engineering business and managementclepics.johnshopkins.edu/660.461.01-02-izenberg.pdf ·...
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Introduction to Business and Management 660.461 Sections 1 & 2
Fall 2012 Tuesday/Thursday Gilman 400
Section 1: 9 a.m. – 10:15 a.m. Section 2: 10:30 a.m. – 11:45 a.m.
Instructor: Illysa Izenberg [email protected]
Twitter: manage_lead Blog: Managingandleading.blogspot.com
Office hours: 8 - 9 a.m. Thursdays Whitehead 105 or in our classroom (please make an
appointment); TA & CA office hours to be announced.
TA Section 1: Esteban Escobar Gomez: [email protected]
TA Section 2: Austin Baird: [email protected]
CA: Patrick Luckett: [email protected]
Communicating with Illysa: I try to return emails within 24 hours. However, from 3
p.m. Friday until late Saturday I do not check emails. Emails received within that time
may not be responded to until Sunday or even Monday.
I know, I know, this syllabus is insanely long! It covers absolutely everything you need to know for the semester (and there are pictures and white space). For now, read everything but the assignments.
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Table of Contents (clickable)
Course Description ................................................................................................................... 2
Course Learning Objectives .................................................................................................. 3
Main Learning Modules .......................................................................................................... 3
Required Texts .......................................................................................................................... 4 Textbook and article on e-reserve –link through Bb courseroom: .................................. 4 Purchasing Harvard Business School cases, simulations, articles and online program: ................................................................................................................................................ 4 Finance online program registration process: ........................................................................ 5
Grading ......................................................................................................................................... 5 Complete/incomplete grading: ................................................................................................................ 6
Daily Class Plan and Assignment Deliverable Dates .................................................... 6 Case Study Memos and Learning Groups: .................................................................................. 9 Class contribution grading: .......................................................................................................... 10
Academic and Personal Integrity ..................................................................................... 11
Case and Team Presentation Assignments ................................................................... 12 Army Crew Team ............................................................................................................................. 12 Thomas Green: Power, Office Politics, and a Career in Crisis .......................................... 14 Beechnut A1 ....................................................................................................................................... 15 TerraCog Global Positioning Systems: Conflict and Communication on Project Aerial ................................................................................................................................................................ 17 Fate of the Vasa ................................................................................................................................. 19 Mid-Term Team Presentation ..................................................................................................... 21 5 C Analysis on JHU’s Whiting School, Porter’s 5 Forces, and SWOT ............................. 22 Let’s Talk Science ............................................................................................................................. 22
Course Description When Mechanical Engineers become managers, they must juggle knowledge of and tasks
associated with operations, finance, marketing, strategy, team leadership and projects.
While an engineer’s success may depend on his direct input -- the sweat of his brow – a
manager’s success depends on his ability to enlist the active involvement of others: direct
reports, other managers, other team members, other department employees, and those
above him on the organizational chart. In this course, you will be introduced to strategy,
marketing, finance, project management and people management and you will practice
writing concise persuasive analyses and action plans and verbally defending your ideas.
You will leave this course prepared for the work-world.
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Course Learning Objectives By the end of the course students will be able to:
1. Apply supervisory/managerial skills to correct performance shortfalls,
assign/delegate work, utilize coaching skills and processes, resolve team conflicts,
and provide constructive criticism
2. Identify how team identity, conflict, and trust influence team performance and
recognize the leader’s role in fostering team outcomes
3. Apply a comprehensive decision-making
framework to account for the needs of
disparate stakeholders, business
objectives and ethical principles and
determine how leaders shape team decision-making and performance
4. Conduct a strategic assessment of a business
5. Analyze the economic implications of business decisions, including time to
breakeven, cash flow projection, and net present value of contribution
6. Determine how project scope, resources, and schedule interact
7. Identify customer needs and set a pricing and promotion strategy
8. Understand the patent and intellectual property process (Click here to go to Daily Class Plan)
Main Learning Modules This course is organized around 5 Modules:
Teams and work relationships –leadership, communication, decision-making
Finance
Strategy
Project Management
Intellectual Property
Activities by module:
Team leadership
&
Communication
Everest simulation, Army Crew Team, Identity Issues in Teams,
Managing Oneself, Beechnut A1, Managing your Boss,
TerraCog, Fate of the Vasa, Thomas Green, the 5 Dysfunctions
of a Team
Finance ManageMentor: Financial Essentials
Strategy Marketing Analysis Toolkit: Situation Analysis, Let’s Talk
Science, Textbook
Project
management
Project Management simulation and textbook
Intellectual
property
Textbook and guest speaker from JHU’s Technology Transfer
office
“Management is nothing more than motivating
other people.” -- Lee Iacocca
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Required Texts This course utilizes Harvard Business School cases, simulations, articles, and an online
program, and one textbook. Students must purchase all materials except those on e-
reserve.
Textbook and article on e-reserve –link through Bb courseroom:
1. Product Design and Development, Karl Ulrich and Steven Eppinger. McGraw-
Hill Higher Education 2008. 5th
edition. ISBN: 978007340776
We will read 3 chapters of this book. While it is a good reference book for an
engineering manager, you do not have to purchase the book. All three chapters
are on e-reserve.
2. Managing Your Boss (HBR, R0501J-PDF-ENG)
Purchasing Harvard Business School cases, simulations, articles and online
program:
Purchase the cases and simulations listed below here (prices reflect a 50% discount; if
you purchase these directly from HBS you will pay twice as much):
Section 1 coursepack: http://cb.hbsp.harvard.edu/cb/access/14380356
Section 2 coursepack: http://cb.hbsp.harvard.edu/cb/access/14380365
You must choose the right section’s coursepack or
we will not be able to assign you a role in the
simulations. Please purchase these materials by
September 10.
Cases and simulations in coursepack (hyperlinks
will take you to the assignment instructions):
Product
number
Title Price
R0501K Managing Oneself $3.95
UV0116 Note to the Student: how to study and discuss
cases
$3.95
9-403-131 The Army Crew Team $3.95
9-392-084 Beech-Nut A1 $3.95
907A08 Let’s Talk Science $3.95
2095 Thomas Green: Power, Office Politics, and a
Career in Crisis
$3.95
2184 TerraCog Global Positioning Systems: Conflict
and Communication on Project Aerial (brief case)
$3.95
403095 Identity Issues in Teams $3.95
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510079 Marketing Analysis Toolkit: Situation Analysis $3.95
605026 Fate of the Vasa $3.95
3356-HTM Project Management Simulation $11.25
2650-HTM Everest Simulation $11.25
Total Cost of Cases and Simulations $62.00
Finance online program registration process:
Unfortunately, this product cannot be purchased together with the other HBSP materials.
You must register for this program by November 15. You may start and complete this
program and take the quiz (on Bb) any time you wish as long as you complete the quiz by
9 a.m. November 26.
2444C-MMC-ENG ManageMentor: Finance Essentials Module
Registration process:
1. Turn off all pop-up blockers
2. Register at http://elearninghome.hbsp.org.
3. Click on "Sign up here" under New Users
4. Fill out the required information, including Organization ID 00057106, to be
properly associated with your course.
5. Click "Find" to see what's available in your Learning Catalog.
6. Select "Register" - Click "Confirm." You will then be prompted for payment.
You will need a credit card and the cost is $14.
7. Proceed with payment and click "Complete Registration."
8. Your registration is now complete and your course should appear on your
enrollments.
If you experience technical difficulties, please contact HBSP: 1-800-810-8858 (outside
the U.S. and Canada, 1-617-783-7700) [email protected]. Note technical
requirements for all simulations and online programs:
Computer with minimum 1024x768 screen resolution
High speed internet connection (DSL / cable modem quality)
Windows 2000, XP, Vista, Windows 7 / Macintosh OS 10.x operating systems
Internet Explorer 6+ / Firefox 3.0+ web browser with javascript and cookies
enabled
Microsoft Excel 2003+ (optional but several courses and simulations allow
students to export data/files for manipulation in Excel)
Flash Player 9+ browser plug-in
Special notes: Known issues with Chrome browser. Safari browser compatibility
not fully confirmed; Macintosh users are encouraged to use Firefox 3.0+ browser.
Total cost for all course materials: $76.00.
Grading Students will read and write-up case studies, prepare for simulations following directions
on each simulation site, and complete activities as assigned.
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Concepts learned on a regular, consistent basis stick far longer than anything learned
cramming for midterms and finals. Accordingly, grading categories emphasize weekly
learning:
Description % Total
1. Case write-ups, other written homework,
quiz, presentations
50%
2. Class and Learning Group Contribution 50%
Total 100%
Complete/incomplete grading:
There are three textbook assignments that are graded as complete/incomplete; these will
be evaluated for thought and completeness. To earn an A for the course, all 3 tasks must
be completed satisfactorily; to earn a B, 2 of the 3 must be completed satisfactorily; to
earn a C, 1 must be completed satisfactorily.
These, then, are gateway items: a student with an A average who completes 2 tasks can
earn only a B; a student with a B average who completes only 2 tasks can earn only a C;
etc.
Daily Class Plan and Assignment Deliverable Dates There are specific and different assignment questions for each case and for the
presentation, shown below. Clickable links take you to the Learning Objectives and the
specific assignments. Every deliverable is due by 9 a.m.
Day
Date
Graded
Deliverables
Specific Tasks Before Class
Topics & Learning
Objective (LO) #
T 4-
Sep Read syllabus; bring to class. There will be
an assessment of your knowledge of the
syllabus
Course intro; LO1
TH 6-
Sep
Complete handout pages 7 and 8. Bring
printed handout to class.
Managing others:
understanding conflict;
LO1, LO2
T 11-
Sep
Sign up for a learning group –go to Bb and
follow instructions in the “announcements”
page
Resolving conflicts
productively: LO2
TH 13-
Sep Bring laptop to class. Complete "prepare"
section for Everest simulation -- this is very
important! Don't skim and don't skip this.
Leadership & Team
Simulation; LO2
T 18-
Sep NO CLASS
TH 20-
Sep Watch case analysis e-lecture on Bb;
Read: Note to the Student: how to study
and discuss cases Bring laptop to class
Leadership & Team
Simulation; LO2
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Day
Date
Graded
Deliverables
Specific Tasks Before Class
Topics & Learning
Objective (LO) #
T 25-
Sep Read: Identity Issues in Teams.
Download coaching handout (on Bb) and
complete Coaching Competency
Assessment and the following page,
Coaching Competency Development
Steps; Bring any questions about
analyzing/writing up a case from note and
e-lecture
Managerial
Communications:
building blocks of
productive relationships
& coaching skills; LO1
TH 27-
Sep
LG case
memo: The
Army Crew
Team; LG
rubric
In addition to assigned questions, come to
class prepared to discuss: How would you
compare the Army Crew team to other
types of organizational teams? What are
the key similarities and differences? What
lessons can we learn from the Army Crew
team?
Leading Teams: LO2
T 2-Oct Managerial
Communications:
coaching skills &
process; LO1
TH 4-Oct Bring graded case memo and rubric for
discussion (avail. on your LG homepage
in our Bb site); read two articles:
Managing Oneself; Managing Your Boss
Managerial
Communications:
assertiveness at work;
managing and leading
upward; LO1
T 9-Oct Textbook
exercises 1- 4
write up
answers in a
few
paragraphs
Read Textbook chapter 16: Patents and
Intellectual Property; you may want to go
to http://www.ulrich-eppinger.net/ for
additional research/information and to
complete assignment. Warning --
Beechnut is a very long case; start reading
now!
Guest Lecture:
Intellectual Property --
Ben Gibbs; LO8
TH 11-
Oct
LG case
memo:
Thomas
Green: Power,
Office Poltics,
& a Career in
Crisis; LG
rubric
In addition to the assigned questions,
come to class prepared to discuss: What
are the work styles and personalities of
Thomas Green and Frank Davis?
Managerial
Communications:
coaching in a
challenging situation:
LO1
T 16-
Oct No class -- Monday schedule
TH 18-
Oct
LG case
memo:
Beechnut A1;
LG rubric
Come to class prepared to discuss the
assigned questions
Leadership and ethical
decision-making: LO2,
LO3
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Day
Date
Graded
Deliverables
Specific Tasks Before Class
Topics & Learning
Objective (LO) #
T 23-
Oct Read article 5 Dysfunctions of a Team and
come to class prepared to discuss. Article
posted to Bb.
Communicating and
coaching on a team:
LO1
TH 25-
Oct
LG case memo:
TerraCog
Global
Positioning
Systems; LG
Rubric
In addition to the assigned questions, come
to class prepared to discuss: What are the
strategic and organizational implications
for each of the company's options?
Group decision-
making: LO1, LO2,
LO4
T 30-
Oct Speaker: Siobhan
Callanan, JHU 2011 --
Life After College as a
Mechanical Engineer
TH 1-
Nov
LG case memo:
Fate of the
Vasa; LG
rubric
Come to class prepared to discuss the
assigned questions
Innovation
management: LO1,
LO2, LO3, LO4, LO7
T 6-
Nov
Midterm Team
presentations
Shared learning
TH 8-
Nov
Bring laptop to class. Complete "prepare"
section for Project Management simulation
Project Management:
Scope, resources,
schedule; LO6
T 13-
Nov
Textbook
exercises 1 -3
write up
answers
Read textbook Chapter 18: Managing
Projects
Project planning tools;
LO6
TH 15-
Nov
LG 5 C's
analysis on
JHU's Whiting
School; LG
rubric
Read: Case note Marketing Analysis
Toolkit: Situation Analysis. The specific
deliverable may change.
Strategic analysis; LO4
T 20-
Nov
Finance Quiz
on Bb –
complete by
11/26
Class attendance not required: complete
ManageMentor: Financial Essentials
Finance: Income/
Balance/cash flow
statements &
Breakeven/ NPV
/budgeting: LO5
TH 22-
Nov No Class -- Thanksgiving
T 27-
Nov
LG case memo:
Let's Talk Science;
LG rubric
In addition to the assignment questions,
come to class prepared to discuss: Will
the proposed promotion plan be
effective? Why? What else could be
done to promote the product? Should
LTS sell SWI in the United States and
the United Kingdom?
Strategic analysis; LO4
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Day
Date
Graded
Deliverables
Specific Tasks Before Class
Topics & Learning
Objective (LO) #
TH 29-
Nov
Textbook exercise
#3 write up answer
in a paragraph or
two; and with LG
Porters 5 Forces &
SWOT
Read textbook chapter 5 Identifying
customer needs. Come to class
prepared to present your 5
Forces/SWOT analyses. Not everyone
will have a chance to present. This
assignment is subject to change;
students will be informed by
Thanksgiving of any change.
Identifying customer
needs: pricing &
promotion strategy;
LO7
T 4-
Dec Eric Hall, Assoc. Dir,
JHU Career Center:
how to network in
person and to use
LinkedIn, write a
good resume, and
prepare for a job
interview.
TH 6-
Dec Communication game;
LO1
Case Study Memos and
Learning Groups:
For each case, students will come
to class prepared to discuss
specific questions (see daily plan
and assignments). When writing
case memos, follow the specific
instructions for each case.
Students will work in Learning
Groups (LG) of three or four to
debate and complete the case
memos. All groupmembers earn
the same grade. On your
assignment, show all LG member
names. Work together with your learning group – don’t split up the work. After each LG
assignment, students will evaluate their LG peers based on traits discussed in our few
weeks of class. You will find the form on our Blackboard site after groups are set up.
For each case, you will find below specific questions, word count and other requirements,
and a rubric. Please write as if you are writing for work, not for an English Lit
course – use concise, professional, direct language, single-space, 12-point font. One
member of your group will upload your assignment through the Bb group assignment
link. You will find your graded group work in this link as well.
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There are several resources available to help you read, analyze, and write up a case:
1) article you’ll read for September 20: Note to the Student: How to Read and
Discuss Cases
2) e-lecture on Bb: How to Analyze a Case (<00:05:00)
3) your TA and/or I will write extensive comments on the first memo (possibly the
first two memos). Read these comments and incorporate ideas shared in future
memos.
Team resources:
Asana.com – team to-do list and project management tools
Dropbox.com – shared document space
Google groups, google+, google chat, google docs, google hangout– shared
document spaces and live online discussion tools
Oovoo.com – Skype-like tool that allows for up to 15 participants on a video-call
with screensharing
Class contribution grading:
Verbally presenting ideas is a key management skill: managers must gain buy-in, inspire
their teammates and direct reports, obtain needed resources from higher ups, and in other
ways be verbally adept at negotiating, persuading, correcting performance shortfalls, and
providing direction. Therefore, students are to use the classes as learning labs for
developing and enhancing communication skills.
Students are expected to contribute to in-class discussions in ways that enhance the
learning for all. Grading will be based on comments and contributions that:
Generate quality debate
Build on classmates’ comments
Link textbook reading, case material, outside reading/learning and/or individual
experiences
Demonstrate rigorous and critical thinking
While playing devil’s advocate can help explore options and contingencies, arguing for
the sake of arguing does not enhance learning. Also, we will follow procedures to reduce
the potential for discussion-dominating. Students are expected to participate in all class
activities and exercises.
Because students in this program may not have studied non-technical subjects and may
not have experienced being graded on class contribution, every effort will be made to
ensure all voices are heard and that everyone has an opportunity to share ideas. Further,
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students will be asked to self-grade at the end of some of the classes. We will provide
feedback to any student whose perception of his own class contribution differs
significantly from ours.
We will create an environment conducive to hearing from everyone regardless of first
language, accent, or speaking style. Thus, the class environment will model an inclusive
work environment.
Special note: Tremendous learning happens during student interactions in class that
cannot be replicated for individuals missing class. Students missing a class are expected
to make prior arrangements to learn the material and contribute to others’ learning despite
their absence. Contact the CA if you expect to miss or be late to a class and provide him
with your learning / contribution plan.
Class contribution grading:
Contributed superior comments to:
>90% of classes = A
80 – 90% = B
70 – 80% = C
etc.
Contributed something useful to:
>90% of classes = B
80 – 90% = C
70 – 80% = D
etc.
Academic and Personal Integrity Cheating is wrong. Cheating hurts our community by undermining academic integrity,
creating mistrust, and fostering unfair competition. The university will punish cheaters
with failure on an assignment, failure in a course, permanent transcript notation,
suspension, and/or expulsion. Offenses may be reported to medical, law, or other
professional or graduate schools when a cheater applies.
Violations can include cheating on exams, plagiarism, reuse of assignments without
permission, improper use of the Internet and electronic devices, unauthorized
collaboration, alteration of graded assignments, forgery and falsification, lying,
facilitating academic dishonesty, and unfair competition. Ignorance of these rules is not
an excuse.
You may collaborate with other students in this course, but only under these conditions:
You are encouraged to discuss and debate the cases with other students
You may work with one other student when completing take-home quiz(es).
If you have questions about this policy, please ask the instructor. For more information,
see the guide on “Academic Ethics for Undergraduates” and the Ethics Board web site
(www.jhu.edu/ethics).
I’d like to ensure there is no confusion on this
point: a student can earn an A in this course
only if
1. his grades are at an A average,
2. he has completed satisfactorily all
three complete/incomplete tasks, and
3. he has attended and contributed
superior comments to more than 90%
of classes.
Please review the information in the
appropriate section to determine minimum
requirements for B and C grades.
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Case and Team Presentation Assignments
Please use 12 point font and single space for all memos. In the rubrics below, *ESWE stands for Edited Standard Written English.
Put your Learning Group number and members’ names on the first page of the memo.
Source: much of these rubrics is sourced from Effective Grading: A Tool for Learning and Assessment in College by Barbara E.
Walvoord and Virginia Johnson Anderson.
Army Crew Team
In no more than 600 words, answer these questions:
1) Why does the Varsity Team lose to the JV team in practices?
2) When should Coach P have intervened, if ever? Why then? What should he have done? Why those steps? Be specific about
timing and action steps and how these resolve the specific causes of the challenges as you’ve stated them in the first answer.
Gateway (memo must meet these requirements or it will not be accepted):
Language is used competently, with no more than two departures from ESWE* per page except where deliberate to support humor or
other purpose or to quote another person. There are few or no confusing sentences. Memo does not exceed 600 words.
Your group should grade its own memo using this rubric by highlighting or bolding the words/phrases that best describe your
memo (this is not the same as the Learning Group rubric, which is on our Bb site) and attach this rubric to your memo when
uploading it to Bb:
Not acceptable:
memo returned
for rewrite
Weak Meets Expectations Exceptional
Grade
Causal
Analysis
(Q1)
Does not define
causes.
Causal analysis weak,
unclear, or obvious.
Provides some supporting
details but repeats rather
than analyzes case. Few
links or unclear or illogical
Causal analysis of good quality
and well thought out. Links are
logical and clear. Supporting
details precise and concise.
Demonstrates critical thinking
regarding case characters,
Exceptional -- clear and compelling
presentation of all causes. Linkages and tie-ins
are logical and add value. Supporting details
precise and concise. Demonstrates critical
thinking -- depth, precision, accuracy, logic,
and appropriate breadth -- regarding case
40%
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links. organizational structure or
culture, and/or external forces.
characters, organizational structure or culture,
and external forces.
Plan of
Action
(Q2)
POA not
SMART*
POA partially meets
characteristics of SMART* POA SMART*
POA exceptional -- clear and compelling.
Thoroughly covers all SMART* components.
Targets roots of causes and utilizes available
resources or defines those needed.
40%
Clear
writing
Text barely
comprehensible.
More than 5
grammar or
spelling errors.
Visuals confusing.
Unclear or
difficult to
understand.
Inadequate or
inaccurate use of
vocabulary or
grammar.
Text mostly
comprehensible, requires
reader- interpretation. 3-4
grammar or spelling errors.
Visuals need clarification.
Some inadequate and/or
inaccurate use of
vocabulary and/or
grammar.
Text comprehensible, requiring
minimal reader -interpretation.
1-2 grammar or spelling errors.
Writing is professional.
Adequate and accurate use of
vocabulary and grammar. Uses
visual tools to promote
argument, such as
bulleted/numbered lists, charts,
or graphs.
Text readily comprehensible, requiring no
interpretation. No grammar or spelling errors.
Uses visually compelling tools to add richness
to argument such as bulleted/numbered lists,
charts, or graphs. Tools link information, keep
reader focused, clarify points succinctly and
are clear. Writing is unambiguous.
10%
Persuasi
ve No main argument
Argument lacks relevance,
is imprecise, incomplete, or
lacks significance
Argument is relevant, precise,
complete, and significant, yet
presented or stated
unconvincingly -- lacks
intellectual courage, reason,
perseverance, or integrity
Persuasive. Argument is relevant, precise,
complete, and significant and is presented or
stated convincingly
10%
*SMART: specific, measurable, achievable, relevant, time-lined; Clear: free from ambiguity, confusion, or doubt.
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Page 14 of 22
Thomas Green: Power, Office Politics, and a Career in Crisis
In no more than 550 words, answer these questions:
1) How do Thomas Green’s actions differ from Davis’ expectations?
2) What is your analysis of Green’s job performance and actions in his first 5 months?
3) What actions would you take if you were Green?
Gateway (memo must meet these requirements or it will not be accepted):
Language is used competently, with no more than two departures from ESWE* per page except where deliberate to support humor or
other purpose or to quote another person. There are few or no confusing sentences. Memo does not exceed 550 words.
Rubric:
Your group should grade its own memo using this rubric on a 100-point scale (this is not the same as the Learning Group
rubric, which is on our Bb site) and attach this rubric to your memo when uploading it to Bb:
1) The analysis presented in answering questions 1 and 2 is consistent with the material in the case. Most significant issues
presented.
a. Question 1
b. Question 2
2) The plan of action (Q3) is well thought out, logical and clear.
3) Memo presents clear writing, requiring minimal reader interpretation, in one unified voice. Uses ESWE* except for deliberate
departures to support humor or other purpose or to quote another person. Writing is professional and language is used with
control and imagination to keep the reader engaged. Uses visual tools where appropriate to promote argument, such as
bulleted/numbered lists, charts, or graphs. The memo is “economically” written: every word pulls its weight.
4) Memo is persuasive and compelling.
Click here to return to Daily Class Plan
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Page 15 of 22
Beechnut A1
In no more than 650 words, answer these questions:
1. If you were Andersen, knowing what Andersen knows, what would be your assessment of the situation on June 28?
2. If you were Storer, knowing what Storer knows, what would be your assessment of the situation on June 28?
3. How difficult will it be for Andersen to handle this situation well? What are the sources of difficulty and who is responsible
for them?
4. What would you advise Andersen to do next?
Please collaborate on your responses. The plan of action, and most likely the analysis of Andersen’s difficulties, will be disjointed and
illogical if the questions are divided up among your Learning Group members.
In a few paragraphs below this rubric, answer this question:
How did you use comments on previous memos to improve this memo?
Your group should grade its own paper using this rubric by highlighting or bolding the words/phrases that best describe your
memo (this is not the same as the Learning Group rubric, which is on our Bb site) and attach this rubric to your memo when
uploading it to Bb:
Not acceptable:
memo returned
for rewrite
Weak Meets Expectations Exceptional
Q1 and Q2
Fails to interpret
situation
accurately.
Weak interpretation
of situation.
Interprets situation accurately, drawing
inferences that are consistent with what
Andersen and Storer know that day and with
their previous actions and decisions.
Presents sufficient and clearly organized
evidence. Links are logical and clear.
Supporting details precise.
Above and beyond expectations.
Exceptional -- compelling
interpretation of situation from
each person’s perspective. Fresh
insight.
Q3
Does not present
accurate
understanding of
Weak analysis of
situation difficulties
and their causes.
Accurate assessment of challenges.
Causation analysis flows logically from
challenges presented. Demonstrates critical
Above and beyond expectations.
Exceptional.
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Page 16 of 22
challenges to
managing/leading
in this situation.
thinking regarding case characters, and
organizational and industry history, structure
or culture.
Q4 – action
plan
POA is not
SMART (specific,
measureable,
achievable,
relevant or
timelined)
POA fails to meet
one or more SMART
criteria
POA is SMART: specific, measurable,
achievable, relevant, and timelined.
Thoroughly covers all SMART*
components. Targets roots of causes and
utilizes available resources or defines those
needed.
POA SMART as well as
exceptional and compelling.
Clear
writing
Overused quoted
or paraphrased
material rather
than presented
own ideas; use of
ESWE* falls
below standard for
acceptance.
Language is so
confusing the
reader is often at a
loss to understand
Language is used
competently, with no
more than two
departures from
ESWE* per page
except where
deliberate to support
humor or other
purpose or to quote
another person. Few
or no confusing
sentences.
Text comprehensible, requiring minimal
reader -interpretation. Uses ESWE except for
deliberate departures to support humor or
other purpose or to quote another person.
Writing is professional and language is used
with control and imagination to keep the
reader engaged. Uses visual tools where
appropriate to promote argument, such as
bulleted/numbered lists, charts, or graphs.
The memo is “economically” written: every
word pulls its weight.
Above and beyond expectations.
Exceptional.
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Page 17 of 22
TerraCog Global Positioning Systems: Conflict and Communication on Project Aerial
In no more than 600 words, answer these questions:
1) What led to the current situation? Consider the organization’s decision-making process and how it has changed, and the
organization’s culture, policies, and procedures. How have departmental and individual objectives led to the current situation?
2) What should Emma Richardson do?
Gateway (memo must meet these requirements or it will not be accepted):
Language is used competently, with no more than two departures from ESWE* per page except where deliberate to support humor or
other purpose or to quote another person. There are few or no confusing sentences. Memo does not exceed 600 words.
Rubric:
Your group should grade its own paper using this rubric by highlighting or bolding the words/phrases that best describe your
memo (this is not the same as the Learning Group rubric, which is on our Bb site) and attach this rubric to your memo when
uploading it to Bb:
Not acceptable:
memo returned for
rewrite
Weak Meets Expectations Exceptional
Causal
Analysis
(Q1)
Does not define
causes.
Causal analysis weak,
unclear, or obvious.
Provides some supporting
details but repeats rather
than analyzes case. Few
links or unclear or illogical
links.
Causal analysis of average
quality and well thought out.
Links are logical and clear.
Supporting details precise and
concise. Demonstrates critical
thinking regarding case
characters, organizational
structure or culture, and/or
external forces.
Exceptional -- clear and compelling
presentation of all causes. Linkages
and tie-ins are logical and add
value. Supporting details precise
and concise. Demonstrates critical
thinking -- depth, precision,
accuracy, logic, and appropriate
breadth -- regarding case characters,
organizational structure or culture,
and external forces.
![Page 18: Engineering Business and Managementclepics.johnshopkins.edu/660.461.01-02-Izenberg.pdf · Introduction to Business and Management 660.461 Sections 1 & 2 Fall 2012 Tuesday/Thursday](https://reader031.vdocuments.us/reader031/viewer/2022030421/5aa8a2947f8b9a9a188bd840/html5/thumbnails/18.jpg)
Page 18 of 22
Plan of
Action (Q2) POA not SMART*
POA partially meets
characteristics of
SMART*
POA SMART*
POA exceptional -- clear and
compelling. Thoroughly covers all
SMART* components. Targets
roots of causes and utilizes
available resources or defines those
needed.
Clear
writing
Text barely
comprehensible. More
than 5 grammar or
spelling errors. Visuals
confusing. Unclear or
difficult to understand.
Inadequate or
inaccurate use of
vocabulary or
grammar.
Text mostly
comprehensible, requires
reader- interpretation. 3-4
grammar or spelling
errors. Visuals need
clarification. Writing
clear. Some inadequate
and/or inaccurate use of
vocabulary and/or
grammar.
Text comprehensible, requiring
minimal reader -interpretation. 1-
2 grammar or spelling errors.
Writing is professional.
Adequate and accurate use of
vocabulary and grammar. Uses
visual tools to promote
argument, such as
bulleted/numbered lists, charts,
or graphs.
Text readily comprehensible,
requiring no interpretation. No
grammar or spelling errors. Uses
visually compelling tools to add
richness to argument such as
bulleted/numbered lists, charts, or
graphs. Tools link information,
keep reader focused, clarify points
succinctly and are clear. Writing is
unambiguous.
Persuasive No main argument
Argument lacks relevance,
is imprecise, incomplete,
or lacks significance
Argument is relevant, precise,
complete, and significant, yet
presented or stated
unconvincingly -- lacks
intellectual courage, reason,
perseverance, or integrity
Persuasive. Argument is relevant,
precise, complete, and significant
and is presented or stated
convincingly
SMART: specific, measurable, achievable, relevant, timelined; Clear: free from ambiguity, confusion, or doubt.
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Page 19 of 22
Fate of the Vasa
In no more than 550 words, answer these questions:
1) Why did the Vasa meet this fate? Consider the management of innovation, design, and production as well as managerial,
communication, and leadership factors.
2) What, if anything, could have been done to prevent this?
Please collaborate on your responses. The situational analysis and prevention plan will be disjointed and illogical if the questions are
divided up among your Learning Group members.
In a few paragraphs below the rubric, answer this question:
How did you use comments on previous memos to improve this memo?
Gateway (memo must meet these requirements or it will not be accepted):
Language is used competently, with no more than two departures from ESWE* per page except where deliberate to support humor or
other purpose or to quote another person. There are few or no confusing sentences. Memo does not exceed 550 words.
Your group should grade its own paper using this rubric by highlighting or bolding the words/phrases that best describe your
memo (this is not the same as the Learning Group rubric, which is on our Bb site) and attach this rubric to your memo when
uploading it to Bb:
Not acceptable:
memo returned for
rewrite
Weak Meets Expectations Exceptional
Causal
Analysis
(Q1)
Does not define
causes.
Causal analysis weak,
unclear, or obvious.
Provides some supporting
details but repeats rather
than analyzes case. Few
links or unclear or illogical
links.
Causal analysis of average
quality and well thought out.
Links are logical and clear.
Supporting details precise and
concise. Demonstrates critical
thinking regarding case
characters, organizational
structure or culture, and/or
Exceptional -- clear and compelling
presentation of all causes. Linkages
and tie-ins are logical and add
value. Supporting details precise
and concise. Demonstrates critical
thinking -- depth, precision,
accuracy, logic, and appropriate
breadth -- regarding case characters,
![Page 20: Engineering Business and Managementclepics.johnshopkins.edu/660.461.01-02-Izenberg.pdf · Introduction to Business and Management 660.461 Sections 1 & 2 Fall 2012 Tuesday/Thursday](https://reader031.vdocuments.us/reader031/viewer/2022030421/5aa8a2947f8b9a9a188bd840/html5/thumbnails/20.jpg)
Page 20 of 22
external forces. organizational structure or culture,
and external forces.
Plan of
Action (Q2) POA not SMART*
POA partially meets
characteristics of
SMART*
POA SMART*
POA exceptional -- clear and
compelling. Thoroughly covers all
SMART* components. Targets
roots of causes and utilizes
available resources or defines those
needed.
Clear
writing
Text barely
comprehensible. More
than 5 grammar or
spelling errors. Visuals
confusing. Unclear or
difficult to understand.
Inadequate or
inaccurate use of
vocabulary or
grammar.
Text mostly
comprehensible, requires
reader- interpretation. 3-4
grammar or spelling
errors. Visuals need
clarification. Writing
clear. Some inadequate
and/or inaccurate use of
vocabulary and/or
grammar.
Text comprehensible, requiring
minimal reader -interpretation. 1-
2 grammar or spelling errors.
Writing is professional.
Adequate and accurate use of
vocabulary and grammar. Uses
visual tools to promote
argument, such as
bulleted/numbered lists, charts,
or graphs.
Text readily comprehensible,
requiring no interpretation. No
grammar or spelling errors. Uses
visually compelling tools to add
richness to argument such as
bulleted/numbered lists, charts, or
graphs. Tools link information,
keep reader focused, clarify points
succinctly and are clear. Writing is
unambiguous.
Persuasive No main argument
Argument lacks relevance,
is imprecise, incomplete,
or lacks significance
Argument is relevant, precise,
complete, and significant, yet
presented or stated
unconvincingly -- lacks
intellectual courage, reason,
perseverance, or integrity
Persuasive. Argument is relevant,
precise, complete, and significant
and is presented or stated
convincingly
SMART: specific, measurable, achievable, relevant, timelined; Clear: free from ambiguity, confusion, or doubt.
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Page 21 of 22
Mid-Term Team Presentation
In groups of 4-5 (choose your own members), prepare presentation demonstrating:
1) key learnings from the semester thus far
2) how you will use what you learned.
Specifically, compare the team decision-making, conflict, upward leadership, and coaching learning from Everest, Beechnut,
TerraCog, Vasa, Thomas Green, and our class discussions and determine what you will do differently as a team member and team
leader as a result of this learning.
You may be as creative as you wish; for example, you might write/present a song or skit, deliver a professional presentation, or create
and explain a poster.
Presentations may take no more than 8 minutes; all members must speak. Please practice with a timer so that you can ensure you
won't go over the 8-minute limit.
Rubric (you do not need to turn this in)
Demonstrated concepts learned and accurate application of learning = 50%
Clear, engaging presentation = 40%
Did not exceed 8 minute limit = 10%
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Page 22 of 22
5 C Analysis on JHU’s Whiting School, Porter’s 5 Forces, and SWOT
The 5C, 5 Forces, and SWOT analyses assignments will be clarified by early November. Click here to return to Daily Class Plan
Let’s Talk Science
In no more than 650 words, answer these questions:
1. What marketing challenge does LTS face?
2. Does the training package, Science with Impact, meet the needs of its target audience? Does it fit with the company's overall
strategy?
3. What does LTS need to consider when determining the price of Science with Impact? Do you agree with the proposed price?
Justify your position.
Gateway (memo must meet these requirements or it will not be accepted):
Language is used competently, with no more than two departures from ESWE* per page except where deliberate to support humor or
other purpose or to quote another person. There are few or no confusing sentences. Memo does not exceed 650 words.
Rubric:
Your group should grade its own paper using this rubric on a 100-point scale (this is not the same as the Learning Group rubric,
which is on our Bb site) and attach this rubric to your memo when uploading it to Bb:
1) The analysis presented in each answer is consistent with the material in the case. Most significant issues presented.
a. Question 1:
b. Question 2:
c. Question 3:
2) Memo presents clear writing, requiring minimal reader interpretation, in one unified voice. Uses ESWE* except for deliberate
departures to support humor or other purpose or to quote another person. Writing is professional and language is used with
control and imagination to keep the reader engaged. Uses visual tools where appropriate to promote argument, such as
bulleted/numbered lists, charts, or graphs. The memo is “economically” written: every word pulls its weight.
3) Memo is persuasive and compelling.