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CMR495Syllabus-Fall2019-DatesPlusHonors.pdf
CMR 495
Strategic Management
for Commerce
A Capstone Course
BS In Commerce Degree Program
Miami University
Regional Campuses
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CMR 495 COURSE ACTIVITY SELECTION MENU
Welcome to the CMR 495 Strategic Management for Commerce Course. On the menu this semester
is a delightful appetizer (The Strategic Learning Plan) that allows students to quickly sample all
aspects of the course, followed by a main course (Five Mini-Cases) that deliver a cross-section of
strategic management theory and practice. For dessert, select three projects out of the four projects
provided for your consideration. (Do NOT create your own project.) Additional activities allow
students the opportunity to personalize their learnings in this Commerce Degree Capstone course.
APPETIZER:
• The Strategic Learning Plan A quick tour through all of what the course has to offer – each student will construct his/her
own learning plan to combine required activities with personal selections to tailor the course
to best meet his/her needs and/or wants. Worth up to 750 points. (REQUIRED)
MAIN COURSE:
• Five Mini-Cases This hearty dish supplies five satisfying selections of critical thinking and analysis on
strategic management topics. Collaboration with others is encouraged. Due throughout the
semester and worth up to 450 points, each or 2,250 total. (REQUIRED)
DESSERT: Complete Your Personalized Plan by Choosing 3000 Points from the Selections
Provided – Short Research Paper Is Required As Part Of Each Choice.
• The Meal Preparation Project This project is an excellent choice for students who love to cook and who appreciate the value of
digging into the numbers. Explore the strategic economic challenges of insourcing vs.
outsourcing. Worth up to 1,000 points.
• The Interviews Of Business Insights Project This project is for those students who love to talk with others in business. Compare and
contrast the strategies used by a minimum of three business leaders, using the tools outlined
in the Rothaermel text. Worth up to 1,000 points.
• The Customer Service Marathon Project This project is a super selection for students who want to get out and investigate businesses
within the local community ONLY. Determine and compare customer service strategies
between two or more providers of the same product and/or service. See how your favorite
providers really stack up to the competition. Worth up to 1,000 points.
• The Box Project This project is a great option for students who are interested in marketing and new
product/service development. Understand the strategic importance of meeting a customer’s
needs and wants. Good for students who are handy with tools and/or arts/crafts supplies.
Cardboard boxes with tape are no longer accepted. For students interested in using a 3D
printer to create a box, please see the instructions on page 105. Worth up to 1,000 points.
SPECIFIC DETAILS RELATED TO ALL MENU SELECTIONS
MUST BE APPROVED BY THE INSTRUCTOR
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CMR 495
STRATEGIC MANAGEMENT FOR COMMERCE
Course Syllabus – Summer Session III 2019
Instructor: Dr. Susan Baim
Voice of America
(513) 727-3444 (Office)
(402) 617-2283 (Text ONLY – no later than 9:00 P.M.)
E-mail: [email protected]
Office Hours: Available By E-mail Days, Evenings And/Or On Weekends
Skype Video Meetings Available (s.baim2012), If Desired
Course Text: Rothaermel, Frank T. (2017). Strategic Management, 4e. New York, NY:
McGraw Hill Education. ISBN: 9781260141863 (REQUIRED)
Course Time: 24/7 Online
TABLE OF CONTENTS:
PREFIX – CMR 495 COURSE ACTIVITY SELECTION MENU . . . . . . . . . . . . . . . . . . i
SECTION ONE – COURSE INFORMATION, COURSE DESCRIPTION, AND COURSE
OBJECTIVES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Course Introduction 3
CMR 495: Strategic Management For Commerce 3
Course Description 4
Course Objectives 5
SECTION TWO – THE STRATEGIC MANAGEMENT 4e TEXTBOOK . . . . . . . . . . . . 5
The Strategic Management 4e Textbook 5
Textbook – Part One: Strategy Analysis 5
Textbook – Part Two: Strategy Formulation 8
Textbook – Part Three: Strategy Implementation 11
Textbook – Part Four: Mini-cases 12
List of Textbook Mini-cases 12
SECTION THREE – CMR 495 REQUIREMENTS OVERVIEW, PROCEDURAL DETAILS,
SCHEDULE, GUIDELINES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
CMR 495 Requirements Overview 13
Note on Assignment Due Dates 15
Note on Submitting Draft Copies of Assignments for Feedback 16
Course Calendar 16
Note on Canvas and E-mail Communications 20
Note on Assignment Feedback and Grading 20
Note on Extra Credit 20
Note on “Double Dipping” for Assignments 20
Note on Attendance 20
Note on Finishing the Course Early – Accelerated Learning 21
Student Work Portfolios 22
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SECTION FOUR – DEVELOPING “THE STRATEGIC LEARNING PLAN” TO
COMPLETE CMR 495 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
A Basic Strategic Management Planning Module from the Literature 23
The Purpose of Strategic Planning in CMR 495 24
Beginning the Process 24
Situational Analysis 25
Part A: Career and/or Educational Issues 25
Template for Career and/or Educational Issues 26
Part B: SWOT Analysis 26
Strengths AND Weaknesses 27
Opportunities AND Threats 28
Part C: Developing The Strategic Learning Plan 29
Full Example of “The Strategic Learning Plan” 38
Honors Version of Learning Plan 42
Point Distribution for The Strategic Learning Plan 54
What to Turn In 55
Grading Notes for The Strategic Learning Plan 55
Grading for The Strategic Learning Plan 55
SECTION FIVE – MAJOR WORK ASSIGNMENTS . . . . . . . . . . . . . . . . . . . . . . . . 58
Major Work Assignment: Business Strategy Mini Cases 58
Getting Started 59
A Three-Step Process 59
Ashford University Outlines the Steps in Writing a Mini-Case Response 60
Business Strategy Mini-Case Final Check 62
What to Turn In 63
Where Most Errors Occur 64
Business Strategy Mini-Case Response Example 64
Grading Notes for Business Strategy Mini Case Work Assignments 68
Grading for Business Strategy Mini Cases 69
Major Work Assignments: Important Information Before You Begin 71
Major Work Assignment: The Meal Preparation Project 72
Overview 72
Background and Purpose 73
Project Steps 73
What to Turn In 75
Where Most Errors Occur 77
Grading Notes for the Presentation Deck and Report 77
Grading for The Meal Preparation Project 77
Major Work Assignment: The Interviews of Business Insights Project 79
Overview 79
Background and Purpose 80
Project Steps 80
What to Turn In 83
Where Most Errors Occur 84
Grading Notes for the Presentation Deck and Report 84
Grading for The Interviews of Business Insights Project 85
Major Work Assignment: The Customer Service Marathon Project 87
Overview 87
Background and Purpose 88
Project Steps 92
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What to Turn In 95
Where Most Errors Occur 97
Grading Notes for the Presentation Deck and Report 98
Grading for The Customer Service Marathon Project 98
Major Work Assignment: The Box Project 100
Overview 100
Background and Purpose 101
Project Steps 101
What to Turn In 102
Where Most Errors Occur 102
Grading Notes for the Presentation Deck and Report 104
Grading for The Box Project 104
SECTION SIX – HELPFUL INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Tips on Writing Assignments 107
Tips on Generating Meaningful Graphs 108
E-mail Usage 111
Message for Microsoft and “Open Office” Software Users 111
Message for Apple/Mac Computer Users 111
Weighting of Graded Activities 111
Calculating a Grade 113
Attendance Policy 113
Late Work Policy 114
Academic Integrity and/or Disruptive Behavior 114
SECTION ONE – COURSE INTRODUCTION, COURSE DESCRIPTION, AND COURSE
OBJECTIVES:
COURSE INTRODUCTION:
CMR 495: Strategic Management For Commerce
CMR 495: Strategic Management For Commerce is intended to be a challenging and exciting Capstone
Having “senior” status is a requirement to take this course. Seniors need to have a minimum of 98 hours
in progress or completed prior to taking the course. CMR 495 will be offered in the Fall Semesters,
Winter Terms, Spring Semesters, and Summer Sessions as a face-to-face lecture course (at some point)
and/or in an online format.
CMR 495 is first and foremost a course about "strategy," and second, a course about "managing for
success." It centers on the theme that an organization can only achieve sustainable success if
management has an astute, timely strategic game plan for running the organization, and then,
implements and executes that strategic game plan with proficiency. For most organizations, a well-
conceived, well-executed strategy nearly always enhances an organization's short-term and long-term
performances. For managers, the ability to synergize workable solutions from knowledge of the key
business functionalities, combined with the ability to reach beyond and learn new skill sets as needed,
can and will determine a leader’s success in keeping his/her organization on track for the future.
CMR 495 is a "big picture" course -- a trait that makes it a truly different kind of course from the other
courses in the Bachelor of Commerce degree program. As the Capstone Course, much of the knowledge
that a student has already gained in the core curriculum will be integrated into this course. While the
majority of Commerce courses in the Bachelor of Commerce degree program focus on a single subject
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matter or functionality, this Capstone Course is designed to get students to recognize, and then, to
capitalize on how to apply their previous learnings in combination to solve real-world organizational
strategy problems. In doing so, students must recognize the importance of thinking broadly and
working from multiple points of view when operating within today’s world of commerce. The problems
and issues of strategy formulation and implementation cover the entire spectrum of transactional
exchanges between individuals internal and external to the organization. Many variables and situational
factors must be dealt with at once. Weighing the pros and cons of making strategy-based decisions
entails a total enterprise perspective and a practiced skill in judging how all of the relevant factors add
up to shape what actions need to be taken.
In this course, each student will learn about the role and the tasks of the strategic manager. He/She will
be introduced to the definition and the parameters of strategy in organizational management that will:
• Lead him/her through the ins and outs of formulating and implementing a strategic plan.
• Teach him/her the tools and techniques of situational analysis and exercising him/her in the managerial tasks of sizing up an organization's strategic position.
• Give him/her practice in making strategic decisions, and thus, sharpening his/her abilities to "think strategically” from a management perspective.
• Require him/her to look at issues from the perspective of the total enterprise.
• Teach him/her the importance of building competitive advantage.
• Expose him/her to the rigors of industry and to the characteristics of a global market environment.
• Detail the components of strategic management found in a very unique menu of homework choices.
• Instill in him/her a strong sense of ethical principles and values into the processes and tasks of being a strategic manager.
The content of CMR 495 has all of the ingredients needed to keep each student’s interest and attention
for a full semester. Hopefully, this course will be instrumental in making each student: (1)
"competitively superior," (2) successful in his/her present/future career pursuits, and (3) much wiser
about the secrets of being a first-rate leader and manager. The course is also designed to help each
student develop new business skills and judgment for his/her own business career. Finally, it is hoped
that each student will learn to sharpen his/her ability to think critically and logically and to diagnose
situations from the strategic point of view that is essential to cope with today’s organizational
uncertainties and business realities. As such, CMR 495 is an extremely intense course and it requires a
substantial time and effort commitment for successful completion.
COURSE DESCRIPTION:
Today’s organizational leaders and managers must be capable of drawing on a vast array of skills as
they seek to solve complex organizational problems and articulate a vision for future growth and
success. This Capstone Course provides students the opportunity to integrate what they have learned
throughout the Bachelor of Commerce degree program and to apply their skills in a synergistic manner
to a significant organizational strategy effort. Students will develop an understanding of the basic
planning and implementation practices that underlie a well-structured organizational strategy. Concepts
will include present and future operational tactics of a successful organization, resource allocation, and
achieving competitive advantage. Using a combination of simulations and studies of real-world
organizations, students will learn to differentiate between planning elements that can be controlled and
those that are unpredictable. Procedures to successfully incorporate unplanned developments and
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occurrences into an existing strategic plan will illustrate how to make strategies actionable under
conditions of actual use.
COURSE OBJECTIVES:
Think Critically – Students will explain the organizational strategy development and implementation
process, describing how to incorporate multiple business viewpoints from finance, management,
marketing, accounting, and operations into their reasoning.
Understand Contexts – Students will construct professional, workable solutions to real-world
organizational strategy problems that take into account essential issues such as personnel, resources,
timing, global applicability, etc.
Engage with Other Learners – Students will work collaboratively to create, present, explain, and critique
their proposed solutions to organizational strategy problems, utilizing peer-to-peer feedback to fine-tune
and revise their homework assignments.
Reflect and Act – Students will synthesize a cohesive approach to organizational strategy problem-
solving based on their understanding of key business functionalities and their own academic portfolio of
required and elective courses.
Apply Technology – Students will demonstrate a mastery of basic computer skills and supporting
applications needed to analyze essential business data and present their strategic plans in a professional
manner suitable for a general business audience.
SECTION TWO – THE STRATEGIC MANAGEMENT 4e TEXTBOOK:
The Strategic Management 4e textbook is an easy-to-read textbook. It is so relevant to today’s
workplaces that students will probably want to keep it on their bookshelves long after the course is over.
The textbook offers a wide variety of strategic management insights that relate to for-profit businesses,
non-profit organizations, and governmental agencies. A detailed outline of the textbook’s content is
given below.
TEXTBOOK -- PART ONE: Analysis
CHAPTER ONE: What Is Strategy And Why Is It Important?
• Chapter Outline: o What Strategy Is: Gaining and Sustaining Competitive Advantage
▪ What Is Competitive Advantage? ▪ Industry vs. Firm Effects In Determining Firm Performance
o Stakeholders and Competitive Advantage ▪ Stakeholder Strategy ▪ Stakeholder Impact Analysis
o The AFI Strategy Framework o Implications for the Strategist
• Learning Objectives: o Explain the role of strategy in a firm’s quest for competitive advantage. o Define competitive advantage, sustainable competitive advantage, competitive
disadvantage, and competitive parity.
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o Differentiate the roles of firm effects and industry effects in determining firm performance.
o Evaluate the relationship between stakeholder strategy and sustainable competitive advantage.
o Conduct a stakeholder impact analysis.
CHAPTER TWO: Strategic Leadership: Managing the Strategy Process
• Chapter Outline: o Vision, Mission, and Values
▪ Vision ▪ Mission ▪ Values
o Strategic Leadership ▪ What Do Strategic Leaders Do? ▪ How Do You Become a Strategic Leader? ▪ Formulating Strategy Across Levels
o The Strategic Management Process ▪ Top-Down Strategic Planning ▪ Scenario Planning ▪ Strategy as Planned Emergence: Top-Down and Bottom-Up
o Implications for the Strategist
• Learning Objectives: o Describe the roles of vision, mission, and values in the strategic management process. o Evaluate the strategic implications of product-oriented and customer-oriented vision
statements.
o Explain why anchoring a firm in ethical core values is essential for long-term success. o Outline how managers become strategic leaders. o Describe the roles of corporate, business, and functional managers in strategy
formulation and implementation.
o Evaluate top-down strategic planning, scenario planning, and strategy as planned emergence.
CHAPTER THREE: External Analysis: Industry Structure, Competitive Forces, and Strategic Groups
• Chapter Outline: o The PESTEL Framework
▪ Political Factors ▪ Economic Factors ▪ Sociocultural Factors ▪ Technological Factors ▪ Ecological Factors ▪ Legal Factors
o Industry Structure and Firm Strategy: The Five Forces Model ▪ Competition in the Five Forces Model ▪ The Threat of Entry ▪ The Power of Suppliers ▪ The Power of Buyers ▪ The Threat of Substitutes ▪ Rivalry Among Existing Competitors
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▪ A Sixth Force: The Strategic Role of Complements o Changes over Time: Industry Dynamics o Performance Differences Within the Same Industry: Strategic Groups
▪ The Strategic Group Model ▪ Mobility Barriers
o Implications for the Strategist
• Learning Objectives: o Generate a PESTEL analysis to evaluate the impact of external forces on the firm. o Apply Porter’s five competitive forces to explain the profit potential of different
industries.
o Explain how competitive industry structure shapes rivalry among competitors. o Describe the strategic role of complements in creating positive-sum co-opetition. o Appraise the role of industry dynamics and industry convergence in shaping the firm’s
external environment.
o Generate a strategic group model to reveal performance differences between clusters of firms in the same industry.
CHAPTER FOUR: Internal Analysis: Resources, Capabilities, and Core Competencies
• Chapter Outline: o Core Competencies o The Resource-Based View
▪ Two Critical Assumptions ▪ The VRIO Framework ▪ Isolating Mechanisms: How to Sustain a Competitive Advantage
o The Dynamic Capabilities Perspective o The Value Chain Analysis o Implications for the Strategist
▪ Using SWOT Analysis to Generate Insights from External and Internal Analysis
• Learning Objectives: o Differentiate among a firm’s core competencies, resources, capabilities, and activities. o Compare and contrast tangible and intangible resources. o Evaluate the two critical assumptions behind the resource-based view. o Apply the VRIO framework to assess the competitive implications of a firm’s resources. o Evaluate different conditions that allow a firm to sustain a competitive advantage. o Outline how dynamic capabilities can enable a firm sustain a competitive advantage. o Apply a value chain analysis to understand which of the firm’s activities in the process
of transforming inputs into outputs generate differentiation and which drive costs.
o Conduct a SWOT analysis to generate insights from external and internal analysis and derive strategic implications.
CHAPTER FIVE: Competitive Advantage, Firm Performance, and Business Models
• Chapter Outline: o Competitive Advantage and Firm Performance
▪ Accounting Profitability ▪ Shareholder Value Creation ▪ Economic Value Creation ▪ The Balanced Scorecard ▪ The Triple Bottom Line
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o Business Models: Putting Strategy into Action ▪ Popular Business Models ▪ Dynamic Nature of Business Models
o Implications for the Strategist
• Learning Objectives: o Conduct a firm profitability analysis using accounting data to assess and evaluate
competitive advantage.
o Apply shareholder value creation to assess and evaluate competitive advantage. o Explain economic value creation and different sources of competitive advantage. o Apply a balanced scorecard to assess and evaluate competitive advantage. o Apply a triple bottom line to assess and evaluate competitive advantage. o Outline how business models put strategy into action.
TEXTBOOK -- PART TWO: Formulation
CHAPTER SIX: Business Strategy: Differentiation, Cost Leadership, and Blue Oceans
• Chapter Outline: o Business-Level Strategy: How to Compete for Advantage
▪ Strategic Position ▪ Generic Business Strategies
o Differentiation Strategy: Understanding Value Drivers ▪ Product Features ▪ Customer Service ▪ Complements
o Cost-Leadership Strategy: Understanding Cost Drivers ▪ Cost of Input Factors ▪ Economies of Scale ▪ Learning Curve ▪ Experience Curve
o Business-Level Strategy and the Five Forces: Benefits and Risks ▪ Differentiation Strategy: Benefits and Risks ▪ Cost-Leadership Strategy: Benefits and Risks
o Blue Ocean Strategy: Combining Differentiation and Cost Leadership ▪ Value Innovation ▪ Blue Ocean Strategy Gone Bad: “Stuck in the Middle”
o Implications for the Strategist
• Learning Objectives: o Define business-level strategy and describe how it determines a firm’s strategic position. o Examine the relationship between value drivers and differentiation strategy. o Examine the relationship between cost drivers and the cost-leadership strategy. o Assess the benefits and risks of differentiation and cost-leadership strategies vis-à-vis the
five forces that shape competition.
o Evaluate value and cost drivers that may allow a firm to pursue a blue ocean strategy. o Assess the risks of a blue ocean strategy, and explain why it is difficult to succeed at
value innovation.
CHAPTER SEVEN: Business Strategy: Innovation and Entrepreneurship
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• Chapter Outline: o Competition Driven by Innovation
▪ The Innovation Process o Strategic and Social Entrepreneurship o Innovation and the Industry Life Cycle
▪ Introduction Stage ▪ Growth Stage ▪ Shakeout Stage ▪ Maturity Stage ▪ Decline Stage ▪ Crossing the Chasm
o Types of Innovation ▪ Incremental vs. Radical Innovation ▪ Architectural vs. Disruption Innovation ▪ Open Innovation
o Implications for the Strategist
• Learning Objectives: o Outline the four-step innovation process from idea to imitation. o Apply strategic management concepts to entrepreneurship and innovation. o Describe the competitive implications of different stages in the industry life cycle. o Derive strategic implications of the crossing-the-chasm framework. o Categorize different types of innovations in the markets-and-technology framework. o Compare and contrast closed and open innovation.
CHAPTER EIGHT: Corporate Strategy: Vertical Integration and Diversification
• Chapter Outline: o What Is Corporate Strategy?
▪ Why Firms Need to Grow ▪ Three Dimensions of Corporate Strategy
o The Boundaries of the Firm ▪ Firms vs. Markets: Make or Buy? ▪ Alternatives on the Make-or-Buy Continuum
o Vertical Integration along the Industry Value Chain ▪ Types of Vertical Integration ▪ Benefits and Risks of Vertical Integration ▪ When Does Vertical Integration Make Sense? ▪ Alternatives to Vertical Integration
o Corporate Diversification: Expanding Beyond a Single Market ▪ Types of Corporate Diversification ▪ Leveraging Core Competencies for Corporate Diversification ▪ Corporate Diversification and Firm Performance
o Implications for the Strategist
• Learning Objectives: o Define corporate strategy and describe the three dimensions along which it is assessed. o Explain why firms need to grow, and evaluate different growth motives. o Describe and evaluate different options firms have to organize economic activity. o Describe the two types of vertical integration along the industry value chain: backward
and forward vertical integration.
o Identify and evaluate benefits and risks of vertical integration.
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o Describe and examine alternatives to vertical integration. o Describe and evaluate different types of corporate diversification. o Apply the core competence-market matrix to derive different diversification strategies. o Explain when a diversification strategy creates a competitive advantage and when it does
not.
CHAPTER NINE: Corporate Strategy: Strategic Alliances and Mergers and Acquisitions
• Chapter Outline: o How Firms Achieve Growth
▪ The Build-Borrow-Buy Framework o Strategic Alliances
▪ Why Do Firms Enter Strategic Alliances? ▪ Governing Strategic Alliances ▪ Alliance Management Capability
o Mergers and Acquisitions ▪ Why Do Firms Merge with Competitors? ▪ Why Do Firms Acquire Other Firms? ▪ M&A and Competitive Advantage
o Implications for the Strategist
• Learning Objectives: o Apply the build-borrow-or-buy framework to guide corporate strategy. o Define strategic alliances, and explain why they are important to implement corporate
strategy and why firms enter into them.
o Describe three alliance governance mechanisms and evaluate their pros and cons. o Describe the three phases of alliance management and explain how an alliance
management capability can lead to a competitive advantage.
o Differentiate between mergers and acquisitions, and explain why firms would use either to execute corporate strategy.
o Define horizontal integration and evaluate the advantages and disadvantages of this option to execute corporate-level strategy.
o Explain why firms engage in acquisitions. o Evaluate whether mergers and acquisitions lead to competitive advantage.
CHAPTER TEN: Global Strategy: Competing Around the World
• Chapter Outline: o What is Globalization?
▪ Stages of Globalization ▪ State of Globalization
o Going Global: Why? ▪ Advantages of Going Global ▪ Disadvantages of Going Global
o Going Global: Where and How? ▪ Where in the World to Compete? The CAGE Distance Framework ▪ How Do MNEs Enter Foreign Markets?
o Cost Reductions vs. Local Responsiveness: The Integration-Responsiveness Framework ▪ International Strategy ▪ Multidomestic Strategy ▪ Global-Standardization Strategy
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▪ Transnational Strategy o National Competitive Advantage: World Leadership in Specific Industries
▪ Porter’s Diamond Framework o Implications for the Strategist
• Learning Objectives: o Define globalization, multinational enterprise (MNE), foreign direct investment (FDI),
and global strategy.
o Explain why companies compete abroad, and evaluate the advantages and disadvantages of going global.
o Apply the CAGE distance framework to guide MNE decisions on which countries to enter.
o Compare and contrast the different options MNEs have to enter foreign markets. o Apply the integration-responsiveness framework to evaluate the four different strategies
MNEs can pursue when competing globally.
o Apply Porter’s diamond framework to explain why certain industries are more competitive in specific nations than in others.
TEXTBOOK -- PART THREE: Implementation
CHAPTER ELEVEN: Organizational Design: Structure, Culture, and Control
• Chapter Outline: o Organizational Design and Competitive Advantage
▪ Organizational Inertia: The Failure of Established Firms ▪ Organizational Structure ▪ Mechanistic vs. Organic Organizations
o Strategy and Structure ▪ Simple Structure ▪ Functional Structure ▪ Multidivisional Structure ▪ Matrix Structure
o Organizational Culture: Values, Norms, and Artifacts ▪ Where Do Organizational Cultures Come From? ▪ How Does Organizational Culture Change? ▪ Organizational Culture and Competitive Advantage
o Strategic Control-and-Reward Systems ▪ Input Controls ▪ Output Controls
o Implications for the Strategist
• Learning Objectives: o Define organizational design and list its three components. o Explain how organizational inertia can lead established firms to failure. o Define organizational structure and describe its four elements. o Compare and contrast mechanistic versus organic organizations. o Describe different organizational structures and match them with appropriate strategies. o Describe the elements of organizational culture, and explain where organizational
cultures can come from and how they can be changed.
o Compare and contrast different strategic control-and-reward systems.
CHAPTER TWELVE: Corporate Governance and Business Ethics
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• Chapter Outline: o The Shared Value Creation Framework
▪ Public Stock Companies and Shareholder Capitalism ▪ Creating Shared Value
o Corporate Governance ▪ Agency Theory ▪ The Board of Directors ▪ Other Governance Mechanisms
o Strategy and Business Ethics o Implications for the Strategist
• Learning Objectives: o Describe the shared value creation framework and its relationship to competitive
advantage.
o Explain the role of corporate governance. o Apply agency theory to explain why and how companies use governance mechanisms to
align interests of principals and agents.
o Evaluate the board of directors as the central governance mechanism for public stock companies.
o Evaluate other governance mechanisms. o Explain the relationship between strategy and business ethics.
TEXTBOOK -- PART FOUR: Mini-cases
LIST OF TEXTBOOK MINI CASES:
1 Michael Phelps: The Role of Strategy in Olympics and Business
2 PepsiCo’s Indra Nooyi: Performance with Purpose
3 Yahoo: From Internet Darling to Fire Sale
4 How the Strategy Process Killed Innovation at Microsoft
5 Apple: The iPhone Turns 10, So What's Next?
6 Nike's Core Competency: The Risky Business of Creating Heroes
7 Dynamic Capabilities at IBM
8 Starbucks after Schultz: How to Sustain a Competitive Advantage?
9 Business Model Innovation: How Dollar Shave Club Disrupted Gillette
10 Competing on Business Models: Google vs. Microsoft
11 Can Amazon Trim the Fat at Whole Foods?
12 Lego’s Turnaround: Brick by Brick
13 Cirque du Soleil: Searching for New Blue Ocean
14 Wikipedia: Disrupting the Encyclopedia Business
15 Disney: Building Billion-Dollar Franchises
16 Hollywood Goes Global
17 Samsung Electronics: Burned by Success?
18 Does GM's Future Lie in China?
19 Flipkart vs. Amazon in India: Who's Winning?
20 Alibaba--China’s E-Commerce Giant: Challenging Amazon?
21 HP's Board Room Drama and Divorce
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22 UBS: A Pattern of Ethics Scandals
SECTION THREE – CMR 495 REQUIREMENTS OVERVIEW, PROCEDURAL DETAILS,
COURSE CALENDAR, OTHER COURSE GUIDELINES
CMR 495 REQUIREMENTS OVERVIEW
In CMR 495, each student will be provided with an opportunity to integrate his/her diverse disciplinary
knowledge by introducing him/her to the principal concepts of strategic management. The course will
develop students’ capacity to think strategically about an organization, its present position, its long-term
future direction(s), its resources and competitive capabilities, the quality and quantity of its strategy, and
its opportunities to gain and sustain competitive advantage. CMR 495 will provide an opportunity for
each student to build his/her skills in conducting situational analyses within a variety of industries and
competitive situations. CMR 495 will also provide each student with a stronger understanding of the
competitive challenges of a global market environment. Since strategic management skill development
involves managerial abilities that are transferable across internships, jobs, and/or career fields, this
Capstone Course is not discipline specific. Students who want to start a business down the road will
also find CMR 495 useful in this pursuit.
During the completion of this course, each student will utilize and learn a variety of relationship-
building and technology-savvy skills expected in today’s workplaces. However, the key skill set
utilized in CMR 495 will involve oral and/or written communications. Throughout the course, each
student will be asked to demonstrate his/her leadership and managerial talents. CMR 495 will involve
more than reacting to specific situations, dealing with daily dilemmas, and/or asking simple questions
and looking for concrete answers since today’s organizational and competitive environments are much
more dynamic and complex than in the past. Acquiring interpersonal relationship-building techniques
and teamwork skills are essential to be successful in today’s organizations. Cross-functional training,
taken from other business courses in the Commerce degree program, will allow each student to choose
to get involved in a mix-and-match variety of six homework tasks.
CMR 495 students are required to be involved in two major work assignments, and then, they can select
additional major work assignments from four other projects. The first required project for each student
is an assignment called “The Strategic Learning Plan” where each student will strategically create a plan
to manage his/her course journey in CMR 495. The second is a semester-long work assignment that
requires each student to complete five assigned mini-cases out of a total of twenty-eight mini-cases in
the textbook. No additional mini-cases will be accepted for credit or extra credit. The third work
assignment is “The Meal Preparation Project” which revolves around strategic management decisions
concerning insourcing and outsourcing work – looking at the cost/benefits of each approach. The fourth
work assignment is the “Interviews Of Business Insights” where a student conducts a sit-down interview
(no phone interviews) with at least three strategic managers who have a lot of practical education in the
“School of Hard Knocks.” The fifth work assignment is “The Customer Service Marathon Project”
which revolves around examining customer service practices at a specific organization, and proactively,
making a suggestion(s) for improvement. The sixth work assignment is “The Box Project” which
revolves around new idea creation and development along with learning the process of client
management. Learning to listen to the client(s) is of utmost importance in this major work assignment.
Weighting of Graded Activities: (In “The Strategic Learning Plan,” each student must specify, and then,
rationalize a combination of work assignments equaling 6,000 Possible Points.)
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ACTIVITY ACADEMIC INTEGRATION
INTERESTS
MAXIMUM POINTS
The Strategic Learning Plan
Students In All Commerce
Disciplines: Required Strategic
Learning Plan
750 Required Points
Mini-Case Activities
Students In All Commerce
Disciplines: Five Assigned And
Required Mini-Case Activities
2,250 Required Points
(450 For Each Mini-
Case)
The Meal Preparation Project
Students In Economics, Finance,
Accounting, Data Analysis, And
Digital Business Systems
1,000
The Interviews Of Business
Insights Project
Students In Management, Data
Analysis And Digital Business
Systems
1,000
The Customer Service
Marathon Project
Students In Marketing, Customer
Satisfaction, Data Analysis, And
Digital Business Systems
1,000
The Box Project
Students In Marketing, New Product
Development, Entrepreneurship,
Finance, And Accounting
1,000
NOTE: Each student will be required to mix and match the work assignments to generate “The
Strategic Learning Plan” that best fits his/her needs. “The Strategic Learning Plan” work
assignment is mandatory to complete the course and it requires the approval of the instructor
before proceeding with any of the other work assignments. Note that students must fully complete
a selected work assignment. Grading rubrics for the major work assignments are included within
SECTION SIX of the syllabus.
Special Note for Honors Section Students
In CMR 495, all students will complete the same types of projects to reach their goals. Whereas
Regular Section Students must choose projects to total 6000 possible points, Honors Section
Students must choose an additional 1000 points in projects – all of the assignments -- to reach a
total of 7000 possible points.
Final Grade Percentages for the Regular Course:
Letter Grade & Percentage Points (6000 Point Scale)
A+ 98% - and up 5880 and up
A 92% - 97% 5520 – 5879
A- 90% - 91% 5400 – 5519
B+ 88% - 89% 5280 – 5399
B 82% - 87% 4920 – 5279
B- 80% - 81% 4800 – 4919
C+ 78% - 79% 4680 – 4799
C 72% - 77% 4320 – 4679
C- 70% - 71% 4200 – 4319
D+ 68% - 69% 4080 – 4199
D 62% - 67% 3720 – 4079
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D- 60% - 61% 3600 – 3719
F 0% - 59% 0 – 3599
Final Grade Percentages For The Honors Courses:
Letter Grade & Percentage Points (7000 Point Scale)
A+ 98% - and up 6860 and up
A 92% - 97% 6440 – 6859
A- 90% - 91% 6300 – 6439
B+ 88% - 89% 6160 – 6299
B 82% - 87% 5740 – 6159
B- 80% - 81% 5600 – 5739
C+ 78% - 79% 5460 – 5599
C 72% - 77% 5040 – 5459
C- 70% - 71% 4900 – 5039
D+ 68% - 69% 4760 – 4899
D 62% - 67% 4340 – 4759
D- 60% - 61% 4200 – 4339
F 0% - 59% 0 – 4199
The ultimate goal of CMR 495 is for each student to hand his/her work assignment(s) to future
employers during an interview. Employers love to see that a student has done more than consume and
regurgitate facts on tests; they love to see experiential learning exercises. A portfolio of a work
assignment(s) may also be given to a graduate school committee as a work sample(s) which is generally
required for a student to attain admittance to a graduate school program.
Using several efficient and effective problem-solving approaches will be necessary to be successful in
CMR 495. Creativity and innovation with respect to each work assignment is also expected. Overall,
CMR 495 focuses on the basic concepts of strategic management by demonstrating that the different
aspects of the strategic decision-making process can facilitate competitive advantage while still
maintaining ethical and socially responsible principles.
In CMR 495, a Canvas site is available for all students. The site should be thought of as the “Course
Hub” related to all student information and assignments. Thus, the Canvas site should be checked
frequently for the latest updates on work assignments.
To enhance each student’s understanding of strategic management concepts, there are weekly required
course textbook readings in Strategic Management 4e by Dr. Frank Rothaermel. This book is available
at the MUH and MUM bookstores and in the MUH and MUM Regional Campus Libraries on 2-Hour
Reserve for free.
Simply put, CMR 495 covers strategic management topics as they connect to the purpose of
understanding why every organization needs a sound strategy to compete successfully, manage the
conduct of its short-term day-to-day operations, and strengthen its prospects for long-term success.
Note on Assignment Due Dates:
Due dates for each assignment are included in the Course Calendar. The due dates provided are the best
estimates of the actual due dates, based on the information available at the time that the syllabus was
prepared, and as such, they are not guaranteed. Students enrolling late in CMR 495 must “catch up” and
become current on all assignments within four calendar days of signing up for the course.
16
Under no circumstances will any coursework be accepted for grading or credit of any kind after the last
date and time stipulated in the Course Calendar. (This includes the fifth Mini-Case that serves as the
course final exam.) There will be no other grace periods allowed since the noted due date and time
represents an absolute cut-off for all students enrolled in the course.
Note on Submitting Draft Copies of Assignments for Feedback:
If desired, students may submit draft copies for work assignments by e-mail to the instructor for
feedback. Feedback will be returned promptly so that students may revise their work prior to submitting
final copies. The early feedback by the instructor is not intended to be critical and it is only given to
improve the quantity/quality of the student’s written materials. Students seeking feedback on draft
copies of materials should e-mail the instructor his/her draft(s) NO LATER than noon three days before
an assignment is due. For CMR 495, this means NOON on Thursdays will be the cut-off for guaranteed
feedback on assignment drafts. Every effort will be made to accommodate requests for feedback at a
later date/time in the week, but those received too close to the assignment due dates may be impossible
to fulfill. Responses submitted on Canvas with no indication of purpose will be assumed to be
submitted for final grading.
Course Calendar:
The Course Calendar is presented in chart form with all of the work assignments and due dates
provided. Since he/she will be juggling multiple major work assignments at once, each student is
encouraged to keep a copy of the Course Calendar close at hand as he/she works through CMR 495. A
secondary copy is provided on the Canvas site for the course. Please pay close attention to the due dates
for the individual assignments since they will come up quickly in this 15-week Fall Semester or Spring
Semester course, 4-week Winter Term course, or 6-week Summer Session course.
IMPORTANT NOTE ON DUE DATES: Students are advised not to rely on Canvas reminders
regarding assignment due dates. The Canvas software calculates dates for reminders based on a variety
of parameters and is frequently incorrect. The one and only source for accurate assignment due dates is
the course calendar.
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CMR 495 – STRATEGIC MANAGEMENT FOR COMMERCE – SUMMER SESSION III COURSE CALENDAR
LAST DATE TO DROP THE COURSE WITHOUT A GRADE IS FRIDAY, SEPTEMBER 13, 2019.
LAST DATE TO DROP THE COURSE WITH A “W” GRADE IS MONDAY, OCTOBER 28, 2019.
LAST DATE TO TURN IN THE LAST ASSIGNMENT (EXCEPT FINAL MINI-CASE) – NO EXCEPTIONS – IS DECEMBER 7, 2019.
Week
(Module) Date Readings Homework Due Related Activities
Module One
8/26/19 No textbook readings.
Read over “The Strategic
Learning Plan,” the first
assigned and required Mini-
Case, and the other work
assignment choices.
- Message To Canvas Course
Forum Due at 11:59 P.M.
(MIDNIGHT) on 9/01/19.
-- Thoroughly review the course
Canvas Website.
-- Begin thinking about your strategy
to complete “The Strategic Learning
Plan.”
– “The Strategic Learning Plan” Due
Sunday at 11:59 P.M. in Module Two.
Module Two
9/02/19 Strategic Management 4E:
Chapter 1
- “The Strategic Learning Plan”
Due at 11:59 P.M.
(MIDNIGHT) on 9/08/19.
-- Watch videos for the First Assigned
and Required Mini Case.
-- Begin Work on Selected Major
Work Assignments.
-- The First Assigned And Required
Mini-Case Due Sunday at 11:59 P.M.
in Module Three.
Module
Three
9/09/19 Strategic Management 4E:
Chapter 2
- The First Assigned And
Required Mini-Case Due at
11:59 P.M. (MIDNIGHT) on
9/15/19.
-- Continue Work on Selected Major
Work Assignments.
-- “The Meal Preparation Plan” Due
Sunday at 11:59 P.M. in Module Four.
Module Four
9/16/19 Strategic Management 4E:
Chapter 3
- “The Meal Preparation Plan”
Due at 11:59 P.M.
(MIDNIGHT) on 9/22/19.
-- Continue Work on Selected Major
Work Assignments.
18
Week
(Module) Date Readings Homework Due Related Activities
Module Five
9/23/19 Strategic Management 4E:
Chapter 4
No Major Work Assignments
Due This Module.
- If completing the Customer
Service Marathon Project, the
first four scorecards (no more
than 2 per week) are due by
11:59 P.M. (MIDNIGHT) on
9/29/19. Any late scorecards
mean immediate forfeiture of
the project.
-- Watch videos for the Second
Assigned and Required Mini Case.
-- Continue Work on Selected Major
Work Assignments.
-- The Second Assigned And Required
Mini-Case Due Sunday at 11:59 P.M.
in Module Six.
Module Six
9/30/19 Strategic Management 4E:
Chapter 5
- The Second Assigned And
Required Mini-Case Due at
11:59 P.M. (MIDNIGHT)on
10/06/19.
-- Continue Work on Selected Major
Work Assignments.
Module Seven
10/07/19 Strategic Management 4E:
Chapter 6
No Major Work Assignments
Due This Module.
- If completing the Customer
Service Marathon Project, the
next four scorecards (no more
than 2 per week) are due by
11:59 P.M. (MIDNIGHT) on
10/13/19.
-- Watch videos for the Third Assigned
and Required Mini Case.
-- Continue Work on Selected Major
Work Assignments.
-- The Third Assigned And Required
Mini-Case Due Sunday at 11:59 P.M.
in Module Eight.
Module Eight
10/14/19 Strategic Management 4E:
Chapter 7
- The Third Assigned And
Required Mini-Case Due at
11:59 P.M. (MIDNIGHT) on
10/20/19.
-- Continue Work on Selected Major
Work Assignments.
-- “The Interviews Of Business
Insights” Due Sunday at 11:59 P.M. in
Module Nine.
19
Week
(Module) Date Readings Homework Due Related Activities
Module Nine
10/21/19 Strategic Management 4E:
Chapter 8
- “The Interviews Of Business
Insights Project” Due at 11:59
P.M. (MIDNIGHT) on
10/27/19.
-- Continue Work on Selected Major
Work Assignments.
Module Ten
10/28/19 Strategic Management 4E:
Chapter 9
No Major Work Assignments
Due This Module.
- If completing the Customer
Service Marathon Project, the
last two scorecards are due at
11:59 P.M. (MIDNIGHT) on
11/03/19.
-- Watch videos for the Fourth Assigned
and Required Mini Case.
-- Continue Work on Selected Major
Work Assignments.
- The Fourth Assigned And Required
Mini-Case Due Sunday at 11:59 P.M. in
Module Eleven.
Module
Eleven
11/04/19 Strategic Management 4E:
Chapter 10
- The Fourth Assigned And
Required Mini-Case Due at
11:59 P.M. (MIDNIGHT) on
11/10/19.
-- Continue Work on Selected Major
Work Assignments.
-- “The Customer Service Marathon”
Due Sunday at 11:59 P.M. in Mod. 12.
Module
Twelve
11/11/19 Strategic Management 4E:
Chapter 11
- “The Customer Service
Marathon Project” Due at 11:59
P.M. (MIDNIGHT) on
11/17/19.
-- Continue Work on Selected Major
Work Assignments.
-- “The Box Project” Due Saturday at
11:59 P.M. in Module Fourteen.
Module
Thirteen
11/18/19 Strategic Management 4E:
Chapter 12
No Major Work Assignments
Due This Module.
-- Continue Work on Selected Major
Work Assignments.
11/25/19 -- Thanksgiving Break Week – Catch Up; No New Assignments
Module
Fourteen
12/02/19
No new readings. - “The Box Project” Due at
11:59 P.M. (MIDNIGHT) on
12/07/19. NOTE THIS IS
SATURDAY, NOT SUNDAY.
-- Watch videos for the Fifth Assigned
and Required Mini Case.
- The Fifth Assigned And Required
Mini-Case Due Monday at 11:59 P.M.
in Module Fifteen.
Module
Fifteen
No new readings. - The Fifth Assigned And
Required Mini-Case Due.
- Due at 11:59 P.M.
(MIDNIGHT) on 12/09/19.
NOTE: The Fifth Assigned and
Required Mini-Case serves as the final
exam for this course – please note the
due date is MONDAY of finals week.
NOTE: Module 14 and Module 15 assignments are due on SATURDAY December 7 – not Sunday – since SATURDAY is the last day of
the course.
20
Note on Canvas and E-Mail Communications:
Students need to be aware that there is a Canvas site set up for the course and that the Canvas site is the
best and the most accurate source for all basic information related to CMR 495. All projects and/or
major work assignments in this course will require students to access information from and/or
participate on Canvas. Additionally, the majority of communications in this course will be handled
electronically, i.e., via e-mail and Canvas site announcements. E-mail will be used as the primary
means of communicating changes in projects and/or major work assignments, due dates set for projects
and/or major work assignments, etc. Students will be required to submit all work for grading to Canvas.
Feedback will be sent out via Canvas after the assignment(s) is graded. To succeed in this course, it is
absolutely essential for each student to have a fully-functional e-mail account and to check that e-mail
account regularly – preferably on a daily basis. A special section on e-mail usage is included in the
syllabus.
Note on Assignment Feedback and Grading:
Every effort will be made to return feedback to students on all major work assignments within one week
of the submission date. It is each student’s responsibility to promptly read the evaluation feedback and
the numerical grading information and to contact the instructor for clarification, if needed. An
automatic Canvas message containing a grade of “0” points will be sent to a student(s) not turning in the
assignment. Students have one week following the date that the Canvas score(s) was sent out to ask for
a correction in an assignment grade if something was inadvertently missed. Students failing to contact
the instructor within one week after the assignment grades have been sent out will lose the right to
appeal the assignment grade later in the semester. The original Canvas grade will show up in the
student’s mid-term and/or final grades as provided on Canvas and/or by the instructor.
Note on Extra Credit:
Students are advised to carefully read and understand the section on extra credit provided later in the
syllabus. Throughout the course, extra credit will be given solely at the discretion of the instructor.
Extra credit opportunities are not guaranteed. The instructor reserves the right to add additional extra
credit opportunities, cancel extra credit opportunities later in the schedule that have not yet been worked
on by students, and/or to change the amount of extra credit points to be awarded on assignments in
response to the overall performance of the students in the course.
In order to earn extra credit points in CMR 495, students must fully complete the required work and turn
it in on time.
Note on “Double-Dipping” for Assignments:
In the case of this course, the term “double-dipping” refers to using the same information to try to
satisfy more than one assignment. For example, if a student asks “Mr. Jones” to work with him on a
mini-case as an expert reference, and then, asks “Mr. Jones” to be a guest speaker for the class on
videotape, that student is guilty of “double-dipping.” “Mr. Jones” can be an expert reference for more
than one mini case. However, students are required to select different topics and/or fresh outside
contacts (if needed) for each major work assignment(s). Failing to do so will result in a score of “zero”
for the second time that the same topic and/or outside contact are used. “Double-dipping” can be a
problematic area, so students should check with the instructor ahead of time if they are unsure that they
may be violating this policy.
Note on Attendance:
Lecture-Based Sections (Not Available At This Time):
When taken as a conventional lecture-based course, there is no mandatory attendance requirement in
CMR 495. However, the course lecture periods will be conducted in full accordance with the published
21
Course Calendar and at the university-appointed time and place. All students are fully accountable for
the materials covered during the lecture periods. Many lecture materials come from the business
literature and other sources such as guest speakers and are not contained within the course textbook. As
a matter of policy, the instructor does not generally post lecture notes to the Canvas course site as doing
so is viewed by many students as an encouragement to skip class. Students missing lecture periods may
be able to work with other class members to obtain copies of materials that are missed. Students
missing lecture periods due to a medical or work-related emergency (formal, written documentation will
be required) may contact the instructor for assistance in obtaining any materials missed while away from
campus. If possible, students should notify the instructor in advance of any medical or work-related
absence(s).
Online Sections:
When taken as an online course, CMR 495 has no mandatory attendance requirement.
All Sections:
All students enrolled in CMR 495 are expected to sign on to the Canvas site for this course regularly (at
least two times per week, minimum) and to make regular progress on assignments and/or projects as
stipulated in the syllabus and the information posted on Canvas. Students who “go dark” in the course,
i.e., students who submit no work assignments, do not post to available discussion boards and/or forums,
and/or do not interact with the instructor by e-mail for periods longer than one week will be assumed to
have dropped the course. Students incurring a medical and/or work-related emergency that will keep
them away from the course for one week or more must e-mail the instructor in advance, if possible, to
avoid being automatically dropped. Missing an excessive number of work assignment(s) deadlines
makes it nearly impossible for students to learn the required course material.
The relevant passage on attendance from the Miami University Student Policies and Guidelines
Handbook is provided here for reference.
“Whenever a student is absent from class to such an extent as to make the student’s work inefficient or
to impair the morale of the class, after the first 20 percent of the course the instructor may direct the
Office of the Registrar to drop the student from that course with a grade of W if before 60 percent of the
course is complete, and with a grade of F if during the last 40 percent of the course. The instructor shall
notify the student of this action no later than the time he or she notifies the Office of the Registrar.
A department may, at its discretion, drop from a course any student who is absent from the first class
meeting of a semester or term, unless by the end of the day (5:00 p.m.) of the first class meeting the
student notifies the department or instructor of his or her intention to take the course. When possible,
departments and instructors should reinstate a student who, for reasons beyond his or her control, was
unable to contact the department or instructor by this deadline.”
The translation of this later requirement is that each student in CMR 495 must make him/herself known
to the instructor by some form of communication within the first week that the Canvas site is open.
See the Course Calendar for the last date for students to drop the course with no grade OR to drop the
course with a grade of “W.” Let the instructor know that you would like to be dropped. The instructor
can take care of dropping the course for you.
Note on Finishing the Course Early – Accelerated Learning:
Students who would like to accelerate their learning and complete the CMR 495 course in less than the
allotted timeframe may do so within reason. The majority of the course modules will be available
22
immediately, although there may be certain required activities that are not accepted for grading until the
preliminary work has been completed. (See the Course Calendar for specifics.) It should be noted that
grading of assignments for those working ahead will only be completed AFTER grading of assignments
that are to be completed according to the Course Calendar is finished by the instructor.
Thus, if a student wants his/her early drafts and/or “final” assignments graded sooner, he/she should not
turn them in on a date when everyone is turning in required date-specific assignments. For example,
students will get work that is completed early back more quickly by turning them in for draft review or
“final” grading on Sundays or Mondays.
To minimize confusion and ensure the maximum possible success, students anticipating that they will
want to complete this course in a significantly shorter timeframe than a full semester should discuss
their interest in doing so with the instructor via e-mail and/or in a face-to-face meeting.
Student Work Portfolios:
Students enrolled in CMR 495 may find it highly useful to create a student work portfolio containing the
work from this course and his/her other courses. Student work portfolios are an excellent way to tell a
story about a student’s skills and/or accomplishments from taking a course(s). Well-designed student
work portfolios may be taken to job interviews to show employers the type and the quality of work that
the student has done while in school. A student work portfolio can also be useful as part of a school
admissions package for an advanced degree. For students who are already employed in a career-
oriented position, a well-designed student work portfolio can assist him/her in documenting
qualifications for a promotion and/or new certification as is appropriate.
Student work portfolios are easy to construct. Students should place a hard copy of each major
assignment into a folder at the time that the assignment is fully completed. (For assignments completed
as postings to online social media sites, consider printing out copies or using the screen capture option
available on most word processing packages.) Instructor evaluations of the work may be added if
desired. Repeat, as necessary, so that there are at least three hard copies to carry to interviews. (Extra
copies may be needed in case an interviewer(s) asks to keep a copy to read and forgets to return it.)
By the end of the semester, the student work portfolio will contain a substantial number of entries – any
and/or all may apply for future career and/or graduate school use. For greatest value, students should
also set up a computer folder to contain electronic copies of each item in the “hard copy” student work
portfolio. If this is done at the same time as the work is assembled, it represents very little extra effort –
and it will also safeguard against accidentally giving out the last copy of a student work portfolio when
the student is at an interview or other job/school-related discussion.
SECTION FOUR – DEVELOPING “THE STRATEGIC LEARNING PLAN” TO COMPLETE
CMR 495
The essence of strategic management includes the ability to plan ahead. As an individual works his/her
way up the career ladder in an organization OR he/she starts and runs his/her own business, the planning
process eventually moves from operational “day-to-day” planning to strategic planning for the future.
Thus, the ability to do strategic planning is mandatory for students to learn since it is one of the principal
responsibilities of upper-level management and/or business ownership.
Since the rate of change in today’s workplaces seems to be escalating, the importance of strategic
planning continues to grow. One of the benefits of strategic planning is increased and improved
communication with those you work with on a day-to-day basis. Another benefit is long-term
23
performance and growth. However, note that being great at strategic planning is not an automatic
guarantee of future success for an employee and/or for his/her organization.
In this course, strategic planning is a process where an individual needs to make critical choices about
his/her:
• Career and/or education goals and objectives.
• Student work portfolio resources that he/she will need to begin and/or continue toward a future filled with career/educational successes.
• Needs/wants of his/her current/future family, employers, internal/external customers, and/or educators.
A BASIC STRATEGIC MANAGEMENT PLANNING MODEL FROM THE LITERATURE:
This example was originally taken specifically from the Tennessee Department of Transportation
Website, but has since been archived at
http://zaipul.wikispaces.com/file/view/Strategic+Plan+Sample+2.pdf. It was developed for use in
planning road construction and maintenance. The basic Tennessee Department of Transportation
triangle will be transformed for use in CMR 495 as a strategic planning roadmap. Based on this model,
a template has been created that is to be filled in by each CMR 495 student as part of “The Strategic
Learning Plan.”
Mission and Vision
Values
Strategic Direction: Emphasis
Areas and Initiatives
Goals and Objectives
Action Plans and
Implementations
Evaluation Check Points
Performance Measurement
24
THE PURPOSE OF STRATEGIC PLANNING IN CMR 495
The strategic planning process for an organization requires top management to develop both a short-
term and long-term vision of the organization and how it should and could see itself in the future. In
CMR 495, the strategic planning process will require each student to develop a vision of him/herself at
the present time and how he/she wants to see him/herself in the future. In CMR 495, strategic planning
looks at the big picture from only a semester-long perspective, so an operational plan that represents the
specific tactics that each student will want to employ in CMR 495 will be drawn up on a week-to-week
basis. Strategic planning is on ongoing process.
Creating a strategic plan can provide a student with the guidance and direction that he/she needs at the
present time based on what he/she thinks will happen in the future. Strategic planning is a dynamic
process and it is receptive to change. Inputs and outputs in life change daily, and to be effective as a
leader and as a manager, an individual must roll with the changes – not ignore them.
To succeed in this course, each student must start and finish his/her work before the deadline(s) and do
the best that he/she is capable of doing at all times.
BEGINNING THE PROCESS
The Strategic Learning Plan is arguably the most important assignment in CMR 495 because it “sets the
stage” for a student’s work plan for the entire course. When reading through and completing this
assignment, please keep the following essential points in mind:
• The Strategic Learning Plan consists of three parts – the situational analysis, the SWOT and the plan template that describes exactly what you will do – all three must be completed.
• All three out of the four projects entered onto the plan must come from the approved project list below. Students may NOT custom-design their own projects.
o The Meal Preparation Project. o The Interviews of Business Insights Project. o The Customer Service Marathon Project. o The Box Project.
• Students must read and understand each project (described later in the syllabus) before listing it on their plan – listing a project means that you agree to the procedures outlined in the project.
• All project work on all projects must be conducted personally and in-person by the student submitting the plan. No portion of any project may be conducted by phone, e-mail, text, video
conference or any other process other than in-person, face-to-face interactions.
• Projects must NOT use family, friends, roommates, office managers, secretaries, or other people that the student knows well on a personal basis as clients.
• One project (The Customer Service Marathon) requires students to submit portions of the work at various points in time – take this into account when selecting one of these projects.
• In selecting The Box Project, students are NOT to construct boxes out of cardboard. If a student is not good at building a box OR he/she does not have the tools at hand, he/she may request help
from a friend or consider using a 3D printer to produce a final box design. Due to a change in
pricing structure, 3D printing on campus is now cost prohibitive. Students who have access to
off-campus 3D printing may still want to consider this option. Excellent grades will be given to
those who take the time and put in the effort to design a creative and innovative box.
25
As each student works through the step-by-step process of creating “The Strategic Learning Plan,”
he/she will choose to include three out of four items from a list of available major work assignments to
reach the course total of 6,000 possible points. Honors Students will do all four major work
assignments to reach the course total of 7,000 possible points. Each major work assignment selection
should be reflective of each student’s professional and/or personal goals. Keep in mind that “The
Strategic Learning Plan” is likely to be the first assignment in a CMR 495 student work portfolio.
In terms of completing “The Strategic Learning Plan,” students should consider some specific
information.
First, each student should try to identify the most critical career and/or educational issue(s) that he/she
believes will confront him/her as he/she moves forward. CMR 495 should be taken as one of the last
courses in each student’s degree program, so at this point each student should be formulating his/her
plans to move forward in some manner after graduation. Life as a student is very different from life as a
professional. Some students will want to search for a first full-time career position (not a job). Others
will seek a promotion or a change in their current employment status, while other students will start a
business. Some students may even choose to go for a graduate degree. There are a number of other
professional possibilities. Regardless of what each student hopes to accomplish, at this point in his/her
academic program, he/she should feel very comfortable articulating at least a broad concept of where
he/she would like to go from here.
Strategic plans need to be fluid – in other words, they need to be periodically re-evaluated and adjusted
to meet changing conditions. Each student can change his/her strategic learning plan at any point within
the course, but only within the rules of changes for the course. For example, if a student finds
him/herself interested in pursuing a different major work assignment than what is listed in the initial
strategic learning plan, he/she must notify the instructor about the reason(s) for his/her change in plans
and how the timing will be implemented in a new strategic learning plan. However, making a change(s)
in the original strategic learning plan will not get a student out of a crisis if he/she procrastinates and
assignment deadlines have been missed.
When creating “The Strategic Learning Plan,” each student needs to be careful about making
assumptions in his/her ability to complete the work or in pursuing overly optimistic time projections.
Each student should not develop a strategic learning plan that is impossible to implement due to a
heavy course load, steadily increasing demands at work, and/or problematic home situations. Keep in
mind that past performance is a good indicator of present capabilities. Bad decisions can result in a poor
strategic learning plan which will then result in a lower grade for CMR 495. Each student should
carefully assess his/her choices based on his/her current situation and focus on the critical issues and
the alternatives when making major work assignment decisions.
THE SITUATIONAL ANALYSIS
Situational Analysis – Career and/or Educational Issues, SWOT, The Mission and Vision
Statements
Three steps, Parts A, B, and C, will be the main output of the situational analysis.
Part A: CAREER AND/OR EDUCATIONAL ISSUES
Each student must take a hard look at him/herself. Ask: Where am I going? Where am I now? What
choices make sense for me? In order to assess his/her current situation, each student will pull together
26
some information so that he/she can deal with now and/or with the future in order to make more
informed life choices.
1. Each student must develop a list of seven career and/or educational issues that are affecting his/her life right now OR that could affect his/her life in the next one to three years. How can strategic
management help address those issues? Put the “brainstormed” list in the spaces below the table.
Download “The Strategic Learning Plan” template from the Canvas course site. Categorize the
career and/or educational issues in relation to the probability of occurrence and their significance in
life.
Examples of Career and/or Educational Issues:
Issue (1): I have student loans to pay back of $40,000.
Issue (2): My computer knowledge is lacking and will keep me from finding a good career position.
Issue (3): My supervisor is not interested in career development, so I may need to change
organizations.
TEMPLATE FOR CAREER AND/OR EDUCATIONAL ISSUES (Download the template from the Canvas site. When working on the form, the “Issue #” boxes will expand as they are being typed. Place the letter “X” in the column to the right that corresponds to how long the issue should take to resolve.)
Issue # List Issues Below from Highest to Lowest Importance
Duration (years)
Up To 1
2 3 Or More
Issue 1
Issue 2
Issue 3
Issue 4
Issue 5
Issue 6
Issue 7
2. After looking at the data, what conclusions can be drawn? How might an individual’s career and/or educational issues affect his/her performance in the course? How can an individual prepare to deal
with these kinds of issues? Each student should write a three-paragraph explanation about his/her
situation – introduction, body, and conclusion explaining how he/she will handle the seven issues
that he/she has listed in the template for career and/or educational issues. There is a link to upload
this brief essay on the Canvas version of the assignment. (Be sure to include BOTH the form and
the essay.)
Part B: SWOT ANALYSIS
Each student needs to do a SWOT analysis of his/her strengths, weaknesses, opportunities, and threats.
27
Create a SWOT (Strengths, Weaknesses, Opportunities, and Threats) table. SWOT stands for:
• S = Strengths (internal self)
• W = Weaknesses (internal self)
• O = Opportunities (external environment)
• T = Threats (external environment)
A SWOT analysis captures information about an individual’s internal strengths and weaknesses, as well
as, the external opportunities and threats that he/she could face today and/or throughout his/her lifetime.
Each student will have more individual control over the “S and W internal self” factors than he/she will
over the “O and T external environment” factors. The key to completing a SWOT analysis is to think of
oneself both as an incorporated business – [Your Name, Inc.] and as a “competitive product” in the
marketplace. Each student needs to capitalize on all of his/her career and educational experience(s) and
the networking contacts that he/she has already built up to date. With a SWOT analysis, each student
can begin to separate him/herself from his/her peers and/or his/her other competitors. The goal is to
differentiate oneself from other competitors and demonstrate that the individual has a superior
competitive advantage – which is why an employer should hire him/her. To complete a SWOT, it will
be necessary to be specific in detail and to provide evidence for the responses, e.g., specific
examples/experiences from work, volunteerism, internships, clubs/organizations, and/or course projects.
Strengths AND Weaknesses:
Each strength that an individual has is an asset to him/her as a “competitive product” with respect to
[Your Name, Inc.] in the marketplace. Strengths can be used to differentiate an individual from the
others in the pack. Examples of strengths include having strong project management skills, the ability to
improve or reengineer work processes, the experience and/or training in presenting to large audiences,
and/or proven successful sales abilities. Strengths also involve connections that an individual might
have with influential people.
Each weakness that an individual has is a liability or an area of opportunity for growth. Weaknesses can
decrease a customer’s perception of an individual as a “competitive product” in the marketplace.
Weaknesses are characteristics (work habits and/or personality characteristics) that an individual can
change over time to increase his/her potential to secure future career opportunities. Examples of
weaknesses include a lack of personal organizational skills, being uncomfortable speaking in front of
groups, and/or being a poor listener. Ask yourself if there are key areas where your co-workers and/or
other students consistently outperform you. Be realistic. Although looking at your weaknesses is an
unpleasant task, face and deal with any unpleasant truths as soon as possible.
With respect to strengths and weaknesses, it is important to address the various types of knowledge
and/or skills based on an individual’s workplace experiences and/or educational pursuits. Examples
include core or discipline-related knowledge and skills, as well as, support skills required to perform
specific duties and to handle specific responsibilities. Success in life is a result of using each of your
strengths to its fullest potential, while minimizing each of your weaknesses to lessen the problems you
face on a day-to-day basis.
28
Opportunities AND Threats:
Enhancing one’s strengths and eliminating one’s weaknesses could open up future career opportunities.
To take full advantage of these potential career opportunities, it is important to know the market demand
and/or the trends for entry-level job positions and/or for the industry that an individual is interested in
pursuing. Do some homework and study the marketplace. Based on a student’s career choice(s), is
he/she likely to be in demand? If not, what kind of a back-up position(s) is available to put food on the
table? Be practical. Look at formal research, statistics, and/or current citations from relevant and
reliable sources, e.g., http://stats.bls.gov/ooh/. Meaningful and actionable data is helpful (with the appropriate citations) in the SWOT. Each student should also talk to others in the field(s) that he/she is
interested in to complete the strategic plan for CMR 495.
Concerning opportunities, here are some additional questions that may warrant consideration:
• Do you have a network of strategic contacts to offer you advice and/or provide assistance?
• If your industry is growing, how can you take advantage of the current marketplace?
• What are the organizations in the industry or industries of your choice failing to offer their customers? Is there a way that you can take advantage of the mistakes? (Sometimes, the best
career opportunities result from customer and/or vendor complaints, and then, offering these
individuals a workable solution(s) and/or alternative(s) that will fix the complaints and/or
problems.)
• Is there an employee need and/or want that is unfulfilled in the organization(s) and/or the industry that you are interested in working in?
• Have you considered creating a new product and/or service as an entrepreneur? You will need to know what it takes to operate a business from the ground up and/or be willing to learn the
ropes in the “School of Hard Knocks.”
In terms of threats, it is important to understand the strengths and the weaknesses of the competition.
Begin with the “threats.” Each student should compare him/herself to the people that he/she may be
competing against for his/her first or next career position and/or promotion. Then, as objectively as
possible, judge the threats that may be uncovered and determine a possible way(s) to overcome them.
Here are some examples:
• Threat: Other candidates have college degrees.
• Opportunity: Go to school and finish a bachelor’s degree.
• Threat: This job requires strong presentation skills in front of groups.
• Opportunity: Take a speech class or join a program (such as Toastmasters) AND actively seek out opportunities to present in front of audiences.
(Download the template from the Canvas site. When working on the form, the “SWOT” boxes will expand as
they are being typed. When finished, the SWOT Analysis must be uploaded to Canvas for grading. Look for
the link on the Canvas version of the assignment.)
SWOT ANALYSIS
S
(Strengths) •
W
(Weaknesses) •
29
O
(Opportunities) •
T
(Threats) •
NOTE: Be sure to explain the content of your SWOT diagram with a brief text (2-3 paragraphs) below
the figure. Without an explanation, the maximum score possible on the SWOT is 48 out of 100 points.
Part C: DEVELOPING “THE STRATEGIC LEARNING PLAN”
Each student’s career and/or educational issues can be part of “The Strategic Learning Plan” to complete
CMR 495. “The Strategic Learning Plan” will work in terms of layered boxes -- working down from
the top of the pyramid. The level of detail in the layered boxes tends to increase as an individual moves
down the pyramid of “The Strategic Learning Plan.”
1. Crafting Mission and Vision Statements. Do some brief research on the topic and write a short five-paragraph essay (two pages maximum) that teaches someone to undertake this activity. An
individual can learn a lot about a subject by teaching someone else “how” to proceed. The first
paragraph is the introduction. The second, third, and fourth paragraphs might include steps to
follow and/or examples from top leaders in career field(s) and/or people of interest. The fifth
paragraph is the closing or summary where useful advice (could be some advice passed down to
you by your parents and/or grandparents) is offered in the form of one’s personal philosophy of
“how” to succeed in life. Everything needs to be tied together in one cohesive unit with a
minimum of three academic references. There is a link to upload this essay to Canvas as an
assignment.
Note: This essay requires support from academic references from the literature. Essays without
literature support will receive a maximum of 48 out of 100 possible points. Note also that the
Mission and the Vision Statements are in the first layer of the pyramid.
2. Create a Mission Statement. A Mission Statement should capture the essence of why someone exists. It should provide an individual with an overall life direction, convey an image of success in
addressing the future, and avoid being so specific that there is no room to change. A Mission
Statement Template to get started thinking about the possibilities might state:
• “To . . . [what you want to achieve, do, or become] . . . so that . . . [reasons why it is important. I will do this by . . . [specific behaviors or actions you can use to get there].”
• “To develop and cultivate the qualities of . . . [two to three values/character traits] . . . that I admire in . . . [an influential person in your life] . . . so that . . . [why you want to develop these
qualities].”
• Reference: http://www.carrollk12.org/Assets/file/MVH/Resources/Portfolio%20- %20Mission%20Statement.pdf (It is not necessary for a student to cite a reference in his/her
Mission Statement on “The Strategic Learning Plan” Template.)
3. Create a Vision Statement. A Vision Statement is a snapshot of how others perceive an individual due to the work that he/she has done and the impact that he/she has had on others. A
Vision Statement is the way an individual would like to appear at some point in the future when
things are going well. It is an ideal state that a person should and could aspire to reach later in life.
There should be only one overarching goal. A Vision statement can be a little more specific than a
Mission statement, but it still should leave some room to modify or change plans without totally
30
ruining the statement. A Vision Statement Template to get started thinking about the possibilities
might state:
• “To be known by . . . [an important person/group] . . . as someone who is . . . [qualities you want to have].”
• “To treasure above all else . . . [most important things to you] by . . . [what you can do to live your priorities.].”
• Reference: http://www.carrollk12.org/Assets/file/MVH/Resources/Portfolio%20- %20Mission%20Statement.pdf (It is not necessary for a student to cite a reference in his/her
Mission Statement on “The Strategic Learning Plan” Template.)
4. Create a Values Statement: The Values Statement is the second layer of the pyramid. Values are an individual’s beliefs. In other words, what are the guiding principles (three minimum) that an
individual might choose to define how he/she wants to conduct his/her career and/or educational
pursuits? What does the individual want his/her reputation to say about him/her? The values that
an individual chooses, and the order of priority of his/her choices, can determine his/her approach
to work and life. Values drive the intent and the direction of “The Strategic Learning Plan.” A
Values Statement Template to get started thinking about the possibilities might state:
• “I value . . . [choose one to three or four values] . . . because . . . [reasons why these values are important to you]. Accordingly, I will . . . [what you can do to live by these values].”
• “To live each day with . . . [choose one to three values or principles] . . . so that . . . [what living by these values will give you]. I will do this by . . . [specific behavior you will use to live by
these values].”
• Reference: http://www.carrollk12.org/Assets/file/MVH/Resources/Portfolio%20- %20Mission%20Statement.pdf (It is not necessary for a student to cite a reference in his/her
Mission Statement on “The Strategic Learning Plan” Template.)
MISSION and VISION:
--Mission: To commit myself to excellence, hold myself to the highest degree of integrity in all that I do, and never settle for less than my best work. (http://www.carrollk12.org/Assets/file/MVH/Resources/Portf olio%20-%20Mission%20Statement.pdf) --Vision: As the top manager in my department, I will provide the best technical support and customer service to our internal customers in order to help improve our business and strive to solve employee computer-related problems with a positive attitude that spreads to all of my co-workers. (http://www.quintcareers.com/vision-statement-samples/)
31
5. As part of the Strategic Direction, two Emphasis Areas are required for each student and three additional Emphasis Areas (four Emphasis Areas for Honors Students) need to be
selected: The Strategic Direction is third layer of the pyramid. This layer involves five Emphasis
Areas (six Emphasis Areas for Honors Students) that will be studied in CMR 495. The first
Emphasis Area is “The Strategic Learning Plan” (750 points) and the second Emphasis Area
involves five “Mini-Cases” (2,250 points). Each CMR 495 student is required to complete the first
two Emphasis Areas. However, in terms of Emphasis Areas, each student must choose three
project assignments (that add up to 3,000 points) that he/she will want to focus on in CMR 495 for
the semester. In terms of Emphasis Areas, each Honors Student must choose all four project
assignments (that add up to 4,000 points) that he/she will want to focus on in CMR 495 for the
semester. Include the name of the project(s) that you want to undertake and the maximum number
of points that you expect to earn for each Emphasis Area.
(This graphic has the five Emphasis Areas required for the regular course. The graphic for the
Honors Students will have six Emphasis Areas – it follows below. Honors students should “skip
ahead” to page 42 for the six Emphasis Area graphic.) Note that putting in points for partial
Emphasis Areas is not allowed.
VALUES STATEMENT:
1. Never accept the status quo, always challenge the current state, and what is possible for the future – be open-minded.
2. Physical well-being is a foundation for daily success – be healthy.
3. It is my responsibility to improve the success of my community – provide service to others in need.
4. I believe in financial independence and maintaining little to no debt – be fiscally responsible.
http://www.slideshare.net/barrycordero/personal- strategic-planning-march-2015
32
6. Detail the Initiatives: Under each Emphasis Area are the Initiatives.
At this point in the process, each student is transitioning from the strategic planning aspect to
implementation. It is time to break down the big picture into smaller doable pieces that are starting
to become timely, digestible, and definable segments. Looking at the outcome of the Initiatives
will help each student create a detailed roadmap that aligns his/her day-to-day activities in the
course.
Initiatives can capture an opportunity and/or remedy a problem. In CMR 495, each student should
see the Initiatives as an opportunity to enhance his/her strengths and/or to improve his/her
weaknesses. Each Initiative should be selected to activate and utilize several cross-functional
academic competencies. Initiatives are the actions that each student will take to implement his/her
strategies to complete the course. Each student needs to briefly provide the “top lines” of what
he/she is planning to initiate for each selected Emphasis Area. Reference:
http://leadingstrategicinitiatives.com/2010/07/14/hello-world/
STRATEGIC DIRECTION: EMPHASIS AREAS and INITIATIVES:
EMPHASIS AREA #3:
--The Meal Preparation Project – 1,000 Points
EMPHASIS AREA #4:
--The Interviews of Business Insights Project – 1,000 Points
EMPHASIS AREA #5:
--The Box Project – 1,000 Points
EMPHASIS AREAS #1 and #2 (REQUIRED FOR ALL CMR 495 STUDENTS):
#1. “The Strategic Learning Plan” – 750 points. #2. “Five Mini-Cases” – 2,250 points.
33
7. Outline the Goals and Objectives: The Goals and Objectives, collectively, are in the fourth layer of the pyramid. Goals and objectives are sometimes used interchangeably, but they have different
uses. The main difference is that goals are less structured, whereas objectives are very structured.
Goals are broadly written statements of intent and they are not measurable. Goals identify where
an individual will direct his/her efforts to support achieving the strategic direction. Goals tend to
be long-term activities that you want to accomplish.
Examples of Goals:
• I want to learn more about Marketing Management.
• I want to create a new product from scratch.
• I want to start my own business.
Objectives are measurable with specified quantities. They can achieve by taking specific steps to
get there.
Examples of Objectives:
• I want to increase sales at my business by 10% this month.
• I want to lose 20 pounds by July 1.
• I want to graduate in December.
tasks been
completed?
• Are there any open
issues?
• How will these
issues be resolved?
• Has the summary
of “lessons
learned” been
completed?
• Can the project be
closed?
• If not, what closure
related issues must
be resolved,
mitigated, or
waived before the
project can be
closed?
INITIATIVES:
Italian Meal of
Spaghetti And
Meatballs, Salad, and
Dessert With A Non-
Alcoholic Drink: At
Home, At Fazoli’s, At
The Olive Garden
INITIATIVES:
Client: Dr. Bob Rusbosin, Regional Senior Associate Dean of Students Topic: Marketing Management Interviews: Dr. Ted Light, CMR Dept. Chair Dr. John Smith, Marketing Dept. Chair, Univ. of Dayton Mr. David Davis, Marketing Dept. Chair, Wright State
INITIATIVES:
Box: For Student Services at MUH
34
GOALS AND OBJECTIVES:
G: I want to become an excellent marketing manager. O: I will interview 3 proven leaders in both education and industry and my “contrast and compare” patterns of behavior will lead me to understand the best practices. G: I want to be a better communicator. O: I am terrified of interviewing people, so I will practice with 5 colleagues at work before sitting down with the assignment’s 3interviewees. G: I want to look well-dressed and professional for the interviews. O: I will try on several outfits, take pictures of me in them, and ask 10 people to give me an opinion of which one is the best and I will ask some questions on professionalism at the interviews and do some academic research with at least 20 references, to be included in my final report, on building self-confidence.
GOALS AND OBJECTIVES:
G: I want to show my mother that I can cook a family meal. (We have a bet!!!) O: The meal is planned for 5 P.M. on Saturday for a family of six. G: I want to eat healthy foods. O: The meatballs will be vegetarian, the noodles will be vegetable-based, the salad will contain root vegetables, the dessert will be fruit, and the drink will be an iced tea made from scratch. G: I want to learn more about insourcing and outsourcing as it relates to work. O: My data analysis on the two terms will directly tie my results to at least 15 academic references.
GOALS AND OBJECTIVES:
G: I want to support sustainable practices. O: The box will be constructed from 100% recyclable materials. G: I want to meet and exceed the needs and wants of my client. O: I will survey my client bi-weekly to see if he is giving me excellent scores (above 90%) in customer satisfaction. G: I want to improve my creativity skills. O: I will consult with 10 people I consider creative for input on the project and my box will “win” -- hands down -- the faculty and staff contest this semester on “The Box.”
#3 #4 #5
35
8. Schedule the Action Plans and Implementations: The Action Plans and Implementations are in the fifth layer of the pyramid. These are the key approaches that each student will utilize to help
him/her achieve his/her goals and/or objectives. An Action Plan, defined as specifying a list of
action steps, is used to articulate, coordinate, and sequence the activities that will be undertaken in
each Initiative.
In major work assignments that involve a team, a leader(s) needs to be clear on what needs to be
done and when it needs to be done. The purpose in outlining the needed step-by-step action is to
get individuals to plan forward knowing the Goals and/or Objectives, and also, to deal with
anticipated contingencies as much as possible. All dates and times need to be checked for possible
schedule conflicts. Action Plans and Implementations bring a structured approach and discipline to
“The Strategic Learning Plan.”
Before each student is finished with the schedule of his/her Action Plans and Implementations,
he/she should also check to see if he/she has alignment with the previous levels of the strategic
planning model. Alignment determines what is working and what is not working. Each student
should check to make sure that his/her set of steps to complete the work makes common sense
before proceeding to start the work.
It is important to get all parts of the model to work properly together, but keep in mind that Action
Steps and Implementations are often routinely changed when the “data” changes prior to taking a
specific step. Sometimes, an incremental trial and error approach works best. This requires each
student to be flexible in completing his/her work. As more experience is gained over time and/or
over implementation, this aspect of routine change may lessen. Finally, Action Steps and
Implementations need to be tight enough in the beginning to handle the deliverables required in the
Initiatives, but loose enough to encourage creativity, innovation, and opportunity as the major work
assignment unfolds.
Whenever teams are involved in the strategic planning process, the circulation of a draft strategic
plan is necessary. New ideas, new issues, and/or changes in Goals and/or Objectives may require
additional discussion. Therefore, one of the critical steps in strategic planning may be to refine
and/or adjust the draft strategic plan before finalizing it. Check to make sure that everyone on the
team agrees with the major Goals and/or Objectives and that they have input in the final stages of
the planning process for the Initiative.
36
ACTION PLANS/ IMPLEMENTATIONS:
1. Study the student example that is provided as a reference as needed. 2. Due Date is at the end of Module Four -- [Specific date/time]. 3. Schedule dates/times for family dinner [Specific date/time], eating at Fazoli’s [Specific date/time], and Olive Garden [Specific date/time]. Each student should continue Action Plan steps in numbered order as needed to complete the project with specific activities and dates/times. TO: XX. Start the final project report -- [Specific date/time]. XX. Submit the final project report by Due Date – [Specific date/time].
ACTION PLANS/ IMPLEMENTATIONS:
1. Study the student example that is provided as a reference as needed. 2. Due Date is at the end of Module Nine – [Specific date/time]. 3. Schedule dates/times for each interview: Dr. Ted Light, [Specific date/time], Dr. John Smith, [Specific date/time], and Mr. David Davis, [Specific date/time]. Each student should continue Action Plan steps in numbered order as needed to complete the project with specific activities and dates/times. TO: XX. Start the final project report -- [Specific date/time]. XX. Submit the final project report by Due Date – [Specific date/time].
ACTION PLANS/ IMPLEMENTATIONS:
1. Study the student example that is provided as a reference as needed. 2. Due Date is at the end of Module Thirteen – [Specific date/time]. 3. Schedule date/time for first client meeting [Specific date/time]. Each student should continue Action Plan steps in numbered order as needed to complete the project with specific activities and dates/times. TO: XX. Start the final project report -- [Specific date/time]. XX. Submit the final project report by Due Date – [Specific date/time].
#3
#4
#5
37
After Thoughts:
Although not mandatory for “The Strategic Learning Plan,” there is one additional step in the strategic
planning process that must be considered before the conclusion of the major work assignment. Whether
a project has been successful or is a failure, it is necessary to set Evaluation Check Points. For future
learnings by those involved in a project, the Evaluation Check Points are invaluable to prevent wasted
time and/or resources on projects that are not viable and may even need to be cancelled.
So. . . .
Set the Evaluation Check Points: The final level of the pyramid, the Evaluation Check Points, is a
performance measurement level. The Evaluation Check Points can provide a systematic assessment of
each student’s progress as he/she moves through each Initiative in an effort to achieve his/her Goals
and/or Objectives for CMR 495. To receive the highest number of points possible, it is necessary to try
to have a non-biased and thorough examination of the project prior to turning it in for evaluation.
Sometimes, this step is hard because the work is like “your baby” and changes can be difficult since
there is so much time and effort invested in the project. Although not required for this major work
assignment, each student should complete the checklist prior to turning in each Initiative. Extra credit
points are available for each student sending in a graphic with his/her Evaluation Check Points with
“Yes” or “No” statements and an explanation on any open issue(s).
Reference: http://www.ittoolkit.com/how-to-it/projects/project-checkpoints.html
EVALUATION CHECK-POINTS (NOT REQUIRED):
Answer “Yes” OR “No” to the following questions and include an explanation on any open issue(s) before submitting your assignment:
• Have all of the tasks been completed?
• Are there any open issues?
• How will these issues be resolved?
• Can the project be closed?
• Has the summary of “lessons learned” been completed?
38
Full Completed Example of “The Strategic Learning Plan”
(A Blank Template Is Available On Canvas)
(Honors Students, Please See The Completed Template On Page 50.)
MISSION and VISION:
--Mission: To commit myself to excellence, hold myself to the highest degree of integrity in all that I do, and never settle for less than my best work. (http://www.carrollk12.org/Assets/file/MVH/Resources/Portf olio%20-%20Mission%20Statement.pdf) --Vision: As the top manager in my department, I will provide the best technical support and customer service to our internal customers in order to help improve our business and strive to solve employee computer-related problems with a positive attitude that spreads to all of my co-workers. (http://www.quintcareers.com/vision-statement-samples/)
VALUES STATEMENT:
1. Never accept the status quo, always challenge the current state, and what is possible for the future – be open-minded.
2. Physical well-being is a foundation for daily success – be healthy.
3. It is my responsibility to improve the success of my community – provide service to others in need.
4. I believe in financial independence and maintaining little to no debt – be fiscally responsible.
http://www.slideshare.net/barrycordero/personal- strategic-planning-march-2015
39
STRATEGIC DIRECTION: EMPHASIS AREAS and INITIATIVES:
EMPHASIS AREA #3:
--The Meal Preparation Project – 1,000Points
EMPHASIS AREA #4:
--The Interviews of
Business Insights
Project – 1,000 Points
EMPHASIS AREA #5:
--The Box Project – 1,000 Points
INITIATIVES:
Italian Meal of
Spaghetti And
Meatballs, Salad, and
Dessert With A Non-
Alcoholic Drink: At
Home, At Fazoli’s, At
The Olive Garden
INITIATIVES:
Topic: Marketing Management Interviews: Dr. Ted Light, CMR Dept. Chair Dr. John Smith, Marketing Dept. Chair, Univ. of Dayton Mr. David Davis,
Marketing Dept.
Chair, Wright State
INITIATIVES:
Box: For Student Services at MUH Client: Dr. Bob Rusbosin, Regional Senior Associate Dean of Students
EMPHASIS AREAS #1 and #2 (REQUIRED FOR ALL CMR 495 STUDENTS):
#1. “The Strategic Learning Plan” – 750 points. #2. “Five Mini-Cases” – 2,250 points.
40
GOALS AND OBJECTIVES:
G: I want to become an excellent marketing manager. O: I will interview 3 proven leaders in both education and industry and my “contrast and compare” patterns of behavior will lead me to understand the best practices. G: I want to be a better communicator. O: I am terrified of interviewing people, so I will practice with 5 colleagues at work before sitting down with the assignment’s 3interviewees. G: I want to look well-dressed and professional for the interviews. O: I will try on several outfits, take pictures of me in them, and ask 10 people to give me an opinion of which one is the best and I will ask some questions on professionalism at the interviews and do some academic research with at least 20 references, to be included in my final report, on building self-confidence.
GOALS AND OBJECTIVES:
G: I want to show my mother that I can cook a family meal. (We have a bet!!!) O: The meal is planned for 5 P.M. on Saturday for a family of six. G: I want to eat healthy foods. O: The meatballs will be vegetarian, the noodles will be vegetable-based, the salad will contain root vegetables, the dessert will be fruit, and the drink will be an iced tea made from scratch. G: I want to learn more about insourcing and outsourcing as it relates to work. O: My data analysis on the two terms will directly tie my results to at least 15 academic references.
GOALS AND OBJECTIVES:
G: I want to support sustainable practices. O: The box will be constructed from 100% recyclable materials. G: I want to meet and exceed the needs and wants of my client. O: I will survey my client bi-weekly to see if he is giving me excellent scores (above 90%) in customer satisfaction. G: I want to improve my creativity skills. O: I will consult with 10 people I consider creative for input on the project and my box will “win” -- hands down -- the faculty and staff contest this semester on “The Box.”
#3 #4 #5
41
ACTION PLANS/ IMPLEMENTATIONS:
1. Study the student example that is provided as a reference as needed. 2. Due Date is at the end of Module Four -- [Specific date/time]. 3. Schedule dates/times for family dinner [Specific date/time], eating at Fazoli’s [Specific date/time], and Olive Garden [Specific date/time]. Each student should continue Action Plan steps in numbered order as needed to complete the project with specific activities and dates/times. TO: XX. Start the final project report -- [Specific date/time]. XX. Submit the final project report by Due Date – [Specific date/time].
ACTION PLANS/ IMPLEMENTATIONS:
1. Study the student example that is provided as a reference as needed. 2. Due Date is at the end of Module Nine – [Specific date/time]. 3. Schedule dates/times for each interview: Dr. Ted Light, [Specific date/time], Dr. John Smith, [Specific date/time], and Mr. David Davis, [Specific date/time]. Each student should continue Action Plan steps in numbered order as needed to complete the project with specific activities and dates/times. TO: XX. Start the final project report -- [Specific date/time]. XX. Submit the final project report by Due Date – [Specific date/time].
ACTION PLANS/ IMPLEMENTATIONS:
1. Study the student example that is provided as a reference as needed. 2. Due Date is at the end of Module Thirteen – [Specific date/time]. 3. Schedule date/time for first client meeting [Specific date/time]. Each student should continue Action Plan steps in numbered order as needed to complete the project with specific activities and dates/times. TO: XX. Start the final project report -- [Specific date/time]. XX. Submit the final project report by Due Date – [Specific date/time].
#3
#4
#5
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NOTE: Remember that the information shown in the boxes above represents AN EXAMPLE
completed to illustrate one student’s choices within “The Strategic Learning Plan.” Each student
completing a blank copy of the plan will supply his/her own information specific to his/her own
choices.
(This Details The Template Requirements For Honors Students. Students Not In the Honors
Section Should Skip To Page 54.)
5. As part of the Strategic Direction, two Emphasis Areas are required for each student and four additional Emphasis Areas need to be selected for Honors Students: The Strategic
Direction is third layer of the pyramid. This layer involves six Emphasis Areas for Honors
Students that will be studied in CMR 495. The first Emphasis Area is “The Strategic Learning
Plan” (750 points) and the second Emphasis Area involves five “Mini-Cases” (2,250 points). Each
CMR 495 student is required to complete the first two Emphasis Areas. However, in terms of
Emphasis Areas, each Honors Student must complete all four project assignments (that add up to
4,000 points) that he/she will want to focus on in CMR 495 for the semester. Include the name of
the project(s) that you want to undertake and the maximum number of points that you expect to
earn for each Emphasis Area.
(This graphic has the six Emphasis Areas required for Honors Students. Note that putting in points
for partial Emphasis Areas is not allowed.
EVALUATION CHECK-POINTS (NOT REQUIRED):
Answer “Yes” OR “No” and include an explanation on any open issue(s) to the following questions before submitting your assignment:
• Have all of the tasks been completed?
• Are there any open issues?
• How will these issues be resolved?
• Can the project be closed?
• Has the summary of “lessons learned” been completed?
43
6. Detail the Initiatives: Under each Emphasis Area are the Initiatives.
At this point in the process, each student is transitioning from the strategic planning aspect to
implementation. It is time to break down the big picture into smaller doable pieces that are starting
to become timely, digestible, and definable segments. Looking at the outcome of the Initiatives
will help each student create a detailed roadmap that aligns his/her day-to-day activities in the
course.
Initiatives can capture an opportunity and/or remedy a problem. In CMR 495, each student should
see the Initiatives as an opportunity to enhance his/her strengths and/or to improve his/her
weaknesses. Each Initiative should be selected to activate and utilize several cross-functional
academic competencies. Initiatives are the actions that each student will take to implement his/her
strategies to complete the course. Each student needs to briefly provide the “top lines” of what
he/she is planning to initiate for each selected Emphasis Area. Reference:
http://leadingstrategicinitiatives.com/2010/07/14/hello-world/
STRATEGIC DIRECTION: EMPHASIS AREAS and INITIATIVES:
EMPHASIS AREA #3:
--The Meal Preparation Project – 1,000 Points
EMPHASIS AREA #4:
--The Interviews of Business Insights Project – 1,000 Points
EMPHASIS AREA #6:
--The Box Project – 1,000 Points
EMPHASIS AREAS #1 and #2 (REQUIRED FOR ALL CMR 495 STUDENTS):
#1. “The Strategic Learning Plan” – 750 points. #2. “Five Mini-Cases” – 2,250 points.
EMPHASIS AREA #5:
--The Customer Service Marathon – 1,000 Points
44
7. Outline the Goals and Objectives: The Goals and Objectives, collectively, are in the fourth layer of the pyramid. Goals and objectives are sometimes used interchangeably, but they have different
uses. The main difference is that goals are less structured, whereas objectives are very structured.
Goals are broadly written statements of intent and they are not measurable. Goals identify where
an individual will direct his/her efforts to support achieving the strategic direction. Goals tend to
be long-term activities that you want to accomplish.
Examples of Goals:
• I want to learn more about Marketing Management.
• I want to create a new product from scratch.
• I want to start my own business.
Objectives are measurable with specified quantities. They can achieve by taking specific steps to
get there.
Examples of Objectives:
• I want to increase sales at my business by 10% this month.
• I want to lose 20 pounds by July 1.
• I want to graduate in December.
tasks been
completed?
• Are there any open
issues?
• How will these
issues be resolved?
• Has the summary
of “lessons
learned” been
completed?
• Can the project be
closed?
• If not, what closure
related issues must
be resolved,
mitigated, or
waived before the
project can be
closed?
INITIATIVES:
Italian Meal of
Spaghetti And
Meatballs, Salad, and
Dessert With A Non-
Alcoholic Drink: At
Home, At Fazoli’s, At
The Olive Garden
INITIATIVES:
Client: Dr. Bob Rusbosin, Regional Senior Associate Dean of Students Topic: Marketing Management Interviews: Dr. Ted Light, CMR Dept. Chair Dr. John Smith, Marketing Dept. Chair, Univ. of Dayton Mr. David Davis, Marketing Dept. Chair, Wright State
INITIATIVES:
Box: For Student Services at MUH
INITIATIVES:
Marathon: Compare/Contrast Two Favorite Businesses OR Visit One Ten Times To Evaluate Consistency
45
GOALS AND OBJECTIVES:
G: I want to become an excellent marketing manager. O: I will interview 3 proven leaders in both education and industry and my “contrast and compare” patterns of behavior will lead me to understand the best practices. G: I want to be a better communicator. O: I am terrified of interviewing people, so I will practice with 5 colleagues at work before sitting down with the assignment’s 3interviewees. G: I want to look well-dressed and professional for the interviews. O: I will try on several outfits, take pictures of me in them, and ask 10 people to give me an opinion of which one is the best and I will ask some questions on professionalism at the interviews and do some academic research with at least 20 references, to be included in my final report, on building self-confidence.
GOALS AND OBJECTIVES:
G: I want to show my mother that I can cook a family meal. (We have a bet!!!) O: The meal is planned for 5 P.M. on Saturday for a family of six. G: I want to eat healthy foods. O: The meatballs will be vegetarian, the noodles will be vegetable-based, the salad will contain root vegetables, the dessert will be fruit, and the drink will be an iced tea made from scratch. G: I want to learn more about insourcing and outsourcing as it relates to work. O: My data analysis on the two terms will directly tie my results to at least 15 academic references.
GOALS AND OBJECTIVES:
G: I want to support sustainable practices. O: The box will be constructed from 100% recyclable materials. G: I want to meet and exceed the needs and wants of my client. O: I will survey my client bi-weekly to see if he is giving me excellent scores (above 90%) in customer satisfaction. G: I want to improve my creativity skills. O: I will consult with 10 people I consider creative for input on the project and my box will “win” -- hands down -- the faculty and staff contest this semester on “The Box.”
#3 #4 #5
GOALS AND OBJECTIVES:
G: I want to understand basic customer service principles. O: The marathon will require careful, detailed observations. G: I want to see if I am frequenting the best business for my needs. O: I will pay close attention to the actions of the business’s employees on the services that matter most to me. G: I want to improve my ability to determine a good value when I see it in business. O: I will summarize my data and determine how it compares to my own qualitative feelings about the business(es) before beginning this project.
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8. Schedule the Action Plans and Implementations: The Action Plans and Implementations are in the fifth layer of the pyramid. These are the key approaches that each student will utilize to help
him/her achieve his/her goals and/or objectives. An Action Plan, defined as specifying a list of
action steps, is used to articulate, coordinate, and sequence the activities that will be undertaken in
each Initiative.
In major work assignments that involve a team, a leader(s) needs to be clear on what needs to be
done and when it needs to be done. The purpose in outlining the needed step-by-step action is to
get individuals to plan forward knowing the Goals and/or Objectives, and also, to deal with
anticipated contingencies as much as possible. All dates and times need to be checked for possible
schedule conflicts. Action Plans and Implementations bring a structured approach and discipline to
“The Strategic Learning Plan.”
Before each student is finished with the schedule of his/her Action Plans and Implementations,
he/she should also check to see if he/she has alignment with the previous levels of the strategic
planning model. Alignment determines what is working and what is not working. Each student
should check to make sure that his/her set of steps to complete the work makes common sense
before proceeding to start the work.
It is important to get all parts of the model to work properly together, but keep in mind that Action
Steps and Implementations are often routinely changed when the “data” changes prior to taking a
specific step. Sometimes, an incremental trial and error approach works best. This requires each
student to be flexible in completing his/her work. As more experience is gained over time and/or
over implementation, this aspect of routine change may lessen. Finally, Action Steps and
Implementations need to be tight enough in the beginning to handle the deliverables required in the
Initiatives, but loose enough to encourage creativity, innovation, and opportunity as the major work
assignment unfolds.
Whenever teams are involved in the strategic planning process, the circulation of a draft strategic
plan is necessary. New ideas, new issues, and/or changes in Goals and/or Objectives may require
additional discussion. Therefore, one of the critical steps in strategic planning may be to refine
and/or adjust the draft strategic plan before finalizing it. Check to make sure that everyone on the
team agrees with the major Goals and/or Objectives and that they have input in the final stages of
the planning process for the Initiative.
47
ACTION PLANS/ IMPLEMENTATIONS:
1. Study the student example that is provided as a reference as needed. 2. Due Date is at the end of Module Four -- [Specific date/time]. 3. Schedule dates/times for family dinner [Specific date/time], eating at Fazoli’s [Specific date/time], and Olive Garden [Specific date/time]. Each student should continue Action Plan steps in numbered order as needed to complete the project with specific activities and dates/times. TO: XX. Start the final project report -- [Specific date/time]. XX. Submit the final project report by Due Date – [Specific date/time].
ACTION PLANS/ IMPLEMENTATIONS:
1. Study the student example that is provided as a reference as needed. 2. Due Date is at the end of Module Nine – [Specific date/time]. 3. Schedule dates/times for each interview: Dr. Ted Light, [Specific date/time], Dr. John Smith, [Specific date/time], and Mr. David Davis, [Specific date/time]. Each student should continue Action Plan steps in numbered order as needed to complete the project with specific activities and dates/times. TO: XX. Start the final project report -- [Specific date/time]. XX. Submit the final project report by Due Date – [Specific date/time].
ACTION PLANS/ IMPLEMENTATIONS:
1. Study the student example that is provided as a reference as needed. 2. Due Date is at the end of Module Twelve – [Specific date/time]. 3. Schedule date/time for first (Module 4), second (Module 6), and third (Module 8) scorecards to be complete [Specific date/time]. Each student should continue Action Plan steps in numbered order as needed to complete the project with specific activities and dates/times. TO: XX. Start the final project report -- [Specific date/time]. XX. Submit the final project report by Due Date – [Specific date/time].
#3
#4
#5
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After Thoughts:
Although not mandatory for “The Strategic Learning Plan,” there is one additional step in the strategic
planning process that must be considered before the conclusion of the major work assignment. Whether
a project has been successful or is a failure, it is necessary to set Evaluation Check Points. For future
learnings by those involved in a project, the Evaluation Check Points are invaluable to prevent wasted
time and/or resources on projects that are not viable and may even need to be cancelled.
So. . . .
Set the Evaluation Check Points: The final level of the pyramid, the Evaluation Check Points, is a
performance measurement level. The Evaluation Check Points can provide a systematic assessment of
each student’s progress as he/she moves through each Initiative in an effort to achieve his/her Goals
and/or Objectives for CMR 495. To receive the highest number of points possible, it is necessary to try
to have a non-biased and thorough examination of the project prior to turning it in for evaluation.
Sometimes, this step is hard because the work is like “your baby” and changes can be difficult since
there is so much time and effort invested in the project. Although not required for this major work
assignment, each student should complete the checklist prior to turning in each Initiative. Extra credit
points are available for each student sending in a graphic with his/her Evaluation Check Points with
“Yes” or “No” statements and an explanation on any open issue(s).
Reference: http://www.ittoolkit.com/how-to-it/projects/project-checkpoints.html
ACTION PLANS/ IMPLEMENTATIONS:
1. Study the student example that is provided as a reference as needed. 2. Due Date is at the end of Module Thirteen – [Specific date/time]. 3. Schedule date/time for first client meeting [Specific date/time]. Each student should continue Action Plan steps in numbered order as needed to complete the project with specific activities and dates/times. TO: XX. Start the final project report -- [Specific date/time]. XX. Submit the final project report by Due Date – [Specific date/time].
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EVALUATION CHECK-POINTS (NOT REQUIRED):
Answer “Yes” OR “No” to the following questions and include an explanation on any open issue(s) before submitting your assignment:
• Have all of the tasks been completed?
• Are there any open issues?
• How will these issues be resolved?
• Can the project be closed?
• Has the summary of “lessons learned” been completed?
50
Full Completed Example of “The Strategic Learning Plan”
(A Blank Template Is Available On Canvas)
(This Template Is For Honors Students.)
MISSION and VISION:
--Mission: To commit myself to excellence, hold myself to the highest degree of integrity in all that I do, and never settle for less than my best work. (http://www.carrollk12.org/Assets/file/MVH/Resources/Portf olio%20-%20Mission%20Statement.pdf) --Vision: As the top manager in my department, I will provide the best technical support and customer service to our internal customers in order to help improve our business and strive to solve employee computer-related problems with a positive attitude that spreads to all of my co-workers. (http://www.quintcareers.com/vision-statement-samples/)
VALUES STATEMENT:
1. Never accept the status quo, always challenge the current state, and what is possible for the future – be open-minded.
2. Physical well-being is a foundation for daily success – be healthy.
3. It is my responsibility to improve the success of my community – provide service to others in need.
4. I believe in financial independence and maintaining little to no debt – be fiscally responsible.
http://www.slideshare.net/barrycordero/personal- strategic-planning-march-2015
51
STRATEGIC DIRECTION: EMPHASIS AREAS and INITIATIVES:
EMPHASIS AREA #3:
--The Meal Preparation Project – 1,000Points
EMPHASIS AREA #4:
--The Interviews of
Business Insights
Project – 1,000 Points
EMPHASIS AREA #5:
--The Box Project – 1,000 Points
INITIATIVES:
Italian Meal of
Spaghetti And
Meatballs, Salad, and
Dessert With A Non-
Alcoholic Drink: At
Home, At Fazoli’s, At
The Olive Garden
INITIATIVES:
Topic: Marketing Management Interviews: Dr. Ted Light, CMR Dept. Chair Dr. John Smith, Marketing Dept. Chair, Univ. of Dayton Mr. David Davis,
Marketing Dept.
Chair, Wright State
INITIATIVES:
Box: For Student Services at MUH Client: Dr. Bob Rusbosin, Regional Senior Associate Dean of Students
EMPHASIS AREAS #1 and #2 (REQUIRED FOR ALL CMR 495 STUDENTS):
#1. “The Strategic Learning Plan” – 750 points. #2. “Five Mini-Cases” – 2,250 points.
EMPHASIS AREA #5:
--The Customer Service Marathon – 1,000 Points
INITIATIVES:
Marathon: Compare/Contrast Two Favorite Businesses OR Visit One Ten Times To Evaluate Consistency
52
GOALS AND OBJECTIVES:
G: I want to become an excellent marketing manager. O: I will interview 3 proven leaders in both education and industry and my “contrast and compare” patterns of behavior will lead me to understand the best practices. G: I want to be a better communicator. O: I am terrified of interviewing people, so I will practice with 5 colleagues at work before sitting down with the assignment’s 3interviewees. G: I want to look well-dressed and professional for the interviews. O: I will try on several outfits, take pictures of me in them, and ask 10 people to give me an opinion of which one is the best and I will ask some questions on professionalism at the interviews and do some academic research with at least 20 references, to be included in my final report, on building self-confidence.
GOALS AND OBJECTIVES:
G: I want to show my mother that I can cook a family meal. (We have a bet!!!) O: The meal is planned for 5 P.M. on Saturday for a family of six. G: I want to eat healthy foods. O: The meatballs will be vegetarian, the noodles will be vegetable-based, the salad will contain root vegetables, the dessert will be fruit, and the drink will be an iced tea made from scratch. G: I want to learn more about insourcing and outsourcing as it relates to work. O: My data analysis on the two terms will directly tie my results to at least 15 academic references.
GOALS AND OBJECTIVES:
G: I want to support sustainable practices. O: The box will be constructed from 100% recyclable materials. G: I want to meet and exceed the needs and wants of my client. O: I will survey my client bi-weekly to see if he is giving me excellent scores (above 90%) in customer satisfaction. G: I want to improve my creativity skills. O: I will consult with 10 people I consider creative for input on the project and my box will “win” -- hands down -- the faculty and staff contest this semester on “The Box.”
#3 #4 #5
GOALS AND OBJECTIVES:
G: I want to understand basic customer service principles. O: The marathon will require careful, detailed observations. G: I want to see if I am frequenting the best business for my needs. O: I will pay close attention to the actions of the business’s employees on the services that matter most to me. G: I want to improve my ability to determine a good value when I see it in business. O: I will summarize my data and determine how it compares to my own qualitative feelings about the business(es) before beginning this project.
#6
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ACTION PLANS/ IMPLEMENTATIONS:
1. Study the student example that is provided as a reference as needed. 2. Due Date is at the end of Module Four -- [Specific date/time]. 3. Schedule dates/times for family dinner [Specific date/time], eating at Fazoli’s [Specific date/time], and Olive Garden [Specific date/time]. Each student should continue Action Plan steps in numbered order as needed to complete the project with specific activities and dates/times. TO: XX. Start the final project report -- [Specific date/time]. XX. Submit the final project report by Due Date – [Specific date/time].
ACTION PLANS/ IMPLEMENTATIONS:
1. Study the student example that is provided as a reference as needed. 2. Due Date is at the end of Module Nine – [Specific date/time]. 3. Schedule dates/times for each interview: Dr. Ted Light, [Specific date/time], Dr. John Smith, [Specific date/time], and Mr. David Davis, [Specific date/time]. Each student should continue Action Plan steps in numbered order as needed to complete the project with specific activities and dates/times. TO: XX. Start the final project report -- [Specific date/time]. XX. Submit the final project report by Due Date – [Specific date/time].
ACTION PLANS/ IMPLEMENTATIONS:
1. Study the student example that is provided as a reference as needed. 2. Due Date is at the end of Module Twelve – [Specific date/time]. 3. Schedule date/time for first (Module 4), second (Module 6), and third (Module 8) scorecards to be complete [Specific date/time]. Each student should continue Action Plan steps in numbered order as needed to complete the project with specific activities and dates/times. TO: XX. Start the final project report -- [Specific date/time]. XX. Submit the final project report by Due Date – [Specific date/time].
#3
#4
#5
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NOTE: Remember that the information shown in the boxes above represents AN EXAMPLE
completed to illustrate one student’s choices within “The Strategic Learning Plan.” Each student
completing a blank copy of the plan will supply his/her own information specific to his/her own
choices.
Point Distribution for “The Strategic Learning Plan”:
The “Strategic Learning Plan” is worth a maximum of 750 points.
The strategic plan will lose points if:
• The writing is top of mind, babbled, jumbled, and/or disorganized.
• The writing is not on topic – meaning that the writing is not about the focus of “The Strategic Learning Plan.”
EVALUATION CHECK-POINTS (NOT REQUIRED):
Answer “Yes” OR “No” and include an explanation on any open issue(s) to the following questions before submitting your assignment:
• Have all of the tasks been completed?
• Are there any open issues?
• How will these issues be resolved?
• Can the project be closed?
• Has the summary of “lessons learned” been completed?
ACTION PLANS/ IMPLEMENTATIONS:
1. Study the student example that is provided as a reference as needed. 2. Due Date is at the end of Module Thirteen – [Specific date/time]. 3. Schedule date/time for first client meeting [Specific date/time]. Each student should continue Action Plan steps in numbered order as needed to complete the project with specific activities and dates/times. TO: XX. Start the final project report -- [Specific date/time]. XX. Submit the final project report by Due Date – [Specific date/time].
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• “The Strategic Learning Plan” is not turned in on the correct template – download a blank one from the Canvas course site.
• There are problems in grammar and/or spelling.
What to Turn In:
Keep in mind that you may need this material for a student work portfolio. Each student may want to
take it in as a sample of his/her work to show a potential employer. He/She may want to send “The
Strategic Learning Plan” to a graduate school committee as he/she looks for advanced educational
programs in law or for a MBA and/or other advanced graduate degree.
Think about what the content of “The Strategic Learning Plan” and the writing style say about the
writer. Can he/she present “The Strategic Learning Plan” in an efficient and effective manner? Is the
writing neat or sloppy? Again, getting that next job and/or school and/or life opportunity means
showing people one’s ability to “fit” in a variety of situations. Each student should leave no doubt to the
reader that there is only person – him or her – who is the “Number One” choice.
If desired, each student may submit draft copies of “The Strategic Learning Plan” to the instructor for
feedback. (Submit draft copies by e-mail to [email protected] – do not upload drafts to Canvas.)
Feedback will be returned promptly so that each student may revise his/her work prior to submitting
final copies. The early feedback by the instructor is not intended to be critical and it is only given to
improve the quantity/quality of the student’s written materials. Please indicate “DRAFT” either on the
document or in the e-mail sent to the instructor if seeking feedback. Responses submitted with no
indication of purpose will be assumed to be submitted for final grading.
“The Strategic Learning Plan” must be the first assignment completed for the CMR495 course.
Instructor approval of “The Strategic Learning Plan” is required before credit can be given for any other
assignment in the course. Students may choose to begin working on other assignments concurrently, but
be sure to complete all portions of “The Strategic Learning Plan” before submitting any other
assignments for feedback and/or grading. Once completed, the plan must be uploaded to Canvas – look
for the link on the Canvas version of the assignment.
Grading Notes for “The Strategic Learning Plan”:
In terms of grading “The Strategic Learning Plan,” thoroughness and completeness of all portions of the
template are both critically important. Evidence of good writing skills including good grammar,
organization, spelling, and adhering to the other requirements as stipulated is expected. Remember that
“The Strategic Learning Plan” will determine how your work will flow throughout the remainder of the
semester. You can revise “The Strategic Learning Plan” and seek re-approval by the instructor at any
time, but the original one should still be your best effort.
Grading for “The Strategic Learning Plan” – 750 points, maximum
Plan Component No Credit Unacceptable Poor Good Excellent
•Part A – Situational
analysis. Part 1:
Background
information to the
plan – listed in
template.
•Issues listed are superficial and/or
very incomplete.
Timing to resolve
does not make
sense.
•Some issues seem relevant while
others should not
pose critical
problems. Some
thought given to
timing.
•Generally good listing of issues
with some detail.
Timing looks
reasonable for
most issues to be
resolved.
•Strong selection of important issues
with great care
given to
appropriate timing
to resolve details.
Cohesive list
overall.
0 1 9 17 18 23 28 29 34 39 40 45 50
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•Part A – Situational
analysis. Part 2:
Understanding of
background
information to the
plan.
•Demonstrates an inadequate
understanding of
the topic(s) and
issue(s) that could
influence the plan.
•Demonstrates an acceptable
understanding of
the topic(s) and
issue(s) that could
influence the plan.
•Demonstrates an accomplished
understanding of
the topic(s) and
issue(s). Good
analysis will
assist the plan.
•Demonstrates a sophisticated
understanding of
the topic(s) and
issue(s). Many
insights will help
drive the plan.
0 1 9 17 18 23 28 29 34 39 40 45 50
•Part B – S.W.O.T.
Analysis of basic
personal
characteristics.
•Presents an incomplete analysis
with little detail on
the four areas.
•Presents a superficial analysis
of some of the
issues. Max score
with no
explanation is 48
points.
•Presents a thorough
analysis of most
issues identified;
includes
background and
examples.
•Presents an insightful and
thorough analysis
of all issues
identified; includes
examples that work
well together.
0 1 19 37 38 48 58 59 69 79 80 90 100
•Part C – #1 How to Write a
Mission and
Vision Statement.
Essay on the
process.
•Process is not explained in any
kind of detail or
simply copies
information found
on an online site.
•Process is explained in basic
detail, in student’s
own words, but
does is not
thorough or
complete.
Maximum score
with no references
is 48 points.
•Process is well- stated in the
student’s own
words and
provides good
detail, but may
still leave some
smaller steps
confusing to the
reader.
•Process is very well explained in
good detail and
provides a logical
template to guide
the reader toward
creating his/her
own statements.
0 1 19 37 38 48 58 59 69 79 80 90 100
•Part C – #2 Mission. Properly
addresses what the
future should look
like if all plans
succeed.
•Statement is unclear and/or not
focused, rambles
significantly or is
too brief.
•Statement follows the mission format,
but is vague and/or
too wordy.
•Statement is in line with proper
mission
statement
language and
includes good
terminology and
focus on a set of
deliverables.
•Statement aligns very well with
proper mission
format. Direction
and deliverables
are clearly stated
and fit well
together.
0 1 9 17 18 23 28 29 34 39 40 45 50
•Part C – #3 Vision. Lists
personal/professio
nal values of
importance to the
strategic plan.
•Vision format is not followed;
statement does not
reflect a desired
future state.
•Vision format is loosely followed,
but future state is
written more as a
goal than an
actuality.
•Good alignment with
vision format.
Future state is
indicated, but
may be a little
vague and/or not
contain enough
detail.
•Excellent alignment with
vision format.
Future state is
described in detail
as an actuality –
not a goal.
0 1 9 17 18 23 28 29 34 39 40 45 50
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•Part C – #4 Values
Statement.
Includes responses
under Initiatives
heading.
•Values are not clearly stated and
do not contain
enough detail to
understand how
they relate to the
plan.
•Values are present in proper
format, but may
not relate well to
the plan.
•Values are present in good
detail, although
some difficulty
in language may
still exist. Link
to the plan is
fairly strong.
•Values are structured well,
relate closely to the
strategic plan and
are covered in
excellent detail.
0 1 9 17 18 23 28 29 34 39 40 45 50
•Part C – #5 Emphasis Areas.
Provides a basic
statement of the
optional projects
selected.
•Projects are mis- identified and/or do
not add up to the
correct number of
points.
•Projects are named correctly,
but offer no
additional details.
•Projects are named correctly
along with
appropriate point
totals. Order
makes sense.
•Projects are named correctly,
list correct points
and are logical in
terms of their
sequence for
learning.
0 2 3 4 5 8 11 12 15 18 19 22 25
•Part C – #6 Initiatives.
Provides basic
details of what
will be completed
for each Emphasis
Area.
•Projects are not described in
sufficient detail – it
is difficult to
determine what
student will do.
•Projects are described with
basic ideas and
details, but may be
partially
incomplete or
vague.
•Projects are described well,
but may not
include a
realistic amount
of work to
accomplish in
the time
available.
•Projects are described very well
with plenty of
detail and appear
well-suited for the
time available.
0 2 3 4 5 8 11 12 15 18 19 22 25
•Part C – #7 Goals. Where
does the student
want to go,
specifically with
the projects?
•Goals do not flow well out of the
initiatives and may
be disjointed or
lack sufficient
detail.
•Goals are present, but are too general
to be developed
well. Some
portions may not
flow from the
initiatives.
•Goals are present with
good detail.
There may be
minor problems
with alignment
between goals
and initiatives.
•Goals are well- detailed and align
very well with
initiatives. Enough
detail is present to
develop strong
action steps.
0 1 9 17 18 23 28 29 34 39 40 45 50
•Part C – #8 Objectives. This
section provides
more details and
specific steps to
take.
•Objectives do not flow well out of the
goals and may be
disjointed or lack
sufficient detail to
understand exactly
what will be done.
•Objectives are present, but are too
general to be
developed well.
Some portions may
not flow from the
goals or are too
vague.
•Objectives are present with
good detail.
There may be
minor problems
with alignment
between
objectives and
the more general
goals.
•Objectives are well-detailed and
align very well
with the goals.
Enough detail is
present to develop
a true road map of
what the student
will accomplish.
0 1 9 17 18 23 28 29 34 39 40 45 50
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•Part C – #9 Action Plans and
Implementations.
How will the
student approach
realizing the goals
and objectives?
•Action plans lack clarity and/or do
not seem to relate
to the goals.
•Action plans link back to the goals,
but may not seem
achievable or may
not leas to the
desired outcomes.
•Action plans are well-thought-
out and contain
good detail.
There may be
small errors in
completeness or
direction.
•Action plans provide strong
linkages back to
the desired
outcomes. Clarity
of thought and
plenty of detail
characterize this
section as written.
0 1 14 27 28 48 68 69 89 109 110 130 150
SECTION FIVE – MAJOR WORK ASSIGNMENTS
Major Work Assignment: Mini-Case Responses
Case studies were first developed to study the law in the nineteenth century. However, by the mid-
twentieth century, case studies started to be widely used in medicine, accounting, business and
management, engineering, nursing, and agriculture. Educators in these subject areas recognized that
learning the textbook principles and practices of a profession were important. Through the use of case
studies, they were also able to provide students with realistic situations where theory can be balanced
with practice.
Case studies can help the student develop the following skills:
• Identify and recognize problems.
• Understand and interpret data.
• Pinpoint assumptions and inferences, as opposed to concrete facts.
• Think analytically and critically.
• Discern and assess interpersonal relationships.
• Exercise and make solid judgments.
• Communicate ideas and opinions.
• Make and defend decisions.
A case study presents a realistic problem -- one that might happen within a normal work environment.
Most case studies include the complexities that are typical in a work setting. Generally, they involve
questions of policy or procedure, issues relating to reporting relationships, administrative hierarchies, or
other financial and/or administrative problems.
Specifically, in CMR 495, the completion of five mini-case responses will assist each student in
recognizing and understanding real-life situations where strategic management can be a comprehensive
element of value creation and/or competitive advantage. As a mini-case unfolds, each student will learn
about the decisions made by an organization’s top managers and/or mid-level managers. Mini-cases are
designed to simulate many of the characteristics of decision making in the real world: there is too much
information about certain areas, not enough about others, and there is little guidance as to what is
important and what is unimportant. Each student will see that leadership and/or managerial decisions
ultimately have strategic and/or tactical implications for the organization’s short-term and/or long-term
performance. Collaboration with others is encouraged, but not required. However, each student is
responsible to turn in his/her own work – not a copy of any part of someone else’s work.
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Getting Started:
Each student is expected to complete five mini-case responses over the course of the semester. During
the first week of class, each student should sign into the CMR 495 Canvas course site and briefly look at
the topics of the five mini-cases. By examining each mini-case upfront, each student will be able to
make informed choices of this portion of the major work assignments.
Mini-cases can vary in composition and analysis, so looking through a few of them during the first week
of class may help each student start to budget his/her time appropriately. All of the mini-case responses
are worth the same number of points each, although the difficulty of the mini-cases increases as one
goes from the introductory chapters to the more complex topics in the later chapters. Each required
mini-case listed in the syllabus and on the Canvas course site has a firm date listed for completion.
Note: The course textbook (Rothaermel, Frank T. Strategic Management, 4e, 2017) is available on
reserve, for free, at the Hamilton Campus Library and the Middletown Campus Library and it is
also available for purchase from the bookstore. Please be very careful when purchasing this
textbook – each student MUST have the 2nd Edition in order for the page numbers for references
to be correct and for the book to contain the correct set of mini cases. DO NOT purchase an
electronic copy since page numbers will not be available and each student will have extreme
difficulty in citing references on the mini-case responses.
Each of the five mini-cases will allow each student to develop the thinking skills of practicing managers
who are constantly evaluating key strategic decisions in a larger global environment. As such, the mini
cases should allow each student to apply the strategic concepts and practices in the textbook to sharpen
his/her analytical and evaluative management skills. Each mini case will require the student to focus on
three basic, yet critical questions:
1) Where is the individual(s) and/or the organization(s) at the time that the mini-case was written?
2) Where does the individual(s) and/or the organization(s) need to go?
3) How should the individual(s) and/or the organization(s) get there?
When considering the overall theme in constructing a mini-case response, each student should start by
reading the questions associated with each mini-case in the textbook. All mini case responses MUST, at
the minimum, address each of the questions posed. Each student must also be sure to relate the response
to the weekly chapter’s topics and/or issues in a significant way. Although it may be interesting to
know what happened to an individual and/or an organization after the fact, do NOT include additional
research and/or information in the mini-case response about what may have transpired AFTER the mini-
case was written.
A Three-Step Process:
The first part of the process in analyzing a mini case involves sifting through a mass of information to
pick out the important patterns and issues in order to investigate a business problem. In doing this, each
student will be guided partially by his/her overall judgment about the individual(s) and/or the
organization(s) mentioned in the mini case. Each student will need to start by making an initial
judgment(s) that is formed through critical thinking and problem-solving in approaching the mini-case
response as a whole.
The second part of the process is to evaluate an individual’s or an organization’s external and/or internal
position using the data and/or the tools discussed in the textbook. Depending on the content of the mini
case, an examination of the data and/or the tools may include: (a) external environment analyses; (b)
60
internal analyses; (c) past/present strategies; (d) possible strategic directions; and (e) a process to
implement how the organization(s) might go about carrying out a given strategy to maximize
performance. It is important to examine the alternative solutions, and then, assert and defend the most
effective and efficient solution using the supporting evidence that has been uncovered.
The third part of the process is to use the seven following sections in a mini-case response – an
introduction (2A), the background (2B), the alternatives (2C) (the findings and the results), the proposed
solution (2D) (an evaluation and analysis of the results), recommendations (2E), the conclusion (3A),
and a list of references (3B). Note: These seven section titles should be used as subheadings in the
mini-case response. One by one -- make an assertion and defend it. Write an argument from a position
of strength by doing the required homework.
Ashford University Outlines The Steps In Writing A Mini-Case Response:
Ashford University suggests the following steps in outlining a mini-case response.
1. Pre-Work -- Preparing the Case. Before you begin writing, follow these guidelines to help you prepare and understand the case study:
A. Read and examine the case thoroughly. • Take notes, highlight relevant facts, underline key problems.
B. Focus your analysis. • Identify two to five key problems.
• Why do they exist?
• How do they impact the organization?
• Who is responsible for them?
C. Uncover possible solutions. • Review course readings, discussions, outside research, your experience.
D. Select the best solution. • Consider strong supporting evidence, pros, and cons: is this solution realistic?
2. Drafting the Case. Once you have gathered the necessary information, a draft of your analysis should include these sections:
A. Introduction. • Identify the key problems and/or issues in the case study.
• Formulate and include a thesis statement, summarizing the outcome of your analysis in
1–2 sentences.
B. Background. • Set the scene: background information, relevant facts, and the most important issues.
• Demonstrate that you have researched the problems in this case study.
C. Alternatives. • Outline a minimum of three possible alternatives (not necessarily all of them may work).
• Explain why alternatives were rejected.
• Constraints/reasons.
• Why are alternatives not possible at this time?
D. Proposed Solution. • Provide one specific and realistic solution.
• Explain why this solution was chosen.
• Support this solution with solid evidence:
61
1. Concepts from class (text readings, discussions, lectures). 2. Outside research. 3. Personal experience (anecdotes).
E. Recommendations. (Should have a bulleted list of three or more.) • Determine and discuss specific strategies for accomplishing the proposed solution.
• If applicable, recommend further action to resolve some of the issues.
• What should be done and who should do it?
3. Finalizing the Case (Conclusion). After the first draft of the case study analysis is composed, read through it to check for any gaps or inconsistencies in content or structure: Is the thesis
statement clear and direct? Is the evidence solid? Is any component from the analysis missing
When making the necessary revisions, proofread and edit the analysis before submitting the final
draft. (Refer to Proofreading and Editing Strategies at the Ashford University site as a guide at
this stage.)
A. Conclusion. • Draft a conclusion to wrap up the project.
B. References. • Add a list of references, including the Rothaermel text and any other sources used in the
mini-case response. Be sure to use correct APA style in citing references – see the “Tips
on Writing Assignments” later in the syllabus
https://awc.ashford.edu/tocw-guidelines-for-writing-a-case-study.html
Some Additional Questions To Consider:
Some additional questions that could help each student pull together some ideas on mini-case
topics/issues are provided. Not all of the questions will fit all of the mini-cases. Students are not
expected to answer all of these additional questions in a mini-case response. However, keep in mind
that many of the questions below could require outside research that must be documented and can then
be used as a reference source(s).
• What is the management structure of the organization(s)? Who are the important players? What
are their respective roles? How are specific individuals tied to the organization's success? What
is unique about the management structure? What are the problems in the management structure?
• What are the core strengths of this organization(s)? How does the organization(s) retain its
competitiveness?
• What are the organization's sales figures? How much market-share does the organization(s)
have? What is the organization's marketing strategy? How does the organization(s) plan to
retain customers and/or market-share? What is the plan to gain new customers and/or market
share? Who is/are the direct competitor(s)? How much market-share is/are it/they capable of
taking?
• Can this organization's products/services be easily replaced? What new products/services does
this organization(s) have or need?
• What are the short-term and/or the long-term outlooks for the organization’s industry? What
barriers to entry exist in the organization's industry? How weak or strong are the barriers?
• What can you say in terms of the organization's financial performance? What are the
organization’s financial strengths? What are the organization’s financial weaknesses?
Whenever it relates to a mini case, students may want to conduct an in-depth financial analysis
62
with regards to profitability, liquidity, and growth, and then, they may want to provide an
assessment of the overall health of the organization’s finances.
• What significant Strengths, Weaknesses, Opportunities, or Threats does this organization(s)
face? Do a SWOT. What is the organization(s) doing to capitalize on its Strengths and/or its
Opportunities? What is the organization(s) doing to mitigate its Weaknesses and/or its Threats?
• Do suppliers to this organization(s) have strong bargaining power or not? How does this impact
the organization's success? What strategic decisions are made as the result of its suppliers?
Overall, is this an effective and efficient organization(s) in terms of operations?
• What international markets is this organization(s) in? Where is the organization(s) succeeding?
Why is the organization(s) successful? Where is the organization(s) struggling? Why is the
organization(s) struggling?
• What is the organization’s stock trading at in the mini-case? What was the high? What was the
close? What was the volume? Would you buy stock in this organization(s)? Why or why not?
• Is this a socially responsible individual(s) and/or organization(s)? What examples can a student
provide that demonstrate the importance of ethics in his/her life and/or the organizational
culture?
Mini-Case Final Check:
All mini-case work responses should run in the three-to-five page range in length with the use of at least
six appropriate, academic-style references to back up the statements made. (Please see other sections
within this syllabus regarding proper use of references.) Each student who elects not to supply
references with each mini-case work assignment will face a substantially reduced grade, usually
averaging a reduction of 25-50% of the points possible, depending on the specific mini-case response
under consideration. No student should consider him/herself to be an expert and substitute
professional/personal examples for any of the required references.
A minimum of six academic reference sources is needed for each mini-case work responses.
• A minimum of three reference materials from the current chapter of the week in the textbook (different pages) AND/OR three references from the videos are required. Additionally, three
OTHER references are required as noted below. This means each mini-case response will have
a minimum of six reference citations.
o Three references MUST come from the current chapter of the week in the textbook using different page numbers (citing the quote and/or page number where you found the
information). (References from the relevant course videos may be substituted.)
o The other three references (and any additional references beyond a total of six references) can come from any source in the following list of external research sources.
Note: Use any combination of the references in the list given here for the second set of
three references and beyond.
▪ Mini-case video sources included with the current chapter of the week on Canvas.
▪ Additional textbook references from other chapters. ▪ Experts in the field (cite the name of the individual and the professional
occupation or reason that this person is an expert).
▪ Other ACADEMIC journal sources on the Internet (NOT Wikipedia or E-How or a like kind).
▪ Newspaper studies or articles from ACADEMIC places like the Wall Street Journal.
▪ Other types of library reference sources.
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• Notes on Copyright and Attribution: o When quoting other publications (online or offline), be sure to link to the original text (if
possible) and use quotation marks or block quotes (for longer texts).
o When using an image from Miami University’s image pool, contact the appropriate department and make sure that the image is licensed for online use.
o When using a photograph found on the Web, you must do one of the following: ▪ Get permission from the original copyright holder (which may not always be
same as the site displaying the image).
▪ Document receipt of permission. ▪ Use an image with a creative commons license and include the appropriate
attribution.
▪ Make sure images are properly credited, citing the source and photographer's name.
To recap, in CMR 495, each student will have the opportunity to carefully examine five mini cases. In a
three-to-five page mini-case response, he/she must demonstrate the use of appropriate analytical
techniques, sound logic, and well-supported arguments in evaluating the individual’s and/or the
organization’s present condition and/or future prospects. Mini-case responses will be completed across
the entire duration of the course. Working ahead to complete the five mini-cases is permitted.
Point Distribution:
The mini-case responses are worth a maximum of 450 points each for a total maximum number of 2,250
points.
Mini-case responses will lose points if:
• The writing is top of mind, babbled, jumbled, and/or disorganized.
• The writing is not on topic – meaning that the writing is not about the focus of the mini-case.
• They are too short or too long (the ideal range is between approximately three pages to no more than five pages). However, going over five pages is fine if needed to complete the argument
contained in the mini-case response.
• There are weak or non-academic references, less than six total references, and/or no references.
• There are problems in grammar and/or spelling.
What to Turn In:
Keep in mind that each student may need this material for a student work portfolio. He/She may want to
take it in as a sample of his/her work to show a potential employer. At some point in time, each student
may want to send the mini-case responses to a graduate school committee as part of the application
when applying for advanced educational programs in law or for a MBA or other advanced graduate
degree.
Think about what the content of the mini-case responses and the writing style say about the writer. Can
he/she present his/her mini-case responses in an efficient and effective manner where the arguments are
supported with theoretical academic evidence and/or examples? Is the writing neat or sloppy? Again,
getting that next job or school or life opportunity means showing people one’s ability to “fit” in a variety
of situations. Each student should leave no doubt to the reader that there is only one person – him or her
-- who is the “Number One” choice.
If desired, each student may submit draft copies of any mini-case responses to the instructor for
feedback at [email protected]. Feedback will be returned promptly so that each student may revise
his/her work prior to submitting final copies. The early feedback by the instructor is not intended to be
64
critical and it is only given to improve the quantity/quality of the student’s written materials. Please
indicate “DRAFT” either on the document or in the e-mail sent to the instructor if seeking feedback.
Responses submitted with no indication of purpose will be assumed to be submitted for final grading.
Responses for the mini-cases are to be completed and turned in according to the Course Calendar and
the due dates listed for the mini case responses. All mini-case responses are to be uploaded to Canvas at
the links provided for these assignments, no later than 11:59 P.M. (MIDNIGHT) on Sundays according
to the Course Calendar each week. Refer to the Course Calendar for time and date guidelines. Note that
the fifth mini case assignment will be given during final exams week and is due on Monday.
The “Turn It In” feature on the Canvas course site will be used to submit final mini-case responses. Any
student attempting to submit mini-case responses any other way will find that the work will not be
graded. If the work is submitted by any means other than as an attachment to a Canvas upload “slot,” a
student will have his/her work returned to him/her, ungraded, for re-submittal if the work is turned in
early enough for the instructor to catch the mistake and send him/her a note in return. However, since
mini-case responses cannot be turned in late, he/she will get zero points for the work if there is no time
to contact the student prior to the deadline.
Where Most Errors Occur
Most students do a very good job of summarizing what is already known about the situation described in
the mini-case. The next section of the essay is concerned with alternative solutions to the issues raised
and this is often more difficult for students to grasp. It is essential to list multiple alternative solutions
and to briefly explain how each may play out if implemented. Listing only one alternative or skipping
this portion of the essay entirely will result in a large loss of points. Other errors include not describing
the chosen solution in enough detail (be sure to include not only the solution, but specific
recommendations on how to make it work) and a lack of literature-based references to back up the
comments made in the essay.
Mini-Case Response Example:
Mini-Case Response – Mini-Case #18 – Written by Dr. Baim to show preferred format and style.
Introduction:
This mini-case response is concerned with Mini-Case #18: “Standards Battle: Which Automotive
Technology Will Win?” as described on page 478 in the Rothaermel 4e text. The relevant text chapter
is Chapter 7. The material presented within the mini-case briefly describes efforts by several major
automobile manufacturers and newer-entry manufacturers to address the issue of replacing the internal
combustion engine as a primary source of power for personal automobiles. The mini-case explains that
there is currently no consensus among the manufacturers regarding how to proceed and that the pathway
forward is not necessarily clear-cut.
Key problems/issues identifiable within the mini-case include:
• Is the impending demise of the internal combustion engine a foregone conclusion and, thus, the alternative power projects by the manufacturers a necessity or is this work more exploratory in
nature?
• Assuming that the internal combustion engine does have only a short remaining lifespan, is there a solid understanding of what criteria any new power source would need to meet?
• Is it possible to determine which company and/or technology is likely to be successful, under this scenario – or is too little known at present?
65
Thesis statement: Based on an analysis of the available mini-case materials and the relevant literature,
it is likely that routine alternatives to the internal combustion engine will be needed within a relatively
short timeframe. It is equally likely that multiple alternatives will be under exploration and offer
legitimate benefits for consumers in the future with a lengthy period of technology optimization
involved before a clear “winner” emerges.
Background:
To help place this mini-case into perspective, it is useful to step back briefly from the materials
presented to examine the factors that have caused the automobile industry to reach the crossroads
described in the scenario in the text.
The internal combustion engine has been the “gold standard” for self-propelled vehicles for more than
100 years. Automobile manufacturers have consistently improved their offerings, resulting in higher
levels of power, greater reliability, and length of service; and also, greater efficiency with less
environmental pollution. These efforts have effectively extended the lifespan of the internal combustion
engine beyond what might have been predictable 30-40 years ago, but they have not permanently
addressed three issues that continue to signal an impending need for change.
First, using an internal combustion engine requires the simultaneous use of complementary products
such as oil and gasoline or diesel. These fossil fuels are in diminishing supply, are subject to political
and geographic constraints, and have a price structure that is both unpredictable and generally upward
trending. The supply is not limitless, even if there is no widespread concern of running out within a few
years.
Second, environmental factors are continuously increasing in importance with the pollution of even the
cleanest burning internal combustion engine a subject of great concern worldwide. Global warming is
perhaps the most visible symptom of this issue now that pollution controls have largely decreased
visible smog in many heavily populated areas. This situation places extra pressure on the internal
combustion engine as an out-of-date propulsion system.
Third, alternative propulsion systems are rapidly gaining ground in terms of the underlying technology,
reliability, price of entry, and availability. There is a great deal of money to be made in reducing these
new technologies to practice and even more money to be made if one specific technology becomes
dominant.
Concurrently, personal vehicle consumers continue to become more sophisticated in their expectations
regarding transportation. New propulsion technologies are popular topics of discussion even if not yet
broadly in use. For example, the majority of consumers willing to explore alternative sources of
propulsion today would be termed innovators or early adopters – a small fraction of the total number of
individuals purchasing new cars (Rothaermel, 2017, p. 227, 231). For any new propulsion system to
take hold; the technology, marketing and financial “bugs” would need to be largely worked out of the
system.
With the long-standing successful history of the internal combustion engine, consumers will also be
wary until the performance/reliability equation of any new system has been fully solved. This is largely
the issue of value in the consumers’ eyes as they look for vehicles that represent daily transportation and
not something “exotic” for weekend use only. None of the new technologies available today, with the
possible exception of the gas/electric hybrid models have come close to securing the stamp of approval
by consumers needed for large-scale success.
66
Again, with the possible exception of the gas/electric hybrids, new propulsion technologies have not yet
established a reputation for convenience with consumers. Full electric models lack driving range and
require frequent recharging. As counterpoint to this statement, however, a study on real versus
perceived lack of range in electric vehicles showed that to many consumers, their apprehensiveness
about not being able to quickly recharge their electric cars when needed overshadowed any real issues
related to recharging due to the actual lengths of the trips customarily taken under most driving
conditions (Franke, Neumann, Buhler, Cocron, & Krems, 2012). Hydrogen fuel cell models have no
readily available way to replenish fuel at all, except under very carefully controlled conditions and
locations. By contrast, the internal combustion engine enjoys the “get in, turn the key and go” freedom
that consumers favor and have become accustomed to in personal transportation.
Looking at the new propulsion technologies described in the mini-case, they can be classified according
to the degree of innovation present within their development and knowing this classification up front
helps to understand how they may be perceived. For example, gas/electric hybrids are classified as an
“incremental innovation” because they build on existing technologies and largely serve existing markets
(Rothaermel, 2017, p. 232). All-electrics and hydrogen fuel cell vehicles represent “radical innovation”
since they involve entirely new technologies and/or combine existing knowledge with entirely new ways
of thinking (Rothaermel, 2017, p. 232-233).
Alternatives:
The material presented in the mini-case write-up does an excellent job of identifying the current new
technologies competing to take the market share away from the internal combustion engine, but it is
much less successful in providing details regarding which alternative technology is likely to succeed in
the long run. Potential alternatives are discussed in terms of the name of the automobile
manufacturer(s) best known for their development at the present time. Three possibilities exist, each of
which may be developed into a detailed alternative to the internal combustion engine:
1. The all-electric alternative – this is the technology most frequently associated with Nissan and Tesla, although Chevrolet (GM) and others have viable entries in this market as well. With this
alternative, drivers would not rely on fossil fuels at all. All electric cars are efficient, smooth,
and can be very reliable. However, they are expensive to purchase and the operating range is
severely limited. Work currently underway to create a network of rapid charging stations
sounds promising, but consumers rightfully question if these stations will be confined to
metropolitan areas (Franke, Neumann, Buhler, Cocron, & Krems, 2012). How long will it be
before charging stations are available in less-populated regions of the country?
2. The gas/electric alternative – this is the technology most frequently associated with Toyota, but Ford and several other manufacturers have viable products in the marketplace as well. With this
alternative, drivers are not forced to rely solely on electricity since small, efficient internal
combustion engines are still present to a) charge the batteries in the vehicle and b) provide direct
power to the wheels if/when the use of electric motors is not optimum. These vehicles are also
expensive to purchase as compared to conventional internal combustion engine vehicles, but
they do not suffer from some of the worries associated with the all electrics since it is very
highly unlikely that drivers would ever be stranded with no way to operate their vehicles as long
as standard gas stations still exist (Sadek, 2012).
3. The hydrogen fuel cell alternative – this is the technology most frequently associated with Honda and BMW and is not nearly as well-developed as the two alternatives above. Rooted in
the rocket industry, hydrogen fuel cells are powerful, safe to operate, and very reliable; but they
are also extremely exotic for everyday transportation and there is virtually no network set up for
servicing vehicles with hydrogen fuel cells or even replenishing their fuel. Hydrogen fuel cell
vehicles also carry a potential safety stigma with consumers who may not understand the
67
technology and this will require consumer education to overcome these fears along with all of
the other hurdles of the new technology (Jiang & Xie, 2014).
It is not possible to reject any of the possible alternatives out of hand, since given enough time and
capital for development any of the three alternatives is likely to present a viable alternative to vehicles
powered solely by internal combustion engines. However, if one differentiates between long-term
solutions and relatively short-term solutions, alternatives #1 and #3 begin to look less viable. The
reason for this probably has more to do with the lack of infrastructure to support large numbers of
vehicles using these technologies day-in and day-out than it does with the technologies themselves.
This lack of infrastructure complicates these alternatives because automobile manufacturers are not
positioned to create such infrastructure (their core competencies are far from what is needed) and
diverting resources to bring about such infrastructure would slow development of the technologies
themselves. Not to overstate the infrastructure difficulties, however, researchers have shown that all-
electric servicing systems can be well-integrated with existing gasoline service facilities, at least, in
theory (Jiang & Xie, 2014).
Stated in slightly different terms, it is important to be clear that large-scale conversion to all electric or
hydrogen fuel cell vehicles may be feasible, just not at this time. This is a very different scenario than
ruling out these alternatives on a permanent basis. Sadek, for example, observes that moving directly to
all-electric technologies may be exactly the right thing to do for urban areas where distances traveled are
shorter and infrastructure needs may be easier to meet (Sadek, 2012). Thus, while the development
curve may be steeper or longer than for gas/electric hybrids, this is not to say that the other alternatives
will not catch up or even surpass gas/electric hybrids at some point in the future.
Proposed Solution:
At the present time, the most specific and realistic solution to the issues plaguing the internal
combustion engine is to encourage and support the development of gas/electric hybrid vehicles on a
broader scale, largely following the already-successful work of Toyota, Ford, and others that have seen
this technology as a viable technology. This proposed solution is specific because it focuses resources
toward one technology so that maximum forward progress can be made in a relatively short period of
time. This proposed solution is realistic because the technology is already proven with hundreds of
thousands of vehicles on the road today.
This solution was chosen because it has the shortest pathway to reach a demonstrable improvement in
self-propulsion for personal vehicles. A number of factors support this decision, not the least of which
is the aforementioned large number of vehicles already on the road using this technology. The
infrastructure to support daily use of these vehicles is already in place and public acceptance is high.
Thus, there is relatively little resistance to be encountered as this technology moves forward. The fact
that several companies are already heavily invested in the technology increases the probability that it
will continue to evolve with time.
Reviews of the gas/electric vehicle concept and available executions have been largely favorable and
reliability issues have been largely addressed. For consumers, the comfort zone of still having the
proven internal combustion engine “on board” adds an additional level of peace of mind. Moving ahead
to capture the purchases of the early majority will also stimulate the success of this proposed solution.
Recommendations:
Any of the proposed solutions would rely on essentially the same strategy for implementation. These
approaches could directly benefit the chosen solution in the shorter run, but also benefit the other
alternative solutions over a longer time frame. Two specific strategic action steps are suggested.
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1. Invest in R&D – none of the technologies discussed here are considered to be mature at present. The gas/electric hybrid is considerably further along the development track, but is still not fully
optimized. Thus, investment in both upstream R&D on the basic technologies involved and in
downstream R&D (otherwise known as product development) to engineer consumer-preferred
final product versions is an important first step. Firms that fail to invest at this point will likely
lag behind and could lose any hope of establishing a competitive position in the marketplace.
Government assistance through R&D tax breaks could help with this step in the strategy (Sadek,
2012).
2. Form Strategic Partnerships or Alliances – not all firms will be able to “go it alone” with expensive new technologies, but this does not mean that they should drop out of the race. By
forming partnerships or alliances, these firms should be able to leverage their own core
competencies and rely on others to fill in important gaps. Examples might include partnering
with raw material or component suppliers. Other alternatives might be to look for alliances or
partnerships with firms who could help build the infrastructure for maintaining and servicing
vehicles with the new technology over the expected consumer life of these products.
Rothaermel terms this approach as “open innovation” since it tends to blur the boundaries of
organizations and allows them to benefit from both internal and external ideas (Rothaermel,
2017, p. 238).
The automobile industry at large should be encouraged to address the issues posed here. Singling out
one firm or even a small set of firms is not likely to be effective as the ultimate technology
replacement(s) for the internal combustion engine will have a profound influence on the ability of all
firms within the industry to do business.
Conclusion:
This mini-case has presented an intriguing situation for analysis since none of the available
scenarios/solutions is likely to result in a “bad” outcome. The preferred alternative, moving ahead
quickly with more gas/electric hybrid technology, offers a faster solution and is likely to bring
substantial reductions in the use of fossil fuels via internal combustion, plus help address the
environmental concerns. The other alternatives, however, could result in even greater gains at the cost
of extended development time and should not be shelved even if they are temporarily relegated to a
lower priority status.
References:
Franke, T., Neumann, I., Buhler, F., Cocron, P. & Krems, J. F. (2012). Experiencing range in an electric
vehicle: Understanding psychological barriers. Applied Psychology: An International Review,
61(3), 368–391.
Jiang, N. & Xie, C. (2014). Computing and analyzing mixed equilibrium network flows with gasoline
and electric vehicles. Computer-Aided Civil and Infrastructure Engineering. 29, 626-641.
Rothaermel, F. T. (2017). Strategic Management, 4e. New York, NY: McGraw Hill Education.
Sadek, N. (2012). Urban electric vehicles: A contemporary business case. Transport Problems, 7(2),
117-129.
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Grading Notes for Mini-Case Responses:
In order to receive full credit for mini-case responses, each student must keep up with the submissions
required by the Course Calendar – there are no late penalty allowances for falling behind on mini-case
responses.
In terms of grading mini-case responses, thoroughness in the scope of coverage and the depth of
analysis are critical components. The recommendations made for the individual(s) and/or the
organization(s) must relate to the identified key problems and/or issues specified in the chapter.
Consistency from the environmental assessment to the strategic recommendations (with each mini-
case’s elements building from and relating to previous sections in the textbook) is required as the course
progresses over the semester. Thus, in each mini case response, each student must demonstrate his/her
ability to formulate realistic and workable recommendations for action. Finally, evidence of good
writing skills including good grammar, organization, spelling, and adhering to the paper limits and/or
other requirements as stipulated above is expected.
Grading for the Mini-Case Responses – 450 points per case
Case Component No Credit
0 Points
Unacceptable
2-12 points
Poor
13-23 points
Good
24-34 points
Excellent
35-45 points
•Part 1 -- Overall understanding the
mini-case topic(s)
and issue(s).
•Demonstrates an inadequate
understanding of
the topic(s) and
issue(s).
•Demonstrates an acceptable
understanding of
the topic(s) and
issue(s).
•Demonstrates an accomplished
understanding of
the topic(s) and
issue(s).
•Demonstrates a sophisticated
understanding of
the topic(s) and
issue(s).
0 2 7 12 13 18 23 24 29 34 35 40 45
•Part 2 – Analysis,
evaluation, and
recommendations
– analyzing the
issues.
•Presents an incomplete analysis
of the issues
identified.
•Presents a superficial analysis
of some of the
issues identified;
omits necessary
financial
calculations.
•Presents a thorough
analysis of most
issues identified;
includes most
necessary
financial
calculations.
•Presents an insightful and
thorough analysis
of all issues
identified; includes
all necessary
financial
calculations.
0 2 7 12 13 18 23 24 29 34 35 40 45
•Part 3 – Analysis,
evaluation, and
recommendations
– making
connections with
strategy.
•Makes little or no connection
between the issues
identified and the
strategic concepts
studied in the
chapter and the
videos.
•Makes appropriate but
somewhat vague
connections
between the issues
and concepts
studied in the
chapter and the
videos;
demonstrates
limited command
of the strategic
concepts and
analytical tools
studied.
•Makes appropriate
connections
between the
issues identified
and the strategic
concepts studied
in the chapter
and the videos;
demonstrates
good command
of the strategic
concepts and
analytical tools
studied.
•Makes appropriate and
powerful
connections
between the issues
identified and the
strategic concepts
studied in the
chapter and the
videos;
demonstrates
complete command
of the strategic
concepts and
analytical tools
studied.
0 2 7 12 13 18 23 24 29 34 35 40 45
70
•Part 4 – Analysis,
evaluation, and
recommendations
– opinions and
arguments.
•Supports diagnosis and
opinions with few
reasons and little
evidence; argument
is one-sided and
not objective.
•Supports diagnosis and
opinions with
limited reasons and
evidence; presents
a somewhat one-
sided argument.
•Supports diagnosis and
opinions with
reasons and
evidence;
presents a fairly
balanced view;
interpretation is
both reasonable
and objective.
•Supports diagnosis and
opinions with
strong arguments
and evidence;
presents a balanced
and critical view;
interpretation is
both reasonable
and objective.
0 2 7 12 13 18 23 24 29 34 35 40 45
•Part 5 – Analysis,
evaluation, and
recommendations
– realistic
recommendations.
•Presents realistic or appropriate
recommendations
with little, if any,
support from the
information
presented and
concepts from the
chapter and the
videos.
•Presents realistic or appropriate
recommendations
supported by the
information
presented and
concepts from the
chapter and the
videos.
•Presents specific,
realistic, and
appropriate
recommendation
s supported by
the information
presented and
concepts from
the chapter and
the videos.
•Presents detailed, realistic, and
appropriate
recommendations
clearly supported
by the information
presented and
concepts from the
chapter and the
videos.
0 2 7 12 13 18 23 24 29 34 35 40 45
•Part 6 – Research and
sources -- three
sources from the
chapter (different
pages) AND three
sources related to
the videos OR
external research.
•Supplements case study, if at all, with
incomplete
research using the
chapter and the
videos or external
research for
documentation of
sources consulted.
•Supplements case study with limited
research using the
chapter and the
videos or external
research. Provides
limited
documentation of
sources consulted.
•Supplements case study with
relevant research
using the chapter
and the videos or
external
research.
Documents all
sources of
information.
•Supplements case study with relevant
and extensive
research using the
chapter and the
videos or external
research. Clearly and thoroughly
documents all
sources of
information.
0 2 7 12 13 18 23 24 29 34 35 40 45
•Part 7 – Writing mechanics –
clarity and
sophistication.
•Writing is unfocused,
rambling, or
contains serious
errors; lacks detail
and relevant data
and information;
poorly organized.
•Writing lacks clarity or
conciseness and
contains numerous
errors; gives
insufficient detail
and relevant data
and information;
lacks organization.
•Writing is accomplished in
terms of clarity
and conciseness
and contains
only a few
errors; includes
sufficient details
and relevant data
and information;
well-organized.
•Writing demonstrates a
sophisticated
clarity,
conciseness, and
correctness;
includes thorough
details and relevant
data and
information;
extremely well-
organized.
0 2 7 12 13 18 23 24 29 34 35 40 45
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•Part 8 – Business writing
style employed in
all portions of the
analysis.
•Tends to read more like a
“novel,” than a
business analysis.
Overall a poor
delivery of a
business format.
•Neutral writing that falls
somewhere
between novels and
business
correspondence;
occasional use of
business terms,
although not
always properly
applied.
•Crisp writing with logic clearly
laid-out and
some use of
business formats
that make the
analysis efficient
to read.
•Crisp, articulate writing with
excellent use of
tables, bullets and
focused business
structures to
efficiently deliver a
persuasive case.
Good grammar.
0 2 7 12 13 18 23 24 29 34 35 40 45
•Part 9 – APA guidelines
properly applied
for citing sources
within the text and
as references at
the end of the text.
•Does not use APA guidelines.
•Reflects incomplete
knowledge of APA
guidelines.
•Uses APA guidelines with
minor violations
to cite sources.
•Uses APA guidelines
accurately and
consistently to cite
sources.
0 2 7 12 13 18 23 24 29 34 35 40 45
•Part 10 – Overall
completeness of
the mini-case
response.
•Incomplete in most respects; does
not reflect
requirements.
Student
demonstrates
deficient working
knowledge of
discipline’s
language. Student
demonstrates
deficient
understanding in
integrating
discipline concepts
and selecting and
applying
appropriate
models.
•Incomplete in many respects;
reflects few
requirements.
Student
demonstrates
adequate working
knowledge of
discipline’s
language. Student
demonstrates
adequate
understanding in
integrating
discipline concepts
and selecting and
applying
appropriate
models.
•Complete in most respects;
reflects most
requirements.
Student
demonstrates
good working
knowledge of
discipline’s
language.
Student
demonstrates
good
understanding in
integrating
discipline
concepts and
selecting and
applying
appropriate
models.
•Complete in all respects; reflects
all requirements.
Student
demonstrates
mastery of the
language used in
the discipline.
Student
demonstrates broad
understanding in
integrating
discipline concepts
and selecting and
applying
appropriate
models.
0 2 7 12 13 18 23 24 29 34 35 40 45
Major Work Assignments: Important Information Before You Begin
Students must adhere to the Course Calendar and their Learning Plans when completing Major Work
Assignments as listed in this section. Late work is not accepted for any reason without a Miami
University-approved excuse accompanied with the appropriate documentation. Any student failing to
complete one of the four Major Work Assignments on time will have the following options, which must
be taken in the following order:
1. Substitute another of the four Major Work Assignments for the missing assignment PROVIDED that the due date for the new assignment has not passed. However, the student right to choose to
substitute a different assignment ends once the assignment is formally evaluated and/or graded by
the instructor. (This option is not available if no assignments with acceptable future due dates are
72
left to choose.) This approach can only be taken one time by a student since three out of the four
Major Work Assignments are required to be turned in for evaluation.
2. Supply a written, university-approved excuse and documentation (doctor’s note, police report, etc.) for why the work is not finished. (Under this scenario, the instructor will evaluate the excuse
versus Miami University policy and will notify the student regarding how to proceed.)
3. Substitute a 35-page (single-spaced, double-spaced between paragraphs) research paper with 42 academic references for the missing assignment. (The instructor will select the topic for this paper
and notify the student regarding the due date.)
Any student found to have intentionally falsified and/or plagiarized any information contained in any
Major Work Assignment OR to have “dry-labbed” his/her work OR the like in any portion of any of the
Major Work Assignment will receive a grade of “zero” for the specific Major Work Assignment. Each
student may be asked to document his/her work at any time. For example, contact information may be
required from those interviewed for The Interviews of Business Insights Project and/or a student who
claims to have a client(s) – the person who will receive the final product of The Box Project. Minor
infractions will be handled following steps 1 and/or 3 above. However, if the instructor determines that
the infraction is intentional by the student, OR that the infraction is serious enough in terms of
potentially unethical behavior, AND that action is warranted in the instructor’s opinion, formal
disciplinary action will be taken through “Academic Dishonesty” procedures. (See the syllabus for
information on “Academic Dishonesty,” page 117.)
Major Work Assignment: The Meal Preparation Project
Overview:
This project illustrates some of the strategic thought processes that are used by managers to control costs
within an organization by comparing and contrasting the practices of insourcing versus outsourcing.
The project is worth up to 1000 points if fully completed in a professional manner. All portions of the
project are required. The project must be completed by an individual student – no multi-person teams
are permitted. All work to be graded must be submitted by the due date stated on the Course Calendar.
No late materials will be accepted.
When considering this project, please keep the following important points in mind:
• All restaurants selected must be local to the area around Cincinnati and/or Miami University – in other words, restaurants that the student may visit on a routine basis while at school. An
exception will be made for students who live outside of the local area. A student who lives
outside of the local area needs to contact the instructor for more information on this policy to
receive an exception.
• All visits to restaurants must occur around the time frame that the course is in session – no use of previous meals prior to three months ahead of the current course session.
• Students must include a photo of each restaurant and a receipt for each meal purchased within their final reports. Photos must include a facial view of the student at the restaurant. Failure to
include photos and receipts as stated will result in forfeiture of the entire project.
• Students must include at least one photo of the meal prepared at home and a receipt for at least a portion of the ingredients purchased. (Some ingredients may already be in stock.)
• Extra credit points may be earned for a “video story” of the Meal Preparation Project. See Kevin Stewart’s video at https://www.youtube.com/watch?v=Fef8b7djAU4&t=171s as an
example. The number of extra credit points awarded depends on the video’s content and on the
quality of the video production.
73
Background and Purpose of the Project:
Strategic managers need to understand the value of time and money in terms of doing projects within
their own organizations – either using their own internal staff members OR hiring external consultants,
firms, or other resources to “outsource” the work that must be done. Outsourcing is a viable alternative
utilized in many organizations for those situations where a given organization may already be
overloaded and/or lack the specific skill sets needed to accomplish the project at hand. However,
outsourcing is not always a cheaper alternative. The overall cost to the organization depends on many
factors that differ from project to project.
This project is designed to illustrate the types of data collection and decision-making activities that a
strategic manager might use in order to decide whether to do a project internally – using his/her own
personnel – or externally – using externally purchased resources. In a simulated analogy, each student
will examine two project options – outsourcing in purchasing a favorite meal from a restaurant (doing
the work externally), and then, insourcing by preparing the same meal at home (doing the work
internally). An analysis based on monetary costs, time, and the quality of the finished products will help
each student understand the tradeoffs that strategic managers must balance when scheduling and
completing complex projects.
Project Steps:
1. Describe a favorite restaurant meal. If preferred, a family’s favorite restaurant meal may be substituted. However, keep the meal contents and the number of people consistent to compare
“like” situations.
Describe a second restaurant that serves a similar meal.
For example, a student might choose Fazoli’s first and The Olive Garden second for Italian dining
and eat lots of spaghetti and meatballs with a drink and a dessert at both places.
Plan to go out for the two meals at the same times of the day. Read through the project requirements
to learn more about the data that needs to be collected. Best homework assignment ever. . . .
This first step is equivalent to listing the requirements of a project at work or reading a written
description of an assignment given to an employee by a supervisor. In the description, include
answers to the following questions:
• Which restaurant is usually chosen first to go to for this meal?
• Why is this restaurant chosen?
• What is usually ordered and what does this meal cost? (List items by name, quantity, and price with the total cost at the end. Include transportation to the restaurant and other monetary costs,
like a tip if one was left, in this dining-out option. Place all of the information in a table in order
to keep the data neat. Watch all amounts of time – like driving time, ordering and waiting time,
etc. Do not count “eating” time. Also, be very specific in the descriptions so that there is no
confusion regarding this meal option.
• Which restaurant would represent a “second choice” for this same meal?
• Why is it “Number Two”?
• Gather the rest of the information on the second restaurant as was gathered on the first restaurant.
The information that is collected in this first step covers the “external” option. It is equivalent to a
proposal and it contains a detailed monetary cost and time estimate for completing a project that, as
74
a supervisor, might be obtained from an external organization to complete the project work. The
purpose in collecting information on essentially the same meal from two different restaurants is
equivalent to an organization soliciting two competing bids for a project to be performed by external
resources.
2. For comparison, calculate the cost (out-of-pocket) and time for preparing this same meal at home. The point is to do this part of the assignment as if preparing the same favorite restaurant meal at
home. For example, it is permissible to buy hamburger sandwich rolls – there is no need to bake
bread. However, do not use already-prepared and/or freezer-prepared brand-name foods for this part
of the project. For instance, do not use carry-out Montgomery Inn ribs or frozen White Castle
Hamburgers (that may be heated up) as a substitute for the ones in the restaurant meal. Do not call
for delivered pizza, and then, try to compare it to the restaurant meal. The meal prepared at home
should involve some preparation. Do not ask mom to cook the meal unless you are willing to pay
her at least a “minimum-wage” per hour worked. Moms are not “free” labor. (If mom agrees with
me, ask her to send me a “Thank You” e-mail.) The favorite restaurant home-cooked meal should
be a close imitation (from scratch) of the restaurant meal. In the at-home description, be careful to
address all of the points below:
• Where is the food shopping done to stock-up the refrigerator?
• Why is this store chosen over the others?
• Go to the store and find the price of all the ingredients. (If all of an ingredient will not be used, then estimate the cost of the portion that would be used to make the restaurant meal at home.
For example, if buying hamburger buns in an 8-pack, but only using one bun for the meal, the
cost for the restaurant meal is 1/8 of the price of the 8-pack.) If all of the ingredients cannot be
found at the first store, be sure to include any extra trip(s) to alternative places for those special
ingredients! Some restaurants post the recipes for their foods on their Websites or have them
available for customers – if a customer asks a manager. Putting the recipe(s) in the project (not
part of the 4 to 5 total paper pages) does add value and this extra information will add points to
the overall score. Be sure to cite a reference(s) if this additional information is added.
• Show all of the ingredients (listed under each comparable menu item, e.g., Big Mac Ingredients) AND the price paid for each individual ingredient that makes up the menu item. (Do not forget
to add the condiments – mustard and mayo – and their estimated costs.) Tally up the prices for
each individual menu item, and then, tally up the cost for the entire restaurant meal when it is
prepared at home.
• If someone helps prepare the meal, be sure to pay this individual at least a minimum wage for his/her time. If the cost goes over the minimum-wage per hour, explain why this makes sense as
a business person.
• Keep track of all of the time involved – going to the store(s), cooking, clean-up, etc.
The information that is collected in this second step covers the “internal” option. In the role of a
supervisor at work, this information would be equivalent to what would be estimated for doing a
project “in house” using the organization’s own resources.
3. Look at the total costs for the three alternatives including any time spent. Time is defined as the time from when the idea of eating the meal comes up TO the actual time when the meal is sitting in
front of those who will eat it. Do not include “eating time” in the calculations. However, time used
after the meal for clean-up, etc. must be included in the calculations.
• List the steps and the amount of time that it would normally take to GO to the restaurant. Are there any other out-of-pocket costs for going to the restaurant that should be included in the
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overall cost for the restaurant meal? Explain those costs in a separate table and tally up those
costs. These costs will definitely add an extra expense(s) in the overall cost of going for a
favorite restaurant meal. Repeat for the second restaurant chosen.
• List the steps and the amount of time involved that it would normally take to MAKE the meal at home. Are there any other out-of-pocket costs for eating at home that should be included in the
overall cost of at-home meal? Explain those costs in a separate table and tally up those costs.
These costs will definitely add an extra expense(s) in the overall cost of eating the favorite
restaurant meal at home.
• Design a table that compares the two alternatives. Use bottom lines – monetary costs for each food preparation approach and time costs for both alternatives. Be sure to convert time values
into their equivalent in terms of dollars and any miles driven into dollars as well. To do this, use
the following rules of thumb:
• If working outside of the home at present, use a personal wage in terms of dollars per hour to make the comparison.
• If not currently working outside the home, use a value of $10.00 per hour for the wage. This is an arbitrary number, but it is easy to use in calculations.
• For any miles driven using a personal car, figure the cost as $0.54 per mile to match current IRS guidelines.
• Determine, based on bottom line costs alone, which alternative is the most cost effective. Should a manager, based on cost alone, do this “project” internally or externally?
• Think about other factors, such as the availability of time and the quality of the final meals produced. Does one or both of these factors overshadow any difference in cost?
• Draw overall conclusion as to which alternative is “best” for this specific situation and be prepared to defend it in the written report.
• For added value, include some photos of all of the meals ready to eat and/or of the guest(s) at the restaurant table and in the kitchen preparing the meal. (Hopefully, there will be smiling!)
4. Do a thorough literature search on the topics of “outsourcing” and “insourcing.” There are literally thousands of excellent research articles and papers on “outsourcing,” but “insourcing” will require a
little more detective work to uncover the really important research. Locate at least three articles on
each topic. Be sure to consult only academic-quality publications – no Wikipedia, no eHow or
similar Websites. Use academic journals or quality publications like Harvard Business Review, the
Wall Street Journal, etc.
• Read all of the articles and make note of any important details that either agree or disagree with what is found in the data-based analysis.
• Find out what researchers in the literature think are the most important considerations to make when looking at “outsourcing” vs. “insourcing.” Were these considerations taken into account
in the study that was conducted for this project?
• Summarize what was learned from the literature and be sure to cite all six (or more) reference articles that were found.
What to Turn In:
1. Prepare a presentation deck. The presentation deck should include an introduction of the presenter and an overview of the project. The materials should also briefly cover each of the areas listed in
this assignment. It should include a conclusion about the specific “resource management lessons” as
they relate to managing projects internally or externally. Most importantly, the presentation
materials should specifically state in writing WHICH option (restaurant or home-cooked meals) is
preferred and WHY this option is the best choice -- since managers must often choose between
alternatives to problems based on their assessments of time, cost, and quality. (This is often referred
76
to as the Quality Triangle -- faster, cheaper, or better. The theory basically states that one can have
two out of the three, but not three out of the three. The third one is a goal.) Be sure to relate the
findings to the topics of “outsourcing” and “insourcing,” pointing out specifically where results may
differ from the theory in the research materials – and why.
NOTE: There is no live presentation that must be delivered. Presentation decks need to be posted to the
“Meal Preparation Discussion Forum” on Canvas. The presentation must speak for the author, so plan
to do something more creative than just a simple PowerPoint deck. Easily add audio to PP decks to
create a slide show with sound if desired. Alternatively, create something in SlideShare or Screencast-
O-Matic. Have a friend videotape a short presentation and post it to YouTube. Whatever option is
chosen, the final result must have some form of visual information and audio. The possibilities are
endless. If something more unique is completed and needs to be posted as a link to the presentation
deck materials -- that is fine. Just be sure to “test drive” the link once posted to be sure that it actually
works.
2. Prepare a professional-looking report. Assume that the report is being prepared for an external reader unfamiliar with this project. The report must include each of the following sections:
• Introduction: Describe the purpose of this work assignment as it relates to strategic management theory and/or practice. Locate and include a minimum of three relevant citations from the
Rothaermel text here OR in other sections of the report.
• Eating Out: Describe all of the details related to the “eating out” option for the chosen restaurant meal. Do not estimate restaurant prices – get exact numbers and include all extra
expenses. Be sure to include both restaurant options completed.
• Home Preparation: Describe all of the details related to the “prepared-at-home” option for the chosen meal. There may be a few items on the home meal preparation list or extra expenses that
are estimates. (Indicate this – item by item.)
• Internal versus External Costs: Describe all of the assumptions, calculations, and results from the investigation of costs as they relate to the purchased meals versus the prepared-at-home
meal. What are the implications in terms of the value of money and the value of time for
strategic managers? (Hint: Spend some time on this calculation and explain the results -- this is
where people often lose most of their points. Explain how the final numbers were derived.)
How does quality play a role in this project?
• Outsourcing vs. Insourcing Theory: Provide a summary with plenty of detail on what was learned from the literature search. Relate it to the work in this study. Do not forget to cite
references – minimum of three, each, on outsourcing and insourcing – in addition to the three
references from the Rothaermel text mentioned in the Introduction.
• Conclusion: Summarize what was learned from doing the entire project. Be sure to give the “bottom line” findings and interpret them according to what is the best option in terms of
available resources. Briefly restate conclusions about the values of time, cost, and quality as
they relate to the specific situation investigated.
The professional-looking report (usually 8-10 pages, maximum) must be turned in at the same time as
the presentation materials for full credit. Use single spacing in paragraphs and any bulleted lists must
include with a space between headings and paragraphs. Use one-inch margins on all sides and a 12-
point Times New Roman or similar font. (Use the look of the syllabus as a guideline.)
If early feedback on a draft copy report is desired, please submit it at least a week before the due date by
e-mail to [email protected] for Fall, Spring, and Summer Terms or two days before the due date for
Winter Term. Feedback will be returned promptly so that a student may revise his/her work prior to
submitting final copies. The early feedback is not intended to be critical and it is only given to improve
77
the quantity/quality of the individual mini-project. This major work assignment will be due at the end of
Module Four. (See the Course Calendar for the specific due date. Final copies of the report should be
uploaded to Canvas for grading no later than 11:59 P.M. (MIDNIGHT) of the project due date.
Where Most Errors Occur:
The number one error made by students in completing this project is failing to convert the time spent on
an activity into the dollar value of that time using an appropriate hourly wage. The number two error
made by students is failing to prepare the exact same meal at home as they ordered in the restaurants.
Either of these errors can result in conclusions that are incorrect and impossible to justify.
Most students do a great job in determining the costs associated with the restaurant meals and the
prepared-at-home meal options. Be sure to use plenty of detail – prices and costs should be accurate
down to the penny. Determining the total overall costs can more difficult and students are encouraged
to use their textbook, and also, to consult literature and/or Internet sources for additional assistance. To
give the project credibility in terms of “insourcing” versus “outsourcing,” do not get into controversial
topics like sending the work to a foreign country. Finally, be sure to footnote and/or reference the
sources. This step is often forgotten. See the section at the end of the project section in the syllabus for
additional information on footnoting and citing specific sources of information.
An additional source of error occurs when students elect to import their PowerPoint slides into Word
and attempt to call this document a report. PowerPoint slides lack the depth of thought and the
explanation necessary to constitute a credible report. Students choosing to import their PowerPoint
slides into Word for purposes of creating a report will receive a grade of “0” points on the report portion
of the project.
Grading Notes for the Presentation Deck and Report
The presentation deck for the project will be evaluated on readability (Does it flow from section to
section nicely?), content accuracy (Do the learnings make sense?), and originality (Are the learnings
believable as they relate to the author?). Each student is responsible to make sure that the final
presentation materials are turned in on time for his/her work assignment.
In order to receive full credit, students must turn in the presentation materials and the report no later
than the due date set for the project.
Grading for the Project Final Presentation Materials (The Meal Preparation Project) – 200 points
Presentation
Component
No Credit
0 Points
Unacceptable
1-7 Points
Poor
8-20 Points
Good
21-31 Points
Excellent
32-40 Points
•Handouts,
Overheads,
PowerPoint,
and/or Graphics:
Attractive and
balanced layout,
legible font.
•No handouts, overheads,
PowerPoint,
and/or graphics.
•Handouts, overheads,
PowerPoint,
and/or graphics
present, but poor
quality (illegible,
inconsistent,
etc.).
•Well done handouts,
overheads,
PowerPoint,
and/or graphics,
but too much or
too little, and/or
not on key
points.
•Well-designed and attractive
handouts,
overheads,
PowerPoint,
and/or graphics
that simplify
and/or summarize
key ideas;
original graphics. 0 1 4 7 8 14 20 21 26 31 32 36 40
78
•Mechanics and Audience
Readability:
Ease of reading
and audience
readability in
written materials.
•Several errors in spelling,
punctuation,
capitalization,
sentence
structure; and/or
no bolded topic
headings and/or
subheadings.
•A few overlooked errors
that detract from
the written
materials and/or
lack of bolded
topic headings
and/or
subheadings.
•Few or no mechanical
errors, but work
lacks
organization.
•No mechanical errors and
excellent
organization.
0 1 4 7 8 14 20 21 26 31 32 36 40
•Content flow:
Definite
beginning,
middle, and end;
and easy to
follow.
•No content flow,
jumps around,
hard to follow,
lacks planning.
•Some content
flow, but some
topics seem out
of order.
•Good content
flow, but lacks
summarized
learnings and/or
conclusions.
•Excellent
content flow,
easy to follow,
and clear with
strong
conclusions.
0 1 4 7 8 14 20 21 26 31 32 36 40
•Topic Coverage:
Thorough and
balanced in
treatment of topic
coverage; explains
reasoning for
comments and
provides source
evidence.
•Very incomplete,
significant gaps,
OR biased
treatment of topic
coverage; little or
no reasoning,
explanation,
and/or source
evidence
provided.
•Either thorough, but biased, OR
incomplete and
balanced in topic
coverage;
reasoning and
evidence
presented, but not
well organized or
poor sources.
•Generally thorough and
balanced, but
awkward, needs
more evidence,
OR better
sequencing in
topic coverage;
good logical
reasoning and
evidence, but not
integrated with
sources.
•Thorough topic coverage with
balanced
treatment of
perspectives;
logical reasoning
integrated with
authoritative
references on key
points.
0 1 4 7 8 14 20 21 26 31 32 36 40
•Relationship to
Course:
Clearly relates to
main course
topics.
•No clear link
between
information and
course topics.
•Moderate link
between
information and
course topics.
•Strong link between
information and
course topics.
• Strong link between
information and
course topics;
presenter points
out areas of
particular
interest. 0 1 4 7 8 14 20 21 26 31 32 36 40
Grading for the Report (The Meal Preparation Project) – 800 points
Report
Component
No Credit
0 Points
Unacceptable
1-37 Points
Poor
38-78 Points
Good
79-119 Points
Excellent
120-160 Points
•Content flow: Definite
beginning,
middle, and end;
and easy to
follow.
•No content flow,
jumps around, hard
to follow, lacks
planning.
•Some content
flow, but some
topics seem out
of order.
•Good content
flow, but lacks
summarized
learnings and/or
conclusions.
•Excellent
content flow,
easy to follow,
and clear with
strong
conclusions.
0 1 19 37 38 58 78 79 99 119 120 140 160
79
•Vocabulary: Appropriate and
fluent use of
terms, concepts,
and/or outside
resources if
needed to present
materials.
•Little or no attempt to include terms,
concepts, and/or
outside resources if
needed to present
materials.
•Use of terms, concepts, and/or
outside resources
if needed to
present
materials; but not
well related,
sporadic, or
misused.
•Good use of terms, concepts,
and/or outside
resources if
needed to present
materials; but
still uses jargon
and/or is
awkward with
use of terms.
•Fluent vocabulary
without
pretension and
excellent use of
terms, concepts,
and/or outside
resources if
needed to present
materials. 0 1 19 37 38 58 78 79 99 119 120 140 160
•Topic Coverage:
Thorough and
balanced in
treatment of topic
coverage;
explains
reasoning for
comments and
provides source
evidence.
•Very incomplete, significant gaps, OR
biased treatment of
topic coverage; little
or no reasoning,
explanation, and/or
source evidence
provided.
•Either thorough, but
biased, OR
incomplete and
balanced in topic
coverage;
reasoning and
evidence
presented, but
not well
organized and/or
poor sources.
•Generally thorough and
balanced, but
awkward, needs
more evidence,
OR better
sequencing in
topic coverage;
good logical
reasoning and
evidence, but not
integrated with
sources.
•Thorough topic coverage with
balanced
treatment of
perspectives;
logical reasoning
integrated with
authoritative
references on
key points.
0 1 19 37 38 58 78 79 99 119 120 140 160
•Product Differentiation
and Creativity:
Unusual detail(s)
and/or new
innovation(s).
•No differentiation,
work product is run-
of-the-mill and lacks
creativity.
•Some points of
differentiation
and creativity,
but not enough
information to
understand the
explanation.
•Several points
of differentiation
and creativity,
but not many of
real significance.
•Several points of differentiation
and relevant
significance to
the marketplace,
highly creative
work.
0 1 19 37 38 58 78 79 99 119 120 140 160
•Mechanics, Tables, and
Readability:
Good mechanics
of writing,
appropriate use of
tables,
organization, and
ease of reading in
the written
materials.
•Several errors in spelling,
punctuation,
capitalization,
sentence structure;
and/or no bolded
topic headings
and/or subheadings
and/or no tables.
•A few overlooked
errors that
detract from the
written materials
and/or lack of
bolded topic
headings and/or
subheadings
and/or weak
tables.
•Few or no mechanical
errors, basic
tables, but lacks
organization.
•No mechanical errors, detailed
tables, and
excellent
organization.
0 1 19 37 38 58 78 79 99 119 120 140 160
Major Work Assignment: The Interviews Of Business Insights Project
Overview:
This project is designed to provide CMR 495 students with an opportunity to discuss leadership strategy
and strategic thinking with three individuals in the community who have leadership and/or managerial
responsibilities. The project is worth up to 1000 points if fully completed in a professional manner. All
portions of the project described below are required. The project must be completed by a single student
– no multi-person teams are permitted. All work to be graded must be submitted by the due date stated
on the Course Calendar. No late reports or other materials will be accepted.
80
When considering this project, please keep the following important points in mind:
• All interviewees selected must be local to the area around Cincinnati and/or Miami University – in other words, people that the student could go and see directly in person. An exception will be
made for students who live outside of the local area. A student who lives outside of the local
area needs to contact the instructor for more information on this policy to receive an exception
• No friends, family, or other relatives are acceptable interviewees. Stretch your wings and find individuals who you do not know. . . .
• All interviews must be conducted face-to-face during the time frame that the course is in session -- no use of previous interviews prior to three months ahead of the current course session.
• Students must include a photo of themselves with each interviewee and full contact information for each interviewee within their final reports. Failure to include photos and/or contact
information will result in forfeiture of the entire project.
• Students must provide an introduction to the project where they explain how and why they chose each interviewee. Any former relationships with the interviewee must be disclosed.
• Extra credit points may be earned for a “video story” of the Interviews of Business Insights Project. For example, a student could interview one of the managers of the business about
customer service. At this point, there are no previous student examples. Be the first!!! The
number of extra credit points awarded depends on the video’s content and on the quality of the
video production.
Background and Purpose of the Project:
The goal of the project is to compare and contrast the ways that the three leaders think about and act
when it comes to strategic thinking in terms of making a decision(s) and/or developing strategic
management processes. Strategic managers also must act on opportunities within their organizations. A
basic set of questions is included to use for framing each interview with an organizational leader. All of
these questions should be asked of each leader. Each student is free to include additional questions as
may seem suitable, but he/she must try to capture data from each leader on each supplemental question
as well. Stated in other terms, if a question is asked of one leader, be sure to ask that same question of
every leader.
Project Steps:
Students should begin this project by thinking about what type of strategic thinking they would like to
explore through the interview process. Examples include:
1. Interview three for-profit business leaders within a single industry. This approach could provide insights on how three potentially competing firms deal with the same issues.
2. Interview three for-profit business leaders who have the same or very similar titles, but who work in completely different industries. This approach could provide insights on how different industries
handle similar issues.
3. Interview three leaders who come from three different types of organizations – not all of whom are in for-profit industries. For example, interview a business leader, a government official, and a
leader in a not-for-profit organization. This approach could provide insights on how different
organizational structures may address problems and issues in different ways.
4. “None of the above.” Students may select other combinations of organizational leaders to interview as well, but must confirm with the instructor that they have chosen an acceptable list of
individuals who form some sort of relationship for analysis before beginning the interview process.
81
Interview Process
1. Start early to schedule interviews. Leaders are busy people and it may take several weeks to work out all of the details. If the interviewee asks to see the list of questions before the interview, feel
free to send them to him/her in advance.
2. Arrange for a mutually convenient time and place to conduct the interview. Each student must be careful not to overstay his/her welcome -- talking with an individual for about an hour at most is
probably okay -- two or three hours would most likely infringe too much on the individual's time.
3. Conduct the interview, taking careful notes on what the individual says in response to the questions. (Students may find it useful to type up or print out the questions in advance, leaving
some space between each one so that there is room to write in the answers. This approach may
help keep things organized.) Students must NOT e-mail the interview questions to the interviewee
AND ask him/her to fill in the spaces do the homework assignment. If this is done, the result is
usually very obvious and very disappointing.
4. Once the student has completed each interview, he/she should sit down and review his/her notes and add other comments while the thoughts are still fresh in his/her mind. Summarize the
interview learnings in writing -- although the length will vary according to how "meaty" the
interview was with the interviewee. Usually, it will be possible to provide 3-4 pages of text
following a good interview. Be certain to cover all of the questions asked, with special emphasis
on the following five points:
• What is the background of the individual interviewed? How did he/ she get to where he/she is at today?
• How does each leader define strategy and/or strategic thinking?
• What are the key strategic thinking principles that the individual makes use of in his/her daily work?
• What does the individual see in store for the future for him/herself and/or the future of the individual's business or other type of organization?
• How does what was learned from the interview relate to what is being studied in the CMR 495 course?
5. Repeat the interview process with each of the other two individuals, being careful to keep accurate and separate notes on each interview.
Note: Any verifiable evidence of a student e-mailing his/her interviewee a list of questions and having
the interviewee send responses back by e-mail will result in a grade of “0” points for this project. This
project is to be conducted in-person only. Each student must furnish the name and phone number of
his/her interviewees as part of the report so that they may be contacted by the instructor for verification,
if needed.
Interview Questions – Mandatory For All Interviewees:
1. Could you please tell me a little about yourself and how you got started in your organization?
2. Thinking about your role in the organization overall, what are the top three responsibilities that you must fulfill every day or week? Could you please tell me a little bit about each one? Would you
consider each of these responsibilities to be a traditional leadership responsibility?
3. Over the years that you have been in your organization, have the duties of a leader changed significantly? Why or why not? Please explain in detail.
4. In your role, who do you consider your customers to be? Do you interact directly with the senior managers in the organization? Do you interact with the people who buy the organization's
82
products/services, if products/services are sold? Do you interact with the stakeholders of the
company? Please tell me about these interactions.
5. How does your organization define strategy? What are the components that are present or take place when your organization does strategic thinking or planning? Is this process handled by an
individual or a team or via another approach? (See Rothaermel, Ch. 1, 2, pp. 4-54.)
6. Would you please describe your organization’s process(es) for communicating new strategies? Does it/do they differ for internal and external communications? How so? Are you satisfied with
the process(es) used? (See Rothaermel, Ch. 1, 2, pp. 4-54.)
7. How do external factors such as competition, the environment, government regulations, the state of the economy, social norms and culture, etc., influence how your organization’s strategies are
developed and executed? (See Rothaermel, Ch. 3, pp. 55-103.)
8. How do internal factors such as budget, staffing, core competencies, company norms, etc., influence how your organization’s strategies are developed and executed? (See Rothaermel, Ch. 4, pp. 104-
139.)
9. Is differentiation a concern for your organization, and if so, how does this topic contribute to the development and execution of a strategic plan? Differentiation may be thought of in broad terms to
encompass anything that sets the organization apart from others of a similar intent and/or purpose.
(See Rothaermel, Ch. 6, pp. 174-207.)
10. Does your organization use any type of formal or informal cost/benefit analysis to evaluate new strategies before they are fully implemented? If so, can you describe the process? Would you
consider the process to be a formal review or more of a “quick check?” (See Rothaermel, Ch. 6, pp.
174-207.)
11. Does your organization have any partnerships with other organizations either of the same general type or possibly of a complementary nature? An example might be something like a car dealership
that has a partnership with a business that sells auto insurance. If so, do you consider such
partnerships to be strategic alliances or something less formal? (See Rothaermel, Ch. 9, pp. 294-
325.)
12. Have you had to make any fundamental changes to your organization’s structure, culture, operating principles and/or other basic attributes in order to successfully implement a new strategy? If so,
please describe? Have the changes been difficult? (See Rothaermel, Ch. 11, pp. 364-399.)
Remember -- these questions represent a starting point for the interview. If the interviewee
supplies other types of information, by all means, follow the lead and capture his/her
thoughts. Some interviewees have so much fun talking about themselves that they do not
want to see you leave. Be polite, but firm in telling the person that there is another
commitment to get to in the next hour. Interviewees may even e-mail additional thoughts
later. Offer to show each interviewee the write-up before it is turned in – to ensure complete
accuracy. Also, be sure to thank the interviewee for his/her time! A follow-up written letter
or e-mail is most appropriate. Include what you learned during the interview as part of your
appreciation for the individual’s time.
83
Data Analysis:
Begin the data analysis by typing up each interview in a Q&A format. Type each question as: Q:
Followed by the question. Put the questions in BOLD font. Drop down one line and insert the answers
from each of the interviewees in the format: A1: Followed by the first interviewee’s answer. Then,
A2: Followed by the second interviewee’s answer, and A3: Followed by the third interviewee’s
answer. Repeat for all of the questions asked. This becomes the raw data set. Use “bolded” questions,
but not “bolded” answers.
Next, look for patterns or discrepancies in the data. Do the interviewees all agree on certain points?
Which ones? Do they differ greatly on other points? Again, which ones? Make lists of these
agreements and disagreements. This information will be used to develop the end-of-project materials.
Be sure to research the points made by each interviewee using the Rothaermel text and other strategic
leadership sources as needed. A minimum of ten citations taken directly from the Rothaermel text are
required in this major work assignment. Other Internet or published sources may be used to supplement
(not replace) these citations.
What to Turn In:
1. Develop a brief PowerPoint presentation deck that “walks” the reader through the highlights of the data from the interviews. This presentation deck should include a brief introduction of the student
and the project. The presentation materials should also briefly describe the learnings about the
questions in the chosen category. Each student should also include a conclusion detailing the
specific findings in this assignment and identify what information is new or surprising. Plan for
about 15 slides – going over this number is no problem.
NOTE: There is no live presentation to be delivered. Presentation decks need to be posted to “The
Customer Service Marathon Project Discussion Forum” on Canvas. The presentation must speak for the
author, so plan to do something more creative than just a simple PowerPoint deck. Easily add audio to
PP decks to create a slide show with sound if desired. Alternatively, create something in SlideShare or
Screencast-O-Matic. Have a friend videotape a short presentation and post it to YouTube. Whatever
option is chosen for the video, the final result must have both audio and some form of visual
information. The possibilities are endless. If something more unique is completed and needs to be
posted as a link to the presentation deck materials – that is fine. Just be sure to “test drive” the link once
posted to be sure that it actually works.
2. Develop a detailed report that focuses primarily on the results that were derived from the interview process as a whole. To be more specific, develop the report to carefully compare and contrast the
strategic leadership styles and/or approaches taken by the three interviewees. The report includes
three basic sections – an introduction, a “body,” and a conclusion at the end.
In the report, begin with a brief introduction of the interviewees, covering basic biographical
information and the reason(s) that these individuals were selected for the interviews.
Then, in the “body” of the report, be certain to cover ALL of the answers to the questions (usually,
this is about 10-12 pages of text). The most effective way to present the “body” of the report is to
use a question and answer format – a copy of the one prepared in Step One above is fine. List each
question (bolded) and follow it up with the response (unbolded). Be sure to summarize the
responses provided by the interviewees. Generally speaking, there should be complete sentences for
all of the answers to the questions. In some circumstances, a student might choose to use a bulleted
84
list rather than complete sentences. Do whatever seems best for each question asked of the
interviewees.
Finally, include a detailed discussion and conclusion that describes what information was learned
from the interviewee. Be sure to describe any significant information that was new and/or unusual.
In other words, the conclusion should wrap up the main points that were learned from the
interviewees.
Do NOT include any proprietary information in the materials that you turn in. References – the use of
appropriate references in the report is essential. As a whole, in the report, use single spacing in
paragraphs and bulleted lists with a space between headings and paragraphs. Use one-inch margins on
all sides and a 12-point Times New Roman or similar font. (Use the look of the course syllabus as a
guideline.) The report must be turned in at the same time as the presentation deck for full credit.
If early feedback on a draft copy report is desired, please submit it at least a week before the due date by
e-mail to [email protected] for Fall, Spring, and Summer Terms and two days before the due date for
Winter Term. Feedback will be returned promptly so that a student may revise his/her work prior to
submitting final copies. The early feedback is not intended to be critical and it is only given to improve
the quantity/quality of the individual mini-project. This major work assignment will be due at the end of
Module Nine. See the Course Calendar for the specific due date. Final copies of the report should be
uploaded to Canvas for grading no later than 11:59 P.M. (MIDNIGHT) of the project due date.
Where Most Errors Occur:
Please note that failing to include an introduction and/or a conclusion at the end of the report are two of
the most frequent errors made by students in completing this major work assignment. The conclusions
drawn at the end of the report are particularly important since they summarize and illustrate what was
learned not only by talking with three individuals, but also by distilling down what they had to say into
the key points and findings. When interviewing multiple individuals, students also occasionally forget
to ask the same questions during each interview, thereby creating a “lop-sided” situation where one
interview may be much more thorough than the others – watch that all question sets are the same.
An additional source of error occurs when students elect to import their PowerPoint slides into Word
and attempt to call this document a report. PowerPoint slides lack the depth of thought and the
explanation necessary to constitute a credible report. Students choosing to import their PowerPoint
slides into Word for purposes of creating a report will receive a grade of “0” points on the report portion
of the project.
Grading Notes for the Presentation Deck and Report
The presentation deck for the project will be evaluated on readability (Does it flow from section to
section nicely?), content accuracy (Do the learnings make sense?), and originality (Are the learnings
believable as they relate to the author?). Each student is responsible to make sure that the final
presentation materials are turned in on time for his/her work assignment.
In order to receive full credit, students must turn in the presentation materials and the written
summary no later than the due date set for the project.
85
Grading for the Project Final Presentation Materials (The Interviews Of Business Insights
Project) – 200 points
Presentation
Component
No Credit
0 Points
Unacceptable
1-7 Points
Poor
8-20 Points
Good
21-31 Points
Excellent
32-40 Points
•Handouts,
Overheads,
PowerPoint,
and/or Graphics:
Attractive and
balanced layout,
legible font.
•No handouts, overheads,
PowerPoint,
and/or graphics.
•Handouts, overheads,
PowerPoint,
and/or graphics
present, but poor
quality (illegible,
inconsistent,
etc.).
•Well done handouts,
overheads,
PowerPoint,
and/or graphics,
but too much or
too little, and/or
not on key
points.
•Well-designed and attractive
handouts,
overheads,
PowerPoint,
and/or graphics
that simplify
and/or summarize
key ideas;
original graphics. 0 1 4 7 8 14 20 21 26 31 32 36 40
•Mechanics and Audience
Readability:
Ease of reading
and audience
readability in
written materials.
•Several errors in spelling,
punctuation,
capitalization,
sentence
structure; and/or
no bolded topic
headings and/or
subheadings.
•A few overlooked errors
that detract from
the written
materials and/or
lack of bolded
topic headings
and/or
subheadings.
•Few or no mechanical
errors, but work
lacks
organization.
•No mechanical errors and
excellent
organization.
0 1 4 7 8 14 20 21 26 31 32 36 40
•Content flow:
Definite
beginning,
middle, and end;
and easy to
follow.
•No content flow,
jumps around,
hard to follow,
lacks planning.
•Some content
flow, but some
topics seem out
of order.
•Good content
flow, but lacks
summarized
learnings and/or
conclusions.
•Excellent
content flow,
easy to follow,
and clear with
strong
conclusions.
0 1 4 7 8 14 20 21 26 31 32 36 40
•Topic Coverage:
Thorough and
balanced in
treatment of topic
coverage; explains
reasoning for
comments and
provides source
evidence.
•Very incomplete,
significant gaps,
OR biased
treatment of topic
coverage; little or
no reasoning,
explanation,
and/or source
evidence
provided.
•Either thorough, but biased, OR
incomplete and
balanced in topic
coverage;
reasoning and
evidence
presented, but not
well organized or
poor sources.
•Generally thorough and
balanced, but
awkward, needs
more evidence,
OR better
sequencing in
topic coverage;
good logical
reasoning and
evidence, but not
integrated with
sources.
•Thorough topic coverage with
balanced
treatment of
perspectives;
logical reasoning
integrated with
authoritative
references on key
points.
0 1 4 7 8 14 20 21 26 31 32 36 40
•Relationship to
Course:
Clearly relates to
main course
topics.
•No clear link
between
information and
course topics.
•Moderate link
between
information and
course topics.
•Strong link between
information and
course topics.
• Strong link between
information and
course topics;
presenter points
out areas of
particular
interest. 0 1 4 7 8 14 20 21 26 31 32 36 40
86
Grading for the Report (The Interviews Of Business Insights Project) – 800 points
Report
Component
No Credit
0 Points
Unacceptable
1-37 Points
Poor
38-78 Points
Good
79-119 Points
Excellent
120-160 Points
•Content flow: Definite
beginning,
middle, and end;
and easy to
follow.
•No content flow,
jumps around, hard
to follow, lacks
planning.
•Some content
flow, but some
topics seem out
of order.
•Good content
flow, but lacks
summarized
learnings and/or
conclusions.
•Excellent
content flow,
easy to follow,
and clear with
strong
conclusions.
0 1 19 37 38 58 78 79 99 119 120 140 160
•Vocabulary: Appropriate and
fluent use of
terms, concepts,
and/or outside
resources if
needed to present
materials.
•Little or no attempt to include terms,
concepts, and/or
outside resources if
needed to present
materials.
•Use of terms, concepts, and/or
outside resources
if needed to
present
materials; but not
well related,
sporadic, or
misused.
•Good use of terms, concepts,
and/or outside
resources if
needed to present
materials; but
still uses jargon
and/or is
awkward with
use of terms.
•Fluent vocabulary
without
pretension and
excellent use of
terms, concepts,
and/or outside
resources if
needed to present
materials. 0 1 19 37 38 58 78 79 99 119 120 140 160
•Topic Coverage:
Thorough and
balanced in
treatment of topic
coverage;
explains
reasoning for
comments and
provides source
evidence.
•Very incomplete, significant gaps, OR
biased treatment of
topic coverage; little
or no reasoning,
explanation, and/or
source evidence
provided.
•Either thorough, but
biased, OR
incomplete and
balanced in topic
coverage;
reasoning and
evidence
presented, but
not well
organized and/or
poor sources.
•Generally thorough and
balanced, but
awkward, needs
more evidence,
OR better
sequencing in
topic coverage;
good logical
reasoning and
evidence, but not
integrated with
sources.
•Thorough topic coverage with
balanced
treatment of
perspectives;
logical reasoning
integrated with
authoritative
references on
key points.
0 1 19 37 38 58 78 79 99 119 120 140 160
•Product Differentiation
and Creativity:
Unusual detail(s)
and/or new
innovation(s).
•No differentiation,
work product is run-
of-the-mill and lacks
creativity.
•Some points of
differentiation
and creativity,
but not enough
information to
understand the
explanation.
•Several points
of differentiation
and creativity,
but not many of
real significance.
•Several points of differentiation
and relevant
significance to
the marketplace,
highly creative
work.
0 1 19 37 38 58 78 79 99 119 120 140 160
87
•Mechanics, Tables, and
Readability:
Good mechanics
of writing,
appropriate use of
tables,
organization, and
ease of reading in
the written
materials.
•Several errors in spelling,
punctuation,
capitalization,
sentence structure;
and/or no bolded
topic headings
and/or subheadings
and/or no tables.
•A few overlooked
errors that
detract from the
written materials
and/or lack of
bolded topic
headings and/or
subheadings
and/or weak
tables.
•Few or no mechanical
errors, basic
tables, but lacks
organization.
•No mechanical errors, detailed
tables, and
excellent
organization.
0 1 19 37 38 58 78 79 99 119 120 140 160
Major Work Assignment: Customer Service Marathon Project
Overview:
The Customer Service Marathon Project illustrates some of the strategic management thought processes
and choices that can be directly associated with customer service and satisfaction. Businesses make
choices regarding how to treat their customers and how they choose to train their employees to handle
customer service situations. The Customer Service Marathon Project is worth up to 1000 points if fully
completed in a professional manner. All portions of the Customer Service Marathon Project are
required. The Customer Service Marathon Project must be completed by an individual student – no
multi-person teams are permitted. All work to be graded must be submitted by the due date stated on
the Course Calendar. No late reports or other materials will be accepted.
NOTE: The Customer Service Marathon Project was written up and presented at a Midwest Business
Administration Association meeting in Chicago, IL where it was awarded the John Berens Award for
“Best Paper” at the conference.
When considering this project, please keep the following important points in mind:
• All businesses selected must be local to the area around Cincinnati and/or Miami University – in other words, businesses that the student may go to on a routine basis while at school. An
exception will be made for students who live outside of the local area. A student who lives
outside of the local area needs to contact the instructor for more information on this policy to
receive an exception.
• All visits to businesses must occur over the time frame that the course is in session – no use of previous visits is permitted.
• Students must record the location of the business on each scorecard.
• Students must take a photo of themselves at the business each time they visit a business and include it on or along with the scorecard submitted for that visit. All photos must show the
student’s face clearly. (Example: Take a “Selfie” in front of something at the business.)
• Students must include a photo of a receipt for a small purchase from the business, clearly showing the time and date of the visit, with each scorecard. (It is not essential to make a large
purchase – a can of pop, candy bar or bag of chips, etc., is fine.)
• Failure to include appropriate photos and receipts with each scorecard will result in forfeiture of the entire project.
• Students must turn in scorecards by uploading them to Canvas as they are completed. For Fall Semester and Spring Semester students, the limit is a maximum of two scorecards per week for
five weeks. For Summer Session students, the limit is a maximum of four scorecards per week
for two-and-a-half weeks. For Winter Term students, specific due dates for scorecards are listed
88
on the course calendar. Plan accordingly – start this project early. Students sending in
scorecards in a manner that does not agree with what is described here will forfeit the entire
project. When in doubt, consult the course calendar for scorecard completion milestones. No
late scorecards are permitted for any reason – project forfeiture will occur.
• Extra credit points may be earned for a “video story” of the Customer Service Project. For example, a student could interview one of the managers of the business about customer service.
At this point, there are no previous student examples. Be the first!!! The number of extra credit
points awarded depends on the video’s content and on the quality of the video production.
Background and Purpose of the Project:
In the Customer Service Marathon Project, an individual student will have the opportunity to perform an
in-depth investigation of the customer service and/or customer satisfaction principles, practices, and
strategies in use at his/her favorite business(es). An often-cited article from the Harvard Business
Review in 1985 explores the kinds of customers that businesses encounter on a day-to-day basis. The
article divides customers into groups – Apostles/Loyalists, Defectors/Terrorists, Mercenaries, and
Hostages. It also explains how each group of customers should be handled to achieve optimum
customer service success. The article is summarized in the following PowerPoint deck of materials.
89
90
91
To start the Customer Service Marathon Project, the individual student needs to outline a strategy for
completing the major work assignment based on one of two available options. Data for either option
will be collected over the course of the semester using a customer service scorecard. Finally, a detailed
report summarizing findings and a short presentation deck are required.
Options
An individual student will be able to select either Option #1 or Option #2 to complete the Customer
Service Marathon Project.
Option #1: In choosing this option, an individual student is asked to identify one business that he/she
visits frequently. (Note: This means one location of one business – NOT multiple different locations of
the same business.) Almost any type of business is acceptable, provided that the business is physically
feasible to visit (not an online business) and he/she can patronize that business at least ten times over the
course of the semester. Examples might include a favorite fast food restaurant that is patronized several
times a week, a favorite grocery store, a favorite store at the mall, etc. It is not necessary to make a
large purchase every time that the business is visited, but it must be a business that is visited frequently.
If choosing Option #1, the strategic management piece will be to monitor how customer service varies
across ten individual visits to the business. Questions that may be worth considering include: Is service
always the same? Does the time of day that you visit matter? Does the number of customers waiting for
help matter? What other factors may affect the customer service that is received?
Option #2: In choosing this option, an individual student is asked to identify one business that he/she
visits frequently and a separate business that he/she may or may not typically visit, but that people
would generally think is a competitor of the chosen favorite. Examples might include choosing Burger
King as the favorite and Wendy’s as a competitor. Another example would be choosing Kroger
(because he/she always shops there) and Meijer as a competitor. (Note: A single location for each
92
business must be chosen and visited five times each, not five different Kroger stores versus five
different Meijer stores.) An individual student will thus need to be able to visit each business a
minimum of five times over the course of the semester.
If choosing Option #2, the strategic management piece will be to compare and contrast how customer
service is handled across the two different businesses. Questions that may be worth considering for
each business include: How welcoming is this business upon entering? How easy is it to get help when
needed? Is the customer service consistent every time? What other factors may affect the customer
service that is received?
Project Steps:
Select either Option #1 or Option #2 and select the business(es) where the data will be collected. When
this information is finalized, send a short e-mail to Dr. Baim ([email protected]) summarizing these
choices.
For either Option #1 or Option #2, a student will be completing a brief Customer Service Marathon
Scorecard after EACH visit. The Customer Service Marathon Scorecard is designed to use a 5-point
Likert scale (1 = Poor or Low to 5 = Excellent or High), plus allow room for comments. There are
spaces for TWENTY questions on each Customer Service Marathon Scorecard. Sixteen out of the
twenty spaces will be taken by questions that are used to evaluate the business(es). The remaining four
spaces are to be used to “customize” the Customer Service Marathon Scorecard to fit the particular
business(es) in use. A student must write four specific questions in the space provided and must use the
same Customer Service Marathon Scorecard format every time the business(es) are visited.
Visiting Business(es) and Using the Customer Service Scorecard
A copy of the Customer Service Marathon Scorecard, including four blank spaces is available on
Canvas in the module covering this assignment. Fill it out “on the computer” and save it to your hard
drive.
Customer Service Marathon Scorecard
Student’s Name: ___________________________________
Name of Business: ____________________________ Type of Business: ___________________
Date of Visit: ______________________________ Time of Visit: _________________________
On this visit, the business was _____ busy _____ moderately busy _____ not busy.
Customer Service Question
Likert Scale Rating (1 =
Poor or Low, 5 =
Excellent/High)
Optional Comment
Did the employees smile and
acknowledge you shortly after your
arrival?
1 2 3 4 5
Was the establishment, itself,
welcoming and clean?
1 2 3 4 5
93
Were the employees dressed and
groomed accordingly?
1 2 3 4 5
Customer Service Question
Likert Scale Rating (1 =
Poor or Low, 5 =
Excellent/High)
Optional Comment
Did the employees provide quick
customer service?
1 2 3 4 5
Were the employees knowledgeable
about the organization and its
products/services?
1 2 3 4 5
Was the service personalized?
1 2 3 4 5
Were the staff friendly and did they
practice good manners?
1 2 3 4 5
Did the staff suggest promotions for
better deals?
1 2 3 4 5
Did the employees have a positive
attitude?
1 2 3 4 5
Was the particular merchandise you
were seeking available during this
visit?
1 2 3 4 5
Was the transaction accurate?
1 2 3 4 5
Was the product and/or service
consistent with previous visits?
1 2 3 4 5
Was there a final thank you?
1 2 3 4 5
Did the employees seem concerned
with customer satisfaction?
1 2 3 4 5
Were you left with a desire to come
back another time?
1 2 3 4 5
Based on this visit, would you be
closer to a “Loyalist/Apostle” (circle
5) or a “Defector/Terrorist” (circle
1)?
1 2 3 4 5
(Q1 for student’s individual
business.)
1 2 3 4 5
94
(Q2 for student’s individual
business.)
1 2 3 4 5
(Q3 for student’s individual
business.)
1 2 3 4 5
(Q4 for student’s individual
business.)
1 2 3 4 5
Unusual observation (positive or negative) about the visit, if any:
Before visiting the chosen business(es) for the first time, fill in the additional four questions that have
been selected for use. Remember that it is mandatory to come up with four questions that are tailored to
the specific business(es). Do not leave these spaces blank. Also, be sure to fill in the name of the
business, an address (nearest intersection will do if no street number is visible), and the date and time of
each visit. Also, be sure to indicate if the business is busy, moderately busy, or not busy; and the
amount of money spent, if any, during each visit.
Visit the business as normal. Do not tell anyone at the business that any type of data or information is
being collected. It is necessary to purchase something, although it is perfectly acceptable to make only a
small purchase. After the visit, complete the Customer Service Marathon Scorecard immediately, if
possible. Along with “circling” the correct Likert scale number next to each question, there are spaces
to jot down any notes that are applicable. At the bottom of the Customer Service Marathon Scorecard,
there is also a space to note anything unusual (positive or negative) that was observed on the visit and
that is not directly covered by one of the questions.
Once each Customer Service Marathon Scorecard is completed, e-mail a copy to the instructor as a draft
for feedback if desired. To do this, type the responses onto a copy of the Customer Service Scorecard
file, then save, and e-mail it to [email protected]. Final versions of scorecards are to be uploaded
to Canvas. To be clear, Customer Service Scorecards should be generated across the entire length of the
project and submitted promptly after each one is completed. Do not wait until one week before the
project is due to make all business visits and submit all scorecards. A maximum of two scorecards per
week should be submitted to the instructor and all scorecards should be generated/completed no later
than two weeks before the project is due at the end of Module 12 so that data analysis and reports can be
completed properly. Students sending in three or more scorecards within any single week or any
scorecards at all within two weeks of the project due date should expect to see a substantial reduction in
the number of points earned. Start this project early. (Winter Term students – see your course calendar
for the dates and milestones applicable to you.)
Data Analysis
Once all of the business visits have been completed, lay out the ten completed scorecards and begin to
analyze what the data are saying about the customer service and customer satisfaction procedures at the
business(es). Pull as much information as possible from the data – do not just say, “Well, it all looks
95
pretty good to me.” If it looks good, why does it look good? What are the customer service strengths?
What are the weaknesses? If the business(es) has aspects of customer service that need to be improved,
what are they and how can they be handled? Make some notes that will help develop the customer
service report.
What To Turn In:
The Customer Service Marathon Project requires a PowerPoint presentation deck summarizing the
learnings gained from the project plus a report. Due to the presence of two options in this project,
please review the bullet points below for the option chosen before pulling together the final materials to
turn in for grading.
Option #1: If one business was visited ten times, be sure that the following information is covered:
▪ Project title and student’s name. ▪ Name and location of the business. ▪ A picture of the business. ▪ Type of business – what is sold and what an individual student typically purchases. ▪ Time series graphs showing each point of the quantitative data – start to finish -- collected
for each of the twenty questions (two images on a page usually works well). This will yield
20 graphs. The X-axis is the date and the Y-axis is the score. Produce professional graphs
that are easy to read and interpret.
▪ Overall customer service rating for this one business on a 1-5 Likert scale for each of the twenty questions. (Take the ten scores for each question, add them up, and divide by ten for
the average score for each question.) Put this information in a table or chart with three
columns labeled: Specific Question, Overall Customer Service Rating, and Explanation.
Then, after each specific question and after the overall customer service rating, include a
three-to-five sentence explanation of why that rating makes sense or does not make sense to
you. Produce a professional table or chart.
▪ Three to five specific customer service observations that were made while visiting this business over the semester -- written up as “qualitative data” comments. These could be
about a good and/or a not-so-good experience(s) at the business. Put the customer service
observations in a separate table or chart titled “Customer Service Observations” in numerical
order by question number. Produce a professional table or chart.
▪ Three or more recommendations of what the business could do to improve customer service (written up as bulleted comments). Put the recommendations in a separate table or chart
titled “Recommendations” in numerical order by question number. Produce a professional
table or chart.
▪ Be sure to support any statements made and conclusions drawn with proper references. Us a minimum of three references from the Rothaermel text (different page numbers).
Additionally, use three or more external references from the business literature on customer
service and satisfaction or related topics.
Option #2: If two businesses were visited five times each, be sure that the following information is
covered:
▪ Project title and student’s name. ▪ Name and location of the two businesses. (Indicate which business is the usual choice and
which business represents the competition.)
▪ A picture of each business. ▪ Type of businesses – what is sold at each business and what is typically purchased at each
business.
96
▪ Time series graphs showing each point of the quantitative data – start to finish -- collected for each of the twenty questions (two graphs on a page usually works well) for each of the
two businesses. This will yield ten graphs. The X-axis is the date and the Y-axis is the
score. Use one type of line and color for one business and one type of line and color for the
other business. Be sure to indicate which business goes with which graph. Produce
professional graphs that are easy to read and interpret.
▪ Overall customer service rating for each business on a 1-5 Likert scale for each of the twenty questions. (Take the five scores for each question, add them up, and divide by five for the
average score for each question.) Put this information in two tables or charts (one for each
business) with three columns labeled: Specific Question, Overall Customer Service Rating,
and Explanation. Then, after each specific question and after the overall customer service
rating, include a three-to-five sentence explanation of why that rating makes sense or does
not make sense to you. Produce two professional tables or charts.
▪ Three to five specific customer service observations that were made while visiting each business over the semester -- written up as “qualitative data” comments. These could be
about a good and/or a not-so-good experience(s) at each business. Put the customer service
observations in two separate tables or charts (one for each business) in numerical order by
question number. Produce two professional tables or charts.
▪ Three or more recommendations of what each business could do to improve customer service (written up as bulleted comments). Put the recommendations in two separate tables
or charts (one for each business) in numerical order by question number. Produce two
professional tables or charts.
▪ Be sure to support any statements made and conclusions drawn with proper references. Us a minimum of three references from the Rothaermel text (different page numbers).
Additionally, use three or more external references from the business literature on customer
service and satisfaction or related topics.
With this information in hand, prepare the following materials:
1. Prepare a presentation deck. The presentation deck should include an introduction of the presenter and an overview of the project. The materials should also briefly cover each of the areas listed in
this assignment. It should include a conclusion about the specific “strategic thinking lessons” as
they relate to managing projects internally or externally. Most importantly, the presentation
materials should specifically state in writing what was learned about customer service theory and/or
practices that center on developing positive and proactive relationships between a business and its
customers. Discuss the positives and the negatives about choosing Option #1 or Option #2. Be sure
to relate the findings to the topics of “customer service” and “customer satisfaction” pointing out
specifically where results may differ from the theory in the research materials – and why.
NOTE: There is no live presentation to be delivered. Presentation decks need to be posted to “The
Customer Service Marathon Project Discussion Forum” on Canvas. The presentation must speak for
the author, so plan to do something more creative than just a simple PowerPoint deck. Easily add
audio to PP decks to create a slide show with sound if desired. Alternatively, create something in
SlideShare or Screencast-O-Matic. Have a friend videotape a short presentation and post it to
YouTube. Whatever option is chosen for the video, the final result must have both audio and some
form of visual information. The possibilities are endless. If something more unique is completed
and needs to be posted as a link to the presentation deck materials – that is fine. Just be sure to “test
drive” the link once posted to be sure that it actually works.
97
2. Prepare a professional-looking report. Assume that the report is being prepared for an external reader unfamiliar with the Customer Service Marathon Project. The report must include each of the
following sections: an introduction, project details, conclusion, and future work applications. At the
beginning of the report in the introduction describe the project for someone who is unfamiliar with
this type of work. The project details section of the report should explain the “Who?, What?,
When?, Where?, Why?, and How?” of the project with a strong emphasis on the “Why? and How?”
pieces of the story. Within this section, be sure to include pictures of the business(es). Most
importantly, the conclusion of the report should detail the relationship of the project to the topic of
strategic thinking in management and specifically explain the learnings after completing the project.
Finally, three well-thought out “bulleted” suggestions for future work applications in terms of the
Customer Service Marathon Project should be included in the “Future Work Applications” section.
What problems were encountered and what would be done differently if one works on another
similar project? Be objective and concise. Include a graph(s) as needed. All tables and graphs
should appear at the end of the report in an appendix. Place tables first in the appendix, followed by
graphs. The report (usually 10-12 pages, maximum) must be turned in at the same time as the
presentation deck for full credit. Use single spacing in the paragraphs and bulleted lists with a space
between the headings and paragraphs. Use one-inch margins on all sides and a 12-point Times New
Roman or similar font. (Use the look of the syllabus as a guideline.)
Note on References: Within the report, each student must provide theoretical support for the
concepts studied, procedures followed, and conclusions drawn that relate to strategic thinking in
marketing. A minimum of three references (separate page numbers) taken from the Rothaermel text
and three external references on management and marketing strategy taken from the business
literature must be provided. These references form a key part of report and must be explained in
detail at the time of use. Failure to include suitable references will result in a substantial loss of
points for the Customer Service Marathon Project.
If early feedback on a draft copy report is desired, please submit it at least a week before the due date by
e-mail to [email protected] for Fall, Spring, and Summer Terms or two days before the due date for
Winter Term. Feedback will be returned promptly so that a student may revise his/her work prior to
submitting final copies. The early feedback is not intended to be critical and it is only given to improve
the quantity/quality of the individual mini-project. This major work assignment will be due at the end of
Module Twelve. See the Course Calendar for this date. While on the Course Calendar, double-check
the due dates for scorecards at the end of Modules 5, 7, and 10. Final copies of the report should be
uploaded to Canvas for grading no later than 11:59 P.M. (MIDNIGHT) of the project due date.
Where Most Errors Occur:
Often, the most critical error made by an individual student is failing to include enough well-
documented customer service and customer satisfaction theory in the conclusion section of the report.
Staying within the context of the CMR 495 strategy course, an individual student should carefully
explore the concepts of understanding customer service and satisfaction. These concepts form the
essence of why the Customer Service Marathon Project is undertaken and why this specific project is a
core feature of the CMR 495 course.
An additional source of error occurs when students elect to import their PowerPoint slides into Word
and attempt to call this document a report. PowerPoint slides lack the depth of thought and the
explanation necessary to constitute a credible report. Students choosing to import their PowerPoint
slides into Word for purposes of creating a report will receive a grade of “0” points on the report portion
of the project.
98
Grading Notes for the Presentation Deck and Report
The presentation deck for the project will be evaluated on readability (Does it flow from section to
section nicely?), content accuracy (Do the learnings make sense?), and originality (Are the learnings
believable as they relate to the author?). Each student is responsible to make sure that the final
presentation materials are turned in on time for his/her work assignment.
In order to receive full credit, students must turn in the presentation materials and the report no later
than the due date set for the project. See the Course Calendar for this due date.
Grading for the Project Final Presentation Materials (The Customer Service Marathon Project) –
200 points
Presentation
Component
No Credit
0 Points
Unacceptable
1-7 Points
Poor
8-20 Points
Good
21-31 Points
Excellent
32-40 Points
•Handouts,
Overheads,
PowerPoint,
and/or Graphics:
Attractive and
balanced layout,
legible font.
•No handouts, overheads,
PowerPoint,
and/or graphics.
•Handouts, overheads,
PowerPoint,
and/or graphics
present, but poor
quality (illegible,
inconsistent,
etc.).
•Well done handouts,
overheads,
PowerPoint,
and/or graphics,
but too much or
too little, and/or
not on key
points.
•Well-designed and attractive
handouts,
overheads,
PowerPoint,
and/or graphics
that simplify
and/or summarize
key ideas;
original graphics. 0 1 4 7 8 14 20 21 26 31 32 36 40
•Mechanics and Audience
Readability:
Ease of reading
and audience
readability in
written materials.
•Several errors in spelling,
punctuation,
capitalization,
sentence
structure; and/or
no bolded topic
headings and/or
subheadings.
•A few overlooked errors
that detract from
the written
materials and/or
lack of bolded
topic headings
and/or
subheadings.
•Few or no mechanical
errors, but work
lacks
organization.
•No mechanical errors and
excellent
organization.
0 1 4 7 8 14 20 21 26 31 32 36 40
•Content flow:
Definite
beginning,
middle, and end;
and easy to
follow.
•No content flow,
jumps around,
hard to follow,
lacks planning.
•Some content
flow, but some
topics seem out
of order.
•Good content
flow, but lacks
summarized
learnings and/or
conclusions.
•Excellent
content flow,
easy to follow,
and clear with
strong
conclusions.
0 1 4 7 8 14 20 21 26 31 32 36 40
99
•Topic Coverage:
Thorough and
balanced in
treatment of topic
coverage; explains
reasoning for
comments and
provides source
evidence.
•Very incomplete,
significant gaps,
OR biased
treatment of topic
coverage; little or
no reasoning,
explanation,
and/or source
evidence
provided.
•Either thorough, but biased, OR
incomplete and
balanced in topic
coverage;
reasoning and
evidence
presented, but not
well organized or
poor sources.
•Generally thorough and
balanced, but
awkward, needs
more evidence,
OR better
sequencing in
topic coverage;
good logical
reasoning and
evidence, but not
integrated with
sources.
•Thorough topic coverage with
balanced
treatment of
perspectives;
logical reasoning
integrated with
authoritative
references on key
points.
0 1 4 7 8 14 20 21 26 31 32 36 40
•Relationship to
Course:
Clearly relates to
main course
topics.
•No clear link
between
information and
course topics.
•Moderate link
between
information and
course topics.
•Strong link between
information and
course topics.
• Strong link between
information and
course topics;
presenter points
out areas of
particular
interest. 0 1 4 7 8 14 20 21 26 31 32 36 40
Grading for the Report (The Customer Service Marathon Project) – 800 points
Report
Component No Credit Unacceptable Poor Good Excellent
•Quality and Quantity of SC
Comments:
•Very few comments are recorded on scorecards and/or the quality of
comments is poor.
•Some comments are present, but they may be
infrequent or lack good
detail.
•Comments are made frequently and provide
additional insights on the
project work. 0 50 100
•Mechanics and Audience
Readability:
Good
mechanics of
writing,
appropriate use
of organization,
tables, and ease
of reading in
the written
materials.
•Several errors in spelling,
punctuation,
capitalization,
sentence
structure; and/or
no bolded topic
headings and/or
subheadings
and/or no tables.
•A few overlooked errors
that detract from
the written
materials and/or
lack of bolded
topic headings
and/or sub-
headings and/or
weak tables.
•Few or no mechanical
errors, basic
tables, but lacks
organization.
•No mechanical errors, detailed
tables, and
excellent
organization.
0 1 19 37 38 53 68 69 84 109 110 125 140
•Vocabulary: Appropriate
and fluent use
of terms,
concepts,
authors, and/or
outside
resources.
•Little or no attempt to
include terms,
concepts,
authors, and/or
outside
resources.
•Use of terms, concepts, authors,
and/or outside
resources; but not
well related,
sporadic, and/or
misused.
•Good use of terms, concepts,
authors, and/or
outside
resources; but
still uses jargon
and/or is
awkward with
use of terms.
•Fluent vocabulary
without
pretension and
excellent use of
terms, concepts,
authors, and/or
outside
resources. 0 1 19 37 38 53 68 69 84 109 110 125 140
100
•Content flow: Definite
beginning,
middle, and
end; and easy to
follow.
•No content
flow, jumps
around, hard to
follow, lacks
planning.
•Some content
flow, but some
topics seem out of
order.
•Good content
flow, but lacks
summarized
learnings and/or
conclusions.
•Excellent
content flow,
easy to follow,
and clear with
strong
conclusions.
0 1 19 37 38 53 68 69 84 109 110 125 140
•Topic Coverage:
Thorough and
balanced in the
treatment of
topic coverage;
explains
reasoning for
comments and
provides source
evidence.
•Very incomplete,
significant gaps,
OR biased
treatment of
topic coverage;
little or no
reasoning,
explanation,
and/or source
evidence
provided.
•Either thorough, but biased, OR
incomplete and
unbalanced in
topic coverage;
reasoning and
evidence
presented, but not
well organized
and/or poor
sources.
•Generally thorough and
balanced, but
awkward, needs
more evidence,
OR better
sequencing in
topic coverage;
good logical
reasoning and
evidence, but not
integrated with
sources.
•Thorough topic coverage with
balanced
treatment of
perspectives;
logical reasoning
integrated with
authoritative
references on
key points.
0 1 19 37 38 53 68 69 84 109 110 125 140
•Product Differentiation
and
Creativity:
Unusual
detail(s) and/or
new
innovation(s).
•No
differentiation,
work product is
run-of-the-mill
and lacks
creativity.
•Some points of
differentiation and
creativity, but not
enough
information to
understand the
explanation.
•Several points
of differentiation
and creativity,
but not many of
real significance.
•Several points of differentiation
and relevant
significance to
the marketplace,
highly creative
work.
0 1 19 37 38 53 68 69 84 109 110 125 140
Major Work Assignment: The Box Project
Overview:
The Box Project illustrates some of the strategic thought processes that are used by marketers to develop
an understanding of a consumer’s needs and/or wants and to execute a new product development
process to satisfy those needs and/or wants with a product and/or service. The Box Project is worth up
to 1000 points if fully completed in a professional manner. All portions of the Box Project are required.
The Box Project must be completed by an individual student – no multi-person teams are permitted. All
work to be graded must be submitted by the due date stated on the Course Calendar. At that point, each
box will be put on display in the Faculty Secretaries Office on the second floor of Johnston Hall on the
Middletown Campus. Faculty and staff will be asked to add comments in terms of the box design and
the cost. No late reports and/or other materials will be accepted.
When considering this project, please keep the following important points in mind:
• Boxes must be made for a specific client. This client cannot be a friend, family member, and/or other relative of the student. The instructor, Dr. Baim will agree to be a client if a student needs
or wants her as a client.
• This project requires meeting with the client in person or by Skype to discuss personal preferences and tastes before beginning work.
• Students should only select this project if they have the space, tools, and ability to construct a small box – boxes cannot be purchased pre-made and merely decorated for a client.
101
• No “cardboard and tape” boxes OR boxes created from other discarded odds and ends will be accepted. Students may use standard construction tools and wood, metal, or plastic for their
boxes. Prior to Spring Semester 2018, using a campus 3D printer to design/construct a box was
also an option although a change in pricing has now made that cost-prohibitive. Students with
access to a 3D-printer off campus may design/construct a box using that technology if desired.
• Extra credit points may be earned for a “video story” of the Box Project. See Kevin Stewart’s video at https://www.youtube.com/watch?v=3PFyI6KHNPY&t=182s as an example. The
number of extra credit points awarded depends on the video’s content and on the quality of the
video production.
• Extra credit points will also be awarded for the top three boxes constructed – in terms of quality, creativity, and innovation. Competition is often heavy for these points and there is no guarantee
that any extra credit points at all will be awarded on the project. In order to generate extra
credit, boxes must be truly extraordinary and have designs, features, and/or materials that are
novel in terms of their use and application. Prefabricated boxes, paper boxes, boxes that are just
“taped” together will not qualify for extra credit under any circumstance. If you would like to
be competitive, check out some of the examples on the Canvas Discussion Board as a start.
Background and Purpose of the Project:
Strategy in marketing is built on solid consumer understanding. Fail to understand what the consumer
needs and/or wants and a business will find its product and/or service offerings will languish in the
marketplace. Developing the necessary understanding takes both time and effort, beginning with the
step of defining what consumer segment represents the target market. No product and/or service is
universally “right” for all customers, so determining where to focus efforts is a strategic step toward
developing a customer-preferred solution(s) that builds the business.
The Box Project is designed to illustrate the types of data collection and decision-making activities that
a strategic marketer might use in order to decide how to advise a product development team to proceed
with a new product and/or service. Going beyond this step, the Box Project also provides an
opportunity for an individual student to create a customer-targeted offering and check for the desired
level of success. In a simulated analogy, each student will choose a “client” or “customer” to work with
in order to gain understanding of his/her preferences, and then, supply the person with a small gift box
that meets and/or exceeds the his/her preferences.
Project Steps:
Each student will be asked to create a new “gift box” design. Boxes are to be designed to meet the
specific needs and/or wants of a specific client, so the first task is to identify a client to participate in the
project, and then, confirm the client’s interest and availability. Once a client is secured and details on
the box construction are outlined, the student should notify the instructor that the box project is “ready
to go.”
In terms of understanding his/her customer’s needs and/or wants, the individual student should set up
one or more meetings to get to know the potential client and determine the potential client’s preferences.
What does the potential client like to do? What is the potential client known for? Do any family
members, pets, hobbies, preferred colors or textures, or other factors come into play? How might a
marketer characterize the potential client? All of the information collected is likely to be useful in
producing a “target” box. Sometimes, the potential client may say something to the individual student
such as “I will know if it is right when I see it.” OR “Do whatever you think is right.” If this happens,
an individual student would be advised to consider another potential client. Choosing the right client is
the first major strategic decision that is made in completing the Box Project.
102
In terms of a design, the exterior and the interior of the “gift box” must be created from scratch – no pre-
made wooden, and/or metal, and/or plastic boxes are acceptable to use. In terms of quality, each “gift
box” must be strong enough to tolerate the strategic management text bouncing off it from one foot
above the package without damaging the delicate contents inside (for the quality test purpose, one
Pringles potato chip in a plastic baggie will be used). In terms of the cost, both the instructor and the
client must see value from a budget for materials of ten (or less) dollars. Re-used and/or other
environmentally sustainable materials will increase the value of the box. At the conclusion of the Box
Project, each “gift box” will be evaluated on three criteria –design, function, and cost. An individual
student should ask his/her client for feedback and include that feedback in the presentation deck and the
report. Finally, faculty and staff will be asked to provide “evaluation points” up to 100 points and add
comments in terms of the box design, function, and the cost.
What to Turn In:
1. When finished, the box is to be presented to the client and not turned in to the instructor. To aid in receiving a thorough evaluation, students should include numerous photos of the box within the final
project report. Be certain to capture the raw materials used, some photos of the box under
construction (it is best if the student also appears in some of these photos), and several photos
showing all sides of the completed box. If the box has some special functionality, like a removable
lid, something novel inside of the box or if the box performs a specific function, be sure to capture
these features in the photos. The more information is presented, the easier it is to evaluate the box
properly. As the final project reports come in, I will be looking at the box photos to provide
“evaluation points” up to 100 points and add written comments in terms of the box design, function,
and the cost. Other faculty may have a chance to see the box photos and comment as well.
2. Prepare a presentation deck for those in the course. The presentation deck should include an introduction of the presenter and project. The materials should briefly cover each of the areas listed
in the assignment. It should also include a conclusion about the specific “strategic thinking lessons”
in this assignment as they relate to managing projects and marketing that center on developing
customer understanding in the new product/service development process. Most importantly, the
presentation materials should specifically state in writing what was learned not only from working
with the client, but also from constructing the box. Be sure to relate the findings to the presentation
topics of strategic project management and marketing. Include client feedback.
NOTE: There is no actual presentation to be delivered. Presentation decks need to be posted to
“The Box Project Discussion Forum” on Canvas. The presentation must speak for the author, so
plan to do something more creative than just a simple PowerPoint deck. Easily add audio to PP
decks to create a slide show with sound if desired. Alternatively, create something in SlideShare or
Screencast-O-Matic. Have a friend videotape a short presentation and post it to YouTube.
Whatever option is chosen for the video, the final result must have both audio and some form of
visual information. The possibilities are endless. If something more unique is completed and needs
to be posted as a link to the presentation deck materials – that is fine. Just be sure to “test drive” the
link once posted to be sure that it actually works.
3. Prepare a professional-looking report. Assume that the report is being prepared for an external reader unfamiliar with the Box Project. The report must include each of the following sections: an
introduction, project details, conclusion, and future work applications. At the beginning of the
report in the introduction describe the project for someone who is unfamiliar with this type of work.
The project details section of the report should explain the “Who?, What?, When?, Where?, Why?,
and How?” of the project with a strong emphasis on the “Why? and How?” pieces of the story.
Within this section, be sure to include pictures of the box under construction (step-by-step) and as a
103
finished product. Most importantly, the conclusion of the report should detail the relationship of the
project to the topic of strategic thinking in management and specifically explain the learnings after
completing the project. Finally, three well-thought out “bulleted” suggestions for future work
applications in terms of the Box Project should be included in the “Future Work Applications”
section. What problems were encountered and what would be done differently if one works on
another similar project? Be objective and concise. Include client feedback. The report (usually 10-
12 pages, maximum) must be turned in at the same time as the presentation deck for full credit. Use
single spacing in the paragraphs and bulleted lists with a space between the headings and
paragraphs. Use one-inch margins on all sides and a 12-point Times New Roman or similar font.
(Use the look of the syllabus as a guideline.)
Note on References: Within the report, each student must provide theoretical support for the
concepts studied, procedures followed, and conclusions drawn that relate to strategic thinking in
marketing. A minimum of three references (separate page numbers) taken from the Rothaermel text
and three external references on management and marketing strategy taken from the business
literature must be provided. These references form a key part of report and must be explained in
detail at the time of use. Failure to include suitable references will result in a substantial loss of
points for the Box Project.
If early feedback on a draft copy report is desired, please submit it at least a week before the due date by
e-mail to [email protected] for Fall, Spring, and Summer Terms or two days before the due date for
Winter Term. Feedback will be returned promptly so that a student may revise his/her work prior to
submitting final copies. The early feedback is not intended to be critical and it is only given to improve
the quantity/quality of the individual mini-project. This major work assignment will be due at the end of
Module Thirteen. See the Course Calendar for the specific due date. Final copies of the report should
be uploaded to Canvas for grading no later than 11:59 P.M. (MIDNIGHT) of the project due date.
Where Most Errors Occur:
Often, the most critical error made by an individual student is failing to include enough well-
documented marketing theory in the conclusion section of the report. Staying within the context of the
CMR 495 strategy course, an individual student should carefully explore the concepts of understanding
customer needs and/or wants, translating those needs and/or wants into a product and/or service design,
and delivering a finished result. These concepts form the essence of why the Box Project is undertaken
and why this specific project is a core feature of the CMR 495 course.
An additional source of error occurs when students elect to import their PowerPoint slides into Word
and attempt to call this document a report. PowerPoint slides lack the depth of thought and the
explanation necessary to constitute a credible report. Students choosing to import their PowerPoint
slides into Word for purposes of creating a report will receive a grade of “0” points on the report portion
of the project.
104
Grading Notes for the Presentation Deck and Report
The presentation deck for the project will be evaluated on readability (Does it flow from section to
section nicely?), content accuracy (Do the learnings make sense?), and originality (Are the learnings
believable as they relate to the author?). Each student is responsible to make sure that the final
presentation materials are turned in on time for his/her work assignment.
In order to receive full credit, students must turn in the presentation materials and the report no later
than the due date set for the project.
Grading for the Project Final Presentation Materials (The Box Project) – 200 points
Presentation
Component
No Credit
0 Points
Unacceptable
1-7 Points
Poor
8-20 Points
Good
21-31 Points
Excellent
32-40 Points
•Handouts,
Overheads,
PowerPoint,
and/or Graphics:
Attractive and
balanced layout,
legible font.
•No handouts, overheads,
PowerPoint,
and/or graphics.
•Handouts, overheads,
PowerPoint,
and/or graphics
present, but poor
quality (illegible,
inconsistent,
etc.).
•Well done handouts,
overheads,
PowerPoint,
and/or graphics,
but too much or
too little, and/or
not on key
points.
•Well-designed and attractive
handouts,
overheads,
PowerPoint,
and/or graphics
that simplify
and/or summarize
key ideas;
original graphics. 0 1 4 7 8 14 20 21 26 31 32 36 40
•Mechanics and Audience
Readability:
Ease of reading
and audience
readability in
written materials.
•Several errors in spelling,
punctuation,
capitalization,
sentence
structure; and/or
no bolded topic
headings and/or
subheadings.
•A few overlooked errors
that detract from
the written
materials and/or
lack of bolded
topic headings
and/or
subheadings.
•Few or no mechanical
errors, but work
lacks
organization.
•No mechanical errors and
excellent
organization.
0 1 4 7 8 14 20 21 26 31 32 36 40
•Content flow:
Definite
beginning,
middle, and end;
and easy to
follow.
•No content flow,
jumps around,
hard to follow,
lacks planning.
•Some content
flow, but some
topics seem out
of order.
•Good content
flow, but lacks
summarized
learnings and/or
conclusions.
•Excellent
content flow,
easy to follow,
and clear with
strong
conclusions.
0 1 4 7 8 14 20 21 26 31 32 36 40
105
•Topic Coverage:
Thorough and
balanced in
treatment of topic
coverage; explains
reasoning for
comments and
provides source
evidence.
•Very incomplete,
significant gaps,
OR biased
treatment of topic
coverage; little or
no reasoning,
explanation,
and/or source
evidence
provided.
•Either thorough, but biased, OR
incomplete and
balanced in topic
coverage;
reasoning and
evidence
presented, but not
well organized or
poor sources.
•Generally thorough and
balanced, but
awkward, needs
more evidence,
OR better
sequencing in
topic coverage;
good logical
reasoning and
evidence, but not
integrated with
sources.
•Thorough topic coverage with
balanced
treatment of
perspectives;
logical reasoning
integrated with
authoritative
references on key
points.
0 1 4 7 8 14 20 21 26 31 32 36 40
•Relationship to
Course:
Clearly relates to
main course
topics.
•No clear link
between
information and
course topics.
•Moderate link
between
information and
course topics.
•Strong link between
information and
course topics.
• Strong link between
information and
course topics;
presenter points
out areas of
particular
interest. 0 1 4 7 8 14 20 21 26 31 32 36 40
Grading for the Report (The Box Project) – 800 points
Gift Box
Component No Credit Unacceptable Poor Good Excellent
•Innovation in
Design:
(INSTRUCTOR
RATING)
Design is novel
and offers features
that directly
address the client’s
preferences
(needs/wants)
and/or solves a
problem.
•No cohesive theme to the
design; features
are nondescript
and/or unclear.
Box appears
“thrown
together” at the
last minute with
little care to the
design, materials,
and/or finishes.
•Basic design has a recognizable
theme, but the
uses(s) for the
box is hard to
understand.
There are a few
overlooked items
in construction.
•Well-done design with
recognizable
features that
agree with the
client’s input.
Some minor
details are
overlooked.
•Well-designed and attractive end
product with a
strong theme,
some novel
features, and an
obvious effort to
address the
client’s
preferences
and/or solving a
problem. 0 1 19 37 38 48 58 59 69 79 80 90 100
•Innovation in
Design:
(FACULTY/
STAFF
RATING)
Design is novel
and offers features
that directly
address the client’s
preferences
(needs/wants)
and/or solves a
problem.
•No cohesive theme to the
design; features
are nondescript
and/or unclear.
Box appears
“thrown
together” at the
last minute with
little care to the
design, materials,
and/or finishes.
•Basic design has a recognizable
theme, but the
uses(s) for the
box is hard to
understand.
There are a few
overlooked items
in construction.
•Well-done design with
recognizable
features that
agree with the
client’s input.
Some minor
details are
overlooked.
•Well-designed and attractive end
product with a
strong theme,
some novel
features, and an
obvious effort to
address the
client’s
preferences
and/or solving a
problem.
0 1 19 37 38 48 58 59 69 79 80 90 100
106
•Cost: Overall cost of the
box falls within
the $10.00
maximum
guideline.
•Cost of producing the box exceeds $10.00 or no cost
information is furnished to
allow the cost to be accurately
determined.
•Cost of the box is less than or equal to $10.00 and all costs are appropriately documented.
0 50
•Functionality: The box passes the
function test with
no damage to the
potato chip.
•The box fails to provide adequate protection for the
potato chip – the box and/or
potato chip is damaged in the
test procedure.
•The potato chip is well-protected in the box and survives the test procedure.
0 50
•Mechanics and Audience
Readability:
Good mechanics
of writing,
appropriate use of
organization,
tables, and ease of
reading in the
written materials.
•Several errors in spelling,
punctuation,
capitalization,
sentence
structure; and/or
no bolded topic
headings and/or
subheadings
and/or no tables.
•A few overlooked errors
that detract from
the written
materials and/or
lack of bolded
topic headings
and/or sub-
headings and/or
weak tables.
•Few or no mechanical
errors, basic
tables, but lacks
organization.
•No mechanical errors, detailed
tables, and
excellent
organization.
0 1 19 37 38 48 58 59 69 79 80 90 100
•Vocabulary: Appropriate and
fluent use of
terms, concepts,
authors, and/or
outside resources.
•Little or no attempt to
include terms,
concepts, authors,
and/or outside
resources.
•Use of terms, concepts, authors,
and/or outside
resources; but not
well related,
sporadic, and/or
misused.
•Good use of terms, concepts,
authors, and/or
outside
resources; but
still uses jargon
and/or is
awkward with
use of terms.
•Fluent vocabulary
without
pretension and
excellent use of
terms, concepts,
authors, and/or
outside
resources. 0 1 19 37 38 48 58 59 69 79 80 90 100
•Content flow: Definite
beginning, middle,
and end; and easy
to follow.
•No content flow,
jumps around,
hard to follow,
lacks planning.
•Some content
flow, but some
topics seem out of
order.
•Good content
flow, but lacks
summarized
learnings and/or
conclusions.
•Excellent
content flow,
easy to follow,
and clear with
strong
conclusions.
0 1 19 37 38 48 58 59 69 79 80 90 100
•Topic Coverage: Thorough and
balanced in the
treatment of topic
coverage; explains
reasoning for
comments and
provides source
evidence.
•Very incomplete,
significant gaps,
OR biased
treatment of topic
coverage; little or
no reasoning,
explanation,
and/or source
evidence
provided.
•Either thorough, but biased, OR
incomplete and
unbalanced in
topic coverage;
reasoning and
evidence
presented, but not
well organized
and/or poor
sources.
•Generally thorough and
balanced, but
awkward, needs
more evidence,
OR better
sequencing in
topic coverage;
good logical
reasoning and
evidence, but not
integrated with
sources.
•Thorough topic coverage with
balanced
treatment of
perspectives;
logical reasoning
integrated with
authoritative
references on key
points.
0 1 19 37 38 48 58 59 69 79 80 90 100
107
•Product Differentiation
and Creativity:
Unusual detail(s)
and/or new
innovation(s).
•No
differentiation,
work product is
run-of-the-mill
and lacks
creativity.
•Some points of
differentiation and
creativity, but not
enough
information to
understand the
explanation.
•Several points
of differentiation
and creativity,
but not many of
real significance.
•Several points of differentiation
and relevant
significance to
the marketplace,
highly creative
work.
0 1 19 37 38 48 58 59 69 79 80 90 100
SECTION SIX -- HELPFUL INFORMATION
Tips on Writing Assignments:
In this course, a student’s writing is a primary source of communication to the others in the course and
to the instructor. Complete ALL writing as if it is being written to a supervisor at work.
Paragraph/sentence construction, spelling, grammar, and punctuation need to be correct for all writing
assignments. Tighten the writing by taking out all unnecessary words. Use bullets when appropriate.
Also, go on the "I" patrol and take out all of the excessive or redundant uses of the "I" word. Often, a
sentence(s) can be rewritten in the third person without changing the meaning. For example: First draft
-- I would suggest marketing the CMR Marketing Management program on the Internet. Final draft –
The CMR Marketing Management program should be marketed on the Internet. Look for visual appeal
in the completed writing assignment by printing off a final copy before submitting it to the instructor.
Although it sounds silly, the best writers read their work out loud to themselves prior to submission.
This approach may also help CMR 495 students become better writers.
References:
Examples of how to reference several of the most common types of business sources are given below
and should be followed whenever literature is cited in a written report.
A book:
Dillman, D. A. (1978). Mail and telephone surveys: The total design method. New York: Wiley-
Interscience.
An article from a research journal:
Crow, S. M, Cheek, R. G. & Hartman, S. J. (2003). Anatomy of a train wreck: A case study in the
distance learning of strategic management. International Journal of Management, 20(3), 335-
339.
An article from a newspaper:
Fuerbringer, J. (20 Mar. 1987). “Budgetary Rhythms.” New York Times, natl. ed.: 7.
Information from a computerized database or information service:
Mattice, N. J. & Dixon, P. S. (1999). Student preparedness for distance education. ERIC Identifier:
ED436216. 1-74. Retrieved September 15, 2003, from ERIC Clearinghouse on Higher
Education on the World Wide Web: http://www.ed.gov/databases/ERIC_Digests
108
An annual report:
P&G Annual Report ’99. (1999). The Procter & Gamble Company, Cincinnati, Ohio.
An Internet Web site:
Information Resources Management Association Conference. (2005). IRMA conference descriptions.
Retrieved February 2, 2006 from http://www.irma-international.org/conferences/index.asp
A personal interview:
Personal Interview: Mr. John Smith, December 22, 2009. Mr. Smith can be reached at 513-555-1212
and/or at www.JohnSmithRealty.com for further information.
Good writing habits tell others that their opinions are valued. They show readers that the student cares
about their feelings and good writing habits make the work more inviting to read. During office hours,
the instructor will be glad to meet with students desiring to discuss writing assignments. The instructor
will discuss content and/or writing questions (of the technical kind), but will not do the student’s work.
All students enrolled in CMR 495 are also encouraged to go to the Writing Lab (basement level of
Johnston Hall) for free writing assistance.
Tips on Generating Meaningful Graphs:
Some presentations and/or written assignments may be enhanced by including carefully prepared
graphs. Here are some thoughts on how to develop a series of graphs that will display data clearly,
using MS Excel. Well-designed graphs illustrate what is important in tabulated data. (Pie charts are
always colorful, but they do not always do a good job of helping the reader to compare multiple
responses on the same graph.) To compare multiple answers to a single question, or to quickly see the
difference between two types of responses, line graphs or bar graphs are often preferred. The best way
to understand how to use each type of graph is to look at a simple example.
Ford Chevy Toyota Honda 2000 150 200 300 250 2001 225 175 325 280 2002 250 155 360 300 2003 280 160 350 350 2004 300 140 355 365 2005 245 175 370 380 2006 220 180 360 400 2007 175 165 365 425
Total 1845 1350 2785 2750
1. What do the sales trends of each auto maker look like over the years shown? This is best answered by using a line graph with all four auto makers on the same graph. Create the graph by highlighting
all of the cells in the table EXCEPT the totals in the last row. Click on the EXCEL Chart Wizard
and select the scatter plot on the left-hand side of the screen and then the “smoothed” line sub-option
on the right-hand side of the screen. Following the Wizard through each step results in the next
graph:
Assume that someone has collected the data in
the table at the left, covering the number of cars
sold by four different auto makers in the years
2000 – 2007. (As shown, the data are in
EXCEL.) Given below are three pieces of information that someone might want to know from
the simulated data in the table. Descriptions of
how to create graphs to illustrate what is requested
in each case are included.
109
Note how easy it is to see that Toyota and Honda are doing well overall, while Ford and Chevy are
experiencing more problems. Neither a pie chart nor a bar graph could have revealed all of this
information in an easy-to-read format.
2. Which auto maker had the greatest success in 2004? This is best answered by using a bar graph with each auto maker’s 2004 sales represented by a single column. Create the graph by highlighting
all of the cells with auto maker’s names in them. Next, hold down the CTRL key and highlight the
cells with sales figures in them only for the year 2004. A total of 8 cells should be highlighted.
Click on the EXCEL Chart Wizard and select the column plot on the left-hand side of the Wizard
screen and the 2-dimensional option on the right-hand side of the Wizard screen. Following the
Wizard through each step results in the next graph:
Sales per Year for 4 Auto Makers
0
50
100
150
200
250
300
350
400
450
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Year
N u
m b
e r
o f
C a rs
S o
ld
Ford
Chevy
Toyota
Honda
Cars Sold in 2004 by 4 Auto Makers
0
50
100
150
200
250
300
350
400
Ford Chevy Toyota Honda
Auto Maker
N u
m b
e r
o f
C a rs
S o
ld
110
Note how easy it is to rank-order the auto makers from a quick glance at this graph. Also note the
dramatic difference between Honda and Chevy – the visual data are very easy to see.
3. Considering the entire 2000-2007 time period, what fraction of all cars sold came from each auto maker? Here is where the pie chart is the preferred option. Create the chart by highlighting the
names of the four auto makers. Then, hold down the CTRL key and highlight the sales figures in
the row marked “Total.” As above, there will be 8 cells highlighted. Click on the EXCEL Chart
Wizard and select the pie chart option on the left-hand side of the Wizard screen and the standard
option on the right-hand side of the Wizard screen. Following the Wizard through each step results
in the next graph:
As long as a student checks the box to have EXCEL add the percentages to each “wedge” of the pie
chart, the graphic will automatically have the results needed – in an easy-to-read format.
Save each graph under a new name when it is finished or let EXCEL place it on the same worksheet as
the raw data table. Either way, save the work often to avoid losing it. Once a graph exists, it can be
modified using a number of commands – but this is not mandatory for those who do not know a lot
about EXCEL.
To place a graph into a report, click somewhere in the white space around the outside of the graph, then
hit “Copy.” Switch to the word processing program, place the cursor where the graph should be and hit
“Paste.” Resize the graph if it doesn’t look right by highlighting the graph and dragging the corners
with the mouse.
There are many different ways to graph complex data sets and this is just a sampling of what a student
might do. Remember that simple formats seem to work well for most people, so students should not try
to get too fancy unless they are truly an expert at EXCEL. Once any graph is completed, the main thing
is to take a long, hard look at it and ask whether or not it says anything meaningful and/or actionable. If
it does not tell a story about the data, it is probably not worth including. Solid data lead to both
meaningful and actionable results.
Percent of Cars Sold by 4 Auto Makers (2000-2007)
21%
15%
32%
32%
Ford
Chevy
Toyota
Honda
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Important Notice About E-Mail Usage in CMR 495:
Each student enrolled in this course must have a fully-functional e-mail account that is capable of
sending and receiving attachments. Many course announcements, project hints, and/or grade feedback
sheets will be sent out only via e-mail. Be advised that some of the "free" e-mail services, such as
Hotmail and others, may not handle attachments properly. Students should verify whether or not their
existing e-mail accounts, and their browser software packages, will handle attachments. For those
students needing to establish a new e-mail account, FREE accounts are available by contacting the
MUM or MUH Computer Center.
Students are encouraged to ask questions and request materials via e-mail at any time. When e-mailing
the instructor, please use a descriptive title for the message that includes the course number, such as:
"CMR 495 – Project Report." This will help the instructor locate and respond to the e-mail as quickly as
possible. Also, when sending a “critical” e-mail, such as sending an assignment very close to the time
that it is due, each student should send a copy of the message to him/herself by entering his/her own e-
mail address on the “cc:” line in the e-mail program. If a copy of the message is not received in the
student’s inbox, the student will know right away that the instructor did not receive it either.
Special Message for Microsoft and “Open Office” Software Users:
For those students electing to use “Open Office” software for word processing, spreadsheets and/or
presentations, please be aware that Miami University does not endorse “Open Office” and that this
software is not routinely available on campus computers. Students e-mailing documents and/or files to
the instructor for feedback or grading will be asked to re-submit their work in standard Microsoft
software formats. The instructor does not have “Open Office” and will not be responsible for
attempting to convert “Open Office” files to a readable format. Students unsure about how to submit
“Open Office” files in a format that is compatible with Microsoft products should see the Computer
Center for assistance before an assignment is due.
Special Message for Apple/Mac Computer Users:
Some students prefer to use Apple/Mac computers rather than Windows-based computers and thus may
not invest in standard MS Office software. These students need to be able to convert all assignments
and supporting files to standard MS Office compatible files before e-mailing them to the instructor or
uploading them to Canvas. Submitting files in Adobe pdf format is a great way to avoid problems here
since it is simple and virtually foolproof. DO NOT submit documents or other files as images or in “zip
file” format – these submissions will be rejected without grading. Students unfamiliar with how to make
the necessary file conversions on their Apple/Mac computers should seek assistance from the Computer
Center BEFORE needing to submit an assignment.
Weighting of Graded Activities for the Regular Course:
STRATEGIC LEARNING PLAN: 750 points
MINI-CASE ACTIVITIES: 450 points each, 2250 points, max
MEAL PREPARATION PROJECT: 1000 points
BOX PROJECT: 1000 points
CUST. SVC. MARATHON PROJECT: 1000 points
INTERVIEWS/INSIGHTS PROJECT: 1000 points
Total: 6000 points
Pick three of the four
1000 point projects.
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NOTE: Students may combine various portions of the assignments to generate a strategic
learning plan that best fits their needs. This is accomplished through the mandatory Strategic
Learning Plan project and requires the approval of the instructor before proceeding with other
projects.
Final Grade Percentages for The Regular Course:
Letter Grade & Percentage Points (6000 point scale)
A+ 98% - and up 5880 and up
A 92% - 97% 5520 – 5879
A- 90% - 91% 5400 – 5519
B+ 88% - 89% 5280 – 5399
B 82% - 87% 4920 – 5279
B- 80% - 81% 4800 – 4919
C+ 78% - 79% 4680 – 4799
C 72% - 77% 4320 – 4679
C- 70% - 71% 4200 – 4319
D+ 68% - 69% 4080 – 4199
D 62% - 67% 3720 – 4079
D- 60% - 61% 3600 – 3719
F 0% - 59% 0 – 3599
Weighting of Graded Activities For The Honors Courses:
STRATEGIC LEARNING PLAN: 750 points
MINI-CASE ACTIVITIES: 450 points, each, 2250 points, max
MEAL PREPARATION PROJECT: 1000 points
BOX PROJECT: 1000 points
CUST. SVC. MARATHON PROJECT: 1000 points
INTERVIEWS/INSIGHTS PROJECT: 1000 points
Total: 7000 points
NOTE: Students may combine various portions of the assignments to generate a strategic
learning plan that best fits their needs. This is accomplished through the mandatory Strategic
Learning Plan project and requires the approval of the instructor before proceeding with other
projects.
Final Grade Percentages For The Honors Courses:
Letter Grade & Percentage Points (7000 point scale)
A+ 98% - and up 6860 and up
A 92% - 97% 6440 – 6859
A- 90% - 91% 6300 – 6439
B+ 88% - 89% 6160 – 6299
B 82% - 87% 5740 – 6159
B- 80% - 81% 5600 – 5739
C+ 78% - 79% 5460 – 5599
C 72% - 77% 5040 – 5459
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C- 70% - 71% 4900 – 5039
D+ 68% - 69% 4760 – 4899
D 62% - 67% 4340 – 4759
D- 60% - 61% 4200 – 4339
F 0% - 59% 0 – 4199
To Calculate a Grade at Any Point in the Semester:
Students are encouraged to check the Canvas site for the course for the latest update on recorded
assignment grades. The instructor will maintain a backup grade file separate from Canvas as well. If
questions arise regarding a graded assignment, please check Canvas first. If the question cannot be
resolved, please contact the instructor right away. The instructions provided here illustrate how to
determine a letter grade at any point in the semester.
Add up all points received to date, including all extra credit points, calling this “Total Points.”
Add up all possible points that could be earned, not counting extra credit points, calling this “Total
Possible Points.”
(Extra credit points go in “Total Points,” not in “Total Possible Points.” With extra credit points, the
grade percentage could exceed 100%.)
Divide: Take “Total Points” and divide by “Total Possible Points.” Multiply the number in the
calculator by 100 to get a percentage. Check the percentage and calculate the current grade by looking
in the final grade percentages table.
Attendance Policy:
Students are expected to participate in the course on a regular basis. Many topics to be covered in CMR
495 will not come directly from the course textbook(s), but the additional topics will complement the
required readings. Maintaining an active presence on the Canvas course site and interacting with others
in the course and the instructor will be necessary to stay on target. If an unexpected emergency comes
up that will prevent participation for more than two weeks, please make every effort to notify the
instructor in advance. Students will be able to make up a missed assignment and/or team participation
activity only if the instructor is presented with evidence of a verifiable emergency. Missing any CMR
495 work without an excuse that is acceptable under Miami University’s Student Policies and
Guidelines will result in a score of “0” points being recorded for that specific CMR 495 work.
PLEASE NOTE, THE INSTRUCTOR RESERVES THE RIGHT TO DROP ANY STUDENT FROM
THE COURSE WHO FAILS TO PARTICIPATE IN ACCORDANCE WITH THE REQUIREMENTS
IN THIS SECTION AND/OR IN THE ATTENDANCE SECTION NEAR THE BEGINNING OF
THIS SYLLABUS.
Late Work Policy:
Suggested timeframes for completing assignments and projects are provided throughout the syllabus.
Students failing to meet the minimum rates of progress posted will find that their ability to submit
assignments and projects “late” will be cut off. Assignments and/or projects that are not submitted by
the due dates described in the Course Calendar will immediately receive a score of “0” points.
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Students should frequently and carefully consult the Course Calendar published in this syllabus and on
the Canvas course site to avoid missing important assignment deadlines.
All e-mailed assignments received by 11:59 P.M. (MIDNIGHT), Eastern Time, on the date due will be
considered to be turned in "on time." If the ISP is notoriously slow at delivering e-mail messages,
please plan accordingly. The statement that “my e-mail was down last night" or other similar excuses
will not be accepted as a reason(s) for late assignments at any time. Emergencies are typically limited to
medical situations, documented difficulties with child care, and/or unforeseen problems at work that can
be documented, etc. Vacations, prearranged trips out of town, dog ate my homework, etc., do not
constitute emergencies and will not qualify for due date extensions and/or assignment make-up
arrangements.
Please note the date that is an absolute drop-dead deadline for all work in this course. Also note the due
date for the fifth Mini-Case acting as the final exam for this course. (See the Course Calendar.) The
fifth Mini-Case due date may or may or may not coincide with the due date for other assignments,
depending on the academic session. These deadlines supersede any other comments within the Canvas
online course site which often incorrectly lists due dates.
Academic Integrity and/or Disruptive Behavior:
Academic Integrity:
All students are required to familiarize themselves with Miami University’s Academic Integrity Policy
and to adhere to it at all times. To learn more about this policy, individual student’s responsibilities,
and/or the penalties for non-compliance in terms of academic dishonesty and cheating, please visit:
Undergraduate Academic Integrity Policy or http://blogs.miamioh.edu/miamipolicies/?p=1994
Disruptive Behavior:
Similarly, the Miami University Policy on appropriate student behavior while in the courseroom will be
strictly enforced. Any student who chooses to disrupt Web-based activities and, thereby, prevents
his/her peers from taking full advantage of the learning opportunities available in the course will face
disciplinary action and, ultimately, could lose the privilege of attending meeting sessions of the course.
To learn more about this policy, please visit:
http://miamioh.edu/student-life/oescr/faculty/disruptive-classroom-behavior/index.html
If any student has a question(s) or wishes to report any observed violations of either policy, please see or
phone the instructor at any time and/or feel free to send an e-mail to the instructor describing the
concerns.
