MBA 581 Strategic Management Winter Semester, 2005

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1

MBA 581

Strategic Management

Winter

Semester
,

200
5


Instructor
:

W.

Burke

Jackson



682

TNRB

Ext.

2394,

email:

burke_jackson@byu.edu


Office

Hours
:

T/TH 2:00
-
3:00 PM

and

by

appointment


Objectives
:


The

central

objective

of

this

course

is

to

examine

how

an

organization

deals

with

all

the

complexities

and

constraints

of

the

environment

and

how

they

impact

managerial

decisions

and

action.

You

will

face

the

task

of

putting

together

all

of

the

pieces

of

a

larger

puzzle

that

are

embodied

in

the

functional

areas

of

business.


This

course

is

designed

to

be

the

capstone

to

your

management

training

and

should

be

taken

during

your

last

semester

of

work.

You

will

be

encouraged

to

draw

upon

all

of

your

previous

educational

experiences

and

to

rely

upon

members

of

the

c
lass

for

additional

analysis

and

insight.


During

the

past

decade

a

body

of

theory

has

developed

which

examines

the

strategic

mission,

responses,

and

actions

of

organizations.

During

the

semester,

through

cases,

readings,

and


mini
-
lectures,

you

will

be

exposed

to

this

body

of

theory.


One

of

the

criticisms

we

often

hear

about

the

BYU

graduate

is

that

they

are

not

well

read.

Thus,

it

is

recommended

that

you

read

Business

Week

and

The

Wall

Street

Journal

throughout

the

semester.

Sign
-
up

sheets

are

in

the

IBM

office

(660

TNRB)

if

you

would

like

to

have

a

personal

subscription.


Grading
:


The

grading

system

used

in

the

course

is

intended

to

reflect

student

effort,

performance,

and

accomplishment.

Hopefully

it

will

be

fair,

objective,

and

easily

understood

and

administered.

Grades

will

be

based

on

the

following

criteria.

Note

that

part

of

the

class

will

be

participation

in

a

computer

simulation.

De
tails

on

this

will

come

later.


Written

Case/Written

Assignments

................................
............

30%

Final

Examination/Project

................................
.........................

20%

Classroom

Participation

................................
.............................

30%

Simulation

Performance

................................
.............................

20%


Note

that

classroom

participation

is

a

significant

portion

of

your

grade

and

that

you

will

be

expected

to

be

in

attendance

each

day

and

be

well

prepared

for

each

case

discussion.

You

may

miss

two

classes

witho
ut

penalty.

Some

of

you

may

have

to


force

yourself

to

become

active

in

the

classroom

discussion.


Study

Groups
:


Each

student

is

expected

to

be

an

active

participant

in

a

study

group.

Groups

should

be

formed

by

the

end

of

the

third

class

period.

It

is

recommended

that

each

group

consist

of

students

with

varied

backgrounds

and

experiences

so

that

all

dimensions

of

each

case

situation

can

be

examined.


Case

Method
:


Hopefully,

m
any

of

you

have

been

exposed

to

the

case

method

in

other

classes.

While

this

pedagogical

approach

is

usually

less

comfortable

than

the

lecture/discussion

method,

it

has

many

advantages

that

students

sometime

overlook.

One

advantage

is

that

it

assists

you

in

becoming

skilled

at

providing

appropriate

structure

to

an

unstructured

en
vironment.

You

will

also

be

expected

to

make

a

decision

and

have

ready

a

plan

of

action

for

each

case

discussion.


In

addition,

the

case

method

(1)

moves

you

from

a

receiver

of

information

to

a

position

of

identifying,

analyzing,

and

evaluating

alternativ
es,

(2)

trains

you

to

work

out

answers

and

solutions

for

yourself

(with

the

help

of

study

group

members)

and,

(3)

provides

you

with

an

opportunity

to

defend

those

positions.



2

Perhaps

the

most

perplexing

aspect

of

the

case

method

is

that

your

performance

ev
aluation

is

based

upon

your

analysis

and

evaluation,

not

upon

your

answer.

In

most

cases

it

does

not

matter


what

happened,

and

even

if

we

knew,

that

does

not

mean

it

was

the

best

answer.


The

second

most

frustrating

aspect

of

the

case

method

is

that

you

would

like

more

information.

Welcome

to

the

world

of

management!!

Most

decisions

are

made

with

the

same

limitation.

You

should

not

seek

outside

information

about

the

case

situation

or

the

organization

involved
--
that

will

only

cloud

the

issue

and

waste

time.


Course

Objectives
:


The

course

objectives

include:


(1)

Development

and

reinforcement

of

a

general

management

point

of

view
--
the

capacity

to

view

the

firm

from

an

overall

perspective

in

the

context

of

its

environment.


(2)

Development

of

an

understanding

of

fundamental

concepts

in

strategic

management:

The

levels

and

components

of

strategy;

value

creation,

competitive

analysis,

the

importance

of

personal

and

managerial

values;

and

implementation.


(3)

Integration

of

the

knowledge

you

gained

in

previous

courses

and

an

understanding

of

what

part

of

that

knowledge

is

useful

to

general

managers.


(4)

Development

of

those

skills

and

knowledge

peculiar

to

general

management

and

the

general

manager

s

job

that

have

not

been

covered

in

previous

functional

courses.


(5)

Developme
nt

of

an

awareness

of

the

various

impacts

of

external

environmental

forces

on

business

and

corporate

strategy.


(6)

Practice

in

distinguishing

between

basic

causes

of

business

problems

and

attendant

symptoms.


(7)

Practice

and

working

out

business

strategies

and

i
mplementation

plans.


(8)

Development

of

habits

of

orderly,

analytical

thinking

and

skill

in

reporting

conclusions

effectively

in

both

written

and

oral

form.


(9)

Familiarity

with

some

of

the

practical

realities

of

running

different

types

of

businesses.


(10)

Provide

a
ll

of

us

a

rich

learning

experience

which

is

achieved

with

pleasure

and

high

interest.


A

number

of

general

criteria

or

issues

are

almost

always

present

in

any

situation:


1.

You

will

almost

always

be

asked

to

identify
,

evaluate
,

and

recommend
.


2.

Some

of

the

i
ssues

with

regard

to

the

recommendations

include:


a.

Are

they

concise,

clear,

and

complete?

Do

they

specify

in

some

detail

exactly

who

should

do

what
,

and

in

what

order
?

b.

Are

they

supported

by

the

analysis?

Is

the

supporting

analysis

balanced

in

the

selecti
on

and

use

of

data

(not

exhaustive,

but

not

just

favorable

data)?

c.

Are

the

recommendations

reasonable?

Do

they

provide

for

the

long
-
range

actions?

Hopefully,

good

analysis

leads

to

good

recommendations,

but

sometimes

generally

good

analysis

(or

analysis

o
verlooking

one

important

piece

of

data,

incorporating

a

very

poor

assumption

or

a

mistake

in

arithmetic,

etc.)

can

be

followed

by

recommendations

which

most

reasonable

managers

would

say

are

poor.

d.

At

the

most

general

level:

Would

a

general

manager

be

inte
rested

in

and

benefit

from

your

analysis?



3

Written

Assignments
/Current

Events

Assignments
:


There

will

be

1

written

assignment

and

1
-
2

group


current

event

assignments

which

will

be

explained

in

class.


Texts
:


1.

Good

to

Great
,

James

Collins


2.

Packet

at

Boo
kstore.


3.

Simulation

Material


Simulation:


During

the

semester

you

will

form

into

groups

of

4

or

5

to

participate

in

a

simulation

experience

where

your

team

will

compete

against

other

teams

from

the

class

in

a

simulated

business

environment.

Details

on

th
is

will

be

announced

in

class.


Academic

Honesty


The

first

injunction

of

the

BYU

Honor

Code

is

the

call

to


be

honest.

Students

come

to

the

university

not

only

to

improve

their

minds,

gain

knowledge,

and

develop

skills

that

will

assist

them

in

their

li
fe

s

work,

but

also

to

build

character.


President

David

O.

McKay

taught

that

character

is

the

highest

aim

of

education

(The

Aims

of

a

BYU

Education,

p.

6).

It

is

the

purpose

of

the

BYU

Academic

Honesty

Policy

to

assist

in

fulfilling

that

aim.



BYU

st
udents

should

seek

to

be

totally

honest

in

their

dealings

with

others.

They

should

complete

their

own

work

and

be

evaluated

based

upon

that

work.

They

should

avoid

academic

dishonesty

and

misconduct

in

all

its

forms,

including

but

not

limited

to

plagiari
sm,

fabrication

or

falsification,

cheating,

and

other

academic

misconduct.


Preventing

Sexual

Harassment

Title

IX

of

the

Education

Amendments

of

1972

prohibits

sex

discrimination

against

any

participant

in

an

educational

program

or

activity

that

receives

f
ederal

funds.

The

act

is

intended

to

eliminate

sex

discrimination

in

education.

Title

IX

covers

discrimination

in

programs,

admissions,

activities,

and

student
-
to
-
student

sexual

harassment.

BYU

s

policy

against

sexual

harassment

extends

not

only

to

empl
oyees

of

the

university,

but

to

students

as

well.

If

you

encounter

unlawful

sexual

harassment

or

gender

based

discrimination,

please

talk

to

your

professor;

contact

the

Equal

Employment

Office

at

378
-
5895

or

367
-
5689

(24
-
hours);

or

contact

the

Honor

Code

Office

at

378
-
2847.

Students With Disabilities


Brigham Young University is committed to providing a working and learning atmosphere which reasonably accommodates
qualified persons with disabilities. If you have any disability which may impair your abilit
y to complete this course
successfully, please contact the Services for Students with Disabilities Office (378
-
2767), Reasonable academic
accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated wi
th the
student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated
against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should
cont
act the Equal Employment Office at 422
-
5895, D
-
285 ASB.



Ned C. Hill, Dean

Marriott School



4


STRATEGIC MANAGEMENT

Tentative

Course

Outline

Winter 2005



Session

Day/Date

Topic/Case/GTG Chapters

Readings



I.

INDUSTRY

AND

COMPETITIVE

ANALYSIS/STRATEGY

F
ORMULATION

1

T

1/4

Introduction


2

Th

1/6

Cola Wars


“What Is Strategy”

P

T

1⼱1

Chines攠䙩牥works fndus瑲y

⸮⸮⸮⸮⸮⸮⸮⸮⸮


“How Competitive Forces Shape Strategy”

4



1⼱P

ChK 1
-
P


⸮⸮⸮⸮⸮⸮⸮⸮⸮⸮⸮⸮⸮⸮⸮⸮
⸮K


“Profit Pools: A Fresh Look at Strategy”

R

T

1⼱8

卩mu污瑩ln 䑡y


S



1⼲M

卩mu污
瑩tn 䑡y


T

T

1⼲R

g整e汵攠Eno琠楮 p慣k整e


8



1⼲T

bvo汵瑩tn of th攠C楲cus fndustry


9

T

O⼱

䵡瑣ting 䑥汬⼠lhK 4
-
R






O⼳

卩mu污瑩ln 䑡y




T

O⼸

o敡dy
-

-
b慴aBr敡kf慳琠C敲敡l






O⼱M

䙯rmu污llne


⸮⸮⸮⸮⸮⸮⸮⸮⸮⸮⸮⸮⸮⸮⸮⸮
⸮K





T

O⼱R

fnnova瑩tn⼠
ChK T

“Disrupti
v攠T散hno汯g楥s㨠䍡W捨楮g th攠
Wave”



T
h

O⼱T

Curr敮琠tven琠tay





䥉f


pToATb䝙

f䵐ib䵅乔ATf低




T
h

O⼲4

TBA




T

P⼱

iin捯汮 b汥捴l楣





T
h

P⼳

A汩gnm敮t⼠LhK SI 8

“Extended 7
-
S” (Packet)



T

P⼸

Pepsi’s Regeneration


“Leading Change: Why Tr
慮sform慴楯n
Efforts Fail” (Kotter)



T
h

P⼱M

䵥g th楴man 慴a敂ay EAF




T

P⼱R

TBA




T
h

P⼱T

卩mu污瑩ln 䑡y




T

P⼲O

GE’s Two
-
䑥a慤攠Tr慮sform慴楯n





䥉䤮

pToATb䝙

A乄

mbop低Ai

䅎A

协CfbTAi

sAi啅p

䅎䐠䑅Cf卉pkp
⽓r䵍䅒v




T
h

P⼲4

TBA




T

P⼲
9

卡p敮愠A楲汩n敳




T
h

P⼳1

Sabena Airlines (cont’d)




T

4⼵

b瑨楣猠issues




T
h

4⼷

Bo慲d of 䑩a散瑯rs mr敳敮瑡瑩tns




T

4⼱O

卵mm慲y


⸮⸮⸮⸮⸮⸮⸮⸮⸮⸮⸮⸮⸮⸮⸮⸮
⸮K


“Managing Oneself”




G䅮

o捣慳楯n慬

䙲楤ay

捬css

may



us敤



make



for

a

m楳s敤

捬慳sK

GGt楴h

one

ex捥p瑩tn

E

Extended

7
-
S

),

these

readings

are

HBR

articles

which

can

be

accessed

through

the

BYU

license

agreement.


5

CLASS

SCHEDULE

AND

ASSIGNMENTS



Session

1
:



Introduction

to

Business

Strategy;

class

overview


Session

2
:



Case:

Cola Wars


Reading
:


What

is

Strategy

(Porter)



Discussion

Questions
:

1.

Analyze

the

structure

of

the

soft

drink

industry

in

the

mid

1980s.

Why

are

Coke

and

Pepsi

so

profitable?

What

prevents

other

firms

from

entering

this

industry

and

accessing

some

of

those

high

profits?

2.

C
ompare

the

economics

(costs

and

profits)

of

soft

drinks

(concentrate)

versus

bottlers?

Explain

the

relative

attractiveness

of

these

two

businesses?

Why

are

Coke

&

Pepsi

in

the

bottling

business?

3.

Calculate

the

size

of

the

barrier

to

entry

into

the

soft

dri
nk

(concentrate)

industry?

What

would

it

cost

a

new

entrant

to

build

a

competitive

position

(market

share)

similar

to

Pepsi

or

Coke?



Session

3
:



Case:

Chinese Fireworks Industry


Reading
:


How

Competitive

Forces

Shape

Strategy




Discussion

Questions
:

1.

If you were Jerry Yu, would you invest in a Liuyang fireworks factory? Why?

2.

Evaluate the attractiveness of the industry (Porter’s model). Is it a “sunset” industry, or one worth being in for
the long run?

3.

If you were Jerry Yu and you decided to invest, wh
at would you do to win out over the competition?

4.

What advice would you give Jerry Yu?



Session

4
:



Reading
s
:


Profit

Pools:

A

Fresh

Look

at

Strategy

(Gadeish

&

Gilbert).


GTG

Ch.

1
-
3



Discussion

Questions
:

1.

Compare

and

contrast

the

views

presented

in

th
e

readings

(e.g.

the

5

forces

model

and

the

model

described

in

the

Profit

Pools

reading)

regarding

how

industry

structure

influences

firm

performance.

Also,

can

you

think

of

any

other

industry

factors

(not

included

in

the

Porter

model)

that

may

indicate

w
hether

an

industry

is

more,

or

less

attractive?



6

Session

5
:


Simulation

Day


Session

6
:


Simulation

Day

Session

7
:



Case:

JetBlue (not in packet)



http://www.jetblue.com/onlineannualrepot/about
-
main.html



http://www.jetblue.com/onlineannualreport/difference.html




Discussion

Questions
:

1.

This is a real
-
world curre
nt case. Search the web for information about JetBlue (A few shortcuts are included).
In 2003, JetBlue had higher operating margins that any commercial airline

2.

Why is JB so profitable?

3.

What is their strategy?

4.

What is the source of their competitive advan
tage? Be as specific as possible.




Session

8
:



Case:

Evolution of the Circus Industry



Discussion

Questions
:

1.

What are the key success factors in the Circus industry?

2.

How can a firm differentiate in this industry?


Session

9
:



Case:

Matching

Dell


Read
ing:

GTG

Ch.

4
-
5



Discussion

Questions
:

TBA


Session

1
0
:


Simulation Day


Session

1
1
:



Case:

Ready
-
to
-
Eat

Breakfast

Cereal



Discussion

Questions
:

1.

Why

has

RTE

cereal

been

such

a

profitable

business?

What

changes

have

led

to

the

current

industry


crisi
s

?

2.

Why

have

private

labels

been

able

to

enter

this

industry

successfully?

How

do

the

cost

structures

of

private

label

and

branded

cereal

manufacturers

differ?

3.

What

does

General

Mils

hope

to

accomplish

with

its

April

1994

reduction

in

trade

promotions

and

prices?

4.

What

are

the

risks

associated

with

those

actions?

How

do

you

expect

General

Mills

competitors

to

respond?

5.

What

should

General

Mills

do?



Session

1
2
:


Case:

Formula One



Discussion

Questions
:


1.

What are the key resources and capabilities of the

Formula One racing team that your group is assigned to?

2.

How have the needed capabilities evolved over time?


7


Session 13
:



Reading: “Disruptive Technologies: Catching the Wave”

(Christensen)




Session

1
4
:



Current

Event
s

Day


Session

15
:



Case:

Lincoln

Electric



Discussion

Questions
:

1.

How

successful

has

Lincoln

been?

Why?

2.

Where

are

the

vulnerable?

What

future

challenges

could

they

have?


Session

16
:



Case:

Lincoln

Electric



Discussion

Questions
:

3.

How

successful

has

Lincoln

been?

Why?

4.

Where

are

the

v
ulnerable?

What

future

challenges

could

they

have?



Session

1
7
:



Readings
: “
Extended

7
-
S
” (Packet)


GTG

Ch.

6,

8



Session

1
8
:



Case:

Pepsi’s Regeneration


Reading: “Leading Change: Why transformation Efforts Fail” (Kotter)



Discussion

Q
uestions
:

1.

What

challenges

did

Pepsi

face

in

the

early

1990s?

How

did

these

challenges

shape

the

agenda

and

tasks

of

Craig

Weatherup?

2.

How

did

Weatherup

gain

buy
-
in

and

acceptance

of

his

approach:

a.

from

his

direct

reports?

b.

from

the

organization

as

a

whole?

3.

W
hat

is

your

evaluation

of

the

reorganization?

Would

you

want

the

job

of

Market

Unit

manager?

Why

or

why

not?

4.

What

were

the

major

steps

in

Pepsi

s

change

process?

Do

you

agree

with

the

way

events

were

sequenced?

Why

or

why

not?

5.

How would you describe Wea
therup’s approach to leading change?



Session

19
:


Case: Meg Whitman at eBay (A)



Discussion

Questions
:



1. What were and are the challenges facing Meg Whitman at eBay?


2. Evaluate her performance to date.



8


Session

2
0
:




TBA


Session

2
1
:



Simulatio
n Day


Session

2
2
:


Case:

GE

s

Two
-
Decade

Transformation:

Jack

Welch

s

Leadership



Discussion

Questions
:

1.

How

difficult

a

challenge

did

Welch

face

in

1981?

How

effectively

did

he

take

charge?

2.

What

is

Welch

s

objective

in

the

series

of

initiatives

he

launc
hed

in

the

late

1980s

and

1990s?

3.

How

does

such

a

large,

complex

diversified

conglomerate

defy

the

critics

and

continue

to

grow

so

profitably?

4.

What

is

your

evaluation

of

Welch

s

management

approach?

How

important

is

he

to

GE

s

success?

What

implications

f
or

his

replacement?


Session

2
3
:


TBA



Session

2
4
:



Case: Sabena Airlines



Discussion Questions

1.

Read the background case in the packet to familiarize yourself with the strategy being implemented at Sabena.
Then read the first case on a new
junior level manager at Sabena, Erik Weytjens. What would you do to solve
the first assignment (problem) he is given to address?




Sessions

25
:


Case: Sabena Airlines (continued)



Session

26
:



Ethics Issues


Session

27
:



Board of Directors Presentation
s




Session

28
:



Summary


Reading: “Managing Oneself”
(Drucker)