Assignment Manpreet Sandhu

THINK THINK THINK THINK THINK THINK BARUCH COLLEGE Zicklin School of Business Narendra Paul Loomba Department of Management COURSE: Business Policy Laboratory BPL 5100 S2BA - Rm. 9-160 Mondays, Wednesdays & Thursdays 11-1:30pm Summer 2, 2017 INSTRUCTOR: Prof. Raymond T. LaManna E-Mail Address: yourHRexpert@gmail.com www.linkedin.com/in/RayLaManna Office Hours: Mondays & Wednesdays 4:30-5:30 pm COURSE DESCRIPTION: This capstone course for undergraduate Business Administration majors has as its theme the development and implementation of strategy within the business enterprise. During the course of the semester, you will develop strategic plans and engage in strategic management exercises. This course will integrate the knowledge you have acquired up to this point in your studies in the fields of marketing, finance, human resources, management and other areas of business in order to develop an understanding of how a business functions. You will have an opportunity to develop and exhibit your analytical, management and leadership abilities in both individual and group settings. The primary learning objective for this course is to improve your ability to understand and reason through strategic organizational issues. We will also continue to work on the skills that are necessary for a university graduate in Business Administration. To convey these ideas and practice these skills, a variety of teaching methods will be used including lectures, in-class exercises, computer simulations, tests, oral presentations, case analyses, written critiques and class discussion. Your enrollment in this class is evidence that you have successfully navigated your way through a college education. Therefore, it is essential that you exhibit a high degree of professionalism and participation during the course of the semester. Each of you has knowledge and creative ideas that are valuable and that should be shared with other members of this class. Given these beliefs, I expect that each of you will be an active, intelligent and mature participant in class. THINK THINK THINK THINK THINK THINK COURSE OBJECTIVES: At the conclusion of the course, students will have the ability to: ** Understand better how business enterprises implement strategy, organize for strategic success and gain and sustain competitive advantage. ** Develop a “big picture” perspective of organizational strategy: what strategy is, how it is developed, how it is implemented, and the relationship between strategy and business performance. ** Build and practice skills in competitive assessment, strategic thinking, and decisionmaking. These skills will include both quantitative analysis (particularly financial analysis tools) and qualitative analysis (research and competitive intelligence gathering and assessment) using a broad and integrative view of the business enterprise. ** Review, integrate, and apply your disciplinary coursework to help understand the effects of managerial decisions on the organization and the system it operates in: stakeholders, suppliers, customers, government entities and the community at large. . ** Understand and master the dramatic shifts in technology, demographics, outsourcing, supply networks, and business practices which are challenging the current business environment. ** Familiarize themselves with the current literature and theories of strategic management and improve and sharpen report writing and presentation skills. THINK THINK THINK THINK THINK THINK BPL 5100 Course Learning Goals: The faculty of the Zicklin School of Business has adopted seven “Learning Goals” for BBA students, which can be viewed at http://www.baruch.cuny.edu/assessment/Zicklin.htm. The purpose of these goals is to create a common understanding between students, faculty and potential employers of the core objectives for a business education. Of these learning goals, the following will be addressed in this course: analytical and technological skills; written communication skills; oral communication skills; civic awareness and ethical decision-making; global awareness; and business knowledge/integrative abilities. BBA Learning Goals Significant Part of Course Analytical Skills ☒ Moderate Part of Course ☐ Minimal Part of Course ☐ Not Part of Course Technological Skills ☐ ☒ ☐ ☐ Communication Skills: Oral X ☐ ☐ Communication Skills: Written ☒ ☐ ☐ ☐ Civic Awareness and Ethical Decision-Making ☒ ☐ ☐ ☐ Global Awareness ☒ ☐ ☐ ☐ Assignments Course Learning Goals BBA Learning Goals Assignment #1, Group Project-GLO-BUS: Students will analyze various information related to a company simulations in competition with other teams. Organize and communicate business analysis results in an effective, concise manner Technological Skills Assignment #2, Case Studies: Students will analyze real life organizations in a written case study format. Identify and explain the impact of unethical corporate decisions on society Written Communication Oral Communication Analytical Skills Analytical Skills Civic Awareness and Ethical Decision-Making ☐ Assignment #3, Team Industry Presentation: Students will research an industry and related companies, using Excel, PowerPoint and other analytical concepts and models, making a team presentation of their findings. Evaluate a business model and apply strategic solutions Written Communication Readings: Case studies, textbook chapters, journal articles Demonstrate understanding of the major areas of business and how they are intertwined and integrated with each other Analytical Skills Discuss business strategies in the twentyfirst century Civic Awareness and Ethical Decision-Making Demonstrate understanding of the major areas of business and how they are intertwined and integrated with each other Analytical Skills Lectures Tests: Exams of all readings and PowerPoint presentations THINK THINK THINK THINK Analytical Skills Global Awareness Civic Awareness and Ethical Decision-Making Global Awareness Global Awareness Civic Awareness and Ethical Decision-Making Global Awareness THINK THINK THE RELATIONSHIP OF STRATEGIC MANAGEMENT TO OTHER BUSINESS COURSES: Up until this time, most of your business education has emphasized a specialized, functional perspective of business situations. In accounting, you have concentrated on how to identify and produce the information necessary to manage and guide organizations effectively. In finance, you have been concerned with understanding how capital markets work and, in turn, affect the financing of a company’s on-going operations. In marketing, the focus has been on how to analyze, shape, and address the needs of consumers as well as how to manage a company’s marketing efforts. In operations management, the focus has been on how to organize the production activities of a firm so it is able to produce quality goods and services at an attractive price. In addition, courses on the management of human resources have been concerned with the effective development and management of a company’s human assets. All of these functional disciplines play a critical role in the success of a company But the crucial question in business is: how do they all fit together? In this course, we integrate these views by taking a unique perspective, that of the situational problems of the general manager. The general manager's job is to diagnose what is critical in complex business situations and to find realistic solutions to strategic and organizational problems. To solve problems, the general manager must be capable of understanding and using the knowledge from each of the organization’s functional areas to provide a "total business" (or systems) perspective on issues pertaining to strategic management. In addition, the general manager must be able to analyze competitive situations within industries in order to understand the sources of the firm’s competitive advantage. Business strategy, therefore, is both enabled and constrained by the underlying economic and political conditions that prevail in an industry or country or a region of the world, as well as by the resources available to management. In today’s business environment, whether you are a newly hired employee or the CEO of the company, you must be capable of thinking strategically – in other words, like a general manager. COURSE METHODS: Lecture, student written assignments, student group work, group oral presentations and examinations. THINK THINK REQUIRED READINGS: THINK THINK THINK THINK Thompson, A., & Stappenbeck, G. (2017) Glo-Bus: Developing winning competitive strategies, Participant’s Guide. McGraw-Hill/Irwin. Purchase at http://www.glo-bus.com. Dess & McNamara (2016) Strategic Management: Text and Cases, 8th ed. McGraw-Hill Create. ISBM: 978-1-259-86916-7. NOTE: Baruch customized edition available at Baruch Bookstore. GRADING CRITERIA: 1. 2. 3. 4. 5. 6. 7. 8. Attendance and quality of class participation Tests (Mid-term and Final) GLO-BUS Quizzes GLO-BUS simulation & De-Brief (Group work) Industry Presentation (Group work) Written article critiques Case Study analyses Peer Review Evaluation 20% 20% 5% 15% 15% 10% 10% 5% FINAL GRADING SCALE: A = above 93% A- = 90-92.9% B+ = 87-89.9% B = 83-86.9% B- = 80-82.9% C+ = 77-79.9% C = 73-76.9% C- = 70-72.9% D+ = 67-69.9% D = 60-66.9% F = Below 60% A NOTE ON ATTENDANCE: Attendance at class and participation in class discussions are important ways in which college students enter into the learning process. Therefore, attendance is extremely important. Students who have an excessive number of absences (more than 3 in the semester) will have their final grade reduced by a substantial amount. I also expect students to have read all the required readings before each class period. In that way, you will be better able to participate in a more meaningful manner. THINK THINK THINK THINK THINK THIS CLASSROOM IS A DEVICE-FREE ZONE: THINK Laptop and Cell Phone Policy: A successful class depends on the active attention and engagement of everyone in the classroom. You cannot be actively attentive and engaged at the same time you are checking email, texting, or surfing the Internet. In addition, using your laptop or mobile device is distracting to those around you. To create a mutually supportive learning environment, the use of laptops and smartphones, Blackberries, iPads, pagers or any other mobile devices is not allowed during class sessions unless required for a class activity. Also, research suggests that writing notes by hand rather than on an electronic device is more conducive to learning the material. Note: Students who need an electronic device for a specific emergency or healthrelated issues must obtain approval from the professor. ACADEMIC INTEGRITY: Cheating and plagiarism are serious offenses. The following definitions are based on the College's Academic Honesty website: Cheating is the attempted or unauthorized use of materials, information, notes, study aids, devices or communication during an academic exercise. Examples include but are not limited to:           Copying from another student during an examination or allowing another to copy your work Unauthorized collaborating on a take home assignment or examination Using unauthorized notes during a closed book examination Using unauthorized electronic devices during an examination Taking an examination for another student Asking or allowing another student to take an examination for you Changing a corrected exam and returning it for more credit Submitting substantial portions of the same paper to two classes without consulting the second instructor Preparing answers or writing notes in a blue book (exam booklet) before an examination Allowing others to research and write assigned papers including the use of commercial term paper services THINK THINK THINK THINK THINK THINK Plagiarism is the act of presenting another person's ideas, research or writing as your own, such as:     Copying another person's actual words without the use of quotation marks and footnotes (a functional limit is four or more words taken from the work of another) Presenting another person's ideas or theories in your own words without acknowledging them Using information that is not considered common knowledge without acknowledging the source Failure to acknowledge collaborators on homework and laboratory assignment My policy is to give a failing grade to any assignment that has been plagiarized or an exam in which you have cheated. In addition, I am required by College policy to submit a report of suspected academic dishonesty to the Office of the Dean of Students. This report becomes part of your permanent file. THE POINT IS: your work must be your own. If you take from the work of another, footnote it or provide a citation for reference, and use quotation marks to indicate what you have taken. If you take materials from the web, provide a full URL for reference. The Library has an instructional tutorial on writing and avoiding plagiarism (http://newman.baruch.cuny.edu/instruct/default.htm). If you have any questions, visit that site and review the material on it. Baruch College’s policy on Academic Integrity states, in part: Academic dishonesty is unacceptable and will not be tolerated. Cheating, forgery, plagiarism and collusion in dishonest acts undermine the College’s educational mission and students’ personal and intellectual growth. Baruch students are expected to bear individual responsibility for their work and to uphold the ideal of academic integrity. Any student who attempts to compromise or devalue the academic process will be sanctioned. Additional information on this topic may be found at: http://www.baruch.cuny.edu/academic/academic_honesty.html If you suspect cheating by anyone you can call the Anonymous Hotline For reporting violations of academic integrity… 646-312-2020 THINK THINK THINK THINK THINK THINK REASONABLE ACCOMODATIONS: Baruch College provides reasonable accommodations and modifications for students with disabilities to ensure that no student with a disability is denied the benefits of, is excluded from participation in, or otherwise is subjected to discrimination under the education program or activity operated by the College because of the absence of educational auxiliary aids for students with disabilities. Arrangements for adapting class procedures without compromising course content and standards may take time. Therefore, students who require accommodations or modifications should speak with me as soon as possible, either after class or during office hours. In order to receive services, you must register with the Office of Services for Students with Disabilities. Documentation is necessary for every disability. For more information concerning services for students with disabilities, please contact Barbara Sirois, Director of the Office of Services for Students with Disabilities, Vertical Campus Building, 2nd floor, Room 2-270, phone number: 646-312-4590. WRITTEN ASSIGNMENTS: “To doubt everything or to believe everything are two equally convenient solutions; both dispense with the necessity of thinking.” Henri Poincare` (1854 – 1912) A. Students will be required to write short (2-4 page) critiques of any two (2) professional articles found in the e-reserve list. These critiques must be submitted separately on the dates indicated in the Course Calendar. Do NOT compare articles – treat each article as a separate assignment. The list of articles is maintained under “BPL 5100 – Prof. LaManna”. Password for this list is: lamanna5100. You may access the full-text articles from the e-reserve lists maintained by the Baruch Library. If you have any questions, please see a reference librarian. These articles deal with various topics related to the field of strategic management and business policy. They are intended to help you better understand the various concepts of strategic management as applied to real companies and situations. All article critiques must be typewritten, double-spaced, with 1” margins on all sides. Students will be graded on content, quality of analysis, ability to apply a critical perspective to the topic, grammar/punctuation and brevity. THINK B. THINK THINK THINK THINK THINK Students will be required to complete two (2) case study analyses to be provided by the instructor. Write a 2-4 page paper analyzing each individually submitted case – do NOT compare cases. Treat each case as a separate assignment. Your paper should be written in integrated essay format and address the issues outlined in the question at the end of each case. You should add your own evaluation of the case and provide a synthesis of your ideas on the subject of the case. Be creative – remember, there are no right or wrong answers in a case study! What counts is the quality of your analysis. You should not do any outside research for these case analyses. Instead, you may refer to your course readings and discussions for insights and direction. Please note that you should write an integrated essay incorporating your ideas in response to the question found at the end of each case. All case studies must be typewritten, double-spaced, with 1” margins on all sides. Students will be graded on content, quality of analysis, ability to apply a critical perspective to the topic, grammar/punctuation and brevity. NOTE: Written assignments which are late for any reason will be reduced by one grade. All written assignments are individual efforts. Group collaboration is not permitted. GROUP INDUSTRY/COMPANY PRESENTATION: The class will be divided into teams of approximately four (4) students each. These teams will be required to make an oral presentation on an industry and related companies as well as work together on the GLO-BUS Simulation. Each team will pick an industry which they will be required to research in depth. You should do this through the Internet, library resources, the Subotnick Center and/or direct contact with the company. Teams will be required to meet outside of class time to conduct their research and prepare their presentations. Your task as a team is to make an oral presentation on the companies in your designated industry which offer good investment opportunities. This presentation should cover strategic issues and problems, opportunities and constraints, strategic alternatives, company financials and recommendations for investment opportunities. Please note that you must be able to recommend ALL the companies covered in your presentation. Your presentation as a group must deal with the firms’ strategic, competitive and financial performance, demonstrating your deeper understanding of the field of strategic management. Please note that team presentations must be on Power-Point and should be a total of 30-35 minutes, followed by a question and answer period. Please provide me with a hard copy of your presentation material. All groups must submit this material on the day on which the first group comes up for presentation. Below is an outline of some of the important issues you should consider in your research and presentation THINK .1. THINK THINK THINK THINK INDUSTRY OVERVIEW (Competitive Opportunities and Threats) THINK If multi-product company, analyze the dominant product and its industry. Summarize the industry environment for favorableness. The following checklist should help you: Industry size: Dollar sales volume (also volume in units, if available) Industry growth: Rate of growth in percentage terms (increase in industry sales averaged for five-year period). Where is the industry in the life cycle - emerging, rapid growth, maturity, decline? Provide supporting evidence for your conclusion. Competitive Segments Is the end product highly differentiated (e.g., toothpaste—low price, medicinal, whitening, good tasting)? If so, entry from outside the industry is difficult Growth of Segments Are there segments within the industry growing faster than others? If so, threats of entry from other segments may be high. Vertical integration What is the degree of backward or forward integration? Are there a series of intermediaries processing material input or distributing/retailing the end product? If so, the profitability of the firms making the end product is likely to be low. Technological Change Is the industry technology changing rapidly? Are there segments where it is changing more rapidly? Ease of entry Analyze cost, differentiation, and transaction advantages enjoyed by incumbent firms. Based on this analysis, rate entry threats as high, medium, or low. Rivalry Assess the degree of rivalry in each segment. How does competition occur? Are there price wars, frequent innovation, mergers and acquisitions? Analyze demand, industry structure, and exit barriers and rate rivalry as intense, medium, or weak. Buyer segment (individuals & institutions) Is the segment consolidated or fragmented? Can buyers easily switch? What is the quantity bought? Can buyers backward integrate? Rate buyer power as high, medium, or low. THINK THINK THINK THINK THINK THINK Industry Favorableness Summarize the industry conditions based on the above information. Do a Five Forces analysis of the industry as described by Michael Porter. List the Five Forces under high, medium, and low categories. How would you characterize the attractiveness of the industry as a whole? Are there segments that are more favorable than others? Can firms from one segment easily move to other segments? 2. COMPANY DATA (quantitative and qualitative)       Company's business: products, markets and customers served. How does the company describe its business? Single product or multi-product firm? In what industry/segment is the firm competing? Performance: Sales, market share, profitability, stock performance (provide 5 year trend charts). Use tables and pie or bar diagrams. If multi-product firm, show sales of each product using a pie chart. Company's competition: Compare sales and financial performance with competition using pie or bar charts. Provide relative market share. If the company analyzed is the market leader, compare performance with the ranking company. Is the ranking company growing faster and closing gap with the leader? Mission: What is the firm's mission? Vision? What are its strategic goals? Strategy: What are the firm’s competitive and corporate strategies? 4. STRATEGIC ISSUES AND RECOMMENDATIONS What are the strategic issues? Are they due to lack of resources or capabilities or are they due to the pursuit of wrong strategies? Are they strategy implementation issues? A starting point for understanding strategic issues is by comparing the competencies and competitive advantages required for success to what the firm actually has. A SWOT analysis done through industry and internal analysis as above is required for EACH COMPANY presented. After evaluating company strengths and weaknesses, and industry opportunities and threats, place the firm in one of the following four categories: 1. 2. 3. 4. Abundant environmental opportunities and significant internal strengths Abundant environmental opportunities but significant internal weaknesses Major environmental threats but significant internal strengths Major environmental threats and significant internal weaknesses THINK THINK THINK THINK THINK THINK Clearly, category 1 is the most favorable situation. The firm’s strategy should be to pursue aggressive growth that will use its internal strengths to exploit the abundant external opportunities. In category 2, the strategy should be to eliminate weaknesses either by acquiring the needed competencies through joint ventures and alliances or vertical mergers so that opportunities can be effectively exploited. In category 3, the strategy should be either to alter industry forces using the firm’s strengths (depending on the threats) or diversify into more attractive industries. Category 4 is an extremely unfavorable situation. This is a firm, according to Porter, that has a weak competitive position in an unattractive industry. The firm should consider repositioning by moving into another segment in the industry or gain the required strengths through horizontal mergers. COURSE CALENDAR DATE ASSIGNMENT 7/17 Overview Dess, ch. 1- The Strategic Management process GLO-BUS Simulation 7/19 Dess, ch. 2 – External Environment 7/20 Dess, ch. 13 – Case Study Analysis Schwartz Communication Workshop 7/24 Dess, ch. 3 – Internal Environment Submit Simulation TRIAL Decisions # 1 Submit Team Mission Statements 7/26 Dess, ch. 5 – Business-Level Strategy Submit Simulation TRIAL Decisions # 2 First Case Study Analysis due 7/27 Dess, ch. 6 – Corporate-Level Strategy 7/29- Submit Simulation Decisions Year # 6 MID-TERM EXAM-Dess, ch. 1,2,3,5,6 7/31 Dess, ch. 7 – International Strategy Guidelines for Team Presentations Submit Simulation Decisions Year # 7 Second Case Study Analysis due 8/2 GLO-BUS Simulation Quiz # 1 Submit Simulation Decisions Year # 8 Dess, ch. 9 – Corporate Governance 8/3 Case Discussion- Southwest Airlines, Jet Blue First Article Critique due 8/7 Case Discussion- Casino Industry, WWE Dess, ch. 10-Organizational Design Submit Simulation Decisions Year # 9 8/9 Submit Simulation Decisions Year # 10 Second Article Critique due 8/10 8/12-Submit Simulation Decisions Year # 11 8/13-GLO-BUS Simulation Quiz # 2 Team Presentations 8/14 Submit Simulation Decisions Year # 12 Team Presentations 8/16 Case Discussion- Samsung, Heineken Team Presentations 8/17 Summary & Evaluation of GLO-BUS FINAL EXAM

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