mgmt8700 strategic management d10-off (qt4) 2011

Unit Outline*

MGMT8700

Strategic Management

D10-OFF (QT4) 2011

Singapore

Mr Philip Hirschberg

Business School

www.business.uwa.edu.au * This Unit Outline should be read in conjunction with the Business School Unit Outline Supplement available on the Current Students web site http://www.business.uwa.edu.au/students

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MGMT8700/Singapore/REA/13.07.11

All material reproduced herein has been copied in accordance with and pursuant to a statutory licence administered by Copyright Agency Limited (CAL), granted to the University of Western Australia pursuant to Part VB of the Copyright Act 1968 (Cth). Copying of this material by students, except for fair dealing purposes under the Copyright Act, is prohibited. For the purposes of this fair dealing exception, students should be aware that the rule allowing copying, for fair dealing purposes, of 10% of the work, or one chapter/article, applies to the original work from which the excerpt in this course material was taken, and not to the course material itself.

© The University of Western Australia 2011

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UNIT DESCRIPTION

Introduction

Welcome to the capstone unit of your MBA course. This is a pivotal unit and it is important that you gain as much benefit from this unit as possible.

Unit content

The content of this unit covers the full strategic management lifecycle with topics including:

• Core organisational foundation.

• Stakeholder analysis.

• Organisational mission, value, vision and objectives.

• External, Internal and competitive advantage analysis.

• Selection of strategies.

• Implementation of strategies. This unit draws on your learning from all of the other units you have studied on your MBA.

The goal of the unit

The most important outcome of this unit is that you are able to think more strategically by improving your practice of strategic management - your ability to manage a variety of strategic situations. These situations may be complex and you should be able to cope with a considerable amount of ambiguity. This unit draws on your learning from virtually all of the other MBA units. The overriding theme of the unit is strategic transformation. The aim of the unit is to introduce students to:

• The ‘Total’ view of the organization and how it relates and interacts with various factors and forces in its environment.

• Aspects of strategic leadership at top levels of the organization.

• Aspects of business strategy in Asian and other economies.

• Concepts and practices of strategic analysis, including analysis of the business environment and identification of long-term trends

• Concepts and practices of strategy formulation, both informal and explicitly planned

• Concepts and practices of implementation, including the change/transformation process. Our perspective is that of the total organization, where possible as seen by the Board of Directors or from the position of Chief Executive Officer. Notwithstanding our focus, the topics discussed throughout the unit are nevertheless relevant to all levels. Strategic management is not just the domain of ‘for profit’ business organizations or multi-business corporations – the concepts are useful also to not-for-profit organizations as well as for organizational sub-units and career strategies of individuals.

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Learning outcomes

On completion of this unit, you should be able to understand and apply strategy theory and practice. The unit consists of two block teaching sessions and number of tutorials. The unit structure consists of:

• A prescribed text book.

• A number of Case Studies.

• A selection of supplementary readings.

• Review and discussions in the tutorial sessions. The unit lends itself to discussion and analysis of practical case histories as well as theoretical papers and business journal articles. An important feature of the unit is an emphasis on perspective and developing one’s own point of view. A key task is to identify which questions to ask rather than to seek answers to questions put by someone else. Throughout the unit – in class analysis of cases, in deciding on topics for assignments, and in evaluating theoretical concepts – students must frame their own questions wherever possible. Students are expected to spend an average of 3-4 hours individually and in their groups preparing for each of the sessions. Successful learning on the unit depends very much on you reading the material, to fully prepare the cases and to discuss and argue the issues in your groups and in the class. To paraphrase Frances Bacon: “reading makes a person full, writing makes a person precise and debate makes a person prepared.” You will have to deal with quite a number of different ideas – sometimes they agree with each other, sometimes they don’t. You will be given frameworks and support to help you to integrate the different perspectives you will come across – but it is also important that you exercise your mind to make sense of, or accept, these differences in your own way, so that you develop your own thinking and views. This unit uses a variety of learning including case analyses, group work and classroom discussions of both theory and practical application. Attendance and participation in class sessions are essential to the functioning of the course.

Educational principles and graduate attributes

In this unit, you will be provided with the opportunity to:

• Develop competencies to work more effectively in teams through the completion of a group case study and case analysis;

• Demonstrate self-management and independent learning skills through the completion of an individual reflective learning journal;

• Develop ethical and cultural awareness in an international context through completion of various case studies; and

• Develop more effective communication skills through a class presentation on the findings of your group project and by responding to any questions that arise following that presentation.

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TEACHING AND LEARNING RESPONSIBILITIES

Teaching and learning strategies

Students will learn most from this unit by reading widely, actively participating in class discussions, and engaging directly and at the senior executive level with appropriate ‘real world’ organizations. By doing so, students will be able to make sense of the vast amount of material covered. The extensive reading list should be actively used both during and beyond the unit.

Teaching and learning evaluation

You may be asked to complete two evaluations during this unit. The Student Perception of Teaching (SPOT) and the Students’ Unit Reflective Feedback (SURF). The SPOT is optional and is an evaluation of the lecturer and the unit. The SURF is completed online and is a university wide survey and deals only with the unit. You will receive an email from the SURF office inviting you to complete the SURF when it is activated. We encourage you to complete the forms as your feedback is extremely important and can be used to make changes to the unit or lecturing style when appropriate.

Attendance

Participation in class, whether it be listening to a lecture or getting involved in other activities, is an important part of the learning process, therefore it is important that you attend classes. More formally, the University regulations state that ‘to complete a course or unit students shall attend prescribed classes, lectures, seminars and tutorials’. Where a student, due to exceptional circumstances, is unable to attend a scheduled class, they are required to obtain prior approval of the unit coordinator to be absent from that class. Any student absent from class without having had such absence approved by the unit coordinator may be referred to the faculty for advice and may be required to withdraw from the unit.

CONTACT DETAILS

We strongly advise students to regularly access their student email accounts. Important information regarding the unit is often communicated by email and will not be automatically forwarded to private email addresses.

Unit coordinator/lecturer

Name: Mr Philip Hirschberg

Email: [email protected]

Phone: +61 411 567 445

Consultation hours: By appointment (email or phone)

Lecture times:

Block I 29 September, 7.00pm – 10.00pm 30 September, 7.00pm – 10.00pm 1 October, 9.00am – 6.00pm

Block II

20 October, 7.00pm – 10.00pm 21 October, 7.00pm – 10.00pm 22 October, 9.00am – 6.00pm

Lecture venue: PSB Academy

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Tutor

Name: Low Chin Yong

Email: [email protected]

Phone: TBC

Consultation hours: TBC

Tutorial times:

7.00pm – 10.00pm 4 October 11 October 2 November 10 November

Tutorial venue: PSB Academy

TEXTBOOK(S) AND RESOURCES

Unit website

http://www.webct.uwa.edu.au

Recommended/required text(s)

Hubbard G and Beamish P. 2011. Strategic Management: Thinking, Analysis and Action, 4th edn. Pearson Australia.

Relevant Journals You may wish to browse through a range of relevant journals such as:

• Harvard Business Review

• International Journal of Strategic Management: Long Range Planning

• Strategic Management Journal

• Sloan Management Review

• Academy of Management Journal

• Journal of International Business Studies

• California Management Review

• The McKinsey Quarterly

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Additional resources and reading material

Some recent books on Strategies and Management to reinforce class discussion and to obtain alternative perspectives: Session 1 Shapiro, B.P. 1984, An Introduction to Cases, Harvard Business School, Boston, MA. Hammond, J. 1990, Learning by the Case Method, Harvard Business School, Boston, MA. Roberts, M. 2001, Developing a Teaching Case (Abridged), Harvard Business School, Boston, MA. Porter, M. 1996, ‘What is Strategy?’, Harvard Business Review, Nov-Dec 1996, pp. 61-78. Mintzberg, H. 1987, ‘Crafting Strategy’, Harvard Business Review, Jul-Aug 1987, pp. 66-75. Stockport, G. 2000, ‘Developing Skills in Strategic Transformation’, European Journal of Innovation

Management, vol. 3, no. 1, pp. 45-52. Carey, D. & Patsalos-Fox, M. 2006, ‘Shaping Strategy from the Boardroom’, The McKinsey Quarterly,

2006 no. 3, pp. 111-115. Slatter, S. & Lovett, D. 1999, Corporate Turnaround: Managing Companies in Distress, Penguin Books,

London. Campbell, A. & Alexander, M. 1997, ‘What’s Wrong with Strategy’, Harvard Business Review, Nov-Dec

1997, pp. 42-51. Session 2 Collins J.C. & Porras J.I. 1996, ‘Building Your Company’s Vision’, Harvard Business Review, Sep-Oct

1996, pp. 65-76. Lipton, M. 1996, ‘Demystifying the Development of Organizational Vision’, Sloan Management Review,

Summer 1996, pp. 83-92. Welch J. & Bryne J.A. 2001, JACK: What I’ve learned leading a great company with great people, Headline. Kaplan, R.S. & Norton, D.P. 1993, ‘Putting the Balanced Scorecard to Work’, Harvard Business Review,

Sep-Oct 1993, pp. 134-147. Hamel, G. & Prahalad, C.K. 1989, ‘Strategic Intent’, Harvard Business Review, May-Jun 1989, pp. 63-76. Kim, W.C. & Mauborgne, R. 2002, ‘Charting Your Company’s Future’, Harvard Business Review, Jun

2002. Christensen, C.M., Raynor, M. & Verlinden, M. 2001, ‘Skate to Where the Money Will Be’, Harvard

Business Review, Nov 2001, pp. 72-81. Session 3 Brandenburger, A.M. & Nalebuff, B.J. 1995, ‘The Right Game: Use Game Theory to Shape Strategy’,

Harvard Business Review, Jul-Aug 1995, pp. 52-71. Porter, M. 1980, ‘Industry Structure and Competitive Strategy: Keys to Profitability’, Financial Analysts

Journal, Jul-Aug 1980, pp. 30-41. Porter, M. 1985, Competitive Advantage: Creating and Sustaining Superior Performance, Free Press, NY. Schwartz, A. & Villinger, R. 2004, ‘Integrating Southeast Asia’s Economies’, The McKinsey Quarterly,

2004 No. 1, pp. 37-47. Session 4 Prahalad, C.K. & Hamel, G. 1990, ‘The Core Competence of the Corporation’, Harvard Business

Review, May-Jun 1990. Grant, R.M. 1991, ‘The Resource-Based Theory of Competitive Advantage: Implications for Strategy

Formulation’, California Management Review, Spring 1991. Ulrich, D. & Smallwood, N. 2004, ‘Capitalizing on Capabilities’, Harvard Business Review, June 2004, pp.

119-127. Session 5 Porter, M. 1985, Competitive Advantage: Creating and Sustaining Superior Performance, Free Press, NY. Gupta, A.K. & Govindarajan, V. 2001, ‘Converting Global Presence into Global Competitive

Advantage’, Academy of Management Executive, vol. 15, no. 2, pp. 45-58.

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Session 6 Courtney, H., Kirkland, J. & Viguerie, P. 1997, ‘Strategy Under Uncertainty’, Harvard Business Review,

Nov-Dec 1997, pp. 67-79. Brenneman, G., 1998, ‘Right Away and all at Once: How We Saved Continental’, Harvard Business

Review, Sep-Oct 1998, pp. 162-179. Session 7 Khanna, T. & Palepu, K. 1999, ‘The Rigth Way to Restructure Conglomerates in Emerging Markets’,

Harvard Business Review, Jul-Aug 1999, pp. 125-134. Kim, W.C. & Mauborgne, R. 1999, ‘Creating New Market Space’, Harvard Business Review, Jan-Feb

1999, pp. 83-93. Kim, W.C. & Mauborgne, R. 2004, ‘Blue Ocean Strategy’, Harvard Business Review, Oct 2004, pp. 76-

84. Hubbard, G. ?, Strategic Management: Thinking, Analysis and Action, Prentice Hall. Hu, Yao-Su. 1995, ‘The International Transferability of the Firm’s Advantages’, California Management

Review, vol. 37, no. 4, pp. 73-88. Yip, G.S. 1989, ‘Global Strategy … In a World of Nations’, Sloan Management Review, Fall 1989, pp.

29-41. Khanna, T. & Palepu, K. 1997, ‘Why Focused Strategies May be Wrong for Emerging Markets’,

Harvard Business Review, Jul-Aug 1997, pp. 41-51. Session 8 Investopedia.com (“Investopedia”). (2002), The Basics of Mergers and Acquisitions, [Online],

Investopedia, Available from http://www.investopedia.com/university/m&a/default.asp [1 July 2006].

Anslinger, P.L. & Copeland, T.E. 1996, ‘Growth Through Acquisitions: A Fresh Look’, The McKinsey Quarterly, 1996 No. 2, pp. 96-109.

Aiello, R.J. & Watkins, M.D. 2000, ‘The Fine Art of Friendly Acquisitions’, Harvard Business Review, Nov-Dec 2000, pp. 101-107.

Briesemeister, D. & Fisher, N. 1998, The 5-Cs: A Modern Framework for Consolidation of Fragmented Industries, Tuck School of Business, Dartmouth.

Ward, V. 2005, ‘Betting the Bank’, Vanity Fair, Sep, pp. 348-390. Sadtler, D., Campbell, A. & Koch, R. 1998, ‘Breakups Build Profits’, World Executive Digest, pp. 24-27. Owen, G. & Harrison, T, 1995, ‘Why ICI Chose to Demerge’, Harvard Business Review, Mar-Apr

1995, pp. 133-142. Ohmae, K. & Porter, M. 1993, Managing International Alliances: Conceptual Framework, Harvard

Business School, Boston, MA. Walters, B.A, Peters, S. & Dess, G.G. 1994, ‘Strategic Alliances and Joint Ventures: Making them

Work’, Business Horizons, vol. 37, no. 4, pp. 308-315. Dyer, J.H., Kale, P. & Singh, H. 2004, ‘When to Ally and When to Acquire’, Harvard Business Review,

Jul-Aug 2004, pp. 108-115. Harrigan, K.R. 1988, ‘Joint Ventures and Competitive Strategy’, Strategic Management Journal, vol. 9,

no. 2, pp.141-158. Session 9 Mankins, M.C. & Steele, R. 2005, ‘Turning Great Strategy into Great Performance’, Harvard Business

Review, Jul-Aug 2005, pp. 1-12. Eisenhardt, K.M. & Sull, D.N. 2001, ‘Strategy as Simple Rules’, Harvard Business Review, Jan 2001, pp.

107-116. Moore, G.A. 2004, ‘Darwin and the Demon: Innovating within Established Enterprises’, Harvard

Business Review, Jul-Aug 2004, pp. 86-92. Hamel, G. & Prahalad, C.K. 1994, Competing for the Future, Harvard Business School Press, Boston,

MA. Ernst & Young. 1997, Outline for a Business Plan: A Proven Approach for Entrepreneurs Only, Ernst

& Young, New York.

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Session 10 Cacioppe, R. ?, A Lot of Changes But Nothing Changes? A Clear and Powerful Way to Implement

Successful Change, Integral Leadership Centre, Perth, Australia. Lewis, G., Morkel, A., Hubbard, G., Davenport, S., & Stockport, G. 1999, Australian and New Zealand

Strategic Management: Concepts, Context and Cases, 2nd edn, Prentice Hall, Sydney, Australia. Vinson, M., Pung, C. & González-Blanch, J.M. 2006, ‘McKinsey Global Survey: Organizing for

Successful Change Management’, The McKinsey Quarterly, June 2006, pp. 1-8. Chanmugan, R., Shill, W.E. & Mann, D. 2005, ‘Mastering the Art of Value-capture in M&A’, Accenture

Outlook, no. 1, pp. 45-53. Ashkenas, R.N., DeMonaco, L.J. & Francis, S.C. 1998, ‘Making the Deal Real: How GE Capital

Integrates Acquisitions’, Harvard Business Review, Jan-Feb 1998, pp. 165-178. Ashkenas, R.N. & Francis, S.C. 2000, ‘Integration Managers: Special Leaders for Special Times’,

Harvard Business Review, Nov-Dec 2000, pp. 108-116. Shill, W. 2005, Post Merger Organizational Design, Accenture, NY. Coyne, K.P. & Witter, J.W. 2002, ‘What Makes Your Stock Price Go Up and Down’, The McKinsey

Quarterly, 2002 No. 2, pp. 29-39.

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UNIT SCHEDULE

Session / Date & Time Topic

Block Teaching I

1 Thursday, 29 September 7pm-10pm

Unit Overview, Learning through Cases, Strategy Overview & Stakeholder Analysis

• Introduction

• Discussion of Unit Outline/Assessments

• Role of Lecturer and Tutor

• Analyzing a Case

• What is Strategy?

• Levels of Strategy

• Strategic Transformation and the S-Curve

• How Does Strategy Occur

• Stakeholder Analysis Relevant Cases

• Nil Case Questions

• Nil Required Readings Hubbard et al Text:

• Chapter 1 (pp. 2-27) Other Readings

• An Introduction to Cases (Shapiro 1988)

• Learning by the Case Method (Hammond 1987)

• Developing a Teaching Case (Roberts 2001)

• What is Strategy? (Porter 1996)

• Crafting Strategy (Mintzberg 1996)

• Developing Skills in Strategic Transformation (Stockport 2000)

• Shaping Strategy from the Boardroom (Carey & Patsalos-Fox 2006)

• Turnaround Management (Slatter & Lovett 1999)

• What’s Wrong with Strategy (Campbell & Alexander 1997)

2 Friday, 30 September 7pm-10pm

Core Foundation & Strategic Intent

• Core Foundation (Mission & Values)

• Strategic Intent (Vision & Strategic Objectives) Relevant Cases

• Bundy Asia Pacific – China Strategy (Wang & Zuo 1998) Case Questions

• What are the 3 key strategic themes of the case?

• Who are the key stakeholders?

• What is/are the mission, values, vision and strategic objectives of Bundy?

Required Readings Hubbard et al Text:

• Chapter 2 (pp. 30-59)

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Other Readings:

• Building Your Company’s Vision (Collins & Porras 1996)

• Demystifying the Development of an Organisational Vision (Lipton 1996)

• The Vision Thing (Welch & Bryce 2001)

• Putting the Balanced Scorecard to Work (Kaplan & Norton 1993)

• Strategic Intent (Hamel & Prahalad 1989)

• Charting Your Company’s Future (Kim & Mauborgne 2002)

• Skate to Where the Money Will Be (Christensen et al 2001)

3 Saturday, 1 October 9am-12pm

External Analysis

• PEST Analysis

• Industry Value Chain

• 5 Forces Analysis

• Industry Lifecycle

• Competitor Analysis Relevant Cases

• BMG Entertainment (Meier 2000) Case Questions

• Why have a handful of major record companies dominated the industry through much of the last century?

• How does the advent of the internet change the structure and the economics of the music industry?

• What should Zelnick and Conroy do? Required Readings Hubbard et al Text:

• Chapter 3 (pp. 62-100) Other Readings:

• The Right Game: Use Game Theory to Shape Strategy (Brandenburger & Nalebuff 1995)

• Industry Structure and Competitive Strategy: Keys to Profitability (Porter 1980)

• The Value Chain and Competitive Advantage (Porter 1985)

• Integrating Southeast Asia’s Economies (Schwartz & Villinger 2004)

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4 Saturday, 1 October 1pm – 4pm

Internal Analysis

• Organizational Lifecycle

• Strategic Resources

• Internal Value Chain Relevant Cases

• Sharp Technology: Technology Strategy (Noda 1993) Case Questions

• Why has Sharp been so successful for so long?

• How was Sharp able to coordinate and integrate activities across the corporation?



• The Core Competence of the Corporation (Prahalad & Hamel 1980)

• The Resource Based Theory of Competitive Advantage: Implications for Strategy Formulation (Grant 1991)

• Capitalizing on Capabilities (Ulrich & Smallwood 2004)

5 Saturday, 1 October 4pm – 6pm

Competitive Advantage Analysis

• Generic Competitive Strategies Relevant Cases

• Matching Dell (Rivkin & Porter 1999) Case Questions

• How and why did the personal computer industry come to have such low average profitability?

• Why has Dell been so successful?

• How effective have competitors been in responding to the challenge posed by Dell’s competitive advantage?


• Chapter 6 (in part: pp. 174-195) Other Readings:

• Competitive Strategy: The Core Concepts (Porter 1985)

• Converting Global Presence in Competitive Advantage (Gupta & Govindarajan 2001)

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Block Teaching II

6 Thursday, 20 October 7pm – 10pm

Strategic Posture

• Understanding Uncertainty

• Strategic Posture Relevant Cases

• Intel Corporation: 1997-2000 (Casadesus-Masanell & Rukstad 2001)

Case Questions

• What level of certainty existed in the industry in 1997? What about in 2000?

• How valid was Barrett’s strategic posture during the period 1997 to 2000? From 2000?


• Chapter 7 (pp. 197-216)


• Strategy Under Uncertainty (Courtney et al 1997)

• Right Away and all at Once: How We Saved Continental (Brenneman 1998)

7 Friday, 21 October 7pm - 10pm

Strategy Choices and Selection (Part 1 of 2)

• Integration Strategies Relevant Cases

• Giant ICN: formation of the A-Team (see pp. 520-528 of text book (Hubbard et al 2011))

Case Questions

• What were the key reasons for the A-Team to be formed?

• Who was / wasn’t involved in the A-Team and why?

• What were the key benefits of the A-Team?

• What were the key issues with the A-Team? Required Readings Hubbard et al Text:

• Chapter 6 (in part: pp. 158-174)


• The Right Way to Restructure Conglomerates in Emerging Markets (Khanna & Palepu 1999)

• Creating New Market Space (Kim & Mauborgne 1999)

• Blue Ocean Strategy (Kim & Mauborgne 2004)

• Strategic Management: Thinking, Analysis and Action – Chapter 9: International Strategy (Hubbard ?)

• The International Transferability of the Firm’s Advantages (Yao-Su Hu 1995)

• Global Strategy … In a World of Nations (Yip 1989)

• Why Focused Strategies May be Wrong in Emerging Markets (Khanna & Palepu 1997)

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8 Saturday, 22 October 9am - 12pm

Strategy Choices and Selection (Part 2 of 2)

• Expansion Strategies

• Business Improvement Strategies

• Rationalisation Strategies Relevant Cases

• Intel Corporation: 1997-2000 (Casadesus-Masanell & Rukstad 2001)

• Nissan Motor Co., Ltd., 2002 (Yoshino & Egawa 2002) Case Questions

• Intel Case: Which expansion strategies were selected by Barrett? Were they appropriate?

• Nissan Case: Why did Ghosn emphasize alliances over acquisitions?

• Nissan Case: Which business improvement strategy was the focus for Ghosn? Was it appropriate?


• Chapter 9 (pp.242-269)


• The Basics of Mergers and Acquisitions (Investopedia 2002)

• Growth Through Acquisitions: A Fresh Look (Anslinger & Copeland 1996)

• The Fine Art of Friendly Acquisitions (Aiello & Watkins 2000)

• The 5-Cs: A Modern Framework for Consolidation of Fragmented Industries (Briesemeister & Fisher 1998)

• Betting the Bank (Ward 2005)

• Breakups Build Profits (Sadtler et al 1998)

• Why ICI Chose to Demerge (Owen & Harrison 1995)

• Managing International Alliances: Conceptual Framework (Ohmae & Porter 1993)

• Strategic Alliances and Joint Ventures: Making them Work (Walters et al 1994)

• When to Ally and When to Acquire (Dyer et al 2004)

• Joint Ventures and Competitive Strategy (Harrigan 1988)

9 Saturday, 22 October 1pm - 3pm

Strategic Action Plan

• Strategic Plan on a Page

• Business Planning in Context Relevant Cases



• Chapter 12 (pp. 326-355)

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Other Readings:

• Turning Great Strategy into Great Performance (Mankins & Steele 2005)

• Strategy as Simple Rules (Eisenhardt & Sull 2001)

• Darwin and the Demon (Moore 2004)

• Strategy as Stretch (Hamel & Prahalad 1994)

• Strategy as Leverage (Hamel & Prahalad 1994)

• Outline for a Business Plan: A Proven Approach for Entrepreneurs Only (Ernst & Young 1997)

10 Saturday, 22 October 3pm - 4:30pm

Managing Strategic Change

• Successful Change Management Relevant Cases




• A Lot of Changes But Nothing Changes!: A Powerful Model for Successful Change Management (Cacioppe)

• Leading Change: Why Transformation Efforts Fail (Kotter 1995)

• McKinsey Global Survey: Organizing for Successful Change Management (Vinson et al 2006)

• Mastering the Art of Value-Capture in M&A (Chanmugan et al 2005)

• Making the Deal Real: How GE Capital Integrates Acquisitions (Ashkenas et al 1998)

• Integration Managers: Special Times for Special Leaders (Ashkenas & Francis 2000)

• Post Merger Organizational Design (Shill 2005)

• What Makes your Stock Price Go Up and Down (Coyne & Witter 2002)

11 Saturday, 22 October 4:30pm - 6pm

Group Presentations + Review

• Group Project Presentation

• Group Project Report

• Topics Covered and Key Lessons

• Conclusions

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Tutorial Sessions Tutorial sessions form an important opportunity for students to study the conceptual component of the unit and to work in groups analyzing the strategy of a prominent Asian company of your choice. Students are expected to come prepared and participate actively in the tutorials. The Tutor is a facilitator of the tutorial proceedings. While the Tutor will be a knowledgeable and able teacher the emphasis is strongly on participative student learning, not passive listening to lectures. The Tutor will chair activities, ask questions and, where appropriate, teach via short lecturettes.

Session / Date & Time Topic

Teaching Block I Tutorials

1 4 October Discussion of Readings, Individual/Group Project Preparation. Readings of Seminar Sessions 1-3

2 11 October Discussion of Readings & Group Project Preparation. Readings of Seminar Sessions 4 & 5

Teaching Block II Tutorials

3 2 November Discussion of Readings & Group Project Preparation. Readings of Seminar Sessions 6 & 7

4 10 November

Discussion of Readings & Group Project Preparation. Readings of Seminar Sessions 8-10 Summary of all unit material and Application to Practice. Discuss Submission of Group Project Report.

ASSESSMENT MECHANISM

The purpose of assessment

There are a number of reasons for having assessable tasks as part of an academic program. The assessable tasks are designed to encourage you to explore and understand the subject more fully. The fact that we grade your work provides you an indication of how much you have achieved. Providing feedback on your work also serves as part of the learning process.

Assessment mechanism summary

Component Weight Due Date

Attendance and Participation in Class and Tutorial Sessions

15%

Individual Reflective Learning Journal 35% Thursday, 20 October 2011 (prior to teaching session)

Group Assignment:

• Group Presentation (Individually Assessed) 20% Saturday, 22 October 2011 (4.30pm-6.00pm)

• Group Written Report 30% Sunday, 20 November 2011

Note 1: Results may be subject to scaling and standardisation under faculty policy and are not necessarily the sum of the component parts.

Note 2: Your assessed work may also be used for quality assurance purposes, such as to assess the level of achievement of learning outcomes as required for accreditation and audit purposes. The findings may be used to inform changes aimed at improving the quality of Business School programs. All material used for such processes will be treated as confidential, and the outcome will not affect your grade for the unit.

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Assessment 1 - Attendance and Participation in Class and Tutorial Sessions (15%) Strategic management is as much about perspective, judgment, analysis and leadership as it is knowledge of content. Attendance and participation in class activities and discussions are important to developing these abilities. Marks will be awarded after considering the following. Attendance means arriving and leaving the class on time. Attendance will be recorded at every session. Please inform us if you have a valid reason for missing a class. If you must miss a session, we require you to prepare notes to show that you did the preparation. Participation in class, whether it is listening to a lecture or getting involved in other activities, is an important part of the learning process. For this reason the UWA Business School has decided not to move to on-line teaching. It is, therefore, important that you attend classes (and be on time). Participation in discussions is harder to measure but essential to Strategic Management. While a minimum participation in discussion is required, we have a broad view of participation, including evidence of prior preparation, alertness and following the flow of class discussions, active and naturally, effective participation in syndicates and class discussions (a thoughtful comment based on good preparation and judgment is worth much more than superficial remarks). More formally, the University regulations state that ‘to complete a course or unit a student shall attend prescribed classes, lectures seminars and tutorials. Students whose attendance at MBA units has been unsatisfactory will not be granted a pass grade. Two or more missed classes without prior permission from the lecturer/tutor is classified as unsatisfactory. Students should not expect to obtain approval to miss more than two classes per unit, unless there are exceptional circumstances.

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Assessment 2 – Individual Reflective Learning Journal (35%) Prepare a personal reflective learning journal based on the material covered in Teaching Block I of the unit, the purpose of which is to encourage you to review, reflect and build on your past experiences and observations as they relate to the material so far. Reflective learning is not about what happened in your past, it is about what you did with what happened. As such, the emphasis of the journal is on your learning, not on your ability to simply recount ‘what happened’. By this, you are expected to interrogate your past experiences and observations with searching questions and actively consider how you may do things differently in your career or another area of your life in the future. You should be aware of areas that you are reluctant to commit thought to paper or you find it difficult to distill out the underlying learning. These are usually the areas that have the potential to produce the best results from changes. You do not have to cover every one of the five sessions in Teaching Block I, but you should aim to cover at least ten concepts, theories, frameworks or issues covered in the unit so far. This may be a combination of class material or discussions, case studies, readings or other activities. Some of the following questions may help you with writing your journal:

• What insights did I gain and how or why was this significant to me?

• Where have I observed connections or disconnections between theory and practice, concepts and observations, readings and experience, old and new knowledge etc?

• What do I disagree with? Am I resisting anything? Why?

• Have my assumptions and perspectives changed as a result of the unit so far? How?

• What have I done successfully in my past and how has this shown up in other areas of my life?

• What have I done poorly in my past and how has this shown up in other areas of my life?

• How will I do things differently in the future – in terms of my career and in terms of other areas of my life?

• What actions will I take immediately? Why? While the majority of the learning journal should apply to your own work or personal situation as related to the unit so far, it is also worthwhile looking for linkages to overall MBA course. For example, how has your understanding of a previous unit on your MBA changed now that you have completed the sessions so far on this unit? The journal shall not be more than 3,000 words and should be typed using 1.5 or double spacing with reasonable side margins. A true and accurate word count should be placed on the front cover. The journal should be self contained and concise. As always, quality is more important than quantity.

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Assessment 3 (Individual Presentation – 20%; Group Written Report – 30%) Strategy Case Study and Strategic Plan Students will form groups of approximately five students for this two-part assignment. Groups are to be formed prior to the conclusion of Teaching Block I. Groups are required to select a significant Asian organization. It is important for this assignment that the selected organization has multiple business units, and that the organization is well known. For example, past groups have selected organizations such as Shell, Pfizer and Singapore Airlines. Groups should discuss proposed organizations with the lecturer in Teaching Block I. The Group Written Report must have the following two parts:

• Part A – Strategy Case Study: Part A requires your group to prepare an original Strategy Case Study on your selected organization. The Strategy Case Study should follow a similar format to the organizational case studies discussed during the teaching sessions (eg. DELL, Intel and Nissan). Content should align with the Strategy Case Study Marking Guide. The Strategy Case Study must cover a period of at least 5 years to allow groups to identify and discuss a range of critical strategic issues encountered by the organization as well to identify the strategies selected by the organization during the selected period. Furthermore, the Strategy Case Study must end at a point in time when the organization must make at least one critical strategic decision, which will be addressed in Part B. Groups are expected to source case information directly from the organization (by making direct contact) as well as indirectly by collecting publicly available information. The case should be prepared from the perspective of the board of directors’. Strategy Case Studies should be no more than 2,500 words (excluding exhibits and annexes/appendices).

• Part B – Strategic Plan: Part B requires your group to prepare a Strategic Plan based on the information in the Strategy Case Study (prepared in Part A). Part B follows a similar format to the Individual Assignment, however it should deal with all of the key topics discussed in both Teaching Blocks – i.e. stakeholder analysis, core foundation, strategic intent, strategic analysis (external, internal, and competitive advantage), strategy formulation (strategic posture, strategic choices, and strategic action plan), and managing strategic transformation. The Strategic Plan should be a forward-looking document (rather than an analysis of the past), should address the critical strategic decisions identified at the end of the Strategy Case Study, and should be prepared from the perspective of the board of directors’. Core to this Strategic Plan is the identification and application of relevant academic theory and frameworks covered during the unit (both teaching blocks). Groups should include references to the textbook, the various readings and case studies covered during the unit. The Strategic Plan must also include an Executive Summary, shall not be more than 2,500 words (excluding executive summary, exhibits and annexes/appendices), and should be typed using 1.5 or double spacing with reasonable side margins. As always, quality is more important than quantity. Furthermore, the report should reflect a pragmatic analysis distilled to an executive level (i.e. succinct).

Groups are required to present an overview of their full report in Teaching Block II. See Assessment 3 Marking Guide below for details. All members of the group are to participate in the presentation and will be graded individually.

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Assessment 2 (Individual Assignment) Marking Guide High Low Result Content (80 marks)

• Quality of Review and Reflection (30 marks)

• Quality of Insights/Observations/Actions (30 marks)

• Application of Relevant Unit Material (20 marks – 2 marks per item)

Grammar/Spelling, Format, Structure etc (20 marks)

• Fluent and Succinct Piece of Writing (10 marks)

• Layout (headings, sub-headings, table of contents etc) (5 marks)

• Grammar and Spelling (5 marks)

TOTAL /100 marks /35%

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Assessment 3 (Presentation of Group Project) Individual Marking Guide High Low Result Individual Presentation (60 marks)

• Relevance of content (10 marks)

• Audience engagement (10 marks)

• Presence (10 marks)

• Confidence in subject matter (10 marks)

• Gestures and body language (10 marks)

• Delivery (innovative approach, pace and timing, enthusiasm, tone etc) (10 marks)

Individual Contribution (25 marks)

• Depth of contribution to broader group presentation (25 marks)

Questions and Answers (15 marks)

• Quality of answers to questions (3 marks)

TOTAL /100 marks /20% Presentations are to focus on providing an overview of the full group report, covering the following:

• Group and Presentation Overview

• Succinct Business Overview

• Background (eg. Stakeholder Analysis, Need for Strategic Transformation, Mission, Values, Vision, Strategic Objectives etc)

• External Analysis

• Internal Analysis

• Competitive Advantage Analysis

• Analysis and Discussion of Strategies

• Conclusion

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Assessment 3 (Group Assignment) Marking Guide High Low Result Part A – Strategy Case Study (35 marks)

• Choice of Organization (10 marks)

• Organizational Overview and Background (2 marks)

• Overview of Business Activities (including business units) (2 marks)

• Industry Structure (2 marks)

• Industry Trends (financial and non-financial) (2 marks)

• Competitive Landscape and Position (2 marks)

• High-level Financials (2 marks)

• Critical Strategic Issues Encountered (6 marks)

• Strategies Used (strategic choices) by the Organization (7 marks)

Part B – Strategic Plan (50 marks)

• Succinct Business Overview (2 marks)

• Background (eg. Stakeholder Analysis, Need for Strategic Transformation, Mission, Values, Vision, Strategic Objectives etc) (3 marks)

• External Analysis (4 marks)

• Internal Analysis (4 marks)

• Competitive Advantage Analysis (4 marks)

• Strategic Posture (3 marks)

• Strategic Choices (18 marks)

• Strategic Actions (6 marks)

• Strategic Change Management (4 marks)

• Conclusion (2 marks)

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Grammar/Spelling, Format, Structure etc for Part A & B (15 marks)

• Fluent and Succinct Piece of Writing (4 marks)

• Layout (headings, sub-headings, table of contents etc) (4 marks)

• Citations (in-text referencing) (2 marks)

• Reference List (2 marks)

• Grammar and Spelling (3 marks)

TOTAL /100 marks /30%

Submission of assignments

Assignments are to be submitted to the lecturer via email before the due date / time and should include a standard cover letter. As electronic copies of all assignments are also required for accreditation purposes, you are also required to upload a copy of your assignment to WebCT before the due date / time. Late assignments will attract a penalty of 5% per day. This penalty will be waived by the lecturer only in exceptional circumstances. No marks will be awarded to assignments submitted after other students in the class have had their assignments returned. Papers of excessive length will also attract a penalty. The penalty will be 5% for each 300 words, or part thereof, over the word limit. It is the intention that the marked assignments will be returned within two weeks of submission.

Student Guild

Phone: (+61 8) 6488 2295 Facsimile: (+61 8) 6488 1041 E-mail: [email protected] Website: http://www.guild.uwa.edu.au

Charter of Student Rights and Responsibilities

The Charter of Student Rights and Responsibilities outlines the fundamental rights and responsibilities of students who undertake their education at UWA (refer http://handbooks.uwa.edu.au/undergraduate/poliproc/policies/StudentRights ).

Appeals against academic assessment

The University provides the opportunity for students to lodge an appeal against assessment results and/or progress status (refer http://www.secretariat.uwa.edu.au/home/policies/appeals ).

mgmt8700 strategic management d10-off (qt4) 2011

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