GSBA 520 – Business Fundamentals for Non-Business Professionals
Summer 2016
May 16, 2016 – August 12, 2016
4 units
ONLINE SYLLABUS
PREREQUISITES: none
INSTRUCTORS:
Michael Mische (Business Strategy & High Performance
Organizations)
[email protected]
(213) 740-0728
Miriam Burgos (Marketing Management)
[email protected]
(213) 740-4829
Merle Hopkins (Managerial Accounting & Business Finance)
[email protected]
(213) 740-4857
Sriram Dasu (Operations)
[email protected]
(213) 740-3681
OFFICE HOURS:
By Appointment
EMERGENCY NUMBERS: USC Emergency Info Line: 213-740-9233
USC Emergencies: 213-740-4321
USC Information Line: 213-740-2311 or KUSC Radio (91.5
FM)
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REQUIRED AND RECOMMENDED TEXT:
Required Text:
 Katzenbach, J. R. and Smith, D. K. (2015). The Wisdom of Teams: Creating the
High-Performance Organization. Harvard Business Review Press. ISBN 9781633691063
 USC Course Reader: Strategy & High-Performance Organizations (link will be
made available within the course)
 USC Course Reader: Marketing (link will be made available within the course)
 USC Course Reader: Operations (link will be made available within the course)
 USC Course Reader: Accounting (link will be made available within the course)
ONLINE LEARNING FORMAT
This online course follows a “flipped classroom” model in which students are required to
complete all of the reading assignments, pre-recorded lectures, interactive exercises,
written discussion forums, and homework assignments at their own pace (i.e.
asynchronously) during the week prior to attending the “real time” (i.e. synchronous) live
video discussion session, where they will interact with one another and with faculty to
apply the concepts they’ve learned throughout the week.
Active participation in the synchronous live video discussion sessions each week
is required, in addition to the asynchronous online content activities. It is
estimated that students will spend between 11-12 hours per week in this course;
approximately 1 ½ hours in the live video discussion sessions, 2 hours in the
virtual classroom, and 8 hours doing “homework”. Only register for this class if
you can complete all coursework and log on to the weekly live video discussion
sessions.
Virtual Classroom (Blackboard)
Students can access their course syllabus, watch pre-recorded faculty mini-lectures,
engage in self-assessment activities, identify readings, participate in discussion forums,
submit assignments, and review grades in the Virtual Classroom.
The Virtual Classroom is organized into weeks that correspond to the course syllabus
and are designed to be taken in the order they appear. General questions regarding
course material, content, or procedures should be posted in the weekly discussion forum
or addressed during weekly live video discussion sessions so that faculty responses may
benefit all class members.
Live Video Discussion Session (WebEx)
Students and faculty will meet online in real time at a pre-determined date and time each
week in a live video discussion session. This session allows students to apply the
content they have learned thus far in the course with their peers and to ask questions of
faculty face-to-face. A link to this platform will be found in Blackboard.
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System Requirements
The following equipment is required to successfully participate in this online course:
 Computer
 Headset or built-in speakers & microphone
 HD Webcam
 High speed Internet connection
Students must be able to access at least one of the following browsers:
 Internet Explorer 9.x and above on PCs
 FireFox 3.6 and above on PCs
 Safari 3.6 and higher on Mac (only)
 Firefox 3.x and higher on Mac
 Google Chrome
Technical Support
 For Virtual Classroom (Blackboard) Support call (800) 203-6755
 For MarshallTALK support visit:
 Live Video Discussion Session (WebEx) Support
 For additional campus-based computer support: USC Information Technology
Services (ITS) Customer Support Center
 For Computer Repairs: USC Bookstore Service Department
COURSE DESCRIPTION
This course is designed to introduce the concepts, tools, and principles of business
management to current graduate students who want to be better prepared to assume
management positions in their respective fields. Created for students who do not have a
background or grounding in business, the course covers core business subject areas.
Business Fundamentals for Non-Business Professionals is a 4-unit, integrative and
interdisciplinary course taught by a team of Marshall faculty members. The course takes
a general management perspective. This course is more than a mere integration of the
functional specialties within a firm. It has been designed to develop among participants
the “general management point of view.” As future managers in their respective
businesses, students will be responsible for making decisions that affect long run
business performance; decisions that will require the general manager’s knowledge of
business economics, financial and accounting principles, business strategy and people
management. The key strategic business decisions of concern in this course involve
determining and shaping organizational purpose to evolving opportunities, creating
competitive advantages, choosing competitive strategies, securing and defending
sustainable market positions, and allocating critical resources over relatively long periods
of time in pursuit of specific goals and objectives.
This course helps students develop an understanding of business fundamentals that
require both analytical skills and an integrative point of view. You will develop these
skills through:
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


In-depth analysis of industries and competitors
Prediction of competitive behavior
Techniques for analyzing how firms can develop and sustain competitive
advantages over time – including quantitative and qualitative analysis
COURSE OBJECTIVES
Overall, this course is designed to provide the following general learning objectives:
 Acquire a basic knowledge of business strategy, managerial
accounting, finance, marketing and management of
organizations
 Develop an understanding of the complex nature of business
decision-making and the interaction between the disciplines
 Cultivate an appreciation of the complexity of the global
business environment
Additionally, each subject matter portion of the course will have related specific learning
outcomes. By the end of this course, students should be able to:
Business Strategy
 Identify theories and methods for analyzing and developing strategy.
 Critically evaluate cases: to analyze case facts using appropriate
tools/frameworks, to identify key underlying issues, and to formulate
congruent recommendations (and to explain to us how/why you’ve done it).
 Demonstrate critical thinking skills related to strategy.
 Utilize a set of tools/frameworks/concepts, such as: “generic” business
strategies, environmental analysis, five forces, strategic groups, value
chain, resources—capabilities—competitive advantage, threats to
sustainability.
 Recognize the various interconnections that exist within organizations.
 Anticipate sources that undermine long term competitive advantage.
Marketing Management
 Evaluate the substantive and procedural aspects of marketing
management
 Critically examine elements of the marketing mix
 Formulate marketing strategies
 Clearly communicate marketing strategies to others based on critical
thinking framework
Evaluate the marketing recommendations of others
Operations
 Compare the key issues, concepts, problems of operations, and process
analysis in order to solve problems in:
 Business process management & improvement
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

Customer service (internal & external)
Supply chain management
Financial & Managerial Accounting
 Demonstrate understanding of fundamental financial and management
accounting concepts (financial accounting) relating to:
 Financial statements and their interrelationships
 Financial statements reflecting the accrual basis of accounting
 Make decisions related to cost-volume-profit relationships and capital
budgeting (managerial accounting) including:
 Management use of cost-volume-profit relationships when making
decisions
 Costing and improvement opportunities
 Budgeting as part of the planning process

Financial Management
 Analyze modern theory and practice of financial management as well as
fundamental financial decisions involving:
 Discounted cash flow analysis
 Valuation of stocks, bonds and individual budgeting projects
 Risk and return, portfolio diversification, Capital Asset Pricing Model
 Issues in financing decisions – capital markets, financing sources,
debt & dividend policy, options
 Capital budgeting basics in a decision-making environment
High Performance Organizations
 Evaluate the behavior and performance of people in formal organizations at
the following levels:
 Individual level, including leadership
 Group level, including the design and development of high
performance teams
 Organizational level, including understanding of strategic
organizational effectiveness and design principles that lead to high
performance in organizations
Grading Policy
The grade for this course is based 33% on business strategy & high performance
organizations, 20% on marketing management, 34% on managerial accounting &
business finance, and 13% on operations management. Weighted averages will be
computed to determine the final score and final grade; students must have a passing
score in each area in order to pass the course.
Grades
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The course grade is based on synchronous class participation, moderated discussion
forums, homework assignments, case studies, and exams. In order to earn full
participation points, students must actively participate in synchronous sessions by asking
thought-provoking questions, offering relevant comments, and answering questions from
faculty in a clear and concise manner. In order to earn full discussion forum points,
students must write thoughtful, robust posts as well as substantive responses to their
peers. All readings, discussion forums, homework assignments, and quizzes must be
completed prior to synchronous class sessions. Unless otherwise stated, all work is to be
completed individually.
Course Components
Business Strategy & High
Performance Organizations
MarshallTALK
4 Discussion Forums
Strategy & Strategic Thinking
Assignment (Week 1)
SWOT & Porter’s 5 Forces
Assignment (Week 2)
Character, Personality &
Behavior Assignment (Week 12)
Teamwork & Culture
Assignment (Week 13)
“How do you motivate others?”
Assignment (Week 13)
Exam (covers weeks 1,212,13)
Points
330 points total
Marketing Management
200 points total
40
90
30
30
30
30
30
50
MarshallTALK
Kao Corp. and P & G Analysis
(Week 3)
Volkswagen in India Analysis
(Week 4)
Annie’s: Growing Organically
Analysis (Week 5)
Exam (covers weeks 3, 4, & 5)
Managerial Accounting &
Business Finance
MarshallTALK
Problem Set (Week 9)
Problem Set (Week 10)
Percent of Grade
33% of total course
grade
20% of total course
grade
20
40
40
40
60
340 points total
40
50
50
6
34% of total course
grade
Problem Set (Week 11)
Exam (covers weeks 8-11)
Operations
50
150
130 points total
MarshallTALK
Assignment Questions (6 sets)
Porcini Case
Exam (covers weeks 6 & 7)
13% of total course
grade
13
42
30
45
Asynchronous Activities
All readings, videos, and assignments can be found in the Virtual Classroom.
Synchronous Activities
Students are required to attend MarshallTALK sessions each week in order to earn full
participation credit. If you cannot attend a MarshallTALK session, please notify faculty
prior to class.
MODULE 1 - MarshallTALK
Tuesday, May 17th
Strategy
5:00-6:20pm
Mische
MODULE 2 - MarshallTALK
Tuesday, May 24th
Strategy
5:00-6:20pm
Mische
MODULE 3 - MarshallTALK
Tuesday, May 31st
Marketing
5:00-6:20pm
Burgos
MODULE 4 - MarshallTALK
Tuesday, June 7th
Marketing
5:00-6:20pm
Burgos
MODULE 5 - MarshallTALK
Tuesday, June 14th
Marketing (Exam)
5:00-6:20pm
Burgos
MODULE 6 - MarshallTALK
Tuesday, June 21st
Operations
5:00-6:20pm
Dasu
MODULE 7 - MarshallTALK
Tuesday, June 28th
Operations (Exam) 5:00-6:20pm
Dasu
MODULE 8 - MarshallTALK
Tuesday, July 5th
Accounting
5:00-6:20pm
Hopkins
MODULE 9 - MarshallTALK
Thursday, July 14th
Accounting (Exam) 5:00-6:20pm
Hopkins
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MODULE 10 - MarshallTALK
Tuesday, July 19th
Finance
5:00-6:00pm
Hopkins
MODULE 11 - MarshallTALK
Tuesday, July 26th
Finance (Exam)
5:00-6:00pm
Hopkins
MODULE 12 - MarshallTALK
Tuesday, August 2nd
Organizations
5:00-6:20pm
Mische
MODULE 13 - MarshallTALK
Tuesday, August 9th
Organizations
5:00-6:20pm
Mische
Academic Conduct
Plagiarism – presenting someone else’s ideas as your own, either verbatim or
recast in your own words – is a serious academic offense with serious
consequences. Please familiarize yourself with the discussion of plagiarism in
pages 6 and 23 of the 2015-2016 SCampus (Student Conduct Code & Policies).
Other forms of academic dishonesty are equally unacceptable. See additional
information in SCampus and university policies on scientific misconduct.
Discrimination, sexual assault, and harassment are not tolerated by the
university. You are encouraged to report any incidents to the Office of Equity and
Diversity or to the Department of Public Safety. This is important for the safety
whole USC community. Another member of the university community – such as a
friend, classmate, advisor, or faculty member – can help initiate the report, or can
initiate the report on behalf of another person. The Center for Women and Men
provides 24/7 confidential support, and the Sexual Assault Resource Center
webpage describes reporting options and other resources.
Support Systems
Students whose primary language is not English should check with the American
Language Institute, which sponsors courses and workshops specifically for international
graduate students. The Office of Disability Services and Programs provides certification
for students with disabilities and helps arrange the relevant accommodations. If an
officially declared emergency makes travel to campus infeasible, USC Emergency
Information will provide safety and other updates, including ways in which instruction will
be continued by means of Blackboard, teleconferencing, and other technology.
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BUSINESS STRATEGY
Instructor:
Office:
Office Hours:
Phone:
Email:
Michael Mische, MBA
Bridge Hall 306
By appointment
(213) 740-0728
[email protected]
Learning Objectives: The focus of the strategy portion of the GSBA 520 course is to
communicate concepts and develop skills for formulating strategy. Although strategy is
often thought of in terms of business, it has relevance for helping all types of
organizations succeed: business, government, not-for-profit, non-governmental, etc.
Organizations often fail for one of two reasons. First, they have no strategy whatsoever.
Second, organizational leaders often become seduced by trendy and elaborate strategy
techniques without understanding what these are and whether or how they relate to their
own organization. The common denominator is a lack of understanding, and mastery, of
the fundamentals.
Class time will be devoted to:
a. Pre-recorded lectures. Pre-recorded lectures supplement the readings, elaborate
on key theoretical models and frameworks, and reinforce crucial concepts. These
lectures will be offered asynchronously and may be taken at any time and at each
student’s own pace.
b. Cases. We will devote much of our virtual class time to the analysis and
discussion of selected cases. Each case is intended to teach us something
specific, yet each can teach many things. Case studies will take place
synchronously at the same time each week, via Live Video Discussion Session.
The case discussion method of instruction:
a. Allows you to develop skills at problem definition in addition to problem solving.
Cases force you to sift through a mass of information, some of it irrelevant or
contradictory, in order to identify the important or strategic issues.
b. The case method gives you a chance to deal with ambiguity. Most cases do not
have obvious “right” answers. Managers must be able to function in situations
where the right answer is not known. A popular phrase in case analysis classes
is: “There are no right answers, but there are wrong answers.”
While class discussions will be directed, the quality of your learning experience will be
significantly determined by: (1) your degree of preparation, active listening, and
participation, and (2) your classmates’ preparation, listening, and participation. Some
will not agree with you, and you may be asked to defend your argument or change your
mind. So long as criticism is (a) directed at arguments and not at individuals, and (b)
relevant to the issues at hand and coherently argued, it is very much welcomed.
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Required Materials: The course reader includes cases and readings for each class
session.
Course Notes: Copies of lecture slides and other class information will be made
available on Blackboard.
Expectations: To achieve the objectives of the course, class may include any one or
more of the following: case discussions, lectures, experiential applied case exercises,
and/or group presentations. Be sure to take adequate notes. You will need to draw
upon your lessons learned from lectures and case discussion for later session case
analyses and the final applied case on the last class day.
You are expected to read all of the material assigned from the course reader prior to the
Live Video Discussion Sessions. Be prepared to present your analyses of all exercises,
cases, and readings assigned for each Live Video Discussion Session. You may be
called on to either orally present your analysis or opinions or to lead a discussion within
the Live Video Discussion Session. Since you may not know when you will be asked to
participate, be prepared at all times. You are expected to be prepared to discuss the
materials assigned and answer specific questions proposed by each other as well as by
the instructors.
Since much of what we do involves your participation, your attendance in class during
lectures and exercises and case and readings analyses is very important.
Written Assignments:
You are required to complete several written assignments. Each assignment will focus
on a case. Some assignments require the application of particular analytical tools or
models to a case. Assignments will typically consist of answering specific questions, and
more importantly, the analysis and supporting logic for those answers. Some
assignments might involve numerical and/or graphical analysis of data from the cases
we will discuss.
Specific instructions for each written assignment are presented in the detailed
information for the class sessions.
Policies for Written Assignments:
Deadlines are important. Papers not turned in on time are penalized.
Note: I use the “no problem” policy for Written Assignments handed in late. This
policy is: I have no problem accepting assignments late – so long as you have no
problem with the fact that I will automatically deduct 25% of the total value (e.g., a paper
that would have been 10 will be 7.5).
The written portion of assignments (excluding spreadsheet numbers, when applicable)
must be no longer than the specified maximum. Submit papers in 12-point font with oneinch margins around the page.
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Grades
Assignment on strategy and strategic thinking (100 words)
Discussion Forum Posts and comments Week 1
MarshallTALK Contribution Week 1
Assignment comparing SWOT and Porter’s 5 Forces (100 words)
Discussion Forum Posts and comments Week 2
MarshallTALK Contribution Week 1
Total
30 points
25 points
10 points
30 points
25 points
10 points
-----------130 points
WEEK 1 – May 16 –22, 2016
MarshallTALK Class: Tuesday, May 17th 5:00- 6:20pm
Strategy - Introduction to Key Concepts, Terms and Frameworks
Description & Objectives:
In Week 1 we will study and discuss the basic concepts and rationale of business
strategy. Our readings and discussions will center on a number of key issues, including:
(1) Defining strategy, (2) Understanding the role of strategy in business and
organizational performance, (3) Learning key terms and definitions of strategy, (4)
Discussing the history and objectives of strategy, and (5) Understanding the 5 Phases of
a Industry and Company Lifecycle.
At the completion of this week, you should have a basic understanding of strategy, a
working foundation of vocabulary strategy terms, a basic knowledge of how to read,
analyze and present a case, and some insight into the retail coffee industry and the
dynamics that drive the industry.
Readings:
Ramon Casadesus-Masanell. “INTRODUCTION TO STRATEGY.” HBSP #8097HTM-ENG. (2014).
Jan Rivkin. “WHY DO STRATEGIES FAIL?” HBSP #9-706-433. (2006).
Case:
Craig Garthwaite; Meghan Busse; Jennifer Brown; Greg Merkley. “STARBUCKS:
A STORY OF GROWTH.” HBSP #KEL665-PDF-ENG. (2012).
Assignment:
The following is assigned for Week 1:
1. Formal Assignment. Prepare a brief (100 word) discussion of strategy, the role of
strategy and the benefit of strategic thinking to the organization.
2. Discussion. What is the Industry Lifecycle and why is it an important concept in
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3.
4.
5.
6.
strategy?
Discussion. Relative to Casadesus-Masanell, what are the major attributes
(characteristics) of strategy and how are these applied to contemporary
organizations?
Discussion. Thinking about Rivkin, what factors lead or contribute to the failure of
strategy?
Weekly Posting & Commentary.
a. Provide a short commentary, posting or blog related to the readings and
content.
b. Provide a substantive comment related to another student’s commentary,
posting or blog.
Case Analysis. Starbucks Case (Prepare your talking points):
a. What strategies did Starbuck’s use to grow its business?
b. What was the state of the industry at the inception of Starbuck’s and why is
that state important?
c. How did Starbuck’s enter, capture & sustain market share?
d. What factors contributed to strategic concerns and issues in Starbuck’s
relative to its rapid expansion?
e. Moving forward, is Starbuck’s strategy sustainable? Why or why not?
f. To what extent, if any, has Starbuck’s created, influenced or altered the
coffee industry?
g. Given the relative position of Starbuck’s, the facts of the case and your
personal knowledge, to what extent is Starbuck’s current business strategy
sustainable and/or how should it change?
Readings (to be completed prior to the Live Video Discussion Session):
WEEK 2 – May 23-29, 2016
MarshallTALK Class: Tuesday, May 24th 5:00- 6:20pm
Week 2: Strategy – Competitive Dynamics, Frameworks & Models
Description & Objectives:
In Week 2 we will continue our study and discussion of the basic concepts and rationale
of business strategy. During this week our discussions will extend our basic
understanding of strategy into transferring concepts into frameworks and models. Major
frameworks, such as SWOT, Porter’s Five Forces, and Value-Chain Analysis will be
discussed, contrasted and applied to our case Walmart.
At the completion of this week, you should have an understanding of the basic
frameworks of strategy, how to apply those frameworks to cases and situations, the
limitations of the frameworks, and the notion of competitive versus cooperative
advantage.
Readings:
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Michael Porter. “THE FIVE COMPETITIVE FORCES THAT SHAPE STRATEGY.”
HBSP #96608. (1996).
Ramon Casadesus-Masanell. “STRATEGY READING: COMPETITIVE
ADVANTAGE AND COOPERATIVE DYNAMICS.” HBSP #8131-HTM-ENG.
(2015).
Case:
Stephen P. Bradley; Pankaj Ghemawat; Sharon Foley. “WAL-MART STORES,
INC.” HBSP # 794024-PDF-ENG. (2002).
Assignment:
1. Formal Assignment. Prepare a brief (100 word) description comparing SWOT to
Porter’s Five Forces. What are the benefits? Which framework is more rigorous?
2. Discussion. Relative to Casadesus-Masanell, what is a “competitive advantage”
and how does he define “cooperative dynamics”? Can you provide 3 examples of
cooperative dynamics?
3. Discussion. Thinking about Porter, what are the five factors that shape strategy
and how do or can these factors change strategic thinking?
4. Discussion. How are Porter’s Five Forces effected by industry dynamics or
changes in an organization’s operating environment?
5. Discussion. Relative to Porter, what are some of the issues and factors that can
limit or negate the effectiveness of Five Forces Model?
6. Weekly Posting & Commentary.
a. Provide a short commentary, posting or blog related to the readings and
content.
b. Provide a substantive comment related to another student’s commentary,
posting or blog.
7. Case Analysis. Walmart (Prepare your talking points):
a. Walmart utilized a series (or a number) of different strategies to create its
dominant position; can you identify the strategies and when they were
used?
b. Walmart has achieved significant bargaining powers in which of Porter’s
Five Forces?
c. Relative to these bargaining powers, what environment changes could
occur that would negate or inflate these powers?
d. To what effect, if any, has Walmart’s strategy changed over the past few
years? If you were on the Board of Directors of Walmart, what strategic
issues would you most be concerned over and how would you address
them?
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MARKETING MANANGEMENT
Instructor:
Office:
Office Hours:
Office Phone:
Cell Phone (preferred):
E-mail:
Miriam Burgos, M.B.A
Accounting 226
By appointment
(213) 740-4829
(626) 627-3029
[email protected]
Overview:
Marketing management is the business function that centers around (1) the analysis of
the competition, consumer, and marketplace trends, (2) the subsequent design of a
strategic direction that deals with the opportunities and threats discovered in the
analysis, and (3) the deployment of marketing resources to introduce, price and promote
new and improved products and services. The domain of “marketing” is commonly
summarized with the mnemonic term “3 Cs and the 4Ps.” The 3Cs comprise the
foundations of marketing analyses: the Company, its Competition and the Consumer.
The 4 Ps denote the key dimensions of a marketing plan: the Product, its Pricing,
Promotion and Placement, or distribution.
Readings and cases have been selected to introduce the student to marketing analysis,
strategy and planning. Class sessions will center around examples of how to apply this
material in real-world scenarios, and will also rely on examples drawn from the
instructor’s professional experiences. Please note the discussion questions that
accompany the cases. All other aspects of the class will conform to the master GSBA
520 syllabus. Students’ grades in the Marketing module of GSBA 520 will be based on
an exam administered in class during Session 3 (week 5 of GSBA 520).
Grades
Contribution to Marshall TALK
Exam
Cases
20 points
60 points
120 points
------------200 points
Total
WEEK 3 – May 30 – June 5, 2016
MarshallTALK Class: Tuesday, May 31st, 5:00- 6:20pm
Marketing: Introduction to Marketing Management; Marketing Innovation
Alternatives & Strategies; Marketing Analyses—Understanding
Customers & Markets
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Learning Outcomes:
1. Identify the ways in which consumer insights combined with an understanding
of other market factors will impact the design of a marketing strategy and the
subsequent decisions about the marketing mix (4P’s).
2. Identify and apply consumer behavior research methods that can be used to
analyze new and existing markets.
3. Demonstrate a thorough understanding of the “3C’s & 4P’s” marketing model.
Readings:
1. “Broadening the Concept of Marketing,” Philip Kotler and Sidney J. Levy,
Journal of Marketing, 33, January 1969, 10-15.
2. “Eager Sellers, and Stony Buyers,” John T. Gourville, Harvard Business
Review, June 2006, 99-106. (Reprint R0606F pp. 1-8)
3. “Kao Corporation” (1994), Harvard Business School Case, #9-591-012, Rev.
November 4, 1994, 17 pp.
4. “How P&G Brought the Diaper Revolution to China”, Mya Frazier, January 7 th,
2010.
5. “The Innovator’s Challenge,” Dilip Soman, Rotman Management Magazine,
2014
*** DUE THIS WEEK: Prepare a 2-page case analysis for “Kao Corporation” and
“How P&G Brought the Diaper Revolution to China”, using the Discussion
Questions listed below.
Case Overview
In 1985, Kao Corporation, a major Japanese marketer of detergents and personal
care products, learned that P&G was about to re-launch an improved version of its
“Pampers” brand in Japan. P&G’s initial entrance into the Japanese disposable
diaper market encountered numerous problems. The new, improved “Pampers”
had innovative features, and when tested in use, was found to be superior to
Kao’s flagship brand, “Merries.” What lessons did P&G learn?
Discussion Questions
1. Why did P&G’s initial attempt to enter the Japanese diaper market fail?
2. What marketing plan modifications did P&G have to make for the Japanese
market?
3. How are Japanese consumers and marketing practices different from their
counterparts in the U.S.?
4. How is diaper consumer behavior different in Japan vs. in the U.S.?
5. What factors tend to discourage Japanese women from switching from cloth to
disposable diapers?
6. What can P&G do to reduce these consumption barriers, and what factors are
beyond their control?
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7. After reading the article about P&G’s entry into the Chinese diaper market,
compare the lessons that P&G learned in the Chinese market to the lessons
P&G learned in the Kao Corporation case, including lessons about consumer
behavior.
WEEK 4 – June 6-12, 2016
MarshallTALK Class: Tuesday, June 7th, 5:00- 6:20pm
Marketing: Designing Marketing Strategy—Market Segmentation, Target
Selection and Product/Brand Positioning
Learning Outcomes:
1. Apply the concepts of Market Segmentation, Target Market Selection, and
Product/Brand Positioning.
2. Identify, understand and apply market segmentation methods such as
psychographic and geodemographic segmentation.
3. Identify, understand and apply specific market segmentation tools such as
VALS and PRIZM.
4. Identify various sources of information, both free and fee-based, that marketing
professionals can use in the segmentation, targeting and positioning process.
Readings:
1. “Note on Marketing Strategy,” Robert J. Dolan, Harvard Business School, #9598-061, Rev. November 1, 2000, 17 pp.
2. “Market Segmentation, Target Market Selection, and Positioning,” Miklos
Sarvary and Anita Elberse, Harvard Business School, #9-506-019, Rev. April
17, 2006. 5 pp.
3. “Note on Innovation Diffusion: Rogers’ Five Factors,” John T. Gourville,
Harvard Business School, #9-505-075, Rev. April 17, 2006, 6
4. “Volkswagen in India”, by Seema Gupta, Indian Institute of Management
Bangalore; December 1, 2013, 33pp.
5. General background on VALS and PRIZM:
http://www.strategicbusinessinsights.com/vals/about.shtml,
http://www.claritas.com/MyBestSegments/Default.jsp?ID=100&pageName=
What%2Bis%20Segmentation&menuOption=learnmore
*** DUE THIS WEEK: Prepare a 2-page case analysis for “Volkswagen in India”
Case Overview
The case traces the entry of Volkswagen (VW) in India at a time when India will
play a key role in fulfilling VW's global ambitions. The case describes the
16
consumer research conducted by VW to identify consumer insights which pave
the way for designing products to meet local needs and aspirations. The case
describes VW's segmentation, targeting and positioning strategy for India against
the background of its global brand values. The case traces the launch strategy of
each of the models - Passat, Jetta, Touareg, Phaeton, Beetle, Polo and Vento.
The case invites students to review the marketing and communication strategy of
VW to enable it to fulfill its vision of being among the top three brands in India by
2018. The vision is challenging, particularly because VW is a very late entrant in
the Indian market. The rich data in the case enables full-blown discussion on
whether VW is differentiating itself enough in the competitive market place; or is it
giving a compelling reason to the consumer to buy its brands.
Discussion Questions
1. Do you agree with VW’s corporate brand positioning in India? Is it effective? Why
or why not?
2. Do you agree with VW’s positioning with respect to the other two brands in the
VW Group’s portfolio in India – Volkswagen, Skoda and Audi? How can VW avoid
cannibalization?
3. Do you agree with VW’s segmentation strategy in this case? Why or why not?
4. How does VW Indian advertising compare with its global advertising? In your
opinion, has VW done an effective job of “tailoring” their advertising to the Indian
market?
5. Based on what you know about their marketing strategy from this case, do you
believe that VW can be among the top 3 brands by 2018?
WEEK 5 – June 13-19, 2016
MarshallTALK Class: Tuesday, June 14th, 5:00- 6:20pm
Marketing: Integrating the Marketing Plan; The “4 Ps” and Beyond
Learning Outcomes:
1. Identify the necessary steps to create a marketing plan on the basis of your
understanding of the 3C’s, 4P’s model.
2. Identify the steps that a company can take to improve its Segmentation,
Targeting and Positioning processes on the basis of your mastery of
Marketing concepts and terminology.
Readings:
1. “Growth Patterns in the U.S. Organic Industry”, by Catherine Greene, USDA,
Economic Research Service; October 24, 2013
2. "Organic food sales growing." Environmental Nutrition Feb. 2014. (Brief
Article)
3. “Annie’s: Growing Organically,” Bill Fanning, Berkeley-Hass Case Series,
Case #B5802, March 3, 2014.
17
*** DUE THIS WEEK: Prepare a 2-page case analysis for “Annie’s: Growing
Organically”
Case Overview
This case is about a brand that had established itself in a small number of
categories with a specific target and is attempting to appeal to a broader target
and expand into other categories. Annie’s is a brand that has been very
successful at appealing to Moms who are strongly committed to healthy food
choices for their kids. The company has achieved success primarily in the
macaroni & cheese and snack categories and believed they could build on that
base and attract a broader group of consumers. They also believed that their
formula could be successfully applied to a variety of food categories. That formula
involved approaching traditional grocery categories with a slightly different
approach when compared to the other large consumer packaged goods (CPG)
brands. The primary focus of the case is on Annie’s expansion into the frozen
pizza category; however, the longer term focus is on planned expansion into other
categories and the ability to broaden the appeal of the brand to a more
mainstream target.
Discussion Questions
1. What target market should Annie’s focus on going forward and why?
2. What would you say is the best new product strategy for Annie’s based on
your understanding of marketing concepts, especially the segmentation,
targeting and positioning process?
3. How should the company move forward on the key product decisions
presented in the case?
4. How should Annie’s move forward in terms of placement and distribution?
5. How should Annie’s move forward in terms of promotions?
6. How should Annie’s move forward in terms of pricing?
*** DUE THIS WEEK: Exam (short-answer, multiple-choice, T/F). To be completed
online independently and not to be discussed with peers.
18
OPERATIONS MANAGEMENT
Instructor:
Office:
Email:
Telephone:
Fax:
Sriram Dasu, PhD
Bridge 401U
[email protected]
(213) 740-3681
(213) 740-0173
The field of operations management is concerned with the design, operation, and
improvement of the productive system that creates the firm’s products and services. In
essence we are concerned with how work gets done. This entails management of
people, equipment, materials and processes. The design and operation of the
productive system determines how the business strategy is implemented and value is
created.
Sound and creative operations management is a major competitive advantage. It is not
hard to find industries where some firms are growing and prospering while others are
entering bankruptcy. Many differences can separate winners from losers, but usually the
way operations are managed is one of them. Indeed it is rare to find a successful firm
that is not managing its operations to provide a high quality product or service at a
reasonable cost.
Grading
Contribution to MarshallTALK
Assignment questions (6 sets)
Porcini case questions
Online Exam
Total
10 points
65 points
15 points
43 points
-----------133 points
WEEK 6 – June 20 - 26, 2016
MarshallTALK Class: Tuesday, June 21st, 5:00- 6:20pm
Operations Management: Introduction to Operations
Learning Objectives
At the end of this session, students will be able to:
1. Explain the fundamental properties of operating systems and operational
measures
2. Weigh the key tradeoffs required to successfully manage operations
3. Calculate capacity and design operational changes to maximize capacity and
minimize wait times
19
Read: (prior to Live Video Discussion Session)
1. “The Superefficient Company” by M. Hammer, “Harvard Business Review,”
September 2001. Reprint R0108E, (10 pages).
2. “Products, Processes and Performance.” Ravi Anupindi, et. al., Managing
Business Process Flows: Principles of Operations Management, 2nd ed. Prentice
Hall, 1999, Chapter 1, pp. 2-17..
3. “A Note on Process Analysis,” Sriram Dasu. (7 pages)
4. Swatch case slides
Virtual Classroom
View Module 8 Lectures:
1. What is operations management? Stake holders and value
2. Operations Measures: Link between Finance, Marketing and Operations
3. Process and Process Flow Charting
4. Capacity and utilization calculations
MarshallTALK
This week’s discussion topics will include: process analysis, capacity exercises
and bottle-neck management
*** ASSIGNMENTS DUE THIS WEEK:
1. Stakeholders and Value questions
2. Operations Measures questions
3. Process questions
4. Swatch case assignment questions
Turn in answers to case questions PRIOR TO the Live Video Discussion Session. Your
answers should not exceed 3 pages. (Single spacing, 12 point font).
WEEK 7 – June 27 – July 3, 2016
MarshallTALK Class: Tuesday, June 28th, 5:00- 6:20pm
Operations Management: Quality and System Design
Learning Objectives
At the end of this session, students will be able to:
1. Analyze operations models, particularly service models, to see what makes
them successful
2. Identify and explain the service issues that require detailed attention from both
marketing and operations departments
3. Describe the process of service delivery
4. Analyze the intricate connection between service strategy and service system
design for a restaurant chain
5. Describe quality, its dimensions and processes for achieving quality
20
Read: (prior to Live Video Discussion Session)
 “Want to Perfect Your Company’s Service? Use Behavioral Science,” Richard B.
Chase and Sriram Dasu, “Harvard Business Review,” June 2001. Reprint
R0106D. 7 pages.
Virtual Classroom
View Module 9 Lectures:
1. Time & Queuing
2. Quality and its Dimensions
3. Service Quality
MarshallTALK
This week’s discussion topics will be the time, queuing and service quality challenges
addressed in the Porcini’s Pronto case.
*** ASSIGNMENTS DUE THIS WEEK:
1. Capacity and Utilization questions
2. Time and Queuing questions
3. “Porcini’s Pronto: Great Italian pizza without the wait,” Harvard Business School
Case 4277-PDF-ENG, April 4, 2011, 12 pages.
Turn in answers to case questions PRIOR TO the Live Video Discussion Session. Your
answers should not exceed 3 pages. (Single spacing, 12 point font).
*** EXAM DUE THIS WEEK: Exam will be available online at the end of Week 9. To be
completed online independently and not to be discussed with peers.
21
FINANCIAL AND MANAGEMENT ACCOUNTING
Instructor: Merle Hopkins, PhD
Professor of Clinical Accounting
Leventhal School of Accounting
Office:
Accounting B4a
Telephone: (213) 740-4857
Email:
[email protected]
Fax:
213-747-2815
Office Hours: By appointment to better accommodate your schedules
Readings: (included in the course reader)
Financial Accounting: (Weeks 8 & 9)
“Introduction to Financial Accounting” (54 pp) [a portion of my Study Guide will be
available in Blackboard as a word document]
Management Accounting: (Week 10)
“Introduction to Management Accounting and Cost-Volume-Profit Analysis” (15
pp)
“An Introduction to Activity-Based Costing” (4 pp)
Financial Accounting:
Skill in reading financial statements will be invaluable throughout your career, in
analyzing business opportunities, assessing financial risks, and communicating your
ideas with others. While the information needs of various stakeholders (investors,
lenders, creditors, employees, etc.) differ widely, one of the most important and
conventional tools in this financial reporting process include financial statements
prepared according to generally accepted accounting principles (GAAP). Despite some
important limitations, these financial statements summarize financial performance and
present information on the current financial condition of the company.
This course introduces the managers to how financial data are generated and reported,
as well as how they are used for decision-making, analysis, and valuation.
Understanding the financial statements will enhance your ability to communicate
information in the financial accounting medium and make management decisions
promoting the long-term financial viability of your organization.
Management Accounting:
In this area of accounting, managers’ skills are developed to achieve better business
decisions through the use of internal accounting information. These skills will enhance
your capability of progressing into senior management positions [or becoming a better
entrepreneur].
Problem Sets and Assignments
22
Each student is strongly urged to study the readings noted in the syllabus. One problem
set will be distributed at the end of week 7 and will be due at the start of week 10.
Additional material and other communications may be offered via Blackboard.
Class Participation
Class participation is strongly encouraged. Demonstrating knowledge of course material
through in-class participation may be a factor in assigning final grades to students in
borderline cases. And finally, students are expected to stay abreast of current issues in
finance. This is best accomplished by obtaining access to a daily business periodical.
Working in Groups
You may wish to create informal groups to discuss class topics and/or homework
assignments. This can be very helpful for the learning that will need to occur. The exam
is to be completed independently and not to be discussed with peers.
Most students have their own preferred web conferencing platforms, including Google
Hangouts, Oovoo, Fuze, Skype, etc.
Below are links for two of the most popular free video conferencing platforms, both of
which are easy to join and accommodate multiple webcams:
1. Google Hangouts
Students with Gmail accounts may choose to meet via Google Hangouts, which
offers free “real time” video calling for up to 10 people. For more information on
Google Hangouts, go to: https://www.google.com/hangouts/#live-conversations.
2. Oovoo
Oovoo is another free video chat service that can accommodate up to 12 people
and works with both Macs and PCs. Go to: http://www.oovoo.com/features/groupvideo-chat
The Exam
The Accounting Exam will be delivered online at the end of Week 11. If any additional
information is necessary, it will be attached to the exam. Students are strongly urged to
use calculators in the exam; however, credit will not be given without work being shown.
The exam will be made up of problems/exercises of a computational nature. Your
preparation on a daily basis throughout this class should enable you to complete the
exam in the time allotted. You will be expected to have learned the material thoroughly
enough to efficiently adapt to different assumptions or formats.
Grading for Weeks 8-11
Contribution to Marshall TALK
Exam
20 points
100 points
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Problem Set
80 points
-------------200 points
Total
Grading
Contribution to MarshallTALK
Problem Set
Exam
13 points
50 points
70 points
-------------Total
133 points
In general, incompletes are not granted and make-up exams are not given. (Any
unavoidable problems require contacting the professor before the exam). Untaken exams
are recorded as a zero. Any incidence of cheating will be dealt with according to University
policy.
Success is available to all in this course.
Earn it!
WEEK 8 – July 4 – 10, 2016
MarshallTALK Class: Tuesday, July 5th, 5:00- 6:20pm
Accounting: Financial Accounting (1 of 2)
Learning Objectives:
The purpose of this session is to develop your skills related to the structure of the three
primary financial statements. An important part of your skill-building comes from basic
terminology and some important principles used in financial accounting / financial
statements. At the completion of this session, students will be able explain the following
topics that are important in financial accounting / financial statements.
Topics:








Balance Sheets
Income Statements
Statements of Cash Flows
Financial Statement Elements
Revenue Recognition
Conservatism
Matching Principle
Accrual vs. Cash Basis
Readings:
Skim the pages from my Introduction to Financial Accounting.
24
Questions To Consider While Reading:
1. What is the balance sheet's role among the three major financial statements?
2. Most assets are valued at their historic cost. Some users contend this is the
biggest weakness of this financial statement, while others contend this is the
biggest advantage. Can you explain how the use of historic cost can be seen
as a negative by some and as a positive by others?
3. Stockholders' equity can be referred to as 'net assets'. Explain this.
4. Does the purchase of gasoline using a credit card represent an expense that
would appear in an income statement for the current period?
5. Explain the difference between an asset and an expense.
6. Can you explain why the accrual basis of accounting is preferred for most
purposes in the preparation of financial statements?
7. Should revenues be recognized when the cash is collected or the earning
process is concluded?
8. In which section of the statement of cash flows would you place the proceeds
from the sale of land [by a consulting firm]?
9. In which section of the statement of cash flows would you place the proceeds
from the sale of land [by a real estate development firm]?
10. In which section of a statement of cash flows is it most desirable to have a
positive cash flow: operating, investing or financing? Why?
WEEK 9 – July 4 - 10
MarshallTALK Class: Tuesday, July 5th, 5:00- 6:20pm
Accounting: Financial Accounting (2 of 2)
Learning Objectives:
The purpose of this session is to develop your skills related to the following topics that
are important in financial accounting / financial statements.
Topics:





Impacts on the three major financial statements [B/S, I/S, $F]
Inventory Methods
Investment Portfolios
Cost and Equity Methods
Depreciation methods and their impacts on the financial statement
Readings:
Skim again through my Introduction to Financial Accounting
Questions to Consider while Reading:
1. Cash basis financial statements do not contain accounts receivable. Why?
2. Why are accountants concerned about the economic consequences of the
financial statements that are published?
25
3. Should revenues be recognized when the cash is collected or the sale is
concluded?
4. What costs should be considered as inventory costs when the inventory is
acquired for resale?
5. Inventory management has to do with how inventory is ordered and
maintained. Inventory methods have to do with the financial statement
implications of the various acceptable accounting methods. Lower-of-cost-ormarket is frequently used for financial statement purposes. Is this approach
conservative or liberal [in the accounting sense]?
6. Depreciation is recorded on PPE even though the asset might be appreciating.
Please explain the financial statement logic for doing this.
NOTE: The Problem Set will be due Monday, July 11th at 11:59 pm
WEEK 10 – July 18 - 24, 2016
MarshallTALK Class: Tuesday, July 19th, 5:00- 6:20pm
Accounting: Financial Management (1 of 2)
Oveview
Many financial decisions are based on cash flow analysis. The valuation of future cash
flows, accurate cash flow forecasts, and good capital budgeting practices permit a
business to pre-identify its needs and resources to obtain the most favorable terms for
any desired borrowing or equity financing activities. Using the basic financial statements
and other information to forecast cash flow needs is an important part of the analysis.
Additionally, various management performance indicators will be identified and evaluated
(ratios).
Learning Objectives:
The purpose of this session is to develop your skills related to the following topics
that are important in managing an organization.
Topics:



Purpose of management accounting
Cost-Volume-Profit relationships: tools for planning profits
Activity Based Costing: an opportunity to improve an entity
Readings
1. “Financial Management: A Primer” by Merle W. Hopkins, 2009.
2. “Introduction to Capital Budgeting” by Merle W. Hopkins, 2009.
3. “An Introduction Shareholder Value-Added Activities” by Merle W. Hopkins, 2009.
26
Questions to Consider while Reading:
1. Why does management accounting have so different a focus compared to its
financial accounting ‘cousin’?
2. Can you think of a firm which under-prices or over-prices goods and/or
services? Can you think of what might cause this situation?
3. Why is it important that managers be able to communicate in a cost-volume
profit framework?
4. Why is the concept of ‘contribution margin’ an essential component in the
manager’s approach to managing a business?
5. Can you describe the link between budgeting and planning?
*** *** ASSIGNMENTS DUE THIS WEEK: Problem Set will be due at the 11:59pm
Monday, July 18th, prior the Live Video Discussion Session.
*** FINAL EXAM: Exam will be available online at the end of Week 11. To be completed
online independently and not to be discussed with peers. Final Exam is due Week 11.
WEEK 11 – July 25 - 31, 2016
MarshallTALK Class: Tuesday, July 26th, 5:00- 6:20pm
Accounting: Financial Management: Building Valuation Skills
Learning Objectives:
The purpose of this session is to develop your skills related to the following topics
that are important in managing an organization. At the completion of this session,
you will be able to:
1.
2.
3.
4.
Assess the basic ratios in elementary financial statement analysis
Calculate compound interest related to the time value of money
Explain basic borrowing transactions
Calculate the impact on the financial statements of loans and annuities and lump
sum payments
5. Describe the basic concepts in issuing bonds payable
Readings:
1. “Financial Management: A Primer” by Merle W. Hopkins, 2009.
2. “Introduction to Capital Budgeting” by Merle W. Hopkins, 2009.
Self-Study Questions to Consider as You Skim the Assigned Materials:
 The balance sheet model of the firm focuses us on which three important
financial management activities?
 Creditors and shareholders are claimants of the current and future assets
of the firm. As the enterprise becomes more successful in generating
positive cash flows, which of these groups benefits first?
27











Which group, creditors or shareholders, has the biggest upside potential as
a result of having made an investment in the firm?
What important information is included in the balance sheet?
What important information is excluded from the balance sheet?
What adjustments to balance sheet information might you consider when
evaluating enterprise liquidity?
Can you think of any important limitations when using the income
statement to measure economic income?
Financial statement analysis is subject to all of the limitations of the
financial statements from which the data are drawn. Do you agree or
disagree?
How would you differentiate current assets and liabilities from non-current
assets and liabilities?
What information might be used to evaluate a manger? Identify some
financial information that would be used to evaluate a manager.
(continued on next page)
What is meant by financial leverage?
In class we will examine financial statement information and construct
some of the common ratios in order to better understand some of the
common pitfalls.
This is for your after-class consideration:
 Why is the multi-period case considerably more challenging to follow than
the one-period case?
 How is an annuity different from a perpetuity?
 Comment: do not over-stress about the math.
*** ASSIGNMENTS THIS WEEK: The Problem Set for Week 11 will due Monday, July
25th at 11:59 pm.
*** FINAL EXAM: Exam will available to complete online independently on Tuesday, July
26th at 6:20pm and not to be discussed with peers. Final Exam is due Thursday, July 29th
at 11:59pm.
28
HIGH PERFORMANCE ORGANIZATIONS
Instructor:
Office:
Office Hours:
Phone:
Email:
Michael Mische, MBA
Bridge Hall 306
By appointment
(213) 740-0728
[email protected]
Learning Objectives: The focus of this portion of the GSBA 520 course is on high
performance organizations: creating and leading high performance teams and
motivating, managing & measuring employees for high-performance
At the completion of week 12’s material and assignments, you should have an
understanding of: Leadership in achieving high performance, the differences between
high performance and typical performance, the challenges of leading change, how to
plan and measure for high performance, and the differences between transformational
versus transitional leadership. You should have a working knowledge of the concepts,
theories and practices and a basic understanding of how to design, manage and
measure teams for high performance.
At the completion of week 13’s material and assignments, you should have a working
knowledge of employee morale, motivation, measurement and rewards, how motivation
affects strategy, the role of strategy in motivation, and how to best organize and manage
for motivation.
Class time will be devoted to:
c. Pre-recorded lectures. Pre-recorded lectures supplement the readings, elaborate
on key theoretical models and frameworks, and reinforce crucial concepts. These
lectures will be offered asynchronously and may be taken at any time and at each
student’s own pace.
d. Cases. We will devote much of our virtual class time to the analysis and
discussion of selected cases. Each case is intended to teach us something
specific, yet each can teach many things. Case studies will take place
synchronously at the same time each week, via Live Video Discussion Session.
The case discussion method of instruction:
c. Allows you to develop skills at problem definition in addition to problem solving.
Cases force you to sift through a mass of information, some of it irrelevant or
contradictory, in order to identify the important or strategic issues.
d. The case method gives you a chance to deal with ambiguity. Most cases do not
have obvious “right” answers. Managers must be able to function in situations
where the right answer is not known. A popular phrase in case analysis classes
is: “There are no right answers, but there are wrong answers.”
29
While class discussions will be directed, the quality of your learning experience will be
significantly determined by: (1) your degree of preparation, active listening, and
participation, and (2) your classmates’ preparation, listening, and participation. Some
will not agree with you, and you may be asked to defend your argument or change your
mind. So long as criticism is (a) directed at arguments and not at individuals, and (b)
relevant to the issues at hand and coherently argued, it is very much welcomed.
Required Materials: The course reader includes cases and readings for each class
session.
Course Notes: Copies of lecture slides and other class information will be made
available on Blackboard.
Expectations: To achieve the objectives of the course, class may include any one or
more of the following: case discussions, lectures, experiential applied case exercises,
and/or group presentations. Be sure to take adequate notes. You will need to draw
upon your lessons learned from lectures and case discussion for later session case
analyses and the final applied case on the last class day.
You are expected to read all of the material assigned from the course reader prior to the
Live Video Discussion Sessions. Be prepared to present your analyses of all exercises,
cases, and readings assigned for each Live Video Discussion Session. You may be
called on to either orally present your analysis or opinions or to lead a discussion within
the Live Video Discussion Session. Since you may not know when you will be asked to
participate, be prepared at all times. You are expected to be prepared to discuss the
materials assigned and answer specific questions proposed by each other as well as by
the instructors.
Since much of what we do involves your participation, your attendance in class during
lectures and exercises and case and readings analyses is very important.
Written Assignments:
You are required to complete several written assignments. Each assignment will focus
on a case. Some assignments require the application of particular analytical tools or
models to a case. Assignments will typically consist of answering specific questions, and
more importantly, the analysis and supporting logic for those answers. Some
assignments might involve numerical and/or graphical analysis of data from the cases
we will discuss.
Specific instructions for each written assignment are presented in the detailed
information for the class sessions.
Policies for Written Assignments:
Deadlines are important. Papers not turned in on time are penalized.
Note: I use the “no problem” policy for Written Assignments handed in late. This
30
policy is: I have no problem accepting assignments late – so long as you have no
problem with the fact that I will automatically deduct 25% of the total value (e.g., a paper
that would have been 10 will be 7.5).
The written portion of assignments (excluding spreadsheet numbers, when applicable)
must be no longer than the specified maximum. Submit papers in 12-point font with oneinch margins around the page.
Grades
Assignment on character, personality and behavior (100 words)
Discussion Forum Posts and comments Week 12
MarshallTALK Contribution Week 12
Assignment on teamwork and culture (100 words)
Discussion Forum Posts and comments Week 13
Assignment “How do you motivate others?” (100 words)
MarshallTALK Contribution Week 13
Exam covering Weeks 1, 2, 12 and 13 topics
Total
30 points
20 points
10 points
30 points
20 points
30 points
10 points
50 points
-----------200 points
WEEK 12 – August 1 – 7, 2016
MarshallTALK Class: Tuesday, August 2nd, 5:00- 6:20pm
WEEK 12: HIGH PERFORMANCE ORGANIZATIONS- CREATING & LEADING HIGH
PERFORMANCE TEAMS
Description & Objectives:
In Week 12 we learn about high performance organizations, groups and teams. This
week we will address the definition, attributes and components of a “high performance”
organization. During this week we discuss the: (1) Definition of high performance, (2)
Need for high performance, (3) Differentiating qualities and characteristics of highperformance, (3) Benefits of high performance, (4) Role of visions, measurements,
mission and values in achieving high performance, and the Impact of Leadership in
strategy and high performance organizations.
At the completion of this week, you should have an understanding of: Leadership in
achieving high performance, the differences between high performance and typical
performance, the challenges of leading change, how to plan and measure for high
performance, and the differences between transformational versus transitional
leadership.
Readings (1 of 2) :
Ramon Casadesus-Masanell. “STRATEGY READING: SETTING ASPIRATIONSMISSION, VISION AND VALUES.” HBSP # 8114-HTM-ENG. (2014).
31
Bernard Bass. “FROM TRANSACTIONAL LEADERSHIP TO
TRANSFORMATIONAL LEADERSHIP: LEARING TO SHARE THE VISION.”
Organizational Dynamics, Vol. 18(3), pp. 19-31. (1990).
Case (1 of 2):
This week’s case assignment is a movie. The movie is “Twelve O’ Clock High,”
(For info see, wikipedia.org/wiki/Twelve_O%27Clock_High).
URL:
http://www.tubeplus.is/player/603406/Twelve_O%92Clock_High/?huid=lgmdwhrs
qxtb
Assignment (1 of 2):
For Week 12, our assignment will be to address leadership in turnarounds. This movie is
about leadership and turnarounds. The movie was designated by The Library of
Congress as being "culturally, historically, or aesthetically significant." Admittedly, it is
focused on the military and combat operations, but the fundamental lessons of stress,
leadership, character development, group dynamics, and turnarounds endure. With a
little bit of imagination on your part, the lessons in this movie can translate nicely to
contemporary times and business.
1. Formal Assignment. (100 words). Pick a character to follow. Study the personality
of the character and observe how that character’s personality and behavior
evolved over the course of the movie.
1. Assess the performance of your character
2. How did your character’s effectiveness and interactions with his superiors
change as the movie evolved? How so? Why?
3. What techniques did the leaders and/or your character use to assess the
situation and effect change?
2. Discussion. In all groups there are leaders, followers, inhibitors and hangerons…in this movie:
a. Identify the inhibitors to change
b. Why were these individuals so dogmatic and resistant to change?
c. What role does favoritism and fraternization play in managing members of
a group?
d. What was the root cause, if any, for discontent?
e. How did the inhibitors express their sentiments?
f. Why is change difficult for people?
3. Discussion. Thinking about Casadesus-Masanell, what commonalities can you
find between the movie and the main themes of the reading? Why are these
relevant?
4. Discussion. Relevant to Bass, what characteristics, processes or actions are
shared between the article and the movie? Was Frank Savage a “transformational
leader” and why or why not?
32
5. Discussion. Pondering change, which is best a “big bang” approach when
everything gets changed at once, or a subtler “little ring” approach that is
incremental?
6. Weekly Posting & Commentary.
a. Provide a short commentary, posting or blog related to the readings and
content.
b. Provide a substantive comment related to another student’s commentary,
posting or blog.
7. Case Analysis. Strategic change and high performance require KPIs (Key
Performance Indicators), relative to the movie, what were General Savage’s
“markers and measurements” that were used for the turnaround:
a. What are the “entrance” markers?
b. What are the exit markers or criteria?
c. How do you best measure progress?
d. How do you when you are “done?”
Readings (2 of 2):
Jon D. Katzenbach & Douglas K. Smith. “The Wisdom of Teams.” HBSP #93207.
(1993).
Case (2 of 2):
David B. Yoffie; Penelope Rossano. “APPLE INC. IN 2012.” HBSP # 712490PDF-ENG. (2012).
Assignment (2 of 2):
1. Formal Assignment. (100 words). Teamwork is an essential part of any
organization’s operations. Using your readings and own personal experience,
how does an organization’s culture and strategic objectives influence
teamwork, or does teamwork influence the culture?
2. Discussion. Thinking about both Hill and Ware articles, how does managing a
task force differ from managing a team?
a. What are the differences between task force and a team?
b. What unique management problems are presented with a team versus
a task force?
3. Discussion. Relative to Katzenbach, what are the primary themes of the
article and how do these differ or reinforce the concepts of Ware and Hill and
those discussed in class?
4. Weekly Posting & Commentary.
a. Provide a short commentary, posting or blog related to the readings and
content.
b. Provide a substantive comment related to another student’s
commentary, posting or blog.
5. Case Analysis.
a. Much has been written and said about Apple. In general, how would
you characterize Apple’s strategy and strategic choices? Were they
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b.
c.
d.
e.
f.
transactional or transformational?
What strategies did Apple sue to differentiate itself from the
competition?
What are the primary strategic issues confronting Apple in the case and
how did Jobs go about addressing them?
To what extent, if any, has apple achieved a superior strategic position
over its competitors? If superior, how and if not, why?
To what extent did Apple create bargaining powers and pricing powers?
If created, where and how? If not, why not?
Given the history of Apple and the passing of Steve Jobs, to what
extent is Apple’s technology leadership sustainable?
WEEK 13 – August 8 – 14, 2016
MarshallTALK Class: Tuesday, August 9th, 5:00- 6:20pm
WEEK 13: HIGH PERFORMANCE ORGANIZATIONS- MOTIVATING, MANAGING &
MEASURING EMPLOYEES FOR HIGH-PERFORMANCE
Description & Objectives:
After 12 intensive weeks we finally come to Week 13…Congratulations! In Week 13 we
piece together elements from various topics to address how to implement strategy and
create high performance through exceptional employee motivation and performance. For
this week we start with the simple question, “How to best motivate employees for high
performance?” In Week 13 we discuss and examine the factors of employee moral,
leadership, motivation, performance and rewards. Our readings this week are designed
to provide us with a robust perspective on organizational development (OD) and
performance.
At the completion of this week, you should have a working knowledge of employee
morale, motivation, measurement and rewards, how motivation affects strategy, the role
of strategy in motivation, and how to best organize and manage for motivation.
Readings:
Edward M. Hallowell. “THE CYCLE OF EXCELLENCE: A SUMMARY OF THE
FIVE STEPS TO PEAK PERFORMANCE-AND HELPFUL HINTS FOR PUTTING
THEM INTO PRACTICE.” HBSP # 4257BC-PDF-ENG. (2011).
Edward M. Hallowell. “GRAPPLE AND GROW: REINFORCING THE CYCLE OF
EXCELLENCE-ENCOURAGING PEAK PERFORMANCE BY MAKING WORK
CHALLENGING AND FUN.” HBSP # 4255BC-PDF-ENG. (2011).
Case:
John Gabarro, et. al. “Erik Peterson at Biometra.” HBSP #9-411-031. (2011).
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Assignment: For Week 15 we will address the case.
1. Formal Assignment. (100 words) For this week’s assignment, let’s discuss how
you motivate others. Specifically, “How do you motivate others?”
2. Discussion. Relative to Hallowell, what are the five steps and how do these
steps relate to the implementation of strategy in a contemporary organization?
3. Weekly Posting & Commentary.
a. Provide a short commentary, posting or blog related to the readings
and content.
b. Provide a substantive comment related to another student’s
commentary, posting or blog.
4. Case Analysis.
a. What are the strategic issues confronting Erik and why are these
significant?
b. What are Erik’s most viable options and how would you go about
assessing and ranking them (best to least best)?
c. What criteria would you recommend that Erik use to help facilitate
his decision making?
Exam
To be completed online independently and not to be discussed with peers. Time TBA
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