G B 588 110 Seminar in Business Strategy Sp 2014 V1

G B 588 110 Seminar in Business Strategy

WEB ENHANCED v1
Spring 2014

S 08:00-12:00
1/25, 2/8, 3/1, 3/22, 4/5, 5/3
INSTRUCTOR AND CONTACT INFORMATION
Instructor:
Office:

Dr. Steve Vitucci

Founders Hall Rm 421G, Virtual Hours by Appointment
Face-2-Face By Appointment

Phone:

254-501-5827 (Founders Hall)

254-702-6501(Cell)

Email:

Blackboard Preferred for course related issues.

vitucci@ct.tamus.edu for appointments or to get in touch if you have not heard
from me within Black Board .

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Office Hours: By Appointment. This will give you my undivided attention or e-mail
through regular email.
Secretary: Ms. Jennifer Perez-Rivera (254-519-5725) or 254-519-5437
Mode of instruction and course access:
This is a WEB Enhanced Course. The course includes ONLINE Components.
The URL to TAMUCT Blackboard is: https://tamuct-pilot.blackboard.com.
You will use your University ID (UID) and the 6-digit University PIN to logon to this system.
Student-instructor interaction:
I plan to check Blackboard e-mail and assignments every day. In the event you have
not received a reply to an e-mail in Blackboard within 24 hours then please contact
me by regular TAMUCT email (Vitucci@ct.tamus.edu).

UNILERT
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can quickly pass on safety-related information, regardless of your location. Please
enroll today at http://TAMUCT.org/UNILERT.

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COURSE INFORMATION

1.0

Course Overview and description:

This course is the integrating capstone course for the MBA program. It is one of
the preparatory courses for the MBA Comprehensive Exam. The Comprehensive
Exam is the Business Strategy Game (BSG) Simulation. We will examine the basic
factors affecting the development and execution of business strategy, policy, and
organizations as well as, examining the integration of the strategy and policy issues
you have studied in the areas of marketing, finance, economics, distribution, and
organization theory. The course will apply the analytical techniques of
management and business through the use of case studies.
How management intends to grow the business, how they will build a loyal
clientele and outperform their rivals is the essence of crafting a strategy. The
strategic plan must be implemented and executed in a manner that is superior to
competitors and allows the firm to sustain a strategic competitive advantage.
This course places heavy emphasis on case analysis. I make no apologies for this
or the amount of work that will be required. As a graduate MBA student you will
be learning skills to analyze, envision and craft a strategy, and then be able to
implement a successful strategy.

2.0

Course Objective:
2.1

Student Learning Outcomes

The fundamental objective of this course is: Given a business situation, the
learner should be able to:
Effectively analyze and evaluate the general environment, industry, and
company situation; this will be done in the case analyses and in the Business
Strategy Game.
Identify the major problems faced by a company; This will be done in
the case study analyses, and in the exams within the course.

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Identify and evaluate viable strategic alternatives which address the

problems and, this will be done in the case analyses, the simulation game
and in exams.

Craft a recommended strategy and implementation plan for the

company which will lead to or sustain a competitive advantage, attain,
sustain, or strengthen profitability, and strengthen shareholder value. This
will be done in the case analyses and the business simulation.
2.2

Competency Goals Statements

The following reflect the Unit objectives of this course. Upon successful completion of
this course, the learner should be able to:
Unit 1: Course Orientation
Demonstrate the use and application of various components, resources, and
Black Board tools required to successfully navigate and complete this
course.

Unit 2: Ch 1 Orientation to Business Strategy

LO1. Learn what we mean by a companys strategy.
LO2. Grasp the concept of a sustainable competitive advantage.
LO3.

Develop an awareness of the five most basic strategic approaches for

winning a sustainable competitive advantage.

LO4. Understand that a companys strategy tends to evolve over time because of
changing circumstances and ongoing management efforts to improve the
companys strategy.
LO5. Learn why it is important for a company to have a viable business model
that outlines the companys customer value proposition and its profit
formula.
LO6. Learn the three tests of a winning strategy.
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Unit 3: Ch 2 Crafting A Companys Direction: Vision and Mission, Objectives,

and Strategy
LO1. Grasp why it is critical for company managers to have a clear strategic vision of where a
company needs to head and why.
LO2. Understand the importance of setting both strategic and financial objectives.
LO3. Understand why the strategic initiatives taken at various organizational levels must be
tightly coordinated to achieve companywide performance targets.
LO4. Become aware of what a company must do to achieve operating excellence and to execute
its strategy proficiently.
LO5. Become aware of the role and responsibility of a companys board of directors in
overseeing the strategic management process.
Unit 4: Ch 3 Evaluating A Companys External Environment
LO1. Become aware of factors in a companys broad macro-environment that may have
strategic significance.
LO2. Gain command of the basic concepts and analytical tools widely used to diagnose the
competitive conditions in a companys industry.
LO3. Become adept at mapping the market positions of key groups of industry rivals.
LO4. Learn how to use multiple frameworks to determine whether an industrys outlook
presents a company with sufficiently attractive opportunities for growth and profitability.
Unit 5: Ch 4 Evaluating a Companys Resources and Competitive Position
LO1. Become aware of factors in a companys broad macro-environment that may have
strategic significance.
LO2. Gain command of the basic concepts and analytical tools widely used to diagnose the
competitive conditions in a companys industry.
LO3. Become adept at mapping the market positions of key groups of industry rivals.

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LO4. Learn how to use multiple frameworks to determine whether an industrys outlook
presents a company with sufficiently attractive opportunities for growth and profitability.
Unit 6: Ch 5 The Five Generic Strategies
LO1. Understand what distinguishes each of the five generic strategies and why some of these
strategies work better in certain kinds of industry and competitive conditions than in
others.
LO2. Gain command of the major avenues for achieving a competitive advantage based on
lower costs.
LO3. Learn the major avenues to a competitive advantage based on differentiating a company's
product or service offering from the offerings of rivals.
LO4. Recognize the attributes of a best-cost provider strategya hybrid of low-cost provider
and differentiation strategies.
Unit 7: Ch 6 Strengthening A Companys Competitive Position
LO1. Learn whether and when to pursue offensive or defensive strategic moves to improve a
company's market position.
LO2. Recognize when being a first mover or a fast follower or a late mover is most
advantageous.
LO3. Become aware of the strategic benefits and risks of expanding a company's horizontal
scope through mergers and acquisitions.
LO4. Learn the advantages and disadvantages of extending the company's scope of operations
via vertical integration.
LO5. Become aware of the conditions that favor farming out certain value chain activities to
outside parties.
LO6. Understand when and how strategic alliances can substitute for horizontal mergers and
acquisitions or vertical integration and how they can facilitate outsourcing.
Unit 8: Ch 7 Strategies for Competing in Foreign Markets
LO1. Develop an understanding of the primary reasons companies choose to compete in
international markets.
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LO2. Learn how and why differing market conditions across countries influence a company's
strategy choices in international markets.
LO3. Learn about the five major strategic options for entering foreign markets.
LO4. Gain familiarity with the three main strategic approaches for competing internationally.
LO5. Understand how multinational companies are able to use international operations to
improve overall competitiveness.
LO6. Gain an understanding of the unique characteristics of competing in developing country
markets.
Unit 9: Ch 8 Corporate Strategies
LO1. Understand when and how business diversification can enhance shareholder value.
LO2. Gain an understanding of how related diversification strategies can produce crossbusiness strategic fit capable of delivering competitive advantage.
LO3. Become aware of the merits and risks of corporate strategies keyed to unrelated
diversification.
LO4. Gain command of the analytical tools for evaluating a company's diversification strategy.
LO5. Understand a diversified company's four main corporate strategy options for solidifying
its diversification strategy and improving company performance.

Unit 10: Ch 9 Ethics, Corporate Social Responsibility, Environmental

Sustainability, and Strategy
LO1. Understand how the standards of ethical behavior in business are no different from the
ethical standards and norms of the larger society and culture in which a company operates.
LO2. Recognize conditions that can give rise to unethical business strategies and behavior.
LO3. Gain an understanding of the costs of business ethics failures.
LO4. Learn the concepts of corporate social responsibility and environmental sustainability and
how companies balance these duties with economic responsibilities to shareholders.

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Unit 11: Ch 10 Building An Organization Capable of Good Strategy Execution

LO1. Gain command of what managers must do to execute strategy successfully.
LO2. Learn why hiring, training, and retaining the right people constitute a key component of
the strategy execution process.
LO3. Understand that good strategy execution requires continuously building and upgrading the
organization's resources and capabilities.
LO4. Recognize what issues to consider in establishing a strategy-supportive organizational
structure and organizing the work effort.
LO5. Become aware of the pros and cons of centralized and decentralized decision making in
implementing the chosen strategy.
Unit 12: Ch 11 Managing Internal Operations
LO1. Learn why resource allocation should always be based on strategic priorities.
LO2. Understand how well-designed policies and procedures can facilitate good strategy
execution.
LO3. Learn how best practices and process management tools drive continuous improvement in
the performance of value chain activities and promote superior strategy execution.
LO4. Recognize the role of information and operating systems in enabling company personnel
to carry out their strategic roles proficiently.
LO5. Comprehend how and why the use of well-designed incentives and rewards can be
management's single most powerful tool for promoting adept strategy execution.

Unit 13: Ch 12 Corporate Culture and Leadership

LO1. Be able to identify the key features of a company's corporate culture and appreciate the
role of a company's core values and ethical standards in building corporate culture.
LO2. Gain an understanding of how and why a company's culture can aid the drive for
proficient strategy execution.
LO3. Learn the kinds of actions management can take to change a problem corporate culture.
LO4. Understand what constitutes effective managerial leadership in achieving superior strategy
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3.0

execution.
Required Reading and Textbook(s):
This textbook is a special edition created specifically for this class.
It may be ordered thru McGraw Hill at the following link:

https://create.mcgraw-hill.com/shop/#/catalog/details/?
isbn=9781308013527

Note: A student of this institution is not under any obligation to purchase a

textbook from a university-affiliated bookstore. The same textbook may also be
available from an independent retailer, including online retailers.
Text books may be purchased online at:
A student passed on these other sites which she claimed had excellent prices but
required 2-3 weeks lead-time.

COURSE REQUIREMENTS

4.0 Course Requirements:

a. Course Contribution: I ask for your attentiveness to study and learning

assignments, on time completion of assignments, and regular participation in
and effective contribution to online discussions and activities. Those who
demonstrate consistently high quality, professional performance, and who
regularly contribute to course activities will earn higher grades. The quality of
your course contribution and participation will be an important factor in
determining the grade you earn for course contribution.
I expect you to meet the course requirements schedule. I know however, that
on occasion, circumstances beyond your control may result in your missing a
course commitment. Please contact me by phone or email in advance. I have voice
mail on both my office and home phone. I expect each of you to take personal
responsibility for meeting course commitments.
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b. General Responsibilities for Study Opportunities: In this course, you will take
significant responsibilities for learning as well as for helping others learn. Teaching
others is one of the best ways to learn.

I expect you to prepare for each class by reviewing the material I have provide for
each unit under OVERVIEW and WRAP UP, and by studying the text chapters
assigned under STUDY ASSIGNMENTS and completing assignments shown under
LEARNING ACTIVITIES.

I will trust that you are responsible graduate students, that you will study the
material in the text, and will complete the assignments on time. You are responsible for
learning the course material on your own. You should expect to demonstrate your
understanding of terminology and course concepts by asking and answering questions
during discussion or chat opportunities. If you dont understand something, I expect
you to either ask about it.
Please take these learning opportunities seriously. The course web site will
contain all assignments and changes to assignments, web links to research information,
individual student grades (secure for each student), on-line chat capabilities, and other
information useful to this course. You should plan to check it at least three times per
week to be sure you are current with requirements for this course. I may make
additional material for this course available as the course progresses, at a reasonable
time in advance of the time you need it for assignments.
d. Specific Guidelines for Written Learning Opportunities:
(1) Quality Work: When you submit written work, please prepare it in typewritten form
using a format/style consistent with professional business practice. We will use the
Style Guide of the American Psychological Association as the standard. Your use of
the APA style assures that you demonstrate consistency, professional appearance,
organization, and effective authentication and documentation.
The quality of your work is a reflection of you. Present your best side. Quality work
is free of spelling and grammar errors, and has a professional appearance. I will
consider the professional appearance of your work in determining the grade you earn
for an assignment.
(2) Identifying Submissions:
Please include as the first page of each assignment, a title page that indicates
appropriate identifying information. You will find an example of a title page in
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the APA Guide Summary available at this course site under RESOURCES.
Include, for example, the title or descriptive name of the assignment, question
#/page number and/or assignment number whatever is appropriate; your name;
date due; and the course name, number, and section.
For cases, include the inclusive page numbers of the case as well as its name and
case number.
If the requirements for an assignment indicate a minimum or maximum number of
pages, the title page, table of contents if any, and list of references are not counted in
the number of pages submitted.
(3) Submission Style Requirements:
I will grade only work that:

(a)

is typed using double spacing, left justified (not full justified);

(b)

applies a type size of 12 points;

(c)

uses Arial Type Face or Times New Roman

(d)

displays a one inch margin on all sides;

(e)

provides an identifying title page; and,

(f)

provides a page number on each page.

(g)

done in black ink.

I reserve the option to return work without a grade that does not meet these requirements.
If I return an assignment because your submission does not meet these requirements, you
may resubmit the corrected work. Starting with the second incident, I will reduce the grade
by 10% if these guidelines are not followed.

(1) Late Submissions: You may submit a late case only if I give my advance approval,
which I will grant only in unusual and extenuating circumstances. Your grade for any
assignment submitted after the due date and time will be reduced by 15% for each
week or part of a week that it is late. This applies as well to work returned for not
meeting the submission requirements of the assignment. Assignments not submitted
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earn a grade of zero and may not be resubmitted later as a resubmitted case.

(2) How To submit: You will submit most assignments as an upload/submit to the course
site, at ASSIGNMENTS. Note that it is a two-step process: upload and then submit.
In some cases, I may ask you to submit an assignment as an email attachment or a
discussion posting attachment. Please submit assignments only in Word format. Any
documents I send to you will be in Word format.

(3) When You Will Receive Feedback: Generally, you may expect me to return partial
cases within one week after the due date; full cases will generally be returned within
two weeks after the due date.
e. Authentication, Plagiarism, and Citing: Review the TAMUCT ethical requirements at
the site noted under Support Resources above. You have an ethical and legal responsibility to
authenticate all information you submit for grading. This means that you must cite
authoritative sources to authenticate facts, statements and opinions that were derived from
one or more others, whether quotes, paraphrases, or summaries.
You must clearly differentiate between facts and opinion. You must properly cite these
sources in the body of your submissions, and must provide an appropriate list titled
References Cited as the last page of your submissions. Failure to comply with these
instructions will result in failure of the course.
See the APA Guide Summary. Note: You need not cite your text when preparing Case
Analyses.
However, if you do in corporate information from outside sources, you must cite as indicated
in this section.

f. E-mail Guidelines:
(1) Use BLACKBOARD: You must use our course website to initiate any course
related emails to me. I will do the same. That way, all of your emails to me related to
this course will always be available to me and to you at our course website, no matter
when we are. I will be using the course site to reply to your emails as well. We are
using only our course site for email communication in this course. I will not act on any
email sent to me (related to this course) outside of BLACKBOARD.

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(2) Automatic Forward: You must indicate at our course site that Blackboard
emails to you should be automatically forwarded to another external email address
that you provide. At the Blackboard email entry page, click on Settings to set this
option. Be clear that, even if forwarded, the email will also be available at the
course site for your later reference.

(3) Acknowledging and Replying: I will acknowledge within 24 hours all

messages from you that require action on my part even if I cant give you a full
reply at the time I receive it. I expect you to do the same. Generally, I try to review
and respond to my email each morning and afternoon, T-F. If you need my email
response at any times other than these, please call me to alert me or contact me
though my University e-mail address. I will send a return email acknowledgment
for all email you send me that requires my action. I will not be replying to email on
Saturday and Sunday.
g. Case Analyses: Much of your learning in this class will result from your
analysis and discussion of assigned case situations. You will be asked to prepare
some cases in writing according to the guidelines I will provide. These will be the
focus of discussion forum discussions for which I expect you to prepare fully.

The authors text site has a series of self-tests and study questions that should help you
prepare the chapter material. These are available at an additional charge. You may or
may not want to take advantage of this feature.
Your case analyses must be uploaded and submitted for a grade to
ASSIGNMENTS at the course BLACKBOARD by the date/time shown in the
course CALENDAR.

Note that the authors provide web site addresses for some of the cases and a home
page with links to the company web sites. While you may find it helpful to use your
library and web resources to gather current information about the companies under
study, your case analysis should always be written based on the time period at which

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the written case ends. If you find more current information, provide it as an epilogue
to your case analysis.
The first case analysis will be progressive. That means that you will evaluate only one
aspect of the case as it relates to the material covered in the current units chapters.
After that, your case analyses will focus on new cases.

The course CALENDAR shows the dates by which the resubmissions must be
submitted to ASSIGNMENTS at BLACKBOARD.
i. Quizzes: The authors course site includes one or more Self-tests for each
chapter. I urge you to complete the multiple-choice and True/False selftest each week so that you can personally assess how well you know the
text material. Self-tests are scored but the grades will not be recorded
and will not count toward course grade.

Our BLACKBOARD course site contains Graded Quizzes. You must

complete these for a grade on the dates prescribed. The Quizzes contain objective
questions based entirely on the text mater. You may take them once during the period
each Graded Quiz is open.

Honor Code: All work on Quizzes must be your own and only your own. You may
not collaborate in any way, or discuss the quizzes with anyone. By submitting your
quiz, you are certifying that all work on it is entirely your own and that you have not
discussed it or collaborated in any way with anyone concerning the quiz. Failure to
adhere to this policy will result in failure of this course.
5.0

Grading Criteria Rubric and Conversion

Your final numerical grade will be computed to one decimal, and then rounded.

I reserve the right to modify the requirements for this course as necessary to achieve
the course objectives.
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Grade Computations:
Assignment
Task #1
Task #2
Task #3
Task #4
Total Tasks
Journal Entry JE #1
JE#2
JE#3
JE#4
JE#5
Total Journal
Entries
Class Participation
Quiz #1
Quiz #2
Quiz #3
Total Quiz
GLOBUS
Costco
Harry Lindsol
Eastman Kodak
Oral Presentation# 1
Oral Presentation #2
Final Oral
Presentation
Final Written
Presentation
Totals

G B 588 110 Spring 2014

Points
25
25
25
25
100
20
20
20
20
20
100

Percentage
2.5%
2.5%
2.5%
2.5%
10%
2.0%
2.0%
2.0%
2.0%
2.0%
10%

100
50
50
50
150
150
33
33
34
50
50
100

10%
5%
5%
5%
15%
15%
3.3%
3.3%
3.4%
5%
5%
10%

100

10%

1000

100%

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Grade Equivalents
A
B
C
F
6.0

900-1000
800-899
700-799
>700

90-100
80-89
70-79
>70%

Posting of Grades:

All student grades should be posted on the Blackboard Grade book and
students should monitor their grading status through this tool. Papers
will be graded the week they are turned in and grades should be available
to students 7-10 days after turn-in.

7.0

TECHNOLOGY REQUIREMENTS AND SUPPORT

7.1 Technology Requirements

COMPUTER RESOURCES:

A PC configured to support Blackboard (see technical

specifications in the Blackboard tutorial identified under support
resources).

A personal INTERNET account with web browser

capabilities.

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For eLearning Support

Email: elearning@ct.tamus.edu
Phone: (254) 519-8024.
Staff
Dr. Lisa Bunkowski
Director of Instructional Enhancement & Innovation
Room 217A FH
254-519-5770
Email: lisa.bunkowski@ct.tamus.edu
Martin Moreno
Instructional Designer
Room: FH Room 418
Phone: (254)-501-5860
Email: m.moreno@ct.tamus.edu
On Occasion we have lost control over things that are scheduled
are done within blackboard. If this should happen during the
semester contact me immediately. No one likes for this to
happen but on rare instances it does. Please know that the
distant education technology team and I will work the issue as
quickly as possible and that we will resolve the issue as soon as
possible.

8.0. COURSE OUTLINE AND Complete Course Outline

Submission assignments are to be uploaded and submitted to the
Blackboard course site (ASSIGNMENTS) by 11:59 pm, as
indicated in Blackboard and the Syllabus below. The submission is
listed, unless indicated otherwise at the course site. See the course
site (ASSIGNMENTS) for the exact date/time.

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Week

Date

REMARKS

Week 1

1/14/14-1/18/14

Read Chapter 1
Review PPTS Ch 1
Review Handouts 1-1 - 1-3
Review Handouts 2-1 -2-11
Review Handouts 3-1 3-9
1/18/14 Task #1 due
1/18/14 Task #2 due

Week 2

1/19/14-1/25/14

Read Chapter 2
Review PPTS Ch 2
1/22/14 Task #3
1/22/14 Task #4
Read Costco
Costco Assignment
Due 1/24/14
1/25/14 1st Mtg

Week 3

1/26/142/1/14

Rd Ch 3
PPT 3
1/26/14 BSG Pract. #1
1/29/14 JE #1
2/1/14 BSG Quiz #1

Week 4

2/2/142//8/14

Rd Ch 4
PPTS 4
2/2/14 BSG Pract. #2
2/7/14 PPT Slides 1st
Presentation
2/8/14 2nd Class Mtg
Presentation #1
2/7/14-2/9/14 Quiz 1 Ch 1-4

Week 5

2/9/14-2/15/14

Rd Ch 5
PPTS 5
2/9/14 BSG Dec #1
2/12/14 JE #2

Week 6

2/16/14-2/22/14

Rd Ch 6
PPTS 6

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2/16/14 BSG DEC #2

2/21/14
Harry
Lindsol
Questions
Week 7

2/23/14-3/1/14

Week 8

3/2/14-3/8/14

Week 9

3/9/14-3/15/14

2/22/14 3trd Class Mtg

Rd Ch 7
PPT Ch7
2/23/14 BSG DEC #3
2/26/14 JE #3
Rd Ch 8
PPT Ch 8
3/2/14 BSG DEC #4
3/7/14 -3/9/14 Quiz #2
Ch 5-8
Rd Ch 9
PPT Ch
3/9/14 BSG DEC #5
3/12/14 JE #4
3/14/14-3/16/14 1st
Evaluations

peer

Week 10

3/16/14-3/22/14

Rd Ch 10
PPT Ch10
3/16/14 BSG DEC #6
3/21/14 PPT Slides
2nd Presentation
3/22/14 4th Class Mtg
3/22/14 2nd Presentation

Week 11

3/23/14-3/29/14

Rd Ch 11
PPT Ch 11
3/23/14 BSG DEC #7
3/26/14 JE #5

Week 12

3/30/14-4/5/14

Week 13

4/6/14-4/12/14

Rd Ch 12
PPT Ch 12
3/30/14 BSG DEC #8
4/4/14 Eastman Kodak
Assignment
4/5/14 Mtg#5
4/6/14 BSG DEC #9
4/11/14-4/13/14 Quiz #3
Ch 9-12

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Week 14

4/13/14-4/19/14

4/13/14 BSG Dec #10

4/18/14-4/20/14 BSG Quiz
#2

Week 15

4/20/14-4/26/14

4/20/14 BSG #11

4/25/14-4/27/14 Final Peer
Evals

Week 16

4/27/14-5/3/14

5/2/14 Final Case PPT

5/2/14 Final Written Case
5/3/14 Last Meeting
5/3/14 Final Case
Presentation

COURSE AND UNIVERSITY PROCEDURES AND POLICIES

9.0 Drop Policy

If you discover that you need to drop this class, you must go to the Records Office and
ask for the necessary paperwork. Professors cannot drop students. This is always the
responsibility of the student. The records office will give a deadline for which the form
must be returned, completely signed. Once you return the signed form to the records office
and wait 24 hours, you must go into Duck Trax and confirm that you are no longer
enrolled. If you find that you are still enrolled, follow-up with the records office
immediately. Failure to do so can result in a course failure. You are to attend class until
the procedure is complete to avoid penalty for absence. Should you miss the deadline or
fail to follow the procedure, you will receive an F in the course
10.0 Academic Integrity
Texas A&M University - Central Texas expects all students to maintain high standards of
personal and scholarly conduct. Students found responsible of academic dishonesty are subject to
disciplinary action. Academic dishonesty includes, but is not limited to, cheating on an
examination or other academic work, plagiarism, collusion, and the abuse of resource materials.
The faculty member is responsible for initiating action for each case of academic dishonesty and
report the incident to the Associate Director of Student Conduct. More information can be found
at http://www.tamuct.edu/departments/studentconduct/facultyresources.php.

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Scholastic Honesty

I expect all exams to be done individually. Each student on their own will do all exams Any
student violating this precept will earn an F. Group case studies are a group project. Each
student member of the team is expected to do his or her fair share of the work.
Collaboration on the case study for the class presentation is expected and encouraged.
Failure to comply with scholastic honesty requirements will result in the failure of this course.
I hold you to my standard-you may not lie, steal or cheat!
More information can be found at www.ct.tamus.edu/StudentConduct.

COURSE AND UNIVERSITY PROCEDURES AND POLICIES

11.0 Disability Support Services

Accommodations are granted on a case-by-case basis and exist to help ensure equal
access to a student with a documented disability. Students are responsible for knowing and
demonstrating mastery of the content in your courses, but their disability may require the content
be presented in a different format. Some common accommodations provided are:

Extended time on a test or assignment UNLESS SPEED

IS A FACTOR BEING GRADED.

A separate, non-distractive testing area.

The use of a tape recorder in the classroom.

The use of a note-taker or scribe.

The presentation of materials in alternate formats (e-texts,

braille, enlarged copies, etc.)

Preferential seating.

The A&M Disability Training Network has a very informative presentation about Academic
Accommodations available for your viewing.
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You may be able to suggest alternatives that will meet the students need, particularly if your
course has unique components or requirements. Should you feel that the suggested
accommodations represent a fundamental altering of the essential nature of your course, please
contact your department head. Contact Gail Johnson if you need additional information or if you
feel that a joint meeting of the student, you, and the Academic Support Coordinator may be
necessary.
If you have or believe you have a disability and wish to self-identify, you can do so by providing
documentation to the Disability Support Coordinator. Students are encouraged to seek
information about accommodations to help assure success in their courses. Please contact
Vanessa Snyder at (254) 501-5836 or visit Founder's Hall 114. Additional information can be
found at http://www.tamuct.edu/departments/disabilitysupport/index.php.
Texas A&M University Central Texas complies with Section 504 of the Rehabilitation Act of
1973 and the Americans with Disabilities Act of 1990. TAMUCT promotes the use of the
Principles of Universal Design to ensure that course design and activities are accessible to the
greatest extent possible. Students who require reasonable accommodations based on the impact
of a disability should contact Gail Johnson, Disability Support Coordinator at (254) 501-5831 in
Student Affairs, Office 114E. The Disability Support Coordinator is responsible for reviewing
documentation provided by students requesting accommodations, determining eligibility for
accommodations, helping students request and use accommodations, and coordinating
accommodations.

Disability Support Coordinator - Office 114E

Texas A&M University - Central Texas
Student Affairs
1001 Leadership Place
Killeen, Tx. 76549
Office: (254)501-5831
Fax: (254)519-5797
Website: http://www.ct.tamus.edu/departments/academicsupport/disability.php

12.0 Tutoring
Tutoring is available to all TAMUCT students, both on-campus and online. Subjects tutored
include Accounting, Finance, Statistics, Mathematics, and Writing (APA). Tutors are available at
the Tutoring Center in Founder's Hall, Room 204, and also in the Library in the North Building.
Visit www.ct.tamus.edu/AcademicSupport and click "Tutoring Support" for tutor schedules and
contact info. If you have questions, need to schedule a tutoring session, or if you're interested in

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becoming a tutor, contact Academic Support Programs at 254-501-5830 or by emailing

cecilia.morales@ct.tamus.edu.

Chat live with a tutor 24/7 for almost any subject on your computer! Tutor.com is an online
tutoring platform that enables TAMU-CT students to log-in and receive FREE online tutoring
and writing support. This tool provides tutoring in Mathematics, Writing, Career Writing,
Chemistry, Physics, Biology, Spanish, Calculus, and Statistics. To access Tutor.com, click on
www.tutor.com/tamuct.

13.0 Library Services

Information literacy focuses on research skills which prepare individuals to live

and work in an information-centered society. Librarians will work with students in
the development of critical reasoning, ethical use of information, and the
appropriate use of secondary research techniques. Help may include, yet is not
limited to: exploration of information resources such as library collections and
services, identification of subject databases and scholarly journals, and execution
of effective search strategies. Library Resources are outlined and accessed at.
http://www.tarleton.edu/centraltexas/departments/library/
14.0

Any instructor policies related to absence, grading, etc.

This class meets four times during the semester on Saturday morning from 8:00 AM
Sharp until 12:00. This is the cohort format. I expect you to be in class unless you are a
bona fide distance learner. You will be working in teams. I expect each team member to
do his or her share of the work. There is a student evaluation that will be factored into
your grade. Distance Learner will be required to do their share of preparation and will
also share in the GLOBUS strategy game.

15.0

The Operation of the Online Course and Being an Online Student

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This course is presented in a Cohort fashion. The course is designed to have lecture and
online components. You will be working in teams. You work in teams in the business
world. Team cooperation and teamwork are the hallmarks of successful teams and
success in this course. You will be working in teams for both the GLOBUS simulation
and your case presentations. The more you communicate and work with one another the
greater your chances to be successful and to do well in the course. This course will force
you to use everything you have learned in your MBA training. I make no apology for this.
It will prepare you to execute a successful strategy for any corporation, partnership, or
proprietary business or a not for profit organization.
The course will use the calendar within the syllabus and within blackboard. You will have
deadlines, decisions, evaluations and presentations to make. I expect you to be on time
and to prepare your best effort. I will get feedback to you as quickly as I can. If you are
not clear on anything-ask. If you have a question it is likely someone else has it as well.
There are opportunities to use the discussion formats to ask a classmate or to ask me or
our GA. Our GA for the course is Elizabeth Brown. She will be communicating with
you directly. He has a considerable amount of experience running the simulation. He
will not give you your strategy but he can assist you so your team can develop a winning
strategy. We have had several students in the past two semesters finish in the top 50 in
the nation in GLOBUS. I know the simulation works and I know that it is a an incredible
way to learn strategy. The online portion of the course has a great many tools and
materials designed to assist you. Use them. I look forward to this opportunity to work
with you and to assist you in learning this material.

16.0 Instructors Personal Statement

This course will not make you a CEO in one semester. It is an excellent course. It is the
capstone. It will prepare you to learn how to craft and execute a strategy for a profit, a not
for profit and for a Government organization. My role is to assist you. I am not a
policeman but a coach. The responsibility to learn is yours. I provide the mechanism and
keep you focused. My job is to mentor, coach, and assist you to complete your MBA
experience. I relish the task and look forward to working with you.

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Appendix 1

VALUE-ADDING STUDENT SUPPORT MATERIALS FOR

THE 18TH EDITION OF CRAFTING & EXECUTING
STRATEGY
The text and text website include several kinds of support materials to help students grasp the material.

Key Points Summaries At the end of each chapter is a synopsis of the core concepts, analytical
tools and other key points discussed in the chapter. These chapter-end synopses help students focus on basic
strategy principles, digest the messages of each chapter, and prepare for tests.

Online Learning Center (OLC) The following helpful aids are available to students via the
publishers OLC at www.mhhe.com/thompson:
Self-Graded Chapter Quizzes The OLC contains 10-question quizzes for each chapter to allow
students to measure their grasp of the material presented in each of the 12 chapters.
Guide to Case Analysis This brief guidedesigned especially for students unfamiliar with the case
method of teaching/learningexplains what a case is, why cases are a standard part of courses in strategy,
how to prepare for a class discussion of a case, how to prepare a written case analysis, what is expected in
an oral presentation, and the financial ratio calculations that are used to assess a companys financial
condition. We suggest having students read this Guide prior to the first class discussion of a case.
Study Questions for Assigned Cases A set of PDF files containing study questions for each of the
28 cases in this edition are posted; the ready accessibility of these files to class members eliminates the
need for you to provide study questions for assigned cases. The study questions provided to students match
those appearing in the teaching notes for these cases.
PowerPoint Slides There is a selection of PowerPoint slides for each of the 12 chapters.

ConnectTM Management Web-based Assignment and Assessment

Platform Connect chapter quizzes, learning assurance exercises, and case exercises can be used as a
graded component of the course, an assessment mechanism, or as an effective way to prepare students for
chapter exams, in-class discussions of cases, written case assignments or oral case presentations. Whether
Connect assignments are calculated into students grades for the course or not, our robust collection of chapter
quizzes, chapter learning assurance exercises, and case preparation exercises will give students valid and
timely feedback about their mastery of the concepts and analytical tools presented in the text. All students who
purchase a new copy of the text are automatically provided access to Connect at no additional charge (those
who have a used copy can obtain access by paying a modest fee--$20 at the time of this writing).

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Appendix 2

A BIRDS-EYE VIEW OF THE BUSINESS

STRATEGY GAME
The Business Strategy Game (BSG) is modeled to mirror the global athletic footwear industry
(where the longtime industry leaders are Nike and Adidas-Reebok). Athletic footwear makes an
excellent setting for a simulation because it is a product that students are intimately familiar with
and the workings of the industry can easily be grasped by studentsconditions which greatly
enhance the effectiveness of a simulation from a teaching/learning perspective. The global
athletic footwear industry is particularly suitable for a strategy simulation because the product is
used worldwide, theres competition among companies from several continents, production is
concentrated in low-cost locations, and the real-world marketplace is populated with companies
employing a variety of competitive approaches and business strategies.
Using a strategy simulation with a global industry setting is especially desirable because
globalization of the
marketplace is an ever-widening reality and global strategy issues are a standard part of the
strategic management course. Plus, of course, accreditation standards for business school
programs routinely require that the core curriculum include international business topics and
the managerial challenges of operating in a globally competitive marketplace.

Company Operations
Companies begin the simulation producing branded and private-label footwear in two plants, one
in North America and one in Asia. Both plants can be operated at overtime to boost annual
capacity by 20%. Management has the option to establish production facilities in Latin America
and Europe-Africa as the simulation proceeds, either by constructing new plants or buying
previously-constructed plants that have been sold by competing companies. At managements
direction, a companys design staff can come up with more footwear models, new features, and
stylish new designs to keep the companys branded product line fresh and in keeping with the
latest fashion. Private-label footwear must be produced to the specifications of chain footwear
retailers with private label brands.
Each company markets its brand of athletic footwear to footwear retailers worldwide and to
individuals buying online at the companys web site. If a company has more production capacity
than is needed to meet the demand for its branded footwear, it can enter into competitive bidding
for contracts to produce footwear sold under the private-label brands of large chain retailers.
Company co-managers exercise control over production costs based on the styling and quality
they opt to manufacture, plant location (wages and incentive compensation vary from region to
region), the use of best practices and six sigma programs to reduce the production of defective
footwear and to boost worker productivity, and compensation practices.
All newly-produced footwear is shipped in bulk containers to one of four regional distribution
centers (North America, Latin America, Asia-Pacific, and Europe-Africa). All incoming orders
from internet customers and retailers in a geographic region are filled from footwear inventories
in that same regional distribution center.
Since internet and retailer orders cannot be filled from inventories in a distribution center in
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managers have to be careful to match shipments from plants to the expected internet and retailer
demand in each geographic region. Costs at the four regional distribution centers are a function
of inventory storage costs, packing and shipping fees, import tariffs paid on incoming pairs
shipped from foreign plants, and exchange rate impacts.
Many countries have import tariffs on footwear produced at plants outside their geographic
region; at the start of the simulation, import tariffs average $4 per pair in Europe-Africa, $6 per
pair in Latin America, and $8 in the Asia-Pacific region. However, the Free Trade Treaty of the
Americas allows tariff-free movement of footwear between all the countries of North America
and Latin America. The countries of North America, which strongly support free trade policies
worldwide, currently have no import tariffs on footwear made in either Europe-Africa or AsiaPacific. Instructors have the option to alter tariffs as the game progresses.
In running their footwear companies, the challenge for each management team is to craft and
execute a competitive strategy that results in a respected brand image, keeps their company in
contention for global market leadership, and produces good financial performance as measured
by earnings per share, return on equity investment, stockprice appreciation, and credit rating.
All companies begin the exercise with equal sales volume, global market share, revenues, profits,
costs, product quality and performance, brand recognition, and so on. Global demand for athletic
footwear grows at the rate of 7-9% annually for the first five years and 5-7% annually for the
second five years. However, market growth rates vary by geographic region, and growth rates are
also affected by the aggressiveness with which companies go after additional sales by making
their product offerings more appealing

The Decisions That Company Managers Have to Make

In BSG, company co-managers make up to 53 types of decisions each period, spread across the
functional spectrum as follows:
Production operations (up to 10 decisions for each plant, with a maximum of 4 plants)
Upgrading plants and expanding/reducing plant capacity (up to 6 decisions per plant)
Worker compensation and training (3 decisions per plant)
Shipping and inventory management (up to 8 decisions each plant/geographic area)
Pricing and marketing (up to 10 decisions in each of 4 geographic regions)
Bids to sign celebrities (2 decision entries per bid)
Corporate social responsibility and citizenship (up to 6 decision entries)
Financing of company operations (up to 8 decision entries)
Experience confirms that having this many decisions is right on the moneyenough to keep
company co-managers engaged and challenged but not too many to confuse and overwhelm.

On-Screen Support Calculations

Each time co-managers make a decision entry, an assortment of on-screen calculations instantly
shows the projected effects on unit sales, revenues, market shares, total profit, earnings per share,
ROE, unit costs, and other operating outcomes. All of these on-screen calculations help comanagers evaluate the relative merits of one decision entry versus another. Company managers
can try out as many different decision combinations as they wish in stitching the separate
decisions into a cohesive whole that is projected to produce good company performance.

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If company co-managers want additional help/assistance in making decision entries, they can
watch the 2-4 minute video tutorials for each decision screen and/or consult the comprehensive
Help sections that explain cause-effect relationships, provide tips and suggestions, explain how
the numbers in the company and industry reports are calculated, and otherwise inform company
co-managers how things work.

The Quest for a Winning Strategy

All companies begin the exercise with equal sales volume, global market share, revenues, profits,
costs, product quality and performance, brand recognition, and so on. Global demand for athletic
footwear grows at the rate of 7-9% annually for the first five years and 5-7% annually for the
second five years. However, market growth rates vary by geographic region, and growth rates are
also affected by the aggressiveness with which companies go after additional sales by making
their product offerings more appealing.
Each company typically seeks to enhance its performance and build competitive advantage based
on some combination of selling its footwear at more attractive prices, offering a bigger selection
of footwear styles and models, having more appealing footwear styling and quality, outspending
rivals on advertising, offering bigger mail-in rebates, outbidding rivals in signing celebrities to
endorse its brand, and so on for each of the various determinants of competitiveness. providing
more merchandising and promotional support to retailers, shorter shipping and delivery times,
and more aggressive promotion of online purchases at its Web site.
Competition in the market segments for branded footwear is based on 11 factors with varying
weights and impacts:
How each companys wholesale selling price for its branded footwear compares against the
corresponding industry-wide average prices being charged in each geographic region.
How each companys footwear styling and quality compares against that of rival brands.
How each companys advertising expenditures compare against the industry-wide average
advertising expenditures.
How each companys mail-in rebate offers compare against the rebates offered by rival
companies.
How each companys advertising expenditures compare against the industry-wide average
advertising expenditures.
How the number of models/styles in each companys branded footwear offerings compare
against the industry-wide average number of models.
How the numbers of retailers carrying a companys brand of footwear compares against the
average number of retailers carrying various brands.
How the number and appeal of the celebrities a company has contracted with to endorse its
footwear compares against the overall celebrity appeals of endorsers of rival brands.
How the length of each companys shipping and delivery times on retailers orders compare
against those of rival companies.
The comparative amount (relative to rival brands) of merchandising and promotional support
that a company
offers to its retailers relative to the average amounts offered industry-wide.
The relative aggressiveness with which a company promotes online purchases at its website.

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 The extent to which the buyers of a companys brand of footwear remain loyal to
repurchasing that same brand.
Any and all competitive strategy optionslow-cost leadership, differentiation, best-cost
provider, focused lowcost, and focused differentiationare viable choices for pursuing better
company performance and competitive advantage in the branded footwear segment. Theres
no built-in bias favoring any one strategy and no secret set of strategic moves or decision
combinations that are sure to result in a company becoming the industry leader. A company
can try to gain an edge over rivals in the branded footwear segment with more advertising
or a wider selection of models or more appealing styling/quality or bigger rebates or securing
more appealing celebrity endorsements, and so on. It can focus sales efforts on one or two
geographic regions or strive to build strong market positions in all four geographic regions. It can
pursue essentially the same branded strategy worldwide or craft slightly or very different
strategies for each of the four geographic regions. It can put more or less emphasis on selling
branded shoes to footwear retailers as opposed to selling to individual consumers at
the companys Web site. Most any well-conceived, well-executed competitive approach in
branded footwear is capable of succeeding, provided it is not overpowered by the opposing
strategies of competitors or defeated by the presence of too many copycat strategies that dilute
its effectiveness.
However, vigorous price competition prevails in the private-label segment. For obvious reasons,
chain retailers prefer to source their requirements for private-label footwear from companies
offering the best (lowest prices).
Companies desirous of winning a contract to supply private-label footwear to chain retailers
across the world must first agree to produce shoes that meet globally-set buyer specifications for
quality and variety of models/styles. Then they must be successful in bidding against rival
companies for contracts. Companies offering to supply specified quantities of private-label
footwear with lower price bids are awarded contracts over companies that bid higher prices. A
low-cost, low-price strategy is thus mandatory in the private-label segment if a company
expects to be profitable (but this does not require pursuing the same strategy in the branded
segment).

How the Outcomes Are Determined

Instructors specify a deadline (date and time) for company co-managers to complete for each
decision round and other related assignments. Instructors have the flexibility to change the
deadlines at any time for any reason. Decision rounds can be scheduled once per week, twice per
week, daily, or even twice daily, depending on how you want to conduct the exercise. You will be
able to peruse sample decision schedules when you are settling on the times and dates for the
deadlines.

How the Outcomes Are Determined

Instructors specify a deadline (date and time) for company co-managers to complete for each
decision round and other related assignments. Instructors have the flexibility to change the
deadlines at any time for any reason.
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Decision rounds can be scheduled once per week, twice per week, daily, or even twice daily,
depending on how you want to conduct the exercise. You will be able to peruse sample decision
schedules when you are settling on the times and dates for the deadlines.
When the instructor-specified deadline for a decision round arrives, the BSG algorithms allocate
sales and market shares to the competing companies, region by region. How many branded pairs
a company sells in a geographic region is governed by:
how its branded footwear price compares against the prices of rival brands,
how its footwear styling and quality compares against those of rival brands,
how its advertising effort matches up against the advertising efforts of its rivals, and so on for
each competitive factor.
For instance, a companys branded footwear price in a region is determined to be more
competitive the further it is below the average price in that region charged by all companies and
less competitive the further it is above the regional average. A companys styling/quality is
determined to be more competitive the further its styling/quality rating is above the average
styling/quality rating of all companies competing in the region and less competitive the further
its rating is below the industry average in the region. The overall competitiveness
of a companys product offering in a region is a function of its combined competitive standing
across all competitive factors. For example, a company can offset the adverse impact of an
above average price with above-average product performance and quality, and/or above-average
advertising. The greater the differences in the overall competitiveness of the branded product
offerings of rival companies, the bigger the differences in their resulting sales volumes and
market shares. Conversely, the smaller the overall competitive differences in the offerings of
rival companies, the smaller the differences in sales volumes and market shares. This algorithmic
approach is what makes BSG a competition-based strategy simulation and why the sales and
market share outcomes for each decision round are always unique to the particular strategies
and decision combinations employed by the competing companies.
Once branded sales volumes and market shares are awarded based on the strength or weakness of
each companys overall competitive effort and the outcomes of the bidding to supply privatelabel footwear are determined, then
each companys performance is calculated and all the various company and industry reports are
generated.
The scoring of each companys performance is based on a balanced scorecard that includes
brand image, earnings per share (EPS), return on equity investment (ROE), stock price
appreciation, and credit rating.
The results of the decision round are available to class members and the instructor about 1520 minutes after the deadline passes.
Special Note: The cause-effect relationships and underlying algorithms in The Business
Strategy Game are based on sound business and economic principles and are closely matched to
the real-world athletic footwear market. The real-world character of the competitive
environment and company operations that have been designed into The Business Strategy Game
allows company co-managers to think rationally and logically as they go about the tasks of
diagnosing and responding to the competitive moves of rival companies, making strategy choices
and adjustments, and deciding how to manage their athletic footwear company. The Business
Strategy Game is predicated on the principle that the more BSG
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mirrors real-world market conditions and real-world managerial decision-making, the more
pedagogical value it has. Why? Because tight linkages between the functioning of BSG and the
real world provide class members with an authentic learning experience, a bona fide means of
building their skills in analyzing markets and the actions of competitors, and a true-to-life way to
practice making businesslike decisions and applying the knowledge they have gained in business
school.

Time Requirements for Company Co-Managers

Data from our servers indicates that each company team spends an average of about 2.5 hours
working on each decision round. The first couple of decision rounds take longer not only
because co-managers have to explore the menus, familiarize themselves with the information on
the screens, and absorb the relevance of the calculations shown whenever new decisions are
entered but also because it takes time for them to establish a working relationship with one
another and debate what sort of long-term direction and strategy to pursue.
The total workload for each team of students/participants ends up between 20 and 30 hours,
given an average of 2.5 hours per decision round, 9 to 12 decision rounds (including practice
rounds), and the time needed to complete optional assignments (quizzes, strategic plans,
company presentation, and peer evaluations). As discussed earlier, you can offset the hours
students spend on the simulation by trimming the number of case assignments,
eliminating a written case assignment (which can take students 10-15 hours to prepare), and
perhaps allocating one or more regularly-scheduled class periods to having class members meet
in a computer lab to work on their decisions or a 3-Year Strategic Plan assignment.
It will consume part of a class period to introduce class members to the simulation and get things
under way. Thereafter, the simulation becomes an out-of-class group exercise where comanagers spend most of their time working as a team on a PC (in a computer lab or at a comanagers place of residence or in collaboration mode on their own individual PCs).
All activity for The Business Strategy Game takes place at www.bsg-online.com.

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Concluding Comment on How Company Performances Are Scored

Company co-managers are provided an array of information that makes it easy for them to track
the performance of their company and all other companies over time. Both students and
instructors always have plenty of information to gauge exactly how well every company in the
industry is performing. It is always clear which companies are in the ranks of the industry leaders
and which companies are being out-competed and outperformed.
One very important point about the scoring methodology warrants emphasis: it is a companys
overall score that matters (how close a companys score is to 100-120 in the case of the Investor
Expectations Standard and how close it is to 100 in the case of the Best-in-Industry Standard),
not whether a company is in first or third or fifth or tenth place. Some company must
necessarily be in last place, but what is truly telling is whether it is in last place with a score of
85 (which clearly signals a strong performance and a deservedly good grade) or in last place
with a score of 17 (which clearly signals an abysmal performance and possibly a very
disappointing grade). The scoring method for the two simulations has the considerable
advantage of not requiring that some companies always receive low scores. Scores are based
entirely on (1) whether companies achieve the benchmark performances that investors expect for
EPS, ROE, credit rating, stock price appreciation, and image and (2) whether the race to be the
market leader is very close from the first place company to the last place company or whether
there is quite a wide disparity in the caliber of performances (with the bottom-performing
companies turning in truly bad results).

Appendix 3 Cases for Presentation in Class

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Chapter 14 Mystic Monk Group 1, P 368

Chapter 17 Google Group 2, P402
Chapter 20 Nucor Group 3, P442
Chapter 22 7-11 Group 4, P478
There will be two rounds of presentations. The first round presentations will be made during our
2nd meeting on February 8, 2014. The second round you will present the second half of the case.
This will be on, March 22, 2014.

Final case selections are:

Chapter 24 Starbucks Group 1, P509
Chapter 18 Apple Group 2, P421
Chapter 21 Tata Group 3, P468
Chapter 23 Kraft Group 4, P495

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