Saxion – School of Marketing & International Management, locations Deventer and Enschede
Course Guide
Theme 6
“Business Planning”
Final Course & Final Year Marketing (FYM)
&
International Business Management Studies (IBMS)
1st Semester, Academic Year 2011/2012
Course co-ordinators:
Mr. Kees Tesselhof
Mr. Rogier R. Pliester
Version Final 2: August 29th 2011
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Saxion – School of Marketing & International Management, locations Deventer and Enschede
Table of content
1. Preface
4
2. For IBMS students: the IBMS program at a glance
6
3. Educational principles Saxion IBMS
3.1
IBMS teaching and learning strategies
3.2
Assessment tools
3.3
Communication & class materials
3.4
Exams & resits
3.5
Your teaching and coaching partners
8
4. Context, competencies, performance indicators, assessment criteria
4.1 Professional profiles within the context of Business Planning
4.2 Competencies, performance indicators and assessment criteria
4.2.1 Saxion BBA competencies
4.2.2 Saxion BoC competencies
10
5. Structure of semester 6:
5.1 Course overview
5.2 Booklist
13
6. The Project “Business Plan”
6.1
General Information
6.2
Literature
6.3
Time Table
15
7. Description of the Modules in the course
18
7.1
7.2
7.3
7.4
7.5
7.6
7.7
7.8
Strategic Management
Management Control
Strategic International Marketing
Human Resource Management
International Law
Sustainable Business & Ethics
Personal Development 3
Mentor
Appendices:
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20
22
22
28
29
31
37
38
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Saxion – School of Marketing & International Management, locations Deventer and Enschede
Appendix 1:
Appendix 2:
Appendix 3:
Appendix 4:
Appendix 5:
Appendix 6:
Appendix 7:
Appendix 8:
Appendix 9:
Appendix 10:
Appendix 11:
Rules & guidelines for the course and the project
Plan of approach
Chapter Methods of research
Feedback form for deliverables
“The Management Sandwich” assignment
Peer evaluation form document for leadership practice
Pers Dev competences tested for course Pers Dev 3
Igoogle account
Plagiarism: how to conduct written texts
Declaration of personal work
Academic Calendar MIM
ATTENTION:
The contents of Course Guide, teaching staff, time table and
planning
may be subject to changes!
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1. Preface
This course is the last one of the six IBMS courses. It is like a capstone course, the finishing
touch of your IBMS study. After this course you’ll do your minor and your graduation
assignment.
The semester will focus on setting up a business plan for a new company to be
created by you.
Starting from zero, developing an idea for a product, up to the end, having a plan
ready to start a company, presenting it to stakeholders, for instance, a bank.
Attention is given to developing your personal creative and leadership skills,
through practice and through reading/listening to contents of books of well-known
authors in this field.
The modules of this course support the requirements for your business plan.
They will start with a summary of the theory you have had before in your IBMS study. Next,
we will use this together with new concepts and tools in a more strategic and integrated way.
We shall implement the concepts we have learned in modules of this semester and find out
their practical value.
This course has the title “Business Planning”.
The Project is called “Business Plan”.
The whole strategic management process (the planning steps including the plans for
implementation activities and control) has to be documented in a well-structured step by step
plan.
The Business Plan is a roadmap for future action.
It is a document to inform stakeholders and organise participation from investors and banks.
Groups of four students will develop a sustainable business concept for an innovative
business idea based on a specific product (but not a service).
We will learn what strategic thinking is, what strategic decisions are and their importance
and impact. Also, the concept of pro-active thinking and pro-active acting will be introduced.
Peter Drucker, the famous strategic management professor, made notable quotes:
“The future belongs to those who make the hard and right decisions today”
“Strategic management is not a box of tricks or a bundle of techniques. It is analytical
thinking and commitment of resources to action”.
“There is no perfect strategic decision. One always has to balance conflicting
objectives, conflicting opinions, and conflicting priorities. The best strategic decision is
only an approximation – and a risk”.
Strategic decision making is present in all types and sizes of organisations. From a new
business initiative to a small store or college up to companies like Apple or Ford.
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Many people’s lives and jobs are affected by strategic decisions, so the stakes are very high.
An organization’s very survival is often at stake. A good example is General Motors.
Making good strategic decisions is the responsibility of the (top) management CEO’s and
owners, but without active support and commitment of the employees this cannot be
realized.
When all involved understand what the organisation is going to do and why, people often feel
that they are part of the firm and become very committed. Managers and employees become
surprisingly creative and innovative when they understand and support the firm’s mission,
objectives and strategies. A great benefit of strategic management, then, is providing an
opportunity to empower individuals.
This is why effective human resource management is more and more a key element of the
success of companies. So in this course besides strategic management and marketing, HRM
is one of the four main modules.
Businesses using strategic management concepts show significant improvement in sales,
profitability and productivity compared to firms without systematic planning activities.
Projected financial statement analysis is a central strategy-implementation technique which
allows an organization to examine the expected results of various actions and approaches.
Other implementation techniques concern legal set-up and laws and regulations, the workout
of a marketing plan based on research, positioning and segmentation.
But also sustainability and good business ethics are prerequisites for good strategic
management: good ethics is just good business!
The module Personal development 3 will help you develop many personal competencies
during the Communication Training, Leadership Practice and “Management Sandwich”
business literature debating programme.
2. For the IBMS students: the program at a glance
Tables on the following two pages show the content of the entire 4-year IBMS program.
Year 1
Semester 1: International Marketing
Semester 2: Organisation analysis
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Competences:
IBMS 1. International business awareness.
IBMS 2. Finance
IBMS 3. Marketing
IBMS A. Personal Development
IBMS B. Communication
IBMS C. Social environment skills
Background and objective:
The theme is focussed on data collection,
analysis and planning of relevant marketing
activities to develop your business abroad.
ƒ
ƒ
Evaluation of the company strengths and
weaknesses, market environment, possible
strategies to launch an existing product in a
new market abroad.
Go step-by-step, using relevant marketing
theory and planning to achieve maximum
results.
You are: an Export Manager assistant with
perfect international business overview
(competence 1).
Your task: Draw an Export plan within 14
weeks.
Competences:
IBMS 1. International business awareness.
IBMS 2. Finance
IBMS 6. Organisation & Management
IBMS 3. Marketing
IBMS A. Personal Development
IBMS B. Communication
IBMS C. Social environment skills
Background information and objective of the
theme
This theme is focussed on efficiency.
To be able to evaluate (audit) an organisation
with respect to the manner in which this
organisation develops activities at the lowest
possible costs.
The perspective will be based on the principle
“outside in”: an external consultant is assigned
to evaluate the organisation with regard to
structure, personnel, growth phase,
communication, (international) management
styles as well as the cost and investments
structure.
You are also required to provide
recommendations for (further) improvement
while observing the existing organisation
culture.
Financial competence is of a supporting role, as
the Financial Planning of the marketing activities
to be implemented (cost estimation, budgeting,
forecasting) will be the principal part.
Professional products
ƒ Export and
marketing plan,
incl. country profiles
Professional roles
ƒ Export Manager
assistant
Year 2
Semester 3: Supply Chain Management
Professional products
ƒ Organisation audit
ƒ
Business fact book
Professional roles
ƒ Assistant
Accountant
ƒ Junior
Business
Consultant
Semester 4: Information Management
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Saxion – School of Marketing & International Management, locations Deventer and Enschede
Competences
IBMS 1. International business awareness.
IBMS 2. Finance
IBMS 4. Purchasing
IBMS 5. Chain management
IBMS A. Personal Development
IBMS B. Communication
IBMS C. Social environment skills
Background information and objective of the
theme
This theme is based on the principle that import
and export, as an organisational activity is not
solely a marketing problem but a logistical
problem as well. It should be possible to control
this by means of an IBMS. In this the correlation
between goods and financial flows is succinct,
which justifies the presence of the competence
Finance and SCM in relation to an international
context, such as the competence International
business awareness. The aspect of outbound
logistics related to Sales and Industrial
Marketing will be discussed as well
Professional products
Purchase Plan
Logistical Planning
Professional roles
Logistics Manager
Year 3
Semester 5 Internship
IBMS A. Personal Development
IBMS B. Communication
IBMS C. Social environment skills
Competences
IBMS 1. International business awareness.
IBMS 2. Finance
IBMS 8. Process Management
IBMS A. Personal Development
IBMS B. Communication
IBMS C. Social environment skills
Background information and objective of the
theme
In previous themes the focus was on markets
and personnel, this theme covers the fifth
production factor: information and ICT
This theme meets the requirements applicable
to a manager to be able to analyse, improve
and manage administrative procedures on
their contextual operation. Process control is
often a process, which goes hand in hand with
Information Management, Workflow
Management and Administrative Organisation.
Especially the latter and various well-known
fraud situations, has ensured international
interest.
Professional roles
Professional products
Information Plan
Information Auditor
Process Analysis
Information
Manager
E-business
Manager
Semester 6 International Business Planning
IBMS 7. Business Planning
IBMS A, B, C
Background information and objective of the
theme
Entrepreneurs often need to decide on
significant investments, e.g. related to a takeover or starting new activities. In general the
plans are based on knowledge of the
business, market and competitors. Such
investments require convincing the financial
institutes. This theme is actually the crowning
glory of the work of a student, as it involves a
total integration of all other competences.
Professional roles
Professional products
Business Plan
Business
Quality Plan
Developer,
Entrepreneur
Year 4
Semester 7
Theme title: Minor
Semester 8
Theme title: Graduation assignment
3. Educational principles at Saxion
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Saxion – School of Marketing & International Management, locations Deventer and Enschede
3.1 Teaching and Learning strategies
Every semester is thematic which means that you can concentrate entirely on one business
subject. The semester has a central project, which is to be assessed at the end of the
semester.
All of the learning activities (group or individual, in or outside school) contribute to this central
project. During this semester many elements are being assessed through examinations.
Exams help you:
ƒ
ƒ
Prepare yourself for the project.
Test your individual knowledge and skills.
To be part of the project team, we train students to be:
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
Independent
Creative in problem solving
Committed
Team players
Co-operative
Aware of intercultural, sustainable and ethical issues.
3.2 Assessment tools for the mission
Saxion uses a mix of exams, assessments and written assignments such as essays, reports
and papers.
Most tests are simulations of real business situations. The central project is led by a real
company problem, a firm that needs your expertise and skills to solve its problem.
Or in this theme: preparing to start a business of your own.
Saxion believes that competences are developed individually which means that most of the
assessments are done individually.
Only the central project is done in a project group.
3.3 Communication and class materials
As you have experienced in the previous years, you will find information about classes,
changes of schedules, exams, etc. via the Intranet.
Teaching staff actively communicates by e-mail.
Class materials like PPT sheets were available via our student G-drive, MIMLesstud, IBMS,
Course 11-12, 6th semester, etc. This drive will be replaced by the new system called
Blackboard.
3.4 Exams and re-sits
Unless stated otherwise, the exams and re-sits are according to the MIM schedules.
See last appendix or the intranet.
3.5 Your teaching and coaching partners
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Saxion – School of Marketing & International Management, locations Deventer and Enschede
Mr. Rogier R. Pliester
Course Co-ordinator
Lecturer Strategic
International Marketing
Mr. Peter de Wit
Lecturer Strategic
Management
Mr. Kees Tesselhof
Course Co-ordinator
Lecturer Management
Control
Mr. Thierry Tartarin
Lecturer Sustainable
Business & Ethics,
Personal Development 3,
Leadership practice
Mr. Gijs Dankers
Lecturer Human
Resource Management
Mr. Jaap van Hettema
Lecturer International
Law
New
Mrs. Irene de Bruin
Mrs. Thea Burggraaf
Mentor/coach
4. Context, competencies, performance indicators, assessment
criteria
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Saxion – School of Marketing & International Management, locations Deventer and Enschede
4.1 Professional profiles within the context of Business Planning
Below an example of a possible function in regard to business planning.
Isaken Advertising Media Limited
4. Competencies, performance indicators and assessment criteria
semester 6
Isaken Advertising Media Limited is a fast growing Advertising solution company. We are acting in design and execution of integrated
marketing solutions for SME in Hong Kong. We also engage in multi-media platform such as Minibus Exterior Body Advertising,
Minibus Shelter, Billboard Advertising and Website Ad. We are now acting as advertising agency with well-recognized company.
To cope with our expansion, we are now inviting a potential member to join our team.
4.1 Professional profiles within the context of Business Planning
Assistant Marketing Manager
The candidate will lead a team to develop new business with online and outdoor media, having the opportunity to engage in
marketing activities. The successful candidate must demonstrate the following attributes:
Responsibilities:
•
•
•
•
Develop new business opportunities to maximize the sales volume.
Organize, coordinate projects with internal and external parties.
Motivate project teams to achieve sales targets.
Formulate marketing strategy to win market shares.
Requirements:
•
•
•
•
•
•
With 1 years working experience, marketing & PR experience is preferable.
Independent, Aggressive, self-motivated, assertive.
Strong presentation capability, good communication skill and proactive.
Good organizational capability and leadership skill.
Fresh graduate with potential will also be considered.
Immediate availability is preferred.
Offer:
•
•
5-day work
Basic Salary + Attractive Commission
If you ready to face the challenge in the advertising field, please send your resume with full employment history, availability,
current and expected salary to E-mail to [email protected]
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Saxion – School of Marketing & International Management, locations Deventer and Enschede
4.2 Competencies, performance indicators and assessment criteria
Based on the national requirements of higher education, Saxion formulated a set of
competencies. A competence is a bundle of knowledge components, skills and attitude
elements which you have to develop during your study period.
There are two kinds of competencies:
1. Competencies that train and educate you for a certain, specific domain, in this case
the Bachelor of Business Administration (BBA) or Bachelor of Commerce (BoC)
2. Generic or general competencies that train your skills and shape your attitudes but
those are not specific for the domain you are studying for. Reviewed and graded
general competences are mentioned in the table of an appendix.
On the Saxion intranet you can find the total set of competencies, below you will only find the
competencies and performance indicators you have to work on during this semester.
4.2.1 Saxion BBA competencies of this semester:
Competence Description
P.I.
Criteria for Grading
IBMS 7
7.1 Student describes
current strategy
7.1.1 Student describes strategic framework, strategic
planning process and the use of a business plan
7. Business Planning
IBMS7 The ability to
formulate and to
implement decisions
about an organization’s
future direction on a
strategic and an
operational level
involving a wide scope
of business processes.
7.1.2 Student describes vision and mission of an
organization, can evaluate the organizational environment
and performances
7.1.3 Student describes organisation goals and strategies
7.1.4 Student describes organisation choices
7.2 Student translates
strategy into organisational
consequences
7.2.1 Student determines organisational consequences,
the Human Resource consequences
7.2.2 Student determines financial consequences
7.2.3 Student determines marketing consequences
7.2.4 Student determines consequences for logistics and
purchasing
7.3 Student composes
critical success factors
7.2.5 Student gears marketing, finance, logistics and
purchasing to each other
7.3.1 student composes critical success factors for
processes
7.3.2 student composes critical success factors for
innovation
7.3.3 student composes critical success factors for finance
7.3.4 student composes critical success factors for clients
7.3.5 student translates critical success factors into
performance indicators
4.2.2 Saxion BoC competencies of this semester for FYM students:
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Saxion – School of Marketing & International Management, locations Deventer and Enschede
Competence
Description
CE6
6. Drawing up a
Business Plan
P.I.
6.1 Student describes the present strategy
Evaluation criteria
6.1.1 Student describes mission and vision
6.1.2 Student describes organisational objectives
6.1.3 Student describes strategic choices
6.1.4 Student describes strategic framework
6.2 Student translates the strategy into the
consequences for the organisation
6.2.1 Student determines organisational
consequences
6.2.2 Student determines financial consequences
6.2.3 Student determines marketing consequences
6.3 Student draws up critical success
factors
6.2.4 Student mutually aligns marketing, finance and
the organisation
6.3.1 Student draws up critical success factors for
processes
6.3.2 Student draws up critical success factors for
innovation
6.3.3 Student draws up critical success factors
regarding finance
6.3.4 Student draws up critical success factors for
clients
6.3.5 Student draws up critical success factors
related to indicators
5. Structure theme/semester 6: course overview
The semester Business Planning is spread over two quarters of ten weeks.
The following table gives an overview of the modules, the lecturers, exam forms and codes.
For all the modules the lectures will be in the form of instruction lessons of two hours, six (or
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Saxion – School of Marketing & International Management, locations Deventer and Enschede
seven) times per quarter. At the end of the quarter, written exams will be held in the exam
week.
Semester 6: Business Planning
Period 1/3
Period 2/4
Nr of class
hours per
week
P1/3 P2/4
Project Business Plan [7 EC]
Module L.MIM.6182, Assessment T.MIM.7455:
Responsible lecturer: Mrs. I. de Bruin, R. Pliester
nd
rd
Exam code T.19644 written report Plan of Approach milestone 1, 2 and 3 milestones for Business Plan
th
Exam code: T.21261 written report, 4 milestone Business Plan + presentation + oral defence
1/9 1/9
Strategic International
Marketing [4EC]
Strategic Management [4 EC]
Module code: L.MIM.7319, Assessments: T.MIM.23214
Responsible Lecturer: Mr. P. de Wit
exam assessment: T.23216, written exam T.23215
Module code: L.MIM.7316, Assessments
T.MIM. 23217:
Responsible Lecturer: Mr. R. R. Pliester
exam code assessment: T.23219, written
exam: T.23218
4
4
2
2
2
2
2
2
2
2
2
2
Management Control [4EC]
Module code: L.MIM.4486:, Assessment T.MIM. : 30065
Responsible lecturer: Mr. K. Tesselhof
written exam period 1/3 part 1 exam code T.30067; period 2/4 exam code T.30069, assessment code
T.30071
Human Resource Management [4EC]
Module code: L.MIM.2950, Assessment T.MIM. 7484:
Responsible Lecturer: Mr. G. Dankers
assessment period 1/3 exam code T.18265; period 2/4 written exam code T.21130
International Law [3 EC]
Module code: L.MIM.3261
Responsible lecturer: Mr. J. van Hettema
Assessment: written exam, exam code T.MIM.7485
Sustainable Business &
Ethics [3EC]
Module code: L.MIM.7467
Responsible lecturer: Mr. T. Tartarin
Assessment: written exam, exam code
T.MIM.7486
Personal Development 3 [3EC]
Module code: L.MIM.5667, Assessments: exam code T.MIM.23223
Responsible Lecturer: Mr. T. Tartarin
Communications training, exam code T.23226, Leadership practice (2 EC), exam code T.23224
“Management Sandwich” (1 EC) exam code T.23225
* EC’s are European Credits as determined in The European Credit Transfer and Accumulation System. ECTS is a studentcentred system based on the student workload required to achieve the objectives of a programme, objectives preferably
specified in terms of learning outcomes and competences to be acquired.
5.2 Booklist for Theme 6
Attention: always use the latest edition of the books!
1. Roel Grit, Making a business plan, Noordhoff Uitgevers, Groningen/Houten, 2009,
ISBN 978-90-01-78615-1
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2. Robbins Stephen P, Management, Pearson International 10th Edition ISBN 0-13814366-8,
3. David: Strategic Management (Concepts and Cases), Pearson International Global
Edition, 13/E
4. Principles of Managerial Finance, Twelfth Edition, Gitman
Pearson International Edition - ISBN: 9780321555281
5. Frank Bradley, Strategic Marketing, Wiley, reprint 2007 or later, ISBN 0-470-84985-1
6. Mathis, Robert L. and John J. Jackson, Human Resource Management: Essential
Perspectives, Thomson South-Western 4th edition. ISBN 0-324-36178-5
7. “Practicing Leadership, Principles and Applications” ,4th edition, Shriberg & Shriberg,
Wiley editor (ISBN 978-0-470-08698-8)
8. Marc. J. Epstein, “Making sustainability work”, Greenleaf publishing ISBN
9781906093051
Recommended: Philip Kotler a.o., Principles of Marketing, 5th European edition, Pearson
International, ISBN 978-0-273-71156-8
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6. Project “Business Plan”
In this theme you will make a business plan for a new business of your own choice.
The work is done by groups of four students (= maximum!).
Students will inform Mr R.R. Pliester about the group members ([email protected]). The
list of all the groups, their members are on the G-drive in MIMLesstud //..6th semester,
Business plan/Management Sandwich or the Blackboard. The groups are one and the same
for both the business plan as for the management sandwich.
During one of the first days, you will be introduced to the dynamics of creative thinking.
This is the first step in shaping your mindset to come up with an idea for your new business.
For the entrepreneurs that you all are, this will give great new inroads and opportunities.
We will go through all the steps needed to set up your own business based on this idea
and the outcome of this course will be the presentation of your business plan (1 per group).
The idea that has to be chosen by your group is a sustainable business
concept for an international, innovative business idea, based on a specific
tangible product (not a service).
An external jury of businessmen and/or international bank, will judge the plan and part of
your mark is based on this.
The steps we take will be based on the book that is leading for this course;
The road map is as shown below.
6.1. General Information
• Semester and period:
Theme 6, 6th semester, 1st and 2nd period
• Responsible lecturers:
Mrs. I de Bruin
• Module code:
L.MIM.6182
• Number of credits:
7 EC
• Ways of assessment: Written Reports, judged by external jury and teacher
• Exam codes
T.MIM.7455, quarter 1 part 1: T.19644,
quarter 2 part 2: T.21261
• Performance indicators:
see Chapter 4, competencies 4.2.1
• Participation + excursions: compulsory
6.2 Literature
9. Course guide theme 6 “Business Planning”
10. Roel Grit, Making a business plan, Noordhoff Uitgevers, Groningen/Houten, 2009,
ISBN 978-90-01-78615-1
6.3. Time table
ATTENTION: contents of time table and planning = subject to change
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Activity
Week
1.3
Kick off theme 6
9 Kick off FYM together with IBMS
students of 6th semester
9 Guest speaker
9 Explanation project
9 Drinks
Explanation business plan and generation
of ideas.
Step1, Knowing yourself as an
entrepreneur.
Deadlines
Wednesday September 14th
Step 2: developing your idea
1.4
1.5
Milestone 1); Make a Plan of Approach
Friday September 23rd before 12:00
midday, in mailbox Mr. R.R. Pliester
Presentation of the PoA, in groups of
4 students for follow up of the project
Wednesday September 28th, 30 mins
per group, 5 min presentation
Step 3: Setting up your business
Milestone 2);
Written feedback of interview with an
entrepreneur
th
Wednesday October 5 before 12:00
midday, in mailbox Mr. R.R. Pliester
1.6
Student start their market research
Step 4: Investigating your market
1.7
Market research
By appointment
2.1
Presentation market research per group of 4
students
Wednesday November 16th , 30 mins
per group, 5 min presentation
Milestone 3);
Friday, November 25th in mailbox Mr.
R.R.Pliester
2.2
Hand in market research
Discussion market research report
2.3
Wednesday November 30th,
30 mins per group
Step 5: Deciding on promotion
Putting stuff together
By appointment
Step 6: Organize your business
Retake milestones 1,2 & 3
2.4
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Coaching
By appointment
2.5
Step 7: Arranging your finances
Coaching
By appointment
2.6
Step 8: Implementing your plan
2.7
Milestone 4);
2.8
Project presentations and defending the
business plan against an external jury
Final report, hand in the business plan
Friday, January 13th, before 12:00
midday, hand in business plan in hard
copy, 4 copies.
th
3.7
Friday, March 30 , before midday
Retake milestone 4 & presentation and
defence
7. Description of the Modules in the course
7.1 Strategic Management
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The module Strategic Management is incorporating all the important aspects of
management, international marketing, finance, HRM of all the IBMS modules. In this module
we will use the theory in a logical step-to-step form, in which we analyse the internal and
external environment of companies and develop/implement relevant management strategies.
1. General information
• Semester and period:
• Responsible lecturer:
• Module code:
• Number of Credits:
• Exam code:
• Ways of assessment:
•
Performance indicators:
6th semester, 1st period
Mr. P.C. de Wit
L.MIM.7319
4 EC
T.23214
Written exam code 23215
Case study assignment exam code T.23216. Both
exams must score minimum of 5.5 to get the 4EC
7.1.1, 7.1.2, 7.1.3., 7.1.4.
2. Literature
• Robbins Stephen P, Management, Pearson International 10th Edition ISBN 0-13814366-8,
• David: Strategic Management (Concepts and Cases), Pearson International
Global Edition, 13/E
ISBN-10:
1408259214
ISBN-13: 9781408259214
3. Time table
Wk. nr.
Subject / activity
1.1
Introduction of the Module.
Introduction to Management and Organizations (overview
theory of the module Management of IBMS semester 2).
Focus this week: the role of the manager.
Literature to be studied
before the lecture
Management Robbins
Chapter 1, 2, 6, 7
How to draw up a Plan of Approach for the final assignment? – version 25 August 2011 – Bouten, Borggreve and Booy
Lectures
2 HC
2 IC
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Saxion – School of Marketing & International Management, locations Deventer and Enschede
1.2
Introduction of fundamental concepts of strategic
management (overview theory of the module Management
of IBMS semester 2).
Focus this week: organizational design and change
management
Chapter 1, 2 and 3 of David: Business Vision/Mission and
External Assessment.
Focus this week: how the analyze a company’s external
environment.
Chapter 4 and 5 of David: Internal Assessment and the start
of strategies in action.
Focus this week: what is an effective strategy?
Chapter 5 and 6 of David: Strategic analysis and choice
Focus this week: the making of a strategic management
plan.
Chapter 7 and 8 of David: Strategic Implementation.
Overview all the theory from this module.
Focus this week: Exam Training.
Management Robbins
Chapter 8, 9, 12
2 HC
2 IC
Strategic Management
David Chapter 1, 2 and 3
2 HC
2 IC
Strategic Management
David Chapter 4 and 5
2 HC
2 IC
Strategic Management
David Chapter 6
2 HC
2 IC
Strategic Management
David Chapter 7 and 8
2 HC
2 IC
1.7
Reserve (in case of delays/sickness)
Re-take Case-study Assignments exam
All Chapters of David
Robbins:1,2,4,6,7,8,9,12
Re-take
exam in
the IClesson
1.9
Exam
1.3
1.4
1.5
1.6
4. Rules for the Case-Study Assignments Exam code 23216
1. In the IC-lessons in week 1.1: the groups for the case-studies are made, case studies are
selected and shortly discussed, and the procedures are explained.
2. Students who are not present in the IC-lesson in week 1.1 have to inform the teacher before
week 1.2, if they want to participate in the IC lessons, if they don’t inform the teacher before
week 1.2, they are excluded from the case-study assignments, so they failed for the first
attempt (they can only do the second attempt in week 1.7).
3. Each assignment can score a max of 2 points (0 point if the assignment is un-sufficient, 1
point if the assignment is sufficient and 2 points if the assignment is good), so a maximum of
10 points. At the end of the IC-lesson or one day after the IC-lesson the scores are presented.
4. There are four case-studies and one individual Management-and-Organization test.
5. The individual test of Management and Organizations (the theory of the chapters 1, 2, 6, 7, 8,
9, 12 of Robbins) is made during the IC lesson in week 1.2. If the score is 5 or below 5 the
score is 0 point. From 5 to 7 is 1 point. And above 7 is 2 points.
6. For the case-studies we will work with groups of (max) four students.
7. At the beginning of the IC-lesson the group will deliver the assignment (the answers of the
case-study) to the teacher. Only students who are present can get points (so students did
work on the assignment but are not present in the IC lesson get 0 point).
8. If a student has at the end of week 1.6 less than 5.5 points, he/she can do the re-take in week
1.7, but the points he/she had before are lost!
9. If a student is not fulfilling his/her task, the group has the right to exclude the student from the
group. The group has to inform this decision to the teacher in the IC-lesson.
10. The student which is excluded from the group has failed for the first attempt, but can do the retake in week 1.7 (in the hours of the IC-lesson)
7.2 Management Control
1. General information
•
•
•
•
Semester and period:
Responsible Lecturer:
Module code:
Number of Credits :
theme 6, 6th semester, 1st and 2nd period
Mr Kees Tesselhof
L.MIM.4486
4 EC
How to draw up a Plan of Approach for the final assignment? – version 25 August 2011 – Bouten, Borggreve and Booy
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Saxion – School of Marketing & International Management, locations Deventer and Enschede
•
•
•
Exam code:
18172
Competencies:
Performance indicators
T.MIM.7482, exam period 1 17074, exam period 2
2 and 7
2.4 and 7.2/3
2. Literature
Principles of Managerial Finance, Twelfth Edition, Gitman
Pearson International Edition - ISBN: 9780321555281
1. Relationship with the professional field
At the moment companies have a hard time raising money on the financial markets.
Investors and banks are increasingly aware of economic risks. Therefore they calculate
higher required returns. New initiatives within companies are studied carefully before
implementation. Even if it is the marketing department asking for a budget.
2. Relationship with the theme
Management control deals with the financial part of the business plan. Entering new markets
could easily mean a substantial investment upfront. Once in business it probably means
higher working capital is needed. Management control discusses (amongst other things)
ways to take care of these strategic issues.
3. Objectives
Students know:
how portfolio managers at financial institutions judge companies
in what way companies arrange funding (bonds, shares)
how companies decide which investment projects are worth wile
how companies try to establish the optimal capital structure
the consequences of different dividend policies for both the company and investors
how companies decide on extending credit to customers
the two ways to deal with seasonal funding issues
4. Assessments and grading
The student’s learning and performance will be assessed by means of two written exams and
a management game. The student’s knowledge will also be tested by means of a number of
exercises within the module.
5. Working Method
Class instruction and self-study will provide the student a practical and theoretical
understanding of financial accounting. This knowledge will be acquired and applied both
inside and outside the classroom through completing a number of exercises from the
required textbook and the game.
6. Schedule
Period 1
(Management
Control 1)
Subject
Chapter
Assignment
1.1
The Role and
Environment of
Managerial Finance,
Financial Statements
and Analysis, and Cash
1, 2 and 3
P1-1, P1-11, P2-16, P225 and P3-11
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Saxion – School of Marketing & International Management, locations Deventer and Enschede
Flow and Financial
Planning
1.2
Time Value of Money
4
1.3
1.4
Risk and Return
5
Risk and Return and
Interest Rates and Bond
Valuation
Stock Valuations
5 and 6
Capital Budgeting Cash
Flows and Capital
Budgeting Techniques
Risk and Refinements
in Capital Budgeting
8 and 9
10
P10-1, P10-3 and
Integrative Case 3
Period 2
(Management
Control 2)
Subject
Chapter
Assignment
2.1
2.2
The Cost of Capital
11
P11-1 and P11-16
Leverage and Capital
Structure
Dividend Policy
12
P12-1, P12-10 and
P12-18
P13-11 and Integrative
Case 4
P14-1, P14-7, P15-5
and Integrative Case 5
1.5
1.6
1.7
2.3
2.4
2.5
2.6
2.7
Working Capital and
Current Assets
Management and
Current Liabilities
Management
Hybrid and Derivative
Securities
Mergers, LBO’s,
Divestitures, and
Business Failures
International Managerial
Finance
7
13
14 and 15
16
17
18
Integrative Case 1 and
P4-28
P5-1, P5-3 and P5-5
Investment Portfolio
Advice assignment, P66 and P6-9
P7-1, P7-8 and
Integrative Case 2
P8-21, P8-26 and P9-20
P16-1, P16-5, P16-14
and P16-19
P17-1, P17-5 and P1712
P18-1 and Integrative
Case 6
7.3 Strategic International Marketing
Aims of the course
• Apply present and new marketing knowledge in a strategic way to the project
• Refresh knowledge IBMS 1st year
• Use new knowledge of Strategic Management
The module Strategic Marketing deals with the function within an organisation that focuses
directly on the customer.
The book Strategic Marketing in the Customer Driven Organisation, places a unique
emphasis on the reason for the existence of a firm:
How to draw up a Plan of Approach for the final assignment? – version 25 August 2011 – Bouten, Borggreve and Booy
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Saxion – School of Marketing & International Management, locations Deventer and Enschede
to provide, communicate and deliver value to the customer.
The course brings together the Marketing basics of the first year of the IBMS education with
strategic marketing strategies. It also forms a bridge to this semester’s Strategic
Management.
The module mainly deals with the theory of the book to support the marketing plan of the
Project.
Class presentations, quizzes and practical assignments/tasks will enliven the theoretical part.
1. General information
•
•
•
•
•
•
Semester and period:
Responsible lecturer:
Module code:
Number of Credits:
Exam code:
Ways of assessment:
•
Performance indicators:
theme 6, 1st & 2nd period
Mr. Rogier R. Pliester
7316
4 EC
23217
1. written exam 23218,
2. assessment exam 23219 based on marks of weekly
class tasks
7.2.3, 7.3.1, 7.3.4.
2. Literature
1. Frank Bradley, Strategic Marketing, Wiley, reprint 2007 or later, ISBN 0-470-84985-1
2. Philip Kotler a.o., Principles of Marketing, 4th or 5th European edition, Pearson International, ISBN 9780-273-71156-8
3. Didactics
1. For every class, two (!) IC’s per week, all groups prepare PPT sheets of the
chapter(s) of that class after having read the chapter.
The book offers basic sheets you’ll find on the G-drive or Blackboard.
However, the sheets often miss the essence of the chapter
and
do not give answers to the objectives of the chapter
(= exam questions!).
Up to the groups:
•
•
•
to find and present the essence of every chapter
answer the objectives
search for and present the (new) topics of the book applicable to the
Business Plan.
2. All groups also prepare an exercise, this must be useful for the Project’s
Business Plan.:
o
o
E.g. two or more quiz questions about the essence of the chapter
Or a mini case
How to draw up a Plan of Approach for the final assignment? – version 25 August 2011 – Bouten, Borggreve and Booy
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Saxion – School of Marketing & International Management, locations Deventer and Enschede
o
o
Or a business example related to the chapter
Or any creative but applicable exercises are welcomed
3. PPT with exercise or quiz questions are sent to [email protected] the day before
the class!
4. The lecturer enlivens the presentations with business examples and discussion.
5. Presentation/exercise: draw lottery or decided by lecturer
6. Just copying the PPT sheets of the book = insufficient mark, your PPT
presentation is judged by your added value, see point 1.
7. All ppt and word sheets: MIMLesstud, FC + FY Marketing, Course 11-12, theme 6,
in period 2 all material will be available on Blackboard.
4. Marks
•
50% of the mark consists of the written examination, and normal re-take
•
50% of the class, work including the PPT sheets, presentation of the contents of the
chapter, quiz questions and running the quiz during class.
•
Weekly tasks receive marks. Copying the sheets with no or little additions =
insufficient mark.
Special re-take required. Lecturer will inform you during the first IC/via PPT sheets.
For both partial marks you need a sufficient mark (5.5 or higher).
•
5. Time table version October 4th 2011
subject to changes!
Wk.
nr
Subject / activity
Literature to be studied
before the lecture
Lectures
1.6
1st IC
Introduction of the Module. Introduction to Marketing,
-- Book!
2 IC
1.6
2nd IC
Chapter Scope of Strategic Marketing
Strategic Marketing
Bradley chapter 1
2 IC
1.8
1st IC
Identifying and Selecting Customer Value
Focus on the Customer
Weekly task
Strategic Marketing
Bradley Chapter 2
2 IC
2.1
Market Segmentation & Positioning
Weekly task
Strategic Marketing
Bradley Chapter 3
2 IC
link to Strategic Management and Marketing of IBMS semester 1 &
2
How to draw up a Plan of Approach for the final assignment? – version 25 August 2011 – Bouten, Borggreve and Booy
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Saxion – School of Marketing & International Management, locations Deventer and Enschede
Strategic Marketing Planning
Weekly task
Strategic Marketing
Bradley Chapter 4
2 IC
2.3
1st IC
Obtaining customer information & competition in
the business system
Weekly task
Strategic Marketing
Bradley Chapter 5 & 6
2 IC
2.3
2nd IC
Providing the Value
Building competitive brands
Weekly tasks
Strategic Marketing
Bradley Chapter 7
2 IC
2.4
1st IC
Developing new products & services, managing
the product through the lifecycle
Weekly task
Strategic Marketing
Bradley Chapter 8 & 9
2 IC
2.4
2nd IC
Communicating the Value
Marketing Communications, Direct marketing &
personal selling,
Weekly task
Strategic Marketing
Bradley Chapter 10 & 11
2 IC
2.5
1st IC
Delivering the Value,
Pricing strategies and tactics
Marketing Channels of distribution
Weekly task
Strategic Marketing
Bradley Chapter 12
& 13
2 IC
2.5
2nd IC
Aligning performance with marketing strategy
Exam questions, overview past weeks
Weekly tasks
Strategic Marketing
Bradley Chapter 14
2 IC
2,6,
2.7
No classes
2.2
(excursi
on)
-
Hand in individual re-take assignment of class tasks
Apply contents of the book to the project
2.9
Exam
--
6. Objectives of the chapter = exam questions!
Example of exam question 2010:
Strategic Marketing
Module code: 63263
Responsible Lecturer: Mr. R.R. Pliester
Assessment: written exam Quarter 3 exam code 63264, 2EC; Quarter 4 exam code 63265, 2EC
Part 1 regular exam
Literature: Frank Bradley, Strategic Marketing, chapter 1 – 7
Chapter 1 Scope of Strategic Marketing
1.1
Explain the core concepts of marketing (if you like, draw as shown in the sheets) (4
points)
1.2
How can the marketing effectiveness of an organisation be assessed? (4 points)
Chapter 2 Focus on the Customer
How to draw up a Plan of Approach for the final assignment? – version 25 August 2011 – Bouten, Borggreve and Booy
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Saxion – School of Marketing & International Management, locations Deventer and Enschede
2.1 What are the influences on customer/consumer buying behaviour? (4 points)
o
Describe or draw the consumer buying decision process (4 points)
7.Rules for the Class Assignments, Assessment Exam code 23219
1. In the first IC-class: the group leaders inform the lecturer who the members of the group are.
Maximum group size: four students.
2. The tasks for every class, two per week, will be explained, the procedures will be clarified.
There are eleven group tasks for this mark.
3. The evening of the day before the IC class, groups send their presentations and quiz
questions to the lecturer by e-mail: [email protected]
4. Only students who are present in class can get points (so students who did work on the
assignment but are not present in the IC lesson get no points).
5. Each assignment can score between 0 and 10. The final mark is an individual mark consisting
of the average of eleven tasks. A list will be shown on the intranet.
6. If a group or individual has less than 5.5 points at the end of week 2.5,
the individual student(s) can do the re-take in week 2.7,
but the points he/she had before are lost!
The retake is always an individual task.
7. Students missing more than 15% of the classes fail for the first attempt.
8. The re-take, enabling the student to achieve 2 EC, consists of a separate task in writing:
a. a 56-hour summary plus reflection of the contents of the book or
b. a 56-hour in depth essay on applying the contents of the book to the project.
9. Any student who is not present in the first IC-class has to inform the teacher before the 2nd
week if he/she wishes to participate in the IC lessons. Should he/she not inform the teacher in
time, exclusion for the class assignments will follow, thus failing the first attempt (they can only
do the second attempt in week 2.7).
10. If a student is not fulfilling his/her task within the group, the group has the right to exclude the
student from the group. The leader of the group has to inform this decision to the teacher in
the IC-lesson. The student which is excluded from the group has failed for the first attempt of
exam, but can hand in the re-take in week 2.7.
11. Any points not dealt with here, shall be answered in class.
How to draw up a Plan of Approach for the final assignment? – version 25 August 2011 – Bouten, Borggreve and Booy
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Saxion – School of Marketing & International Management, locations Deventer and Enschede
7.4 Human Resource Management
The last few decades it has become clear that the business world finds itself in a transitional
phase, that changes in society demand continuous adaptation to those changes. Because of
this, more attention is being paid to the human being as an important workforce and source
of knowledge. It can no longer be taken for granted that employees spend their entire
working life in the same company. This has caused organisations to become more aware of
their human assets and has forced them to alter their approach in order to remain successful.
Human Resource Management (HRM) has become a strategic management tool in a way
that the difference between organizations can be made by humans and therefore the way we
select, train, develop, assess and reward our employees is directly related to other
management strategies.
1. General information
The course is given in semester 1 (Final Year Marketing students, exchange and IBMS)
and in semester 2 (3rd year IBMS, exchange students and Final Year).
•
Semester and period:
•
•
•
Responsible lecturer:
Module code:
Number of Credits:
1st semester, 1st and 2nd period,
or 2nd semester, 3rd and 4th period
Mr. G.P.J. Dankers
Exam T.MIM 7484
4 EC divided over 2 exams
How to draw up a Plan of Approach for the final assignment? – version 25 August 2011 – Bouten, Borggreve and Booy
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Saxion – School of Marketing & International Management, locations Deventer and Enschede
•
•
Assessment:
report and assessment:
Part 1 period 1/3 exam code EVR18265;
Part 2 period 2/4 written exam code EVS 21130
Competences and Performance indicators:
The set of competences, written under C: “The
professional can function in a dynamic organisation”
describes the scope of the HRM module; The student
must be knowledgeable how to apply (translate and
transfer) this set of performance indicators to
organizations and people working there.
Competences examined:
Period 1/3: B3, B4, C2.1, 2,2, 2.3, 2.4, C3,
Period 2/4: 2.4.1, 6.5.1, 6.4.2, 6.5.1, 6.5.3, 6.5.4, 7.4.1
2. Literature
• Mathis, Robert L. and John J. Jackson, Human Resource Management: Essential
Perspectives, Thomson South-Western 4th edition. ISBN 0-324-36178-5
3. The way we work
Period 1 and 3
Many HRM-related skills are in the field of management, coaching and consulting. Besides
theoretical knowledge of HRM, practical skills are important to master. Each 3rd year IBMSstudent is supposed to coach a group of 1st year students, which gives them the opportunity
to accomplish their ‘learning cycle’.
We will pay attention to different HRM related interview techniques, coaching and consulting,
the importance of situational leadership and motivation, learning levels, performance
measurement techniques, job evaluation conversation, discipline interview, assessment
interview and bad news interview. A detailed program will be handed out in the first meeting
(/lecture)
During the lectures the link between theory and practice will be explained. Furthermore we
will train the most important skills, which can be practiced and develped during the coaching
trajectory.
Participation is compulsory. Only in very particular circumstances the course director can
give permission to depart from this rule.
An individual report (portfolio) must be written in which the exercises and the results will be
notated briefly, for example according to the STARR-method.
An individual assessment with role plays and a discussion about the portfolio will lead to the
grading.
Time table period 1 and 3
How to draw up a Plan of Approach for the final assignment? – version 25 August 2011 – Bouten, Borggreve and Booy
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Saxion – School of Marketing & International Management, locations Deventer and Enschede
Wk
nr
Subject/activity
1
Introduction
Consulting styles and
skills
Motivation and learning
levels
Working with 360
degree feedback form
2
To read/see
(besides power
point
presentations)
Consult
conversations
Study path
development ….
Video motivation
To do this week
deliverables
lectures
Practice directive
approach, participation
and council ling
st
Motivators 1 year,
jobs, practice with
feedback form
Will be
discussed in
class
Will be
discussed in
class
2 WC
Will be
discussed in
class
reflection
2 WC
2 WC
3
Mutual influence
Watzlawick, Offman
Will be published
Will be discussed in
class
4
Discipline interview
Delegation
Article,
slides
Practice own project
team
wc
Job evaluation
conversation
Working with
performance
measurement
Assessment interview
Bad news interview
structure
STARR
Check PDP, Set pi’s
st
and train starr with 1
year students or
companions
Will be
discussed in
class
2 WC
Read article
See video
Carry out assessment
interview, followed by
bad news interview
… video,
feedback form
2 WC
6
7
Spare week
2 WC
Assessments?
Period 2 and 4 (2cts)
Students are expected to participate actively in this module, thus also in this period. Here it
will be done by preparing and presenting parts from the book, reading articles, attending
guest lectures, doing exercises and assignments which can provide necessary knowledge for
the exam and the project of course.
The second period of this semester (weeks 2.1-2.6 or 4.1-4.6) we focus mainly on the
theoretical background and understanding.
Each lecture we will discuss the relation with the project or the circumstances in
developing/emerging countries.
Presentations: In this quarter, each week a group of students prepares and executes a
presentation based on a chapter of the book (see schedule below). In this presentation a
clear link with the year’s case or project must be made, in such a way that the information is
usable for the project or case. Also the relation between the described laws and habits will be
transferred to our own countries.
The presentations will be graded and the results will be combined with those of the written
exam (on a 20/80 base).
Time table Period 2 and 4
Wk.nr.
Subject / activity
Literature to be studied
before the lecture
How to draw up a Plan of Approach for the final assignment? – version 25 August 2011 – Bouten, Borggreve and Booy
Lectures
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Saxion – School of Marketing & International Management, locations Deventer and Enschede
Ch1
2 IC
Ch2, Ch3
Ch2, Ch3
2 IC
2.4
Ch4, Ch5
Ch4, Ch5
2.5
Ch6, Ch7, Ch9,
Ch6, Ch7, Ch9
2 IC
2.6
Ch8, Ch10
Ch8, Ch10
2 IC
2.7
Q&A
2.8
Resit exam quarter 3
2.9
Exam 21130
2.1
Introduction of the module
Personnel management in a changing world
What is HRM (definition, scoop, P-instruments
HRM as a strategic tool
Divide chapters amongst students and explanation the
compensation for the exam
2.2
Guest lecture
2.3
7. 5 International Law (International Business Law)
1. General information
•
•
•
•
•
•
Semester and period:
Responsible lecturers:
Module code:
Exam code:
Number of Credits:
Ways of assessment:
theme 6, 1st or 2nd semester, 1st or 3rd period
Mr. J.S. van Hettema
3261
7485
3 EC
Written exam
2. International business law
Targets; the student recognizes the different forms of business enterprises,
the student knows the differences between the business forms,
the student can advise which business form is suitable for a new company
Literature: reader business law (Prentice Hall)
How to draw up a Plan of Approach for the final assignment? – version 25 August 2011 – Bouten, Borggreve and Booy
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Saxion – School of Marketing & International Management, locations Deventer and Enschede
3. Time table
Week
no
Subject / activity
1.1
Introduction in business law
1.2
Type of business enterprises/ natural persons/
one man business/ firm
Civil Law Stock Corporation/ Plc. Inc. CO-OP
1.3
Study/ prepare
before the lecture
-
No of
lectures
HC 2
Chapter business
form in civil law
Chapter civil law
stock corporations
Same chapter
HC 2
Idem ditto
HC 2
HC 2
1.5
Operational management/ meeting of
shareholders/ board of commissioners
Mergers/ joint venture/ holding
1.6
CO-OP/ cooperative society
Chapter CO-OP
HC 2
1.7
Intellectual property law/ patents, trademark
law
Chapter Intellectual
property
HC 2
1.4
How to draw up a Plan of Approach for the final assignment? – version 25 August 2011 – Bouten, Borggreve and Booy
HC 2
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7.6 Sustainable Business & Ethics
The module “Sustainable Business & Ethics” supports the growing relevance of sustainability
issues in the business world in general and for companies and international trade in
particular.
All industries and all countries are concerned with sustainability. The course studies the
various implications of sustainability at all levels of an organisation including the impact on a
business plan.
1. General information
• Semester and period:
• Responsible lecturer:
• Module code:
• Exam code:
• Number of Credits:
• Ways of assessment:
• Performance indicators:
theme 6, 6th semester, 1st period
Mr. Thierry Tartarin
7467
7486
3 EC
written exam, assessments
7.1;7.2;7.3;6.4.1;6.4.2;6.4.3;5.4.1
2. Literature
• “Making sustainability work” Marc. J. Epstein, Greenleaf publishing
ISBN 9781906093051
3. Time table
Wk. nr.
Subject / activity
1.6
Introduction to sustainability, showing “Age of stupid”,
relation to ethics
1.7
Leadership and strategy for corporate sustainability
2.1
Literature to be studied
before the lecture
Chapter 1
Lectures
1 HC
Chapter 2
2 IC
Organising for sustainability
Costing, capital investment and integration of social risk
Chapter 3,4
2 IC
2.2
Performance evaluation and reward systems
Foundations for measuring social, environmental and
economic impacts
Chapter 5,6
2 IC
2.3
Implementing social, environment and economic impact
measurement system
Improving corporate processes, products and projects for
CSR
Chapter 7,8
2 IC
2.4
External sustainability reporting and verification
Chapter 9
2 IC
2.5
Benefits of sustainability for corporations and society
Chapter 10
2 IC
2.82.9
Exam (resit week 3.8 or 3.9)
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4. Individual CSR awareness assignments
4.1 Product investigation:
As part of your introduction to sustainable business you have to investigate CSR (Corporate
Social Responsibility) standards for a product related to your main “Project business plan”.
Look up the relevant industry in the ISIC Industrial classification from the United Nations
(document is placed on G drive)
Minimum criteria requirements for the chosen product:
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
Standards you have found relevant to your chosen product
Explanation of the purpose of the standard
Applicable countries
Applicable trade region(s)
Application to the chosen product
Possible market consequences for the supply chain
4.2 Weekly CSR cases:
Further you will deliver case studies each week. Each case is to be delivered via email by
12h00 according to the schedule (check for the schedule on G drive). A schedule of handed
in cases will be kept on the G drive.
One of the delivered cases will be picked at random and graded. Result counts for 25% of
the grade.
4.3 Grades:
Written exam counts for 75%, CSR case 25%
4.4 Re-sit:
The failed case needs to be done and delivered by Monday 2nd April 2012 12h00 via
email: [email protected]
7.7
Personal Development 3
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1. General information
•
•
•
Semester and period:
Course co-ordinator
Responsible lecturers:
•
•
•
Module code:
Exam code:
Number of Credits:
•
•
Ways of assessment:
Performance indicators:
6th semester, 1st and 2nd period
Mr. Thierry Tartarin
Mr. Thierry Tartarin, Mr. Gijs Dankers,
Mrs. Thea Burggraaf, Rene van den Driesche
5667
7487
3 EC *(part 1= 2EC, part 2=1 EC inc. passing the
communication training))
Written assessments, report, presentation
See appendix 7 page 50
* Both part 1 and part 2 needs a pass to collect the 3EC for the course
•
2. Literature
“Practicing Leadership, Principles and Applications” ,4th edition, Shriberg & Shriberg,
Wiley editor (ISBN 978-0-470-08698-8)
1 Leadership practice (2 EC):
Responsible lecturer: Mr. T. Tartarin
Leadership cannot be taught from a book in the same way you cannot take the number of
books someone has read as a measure of his/her intelligence.
Leadership you have to experience and try for yourself in practice!
Is leadership the same as management? Are leaders supposed to be good managers?
This new leadership module brings you a number of answers by giving you an opportunity to
try first hand with 1st year IBMS students.
1.1 Principle: Each student will have the opportunity to “lead” a group of 1st year students
during 1st and 2nd semesters. (one or two students per group)
1.2 Organisation: Due to the fact that there are not enough project groups for all students, a
part of the students in your class will “lead” students during period 1 and another part during
period 2. (more details about the division will be given once we have all project groups
formed)
1.3 Process: Each student will organise at least one meeting each class week to review how
the group is functioning. It is up to each “leader” student to decide with the group the most
appropriate time.
1.4 Objective: To help and support the project group to work effectively and as a team.
Topics covered by the “leader” consultant concern only the process of the project group such
as:
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•
•
•
•
•
•
Communication
Group bonding
Motivation
Ethical handling
Writing skills
Cooperation requirements
1.5 Constraints: The “leader” student does not act as the manager of the team but as a
consultant to the team. Technical issues related to the content of the project (milestones,
marketing,...) should not be reviewed by the “leader” consultant:
1.6 Deliverables:
Every class week, the group “batch”:
1/ The agenda of the weekly meeting
2/ The minutes of the weekly meeting
3/ 1 A4 reflection of issues the project group faces including using theories/ models from the
course book “Practicing Leadership, Principles and Applications”
Each weekly deliverable batch should be identified with the week number e.g. W1.1 for week
1.1 deliverables
1.7 Peer evaluations:
1.7.1 Peer evaluation OF your project group: Week 1.6 (or 2.6 depending when you will lead
the project group) you will perform a peer evaluation of all group members using the peer
forms which will by then be placed on the G drive.
(see Appendix 6 “Peer evaluation form document for leadership practice part of pers dev 3.”)
You will give each student a grade for all assessment criteria, together with a comment
related to the criteria. Send the peer evaluation to each student of your group and copy
Mr Tartarin in your email.
Deadlines for sending the peer to the student is 27th October 2011, 12h00 (period 1) and
12th Jan 2012, 12h00 (period 2).
1.7.2 Peer evaluation FROM your project group: Week 1.7 (or 2.7 depending when you will
lead the project group) students in the project group you lead will assess your performances
using the peer evaluation. Reflect on the results of your peer evaluation in your final report
answering the following questions:
1. Am I in agreement with the results of the peer evaluation as a whole?
2. Which specific criteria am I in agreement with?
3. Per criteria identify which management aspects caused a positive evaluation?
4. Per criteria identify which management aspects caused a negative evaluation?
•
Should you have scored a negative evaluation, define per criteria negatively
evaluated, what management aspects you would now change for the future
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This peer evaluation grade will account for 10 percent of your grade and another 10 percent
for answering the four questions above.
1.8 Report: A retrospective document of your leader’s role for the group using the structure
and criteria in Appendix 6 page 49
1.9 Delivery: All deliverables should be loaded on your blackboard environment account (for
new students please see appendix 8 for more details; for older students please note that the
Igoogle account system is being replaced by blackboard)
1.10 Deadlines:
1.10.1 Deadlines period 1:
Deadlines
Tuesdays, 12h00 (starting week 1.2 until
week 1.8)
Week 1.8 Tuesday 25th Oct,12h00
Week 1.9 Wednesday 2nd Nov, 12h00
Deliverables
Weekly group “batch” X 7
Peer evaluation
Report
1.10.2 Deadlines period 2:
Deliverables
Weekly group “batch” X 7
Peer evaluation to students and mentor
Report
Deadlines
Tuesdays, 12h00 (starting week 2.2 until
week 2.8)
Week 2.6 Tuesday 20th Dec,12h00
Week 2.9 Wednesday 24th Jan, 12h00
1.11 Workload:
Lectures: 14 hours; Project group meetings: 15 hours; Reading the book: 9 hours;
Evaluations, reflections and assessments: 14 hours; Administration: 4 hours
1.12 Grading:
Graded parts
Weekly group “batch” X 7*
Peer evaluation (to students)
Peer evaluation (from students)
Your peer evaluation reflection
Report
grade
Must be a pass*
Must be a pass
Must be a pass**
Must be a pass
Must be a pass
*Please note that a minimum of 7 “batches” is required for grading submission.
** Reflection should be part of your report in a specific chapter called “My peer evaluation”
1.13 Re-sit: A written assignment (details to be published on G drive)
1.14: Leadership practice assessment criteria for the individual report
The individual report need to cover the following:
1. Reflection on your involvement as a tutor including:
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1.
2.
3.
4.
5.
6.
7.
1.1 What style of leadership do I have?
1.2 What were my expectations beforehand?
1.3 What have I learned from the process?
1.4 What unexpected situations did I have to deal with for which I was not prepared?
1.5 How did I deal with the situation?
1.6 What were my strong points in dealing with the group?
1.7 What points could I improve for the future?
2. Reflection on the results of your peer evaluation in your final report answering the
following questions:
a. Am I in agreement with the results of the peer evaluation as a whole?
b. Which specific criteria am I in agreement with?
2.3 Per criteria identify which management aspects caused a positive evaluation?
2.4 Per criteria identify which management aspects caused a negative evaluation?
•
Should you have scored a negative evaluation, define per criteria negatively
evaluated, what management aspects you would now change for the future
The report should be presented like a professional business document and should
have an executive summary, an introduction, … conclusion, sources,..
2 "The management sandwich" (1 EC):
Responsible lecturer: Mr. Gijs Dankers
As a 3rd year IBMS student, you have now built an awareness of international issues through
school projects and your experience abroad. Books have paved your way offering a mix of
pleasure and suffering at the same time.
“Books are the quietest and most constant of friends; they are the most accessible
and wisest of counsellors, and the most patient of teachers.
~ Charles W. Eliot” American academic
“The management sandwich” is a concept which will enrich your knowledge whilst stimulating
and developing the art of argumentation in a fun but yet studious atmosphere.
2.1 Principle: To read a book out of a chosen selection and debate in public its findings.
2.2 Organisation: You will form a group of 4 students. The group will then debate “for or
against” the ideas exposed in the book with the entire class. The class will then decide who
has “won” the debate!
The debate lasts 90 minutes per book and is accompanied by sandwiches and drinks hence
the name “The management sandwich”.
2.3 Process:
• Step one: Make a group of your choice (ideally 4 people).
• Step two: Choose a book out of the selection. (first come, first served!) and send
names, student numbers and book choice by email to Mr Dankers.
• Step three: Check out the schedule on G drive to know when you will debate.
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•
•
•
Step four: Read the book and send a summary and a review within the deadline (see
below “Schedule”)
Step five: Prepare the debate by reading the summaries and reviews. Reflect on its
content using the debate hypothesis sent by the teacher
Step six: Write a debate reflection
2.4 Objectives: To exercise public debating based on sound argumentation.
2.5 Schedule:
Weeks
2.1
2.2
2.3
2.4
2.5
2.6
2.7
Period 3
No session
Book 1
Book 2
Book 3
Book 4
Book 5
Book 6
Weeks
3.1
3.2
3.3
3.4
3.5
3.6
3.7
Period 4
Book 7
Book 8
Book 9
Book 10
Book 11
Book 12
Book 13
2.6 Deliverables:
• An objective summary of the book they have read (1 A4)
• A subjective review (½ A4) from the standpoint of “for or against”
• Debate reflections (analysis) document (1 A4) for each debate
2.7 Deadlines:
• The summary and review need to be sent by email to your teacher by the Monday
previous to your debate, in the mailbox of Mr Dankers by midday.
• All debate reflections are to be handed in on paper and at once in week 2.9, 24th Jan
2012, 12h00 in Mr Dankers mailbox, 3rd floor, MIM entrance.
2.8 Workload:
Debates: 13 debates of 90 minutes: 20 hours; Reading the book: 5 hours; Book review,
summary, debate reflection: 3 hours
2.9 Grading:
Graded parts
Debate participant
(presenting)
Book summary, review and
debate reflections
Grade
Must be a pass
Must be a pass
2.10 Re-sit: A written assignment (details to be published on G drive)
Book list:
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book 1
Jim Collins;
Good to great
book 2
John Kotter;
Our Iceberg is melting
book 3
Robert Cialdini;
Influence, the psychology of persuasion
book 4
Naomi Klein;
The shock doctrine
book 5
Stephen Covey;
The 7 habits of highly effective people
book 6
Henry Mintzberg;
Managing
book 7
Tom Peters;
Leadership
book 8
Ha-Joon Chang;
23 Things They Don't Tell You About Capitalism
book 9
Robert Quinn;
Deep change
book 10
Otto Scharmer;
Theory U
book 11
Kets de Vries;
Reflections on Character and Leadership
book 12
Goleman;
Social Intelligence
book 13
Spencer Johnson:
Who moved my cheese
3. Communications training
Responsible lecturer: Mr. Rene van den Driesche
The training is held in week 2.10.
The training aims to continue developing your personal skills in interviewing, presentation,
negotiation, and last but not least, in creative thinking.
Assessment: your active participation will be marked by a pass or fail.
As retake, there will be a separate assignment, instead, you may want to follow the next
course (again) in 2013.
7.8
Mentor/coach
One to one meeting
In period 2, there will be a “one to one” meeting per student with your mentor.
You are responsible to initiate when and where the meeting will take place based on your
mentor’s schedule.
You need to prepare an agenda beforehand with key points you wish to discuss and send it
to your mentor with at least 2 days notice.
Your mentor during the period is Mrs Thea Burggraaf
Naturally, you may contact your mentor any time for general or personal consultation about
the education offered or about your studies.
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Appendix 1: Rules & guidelines for the course and the project
A few rules and guidelines have been put down for the course Business Plan
1. Deadline = deadline.
Deadlines will not be shifted unless there is a valid reason. By valid reason is meant personal
circumstances, not project circumstances. To request a shift of a deadline you need proof of the
personal circumstance.
2. Always refer to a source!
Read appendix 9 on plagiarism. Reports in which text and graphs are being used without any
reference to the source will be handed over to the exam committee.
3. Stick to the ethical ‘rules’ of doing research.
Remember the ethical guidelines of doing research. Complaints of companies about your applied
research methods will be taken seriously and affect your grade drastically.
4. For all students: all communication in English, please!
5. Wikipedia and such are NOT considered as a reliable source in reports and
assignments!
Wikipedia and websites of unofficial organisations are a nice source of knowledge, but will not be
accepted as reliable source in your report. You are strongly recommended to use books, scientific
articles and websites from acknowledged organisations like government organisations.
6. Checklist writing assignments
When you hand in a written assignment make sure it has the following items:
1 cover page indicating
the names of the lecturers the assignment has been written for (TO)
your full name, student number and class/group (FROM)
date (DATE)
title (and number) of the assignment (SUBJECT)
course name and course code(s) (SUBJECT)
2 table of contents
3 introduction
4 the actual assignment
5 references (source page)
6 appendices
All neatly typed in correct English; using the computer spell check is compulsory!
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Appendix 2: Plan of Approach
(source: MIMLesstud, Graduation Assignment)
How to draw up a Plan of Approach for my final assignment? version 25 August 2011 – Bouten, Borggreve and Booy This document describes how to draw up a Plan of Approach for your final assignment, indicates what criteria a Plan of Approach for a final assignment has to meet and gives instructions as to how to fill the different sections. Note: the guidelines in the black frames must be followed! WHY IS IT NECESSARY TO HAVE A PLAN OF APPROACH? A Plan of Approach (POA) is an important document that provides the basis for all your research activities. You use the POA in our School in any situation where you need to conduct research or carry out a practical assignment, such as your project, work placement and your final assignment. A Plan of Approach serves 5 purposes: - It help you organise and clarify your ideas; - It structures your research process; - It contributes to the quality control of your research process; - It helps you convince your supervisor of the feasibility of your plan; - It is a contract between the company or person that commissioned the assignment (the principal(s)) and/or the supervisor(s) and the person who carries it out. Your supervisor will assess the POA on the basis of the following criteria (Saunders, Lewis & Thornhill, 2009): •
The extent to which the sections of the POA are linked to each other; •
The feasibility of your POA ; •
The absence of any bias (in other words, the POA may not contain any possible answer(s)). Comment: Use the POA during the execution of your final assignment to control your research process. Following the POA will most likely avoid you losing sight of the relation between the different sections and it will help you better see the consequences of certain choices you make. In the course of your final assignment you may come to new insights. In consultation with the principal of your assignment and your supervisor, you may deviate from the POA, but the reason why must be stated explicitly. WHAT SECTIONS IS A PLAN OF APPROACH COMPOSED OF? Always draw up the Plan of Approach with the following division and numbering of its sections: How to draw up a Plan of Approach for the final assignment? – version 25 August 2011 – Bouten, Borggreve and Booy
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1.
2.
3.
4.
5.
6.
7.
8.
Title page Introduction Objective of the assignment 2.1.
Problem description 2.2.
Objective Central research question Sub‐questions Method Project organisation 6.1.
Planning 6.2.
Constraints References Statement of Approval HOW ARE THE DIFFERENT SECTIONS OF A PLAN OF APPROACH FILLED? You will find instructions below as to why and how to fill the different sections of the POA. Apart from this, these different sections of the POA will be further commented on in the text areas in grey. If a reference is mentioned, you can use it to easily find more information about the topic under discussion. Title page On your title page you must mention at least the following: -
Plan of Approach final assignment Title of the final assignment Version number Name of the company Name(s) of the principal(s): Ms/ Mr; Ms X MA/ Mr X MA and so on. Name student(s) AND student number(s) Saxion, School of Marketing & International Management and the name of the Bachelor course Name(s) supervisor(s): Ms/ Mr; Ms X MA/ Mr X MA and so on. Time period of the final assignment Date The title of the Plan of Approach and that of your final assignment are to cover the content of your Bachelor thesis as much as possible (Saunders, et al., 2009). 1. Introduction The purpose of the introduction is to give relevant information to an outsider who wants to understand where your final assignment is carried out; you provide a situation description. Describe the context in which you carry out your final assignment. Give a description of the (company of) the principal and his field of activities (Burns & Bush, 2006). You should at least mention the name of the principal, the name of the company and where it is established. Note: only mention relevant information, be concise. 2. 2.1 Objective of the assignment Problem description How to draw up a Plan of Approach for the final assignment? – version 25 August 2011 – Bouten, Borggreve and Booy
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It is the aim of the problem description to make it clear to the reader why it is important that your final assignment is carried out. Describe the concrete cause for the company to have formulated the assignment and the context of the problem that the final assignment needs to provide a solution for. Comment: A good problem description often provides brief answers to a number of the following questions (Burns & Bush, 2006): - About what/ who is it? What/ whom is studied in the research (what are the units of reference)? - What does the problem look like? What are the characteristics of the problem (what are the variables)? - What is the (probable) cause of the problem? - What are the (possible) consequences of the problem? - Where does the problem occur? - What is already known about the problem? - Who benefits from the outcome of the research? - What will the principal do with the outcomes of the research? - Is the research part of a larger project, a management track or research programme? What (possible) connection is there with other problems? 2.2 Objective The objective indicates what you hope to achieve with your final assignment and what you will provide the principal with. Formulate in one sentence what the principal wants the outcome of your efforts to be. Be as concrete as possible in your description of what type of outcome of the final assignment would satisfy the principal. The assignment you will be carrying out should contribute to the solution of (part of) a problem the company has, in the form of recommendations. Note: The objective must comprise at least one product from the list below. Possible products to be mentioned in your objective are: - a marketing‐ & communication plan; - a CRM campaign; - a market analysis; - an organisational advisory report; - a marketing policy plan; - a business scan; - a communication plan; - an organisation audit; - an account plan; - a purchasing plan; - a sales plan; - a logistics plan; - a departmental business plan; - a quality plan. - a business plan to set up a new company; example
An example of a good objective:
“The objective of this project is to produce a marketing- & communication plan for Mr Jansen
of OldenzaalSport at Oldenzaal on 1 June 2012. This plan will contain recommendations as to
how and with what means OldenzaalSport can interest sponsors to commit themselves
financially and stay financially committed to the Sports Club.”
-
an export policy plan; How to draw up a Plan of Approach for the final assignment? – version 25 August 2011 – Bouten, Borggreve and Booy
42
Comment: You try to formulate the objective in terms as concrete as possible. A possible aid here is assessing your objective by means of the SMART guidelines (Specific, Measurable, Acceptable, Realistic, Timely; Saunders, et al., 2009). These guidelines will make sure that the aim of your assignment is clearly marked off and that both you and the person who commissioned the assignment get a clear insight into what you will and what you will not do in the execution of your assignment. NB: The company’s decision whether or not to implement the recommendations made and the implementation itself are not part of the researcher’s task. Neither is the researcher responsible for the success or failure of the implementation of the recommendations in the research report. The researcher is first and foremost responsible for the quality of the plans and recommendations. This means that, if you have not been able to realise the principal’s objective within your final assignment, it need not have any consequences for your mark, as long as the quality of your recommendations is good. 3. Central research question example
The purpose of the central research question is to make clear what it is that you will and what you will not research. As a researcher you will more often than not only research a certain aspect of the (company) problem. A good and meticulously formulated central research question makes sure that the research part of your final assignment is clearly marked off. In the central research question concisely describe what exactly you wish to achieve with the research that you will be conducting in your final assignment. Note: The central research question is always formulated as an open‐ended question that is unambiguous, concise and precise, and starts with a question word, such as ‘what’, ‘how’, ‘when’, ‘how much/ many’ and so on. An example of a good central research question:
“How can Mr Jansen interest sponsors in committing themselves financially and staying
committed to OldenzaalSport?”
example
Comment: A central research question is always: z Relevant (the answer to the central research question meets the principal’s real need for insights as much as possible and does not comprise more than is necessary); z Neutral (the question is not leading and is not normative in nature); z Answerable (the question can be answered by using existing or new measuring instruments); z Feasible (the question can be answered in the time available and with the means at one’s disposal). NB: Literature about research often uses the term ‘problem definition’. As in practice that term is frequently confused with the ‘problem description’, we have opted for the term ‘central research question’. An example of an imprecise central research question:
“How can [company name] increase the net result in the tightly-contested market in which they
are active?”
Comment: The biggest flaw of the central research question in the example above is that the terms used have not been made sufficiently operational. In order to have come to a more meticulously Saxion University of Applied Sciences
School of Marketing & International Management
example
formulated central research question the principal might have been asked the following questions: - What tightly‐contested market (vague term) are we talking about? Can this market be mentioned more explicitly in the central research question? - Increase the net result of what? Of the whole company? Of a specific product group? - What is the timeframe within which this increase is to be effected? - Why an increase? Is a continuation not good enough and if ‘no’, why not? - Why only stay active in the present market? Clearly defining the terms used, or making them more operational, in the central research question will help you to create a more precise central research question which will be better answerable. An example of a biased central research question:
“How can we best optimize the organisation?”
Comment: The central research question in the example above presumes a priori that the organisation can be optimised and that the result of the research will be an optimal recommendation for improvement. A question like this cannot be the starting point of your research, as only after conducting the research can it possibly become apparent that the organisation can be improved, and how. Moreover, it is nearly impossible to irrefutably determine which solution is ‘the best’. 4. Sub‐questions The purpose of sub‐questions is to help you gather exactly the information you need in order to be able to provide an answer to the central research question. As the sub‐questions have to contribute to answering the central research question, they themselves do not touch on any new aspects that are not within the scope of the central research question. Consider what it is that you will want to know in the framework of your final assignment and determine the relation to the central research question. In your POA note down those sub‐
questions that will help you to gather exactly the information you need in order to be able to answer the central research question. Sub‐questions must meet the same criteria as the central research question. Hence, sub‐questions are open‐ended questions starting with a question word, such as ‘what’, ‘how’, ‘when’, ‘how much/ many’ and so on. Note: A sub‐question is not the same as a question in a questionnaire. Create a relation between the consecutive questions, for a hierarchy of sub‐questions to become apparent. Eventually, all these sub‐questions together will be the basis for your choice of research method (e.g., a focused literature study, or drawing up a questionnaire) and as such the basis for the structure of your Bachelor thesis. It is often the case that a number of sub‐
questions can be answered at the same time by using one particular research method. If this is so, group the sub‐questions in a coherent cluster (also see section 5 – ‘Method’). You can do this in schematic form, of which there is an example below. Course Guide Theme/semester 6 Business Planning
FYM & IBMS
September 2011 - January 2012
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Saxion University of Applied Sciences
School of Marketing & International Management
Central research question How can Candy4thought introduce their new product ‘Memory Candy’ on the Dutch market? Cluster Sub‐question Nr. Sub‐sub‐question A How did Candy4thought introduce new products in the past? A.1 example
A.2 A.3 A.4 A.5 B. C. How have Candy4thought’s competitors introduced B.1 their new products? B.2 B.3 B.4 And so on Who at Candy4thought has supervised the introduction of new products so far? What ways of introducing new products is Candy4thought familiar with? How effective was the introduction of new products in the past? To what extent is Candy4thought willing to learn new ways of introducing new products? To what extent is Candy4thought prepared to finance new ways of introducing new products? Who are direct competitors of Candy4thought’s in general? How do they introduce their new products? Who are direct competitors of Memory Candy in particular? How do they introduce their new products? Comment: The central research question is often too abstract and unspecific to be answered with one answer only. That is why it has to be subdivided into an number of sub‐questions. By noting down the questions in a logical sequence it is possible to look for the knowledge needed to be able to answer the central research question in a systematic way. example
Example of a central research question with not‐well‐thought‐out sub‐questions: Central research question How can OldenzaalSport interest sponsors in committing themselves financially and staying committed to the club? Cluster Sub‐question Nr. Sub‐sub‐question A “What is the present financial standing?” B. “how does the OldenzaalSport’s environment develop?” C. “What possibilities are there based on the environment?” Comment: The sub‐questions in the example above seem to broaden the central research question, rather than to narrow it down. Apart from this, the student could draw up more focused sub‐sub‐
questions that would help him/ her to structure the rest of the Bachelor thesis and the research. 5. Method The purpose of the research method is to indicate how you think you are going to find the answers to your central research question and sub‐questions and why you are going to do it in this way. With the method you design the research part of your final assignment. Per sub‐question or cluster of sub‐sub‐questions you mention where and how your research will be conducted and why you intend to do the research in this way (Saunders, et al., 2009). Thus a number of sub‐researches come into existence. Mention the objective of each individual sub‐
research and the closely related type of research involved (an explorative research, a case study, a cross‐section, an experiment or building a model?). Possible ways of working for the different sub‐researches are desk research (literature study, research of sources) and/ or field research (researching practice). Course Guide Theme/semester 6 Business Planning
FYM & IBMS
September 2011 - January 2012
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School of Marketing & International Management
For every sub‐research give reasons for the data‐collecting instruments you think you will be using. Will you be holding interviews, administering questionnaires, making observations or consulting a databank, or will you even be using a combination of the different instruments? Indicate why. How will you select your sources and why do it in this way? Will you select your respondents based on random selection or in another way, and again, why? Note: Always argue clearly why you opt for a certain type of research method or a particular data‐collection instrument. Example of a research design divided into sub‐researches: example
Central research question How and with what means can OldenzaalSport interest sponsors in committing themselves financially and staying committed to the club? Sub‐question # Sub‐sub‐question Sub‐research Way of data collection Outcome A. Which means does the Sub‐research 1a, Internal sources Finding out what means club use at present to descriptive research research the club uses at present arouse sponsors’ interest? B. How effective are the B.1 How long does a Sub‐research 1b, Internal sources Determining how long means the club uses to sponsor remain a descriptive research research one is a sponsor for arouse sponsors’ interest sponsor? and can their effectiveness B.2 What amounts does Determining the be improved? the sponsor put up? amount sponsors put up
B.3 How much does it cost Determining what to acquire a sponsor? amount is spent on sponsor‐acquisition B.4 Why does a sponsor Sub‐research 2a, Interviews with min. 5 Finding out what support the club at this explorative research possible reasons are to randomly selected moment? sponsor or not present sponsors and min. 5 randomly B.5 Why does anyone not Finding out possible selected non‐sponsors reasons not to sponsor sponsor the club at present? C. Who are potential new Sub‐research 2b, Interviews with min. 5 Determining which sponsors? explorative research randomly selected possible companies/ present sponsors and individuals could min. 5 randomly become new sponsors selected non‐sponsors Sub‐research 3, External sources explorative research research D. What means that the club D.1 What means does the Sub‐research 4, External sources Determining if the club is now not using could be club not use yet? explorative research research and collecting is now not using certain used to arouse the interest and studying literature means of (potential new) from databases in the sponsors? library Determining to what D.2 To what extent is Sub‐research 5, Interviews with 5 potential new explanatory research potential new sponsors extent new means can arouse sponsors’ sponsors’ interest that came out of the interest aroused? outcomes to sub‐
question C Comment: You have drawn up the central research question and the sub‐questions of the research with a clear objective in mind. This objective also determines which research design you think you will be using. There are three types of research, each with different objectives (Saunders, et al., 2009): 1. Explorative research: If you want to understand a problem better because you do not know much about it yet, we talk about ‘explorative research’. The aim is to explore or analyse the problem. Central research questions that seek to explore or analyse often start with the word ‘why’. 2. Descriptive research: If you want to give a precise description of the problem, we talk about ‘descriptive research’. The aim is to describe or define the problem. Descriptive Course Guide Theme/semester 6 Business Planning
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central research questions often start with words, such as ‘who’, ‘what’, ‘which’, ‘how’, ‘when’. 3. Explanatory research: If you want to make connections between the problem and its possible causes or consequences, it is called ‘explanatory research’. The aim is to explain the problem, to compare, evaluate or test it. Central research questions that seek to explain something often start with the words ‘to what extent’, ‘how much/ many’ and so on. 6. Project setup The purpose of this section is to show that it is feasible to successfully round off your final assignment in the time available and with the means at your disposal. Your supervisor will use the following three questions as a checklist (Saunders, et al., 2009): - Can your final assignment be rounded off within the time available? - Can your final assignment be rounded off with the (financial) means at your disposal? - Do you have enough skills to research the topic or can you develop these within the time available? 6.1 Planning The purpose of planning is that it helps you to monitor the progress of your final assignment. This is why you need to use it as such throughout the process. In the planning you lay down what you will do when and when certain parts have to be ready. Take the deadlines for handing in anything, from concept version, the final version of your dissertation to the defence into account. Make sure to include the moments you will want to consult your supervisor in the planning as well. Plan such that you have at least 2 weeks left at the end of the period. From experience we know that it is especially then that unexpected setbacks can cause delays. The planning is always to be represented in schematic form. Note 1: From the overview below always incorporate the relevant milestones for your final assignment in your planning. -
Handing in POA to the supervisor; Formal start of the execution phase; Consultations with the supervisor during the execution phase (note: always plan a consult a week before you start on the field research!); Handing in the concept version of your dissertation to the supervisor and the second reader; Handing in the final version of your dissertation to the supervisor, the second reader and the principal; Presentation and defence. example
An example of a planning for the central research question “How and with what means can name of principal] interest sponsors in committing themselves and staying committed to the club?” Course Guide Theme/semester 6 Business Planning
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September 2011 - January 2012
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Note 2: Use the planning as a ‘living’ instrument by comparing predicted actions and deadlines with the reality and on the basis of this adjust your planning weekly, so that the final product can be handed in on time and meets the stipulated quality standard. Comment: Possible ways of representing your planning is the ‘Gannt process chart’ (Saunders, et al., 2009). Another possible aid is MS Project (to be found under the Novell‐delivered Applications of Saxion in the file “07.Office – Publication Applications\Office 2003 Project”) . A week planning must contain the following elements: - Name of the phase of the research (e.g., orientation, description, …); - Data that are to be collected and analysed, as well as the relation with the central research question (or part‐question), which is identified by a ranking (1, 2, 3; A, B, C); - Important moments in time when certain tasks need to have been finished (e.g., filtering information, analysing data, drawing conclusions, writing the report, presentation,…). Tips: - Create ‘buffer’ zones between the different tasks by working back in time from the official deadlines and plan your own deadlines a few days or weeks before the official ones; - Use different colours, styles and titles to clearly distinguish the different elements in your planning. 6.2 Constraints The purpose of setting constraints is to make it clear what conditions need to be met for you to be able to achieve your objective. Constraints may pose a limitation to your research. Sometimes the principal may already indicate these to you at the start of your assignment; sometimes you yourself will have to find out what they are. Phase: POA Sub‐research 1; questions A and B.1 ‐ B.3; internal sources research Sub‐research 2; questions B.4, B.5 and C; interviews Sub‐research 3; question C; external sources research Sub‐research 4; question D.1; external sources research Sub‐research 5; question D.2; interviews Concept Bachelor thesis Final version Bachelor thesis Presentation & defence Week: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Preparation Execution Analysis Preparation Execution Analysis Preparation Execution Analysis Preparation Execution Analysis Preparation Execution Analysis Comment: Course Guide Theme/semester 6 Business Planning
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Possible constraints may be the expenses you will get reimbursed by the principal, access to certain data and certain means that are at your disposal. In this section you will indicate in concrete terms if you expect high costs involved in the data collection for your research (think of travel expenses, data analysis, purchasing aids, postal rates for sending out questionnaires, printing expenses and the like). The principal will need a full overview of the total expense your assignment will entail before he can approve your POA and thus the execution of your research. Consider also how you think you will analyse the data and if you will need specific computer programs for this. If this turns out to be the case, this is the stage that you can decide together with the principal whether you can buy them or not. Moreover, you can indicate here how certain you are that you will be able to access information you will most likely need for your research. Discuss this with the principal; perhaps you will want to ask his most important clients to help you answer the central research question, but the principal may not be so keen. It may also be the case that you would like to have certain information which is not freely accessible (consider financial data of the principal’s competitors). 7. References The purpose of the references is for you to give your supervisor and yourself an insight into what relevant sources have been consulted for your POA and which may be consulted for your Bachelor thesis. Relevant sources are those that are fitting to your final assignment; do not mention irrelevant course books or general reference works. Mention which sources you have used to write this POA by referring to them. In this section you will also give an overview of the sources you think you may be using for writing your Bachelor thesis. Comment: Naturally, you cannot give a comprehensive overview of all the sources you are going to use in the course of your final assignment, but by making a first overview, the principal, your supervisor and you yourself can get an insight into what sources may possibly be consulted. This will also help you to better determine if all the information needed to answer the central research question is available (also see section 6.2 – ‘Constraints’). In the workshop “Writing skills” it was exactly indicated what criteria the titles need to meet. The most important thing is that you reference in accordance with the APA guidelines (see: www.citefast.com or www.apastyle.org/learn/tutorial/basics‐tutorial.aspx for a tutorial about the APA guidelines). At the end of this document you will find a list of the references used for putting together this document. You can consult these sources if you wish to know more about a certain section discussed in this document. 8. Statement of Approval You will discuss your POA with your school supervisor. After it has been signed by you and your (school and company) supervisors, the statement of approval confirms that the parties concerned approve the POA. When signing always mention name(s), title(s), function(s), date and place. The moment you come to new insights in the course of the execution of your final assignment, for reasons of which the approved POA may no longer be executable, you need to indicate this Course Guide Theme/semester 6 Business Planning
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to the principal and your supervisor(s). After consultation with them, you may deviate from the POA, but the reason why must be indicated explicitly. References used in putting together this document Burns, A.C. & Bush, R.F. (2006), Marketing Research, fifth edition, New Jersey: Prentice Hall. Saunders, M., Lewis, P. & Thornhill, A. (2009), Research Methods For Business Students, fifth edition, Harlow: Pearson Education Limited. Course Guide Theme/semester 6 Business Planning
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Appendix 4: Feedback form for deliverables
Deliverable:
Class:
S/I
Group:
Comments S=sufficient I=insufficient
1. Presentation and lay out
if not relevant fill in N/A (not applicable)
businesslike (proper cover, bounded,..)
clear and easy to read (spacing between
paragraphs, text use fonts with consistency..)
includes photos when relevant (to make the
report attractive and pleasing to read..)
text is correct (without spelling mistakes,
inappropriate change of font size or type)
take into consideration the assignment’s
given constraints (maximum page of X..., one
page per table, all graphics must be in
colour, report should be printed..)
2. Structure
clear and well defined (reader can
understand the structure right from the table
of contents)
follows recognised elements of a business
report (introduction always in chapter 1,
management summary (max 1 page),
report’s purposes, problem definition..)
uses paragraphs that aid the flow of
information and analysis of the findings
has headings and perhaps subheadings
includes appendices
3. Content
use appropriate language and
style for the report’s purposes,
content and readers
answer the assignment’s problematic
take into consideration the given constraints
(budget restrictions, company specifications
(e.g. product must only be exported into
European countries..)
recommendations, research are relevant
and acceptable
all sources used are disclosed and
referenced accurately
content is relevant and factual
a clear conclusion with relevant points which
answer the assignment questions and its
constraints (if any)
proposed actions are realistic and applicable
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Appendix 5: “Management Sandwich” assignment assessment
form
Your book summary, review and debate reflection based on the following:
1. Book summary, (objective description, maximum 1 A4).
•
•
What is the book about? (describe the major subjects guiding the reader)
Place the book subject in the context of today’s world.
2. Book review, (subjective description, maximum ½ A4)
•
•
•
What links do you make between aspects covered in the book and world socioeconomic trends?
Give your argumentation “for or against” as preparation for the debate.
Explain why you would or would not recommend the book to a friend?
3. Debate reflection, (personal analysis, maximum 1 A4)
•
•
•
•
Describe what were your expectations?
Have they been fulfilled? If yes or no explain why.
Has the debate triggered any specific interest I would like to further investigate?
What have I learned during the debate? (ideas, awareness,..)
The assessment criteria for deliverables are given in the table below:
Assessment criteria for written deliverables
Contents/arguments
Sound, thoughtful, logical, based on accurate,
relevant assumptions and representative evidence.
underpinned with facts
Argumentation/discussion
- logical structure (e.g. inductive, deductive)
- distinguish between facts, opinions, beliefs and
prejudice
Personalized conclusions/opinion
clear and based on analysis of facts and a logical
argumentation BUT own opinion/reflection included
Structure
logical and clear, inter-relationship between ideas
Presentation/layout
Add a ‘personal work statement’, if not NO points
will be given!
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Appendix 6: Peer evaluation form document for leadership practice
(part of Pers Dev 3)
Grade Content- / Process
contribution
1 to 2 None, Very bad
Description of the PEER
Group member preferably should be removed from the
group, because of too limited contribution and/or
inadmissible behaviour, and there is no reason to trust
that this situation is going to change.
3 to 5
Bad, Poor, Mediocre
Group member does not perform properly, but is not
yet removed from the group. His/her behaviour does
need to change for the better, though.
6
Satisfactory
Group member makes a satisfactory contribution, but
there is still room for improvement in his/her content- or
process-related contribution, or parts of it (explain!).
7
Very satisfactory
8
Good
9
Very good
Group member makes a very satisfactory content- and process-related
contribution. Displays initiative regularly, actively helps others.
Group member makes a good contribution. He/she offers something extra,
as a result of which the quality of the product and process clearly increases.
Demonstrates a clear overview of the project and insight into the subject
matter.
Group member makes a very good contribution, the
high quality of the process and/or product can be
credited to him/her to a high degree.
10
Excellent
Group member makes an excellent contribution.
He/she acts as a fully qualified and good marketing
manager. The very good quality of the product and/or
process can be credited to him/her to a high degree.
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Appendix 7: Pers Dev competences tested for course Pers Dev 3 for
both FYM and IBMS students (leadership practice part
(LP),”Management Sandwich” part (MS))
General competencies competences graded (tested)
Competence
A
Description
A. The professional
manages his or her own
development (self
management)
Performance indicator
Evaluation Criteria
A.1 Student works
methodical and is affluent in
information
A.1.1 Student draws up an action plan
A.1.2 Student implements planning (time
management)
A.1.3 Student formulates the problem definition and
research questions.
TESTED
LP
LP
A.1.4 Student draws up the method of research
A.1.5 Student collects, selects and processes
information
A.1.6 Student formulates conclusions and
recommendations
A.1.7 Student continuously evaluates the research
process
A.2 Student takes initiative
and works independently
A.2.1 Student utilizes opportunities which arise in
order to reach the objectives
A.2.2 Student volunteers ideas, proposals and
solutions
LP,MS
LP
A.2.3 Student undertakes, unasked, action outside
the original scope of demand
A.3 Student accepts and is
flexible
A.2.4 Student takes the lead
A.3.1 Student easily adapts to changing
circumstances
A.3.2 Student adapts, if so required, the work
method
LP
A.3.3 Student respects other people's opinion
LP
A.3.4 Student can persevere - motivating him or
herself - in situations where there is a setback
A.3.5 Student can handle criticism, opposition and
or setbacks.
A.4 Student reflects on his or
her own actions and can
learn to learn
A.4.1 Student invites feedback
A.4.2 Student can describe his or her own actions
and judge these
LP
LP
LP
LP
LP
A.4.3 Student sets targets for further development
A.4.4 Student searches and utilizes opportunities for
his or her own development
A.4.5 Student noticeably devotes time and energy to
his / her own development
Competence
Description
Performance indicator
LP
LP
Evaluation Criteria
MS
B
B. The professional
B.1 Student can hold verbal
communicates effectively presentations
verbally or in writing with
colleagues and relations of
B.1.1 Student can hold a purposeful presentation
and adapts the content to the target group
a commercial organisation
B.1.2 Student draws up an task orientation and a
presentation plan
B.1.3 Student utilises all elements which are part of
the introductory remarks, essence and conclusion
B.1.4 Student makes well use of verbal and non
verbal communication
Course Guide Theme/semester 6 Business Planning
FYM & IBMS
September 2011 - January 2012
MS
MS
MS
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B.1.5 Student gets across as lively (speaks ‘free’)
LP,MS
and is enthusiastic
B.1.6 Student can present on behalf of a team
B.2 Student can write for the
general public (reports,
brochures, sales letters, letter
regarding a trainee post,
advisory memorandum)
MS,LP
B.2.1 Student achieves the preselected objective
B.2.2 Student writes communication means in which
the correct construction has been applied to
B.2.3 Student utilizes structured elements which are
part of the communication tool
B.2.4 Student makes a fitting lay-out in the various
parts of the communication tool
B.2.5 Student writes a text of which content and
language are appropriate for the target group
(faultless spelling and grammatical correct
sentences)
B.3.1 Student prepares for the dialogue by
collecting information (concerning the to be
interviewed party or himself/herself and by
determining questions and organising the sequence
thereof
B.3 Student conducts
dialogues (interview,
traineeship talks)
B.3.2 Student displays a positive impression and
maintains this during the entire meeting
B.3.3 Student applies the start, middle and closing
stages of a dialogue
B.3.4 Student poses effective questions during a
dialogue (type of questions), reacts effectively on
responses
B.3.5 Student can consciously make use of nonverbal communication
B.3.6 Student knows his or her responsibilities as
interviewer - interviewee
B.4 Student conducts group
sessions (meetings,
B.4.1 Student organises the group session as such
negotiations, counselling)
that the participants can work optimally
B.4.2 Student has eye for common targets
LP
MS
LP
MS
MS
LP
LP
LP
LP
LP
LP
LP
LP
B.4.3 Student can handle the different phases of a
conversation in a group session
B.4.4 Student has insight in the different roles which
LP
could occur during the group sessions and can act
accordingly
B.4.5 Student present proposals with persuasion
MS,LP
and argues in a manner that - if required - others
changes their opinion(s)
B.4.6 Student uses listening and discussion
LP,MS
techniques to discover ideas and interests
Competence
C
Description
C. The professional can
function in a dynamic
organisation
Performance indicator
Evaluation Criteria
C.1 Student works together
C.1.1 Student shares information and experiences
with others and uses the expertise of others
C.1.2 Student reacts in a constructive manner to the
ideas of others
C.1.3 Student boosts the group bonding
C.1.4 Student shows interest in others and takes
into account the circumstances of others
C.1.5 Student accepts someone as he or she is
C.2 Student can handle
conflicts / resistance
Course Guide Theme/semester 6 Business Planning
C.2.1 Student recognises resistance based on the
verbal and non-verbal signals
C.2.2 Student (supports the expression of
resistance: listens and) defines the resistance in
neutral terms
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September 2011 - January 2012
LP
LP
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C.2.3 Student searches for the cause of the
LP
resistance
C.2.4 Student selects a change strategy which
LP
concurs with the manner in which people handle
changes
C.2.5 Student consciously selects a certain
LP
intervention technique
LP
C 3.1 Student has insight in tasks an responsibilities
of a leader in an organisation
LP
C 3.2 Student can assess the usefulness of
leadership styles with co-workers
C 3.3 Student knows his or her own personal
LP
preference style of leadership and the effect it has
on co-workers
C.3 Student possesses
leadership capacities
C.4 Student acts conscious
of the surroundings
C.5 Student acts ethically
C.4.1 Student reads week and daily papers and
follows current affairs sections
C.4.2 Student joins in conversations about national
and global comprising topics
C.4.3 Student develops a well-founded opinion
about natural and global comprising topics and
translates these into consequences for the own
organisation or profession
C.4.4 Student keeps him or herself informed
regarding the developments within his or her own
organisation or profession
C.5.1 Student observes the general acceptable
social and ethical values and is approachable in
these matters
C.5.2 Student calls on others to consistently
observe the general accepted social and ethical
values
C.5.3 Student will, with care, handle sensitive or
personal information
C.5.4 Student adopts an open an honest position,
shares information which others have a right to
C.5.5 Student prevents possible conflict of interests
C.5.6 Student encourages team members to
investigate their own values and to appreciate
differences in positions.
MS
LP
LP
LP
LP
LP
LP
Appendix 8: Igoogle account
Igoogle account:
Personal Development uses igoogle as a supporting
tool. It is fun, always online and easy to use.
Instructions about creating an account and downloading files will be given during the
introduction session. :
• To make an account go to www.igoogle.com
• Make an account using your school email address: e.g.:
[email protected]
A dummy account has been made to give you an example.
The address is: Name: [email protected] Password: mimdeventer20
Send the name and password to: Mr T. Tartarin Email: [email protected],
Please note that the account you make will be kept throughout your education so
do it right
Appendix 9: Plagiarism: how to conduct written texts
Course Guide Theme/semester 6 Business Planning
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September 2011 - January 2012
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"I stood on the shoulders of giants”. Isaac Newton
1. Using your own work submitted for another class without the instructor's
approval. How many times can you use that high school paper? You can't unless you
substantially add to the research and the writing. Time to talk to your instructor about it.
Maybe there's a way you can use the same topic, but build a more mature
understanding of its complexities.
2. Using the exact words from a published source without quotation marks or
attribution (citing) is plagiarism. Exact words are very personal and belong to the
person who said them. Putting quotation marks and citing the source of those words
shows your audience that you recognize an excellent statement of the issue. That's
good!
3. Not giving an author credit for ideas, the organization of those ideas, graphic
representations, or the specific use of words and phrases is plagiarism. Sorry, you
can't drop a few words, do some rearranging, grab a graph and claim that quip as your
own. What you can do is quote the sharpest phrases and explain what the author meant
in your own words—and give her credit for the ideas. You'll get lots of points for finding
such an intelligent, interesting source of information and incorporating it well!
4. What about all that copyright-free stuff on the web? Sorry, you can't even take
words from the web. Copyright is not the issue. Copyright is about money. Plagiarism
is stealing IDEAS. If it's someone else's original idea and their own words, you can't take
it without giving that person credit even if they just put it on their own sorry little web
page, in an email, or in a newsgroup message. (Actually, I just found out that there is a
copyright issue involved. The holder of a copyrighted piece that you plagiarize can take
you to court for copyright violation.)
5. You can't even summarize someone's work without telling us whose idea you're
distilling.
6. Submitting someone else's work as one's own is the biggest academic sin! So,
it's the night before the paper is due and you are desperate. Don't even think about
taking a paper off the web or using one from the fraternity file. It is the coward's way out.
Steroid use for the mind. Punishable by academic ignominy.
7. Assisting some else to do any of the above may make you feel good and powerful,
but it doesn't help them at all and the punishment is just as bad.
8. Also unacceptable/reverse plagiarism--Adding a citation to work cited that
wasn't used in the document. Remember 9th grade where you added five books you
never read to your paper bibliography so your teacher would think you actually did some
research? Can't get away with that anymore either!
What can you do?
•
You can use common knowledge to build an argument.
Course Guide Theme/semester 6 Business Planning
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•
•
•
•
•
•
•
•
School of Marketing & International Management
You can compare and contrast ideas of others.
You can point out where they are wrong.
You can explore what they didn't say
And why they didn't say it.
You can do some of your own research, interviews, and surveys.
You can apply general principles to individual cases.
You can use your own unique experiences and point-of-view to add another
dimension to any idea.
You can invent, create, and propose your very own ideas on any subject--given
some reading and understanding of the subject, of course!
Build your own ideas on those of others and tell everyone whose shoulders you
stood on to reach above them.
http://www.southalabama.edu/univlib/sauer/plagiarismforstudents.html
Course Guide Theme/semester 6 Business Planning
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Appendix 10: Declaration of personal work
Declaration of personal work.
Undersigned:
Student Name / Names
1
……………………………………………………..
2
……………………………………………………..
3
……………………………………………………..
4
……………………………………………………..
Hereby declare that:
1. The following work is my/our own work and no author’s rights/copyrights have
been violated.
2. All sources (inclusive Internet/WebPages) used have been mentioned source
indications as footnotes.
3. The following work does not contain more than 5% work of other people or
sources.
Place: …………………………………
Date: ………………………………….
Signature/Signatures
…………………………..
……………………………….
…………………………..
……………………………….
N.B. Any violation of above mentioned own work declaration will be deemed as fraud
Art. 14 OER.
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