I. Course Data
Course: BUS 470 Business Policy and Strategy - 3 credit hours
Time: Tuesday/Thursday 9:30 (CC-137) and Tuesday 4:30 pm (CC-238)
Instructor: Dr. Edward W. Desmarais
Office: CC 126
Telephone: 978-542-7304
email:
web page: http://w3.salemstate.edu/~edesmarais/
Office hours: I am normally in my office at 9:00 am on the days I teach. I encourage you to stop by or send an email if you have questions.
Prerequisites: FIN 322, MGT 231/MGT332, MKT 241, SPC 101 AND senior status (You must successfully complete all prerequisites before taking this class.)
Reading material required: A package consisting of the McGraw-Hill Create e-text, e-cases and Learn Smart modules. The faculty designed the books and modules especially for you. There are two purchasing options. You may either purchase the package directly from McGraw-Hill or you may purchase the package through the bookstore (applicable if you use financial aid to purchase your books). The course web site provides instructions and links to the McGraw-Hill e-Bookstore. You will need a credit card or equivalent to pay for the books.
You must also subscribe to the Wall Street Journal. The link to subscribe is (http://info.wsj.com/professor/pdf/fall14inclass.pdf). You will need a credit card or equivalent to pay for the subscription.
II. Course Description
The Business Policy and Strategy course integrates and applies all prior courses in the School of Business academic program. It is the capstone course for the business program and it is essentially identical to the processes general managers (e.g., CEO) and subordinate managers use to form strategies and to make decisions. The course focuses on formulating and recommending corporate level or business level strategy based on:
· the interaction between a firm’s competitive capabilities (strengths and weaknesses) and the firm’s macro-environment and industry environment (opportunities and threats),
· macro-environment analysis,
· industry and competitor analysis,
· an analysis of the firm’s mission, vision, and strategic and financial objectives,
· analysis of the firm’s competitive capabilities in the areas of strategy (business and functional levels) strategy implementation, resources, use of the value chain to minimize costs and increase value to the firms stakeholders,
· analysis of the firm’s top management value and culture in formulating and implementing strategy,
· analysis of the firm’s financial performance, and
· control mechanisms for monitoring and evaluating the effectiveness of strategic decisions during implementation.
III. Course Objectives
Learning is the primary objective for this course. Through this course you will:
· learn the course content,
· learn new skills or improve upon existing skills (e.g. writing, cause and effect logic, making a persuasive argument, quantitative reasoning),
· integrate and apply concepts and skills learned in prior courses to problems businesses face, and
· practice interpersonal, team, and communication skills that are essential ingredients in the formulation and implementation of business strategy.
In addition, the Business Policy and Strategy course addresses the Bertolon School of Business’ (BSB) five learning goals and eight learning objectives.
Learning goal 1: Ethical responsibilities: Our graduates will have the ability to recognize ethical issues and dilemmas.
Learning objective 1.1: Our graduates can recognize and analyze ethical issues and/or dilemmas.
Learning goal 2: Globalization and multicultural: Our graduates will have a working knowledge of the global economy and business cultures throughout the world.
Learning objective 2.1: Our graduates can recognize and analyze global business and cultural issues and provide business solutions.
Learning goal 3: Communication Professional skills: Our graduates will be effective communicators and leaders and will have professional interpersonal skills.
Learning objective 3.1: Our graduates will communicate effectively and professionally in business writing.
Learning objective 3.2: Our graduates communicate effectively and professionally in oral business presentations.
Learning objective 3.3: Our graduates demonstrate interpersonal skills and a basic professional demeanor.
Learning goal 4: Analytical thinking and quantitative reasoning skills: Our graduates will be able to use analytical thinking and quantitative reasoning skills to solving problems, and make decisions and recommendations.
Learning objective 4.1: Our graduates will demonstrate analytical thinking skills.
Learning objective 4.2: Our graduates will be able to use quantitative reasoning as a tool for solving business problems.
Learning goal 5: Our graduates will learn the content knowledge and be able to apply that knowledge in their respective concentrations.
Learning objective 5.1: Graduates will demonstrate knowledge and the ability to apply basic concepts in their respective concentrations (e.g., Accounting, Economics, Management, Operations Management and Quantitative Methods, Finance, Marketing, Legal & Social Environment, Information Systems, International).
IV. Course completion capabilities
Upon completing the course, you should be able to:
· analyze the composition and quality of
1. mission and vision statements,
2. core values statements,
3. strategic and financial objectives, and
4. business models,
· complete a stakeholder analysis, analyze how well a company meets the respective stakeholders’ needs, and recommend ways to improve the company’s stakeholder performance,
· apply universal ethics to analyze a company’s triple bottom line performance and to recommend ways to improve the company’s stakeholder performance,
· analyze the macro-environment to discern opportunities and threats for an industry,
· analyze an industry to discern opportunities and threats for an industry,
· apply the five forces criteria to an industry to identify opportunities and threats,
· understand, apply and analyze how industry drivers change an industry’s structure and competitive environment and how the changes create opportunities and threats,
· determine the key success factors for an industry and each rival’s competitive competency
· understand and analyze business, functional area and task area strategies to identify strengths or weaknesses in the strategy and/or implementation,
· analyze tangible and intangible resources to determine the extent of their respective competitive capabilities (strengths or weaknesses),
· determine when a resource is a competitive advantage,
· apply structural and executional cost drivers across the value chain to identify strengths and or weaknesses,
· apply value drivers across the value chain to identify strengths and or weaknesses,
· use excel to calculate, graph, and analyze financial ratios to determine underlying causes for strengths and weaknesses,
· understand and analyze the roles and contributions of management and organizational culture in determining a company’s mission, vision, values, strategies and implementation as strengths or weaknesses, and
· conduct a SWOT analysis, apply strengths and weaknesses to make recommendations for pursuing an opportunity or defending against a threat.
In addition to the preceding exit competencies, students should also improve their professional business communication skills (writing and presentations), quantitative reasoning skills, analytical skills, team skills, and interpersonal skills.
V. Student responsibilities
You are responsible for the following:
· act as an aspiring professional for your chosen field,
· read, understand and comply with the syllabus, and BUS 470 section of the web page,
· completing all course requirements and for keeping up with all that goes on in the course (whether or not the student is present),
· read the assigned material (e.g. text chapter, case) before coming to class,
· read and follow instructions (e.g. memo format, worksheets)
· ask questions,
· work with your colleagues on assignments,
· submit completed assignments on or before due dates,
· use resources (e.g. writing center, accounting lab) to assist you with learning and completing assignments,
· earn your grade based on performance (NOTE: Effort is not equivalent to performance. I do not give grades. You earn your grade based on your performance. I use rubrics to evaluate your performance. The rubrics for each respective type of performance are on the web site.),
· fully comply with all of the academic policies listed in the current Undergraduate Catalog, and
· reflect on how this course and your academic program will prepare you to achieve your personal and professional aspirations.
VI. Bertolon School of Business Expectations of Undergraduate Students
High quality undergraduate education is a function of the professional and ethical behavior of all involved, therefore it is essential that undergraduate students be aware of faculty expectations and to conduct themselves in a mature manner. Accordingly:
· All BSB undergraduate students are responsible for knowledge of BSB programs and procedures as stated in the BSB Undergraduate Handbook found at the following: http://www.salemstate.edu/assets/documents/ACA_Bertolon/BSB_Undergraduate_Student_Handbook_final.pdf
· Undergraduate students should become especially well acquainted with the University’s academic integrity policies.
http://www.salemstate.edu/registrar/0608catalog/docs/SSC_UnderGrad_Catalog.pdf
· Because undergraduate education should be a priority, it is essential to attend all classes. If professional or personal reasons prevent attendance of any class in a given semester, the student is responsible for notifying the instructor in advance and making up for missed course work.
· Because learning is most effective when it is active, students should come prepared for each class and actively participate in discussions, projects, and/or other course activities.
· Students should demonstrate professional and respectful behaviors at all times. Student behavior in the classroom should not disrupt the educational experiences of otherstudents and/or the instructor’s course objectives. Disruptive behavior may include, but is not limited to: non-approved use of electronic devices (including cellular telephones), having side conversations, leaving class early, continually arriving late, or stepping out of the room during class time.
VII. Attendance
Students should attend every class. If you miss a class, arrive late or leave early, you are responsible for notifying me in advance using either voice mail or an email at least 15 minutes before the beginning of class. The preceding expectation is consistent with professional behavior. You may, depending on your reason, need to provide supporting documentation to substantiate your absence. There are valid reasons for an absence (e.g., medical, business trip). Vacations, car problems, snow, “stuck in traffic” and similar examples are not valid reasons for an absence.
VIII. Teaching Method (Pedagogy)
The course web page includes a section titled Teaching Method and Philosophy. The section describes how “doing” provides deep learning. The course requires you to communicate in writing and orally, both in groups and in class. These activities match the traits that employers seek in new college graduates and employees. As the instructor, my responsibility is to provide assignments and methods that will enable you to meet the course objectives and to acquire the course exit competencies. You retain all of the responsibilities for your learning (e.g. readiness for class, asking questions, seeking requisite assistance, ability to apply concepts taught in previous courses).
Each class begins with an agenda. The standard agenda includes administrative items, opportunities for you to ask course related questions, and a discussion of current events in business (WSJ). The fall 2014 portion of the web site provides copies of class notes.
IX. Available Resources
The course web site provides a robust set of resources and references. Peruse various parts of the site for examples of memos, case analyses, presentations, guidelines for the assignments, rubrics used to assess your performance and a multitude of other references. The writing center is a resource you should also use. If necessary, contact Salem State’s Student Academic Support Services (http://www.salemstate.edu/sass/).
The following are links to the BSB and BSB student resources respective web pages. The links provide valuable tools to assist and guide you.
http://www.salemstate.edu/academics/schools/bertolon.php
http://www.salemstate.edu/academics/schools/4831.php
http://libguides.salemstate.edu/businesswriting
X. Performance measurement (Course and Grading Policies)
This course uses the “Principles of Good Practice for Assessing Student Learning” (American Association of Higher Education, 1992). The web page lists the principles. I evaluate your performance using rubrics (refer to the web site) for each of the following components. Similar to professional work environments, there are no tests or exams. Your grade is a composite of your individual performance (65 %) and your team’s performance (35 %). Each component has the following weight:
Individual Team Total
Memos 15% 15%
Class participation 45 % 45 %
Individual readiness
· Chapter learn smart module score (15%)
· Readiness for class (10%)
Class discussion (10%)
Semester learn smart module score (10%)
Team participation 10 % 10 %
Final case presentation 5% 5 % 5 %
Final case report 25% 25 % 25 %
70 % 30 % 100 %
Memos (15%)
Managers in business are nearly universal in citing the ability to write and to make persuasive arguments (cause and effect logic) as the two skills they seek in the college graduates they hire. The principal purpose for writing memos is to rigorously address both skills throughout the semester. The memos entail developing and refining your ability to succinctly communicate your analysis of an issue or situation and making implementable recommendations to address the issue to a senior manager. There will be three memos during the semester. The Bertolon School of Business Writing Assignment Expectations Policy (see applicable policies below) applies to this course.
Prior to submitting your first two memos, we will work on the elements for the memos. I will provide feedback on the memo section drafts. You will submit each memo, and any subsequent revisions on canvas. I will base the memo due date on the class’s collective performance and progress for the memo section drafts.
You must submit the “memo” assignment on or before the day and time announced. The end of each class begins a 24 hour grace period for submitting memos. I will not accept any memos students submit more than twenty-four hours after the memo is due. I will deduct 25% of the grade you earn for submissions in this twenty-four hour period. For only those students submitting their memos at the beginning of class on the due date (not after class, during the twenty-four hour grace period, submitted by email), you will have multiple opportunities to rewrite your memos and improve your grade. Please refer to the web site for additional instructions, for the blank preparation matrix, memo examples and the rubric I use to grade your performance.
Subsets of the chapter worksheets are preparation matrices for the memos and for the final project. The analytical and communication skills for writing a business memo are necessary for writing a lengthier and more comprehensive analysis of a company.
Participation (45%)
In order to earn a high participation grade, you must prepare for each class, and actively and routinely participate.
Individual Readiness