...Pullins@utoledo.edu Office Hours: Tuesdays and Thursdsays 9:00-11:30 Objectives - What you should know/do at the end of the course: 1. You will be able to discuss the differences between business and consumer marketing. 2. You will demonstrate an understanding of the strategic process as it relates to business marketing. 3. You will be able to conduct an industry analysis on an industry that markets to businesses. 4. You will be able to make decisions and apply concepts to real world situations. Course Materials: Dwyer and Tanner, Business Marketing, Selected Readings (full book can be used if preferred: 4th edition) Videos, powerpoint notes, and other material on the Blackboard site Criteria and Assignments: Quizzes (5 at 10 points each) 50 points Company Analysis Project (4 Reports at 25 points each) 100 points Company Analysis Final Posted Project 50 points Exercises 75 points • Posted personal profile, group sign up • Exercises 1-5 • Comments on other students’ projects • Peer Evaluation Professionalism (discussion questions, other communication, responsiveness/quality, conferences, peer assessment) 25 points Grading Scale: Course grades will be assigned based on total points accumulated on the components listed above as follows: |92% and higher = A |70-77.9% = C ...
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...MKTG 308 - Group Work (30% of Total Assessment) There will be two components to the group work component of total assessment in MKTG308. The first component will be a Project Report worth 20% of the total assessment marks. The second component will be based on 2 presentations related to the group project report and associated tutorial work. The presentation component of group work is worth 10% of the total assessment marks. (1) Project Report (20%) The group Project report is due in week 11 in your tutorial class. Project reports handed in at later tutorials on the day due will be penalized 20% of the potential marks for the Project. For every further day late a further 20% penalty will apply for each day late. A cover sheet must be attached with the names and SIDs of all participating students in the group. Groups may submit peer assessment sheets based on peer ratings by each member of the group (a peer assessment sheet is attached to this outline). All of the peer assessment sheets for the group need to be attached to the group report submission on the pages following the cover sheet. It is the responsibility of the group leader to ensure that all completed peer assessment sheets are included in the group assignment submission. The peer assessment sheets for the group will be considered when allocating marks for the group report to individual group members. If peer review sheets are not included all students in the group will receive the same group mark. Project Aim:...
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...TPM Handout Date : Week 2 Due Date : Week 14 Exact Date For Submission : (state the exact date here) This is a group assignment. You will be allocated to a group of three. The lecturer will randomly select three (3) members to form a group. You are to complete the tasks step by step as the following; I. This assignment involves investigating and researching an area of computing and information technology (CIT) in the workplace. You are to identify an organization and its activities. II. Propose a scenario for the investigation and elaborate how this scenario is currently benefiting from using Computers and Information Technology. It is important to elaborate in detail the CIT functionality, advantages, disadvantages, and impact of the technology in the organization. III. In your researched area of computing and information technology, identify and discuss the similarities and differences of the scenarios with the materials covered in this lecture module (choose any three lectures such as Internet Application, Human Aspect, Ethical, Security, Enterprise Computing, Mobile Computing or Multimedia). Each member of the group is required to choose one topic. As coverage of the topic Enterprise Computing is extensive, two members from the group may share this topic. However, you must ensure separation of discussion on the materials selected to confirm that there are no overlapping materials being discussed between the 2 team members. Otherwise marks...
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...Case Study 보고서의 구성 표지; 사례제목,분반, 팀명, 팀원(학번,전공,이름) 본문에 포함되어야 할 내용(보편적 분석 방법); 1) 사례의 주제 2) 대상 기업의 중요한 연혁 및 일반현황 요약 3) 현황분석(케이스에 제시된 자료에 의한) 4) 제시된 문제점 5) 제시된 해결책 및 해결책에 대한 평가 - 내용 - 장단점 및 기대효과 - 평가 Case Study Questions 1. 답 2. 답 3. 요구되는 답이 새로운 대안이나 전략의 제시일 경우 - 내용 - 장단점 및 기대효과 등에 대하여 상세히 설명하여야 한다. 첨부; 참고자료 * 참고한 문헌 및 웹페이지 주소를 본문과 보고서 마지막에 첨부 하여야 한다. HOW TO PREPARE A CASE STUDY There is no single right way to prepare a case study, but this note may help you develop your own methods for preparation that will be effective in understanding the issues presented in the case and preparing for class discussion of those issues. In general, I have found the following approach helpful in analyzing a case study for class discussion. 1. Read the case as quickly as you can as if it were a story. Ask yourself, "What is this case generally about and what types of issues are being discussed?" Examine the introductory and concluding sections especially for hints regarding the key issues addressed in the case. 2. Review the case again, looking carefully for key facts and underlining key information as you go. Ask yourself, "What are the basic problems this manager or company needs to resolve?" and "What data do we have available to analyze the issues raised in the case?" Try to put yourself in the position of the manager and develop a sense of involvement in his or her position. Do not use lack of information...
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...Industry & Competitor Analysis BUS 430 – Fall 2006 Instructor: Russell Coff Email: Russ_Coff@bus.emory.edu Course page: www.bus.emory.edu/rcoff/Bus430.html Phone: (404) 727-0526 FAX: (404) 727-6313 Office hrs: M/W 3:00-4:00 10/17/06 1:04 PM Course Overview and Objectives This course offers you an opportunity to delve further into some strategy topics that you may have only touched upon earlier. This course integrates quantitative and qualitative analysis much more than the required strategy course. As such, you will apply and integrate the knowledge and skills you've gained across the curriculum (particularly from finance, DIA, O&M, and strategy). Corporate Diversification and Strategy in Turbulent Environments The broad focus of the course is on strategic management in uncertain and turbulent environments. Managers often throw up their hands and argue that planning isn’t useful when the landscape is shifting. However, with the right set of tools, strategic management can have an even greater impact in this setting. We place special emphasis on strategy formulation under uncertainty, corporate/multi-business strategy and competitive interaction – three topics that were only touched upon in the required course. Learning Objectives Our primary goal is to synthesize the set of tools and knowledge students have gained to address challenging strategic management problems. By the end of this course, students will be able to: 1. Analyze competitive interaction w/in industries...
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...and the assignment of members to groups, each group undertook the Everest Simulation – a teamwork and leadership challenge requiring groups to ascent a virtual Mount Everest. Drawing upon a range of fundamental organisational and managerial concepts and coupled with frequent challenges, the simulation effectively replicated a dynamic and teamwork based organisational environment. The simulation seeks to test interpersonal relationships and group dynamics by creating dissonance on both an individual and group level, as groups and group members strive to achieve both individual and group goals. This report will critically analyse the very processes used to undertake the Everest Simulation, along with results, focusing on the three concepts of ‘Communication’, ‘Groups and Teams’ and ‘Leadership’. These are of critical importance to forming an analysis of not only the simulation itself, but also a broader organisational and managerial situation and the correlation between managerial theory and practice and the Everest Simulation. The transition in dynamics within the group between the different simulations, and the solving of numerous challenges corresponds to the improvement in our results of the simulation. Moreover, this transition and triumph also elucidates the practicality of managerial theories associated with ‘communication’, ‘groups and teams’ and ‘leadership’ and their applicability to not only the Everest Simulation, my personal and group results, but also the wider contemporary...
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...Course Outline Programme: International Masters of Business Administration Cohort: 57 Academic Year/Trimester: 2015/2016 Trimester II Course Code and Course Name: INBA 6370 - FINANCIAL STATEMENT ANALYSIS FOR GLOBAL FIRMS Course Type: Core Level: Year 1 Lecturer: Mr. Andre Taitt Lecturer’s e-mail: andre.taitt@fac.gsb.tt Lecturer’s phone #: 1-868-685-5631 Learning Assurance Officer: Alana Ifill Prerequisite/co-requisite course (s): Introduction to Financial Accounting Workshop Involvement of other institutions for delivery: None 1 1.0 Vision and Mission of the Lok Jack GSB Our purpose is to contribute to the development of the human and institutional capacity required to transform the business landscape and shape our own destiny. Through our comprehensive and integrated programmes and consultancy services, we provide a framework for developing new pathways for achieving sustainable growth and competitiveness The mission of the School is to improve the international competitiveness of people and organisations in the Caribbean through business education, training, consulting and research. 2.0 Quality Statement In today’s organization the non financial manager can no longer avoid financial information. Profit statements, operating budgets, and project analyses are constant part of a manager’s day. The concept of the finance and non financial manager has now become very blurred. The modern manager must have the ability to utilize the appropriate...
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...| | |PSYCH/570 Version 2 | | |Organizational Psychology | | |Dr. Kathleen Hughes De Sousa | Copyright © 2010, 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course is an in-depth look at organizational psychology and therefore covers the organizational side of the field, including the impact of the organizations on the individual and on groups of individuals. The dynamics and cultural characteristics of organizations are identified and described in-depth, and organizational development and change are given particular emphasis as well. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently...
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...1 SCHULICH SCHOOL OF BUSINESS YORK UNIVERSITY SGMT 6000 3.0 STRATEGIC MANAGEMENT Wednesday 2:30-5:30 pm (A) - Room N108 Tuesday 08:30-11:30 pm (B) - Room W136 Fall Term, 2011 Professor: Moshe Farjoun Email: mfarjoun@schulich.yorku.ca Room: N311 SSB Office Hours: By appointment Secretary: JoAnne Stein Office: N305B SSB Telephone: 416-736-5087 Brief Description This course examines business and corporate strategy. The focus is on strategic management, the process of choosing and defining purposes and objectives, formulating and implementing a viable strategy and monitoring strategic performance. It deals with the organization in its totality and demonstrates how and why the various functions of business are interdependent and need to be coordinated if the organization is to perform effectively. The course elaborates on the applicability of the strategic management discipline to a variety of sizes and types of organizations. Prerequisites Students are required to complete all 5000-series Required Foundations of Management Core Courses before enrolling in this course. Extended Description and Objectives One of the classic definitions of strategy is as follows: “A strategy is the pattern or plan that integrates an organization’s major goals, policies and action sequences into a cohesive whole. Well-formulated strategies help marshal and allocate an organization’s resources into a unique and viable posture based upon its relative internal competencies and shortcomings, anticipated...
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... 5 & 8 of Working In Groups and the Week 3 videos, "Planning a Playground" and "Politics of Sociology" Write a 1,400- to 1,750-word summary of your responses to the following after completing the collaborative Week 3 discussion associated with the "Planning a Playground and "Politics of Sociology" videos: Group Interaction How clear was the intent of the discussion? How prepared were your group members for the discussion? Did everyone participate equally in the discussion? Were group members open to different points of view? How would you describe the overall climate of the discussion? Did you feel your group was productive in the discussion? Did you use the time efficiently? What strategies can you use in future discussions to increase productivity and outcomes? What approach will you take next time to increase group cohesion? Video Analysis - "Planning A Playground" What are the issues in this meeting? What did they do well as a group? Can you identify constructive or deconstructive conflict occurring in this group? What are some key indicators? What conflict styles do you see? Based on what you learned this week, how might you handle this situation differently? Video Analysis - "The Politics of Sociology" What are the issues in this meeting? What did they do well as a group? What types of conflict do you see in this video? Provide examples. There is a clear leader in this video. What can he do to be a better leader for this group? Based on what you learned...
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...Master of Business Administration International Programme OPERATIONS MANAGEMENT ASSIGNMENT OCTOBER 2010 – SEPTEMBER 2011 Sections: Page 1 Course Overview 2 2 Assignment topics 4 3 Writing up your assignment (Individual or Group) 7 4 Guide to approaching case studies 12 Class title Operations Management Credits 10 Class aims Operations Management refers to those activities which are more or less directly concerned with the creation and delivery of goods and services. The course is intended to give you a theoretical framework for thinking about operations in both manufacturing and service contexts and to describe some practical applications of operations management. In the course we will address key aspects of design, planning and control of operations systems, and to provide an understanding of the operations function in a global context. Learning outcomes Subject specific knowledge and skills including: • Understand the history of Operations Management as a subject and consider the challenges facing Operations in future with particular reference to service operations, value adding and sustainable competition. • Understand the need for an Operations Strategy to operate with a Business Strategy • Describe Operational strategies in terms of Fit, Sustainability and Risk • Assess the choices and trade-offs inherent in developing an operations strategy (assessment of alternative...
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...Henry Tam and the MGI team Henry Tam and the MGI team Introduction When working with a team there is a number of issues that a leader of a group should address so as to ensure that the group works effectively. In group dynamics a leader should seek to understand the behavior of the team members and how the team works in attempting to make a decision or to solve a problem. A leader with expertise in team processes can help the team in achieving its objectives and aims by analyzing how the team is functioning in terms of decision making and problem solving, the leader should also be able to intervene and change the team’s operating behavior. A team is usually gathered for the purpose of accomplishing a given task, In the case of Henry Tam and the MGI team they are required to come up with a business plan within the contest deadline. There are a number of issues that challenge the team like team communication, analysis of issues and achieving group outcomes. In addressing this issues there needs to be a leader with expertise in group processes who will be helpful in playing the role of a facilitator. The team leader usually has a very strong influence on the team as he/she is tasked with the role of shaping the outcomes of the group. The influence that such a team leader has on the team will be determined by numerous factors namely; the leader’s personality, relative age, sex appearance, income, race and also the organizational structure in the given organization...
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...RUKA HUA FAISLA GROUP - 3 Group Members:- Amit Pandit Mittal Shah Ramachandran Ravi Kumar Saleem Ali Shaman Singh PLOT SUMMARY: In this movie, the jury of twelve men is entrusted with the power to send an uneducated, teenage boy to the Death Penalty. The crime that the boy is accused of is killing his father with a knife. The jury is locked into a small, claustrophobic room, on a hot summer day, until they come up with a unanimous decision. The decision that is to decide a boy’s life is to be either guilty or not guilty. The film is particularly important as it examines the twelve men's deep-seated personal prejudices. These are reflected in the perceptual biases and weaknesses, indifference, anger, personalities, unreliable judgments, cultural differences, ignorance and fears, that are in a position to mar their decision-making abilities, and subsequently cause them to ignore the real issues in the case. This can potentially lead them to a miscarriage of justice. What are the key learning for you as leaders? First and foremost, we learn that every decision should be based on reasonable evidence and it can be dangerous to rush to conclusions. In the movie, most of the Jury members were initially in a hurry to shut the case and pronounce the accused guilty even when they know it’s a matter of someone’s life. Only Mr. Raina stands against such a decision and demands that the jury should give appropriate time to the issue and have a healthy discussion on the entire...
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...| Syllabus | | | |Year |2014/2015 | |Semester |VIII Spring | | | |Course ID |MGT405080 | |Course Name |Strategic Management | | | |Type |core | |ECTS Credits |5 | | | |Language |Georgian/English | |Classroom Number | | | ...
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...Case Analysis Guide The Six Steps for Preparing a Case Analysis with excerpts from: “Teaching and the Case Method”, Barnes, Christiansen, Hansen; Harvard Business School Publishing. Professor Edward G. Wertheim, College of Business Administration, Northeastern University Why study using the case method? Stated simply, to teach you, the student, how to think. “The sole direct path to enduring improvements in the methods of instruction and learning consists in centering upon the conditions which exact, promote, and test thinking. Thinking IS the method of intelligent learning, of learning that employs and rewards mind. We speak, legitimately enough, about the method of thinking, but the important thing to bear in mind is that thinking IS method, the method of intelligent experience in the course which it takes”. * *From “Teaching and the Case Method”, Barnes, Christiansen, Hansen; Harvard Business School Publishing. Your Responsibilities: Participation in a case method class is futile without careful preparation. It is similarly futile to attempt to learn simply by listening to your classmates’ opinions of the “right answer”. Learning in a case method course is based on active participation in the generation of alternative solutions and creation of actionable strategies. The case itself is merely the conduit for discussion. Most students are disconcerted by the seemingly vast and disjointed information presented. Even though the prospect of a...
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