needed to keep each student’s interest and attention

for a full semester. Hopefully, this course will be instrumental in making each student: (1)

“competitively superior,” (2) successful in his/her present/future career pursuits, and (3) much wiser

about the secrets of being a first-rate leader and manager. The course is also designed to help each

student develop new business skills and judgment for his/her own business career. Finally, it is hoped

that each student will learn to sharpen his/her ability to think critically and logically and to diagnose

situations from the strategic point of view that is essential to cope with today’s organizational

uncertainties and business realities. As such, CMR 495 is an extremely intense course and it requires a

substantial time and effort commitment for successful completion.

COURSE DESCRIPTION:

Today’s organizational leaders and managers must be capable of drawing on a vast array of skills as

they seek to solve complex organizational problems and articulate a vision for future growth and

success. This Capstone Course provides students the opportunity to integrate what they have learned

throughout the Bachelor of Commerce degree program and to apply their skills in a synergistic manner

to a significant organizational strategy effort. Students will develop an understanding of the basic

planning and implementation practices that underlie a well-structured organizational strategy. Concepts

will include present and future operational tactics of a successful organization, resource allocation, and

achieving competitive advantage. Using a combination of simulations and studies of real-world

organizations, students will learn to differentiate between planning elements that can be controlled and

those that are unpredictable. Procedures to successfully incorporate unplanned developments and

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occurrences into an existing strategic plan will illustrate how to make strategies actionable under

conditions of actual use.

COURSE OBJECTIVES:

Think Critically – Students will explain the organizational strategy development and implementation

process, describing how to incorporate multiple business viewpoints from finance, management,

marketing, accounting, and operations into their reasoning.

Understand Contexts – Students will construct professional, workable solutions to real-world

organizational strategy problems that take into account essential issues such as personnel, resources,

timing, global applicability, etc.

Engage with Other Learners – Students will work collaboratively to create, present, explain, and critique

their proposed solutions to organizational strategy problems, utilizing peer-to-peer feedback to fine-tune

and revise their homework assignments.

Reflect and Act – Students will synthesize a cohesive approach to organizational strategy problem-

solving based on their understanding of key business functionalities and their own academic portfolio of

required and elective courses.

Apply Technology – Students will demonstrate a mastery of basic computer skills and supporting

applications needed to analyze essential business data and present their strategic plans in a professional

manner suitable for a general business audience.

SECTION TWO – THE STRATEGIC MANAGEMENT 4e TEXTBOOK:

The Strategic Management 4e textbook is an easy-to-read textbook. It is so relevant to today’s

workplaces that students will probably want to keep it on their bookshelves long after the course is over.

The textbook offers a wide variety of strategic management insights that relate to for-profit businesses,

non-profit organizations, and governmental agencies. A detailed outline of the textbook’s content is

given below.

TEXTBOOK — PART ONE: Analysis

CHAPTER ONE: What Is Strategy And Why Is It Important?

• Chapter Outline: o What Strategy Is: Gaining and Sustaining Competitive Advantage

▪ What Is Competitive Advantage? ▪ Industry vs. Firm Effects In Determining Firm Performance

o Stakeholders and Competitive Advantage ▪ Stakeholder Strategy ▪ Stakeholder Impact Analysis

o The AFI Strategy Framework o Implications for the Strategist

• Learning Objectives: o Explain the role of strategy in a firm’s quest for competitive advantage. o Define competitive advantage, sustainable competitive advantage, competitive

disadvantage, and competitive parity.

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o Differentiate the roles of firm effects and industry effects in determining firm performance.

o Evaluate the relationship between stakeholder strategy and sustainable competitive advantage.

o Conduct a stakeholder impact analysis.

CHAPTER TWO: Strategic Leadership: Managing the Strategy Process

• Chapter Outline: o Vision, Mission, and Values

▪ Vision ▪ Mission ▪ Values

o Strategic Leadership ▪ What Do Strategic Leaders Do? ▪ How Do You Become a Strategic Leader? ▪ Formulating Strategy Across Levels

o The Strategic Management Process ▪ Top-Down Strategic Planning ▪ Scenario Planning ▪ Strategy as Planned Emergence: Top-Down and Bottom-Up

o Implications for the Strategist

• Learning Objectives: o Describe the roles of vision, mission, and values in the strategic management process. o Evaluate the strategic implications of product-oriented and customer-oriented vision

statements.

o Explain why anchoring a firm in ethical core values is essential for long-term success. o Outline how managers become strategic leaders. o Describe the roles of corporate, business, and functional managers in strategy

formulation and implementation.

o Evaluate top-down strategic planning, scenario planning, and strategy as planned emergence.

CHAPTER THREE: External Analysis: Industry Structure, Competitive Forces, and Strategic Groups

• Chapter Outline: o The PESTEL Framework

▪ Political Factors ▪ Economic Factors ▪ Sociocultural Factors ▪ Technological Factors ▪ Ecological Factors ▪ Legal Factors

o Industry Structure and Firm Strategy: The Five Forces Model ▪ Competition in the Five Forces Model ▪ The Threat of Entry ▪ The Power of Suppliers ▪ The Power of Buyers ▪ The Threat of Substitutes ▪ Rivalry Among Existing Competitors

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▪ A Sixth Force: The Strategic Role of Complements o Changes over Time: Industry Dynamics o Performance Differences Within the Same Industry: Strategic Groups

▪ The Strategic Group Model ▪ Mobility Barriers

o Implications for the Strategist

• Learning Objectives: o Generate a PESTEL analysis to evaluate the impact of external forces on the firm. o Apply Porter’s five competitive forces to explain the profit potential of different

industries.

o Explain how competitive industry structure shapes rivalry among competitors. o Describe the strategic role of complements in creating positive-sum co-opetition. o Appraise the role of industry dynamics and industry convergence in shaping the firm’s

external environment.

o Generate a strategic group model to reveal performance differences between clusters of firms in the same industry.

CHAPTER FOUR: Internal Analysis: Resources, Capabilities, and Core Competencies

• Chapter Outline: o Core Competencies o The Resource-Based View

▪ Two Critical Assumptions ▪ The VRIO Framework ▪ Isolating Mechanisms: How to Sustain a Competitive Advantage

o The Dynamic Capabilities Perspective o The Value Chain Analysis o Implications for the Strategist

▪ Using SWOT Analysis to Generate Insights from External and Internal Analysis

• Learning Objectives: o Differentiate among a firm’s core competencies, resources, capabilities, and activities. o Compare and contrast tangible and intangible resources. o Evaluate the two critical assumptions behind the resource-based view. o Apply the VRIO framework to assess the competitive implications of a firm’s resources. o Evaluate different conditions that allow a firm to sustain a competitive advantage. o Outline how dynamic capabilities can enable a firm sustain a competitive advantage. o Apply a value chain analysis to understand which of the firm’s activities in the process

of transforming inputs into outputs generate differentiation and which drive costs.

o Conduct a SWOT analysis to generate insights from external and internal analysis and derive strategic implications.

CHAPTER FIVE: Competitive Advantage, Firm Performance, and Business Models

• Chapter Outline: o Competitive Advantage and Firm Performance

▪ Accounting Profitability ▪ Shareholder Value Creation ▪ Economic Value Creation ▪ The Balanced Scorecard ▪ The Triple Bottom Line

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o Business Models: Putting Strategy into Action ▪ Popular Business Models ▪ Dynamic Nature of Business Models

o Implications for the Strategist

• Learning Objectives: o Conduct a firm profitability analysis using accounting data to assess and evaluate

competitive advantage.

o Apply shareholder value creation to assess and evaluate competitive advantage. o Explain economic value creation and different sources of competitive advantage. o Apply a balanced scorecard to assess and evaluate competitive advantage. o Apply a triple bottom line to assess and evaluate competitive advantage. o Outline how business models put strategy into action.

TEXTBOOK — PART TWO: Formulation

CHAPTER SIX: Business Strategy: Differentiation, Cost Leadership, and Blue Oceans

• Chapter Outline: o Business-Level Strategy: How to Compete for Advantage

▪ Strategic Position ▪ Generic Business Strategies

o Differentiation Strategy: Understanding Value Drivers ▪ Product Features ▪ Customer Service ▪ Complements

o Cost-Leadership Strategy: Understanding Cost Drivers ▪ Cost of Input Factors ▪ Economies of Scale ▪ Learning Curve ▪ Experience Curve

o Business-Level Strategy and the Five Forces: Benefits and Risks ▪ Differentiation Strategy: Benefits and Risks ▪ Cost-Leadership Strategy: Benefits and Risks

o Blue Ocean Strategy: Combining Differentiation and Cost Leadership ▪ Value Innovation ▪ Blue Ocean Strategy Gone Bad: “Stuck in the Middle”

o Implications for the Strategist

• Learning Objectives: o Define business-level strategy and describe how it determines a firm’s strategic position. o Examine the relationship between value drivers and differentiation strategy. o Examine the relationship between cost drivers and the cost-leadership strategy. o Assess the benefits and risks of differentiation and cost-leadership strategies vis-à-vis the

five forces that shape competition.

o Evaluate value and cost drivers that may allow a firm to pursue a blue ocean strategy. o Assess the risks of a blue ocean strategy, and explain why it is difficult to succeed at

value innovation.

CHAPTER SEVEN: Business Strategy: Innovation and Entrepreneurship

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• Chapter Outline: o Competition Driven by Innovation

▪ The Innovation Process o Strategic and Social Entrepreneurship o Innovation and the Industry Life Cycle

▪ Introduction Stage ▪ Growth Stage ▪ Shakeout Stage ▪ Maturity Stage ▪ Decline Stage ▪ Crossing the Chasm

o Types of Innovation ▪ Incremental vs. Radical Innovation ▪ Architectural vs. Disruption Innovation ▪ Open Innovation

o Implications for the Strategist

• Learning Objectives: o Outline the four-step innovation process from idea to imitation. o Apply strategic management concepts to entrepreneurship and innovation. o Describe the competitive implications of different stages in the industry life cycle. o Derive strategic implications of the crossing-the-chasm framework. o Categorize different types of innovations in the markets-and-technology framework. o Compare and contrast closed and open innovation.

CHAPTER EIGHT: Corporate Strategy: Vertical Integration and Diversification

• Chapter Outline: o What Is Corporate Strategy?

▪ Why Firms Need to Grow ▪ Three Dimensions of Corporate Strategy

o The Boundaries of the Firm ▪ Firms vs. Markets: Make or Buy? ▪ Alternatives on the Make-or-Buy Continuum

o Vertical Integration along the Industry Value Chain ▪ Types of Vertical Integration ▪ Benefits and Risks of Vertical Integration ▪ When Does Vertical Integration Make Sense? ▪ Alternatives to Vertical Integration

o Corporate Diversification: Expanding Beyond a Single Market ▪ Types of Corporate Diversification ▪ Leveraging Core Competencies for Corporate Diversification ▪ Corporate Diversification and Firm Performance

o Implications for the Strategist

• Learning Objectives: o Define corporate strategy and describe the three dimensions along which it is assessed. o Explain why firms need to grow, and evaluate different growth motives. o Describe and evaluate different options firms have to organize economic activity. o Describe the two types of vertical integration along the industry value chain: backward

and forward vertical integration.

o Identify and evaluate benefits and risks of vertical integration.

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o Describe and examine alternatives to vertical integration. o Describe and evaluate different types of corporate diversification. o Apply the core competence-market matrix to derive different diversification strategies. o Explain when a diversification strategy creates a competitive advantage and when it does

not.

CHAPTER NINE: Corporate Strategy: Strategic Alliances and Mergers and Acquisitions

• Chapter Outline: o How Firms Achieve Growth

▪ The Build-Borrow-Buy Framework o Strategic Alliances

▪ Why Do Firms Enter Strategic Alliances? ▪ Governing Strategic Alliances ▪ Alliance Management Capability

o Mergers and Acquisitions ▪ Why Do Firms Merge with Competitors? ▪ Why Do Firms Acquire Other Firms? ▪ M&A and Competitive Advantage

o Implications for the Strategist

• Learning Objectives: o Apply the build-borrow-or-buy framework to guide corporate strategy. o Define strategic alliances, and explain why they are important to implement corporate

strategy and why firms enter into them.

o Describe three alliance governance mechanisms and evaluate their pros and cons. o Describe the three phases of alliance management and explain how an alliance

management capability can lead to a competitive advantage.

o Differentiate between mergers and acquisitions, and explain why firms would use either to execute corporate strategy.

o Define horizontal integration and evaluate the advantages and disadvantages of this option to execute corporate-level strategy.

o Explain why firms engage in acquisitions. o Evaluate whether mergers and acquisitions lead to competitive advantage.

CHAPTER TEN: Global Strategy: Competing Around the World

• Chapter Outline: o What is Globalization?

▪ Stages of Globalization ▪ State of Globalization

o Going Global: Why? ▪ Advantages of Going Global ▪ Disadvantages of Going Global

o Going Global: Where and How? ▪ Where in the World to Compete? The CAGE Distance Framework ▪ How Do MNEs Enter Foreign Markets?

o Cost Reductions vs. Local Responsiveness: The Integration-Responsiveness Framework ▪ International Strategy ▪ Multidomestic Strategy ▪ Global-Standardization Strategy

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▪ Transnational Strategy o National Competitive Advantage: World Leadership in Specific Industries

▪ Porter’s Diamond Framework o Implications for the Strategist

• Learning Objectives: o Define globalization, multinational enterprise (MNE), foreign direct investment (FDI),

and global strategy.

o Explain why companies compete abroad, and evaluate the advantages and disadvantages of going global.

o Apply the CAGE distance framework to guide MNE decisions on which countries to enter.

o Compare and contrast the different options MNEs have to enter foreign markets. o Apply the integration-responsiveness framework to evaluate the four different strategies

MNEs can pursue when competing globally.

o Apply Porter’s diamond framework to explain why certain industries are more competitive in specific nations than in others.

TEXTBOOK — PART THREE: Implementation

CHAPTER ELEVEN: Organizational Design: Structure, Culture, and Control

• Chapter Outline: o Organizational Design and Competitive Advantage

▪ Organizational Inertia: The Failure of Established Firms ▪ Organizational Structure ▪ Mechanistic vs. Organic Organizations

o Strategy and Structure ▪ Simple Structure ▪ Functional Structure ▪ Multidivisional Structure ▪ Matrix Structure

o Organizational Culture: Values, Norms, and Artifacts ▪ Where Do Organizational Cultures Come From? ▪ How Does Organizational Culture Change? ▪ Organizational Culture and Competitive Advantage

o Strategic Control-and-Reward Systems ▪ Input Controls ▪ Output Controls

o Implications for the Strategist

• Learning Objectives: o Define organizational design and list its three components. o Explain how organizational inertia can lead established firms to failure. o Define organizational structure and describe its four elements. o Compare and contrast mechanistic versus organic organizations. o Describe different organizational structures and match them with appropriate strategies. o Describe the elements of organizational culture, and explain where organizational

cultures can come from and how they can be changed.

o Compare and contrast different strategic control-and-reward systems.

CHAPTER TWELVE: Corporate Governance and Business Ethics

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• Chapter Outline: o The Shared Value Creation Framework

▪ Public Stock Companies and Shareholder Capitalism ▪ Creating Shared Value

o Corporate Governance ▪ Agency Theory ▪ The Board of Directors ▪ Other Governance Mechanisms

o Strategy and Business Ethics o Implications for the Strategist

• Learning Objectives: o Describe the shared value creation framework and its relationship to competitive

advantage.

o Explain the role of corporate governance. o Apply agency theory to explain why and how companies use governance mechanisms to

align interests of principals and agents.

o Evaluate the board of directors as the central governance mechanism for public stock companies.

o Evaluate other governance mechanisms. o Explain the relationship between strategy and business ethics.

TEXTBOOK — PART FOUR: Mini-cases

LIST OF TEXTBOOK MINI CASES:

1 Michael Phelps: The Role of Strategy in Olympics and Business

2 PepsiCo’s Indra Nooyi: Performance with Purpose

3 Yahoo: From Internet Darling to Fire Sale

4 How the Strategy Process Killed Innovation at Microsoft

5 Apple: The iPhone Turns 10, So What’s Next?

6 Nike’s Core Competency: The Risky Business of Creating Heroes

7 Dynamic Capabilities at IBM

8 Starbucks after Schultz: How to Sustain a Competitive Advantage?

9 Business Model Innovation: How Dollar Shave Club Disrupted Gillette

10 Competing on Business Models: Google vs. Microsoft

11 Can Amazon Trim the Fat at Whole Foods?

12 Lego’s Turnaround: Brick by Brick

13 Cirque du Soleil: Searching for New Blue Ocean

14 Wikipedia: Disrupting the Encyclopedia Business

15 Disney: Building Billion-Dollar Franchises

16 Hollywood Goes Global

17 Samsung Electronics: Burned by Success?

18 Does GM’s Future Lie in China?

19 Flipkart vs. Amazon in India: Who’s Winning?

20 Alibaba–China’s E-Commerce Giant: Challenging Amazon?

21 HP’s Board Room Drama and Divorce

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22 UBS: A Pattern of Ethics Scandals

SECTION THREE – CMR 495 REQUIREMENTS OVERVIEW, PROCEDURAL DETAILS,

COURSE CALENDAR, OTHER COURSE GUIDELINES

CMR 495 REQUIREMENTS OVERVIEW

In CMR 495, each student will be provided with an opportunity to integrate his/her diverse disciplinary

knowledge by introducing him/her to the principal concepts of strategic management. The course will

develop students’ capacity to think strategically about an organization, its present position, its long-term

future direction(s), its resources and competitive capabilities, the quality and quantity of its strategy, and

its opportunities to gain and sustain competitive advantage. CMR 495 will provide an opportunity for

each student to build his/her skills in conducting situational analyses within a variety of industries and

competitive situations. CMR 495 will also provide each student with a stronger understanding of the

competitive challenges of a global market environment. Since strategic management skill development

involves managerial abilities that are transferable across internships, jobs, and/or career fields, this

Capstone Course is not discipline specific. Students who want to start a business down the road will

also find CMR 495 useful in this pursuit.

During the completion of this course, each student will utilize and learn a variety of relationship-

building and technology-savvy skills expected in today’s workplaces. However, the key skill set

utilized in CMR 495 will involve oral and/or written communications. Throughout the course, each

student will be asked to demonstrate his/her leadership and managerial talents. CMR 495 will involve

more than reacting to specific situations, dealing with daily dilemmas, and/or asking simple questions

and looking for concrete answers since today’s organizational and competitive environments are much

more dynamic and complex than in the past. Acquiring interpersonal relationship-building techniques

and teamwork skills are essential to be successful in today’s organizations. Cross-functional training,

taken from other business courses in the Commerce degree program, will allow each student to choose

to get involved in a mix-and-match variety of six homework tasks.

CMR 495 students are required to be involved in two major work assignments, and then, they can select

additional major work assignments from four other projects. The first required project for each student

is an assignment called “The Strategic Learning Plan” where each student will strategically create a plan

to manage his/her course journey in CMR 495. The second is a semester-long work assignment that

requires each student to complete five assigned mini-cases out of a total of twenty-eight mini-cases in

the textbook. No additional mini-cases will be accepted for credit or extra credit. The third work

assignment is “The Meal Preparation Project” which revolves around strategic management decisions

concerning insourcing and outsourcing work – looking at the cost/benefits of each approach. The fourth

work assignment is the “Interviews Of Business Insights” where a student conducts a sit-down interview

(no phone interviews) with at least three strategic managers who have a lot of practical education in the

“School of Hard Knocks.” The fifth work assignment is “The Customer Service Marathon Project”

which revolves around examining customer service practices at a specific organization, and proactively,

making a suggestion(s) for improvement. The sixth work assignment is “The Box Project” which

revolves around new idea creation and development along with learning the process of client

management. Learning to listen to the client(s) is of utmost importance in this major work assignment.

Weighting of Graded Activities: (In “The Strategic Learning Plan,” each student must specify, and then,

rationalize a combination of work assignments equaling 6,000 Possible Points.)

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ACTIVITY ACADEMIC INTEGRATION

INTERESTS

MAXIMUM POINTS

The Strategic Learning Plan

Students In All Commerce

Disciplines: Required Strategic

Learning Plan

750 Required Points

Mini-Case Activities

Students In All Commerce

Disciplines: Five Assigned And

Required Mini-Case Activities

2,250 Required Points

(450 For Each Mini-

Case)

The Meal Preparation Project

Students In Economics, Finance,

Accounting, Data Analysis, And

Digital Business Systems

1,000

The Interviews Of Business

Insights Project

Students In Management, Data

Analysis And Digital Business

Systems

1,000

The Customer Service

Marathon Project

Students In Marketing, Customer

Satisfaction, Data Analysis, And

Digital Business Systems

1,000

The Box Project

Students In Marketing, New Product

Development, Entrepreneurship,

Finance, And Accounting

1,000

NOTE: Each student will be required to mix and match the work assignments to generate “The

Strategic Learning Plan” that best fits his/her needs. “The Strategic Learning Plan” work

assignment is mandatory to complete the course and it requires the approval of the instructor

before proceeding with any of the other work assignments. Note that students must fully complete

a selected work assignment. Grading rubrics for the major work assignments are included within

SECTION SIX of the syllabus.

Special Note for Honors Section Students

In CMR 495, all students will complete the same types of projects to reach their goals. Whereas

Regular Section Students must choose projects to total 6000 possible points, Honors Section

Students must choose an additional 1000 points in projects – all of the assignments — to reach a

total of 7000 possible points.

Final Grade Percentages for the Regular Course:

Letter Grade & Percentage Points (6000 Point Scale)

A+ 98% – and up 5880 and up

A 92% – 97% 5520 – 5879

A- 90% – 91% 5400 – 5519

B+ 88% – 89% 5280 – 5399

B 82% – 87% 4920 – 5279

B- 80% – 81% 4800 – 4919

C+ 78% – 79% 4680 – 4799

C 72% – 77% 4320 – 4679

C- 70% – 71% 4200 – 4319

D+ 68% – 69% 4080 – 4199

D 62% – 67% 3720 – 4079

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D- 60% – 61% 3600 – 3719

F 0% – 59% 0 – 3599

Final Grade Percentages For The Honors Courses:

Letter Grade & Percentage Points (7000 Point Scale)

A+ 98% – and up 6860 and up

A 92% – 97% 6440 – 6859

A- 90% – 91% 6300 – 6439

B+ 88% – 89% 6160 – 6299

B 82% – 87% 5740 – 6159

B- 80% – 81% 5600 – 5739

C+ 78% – 79% 5460 – 5599

C 72% – 77% 5040 – 5459

C- 70% – 71% 4900 – 5039

D+ 68% – 69% 4760 – 4899

D 62% – 67% 4340 – 4759

D- 60% – 61% 4200 – 4339

F 0% – 59% 0 – 4199

The ultimate goal of CMR 495 is for each student to hand his/her work assignment(s) to future

employers during an interview. Employers love to see that a student has done more than consume and

regurgitate facts on tests; they love to see experiential learning exercises. A portfolio of a work

assignment(s) may also be given to a graduate school committee as a work sample(s) which is generally

required for a student to attain admittance to a graduate school program.

Using several efficient and effective problem-solving approaches will be necessary to be successful in

CMR 495. Creativity and innovation with respect to each work assignment is also expected. Overall,

CMR 495 focuses on the basic concepts of strategic management by demonstrating that the different

aspects of the strategic decision-making process can facilitate competitive advantage while still

maintaining ethical and socially responsible principles.

In CMR 495, a Canvas site is available for all students. The site should be thought of as the “Course

Hub” related to all student information and assignments. Thus, the Canvas site should be checked

frequently for the latest updates on work assignments.

To enhance each student’s understanding of strategic management concepts, there are weekly required

course textbook readings in Strategic Management 4e by Dr. Frank Rothaermel. This book is available

at the MUH and MUM bookstores and in the MUH and MUM Regional Campus Libraries on 2-Hour

Reserve for free.

Simply put, CMR 495 covers strategic management topics as they connect to the purpose of

understanding why every organization needs a sound strategy to compete successfully, manage the

conduct of its short-term day-to-day operations, and strengthen its prospects for long-term success.

Note on Assignment Due Dates:

Due dates for each assignment are included in the Course Calendar. The due dates provided are the best

estimates of the actual due dates, based on the information available at the time that the syllabus was

prepared, and as such, they are not guaranteed. Students enrolling late in CMR 495 must “catch up” and

become current on all assignments within four calendar days of signing up for the course.

16

Under no circumstances will any coursework be accepted for grading or credit of any kind after the last

date and time stipulated in the Course Calendar. (This includes the fifth Mini-Case that serves as the

course final exam.) There will be no other grace periods allowed since the noted due date and time

represents an absolute cut-off for all students enrolled in the course.

Note on Submitting Draft Copies of Assignments for Feedback:

If desired, students may submit draft copies for work assignments by e-mail to the instructor for

feedback. Feedback will be returned promptly so that students may revise their work prior to submitting

final copies. The early feedback by the instructor is not intended to be critical and it is only given to

improve the quantity/quality of the student’s written materials. Students seeking feedback on draft

copies of materials should e-mail the instructor his/her draft(s) NO LATER than noon three days before

an assignment is due. For CMR 495, this means NOON on Thursdays will be the cut-off for guaranteed

feedback on assignment drafts. Every effort will be made to accommodate requests for feedback at a

later date/time in the week, but those received too close to the assignment due dates may be impossible

to fulfill. Responses submitted on Canvas with no indication of purpose will be assumed to be

submitted for final grading.

Course Calendar:

The Course Calendar is presented in chart form with all of the work assignments and due dates

provided. Since he/she will be juggling multiple major work assignments at once, each student is

encouraged to keep a copy of the Course Calendar close at hand as he/she works through CMR 495. A

secondary copy is provided on the Canvas site for the course. Please pay close attention to the due dates

for the individual assignments since they will come up quickly in this 15-week Fall Semester or Spring

Semester course, 4-week Winter Term course, or 6-week Summer Session course.

IMPORTANT NOTE ON DUE DATES: Students are advised not to rely on Canvas reminders

regarding assignment due dates. The Canvas software calculates dates for reminders based on a variety

of parameters and is frequently incorrect. The one and only source for accurate assignment due dates is

the course calendar.

17

CMR 495 – STRATEGIC MANAGEMENT FOR COMMERCE – SUMMER SESSION III COURSE CALENDAR

LAST DATE TO DROP THE COURSE WITHOUT A GRADE IS FRIDAY, SEPTEMBER 13, 2019.

LAST DATE TO DROP THE COURSE WITH A “W” GRADE IS MONDAY, OCTOBER 28, 2019.

LAST DATE TO TURN IN THE LAST ASSIGNMENT (EXCEPT FINAL MINI-CASE) – NO EXCEPTIONS – IS DECEMBER 7, 2019.

Week

(Module) Date Readings Homework Due Related Activities

Module One

8/26/19 No textbook readings.

Read over “The Strategic

Learning Plan,” the first

assigned and required Mini-

Case, and the other work

assignment choices.

– Message To Canvas Course

Forum Due at 11:59 P.M.

(MIDNIGHT) on 9/01/19.

— Thoroughly review the course

Canvas Website.

— Begin thinking about your strategy

to complete “The Strategic Learning

Plan.”

– “The Strategic Learning Plan” Due

Sunday at 11:59 P.M. in Module Two.

Module Two

9/02/19 Strategic Management 4E:

Chapter 1

– “The Strategic Learning Plan”

Due at 11:59 P.M.

(MIDNIGHT) on 9/08/19.

— Watch videos for the First Assigned

and Required Mini Case.

— Begin Work on Selected Major

Work Assignments.

— The First Assigned And Required

Mini-Case Due Sunday at 11:59 P.M.

in Module Three.

Module

Three

9/09/19 Strategic Management 4E:

Chapter 2

– The First Assigned And

Required Mini-Case Due at

11:59 P.M. (MIDNIGHT) on

9/15/19.

— Continue Work on Selected Major

Work Assignments.

— “The Meal Preparation Plan” Due

Sunday at 11:59 P.M. in Module Four.

Module Four

9/16/19 Strategic Management 4E:

Chapter 3

– “The Meal Preparation Plan”

Due at 11:59 P.M.

(MIDNIGHT) on 9/22/19.

— Continue Work on Selected Major

Work Assignments.

18

Week

(Module) Date Readings Homework Due Related Activities

Module Five

9/23/19 Strategic Management 4E:

Chapter 4

No Major Work Assignments

Due This Module.

– If completing the Customer

Service Marathon Project, the

first four scorecards (no more

than 2 per week) are due by

11:59 P.M. (MIDNIGHT) on

9/29/19. Any late scorecards

mean immediate forfeiture of

the project.

— Watch videos for the Second

Assigned and Required Mini Case.

— Continue Work on Selected Major

Work Assignments.

— The Second Assigned And Required

Mini-Case Due Sunday at 11:59 P.M.

in Module Six.

Module Six

9/30/19 Strategic Management 4E:

Chapter 5

– The Second Assigned And

Required Mini-Case Due at

11:59 P.M. (MIDNIGHT)on

10/06/19.

— Continue Work on Selected Major

Work Assignments.

Module Seven

10/07/19 Strategic Management 4E:

Chapter 6

No Major Work Assignments

Due This Module.

– If completing the Customer

Service Marathon Project, the

next four scorecards (no more

than 2 per week) are due by

11:59 P.M. (MIDNIGHT) on

10/13/19.

— Watch videos for the Third Assigned

and Required Mini Case.

— Continue Work on Selected Major

Work Assignments.

— The Third Assigned And Required

Mini-Case Due Sunday at 11:59 P.M.

in Module Eight.

Module Eight

10/14/19 Strategic Management 4E:

Chapter 7

– The Third Assigned And

Required Mini-Case Due at

11:59 P.M. (MIDNIGHT) on

10/20/19.

— Continue Work on Selected Major

Work Assignments.

— “The Interviews Of Business

Insights” Due Sunday at 11:59 P.M. in

Module Nine.

19

Week

(Module) Date Readings Homework Due Related Activities

Module Nine

10/21/19 Strategic Management 4E:

Chapter 8

– “The Interviews Of Business

Insights Project” Due at 11:59

P.M. (MIDNIGHT) on

10/27/19.

— Continue Work on Selected Major

Work Assignments.

Module Ten

10/28/19 Strategic Management 4E:

Chapter 9

No Major Work Assignments

Due This Module.

– If completing the Customer

Service Marathon Project, the

last two scorecards are due at

11:59 P.M. (MIDNIGHT) on

11/03/19.

— Watch videos for the Fourth Assigned

and Required Mini Case.

— Continue Work on Selected Major

Work Assignments.

– The Fourth Assigned And Required

Mini-Case Due Sunday at 11:59 P.M. in

Module Eleven.

Module

Eleven

11/04/19 Strategic Management 4E:

Chapter 10

– The Fourth Assigned And

Required Mini-Case Due at

11:59 P.M. (MIDNIGHT) on

11/10/19.

— Continue Work on Selected Major

Work Assignments.

— “The Customer Service Marathon”

Due Sunday at 11:59 P.M. in Mod. 12.

Module

Twelve

11/11/19 Strategic Management 4E:

Chapter 11

– “The Customer Service

Marathon Project” Due at 11:59

P.M. (MIDNIGHT) on

11/17/19.

— Continue Work on Selected Major

Work Assignments.

— “The Box Project” Due Saturday at

11:59 P.M. in Module Fourteen.

Module

Thirteen

11/18/19 Strategic Management 4E:

Chapter 12

No Major Work Assignments

Due This Module.

— Continue Work on Selected Major

Work Assignments.

11/25/19 — Thanksgiving Break Week – Catch Up; No New Assignments

Module

Fourteen

12/02/19

No new readings. – “The Box Project” Due at

11:59 P.M. (MIDNIGHT) on

12/07/19. NOTE THIS IS

SATURDAY, NOT SUNDAY.

— Watch videos for the Fifth Assigned

and Required Mini Case.

– The Fifth Assigned And Required

Mini-Case Due Monday at 11:59 P.M.

in Module Fifteen.

Module

Fifteen

No new readings. – The Fifth Assigned And

Required Mini-Case Due.

– Due at 11:59 P.M.

(MIDNIGHT) on 12/09/19.

NOTE: The Fifth Assigned and

Required Mini-Case serves as the final

exam for this course – please note the

due date is MONDAY of finals week.

NOTE: Module 14 and Module 15 assignments are due on SATURDAY December 7 – not Sunday – since SATURDAY is the last day of

the course.

20

Note on Canvas and E-Mail Communications:

Students need to be aware that there is a Canvas site set up for the course and that the Canvas site is the

best and the most accurate source for all basic information related to CMR 495. All projects and/or

major work assignments in this course will require students to access information from and/or

participate on Canvas. Additionally, the majority of communications in this course will be handled

electronically, i.e., via e-mail and Canvas site announcements. E-mail will be used as the primary

means of communicating changes in projects and/or major work assignments, due dates set for projects

and/or major work assignments, etc. Students will be required to submit all work for grading to Canvas.

Feedback will be sent out via Canvas after the assignment(s) is graded. To succeed in this course, it is

absolutely essential for each student to have a fully-functional e-mail account and to check that e-mail

account regularly – preferably on a daily basis. A special section on e-mail usage is included in the

syllabus.

Note on Assignment Feedback and Grading:

Every effort will be made to return feedback to students on all major work assignments within one week

of the submission date. It is each student’s responsibility to promptly read the evaluation feedback and

the numerical grading information and to contact the instructor for clarification, if needed. An

automatic Canvas message containing a grade of “0” points will be sent to a student(s) not turning in the

assignment. Students have one week following the date that the Canvas score(s) was sent out to ask for

a correction in an assignment grade if something was inadvertently missed. Students failing to contact

the instructor within one week after the assignment grades have been sent out will lose the right to

appeal the assignment grade later in the semester. The original Canvas grade will show up in the

student’s mid-term and/or final grades as provided on Canvas and/or by the instructor.

Note on Extra Credit:

Students are advised to carefully read and understand the section on extra credit provided later in the

syllabus. Throughout the course, extra credit will be given solely at the discretion of the instructor.

Extra credit opportunities are not guaranteed. The instructor reserves the right to add additional extra

credit opportunities, cancel extra credit opportunities later in the schedule that have not yet been worked

on by students, and/or to change the amount of extra credit points to be awarded on assignments in

response to the overall performance of the students in the course.

In order to earn extra credit points in CMR 495, students must fully complete the required work and turn

it in on time.

Note on “Double-Dipping” for Assignments:

In the case of this course, the term “double-dipping” refers to using the same information to try to

satisfy more than one assignment. For example, if a student asks “Mr. Jones” to work with him on a

mini-case as an expert reference, and then, asks “Mr. Jones” to be a guest speaker for the class on

videotape, that student is guilty of “double-dipping.” “Mr. Jones” can be an expert reference for more

than one mini case. However, students are required to select different topics and/or fresh outside

contacts (if needed) for each major work assignment(s). Failing to do so will result in a score of “zero”

for the second time that the same topic and/or outside contact are used. “Double-dipping” can be a

problematic area, so students should check with the instructor ahead of time if they are unsure that they

may be violating this policy.

Note on Attendance:

Lecture-Based Sections (Not Available At This Time):

When taken as a conventional lecture-based course, there is no mandatory attendance requirement in

CMR 495. However, the course lecture periods will be conducted in full accordance with the published

21

Course Calendar and at the university-appointed time and place. All students are fully accountable for

the materials covered during the lecture periods. Many lecture materials come from the business

literature and other sources such as guest speakers and are not contained within the course textbook. As

a matter of policy, the instructor does not generally post lecture notes to the Canvas course site as doing

so is viewed by many students as an encouragement to skip class. Students missing lecture periods may

be able to work with other class members to obtain copies of materials that are missed. Students

missing lecture periods due to a medical or work-related emergency (formal, written documentation will

be required) may contact the instructor for assistance in obtaining any materials missed while away from

campus. If possible, students should notify the instructor in advance of any medical or work-related

absence(s).

Online Sections:

When taken as an online course, CMR 495 has no mandatory attendance requirement.

All Sections:

All students enrolled in CMR 495 are expected to sign on to the Canvas site for this course regularly (at

least two times per week, minimum) and to make regular progress on assignments and/or projects as

stipulated in the syllabus and the information posted on Canvas. Students who “go dark” in the course,

i.e., students who submit no work assignments, do not post to available discussion boards and/or forums,

and/or do not interact with the instructor by e-mail for periods longer than one week will be assumed to

have dropped the course. Students incurring a medical and/or work-related emergency that will keep

them away from the course for one week or more must e-mail the instructor in advance, if possible, to

avoid being automatically dropped. Missing an excessive number of work assignment(s) deadlines

makes it nearly impossible for students to learn the required course material.

The relevant passage on attendance from the Miami University Student Policies and Guidelines

Handbook is provided here for reference.

“Whenever a student is absent from class to such an extent as to make the student’s work inefficient or

to impair the morale of the class, after the first 20 percent of the course the instructor may direct the

Office of the Registrar to drop the student from that course with a grade of W if before 60 percent of the

course is complete, and with a grade of F if during the last 40 percent of the course. The instructor shall

notify the student of this action no later than the time he or she notifies the Office of the Registrar.

A department may, at its discretion, drop from a course any student who is absent from the first class

meeting of a semester or term, unless by the end of the day (5:00 p.m.) of the first class meeting the

student notifies the department or instructor of his or her intention to take the course. When possible,

departments and instructors should reinstate a student who, for reasons beyond his or her control, was

unable to contact the department or instructor by this deadline.”

The translation of this later requirement is that each student in CMR 495 must make him/herself known

to the instructor by some form of communication within the first week that the Canvas site is open.

See the Course Calendar for the last date for students to drop the course with no grade OR to drop the

course with a grade of “W.” Let the instructor know that you would like to be dropped. The instructor

can take care of dropping the course for you.

Note on Finishing the Course Early – Accelerated Learning:

Students who would like to accelerate their learning and complete the CMR 495 course in less than the

allotted timeframe may do so within reason. The majority of the course modules will be available

22

immediately, although there may be certain required activities that are not accepted for grading until the

preliminary work has been completed. (See the Course Calendar for specifics.) It should be noted that

grading of assignments for those working ahead will only be completed AFTER grading of assignments

that are to be completed according to the Course Calendar is finished by the instructor.

Thus, if a student wants his/her early drafts and/or “final” assignments graded sooner, he/she should not

turn them in on a date when everyone is turning in required date-specific assignments. For example,

students will get work that is completed early back more quickly by turning them in for draft review or

“final” grading on Sundays or Mondays.

To minimize confusion and ensure the maximum possible success, students anticipating that they will

want to complete this course in a significantly shorter timeframe than a full semester should discuss

their interest in doing so with the instructor via e-mail and/or in a face-to-face meeting.

Student Work Portfolios:

Students enrolled in CMR 495 may find it highly useful to create a student work portfolio containing the

work from this course and his/her other courses. Student work portfolios are an excellent way to tell a

story about a student’s skills and/or accomplishments from taking a course(s). Well-designed student

work portfolios may be taken to job interviews to show employers the type and the quality of work that

the student has done while in school. A student work portfolio can also be useful as part of a school

admissions package for an advanced degree. For students who are already employed in a career-

oriented position, a well-designed student work portfolio can assist him/her in documenting

qualifications for a promotion and/or new certification as is appropriate.

Student work portfolios are easy to construct. Students should place a hard copy of each major

assignment into a folder at the time that the assignment is fully completed. (For assignments completed

as postings to online social media sites, consider printing out copies or using the screen capture option

available on most word processing packages.) Instructor evaluations of the work may be added if

desired. Repeat, as necessary, so that there are at least three hard copies to carry to interviews. (Extra

copies may be needed in case an interviewer(s) asks to keep a copy to read and forgets to return it.)

By the end of the semester, the student work portfolio will contain a substantial number of entries – any

and/or all may apply for future career and/or graduate school use. For greatest value, students should

also set up a computer folder to contain electronic copies of each item in the “hard copy” student work

portfolio. If this is done at the same time as the work is assembled, it represents very little extra effort –

and it will also safeguard against accidentally giving out the last copy of a student work portfolio when

the student is at an interview or other job/school-related discussion.

SECTION FOUR – DEVELOPING “THE STRATEGIC LEARNING PLAN” TO COMPLETE

CMR 495

The essence of strategic management includes the ability to plan ahead. As an individual works his/her

way up the career ladder in an organization OR he/she starts and runs his/her own business, the planning

process eventually moves from operational “day-to-day” planning to strategic planning for the future.

Thus, the ability to do strategic planning is mandatory for students to learn since it is one of the principal

responsibilities of upper-level management and/or business ownership.

Since the rate of change in today’s workplaces seems to be escalating, the importance of strategic

planning continues to grow. One of the benefits of strategic planning is increased and improved

communication with those you work with on a day-to-day basis. Another benefit is long-term

23

performance and growth. However, note that being great at strategic planning is not an automatic

guarantee of future success for an employee and/or for his/her organization.

In this course, strategic planning is a process where an individual needs to make critical choices about

his/her:

• Career and/or education goals and objectives.

• Student work portfolio resources that he/she will need to begin and/or continue toward a future filled with career/educational successes.

• Needs/wants of his/her current/future family, employers, internal/external customers, and/or educators.

A BASIC STRATEGIC MANAGEMENT PLANNING MODEL FROM THE LITERATURE:

This example was originally taken specifically from the Tennessee Department of Transportation

Website, but has since been archived at

http://zaipul.wikispaces.com/file/view/Strategic+Plan+Sample+2.pdf. It was developed for use in

planning road construction and maintenance. The basic Tennessee Department of Transportation

triangle will be transformed for use in CMR 495 as a strategic planning roadmap. Based on this model,

a template has been created that is to be filled in by each CMR 495 student as part of “The Strategic

Learning Plan.”

Mission and Vision

Values

Strategic Direction: Emphasis

Areas and Initiatives

Goals and Objectives

Action Plans and

Implementations

Evaluation Check Points

Performance Measurement

24

THE PURPOSE OF STRATEGIC PLANNING IN CMR 495

The strategic planning process for an organization requires top management to develop both a short-

term and long-term vision of the organization and how it should and could see itself in the future. In

CMR 495, the strategic planning process will require each student to develop a vision of him/herself at

the present time and how he/she wants to see him/herself in the future. In CMR 495, strategic planning

looks at the big picture from only a semester-long perspective, so an operational plan that represents the

specific tactics that each student will want to employ in CMR 495 will be drawn up on a week-to-week

basis. Strategic planning is on ongoing process.

Creating a strategic plan can provide a student with the guidance and direction that he/she needs at the

present time based on what he/she thinks will happen in the future. Strategic planning is a dynamic

process and it is receptive to change. Inputs and outputs in life change daily, and to be effective as a

leader and as a manager, an individual must roll with the changes – not ignore them.

To succeed in this course, each student must start and finish his/her work before the deadline(s) and do

the best that he/she is capable of doing at all times.

BEGINNING THE PROCESS

The Strategic Learning Plan is arguably the most important assignment in CMR 495 because it “sets the

stage” for a student’s work plan for the entire course. When reading through and completing this

assignment, please keep the following essential points in mind:

• The Strategic Learning Plan consists of three parts – the situational analysis, the SWOT and the plan template that describes exactly what you will do – all three must be completed.

• All three out of the four projects entered onto the plan must come from the approved project list below. Students may NOT custom-design their own projects.

o The Meal Preparation Project. o The Interviews of Business Insights Project. o The Customer Service Marathon Project. o The Box Project.

• Students must read and understand each project (described later in the syllabus) before listing it on their plan – listing a project means that you agree to the procedures outlined in the project.

• All project work on all projects must be conducted personally and in-person by the student submitting the plan. No portion of any project may be conducted by phone, e-mail, text, video

conference or any other process other than in-person, face-to-face interactions.

• Projects must NOT use family, friends, roommates, office managers, secretaries, or other people that the student knows well on a personal basis as clients.

• One project (The Customer Service Marathon) requires students to submit portions of the work at various points in time – take this into account when selecting one of these projects.

• In selecting The Box Project, students are NOT to construct boxes out of cardboard. If a student is not good at building a box OR he/she does not have the tools at hand, he/she may request help

from a friend or consider using a 3D printer to produce a final box design. Due to a change in

pricing structure, 3D printing on campus is now cost prohibitive. Students who have access to

off-campus 3D printing may still want to consider this option. Excellent grades will be given to

those who take the time and put in the effort to design a creative and innovative box.

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