MGMT 5335 EMBA International Strategic Management Seminar

MGMT 5335 Intl. Strategic Management-CRN 35204-EMBA June-July 2016 Seminar Syllabus

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Instructor: Joseph P. O’Connor Jr., Ph.D. Class Location: GBC 520A

Class Dates: June 10-11, 24-25, July 8-9, 2016 Class Hours: 8:00 a.m.-5:00 p.m.

Office: BUSN 232 Phone: (915) 747-7718

Office Hrs.: June 4, 9, 23, July 7, 2016: E-Mail: [email protected]

9 a.m.-4:00 p.m. and by appointment Mail Box: BUSN 230

Catalog MGMT 5335 International Strategic Management (3-0) Seminar A study of the global competitive and economic factors that shape the environ-

Description: ment in which firms operate. The distinctive nature of the business environment

in developing countries, and the managerial implications of that, will be high-

lighted. Restricted to majors: ACCT, BSAD, and ECON. Prerequisite:

Department approval.

Seminar By completing this seminar, you will develop a conceptual framework about

Overview: strategic management. Strategic management is the art and science of

formulating, implementing and evaluating cross-functional decisions that enable

an organization to achieve its objectives. Another name for international

strategic management is globalization (David, 2011). In this seminar, you will

apply your strategic management knowledge by developing a three-year strategic

plan for a designated, publicly-traded El Paso, Texas corporation.

Required The reading assignments are taken from management journals that are accessible

Materials: via UTEP’s E-Journals. However, EMBA students will have all of their assigned

readings downloaded to their iPads. You must check your preferred, designated

e-mail account daily for any seminar-related messages sent by me.

COBA As part of UTEP’s College of Business Administration (COBA) accreditation by

MBA The Association to Advance Collegiate Schools of Business (AACSB)

Goals/- International, COBA has established goals and objectives to assess its MBA

Objectives program. The goals and objectives assessed in MGMT 5335 include: 1 / 1: Students will demonstrate the ability to recognize and analyze the ethical

problems that occur in the business environment.

4 / 1: Students will demonstrate ability to identify and analyze strategic issues facing

the organization through use of strategic management concepts and models.

4 / 2: Students will demonstrate the ability to make and defend recommendations

concerning strategic issues facing the organization.

5 / 1: Students will demonstrate the ability to effectively communicate orally.

5 / 2: Students will demonstrate the ability to effectively communicate in writing.

7 / 2: Students will demonstrate the ability to support decision making processes.

mailto:[email protected]


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Seminar Key Learning Objectives—Activities—Evaluations Matrix

Objectives Activities Evaluations

1. Recognize how

strategies are formulated

through inputs as vision

and mission statements,

external/internal audits.

1. Reading assignments,

discussions, individual/-

team exercises, strategic

plan presentations.

1. Individual and team

exercises, strategic plan

presentations.

2. Recognize how inputs

are effectively analyzed

to develop alternative

strategies.




plan presentations.



presentations.

3. Recognize how

strategists choose

among alternative

strategies.




plan presentations.



presentations.

4. Recognize how selected

strategies are effectively

implemented and

evaluated.



team exercises.


exercises.

Learning Process Objectives

1. Become comfortable with the fact that the “real world” does not contain “correct answers.”

Instead, organizations face ambiguous strategic threats and opportunities with uncertain

organizational strengths and weaknesses that require diverse, analytical perspectives to

formulate sound actions to solve strategic problems or exploit opportunities.

2. Develop: (a) critical and integrative thinking abilities relevant to strategic management; (b) a

sense of “knowing what you don’t know” to identify additional information necessary for

action; and (c) alternatives to solve problems and exploit opportunities.

3. Develop “learning to learn” skills through use of assigned readings and in-class discussions.

4. Develop interpersonal skills for effective communication/teamwork within diverse groups.

5. Develop creative and entrepreneurial skills through an entrepreneurial project that requires a

new venture business concept and business plan.

Learning Methodology

During the seminar, you will be assigned to a team that reflects diversity in work experience

and other factors. The aim of working in teams is to create collaborative learning. With the

wealth of experience in the class, you will learn much more from your teammates than from

me. You will work with your team in and out of class on various exercises and projects.

Rather than analyzing numerous cases, the primary learning vehicle will be development of

an abbreviated (PowerPoint slides only) three-year strategic plan for a designated, publicly-

traded El Paso, Texas corporation, using information provided to you and gathered by you.


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Grading

1. Discussion questions. Discussion questions regarding the assigned readings are included

with the seminar’s reading assignments. Discussions will not be graded. However,

information important to successful completion of individual/team exercises will be covered.

2. Individual exercises. After some sessions’ discussions, seminar members will be given

some questions regarding the topics discussed or videos presented and answer them in

written form. Individual exercises comprise 20% of your seminar grade.

3. Team exercises. After some sessions’ discussions, each team will be given some questions

regarding the topics discussed or videos presented and answer them in written form. Only

team members present who participate in team exercises will receive credit. Team exercises

comprise 30% of your seminar grade.

4. Strategic plan. On June 10, your team will be assigned portions of a strategic plan to devel-

op for the publicly-traded El Paso, Texas company that you represent. (The plan portions

will be in PowerPoint slides only.) At that time, I will present an example of that assignment

using a publicly-traded American firm. On July 8, teams will present their developed strate-

gic plans to the rest of the seminar. The strategic plan comprises 20% of your seminar grade.

5. Entrepreneurial project. In lieu of exams, each member of the seminar will complete an

entrepreneurial project where he/she develops the idea for a new business venture (business

concept) and then plans the execution of that idea (business plan). The first phase of this

project requires the seminar member to develop a business concept for starting his/her own

business, during Session 2E present his/her concept in writing to team members who evaluate

the concept and provide feedback that is incorporated into his/her business concept, and sub-

mit it via e-mail nine days later (by 5 p.m., June 20, 2016) to the instructor for a grade. The

second phase of this project requires the seminar member to develop a business plan, during

Session 4D present his/her business plan in writing to team members who evaluate it and

provide feedback that is incorporated into his/her business plan, and submit it via e-mail nine

days later (by 5 p.m., July 4, 2016) to the instructor for a grade. For each of the two assign-

ments, there are 100 possible points: 40 points will be awarded based on how the assign-

ment’s scope is addressed; 40 points will be awarded based on the quality of explanation

provided; and 20 points will be awarded based on the assignment’s clarity, organization and

spelling. Each of the two assignments will be worth 10% of your grade, for a total of 20%.

6. Teamwork evaluations. Teamwork is valued in business and is rewarded in this seminar.

At the end of the seminar, you will be asked to submit a teamwork evaluation form (copy

shown on page 19) that assesses the performance of your team members. If your teammates

individually and unanimously report that you voluntarily did not participate in assigned

work, you will be given zero points for that assignment. If you fail to turn in a teamwork

evaluation form, you will lose all 100 possible points, 10% of your seminar grade. Teams, by

unanimous concurrence of all other members (after each team member meets individually

with me), can “fire” team members for negligence in their duties. A “fired” team member

will have to meet all seminar requirements individually. Teamwork evaluations will be sent

individually to team members who must return them completed by 9:00 p.m., July 8, 2016.


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7. Summary of seminar grading scheme: Total Points: 1,000

Individual Performance Team Performance

Individual Exercises 200 Points 20%

(See page 18.)

Team Exercises 300 Points 30%

(See page 18.)

Strategic Plan Presentations 200 Points 20%

(See page 18.)

Entrepreneurial Project 200 Points 20%

Teamwork Evaluations 100 Points 10%

Total Weight 500 Points 50% 500 Points 50%

8. Grading scale based on percentages of seminar grading scheme:

A B C D F

A: 90-100% B: 80-89% C: 70-79% D: 60-69% F: 0-59%

Disability accommodation. If you have a disability and need classroom accommodations, please contact

The Center for Accommodations and Support Services (CASS) at 747-5148, or by email to

[email protected], or visit their office located in UTEP Union East, Room 106. For additional information,

please visit the CASS website at www.sa.utep.edu/cass. CASS’ Staff are the only individuals who can

validate and if need be, authorize accommodations for students with disabilities.

UTEP Policy on Academic Integrity:

Academic Honesty. Academic integrity is at the core of the educational mission of the

University of Texas at El Paso. Students are expected to conduct themselves with honesty and

forthrightness in all academic and personal interactions within the University community. A

student who enrolls at the University must conduct himself/herself in a manner compatible with

the University’s function as an educational institution. Academic dishonesty is a general term

for actions that are not representative of the student’s own work or in keeping with the directives

of the faculty member assigning the course work. Some of the more common forms (not a

comprehensive list) of academic dishonesty are: cheating, plagiarism, collusion, the substitution

for credit of any work or materials that are attributable in whole or in part to another person,

taking an examination for another person, any act designed to give unfair advantage to a student

or the attempt to commit such acts. Official University policy states that all suspected cases of

alleged academic dishonesty must be referred to the Dean of Students for investigation and

appropriate disposition. Disciplinary sanctions for proven academic dishonesty will range from

disciplinary probation, to a failing grade on the test, paper, or course, to suspension or dismissal

from the University, among other sanctions. Students are expected to submit all papers with the

appropriate citations, references, etc.


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Seminar Schedule (Subject to Change by Instructor If Necessary)

Session Date Topic/Readings/Key Learning Objectives Assignment

1A 6/10 Seminar Overview and Organization

Key Learning Objectives: Be knowledgeable of

seminar key learning objectives, structure and

requirements.

Homework: None

In-Class: Seminar members

will be assigned to teams.

1B 6/10 Strategic Management (Strategy) Process: Strategy

and Strategic Planning

Reading Assignments (Read In Order Listed):

Session 1B Discussion Questions

Mintzberg, H. 1987a. “The Strategy Concept I:

5Ps for Strategy.” California Management

Review, 30(Fall 1987): 11-24.

David, F.R. 2011. Strategic Management Process.

Martin, R.L. 2014. “The Big Lie of Strategic

Planning.” Harvard Business Review, 92(January-

February 2014): 79-84.

Key Learning Objectives: (1) Gain understanding of

strategy as plan, ploy, pattern, position, perspective,

process, and relationship; (2) distinguish between

strategy and strategic planning; and (3) identify two

key choices that determine a successful strategy.

Homework: Complete

reading assignments. (Note:

In addition to preparing you

for seminar discussions, the

discussion questions are

designed to help you focus

on important points

contained within the reading

assignments, thereby

allowing you to spend less

time on less-important parts

of those assignments.)

In Class: Discussion,

individual exercise.

1C 6/10 Strategic Management (Strategy) Process: Business

Models


Session 1C Discussion Questions

Magretta, J. 2002. “Why Business Models

Matter.” Harvard Business Review, 80(May

2002): 86-92.

Chatterjee, S. 2013. “Simple Rules for Designing

Business Models.” California Management

Review, 55(Winter 2013): 97-124.

Sinfield, J.V., Calder, E., McConnell, B. & Colson,

S. 2012. “How to Identify New Business Models.”

MIT Sloan Management Review, 53(Winter 2012).

Key Learning Objectives: (1) define what business

models are and distinguish them from strategies; (2)

contrast four types of business models and their core

resources, generic profit logics, and related simple

rules; and (3) know how to pursue growth through the

methodical examination of alternative business models.

Homework: Complete

reading assignments.




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1D 6/10 Strategic Management (Strategy) Process:

Entrepreneurship Reading Assignments (Read In Order Listed):

Session 1D Discussion Questions

Collis, D. 2016. “Lean Strategy.” Harvard

Business Review, 94(March 2016): 63-68.

Blank, S. 2013. “Why the Lean Start-Up Changes

Everything.” Harvard Business Review, 91(May

2013): 65-72.

Onyemah, V., Rivera, M. & Ali, A. 2013. “What

Entrepreneurs Get Wrong.” Harvard Business

Review, 91(May 2013): 74-79.

Raynor, M.E. & Ahmed, M. 2013. “Three Rules

for Making a Company Truly Great.” Harvard

Business Review, 91(April 2013), 108-117.

Key Learning Objectives: (1) Explain how strategy

helps entrepreneurs in four ways and describe the lean

strategy process for startups; (2) enumerate three key

lean startup principles and describe the four stages of

customer development; (3) explain how to overcome

five major customer objections; and (4) identify two

key rules followed by high-performing organizations.

Homework: Complete




1E 6/10 Entrepreneurial Project Requirements

Key Learning Objectives: Gain overall understanding

of entrepreneurial project business model requirements,

including business concept requirements and business

plan requirements.

Homework: Read

Entrepreneurial Project

Requirements.

In-Class: Discussion.

1F 6/10 Strategic Plan Requirements and Examples

Key Learning Objectives: (1) Gain overall understanding

of seminar strategic plan requirements through use of

examples; and (2) gain detailed knowledge of strategic

plan requirements for: (a) Company Introduction and

Business Model, (b) Vision and Mission Statements and

Strategic Intent, (c) External Factor Evaluation Matrix,

(d) Competitive Profile Matrix, (e) Internal Factor

Evaluation Matrix, (f) Long-Term Objectives, (g)

Strengths-Weaknesses-Opportunities-Threats (SWOT)

Matrix, and (h) Quantitative Strategic Planning Matrix.

Homework: Review Strategic

Plan Requirements and

Harley-Davidson, Inc. (HDI)

Strategic Plan Examples.

In-Class: Convey seminar

strategic plan requirements

through use of HDI examples.

Teams will choose publicly-

owned El Paso, Texas firms.


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1G 6/10 Strategic Plan Team Organization/Preparation

Key Learning Objectives: (1) Apply knowledge of

strategic plan requirements covered in Session 1F to

chosen company; and (2) allocate individual team

member assignments to prepare chosen company

strategic plans.

Homework: None

In-Class: Instructor will hand

out information packets on

publicly-owned firms and key

competitors for each. Teams

will consult with instructor on

strategic plan requirements

pertinent to their chosen

company. Team exercise.

2A 6/11 Strategy Formulation: Vision/Mission Statements

and Strategic Fit/Intent


Session 2A Discussion Questions

Montgomery, C.A. 2008. “Putting Leadership

Back into Strategy.” Harvard Business Review,

86(January 2008): 54-60.

David, F.R. 2011. Vision and Mission Statements.

Hamel, G. & Prahalad, C.K. 2005 [1989].

“Strategic Intent.” Harvard Business Review,

83(July-August 2005): 148-161.

O’Connor, J.P. 2011. Strategic Fit Versus

Strategic Intent.

Key Learning Objectives: (1) Understand that strategy

is a continuous, dynamic, adaptive, holistic process to

create value while developing the firm through time;

(2) know the characteristics and benefits of vision and

mission statements; and (3) contrast strategic fit and

strategic intent by identifying seven key differences

between the two strategic management approaches.

Homework: Complete


In-Class: Discussion, BBVA

CEO video, team exercise.

2B 6/11 Strategy Formulation: External Audit:

Technological Innovation



David, F.R. 2011. External Audit (Part 1).

Christensen, C.M., Raynor, M., & McDonald, R.

2015. ‘What Is Disruptive Innovation?” Harvard

Business Review, 93(December 2015): 44-53.

Homework: Complete


In-Class: Discussion,

Stanford venture capital fund

manager video, individual

exercise.


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Seminar Schedule (Continued) (Subject to Change by Instructor If Necessary)


2B (cont’d)

O’Connor, J.P. 2011. Established Companies That Made Disruptive U.S. Market Entries in Past 50 Years.

Christensen, C.M., Johnson, M.W., & Rigby, D.K.

2002. “Foundations for Growth: How to Identify

and Build Disruptive New Businesses.” MIT

Sloan Management Review, 43(Spring 2002): 22-31.

Key Learning Objectives: (1) Grasp how the five

external forces impact firms’ stakeholders and give rise

to opportunities and threats; (2) distinguish between

sustaining and disruptive innovations; (3) contrast new-

market versus low-end disruptions; (4) know how

incumbent firms’ focus on serving their customers with

sustaining innovations makes them vulnerable to

disruptions; (5) explain how incumbent firms faced

with disruptive technologies should effectively

respond; and (6) gain knowledge on how to start

disruptive new businesses.

2C 6/11 Strategy Formulation: External Audit: Emerging

Markets



Khanna, T., Paleupu, K.G., & Sinha, J. 2005.

“Strategies That Fit Emerging Markets.” Harvard

Business Review, 83(June 2005): 63-76.

Prahalad, C.K. & Lieberthal, K. 2003 [1998]. “The

End of Corporate Imperialism.” Harvard Business

Review, 81(August 2003): 109-117.

Simanis, E. 2012. “Reality Check at the Bottom of

the Pyramid.” Harvard Business Review, 90(June

2012): 120-125.

Bartlett, C.A. & Ghoshal, S. 2000. “Going Global:

Lessons from Late Movers.” Harvard Business

Review, 78(March-April 2000): 132-142.

Black, J.S. & Morrison, A.J. 2010. “A Cautionary

Tale for Emerging Market Giants.” Harvard

Business Review, 88(September 2010): 99-103.

Homework: Complete



Prahalad video, team

exercise.

(Continued)


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2C (cont’d)

Key Learning Objectives: (1) Understand why many

multinational corporations (MNCs) have been

unsuccessful in emerging markets; (2) identify the

opportunities for developed market multinationals to

reach larger markets in emerging markets, including

the “bottom of the pyramid”; (3) understand the flaws

in most bottom-of-the pyramid business models and

how to overcome them; (4) identify common traits of

emerging market firms that have become successful

MNCs; (5) understand how emerging market firms can

be successful by moving up their industries’ value

curves; (6) describe effective strategies for late movers

into the global marketplace; and (7) grasp how factors

that contributed to emerging-market firms’ early

international successes have led to their later failures in

global markets.

2D 6/11 Strategy Formulation: External Audit: Cooperation



Dyer, J.H., Kale, P. Singh, H. 2004. “When to Ally

& When to Acquire.” Harvard Business Review,

82(July-August 2004): 109-115.

Preece, S.B. 1995. “Incorporating International

Strategic Alliances into Overall Firm Strategy: A

Typology of Six Managerial Objectives.” Interna-

tional Executive, 37(May/June 1995): 261-277.

Key Learning Objectives: (1) Decide whether firms

should form alliances or make acquisitions based on

five factors; and (2) describe six objectives (types) of

international strategic alliances and explain their

advantages and disadvantages; and (3) identify three

steps that should be taken in establishing alliances.

Homework: Complete





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2E 6/11 Entrepreneurial Project: Business Concept Team

Feedback

Key Learning Objectives: (1) Enhance and apply

creative and entrepreneurial skills to develop a business

concept that includes: (a) target market niche, (b) target

customers, (c) product/service strategies, and (d) a

business model category; (2) enhance skills in

analyzing other team members’ business concepts and

providing constructive criticism so as to improve their

business concepts; and (3) learn to listen well and

probe team members’ criticisms of your business

concept initial draft so as to significantly enhance its

effectiveness, and then submit your business concept

final draft via e-mail to the instructor by 5:00 p.m.,

June 20, 2016. (The instructor will send you via e-mail

with his and your team’s written feedback on your

business concept initial draft by June 14.)

Homework: Read business

concept guidelines in


Requirements. Prepare

business concept that meets

all requirements and bring to

seminar sufficient copies of

business concept for

yourself, other team

members and the instructor.

In-class: Team exercise

(comprised of business

concept evaluations made by

team members; business

concept evaluation forms

will be distributed by

instructor to teams).

3A 6/24 Strategy Formulation: External Audit: Competition



David, F.R. 2011. External Audit (Part 2).

Porter, M.E. 2008. “The Five Competitive Forces

That Shape Strategy.” Harvard Business Review,

86(January 2008): 78-93.

Bhattacharya, A.K. & Michael, D.C. 2008. “How

Local Companies Keep Multinationals at Bay.”

Harvard Business Review, 86(March 2008): 85-

95.

Bremmer, I. 2014. “The New Rules of

Globalization.” Harvard Business Review,

92(January-February 2014): 103-107.

Key Learning Objectives: (1) Understand Porter’s

(1979, 1980, 2008) five-forces model of industry

competition; (2) explain how industry analysis can

lead to strategies that position the firm, influence the

five-forces balance and exploit industry change; (3)

understand the six-part strategy how local firms in

emerging markets have successfully competed against

MNCs; and (4) identify the causes of, and strategies to

manage, guarded globalization.

Homework: Complete


In-Class: Discussion, team

exercise.


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3B 6/24 Strategic Plan Team Organization/Preparation

Key Learning Objective: Develop and select questions to

ask chosen firm executive about his firm’s strategic

planning process that will aid in the team’s strategic plan

presentations.

Homework: Review chosen

firm strategic plan materials to

develop questions.

In-Class: Develop and select

questions.

3C 6/24 El Paso Publicly-Owned Companies’ Strategic

Planning Processes

Key Learning Objectives: (1) Gain understanding and

appreciation of three publicly-owned El Paso, Texas firms’

strategic planning processes; and (2) gain additional

knowledge of those firms to aid teams in their preparation of

their chosen firms’ strategic plans.

Homework: Same as above.

In-Class: Executives of three

publicly-owned El Paso, Texas

firms present 5-10 minute

overviews of their firms’

strategic planning processes and

then answer team questions.

3D 6/24 Strategy Formulation: Internal Audit: Resources

and Capabilities


Session 3D Discussion Questions David, F.R. 2011. Internal Audit. Collis, D.J. & Montgomery, C.A. 2008 [1995].

“Competing on Resources.” Harvard Business

Review, 86(July-August 2008): 140-150. Hamel, G. & Prahalad, C.K. 1993. “Strategy as

Stretch and Leverage.” Harvard Business Review,

71(March-April 1993): 75-84.

Lessard, D.R. & Reavis, C. 2009. “CEMEX:

Globalization ‘The CEMEX Way’.” MIT Sloan

School of Management Case Study 09-039. Key Learning Objectives: (1) Appreciate how organiza-

tional culture can impact strategic management; (2) grasp

how competitive advantage is gained via effective appli-

cation of the resource-based view; (3) know/apply five

external market tests for a resource’s value; (4) identify

three ways firms err when trying to grow by leveraging

resources; (5) understand stretch as the gap between a

firm’s resources and its aspirations and five ways resource

leverage is achieved through (a) concentrating (converg-

ence, focus), (b) accumulating (extracting, borrowing), (c)

complementing (blending, balancing), (d) conserving

(recycling, co-opting, shielding), and (e) recovering; and

(6) relate the five ways to leverage resources to CE-

MEX’s successful globalization using the CEMEX Way.

Homework: Complete



exercise.


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4A 6/25 Strategy Formulation: Strategies



David, F.R. 2011. Long-Term Objectives, Generic

and Grand Strategies.

Bingham, C.B., Eisenhardt, K.M. & Furr, N.R.

2011. “Which Strategy When?” MIT Sloan

Management Review, 53(Fall 2011): 71-78.

Greenwald, B. & Kahn, J. 2005. “All Strategy Is

Local.” Harvard Business Review, 83(September

2005): 95-104.

Kim, W.C. & Mauborgne, R. 2004. “Blue Ocean

Strategy.” Harvard Business Review, 82(October

2004): 76-84.

Hirsh, E. & Rangan, K. 2013. “The Grass Isn’t

Greener.” Harvard Business Review, 91(January-

February 2013): 21-23.

Key Learning Objectives: (1) Understand that the sole

purpose of strategies is to achieve long-term objectives;

(2) distinguish among the three generic strategies and

describe how they impact organizations; (3) identify

optimum grand strategies for different market growth

rates and competitive positions; (4) choose among

strategy archetypes of position, leverage and

opportunity based on different environments; (5)

identify three factors that generate most competitive

advantages; (6) contrast blue ocean and red ocean

strategies and explain how blue ocean strategies can

simultaneously pursue differentiation and low cost; (7)

explain the finding that staying within your own

industry and improving your performance increases

your chances for superior returns; and (8) identify the

appropriate strategy archetype, long-term objective,

generic strategy, and grand strategy for your chosen

firm.

Homework: Complete



exercise.


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4B 6/25 Strategy Formulation: Strategy-Making Process



Mintzberg, H. 1987c. “Crafting Strategy.” Harvard

Business Review, 65(July-August 1987): 66-75.

Harreld, J.B., O’Reilly, C.A. & Tushman, M.L. 2007.

“Dynamic Capabilities at IBM: Driving Strategy into

Action.” California Management Review,

49(Summer 2007): 21-43,

Kaplan, R.S. & Norton, D.P. 2006. “How to

Implement a New Strategy without Disrupting Your

Organization.” Harvard Business Review, 84(March

2006): 100-109.

Key Learning Objectives: (1) Grasp that to effectively

manage strategy is to craft (and balance) thought and

action, control and learning, stability and change; (2)

appreciate that an effective strategy-making process is

continuous, one driven by line management not staff,

focused on performance and opportunity gaps, and

concerned not only with strategy formulation but its

execution as well; and (3) list the four balanced scorecard

perspectives and explain how they relate to each other

through strategic themes.

Homework: Complete




4C 6/25 Strategy Formulation: Strategic Decision-Making



David, F.R. 2011. Strategy Analysis and Choice.

Eisenhardt, K.M. 1999. “Strategy as Strategic

Decision Making.” MIT Sloan Management

Review, 40(Spring 1999): 65-72.

Lafley, A.G., Martin, R.L., Rivkin, J.W. &

Siggelkow, N. 2012. “Bringing Science to the Art of

Strategy.” Harvard Business Review, 90(September

2012): 56-66.

Argyris, C. 1989. “Strategy Implementation: An

Experience in Learning.” Organizational

Dynamics, 18(Autumn 1989): 5-15.

Homework: Complete



exercise.

(Continued)


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4C (Cont’d)

Key Learning Objectives: (1) Understand that optimal

strategic decision-making incorporates external

opportunities and threats as well as internal strengths

and weaknesses; (2) describe four approaches used by

management teams to make effective strategic

decisions in high-velocity, hotly competitive markets;

(3) apply to chosen firm’s strategic plan a process in

which creative thinking yields possibilities and

rigorous analysis tests them; and (4) distinguish

between the technical (rational) and human (irrational)

theories of control, identify organizational defensive

routines and grasp how they can be minimized via

education/interventions.

4D 6/25 Entrepreneurial Project: Business Plan Team

Feedback

Key Learning Objectives: (1) Enhance and apply

creative and entrepreneurial skills to develop a business

plan that includes: (a) competitive positioning, (b)

revenue structure model, (c) production model, (d) go-

to-market model, and (e) R&D model; and (2) learn to

listen well and probe team members’ criticisms of your

business plan initial draft so as to significantly enhance

its effectiveness, and then submit your business plan

final draft via e-mail to the instructor by 5:00 p.m., July

4, 2016. (The instructor will send you via e-mail his

and your team’s written feedback on your business plan

initial draft by June 28.)

Homework: Read business

plan guidelines in


Requirements. Prepare

business plan initial draft

that meets all requirements

and bring to seminar

sufficient copies of business

plan for yourself, other team

members and the instructor.

In-class: Team exercise

(comprised of business plan

evaluations made by team

members; business plan

evaluation forms will be

distributed by instructor to

teams).

4E 6/25 Strategic Plan Team Organization/Preparation

Key Learning Objective: Achieve coordination for

strategic plan presentation on chosen publicly-owned

El Paso, Texas firm.

Homework: Develop chosen

firm strategic plan

presentations.

In-Class: Team coordination.


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5A 7/08 Strategic Plan Team Organization/Preparation

Key Learning Objective: Achieve final coordination for

strategic plan presentation on chosen publicly-owned

firm.

Homework: Prepare chosen

firm strategic plan

presentations.

In-Class: Team coordination

5B 7/08 Strategic Plan Presentations and Firm Feedback

Key Learning Objectives: (1) Gain understanding and

appreciation of publicly-owned firms’ strengths, weak-

nesses, opportunities and threats; and (2) obtain feed-

back from firm executives on strategic plan recommen-

dations made by the teams. (Note: Teams should bring

handouts of their presentation slides (one slide per

page) in sufficient copies for the three El Paso, Texas

firm executives and two copies for the instructor.)

Homework: Prepare chosen

firm strategic plan

presentations.

In-Class: Each of the three

teams has one hour to make its

strategic plan presentation,

including 15-20 minutes of

firm executive comments and

questions from executives and

other seminar members.

5C 7/08 Strategy Implementation: Developing Leaders Reading Assignments (Read In Order Listed):


David, F.R. 2011. Strategy Implementation.

Kanter, R.M. 2011. “How Great Companies Think

Differently.” Harvard Business Review,

89(November 2011): 66-78.

Watkins, M.D. 2012. “How Managers Become

Leaders: The Seven Seismic Shifts of Perspective

and Responsibility.” Harvard Business Review,

90(June 2012): 64-72.

Key Learning Objectives: (1) Understand why

leadership is required for successful strategy

implementation; (2) explain why firms, that see

themselves as social institutions rather than economic

entities, do a much better job in developing leaders;

and (3) identify seven challenges faced by functional

managers in transitioning into business leaders and

know how to develop them.

Homework: Complete





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5D 7/08 Strategy Implementation: Leading Change



Hanna, D.P. 1988. Designing Organizations for

High Performance, Reading, Mass.: Addison-

Wesley. [Summary prepared by Instructor.]

Kotter, J.P. 2012. “Accelerate!” Harvard

Business Review, 90(November 2012): 44-58.

Kotter, J.P. & Schlesinger, L.A. 2008 [1979].

“Choosing Strategies for Change.” Harvard

Business Review, 86(July-August 2008): 130-139.

Acosta, C., Leon, V.J., Conrad, C., Gonzalez, R. &

Malave, C.O. 2004. “A Case Study on Culture

and the Implementation of Manufacturing

Strategy in Mexico.” Journal of Manufacturing

Systems, 23(3): 204-214.

Key Learning Objectives: (1) Grasp how to diagnose

organizational performance and design interventions to

improve it; (2) understand how a “dual operating sys-

tem” approach is superior to traditional organizational

change efforts; (3) provide four reasons for employee

resistance to change and describe six methods for over-

coming such resistance; and (4) understand the role of

cultural dimensions in success or failure of implement-

ing strategies across national/regional cultures.

Homework: Complete




Note: Teamwork Evaluation Reports are due via e-mail by9:00 p.m., July 8.

6A 7/09 Strategy Implementation: Promoting Innovation

(Part I)



Pisano, G.P. 2015. “You Need an Innovation

Strategy.” Harvard Business Review, 93(June

2015): 44-54.

Kanter, R.M. 2006. “Innovation: The Classic

Traps.” Harvard Business Review, 84(November

2006): 72-83.

O’Reilly, C.A. & Tushman, M.L. 2004. “The

Ambidextrous Organization.” Harvard Business

Review, 82(April 2004): 74-81.

Homework: Complete




(Continued)


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6A

Cont’d) Pisano, G.P. & Shih, W.C. 2012. “Does America

Really Need Manufacturing?” Harvard Business

Review, 90(March 2012): 94-102.

Key Learning Objectives: (1) Understand three key

questions to be asked and four types of innovations in

order to develop an innovation strategy; (2) recognize

strategy, structure, process and skills mistakes that

companies make, as well as their remedies, in

promoting innovation; (3) understand how firms can

foster innovation through separate entities for their new

business ventures that are tightly integrated at the

senior management level; and (4) identify innovation

categories where manufacturing should not be

outsourced.

6B 7/09 Strategy Implementation: Promoting Innovation

(Part II)



Hamel, G. 2006. “The Why, What, and How of

Management Innovation.” Harvard Business

Review, 84(February 2006): 72-84.

Huston, L. & Sakkab, N. 2006. “Connect and

Develop: Inside Proctor & Gamble’s New Model

for Innovation.” Harvard Business Review,

84(March 2006: 58-66.

Ramdas, K., Teisberg, E. & Tucker, A.L. 2012.

“4 Ways to Reinvent Service Delivery.” Harvard

Business Review, 90(December 2012): 98-106.

Hamel, G. 2011. “First, Let’s Fire All the

Managers.” Harvard Business Review,

89(December 2011): 48-60.

Key Learning Objectives: (1) Define management

innovation and describe a systematic process with four

components that promotes such innovation; (2) grasp

how Connect and Develop more effectively leverages

firm innovation resources than traditional R&D; (3)

identify four ways that companies can redefine service;

and (4) understand how businesses can operate

effectively without managers.

Homework: Complete





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6C 7/09 Strategy Evaluation



David, F.R. 2011. Strategy Evaluation.

Rumelt, R.P. 1993. Evaluating Business Strategy.

http://www.anderson.ucla.edu/faculty/dick.rumelt/

Docs/Papers/EVAL2.pdf.

Hill, C.W.L. & Jones, G.R. 2004. Strategy

Evaluation Case Study: Wal-Mart’s Mexican

Adventure.

Key Learning Objectives: (1) Identify the benefits of

strategy evaluation, its three basic activities and its four

criteria; and (2) evaluate the fundamental factors and

trends that govern a firm’s success in its chosen field of

endeavor using the four strategy evaluation criteria of

consistency, consonance, advantage and feasibility.

Homework: Complete



exercise.

Supplemental Grading Scheme

Evaluative Activity Possible Points

Individual Exercises (10) 20 points per exercise

Team Exercises (10) 30 points per exercise

Strategic Plan Presentations:

Company Introduction and Business Model 25 Vision and Mission Statements

and Strategic Intent

25 External Factor Evaluation (EFE) Matrix 25 Competitive Profile Matrix (CPM) 25 Internal Factor Evaluation (IFE) Matrix 25 Long-Term Objective (LTO) Analysis & LTOs 25

Strengths-Weaknesses-Opportunities-

Threats (SWOT) Matrix

25

Quantitative Strategic Planning Matrix

(QSPM) Matrix

25

NOTE: Points include both content and delivery. 200

http://www.anderson.ucla.edu/faculty/dick.rumelt/Docs/Papers/EVAL2.pdf

http://www.anderson.ucla.edu/faculty/dick.rumelt/Docs/Papers/EVAL2.pdf


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MGMT 5335 International Strategic Management Teamwork Evaluation Report

Rater Name/Assigned Team:

/

INSTRUCTIONS: The information that you provide will be kept strictly confidential.

Please rate ALL of your team members based on your interactions with them during the

seminar. For each of the four categories, enter team member names (first AND last names)

and allocate 0-25 points for each team member, up to the maximum of 25 points for ALL

team members in that category. (You do NOT rate yourself in this process.) For selected

categories, please answer the specific question by placing an X next to either Yes or No.

Failure to respond with teamwork evaluations of ALL of your team members will result in a

ZERO for YOUR teamwork evaluation. Submit electronically by 9:00 p.m., July 8, 2016.

Contribution to Team Exercises

(Allocate a Total of 25 Points for All Team Members Excluding Rater)

Yes No

Did all team members contribute to team exercises?

If no, who did NOT contribute to your team exercises? Name(s):

Contribution to Strategic Plan Assignments (Presentations)


Yes No

Did all team members contribute to strategic plan assignments/presentations?

If no, who did NOT contribute to strategic plan assignments/presentations? Name(s):

Helping Other Team Members Master Seminar Materials Both In and Out of Class


Showing Effective Behavior Toward Other Team Members (Showing Respect, Listening,

Cooperating/Fulfilling Promises, i.e., Meeting On Time and Completing Assigned Work)


Comments (Please Be Specific)

MGMT 5335 EMBA June-July 2016

Documents

MGMT 5335 EMBA International Strategic Management Seminar