Strategic Management

Strategic Management Spring 2015 Autumn 2012 HOW TO USE THIS LEARNING GUIDE ICON KEY ?? Activity ?? ?? Checklist Deadline ?? Handout ?? Hint ?? Important information ?? Online activity ?? Reading ?? Toolkit ?? Warning This learning guide supplements the unit outline and is designed to help you navigate through the unit. It will help you focus on what you need to do for classes and the various assessment tasks. You should consult the relevant section of the learning guide as you plan your study – it will highlight the main things that you should be getting out of the resources available and provide guidance on teaching activities and class preparation. The learning guide also offers some study tips to assist you in developing the skills and techniques of an effective learner at university level. In addition to acquiring information and skills relevant to this unit, you should also focus on developing the habits and tools of a successful university student. As an adult learner you need to take control of your own learning and ensure your own success. This learning guide is specifically designed to help you achieve this. A standard set of icons is used throughout the learning guide to make navigation easier. Use the icons to quickly identify important information, things you need to do and hints for doing them. STAFF Unit Coordinator and point of first contact Marion Cornish Building ED.G.34, Parramatta campus Phone: 9685 9984 Email: [email protected] Unit administration School of Business Student and Academic Services Team Building ED.G.99, Parramatta Campus Phone: 9685 9200 Email: [email protected] Teaching team Bankstown: Dr Jim Mitchell Telephone :(02) 9772 6795 Mobile : 0404492902 Email : [email protected] Campus : Bankstown Room :20.1.14 Staff Profile :http://uws.edu.au/staff_profiles/uws_profiles/doctor_jim_mitchell Campbelltown: John Hibberd Email : [email protected] CONSULTATION ARRANGEMENTS All campuses Marion Cornish available Tuesday and Thursday (by appointment) and Monday - Friday via email. Jim Mitchell Wednesday (by appointment) and Monday- Wednesday by email. John Hibberd Thursday only (by appointment). Edition: Spring 2015 © Copyright: University of Western Sydney, 2015. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the prior written permission from the Dean of the School of Business. Copyright for acknowledged materials reproduced herein is retained by the copyright holder. All readings in this publication are copied under licence in accordance with Part VB of the Copyright Act 1968. 2 0 0 3 0 0 M A N A G I N G P E O P L E A T W O R K S P R I N G 2 0 1 5 | C O N T E N T S Contents SECTION ONE ABOUT MANAGING PEOPLE AT WORK 3 An introduction to this unit 3 Textbook 3 Approach to teaching 3 Learning outcomes 3 SECTION TWO ASSESSMENT DETAILS 5 Assessment summary 3 Assessment 1: Individual case study report (30%) 5 Overview 5 Details 5 Marking criteria and standards 8 Assessment 2: Group strategic simulation, report and presentation (40%) 10 Overview 10 Details 11 Marking criteria and standards: Group report 15 Marking criteria and standards: Presentation 17 Assessment 3: Final examination (40%) 20 Details 23 Marking criteria and standards 24 General assessment requirements 25 Assignment cover sheet 25 Turnitin 25 Late submission 25 After-hours submission 25 Extension of due date for submission 25 Feedback on assessment 26 SECTION THREE TEACHING ACTIVITES 29 Schedule of activities 27 SECTION FOUR LEARNING RESOURCES 34 Recommended reading 32 Referencing requirements 34 Other resources that might help with university life 34 SECTION FIVE THIS UNIT AND YOU 37 What is expected of you 35 Workload 35 Attendance 36 Student responsibilities and conduct 36 What you can expect from the teaching team 37 Changes to unit as a result of student feedback 37 Policy and how it affects you 37 What is academic misconduct? 38 What is non-academic misconduct? 38 Raising concerns 38 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N O N E 3 About Strategic Management An introduction to this unit This unit explores the nature and essence of strategy and how this is created in various organisational, industry and economic contexts. The complexity of the strategy process, content and context means that there is, and never will be, one clear position on strategy and what this means to the majority of those interested in the development of strategic thinking capability. The paradoxes and debates in the field of strategy are explored in an effort to understand the concept of sustainable competitive advantage. Students will utilise the theoretical knowledge presented in a dialectical enquiry framework to undertake strategic analysis, and develop a selection of strategic options, for case study scenarios. Strategic Management is a core unit in the in the broadly based, multi-discipline Bachelor of Business and Commerce. The unit develops communication and information literacies and provides integrates theoretical and applied knowledge to analyse and solve complex and novel problems facing organisations. This is essential for all disciplines and is the basis for students to develop and apply comprehensive and connected knowledge in management. As a final year unit the aims are also to address and qualify the UWS Graduate attributes during the course of the semester. The University's graduate attributes related to this unit are: ?? Commands communication, numeracy, social interaction, information literacy, technology literacy skills. ?? Demonstrates comprehensive, coherent and connected knowledge. ?? Applies knowledge in professional or applied contexts. ?? Brings knowledge to life through responsible engagement and appreciation of diversity. Textbook De Wit, B, Meyer, R 2014, Strategy synthesis: resolving strategy paradoxes to create competitive advantage, 4th edn, South Western Cengage Learning, London. [Or latest edition Ebook] Approach to teaching We study at the tertiary level essentially to be capable of critical evaluation which in this instance is about the nature and essence of strategy and how this is constructed in various social, organisational and industry contexts. Debates about the nature of strategy are extensive in both the theoretical and real world. Understanding strategy as a construct means that there is, and never will be, one clear definition of strategy and what this means to the majority of those interested in the development and implementation of strategy. 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N O N E 4 Particularly in the study of organisations, one definition is never possible as the constraints and demands on management differ from context to context. Organisations under crisis will demand different strategies from those which are under little current threat, say in prosperous economic times. Therefore as scholars interested in strategy and its societal impacts we must constantly take an interest in and follow the debates in the field. This unit and the learning which will take place, starts that journey. We learn best when we study what we find relevant and interesting to us as individuals. This unit is designed to allow you the opportunity to find the relevance of what you are studying in a theoretical framework and apply that to what you seek to learn in terms of strategy, in the practical sense. The unit Strategic Management is one of the final units in the Management degree. This unit therefore aims to integrate the knowledge and skills of students at the completion of their program of study. The introduction of a business strategy simulation into this unit aims to support both the University’s and School of Business requirements for student blended learning opportunities. Business strategy simulations have a long history in management development practice. Business simulations are some of the earliest forms of gamification, now widely utilised as a motivational learning tool. Learners undertake decision making in teams over a period of approximately 8 weeks (competing in workshop cohorts) during the semester involving the complex interplay of various functional requirements of the business. Decisions will be minuted by the groups at the end of each workshop decision. Firm performance measurements based on stakeholder perspectives such as decisions on corporate social responsibility and shareholder returns determine current share price values of the organisations being managed by teams of participants- in the university context by teams of students. Overview of resources, assessments and learning outcomes in this unit ASSESSMENT vUWS Library resources Learning guide Lecture and tutorial material Textbook LEARNING RESOURCES Case analysis (30%) Group strategic simulation, report and presentation (40%) 2,4,5,6 Final examination (30%) 1,2,5 1-3,5 LEARNING OUTCOMES WEEK DUE Week 8 Week 13 As per the UWS exam schedule 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N T W O 3 Assessment details Learning outcomes Strategic Management is a core unit in the in the broadly based, multi -discipline Bachelor of Business and Commerce. The unit develops communication and information literacies and provides integrates theoretical and applied knowledge to analyse and solve complex and novel problems facing organisations. This is essential for all disciplines and is the basis for students to develop and apply comprehensive and connected knowledge in management. Learning outcomes for the unit are outlined below. 1. Explain the impact of key elements of leadership, people and organisational culture in the formulation and implementation of strategy. 2. Apply contrasting theoretical approaches to strategic management. 3. Reflect on the strengths and weaknesses of various approaches to strategic development. 4. Utilise the theoretical knowledge presented to undertake strategic analysis, and develop a selection of strategic planning options, for case study scenarios and a strategy simulation. 5. Formulate strategic planning implementation strategies based on an understanding of sustainable competitive advantage linked to key industry, environmental and organisational constraints. Lectures ?? Note: Lectures will be online on the vUWS site. All students must listen weekly to the lecture before attendance at workshops. This contributes to compulsory attendance requirements of 80%. If you do not listen to the lecture in the week indicated then you will be considered as not attending for that week. 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N T W O 4 Assessment summary ASSESSMENT NUMBER ASSESSMENT ITEM AND DUE DATE LEARNING OUTCOMES VALUE (/100) 1. Individual case analysis (1,000 words plus appendices) Due: Week 8 1-3,5 30% 2. Group strategic simulation, report and presentation Part 1: Group report on simulation outcomes (2,000 words plus appendices) (25%) Part 2: Group video presentation (15 minute video) (15%) Due: Week 13 Note: late penalties will apply 2,4,5,6 40% 3. Final examination (2 hours, closed-book) Note: There is a threshold mark for this exam Due: During formal examination period. 1,2,5 30% ?? Note: Before you receive your results for each piece of assessment they may be moderated. Moderation is a process whereby the unit coordinator regulates the marking of individual markers to achieve consistency in the application of unit objectives, performance standards and marking criteria. Marks for an individual piece of assessment will not be changed after you have your mark or grade. You should note that, consistent with the Criteria and Standards Based Assessment policy, the final marks for the cohort may be also adjusted if results are very high or low or there are inconsistencies between groups. ?? Note: To pass this unit you must: ?? Achieve a minimum of 50 marks. ?? Attend 80% of lectures and workshops ?? Complete and submit on time all assessment items (including making a satisfactory contribution to group work as displayed on the Spark assessment). ?? Achieve a criteria mark of 45% (13.5/30) in the final examination. 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N T W O 5 Assessment 1: Individual case study report (30%) Overview To comply with the requirements of this assessment each student must complete a case analysis on a case to be advised in Week 2 of the semester and placed on vUWS. The case analysis is comprised of a 1,000 word report, plus appendices. The case analysis is due in Week 8. The case study report must be loaded onto the Turnitin link provided where it will be marked online. The rationale for the case analysis is: ?? To build your skills and knowledge required for analysis and implementation of strategic interventions in various organisational contexts. ?? To allow for practice of the skill of strategic analysis using contemporary case study material. ?? To scaffold learning for the Group Assessment i.e. a formative assessment for the Group Report Details As part of the formative assessment, from Weeks 2 to 7 each student will engage in the development of their skills in strategic analysis. The process will involve two key mandatory steps: 1. Attendance and active participation in the mandatory case discussions and group problem- solving (Weeks 2-7). 2. Submission of the case analysis in Week 8 in accordance with this guide. (The purpose of step 1 above is to ensure students attend and engage in group and whole class discussions as part of the learning process – Weeks 2-7). Students prepare an individual business-level case analysis written up in correct report format on an organisation chosen by the unit coordinator. The case study in 2015 is on Netflix. The format of the case analysis should follow from what has been learned in completing case studies in workshops between Weeks 2-7. 2015 Assessment One will be provided through your Harvard Coursepack: You must register as a Harvard student user for the Harvard Coursepack using these links to access these materials, and the simulation. Please do this using your UWS student number and contact details as soon as you are provided the link. Netflix by Willy Shih; Stephen P. Kaufman; David Spinola Supplemented by Case Flash Forward: Netflix (2009) Netflix - https://cb.hbsp.harvard.edu/cbmp/pl/37985926/37985928/8f78b2fa36305225da6b3db7a037938 3 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N T W O 6 Case Flash Forward: Netflix (2009) - https://cb.hbsp.harvard.edu/cbmp/pl/37985926/37985931/904531beebd82ebdb7fb4df4542f946 9 In your Report you must provide: ?? Executive Summary: Assessment of Netflix current 2015 business level and corporate strategy and the capacity of Netflix to sustain competitive advantage. ?? Body: Findings from external and internal analysis utilising the Business Systems Model and Drivers of Industry Development (referring to appendices). ?? Conclusion: Key strategic issues/findings (at least 2) related to the Netflix’s current 2015 performance, issues it faces and options and recommendations for the future. 1. Report Appropriate headings in the individual report might include: ?? Executive Summary: Assessment of current business level and corporate strategy and the capacity to sustain competitive advantage. ?? Body: Findings from external and internal analysis utilising the Business Systems Model and Drivers of Industry Development (referring to appendices). The link to theory is established. ?? Conclusion: Key strategic issues/findings (at least 2) related to the firm's current performance, issues it faces and options and recommendations for the future. ?? Reference list ( at least 6 references including the text and case materials) ?? Appendices: In-depth analysis conducted before the report is written. ( Note the appendices will not be read unless referred to in the body of the report) Note: Students need to be able to assess the organisation’s current businesslevel strategic performance using the ‘Business System Model’ as set out in Chapter 5 of the unit text and Drivers of Industry Development as set out in the text p.257. For the internal analysis students are required to demonstrate an understanding of the distinctions between resources and capabilities together with the capacity to identify strategic capabilities. For the external analysis students are required to comment on the organisation’s industry context and overall competitive landscape. 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N T W O 7 2. Appendices Only two (2) analytical tools must be used to be capable of completing this report. 1. The Components of a Business System (p.82 of text) including analysis of the Resource Base/ Stock of Assets (tangible and intangible, relational and competencies see text p. 93), Activity System (complete a generic value chain analysis p. 91 of text) and Product Offering / Value Proposition (pp. 82-91) must be used. 2. Drivers of Industry Development analysis (text p.257) must also be undertaken. Any data and information completed during research should be placed into appendices. The report should refer to these appendices but focus on the findings in the body. The findings are discussed in the report body and linked to a central argument about the firm's current performance, issues it faces and options and recommendations for the future. The report must be underpinned with solid contemporary research showing an understanding of strategy process, content and context. Extensive description of data without critical evaluation and analysis will score very low marks. When identifying key strategic issues students should consider the extent of alignment between the organisations internal capabilities and its changing industry and market. “Gaps” should be identified and options to address those “gaps” evaluated. This involves the use of both analysis and critical thinking. Both the above assessment of the company’s alignment with its environment and the evaluation of future strategic options must be underpinned by the individual’s competent use of appropriate business and industry level analytical tools. The report however should only include the conclusions and summative discussion from this analysis (detailed results from the analysis should only be presented in appendices not in the body). Recommendations for the organisation need to be provided as a result of the individual investigation. An explanation needs to be provided as to how and why this recommendation is the one that will provide the company with sustained competitive advantage (supported with theory and data analysis). ?? Hint: The key paradoxes in some chapters in the unit text should be considered when discussing business level and corporate strategy. The report must be in correct academic format as per University guidelines (i.e. properly referenced, references in alphabetical order at end of exercise, using correct spelling, punctuation, sentences and paragraphing). ?? Note: Students must use UWS Harvard style referencing. Examples of the Harvard system are available on the library website http://library.uws.edu.au/citing.php 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N T W O 8 Marking criteria and standards ?? Note: Attendance and active participation for 80% of the face to face sessions is assessable for participation. Individual Assessment Repor t To submit assessment 1 and adequately address the marking criteria, students should have completed the above two components. Missing any step will result in fewer marks as marks are allocated to each component (analysis and appendix). Students should use the form to critically self-assess their assessment before submission. CRITERIA FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION Analysis of concepts: Business Systems Model (resource base, activity system, product offering) Lack of understanding of concepts from readings or just mentioning the terms without showing understanding or links to specific issues. Use of terms relevant to analyse the case showing some comprehension but only a generalist understanding. Using the concepts, with a good understanding of them, relevant links some to some issues. Using the concepts, with an excellent understanding of them, and identifies a significant number of issues involved. Excellent integration of concepts and case through identification of the value and limitation of concepts for the analysis. Analysis of concepts: Drivers of Industry Development Lack of understanding of concepts from readings or just mentioning the terms without showing understanding or links to specific case. Use of terms relevant to analyse the case showing some comprehension but only a generalist understanding. Using the concepts, with a good understanding of them, relevant links some to some issues. Using the concepts, with an excellent understanding of them, and identifies a significant number of issues involved. Excellent integration of concepts and case through identification of the value and limitation of concepts for the analysis. Overall Analysis: Level of analysis and critical thinking Absence of critical analysis or reflection. Attempt to be analytical and critical but with poor results. Little, if any, reflection. Good analysis of issues under evaluation. Some reflection. Good analysis and interpretation of issues under evaluation, reflection leading to alternative options. Excellent and comprehensive analysis and interpretation of issues under evaluation, comparing alternative options, original interpretations resulting from reflection. 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N T W O 9 CRITERIA FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION Argumentation: Substantiation of arguments and overall quality of discussion Incomprehensible, poorly structured, fragmented ideas, does not follow a clear argument. Relatively coherent argument, manages to communicate the ideas but difficult to understand links. Confusion in logic. A clear structure with coherence in the presentation of ideas, but not a strong and sustained argument. A clear structure with coherent and logical presentation of ideas and comprehensive, well-sustained argument. A sustained, coherent and logical argument. Able to synthesise and integrate complex ideas. Research: Links to unit readings and additional research No research and links to any readings. Limited research and documented links. Good research and documented links to readings. Excellent research, clear links to readings. Outstanding research, clear links to multiple theoretical ideas and concepts. Presentation: Presentation, clarity of expression (sound sentence structure, grammar and spelling) Inferior presentation and referencing not consistently applied. Sound presentation but inconsistency in referencing. Good presentation and mostly consistent referencing. Very good presentation and consistent referencing. Excellent presentation and comprehensive and consistent referencing. 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N T W O 10 Assessment 2: Group strategic simulation, report and presentation (40%) Overview In groups of four (4), students prepare a group business-level and corporate strategic analysis. This analysis will be based on their development of an understanding of strategy as a result of undertaking a simulation through the Harvard Business School publishing group. The simulation is funded by the School of Business. You must register as a Harvard student on the Coursepack before you will have access to the simulations and the case study. Please do this using your UWS student number and contact details as soon as you are provided the link. The report must be loaded onto the Turnitin link provided where it will be marked online. 2015 Strategy Simulation: The Balanced Scorecard by V.G. Narayanan In this multi-player simulation, students experience the benefits and challenges of using a scorecard to implement strategic initiatives and monitor firm performance. Small teams of students work together to choose a strategy for their company, create a strategy map, develop a balanced scorecard, choose initiatives to implement their strategy, and use feedback from the balanced scorecard to adjust their implementation approach over a series of 8 rounds. At the conclusion of the simulation, each team's company will be purchased by a private investor. The goal of the simulation is to maximize firm value at the time of buyout-the buyout price being based on the company's financial position and future prospects. Learning objectives: 1. Learn how firms can use the balanced scorecard to define strategy, implement strategy, and measure strategy execution. 2. Understand that a strategy is more likely to be effective if the initiatives implemented are synergistic with the strategy. 3. Explore how a good balanced scorecard can help companies take mid-course corrective actions. 4. Recognize that financial metrics are often lagging, volatile, and non-controllable measures of firm performance. Having the right non-financial metric that provides an early indication of performance is important in highlighting the need for mid-course corrections. 5. Examine the advantages and disadvantages of measuring a small or large number of metrics. 6. Understand how using the balanced scorecard is like financial variance analysis extended to non-financials. Managers set target objectives, invest in initiatives, take measurements, evaluate effectiveness, and take corrective action (feedback loop). 7. Learn how a well-designed strategy map can help managers think about and communicate strategy. 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N T W O 11 The simulation will run for 8 decision periods. Students will meet as a board of directors to make decisions during the workshops. The board meeting will have an agenda and minutes will be taken of decisions. These decisions will be input into the simulati on via the internet by Friday 12pm each week. Results will then be generated in sufficient time for analysis before the next board meeting the following week. There are two parts to the analysis as outlined in the table below. PART ASSESSMENT LENGTH/DURATION DUE WEIGHT 1. Presentation 15 minutes video (Directions for completion of this assessment will be provided on vUWS) Week 13 15% 2. Report ( Delta Signal based on the results of the simulation) 2,000 words (+/- 10% and excluding the succinct 500 word executive summary) Week 13 25% The rationale for the strategic analysis is: ?? To further build on your understanding, skills and knowledge in strategic analysis by using these in a group problem-solving simulation. ?? To assess your ability to evaluate the formulation and implementation of strategy in an applied organisational context. ?? To allow you to illustrate your understanding through a presentation of your group’s results ?? To encourage your group to synthesise different “theoretical perspec tives” in the process of justification of any recommended strategic options at the close of the simulation. ?? To allow you to develop an understanding of the limitations of frequently cited theoretical explanations for company success and failure. Details In groups of four, students prepare a group business-level and corporate analysis written up in correct report format on the simulation company. Presentat ion All groups, and all members of each group, must present for 15 minutes, recorded and submitted as an MP4 or similar video format, providing a summation of their company results and strategic recommendations for the next 3 years. Note that any other format will not be downloaded but should be placed on YouTube. Videos can be uploaded to YouTube with the link provided to the lecturer. Students provided with UWS iPads are encouraged to utilise the Move Mount and iMovie apps to produce their videos. Guidance on this can be sought on vUWS and the UWS website. 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N T W O 12 It is also a good learning experience for each workshop group to watch others’ presentations. Prior to the video submission, students should submit through vUWS a soft copy of any slides, graphs or tables used in the presentation. This allows for marks for the presentation to be provided through Grade Book. The presentation will be marked by your lecturer according to the marking criteria. This mark will be returned on a separate link with the Report results through My Grades on vUWS. Repor t and appendi ces The format of the Assessment Two Group Report should follow from what has been learned in completing Assessment 1 covered in Weeks 2-7. Report Appropriate headings in the group report might include: ?? Executive Summary: Assessment of current business level and corporate strategy and the capacity to sustain competitive advantage. ?? Body: Findings from external and internal analysis utilising the Business Systems Model and Drivers of Industry Development (referring to appendices). Other tools can be utilised, however only one additional will be marked. The link to theory is established. ?? Conclusion: Key strategic issues/findings (at least 2) related to the firm's current performance, issues it faces and options and recommendations for the future, the next 3 years. ?? Reference list ( at least 6 references including the text and case materials) ?? Appendices: In-depth analysis conducted before the report is written. ( Note the appendices will not be read unless referred to in the body of the report) Appendices Three (3) Analytical tools must be used to be capable of completing this report. 1. The Components of a Business System (p.82 of text) with analysis of the Resource Base/ Stock of Assets (tangible and intangible, relational and competencies see text p. 93), Activity System (complete a generic value chain analysis p. 91 of text) and Product Offering / Value Proposition (pp. 82-91) must be used. 2. Drivers of Industry Development analysis (text p.257) must also be undertaken. 3. There is no limit to the strategic tools that can be used, however only one additional tool will be marked (as nominated clearly in the body of the report). Any data and information completed during research should be placed into appendices. The report should refer to these appendices but focus on the findings in the body. The findings are discussed in the report body and linked to a central argument about the firm's current performance, issues it faces and options and recommendations for the future. The report must be underpinned with solid contemporary research showing an understanding of strategy process, content and context. 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N T W O 13 ?? Note: When undertaking an internal analysis students are required to demonstrate an understanding of the distinctions between resources and capabilities and the capacity to identify strategic capabilities. When identifying key strategic issues students should consider the extent of alignment between the organisations internal capabilities and its changing industry and market. “Gaps” should be identified and options to address those “gaps” evaluated. This involves the use of both analysis and critical thinking. Both the above assessment of the company’s alignment with its environment and the evaluation of future strategic options must be underpinned by the group’s competent use of appropriate business level analytical tools. The report however should only include the conclusions and summative discussion from this analysis (detailed results from the analysis should only be presented in appendices not in the body). Recommendations for the organisation in the next 3 year period need to be provided as a result of the group simulation. An explanation needs to be provided as to how and why this recommendation is the one that will provide the company with sustained competitive advantage (supported with theory and data analysis). ?? Hint: The key paradoxes in some chapters in the unit text should be considered. The report must be in correct academic format as per University guidelines (i.e. properly referenced, references in alphabetical order at end of exercise, using correct spelling, punctuation, sentences and paragraphing). ?? Note: Students must use UWS Harvard style referencing. Examples of the Harvard system are available on the library website http://library.uws.edu.au/citing.php ?? Note: Assessment Two Reports are to be submitted through Turnitin and will be marked online. 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N T W O 14 SPARK: Sel f and Peer Assessment Resource Kit ?? Note: The group will assess each other on a regular basis using Spark as set out below. An individual mark can be assigned to each group member for both the presentation and report should their performance be considered rated as below the standard put in place by the other group members through Spark. However do try to demonstrate through the use of Spark how the team worked as a whole to achieve greater synergy, thoroughly debate the strategic issues and solve problems and differences collaboratively. Self and peer evaluations will be conducted and applied to the overall group contribution (Assessment 2). For overall group contribution, each member will be evaluated according to the SPARK criteria in the table below (detailed information on this process is available on vUWS). As SPARK ratings are a submission requirement, students not completing the ratings may be at risk of an Absent Fail (AF) grade. ?? ?? Note: The individual mark allocated to group members will be a reflection of SPARK ratings. This means that some students may get more or less than the value awarded to a group report. The maximum mark achievable equates to five per cent more than the group mark. There is no minimum, however, if students are unhappy with their result they may appeal to the coordinator in writing (up to 500 words), documenting their contribution and the quality of their contribution based on the criteria below. SPARK criteria evaluate the extent to which each group member has: ?? Sourced and appraised quality research material. ?? Suggested reasonable ideas for the project. ?? Efficiently fulfilled assigned role. ?? Organisation and ensuring things get done by deadlines. ?? Submitted work to an agreed standard. ?? Level of enthusiasm and participation. ?? Cooperated and helped the group to function well as a team. ?? Attended all group meetings (including workshops where group work occurs). 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N T W O 15 200587 Strategic Management Group Assessment Worksheet and Team Plan Spring 2015 Please ensure you print your responses legibly. You must complete all the questions below and provide a signed copy to your lecturer. Campus: Workshop Day: Workshop Time: Student ID Student Name Presentation Responsibilities Group Report Responsibilities Signature Make sure you also exchange contact details including your UWS email accounts which must be used for all correspondence by email. Proposed Business to study: Delta Signal Proposed 6 (minimum) references i.e. which theory readings do you intend to use to support your analysis, and arguments about sustainable competitive advantage? Strategic Tensions Journal Name Journal article title and date 1 Balanced Scorecard 2 Profitability v Responsibility 3 Markets v Resources 4 Responsiveness v Synergy 5 Exploitation v Exploration 6 Compliance v Choice Proposed Tools for Strategic Analysis Business Systems Model Drivers of Industry Development Other ?? ?? 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N T W O 21 Schedule of Team Meetings Date Main agenda items Read the criteria for SparkPlus which you will use to assess group members. ?? Sourced and appraised quality research material. ?? Suggested reasonable ideas for the project. ?? Efficiently fulfilled assigned role. ?? Organisation and ensuring things get done by deadlines. ?? Submitted work to an agreed standard. ?? Level of enthusiasm and participation. ?? Cooperated and helped the group to function well as a team. ?? Attended all group meetings (including workshops where group work occurs). 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N T W O 22 What action have you all agreed to take if a group member fails to deliver on responsibilities or meet the criteria? Action 1 Action 2 Action 3 I have met with this group of students and agreed to the plan outlined above: Signed:______________________________________________ Name: Marion Cornish / Jim Mitchell / John Hibberd Note: This signed plan MUST be attached to the final group report. 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N T W O 23 Assessment 3: Final examination (40%) Details The final examination will be held in the final examination period with questions drawn from the theoretical and case study material covered in the unit. This will be a closed-book examination of two hours duration. A satisfactory exam result of at least 45 per cent (13.5 from 30) is required to pass the unit. The emphasis will be answering questions which explore the strengths and weaknesses as well as the application of the theoretical perspectives presented in the unit. In Part A there will be the one (1) compulsory question worth 20% which students must complete. The question will seek to display the ability of the student to integrate and critique various theories presented in the unit. Students will be expected to have a sound understanding of the materials and short cases from: ?? Chapter 2 Strategizing, ?? Chapter 3 Missioning and Visioning ?? Chapter 4 Business Level Strategy ?? Chapter 5 Corporate Level Strategy ?? Chapter 7 Strategy Formation and ?? Chapter 10 Industry Context. Students may choose to discuss as examples of the theory using any three (3) Short cases to highlight application of theory in the examination from the following: ?? Samsung ?? Fonterra ?? Yakult ?? Hyundai ?? TomTom ?? Uniqlo It will not be possible to achieve a satisfactory result in this question without following closely the development of the conceptual frameworks presented during the unit. Examples of questions of this type will be provided in the examination preparation lecture in Week 14. Examples of cases from the case discussion series will be required to highlight the examination answers. Part A will be worth 20 per cent. 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N T W O 24 In Part B (worth 10%) there will be a choice of three questions. Students must answer one (1) question. There will be one (1) question provided each on topics of Chapter 9 Strategic Innovation, Chapter 6 Network Strategy and Chapter 12 The International Context. Students will need to choose one (1) question to answer from these separate topics. Students will be expected to display a clear understanding of the link between the theor y and implementation of strategy. Specific examples of case material from case discussions will be required. Students may choose to discuss as examples of the theory three (3) Short cases to highlight application of theory in the examination from: ?? 3M ?? London Heathrow ?? Nespresso Part B will be worth 10 per cent. ?? Note: Ensure that you answer the question that is asked. Providing an answer that does not relate to the question will not attract a good result. Marking criteria and standards Pass 50-64% Competent descriptive discussion, some grasp of the topic, coherent style and composition, essentially a superficial discussion. Credit 65-74% Analytical and explanatory discussion, some theoretical insights, good use of sources and examples, focused argument that could be approved. Distinction 75-84% Comprehensively analyses the question, understands and compares approaches systematically, critical comments on literature, excellent examples and illuminating insights. High Distinction 85-100% An analytical answer that offers originality in synthesis or analysis and utilises a multitude of relevant sources to justify arguments and produce a critical and intelligent piece of work. 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N T W O 25 General assessment requirements Assignment cover sheet All assessments are to be submitted with a signed Assignment Cover Sheet. Assignment cover sheets can be found on vUWS. Turnitin The Turnitin plagiarism prevention system is being used with this unit. Turnitin is a software product that reports on similarities between your paper and other documents. There is a great deal of information regarding Turnitin including an instructional guide at: http://library.uws.edu.au/turnitin.php Turnitin is used by over 30 universities in Australia and is increasingly seen as an industry standard. It is an important tool to assist students with their academic writing by promoting awareness of plagiarism. Late submission A student who submits a late assessment without approval for an extension will be penalised by 10 per cent per calendar day up to 10 days, i.e. marks equal to 10 per cent of the assessment’s worth will be deducted as a “flat rate” from the mark awarded. For example, for an assessment that has a possible highest mark of 50, the student’s awarded mark may have five marks deducted for each late day. Saturday and Sunday count as one day each. Assessments will not be accepted after the marked assessment task has been returned to students who submitted the task by the due date. After-hours submission In the event that students are required to submit a hard copy of their assessment and wish to hand in the assignment after hours, an after-hours submission box is located outside Building 11 at Campbelltown and outside Building ED at Parramatta. Extension of due date for submission Requests for extensions, with evidence of extenuating circumstances, may be submitted before, on or up to two days after (by 5.00pm) the due date of an assessment. A student may apply for an extension of the due date for an assessment task if extenuating c ircumstances outside their control, and sufficiently grave in nature or duration, cause significant disruption to their capacity to study effectively. Applications should be submitted with supporting documentation, to the Unit Coordinator or other designated staff member (with a copy to the lecturer). If a late application is not approved the late penalty will apply from the due date. 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N T W O 26 The Request for Extension Form is available at: http://www.uws.edu.au/currentstudents/current_students/managing_your_study/forms. Guidelines for Students – Assignment Extensions is available at http://policies.uws.edu.au/view.associated.php?id=00227 Feedback on assessment The UWS Assessment Policy provides that assessment feedback is available to students in a timely way. Your lecturer/tutor will normally provide you with your mark and written feedback within two to three weeks of the submission date, given that your assessment is submitted on the due date. 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 4 | S E C T I O N T H R E E 27 Teaching activities Schedule of activities Spring semester teaching begins on Monday, 20 July 2015. The intra-session break runs from Monday, 14 September to Friday, 18 September 2015 (Week 9). There is one public holiday this semester which may affect classes. Labour Day falls on Monday, 5 October 2015. Alternative teaching arrangements for any classes affected by this public holiday will be posted on the vUWS website. WEEK WEEKLY TOPIC READING STUDENT ACTIVITIES 1. 20-24 July Introduction to the unit. Introduction to key concepts. Introduction to case method Read De Wit and Meyer text: ‘Introduction’. Case discussion on Text Exhibit 1.1 Disney: Is magic back in the mouse house? p. 21 Listen to Lecture online. Discussion of the first and second assessment. ?? Note: Group planning for Assessment 2. Students can nominate groups of 4 students or wait until Week 2. 2. 27-31 July Strategizing Cases must be read prior to attending. Case analysis worksheet loaded (as protected PDF) onto workshop discussion board for review by lecturer by Monday 12pm following the workshop Read De Wit and Meyer text Chapter 2 Case discussion on Text Exhibit 2.1 Samsung: Cosmopolitans on the Han River , p. 36. Listen to Lecture online. ?? Note: Groups for Assessment 2 to be finalised. Group processes will be agreed and signed on Group Worksheet provided to Lecturer. You will set up roles and responsibilities and a process for regular meetings and minutes for each meeting in the future. You need to review the Spark Plus criteria and agree to actions for non performing group members. 3. 3-7 August Missioning and Visioning Case analysis worksheet loaded (as protected PDF) onto workshop discussion board for review by lecturer by Monday 12pm following the workshop Read De Wit and Meyer text Chapter 3 Case discussion on Text Exhibit 3.1 Fonterra: Creaming in the profits in dairy? p. 62. Listen to Lecture online. Company meeting 1 You will finalise processes for regular agendas and minutes for each meeting in the future. Signed copy to lecturer. ?? Note: Assessment 2 planning continued. 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 4 | S E C T I O N T H R E E 28 WEEK WEEKLY TOPIC READING STUDENT ACTIVITIES 4. 10-14 August Strategy Formation and Strategic Decision Making The ability to make strategic decisions is supported by strategic cognition, an influential part of which is the ability to make meaning from strategic frames (such as BSM, Porter etc.). The Balanced Score Card and Systems thinking are explored to extend our understanding of strategic tools used extensively in industry. Case analysis worksheet loaded (as protected PDF) onto workshop discussion board for review by lecturer by Monday 12pm following the workshop Read De Wit and Meyer text Chapter 7 Suggested Readings: 1. Kaplan, RS & Norton, DP 2000, 'Having Trouble with Your Strategy? Then Map It', Harvard Business Review, vol. 78, no. 5, pp. 167-76. 2. Kunc, M 2008, 'Using systems thinking to enhance strategy maps', Management Decision, vol. 46, no. 5, pp. 761-78. Case Discussion on Text Exhibit 7.1, Tom Tom: Navigating through uncharted waters, p.179. Listen to Lecture online. Company meeting 2 ?? Note: Assessment 2 planning continued. Decision one due by Friday 12pm. 5. 17-21 August Corporate strategy. Case analysis worksheet loaded (as protected PDF) onto workshop discussion board for review by lecturer by Monday 12pm following the workshop Read De Wit and Meyer text Chapter 5 Case Discussion on Text Exhibit 5.1, Hyundai Motor Group: Driving apart together p. 120. Listen to Lecture online. Company meeting 3 Decision two due by Friday 12pm. ?? Note: Assessment 2 planning continued. 6. 24-28 August Business strategy Case analysis worksheet loaded (as protected PDF) onto workshop discussion board for review by lecturer by Monday 12pm following the workshop Read De Wit and Meyer text Chapter 4. Case Discussion on Text Exhibit 4.1: Yakult: Message in a tiny bottle , p. 128. Listen to Lecture online. Company meeting 4 Decision three due by Friday 12pm. ?? Note: Assessment 2 planning continued. 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 4 | S E C T I O N T H R E E 29 WEEK WEEKLY TOPIC READING STUDENT ACTIVITIES 7. 31 August- 4 September The industry context. Case analysis worksheet loaded (as protected PDF) onto workshop discussion board for review by lecturer by Monday 12pm following the workshop Read De Wit and Meyer text Chapter 10. Case Discussion on Text Exhibit 10.1: Uniqlo: Fast retailing in slow fashion, p. 260. Listen to Lecture online. Company meeting 5 Decision 4 due by Friday 12pm. ?? Note: Assessment 2 planning continued. 8. 7-11 September The organisational context. Case analysis worksheet loaded (as protected PDF) onto workshop discussion board for review by lecturer by Monday 12pm following the workshop Read De Wit and Meyer text Chapter 11. Case Discussion on Text Exhibit 11.1: Gazprom: Built to dream, p.282 Listen to Lecture online. Company meeting 6 Decision 5 due by Friday 12pm. ?? Note: Assessment 2 planning continued. ?? Due: Upload Assessment One report soft copy to Turnitin 9. 14-18 September INTRA SESSION BREAK 10. 21-25 September Strategic change. Case analysis worksheet loaded (as protected PDF) onto workshop discussion board for review by lecturer by Monday 12pm following the workshop Read De Wit and Meyer text Chapter 8 Case Discussion on Text Exhibit 8.1: China COSCO: Changing ship? p.207 Listen to Lecture online. Company meeting 7 Decision 6 due by Friday 12pm. ?? Note: Assessment 2 planning continued. Draft Group Report may be reviewed in class ?? Note: Individual report results will be released Friday 5pm. 11. 28 September- 2 October Strategic Innovation Case analysis worksheet loaded (as protected PDF) onto workshop discussion board for review by lecturer by Monday 12pm following the workshop Read De Wit and Meyer text Chapter 9 Case Discussion on Text Exhibit 9.1 3M: In search of renewal ,p.232 Listen to Lecture online. Company meeting 8 Decision 7 due by Friday 12pm. ?? Note: Assessment 2 planning continued. Draft Group Report may be reviewed in class 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 4 | S E C T I O N T H R E E 30 WEEK WEEKLY TOPIC READING STUDENT ACTIVITIES 12. 5-9 October Network strategy. Case analysis worksheet loaded (as protected PDF) onto workshop discussion board for review by lecturer by Monday 12pm following the workshop Read De Wit and Meyer text Chapter 6 Case Discussion on Text Exhibit 6.1: London Heathrow: the sky is not the limit, p. 148 Listen to Lecture online. Company meeting 9 (Wrap up) Decision 8 due by Friday 12pm. ?? Note: Assessment 2 planning continued Draft Group Report may be reviewed in class 13. 12-16 October The international context. Case analysis worksheet loaded (as protected PDF) onto workshop discussion board for review by lecturer by Monday 12pm following the workshop Read De Wit and Meyer text Chapter 12 Case Discussion on Text Exhibit 12.1: Nespresso in China: Where else? p.309 Listen to Lecture online. ?? Due: Group reports upload to Turnitin on vUWS by Friday 12pm ?? Due: Video presentation upload by Friday12pm 14. 19-23 October Unit review and exam briefing and revision. Read and bring copy of all lecture and examination briefing PowerPoint slides. Complete Student Feedback on Unit (SFU) questionnaire. Listen to Lecture online. Workshop exam preparation session: Exam revision and sample exam questions downloaded from vUWS. 15. 26-30 October STUVAC 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 4 | S E C T I O N T H R E E 31 Workshop case analys i s quest ions The lecturers will facilitate case analysis during the first half of the workshop. This may be based on the following, or other analytical tools. 1. Identify and write down a problem statement in a sentence or two that emerge from the reading of the case. For example, ask what is happening in the broader macro-environment or industry environment that is impacting on the organisation? What about internally? What issues are affecting the organisation’s performance? 2. Practice the analytical tools of the Business Model and Drivers of Industry Development. (Draw the tools and put points under those that are relevant from the case) – List relevant qualitative (quality of character of something) and quantitative (amount or number) data. 3. Identify the major strategic issue/s impacting the organisation? What other information would you need? How has this clarified your definition of the problem? 4. Develop two possible options to address the problem. Evaluate your options. 5. Recommend a course of action (best option) that is supported by your analysis thus far and link to Either Outside in (market orientation) or Inside out (resources orientation) from text p.106 Explain why it is best in terms of maintaining competitiveness? You can suggest act ions that are conditional on further research being undertaken. If so, specify what that research would be and why it is needed. ?? Note: Be ready to present your findings to the lecture. Adapted from Dess, GG, Lumpkin, GT & Eisner AB, 2010, Strategic management: creating competitive advantages , 5th edn, McGraw-Hill Irwin, New York and Harvard Case Analysis Worksheet 2011 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N F O U R 32 Learning resources Recommended reading Textbook De Wit, B, Meyer, R 2014, Strategy synthesis: resolving strategy paradoxes to create competitive advantage, 4th edn, South Western Cengage Learning, London. [or latest edition Ebook] Recommended reading Barney, JB & Hesterly, WS, 2012, Strategic management and competitive advantage: concepts and cases , 4th edn, Prentice Hall, Upper Saddle River, NJ. Carpenter, MA, Sanders, WMG, Rice, J & Martin, N, 2010, Strategic management: A dynamic perspective , Pearson, Sydney. Clegg, S, Carter, C, Kornberger, M & Schweitzer, J, 2011, Strategy: theory and practice, Sage, London. David FR, 2011, Strategic management: concepts and cases , Pearson Education, Boston, Mass. Dess, GG, Lumpkin, GT & Eisner AB, 2010, Strategic management: creating competitive advantages , 5th edn, McGraw-Hill Irwin, New York. Dundon T, Wilkinson A (Eds) 2012, Case studies in global management: strategy, innovation and people management, Tilde University Press, Prahran, Vic. Gamble, JE, Thompson, AA Jr., Peteraf, MA, 2013, Essentials of strategic management: the quest for competitive advantage , McGraw-Hill Higher Irwin, New York. Grant, R, Butler, B, Hung, H & Orr, S, 2011, Contemporary strategic management: an Australasian perspective , 5th edn, Wiley, Milton. Hanson, D, Hitt, MA, Ireland, RD & Hoskisson, 2011, Strategic Management: Competitiveness and Globalisation, Cengage, Sydney. Harrison, JS, St. John, CH, 2014, Foundations in strategic management, South- Western Cengage Learning, Mason, Ohio. Hill, CWL & Jones, GR, 2013, Strategic management cases: an integrated approach, 10th edn, Cengage, Hubbard, G & Beamish, P 2010, Strategic management: thinking, analysis, action , 4th edn, Pearson, Frenchs Forest, NSW. Lynch R, 2012, Strategic management , Prentice Hall, New York. Mascarendhas, OSAJ, 2011, Business transformation strategies: the strategic leader as innovation manager , Sage, New Delhi, India. Mintzberg, H, Ahlstrand, B & Lampel, J, 2005, Strategy bites back , Pearson Prentice Hall, New York. Mintzberg, H, Ahlstrand, B & Lampel, J, 2009, Strategy safari: the complete guide through the wilds of strategic management , Pearson Prentice Hall, New York. Parnell, JA, 2013, Strategic management: theory and practice , 4th edn, Sage, UK. 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N F O U R 33 Rothaermel, FT 2013, Strategic management: concepts and cases , McGraw-Hill Irwin, New York. Online resources Barney, JB & Hesterly, WS, 2012, Strategic management and competitive advantage: concepts and cases , 4th edn, Prentice Hall, Upper Saddle River, NJ. Carpenter, MA, Sanders, WMG, Rice, J & Martin, N, 2010, Strategic management: A dynamic perspective , Pearson, Sydney. Clegg, S, Carter, C, Kornberger, M & Schweitzer, J, 2011, Strategy: theory and practice, Sage, London. David FR, 2011, Strategic management: concepts and cases , Pearson Education, Boston, Mass. Dess, GG, Lumpkin, GT & Eisner AB, 2010, Strategic management: creating competitive advantages , 5th edn, McGraw-Hill Irwin, New York. Dundon T, Wilkinson A (Eds) 2012, Case studies in global management: strategy, innovation and people management, Tilde University Press, Prahran, Vic. Gamble, JE, Thompson, AA Jr., Peteraf, MA, 2013, Essentials of strategic management: the quest for competitive advantage , McGraw-Hill Higher Irwin, New York. Grant, R, Butler, B, Hung, H & Orr, S, 2011, Contemporary strategic management: an Australasian perspective , 5th edn, Wiley, Milton. Hanson, D, Hitt, MA, Ireland, RD & Hoskisson, 2011, Strategic Management: Competitiveness and Globalisation, Cengage, Sydney. Harrison, JS, St. John, CH, 2014, Foundations in strategic management, South- Western Cengage Learning, Mason, Ohio. Hill, CWL & Jones, GR, 2013, Strategic management cases: an integrated approach, 10th edn, Cengage, Hubbard, G & Beamish, P 2010, Strategic management: thinking, analysis, action , 4th edn, Pearson, Frenchs Forest, NSW. Lynch R, 2012, Strategic management , Prentice Hall, New York. Mascarendhas, OSAJ, 2011, Business transformation strategies: the strategic leader as innovation manager , Sage, New Delhi, India. Mintzberg, H, Ahlstrand, B & Lampel, J, 2005, Strategy bites back , Pearson Prentice Hall, New York. Mintzberg, H, Ahlstrand, B & Lampel, J, 2009, Strategy safari: the complete guide through the wilds of strategic management , Pearson Prentice Hall, New York. Parnell, JA, 2013, Strategic management: theory and practice , 4th edn, Sage, UK. Rothaermel, FT 2013, Strategic management: concepts and cases , McGraw-Hill Irwin, New York. ?? Note: Wikipedia articles should not be used in assessment tasks. 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N F O U R 34 Referencing requirements This unit uses the Harvard UWS referencing system. Examples of the Harvard system are available on the library website http://library.uws.edu.au/citing.php. Other resources that might help with university life University life Find out about life outside the lecture theatre – news and events, services and facilities, career information and more! http://www.uws.edu.au/uwsconnect vUWS Check your vUWS sites regularly for unit announcements and to keep up with online discussions. https://vuws.uws.edu.au/ Disability Service Students with a disability should visit: http://www.uws.edu.au/currentstudents/current_students/getting_help/disability_ services Course and unit rules This site provides information on pre-requisites, co-requisites and other matters concerning how your course is structured. http://www.uws.edu.au/currentstudents/current_students/enrolment/course_and _unit_rules The Learning and Teaching Unit The Learning and Teaching Unit provides valuable online resources for academic writing. Visit the Learning and Teaching Unit: http://www.uws.edu.au/learning_teaching/learning_and_teaching Policies This site includes the full details of policies that apply to you as a UWS student. http://www.uws.edu.au/policies/a-z 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N F I V E 35 You and this unit What is expected of you Workload In order to optimise the value of your learning, it is strongly advised to prepare before each session, enthusiastically participate in each session, and then reflect on each session. The amount of time spent out of class will vary for each individual, depending on competencies and proficiency in any area. An approximation is on 140 hours per unit, which is an average of 10 hours per week. Effective learning requires interaction between you, your instructor, and your peers. The better prepared you are before each session the greater the learning value from more focused questions and discussions. In addition, reflecting on what you have learned is an important process for you to confidently apply your newly learned skills. Therefore, in order to gain the most learning value from the synergistic relationship between your support materials and your specific unit material it is highly recommended you follow the steps outlined below for each session: Before each session: ?? Read the support materials and notes. ?? Answer any given questions or problems. ?? Pre-read your instructor’s lecture notes for more detailed comprehension. ?? Follow any other learning leads from your instructor including information provided on the vUWS site. During each session: ?? Enthusiastically participate in the “activities” guided by your instructor. ?? Contribute to each session with focused questions and discussions. ?? Attempt any questions and problems shown in your session. ?? Identify clearly what you know and what you do not know. ?? Ask your instructor about any questions or problems from this or any session. After each session: ?? Attempt any questions and problems advised by your instructor. ?? Reflect in action (while doing these questions and problems). ?? Review the worked solutions to questions and problems. ?? Reflect on action (after you have done these questions and problems). ?? Identify clearly what you know and what you don’t know . 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N F I V E 36 Attendance Your regular and punctual attendance at workshops is expected in this course. Attendance will be recorded and may be considered in determining the final grade. Students attending less than 11 workshops (80%) attendance may find themselves at risk of not passing this unit. Previous experience indicates that students who perfomed very well in this unit had a strong understanding of concepts. Lectures and workshops provide a foundation for understanding concepts. Naturally illness and misadventure cannot be anticipated. You should follow up such occasions with appropriate documentation e.g. Application for Special Consideration or medical certificate. Student responsibilities and conduct Student responsibilities Familiarise yourself with University policies on assessment and examinations. Ensure that you understand the requirements, including timetables, for examinations and other assessments tasks. Ensure you read and understand the assessment requirements and note the submission dates, and seek assistance from the lecturer and/or unit coordinator when needed. Notify relevant staff (e.g. lecturer, unit coordinator, disability adviser) as soon as possible prior to, or at the beginning of, the semester to accommodate special requirements. Submit individual and unassisted assessment work, except as otherwise permitted. Cheating, plagiarism, fabrication or falsification of data will be severely dealt with. Behave ethically and appropriately, avoiding any action or behaviour which would unfairly disadvantage or advantage another student. Where group work is assigned, ensure that every group member has the opportunity to contribute in a meaningful way. Student conduct and behaviour Attend all lectures and workshops – failure to attend is often the main cause for low final grades. Respect the needs of other students who are participating in any class activities. Pay attention in workshops– these provide key information for all examinable material. Do not use mobile phones during the workshops and do not have ongoing conversations with fellow students during the workshop or if another student is presenting work in the workshops. Please use notebooks for taking notes, not surfing the net or checking email. Use vUWS discussion boards constructively – they are there for interaction between the students and between teaching staff and the students. Unfounded criticisms will be removed from the relevant discussion board. If issues arise with other students, or teaching staff, please see the unit coordinator in the first instance rather than broadcasting your concerns in a public forum. 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N F I V E 37 What you can expect from the teaching team Academic staff carry out their teaching responsibilities under the authority of the Executive Dean and Director of Academic Program. The responsibilities of staff are outlined below. Staff responsibilities Assess students' work fairly, objectively and consistently and when in doubt consult with the unit coordinator or Director of Academic Program. Provide students with appropriate, helpful and explanatory feedback on all work submitted for assessment. Make reasonable accommodation (e.g. length of time to complete) in assessment tasks and examinations for students with special requirements and to seek assistance from the Disability Advisor and Counsellor where appropriate and needed. Ensure deadlines for the submission of examination papers to the Academic Registrar are met. Immediately report to the unit coordinator any instances of student cheating, collusion and/or plagiarism. Changes to unit as a result of student feedback Student feedback pays a vital role in improving the quality and educational effectiveness of UWS units and in ensuring academic staff keep in touch with student needs. At the end of the semester you will be given the opportunity to complete a Student Feedback on Unit (SFU) questionnaire to assess the unit. If requested by your unit coordinator, you may also have the opportunity to complete a Student Feedback on Teaching (SFT) questionnaire to provide feedback for individual teaching staff. Policy and how it affects you The University has a number of policies that relate to teaching and learning. Important policies affecting students include: ?? Assessment Policy ?? Bullying Prevention Policy and Guidelines ?? Disability Policy ?? Enrolment Policy (includes a section on the UWS Student Email Account) ?? Examinations Policy ?? Misconduct – Student Academic Misconduct Policy (see extract below) ?? Misconduct – Student Non-academic Misconduct Policy (see extract below) ?? Review of Grade Policy ?? Sexual Harassment Prevention Policy ?? Special Consideration Policy ?? Teaching and Learning – Fundamental Code 2 0 0 5 8 7 S T R A T E G I C M A N A G E M E N T S P R I N G 2 0 1 5 | S E C T I O N F I V E 38 There are two policies that relate to misconduct – academic and non-academic misconduct. Breaches of these policies can have very serious consequences. It is essential that you are familiar with these policies and how to avoid misconduct of any type. What is academic misconduct? Academic misconduct may involve plagiarism, collusion or cheating. Plagiarism involves submitting or presenting work in a unit as if it were the student's own work when, in fact, it was not. Collusion includes inciting, assisting, facilitating, concealing or being involved in plagiarism, cheating or other academic misconduct with others. Cheating includes dishonest conduct (or attempted dishonest conduct) in exams. For the full definition of academic misconduct and the consequences of such behaviour, you are advised to read the Misconduct – Student Academic Misconduct Policy in its entirety (refer to http://policies.uws.edu.au/view.current.php?id=00051). There are many resources to help you avoid academic misconduct. Library staff can help you with referencing and the Student Learning Unit can assist with academic writing and plagiarism. If you are unsure about any of your work you should also ask your tutor or lecturer for advice and feedback. The University also has text matching software (called Turnitin) which can help you check to see if your work might have problems. You can access Turnitin on the vUWS site for this unit. What is non-academic misconduct? Non-academic misconduct includes unlawful activities and crimes, falsifying documents (like a medical certificate or academic records), harassing other students (or staff), stealing or damaging university property (like library books or computers) and disrupting other students or staff. These are just some of the types of non-academic misconduct and while these things are rare they do happen. If you believe you have been the victim of non-academic misconduct or you are aware of any academic misconduct it is very important that you report it. You should report all matters of non-academic misconduct directly to the Dean or the head of the relevant section of the University. For example, you can report matters to the Manager of Security on your campus or to the Campus Provost or the Dean of your school. You must do this in writing. You may write to the Dean on [email protected]. Raising concerns Your unit coordinator will be your primary contact for all matters relating to this unit. If you have any concerns about the unit, please contact your unit coordinator in the first instance. If you would prefer to speak to someone else you are advised to speak to your Director, Academic Program. Contact details for the unit coordinator and the Director, Academic Program can be found in Section 1 of the learning guide. The University also has a Complaints Resolution Unit (see link below). Staff in that unit can provide you with advice on addressing your concerns within the School and, in some circumstances, they may undertake an investigation. Concerns must be raised with the Complaints Resolution Unit within a six month timeframe. http://www.uws.edu.au/about_uws/uws/governance/complaints_management_and_resolution Appendices 1 There are three analytical tools for the business level and corporate strategy, which are the components of business system, the drivers of industry development analysis and unlimited strategic tools, to sustain competitive advantage. The Components of Business System The way a firm conduct business to the analysis of resource base/ stock of assets, activity system and product offering/value proposition, that are used in the business system intend to create value for the consumers.  Business begins with providing competitive resource to the consumers, product or service suitable for the company needs.  Value-adding activities include R&D, production, logistics, marketing and sales.  Resources include know-how, patents, facilities; money, brands and relationships are contributed into business capital for product offering. (De Wit et al. 2014, p. 82) Firstly, resource base include all means of activities increase company value and it is an asset belong to the firm.  The distinctions of strategic management are •    tangible vs intangible resources, •    relational resources vs competences, •    knowledge, •    capability and •    Attitude.  (De Wit et al. 2014, p. 93) Secondly, value chain is the activities adding value to the business products and services to attract more consumption and successfully satisfy customers.  Primary activities are including •    inbound logistics, •    operations, •    outbound logistics, •    marketing and sales and •    Services.  (De Wit et al. 2014, p. 92) Support activities are •    procurement, •    technology development, •    human resource management and •    Firm infrastructure.  (De Wit et al. 2014, p. 92) Lastly, at the intersection with transactions is product offering to the consumers in the marketplace.  If the value of products and services received highly recommendation from the consumers, profitable could be make.  Therefore, strategically decide on the products and services development is the manager’s duties.  A number of problems include •    low economies of scale, •    slow organizational learning, •    unclear brand image, •    unclear corporate image, •    high organizational complexity and •    Limits to flexibility.(De Wit et al. 2014, pp. 82-91) Strategizing manager should found solutions for the limitation of the business on limited customers and products. Appendices 2 Drivers of Industry Development analysis (De Wit et al. 2014, p. 257) There is a list of factor of the environment that can change and influence the development. External and internal apply to the change of the industry.  Forces are including •    Socio-cultural, •    Economic, •    Political/regulatory and •    Technological force of change. (De Wit et al. 2014, p. 257) Socio-Cultural Drivers -    changing health needs -    environmental awareness -    consumption habits (De wit & Meyer 2014, p. 257) Economic Drivers -    changing exchange rates -    economic growth -    labour productivity (De wit & Meyer 2014, p. 257) Political/Regulatory Drivers -    new trade regulations -    environmental protection laws -    privatization moves (De wit & Meyer 2014, p. 257) Technological Drivers -    new scientific breakthroughs -    innovative technologies -    communication standards (De wit & Meyer 2014, p. 257) Unlimited strategic tools References De Wit, B, Meyer, R 2014, Strategy synthesis: resolving strategy paradoxes to create competitive advantage, 4thedn, South Western Cengage Learning, London.