BUSINESS POLICY and STRATEGY School of Business Administration Portland State University Spring 2007 Professor Melissa M. Appleyard Mgmt. 562: Tuesday, 5:40-9:20PM, Classroom 1102 (Capital Center) CRN 61906 Mgmt. 562: Wednesday, 5:40-9:20PM, Classroom SBA 160 (Downtown) CRN 61907 BA 495 Honors(: Friday, 9:00AM-12:40PM, Classroom SBA 390 CRN 60279 Office: SBA 633, Office Hours: By Appointment (send an email for an appointment) T: 503-725-9581 F: 503-725-5850 E: [email protected] pdx. edu • Text: Jay B. Barney. Gaining and Sustaining Competitive Advantage. Prentice Hall; 3 edition (November 7, 2006) • ISBN-10: 0131470949 or ISBN-13: 978-0131470941 (available through Amazon, etc. , or in the PSU bookstore under BA 495 or Mgmt 562) • Cases: Should be available the week before the start of the term in a Course Pack at Smart Copy (location: 1915 SW 6th; phone: 503-227-6137) • Simulation: The Business Strategy Game • Course Objectives o To develop abilities for assessing competitive environments and identifying value creating opportunities in the global economy. To acquire tools for judging performance, identifying changing industry dynamics, anticipating competitors’ responses, and leading organizational and strategy evolution accordingly. o To understand the levels of strategy creation spanning business unit-level and corporate-level decision-making. o To recognize the viewpoints and influences of a variety of stakeholders during strategy creation. o To experience how strategy formulation demands simultaneous decision-making along multiple dimensions involving innovation, other functional areas, and external relationships. To engage in highly interactive analyses, where people are pushed to their analytical limits in a respectful way and are encouraged to take risks. o To develop competencies in strategic thinking, visioning, and risk-taking. • Important Note: This class will be taught in a dynamic case-method format. Everyone will be expected to attend every class and contribute to class discussions. Unless instructed otherwise, please do not surf the Internet, search content databases, etc. , for material about the companies and situations that we will be analyzing before class, so everyone will have prepared the same material ahead of the class session.
If you happen to have deep personal knowledge about the topic or company to be covered in a given class session, please disclose that information in your short write-up posted to WebCT. Please do not use a laptop or other electronic devices (e. g. , blackberries, cell phones, etc. ) during class to ensure everyone is engaged in the flow of the analysis. Print your WebCT posting and answers to assignment questions to use during class. If you have a laptop, bring it to use with your simulation team at the end of class. • Course Grading: Preparation and Analysis of Readings: 10%Short write-ups posted to WebCT before each class 0%Contributions during the class discussions Business Strategy Game Simulation: 60% Annual report, simulation performance, and presentation during finals week (see Simulation section below for details) • Short write-ups These short write-ups based on the readings for the day will be due by 1:00PM the day of the class session [unless you are in the Friday morning course, then your write-ups will be due at 8:30PM on Thursday]. Late submissions will not be accepted. In addition to preparing the assignment questions for each class, please post short responses for the areas below to the course’s WebCT site in the “Discussions” area.
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The purpose of these postings is to have you step back and formulate a summary view of the material. 1) What you consider to be the most interesting points from the readings (link together the content from the case, the textbook, and any companion readings). 2) Your primary recommendations given the issues in the case and concepts in the textbook and/or companion readings. 3) (If available) Observations drawn from your professional experience that would assist the class in understanding the issues raised by the readings. Instructions for posting:
A) Go to WebCT site for the course (see below for more information about accessing WebCT) B) Click on “Discussions” C) Click on “class #” D) Click on “Compose message” and then “Post” Again, your responses to these 3 areas are in addition to your extensive preparation of the assignment questions for each class, which will form the basis of our class discussion. You do not have to hand in your analysis of the assignment questions but be ready to discuss your analysis in class. Information about WebCT: Students registered under the course’s CRN will be automatically added to the course 3 days before the beginning of the school term.
Each student will need an ODIN account so they can be added to the course. The WebCT ID will be the same as the student’s ODIN username and their password will be the last four digits of their PSU Student ID number. They will log into your course by going to http://www. psuonline. pdx. edu and entering their information in the “Online Course Login” section to the right of the page. • The Development of Competencies Innovation and leadership are focal areas of the School of Business at PSU. The material in this course has been selected to support those focal areas.
In this course, we will be concentrating on the development of your competencies in: (1) Strategic Thinking; (2) Visioning, and (3) Risk-Taking. • Class Discussion Contributions A central part in developing your competencies will be active and thoughtful contributions to the class discussion. Your contributions will be critical to your learning and the learning of your classmates. EVERYONE is expected to participate in each class session. I usually ask for volunteers, but I also cold call people throughout the class session.
In evaluating class contributions, I consider both quality and the frequency of contribution, but I weigh quality more heavily. In assessing quality, I consider the following dimensions: • Is the student taking risks? • Is the student creatively trying to experiment with strategic thinking and visioning? • Does the comment simply repeat facts from the case, or does it provide analysis that adds to our understanding of the case and its broader implications? • Does the comment fit well into the flow of the discussion? Is it linked to the comments of others? • Does the comment trigger others to enter the analysis? Does the comment link the case material effectively to the material from the textbook? • Does the comment reflect creative thinking, perhaps by tying together multiple viewpoints or tying back to material covered previously in the course? • Is the comment presented in a clear, compelling manner or is it confusing, repetitive or contradictory? • Is the comment delivered in a respectful, constructive tone? In making my overall assessment of class participation, the overarching criterion is “How significantly did this student’s contributions add to the learning of the class as a whole? • Readings 1. Cases and supplemental materials: Course Pack at Smart Copy (location: 1915 SW 6th). 2. Jay B. Barney. Gaining and Sustaining Competitive Advantage. Prentice Hall; 3 edition (November 7, 2006) ISBN-10: 0131470949 or ISBN-13: 978-0131470941 |Week |Topic |Case/Readings | | | |Text: Chapter 1 | |1. |What is Strategy? |Case: Google, Inc. | | |Reading: What is Strategy? , HBS  | | |Assignment Questions | | |***For this class session, it is fine if you surf the internet prior to class to further your understanding of | | |the case. | | |(1) What is Google’s strategy— What is their business model (that is, what serves as their profit engine) and | | |how do they differentiate themselves?
What are the primary economic processes underlying their strategy? | | |(2) To what degree has Google’s strategy been intended versus emergent? | | |(3) Analyze the data in the exhibits. To what degree has Google been able to capture the value that they have| | |created? | | |(4) Conduct a SWOT analysis for Google by the end of the case. Use your SWOT analysis to inform your | | |recommendation for what the company’s next strategic moves should be. For example, which of the following would| | you recommend: 1) build a full-fledged portal like Yahoo! ‘s; 2) target Microsoft’s desktop software hegemony; | | |and/or 3) become an ecommerce intermediary like eBay? | | |(5) Select a company you have worked for. What was its mission (either formally articulated or generally | | |understood)? How was the company’s strategy influenced by its mission? What were the primary strengths and | | |weaknesses of the company’s strategy? | | |What is Performance? Text: Chapter 2 | |2. | |Case: Al Dunlap at Sunbeam, HBS [9-899-218] | | | |Simulation: Read the BSG Player’s Manual | | |Assignment Questions | | |(A) In this week’s case, the Board at Sunbeam identified the need to bring in new management to restructure | | |the company, and Al Dunlap was hired as CEO. | |(1) What kind of leader is he? | | |(2) What do people, both inside his organizations and outside, think of him? | | |(3) To what degree do you agree with his stance regarding the rights of shareholders versus stakeholders? If | | |you believe that stakeholders have rights that are qualitatively similar to those of shareholders, what | | |specifically are those rights? How do stakeholders obtain or earn those rights? | | |(4) Analyze Dunlap’s first compensation package.
For example, consider what the value of the Options vs. the | | |Restricted Stock Awards would be at the high of $53 per share and at the low of $6 per share (reached shortly | | |after Dunlap’s departure). Was the package well-designed? What are the strengths and weaknesses of the | | |package? What types of behavior did it motivate? | | |(5) Was the second compensation package offered to Dunlap well-structured? Was it excessive? Was it | | necessary? | | |(6) Did the Board make the right decision in firing Al Dunlap? How would you recommend modifying the Board’s | | |approach to corporate governance? | | |(B) At your current or a previous employer, what was the primary measure of firm performance? How were | | |shareholders and other stakeholders viewed? | | |Evaluating Environmental Threats and |Text: Chapter 3, also understand Table 4. 1 in Chapter 4 | |3. Opportunities |Case: BMG Entertainment, HBS [9-701-003] | | | |Case Note: Industry Transformation, HBS | | | |[9-701-008] | | |Assignment Questions | | |(1) During the last century, a handful of major record companies tended to dominate the music industry.
Why | | |is that? Use the Structure-Conduct-Performance framework and the Five-Forces framework to characterize the | | |industry. | | |(2) Will major record companies continue to dominate the business following the advent of the Internet? How | | |might the structure and economics of the music industry change? At the time of the case, what phase of | | |industry transformation is the music industry in?
If you follow the music industry, what major changes to the | | |industry have occurred since the time of the case? | | |(3) Evaluate BMG’s approach to the Internet. Does it make sense? Does it follow Porter’s recommendation in | | |the note on Industry Transformation? | | |(4) What would you recommend to Zelnick and Conroy? Specifically, what should the strategy and organizational| | |structure of BMG’s digital operations be? Should BMG continue to work with a wide array of technology | | |partners? Why or why not? | |Evaluating Firm Strengths and | | | |Weaknesses: The Resource-Based View |Text: Chapter 5 | |4. |and VRIO |Cases: Apple Computer 2006, HBS [9-706-496] | | |Assignment Questions | | |(1) Historically, what were Apple’s major competitive advantages? | |(2) Analyze the structure of the personal computer industry over the last 10 years by using the Five Forces | | |framework. How have the dynamics of the PC industry changed? | | |(3) Evaluate Apple’s strategies since 1990 pursued by Sculley, Spindler, Amelio, and Jobs. What was the logic| | |behind their strategies? Evaluate Apple’s performance relative to its competitors. (Note pp. 47-48 in Barney,| | |some key performance variables are calculated for Apple.
While some of the data do not match up perfectly with| | |the data in the case, those pages walk you through calculations for a few basic performance metrics. ) | | |(4) Use the VRIO framework from Chapter 5 to assess Apple’s potential economic performance and strengths and | | |weaknesses as the company heads into the future. What adjustments to the company’s strategy should occur? | | | | | |5. Business Strategy: |Text: Chapters 6 and 7 | | |Cost Leadership |Case: Robert Mondavi & the Wine Industry, HBS [9-302-102] | | |Product Differentiation | | | |Assignment Questions | | |(1) Evaluate the structure of the global wine industry.
How and why is that structure changing? What threats| | |do these changes present for Robert Mondavi? | | |(2) How attractive are the economics of owning an independent ultra premium winery on a 100-acre vineyard in | | |Napa Valley? Walk through the calculation by considering the timeline from planting to harvest, up-front | | |investments, production yield of 100 acres, annual cash flows (exhibit 9 contains data that can be used as a | | |starting point), and rate of return. Would you invest in such a venture?
What advantages and/or disadvantages| | |does Robert Mondavi have relative to small independent wineries such as this one? | | |(3) What is behind the consolidation trend in the wine industry? How valid is each rationale given for | | |consolidation? | | |(4) What are the strategic alternatives available to Mondavi? What actions, including actions associated with| | |cost leadership or product differentiation, would you take to sustain and enhance Mondavi’s competitive | | |position? | | | | | | |Case: Arundel Partners: The Sequel Project, HBS [9-292-140] and | | |Business Strategy: |Arundel_Partners. xls spreadsheet in WebCT | |6. |Flexibility through Real Options |Technical Notes: | | | |1.
Capital Projects as Real Options: An Introduction, HBS [9-295-074] | | | |2. Investment Opportunities as Real Options, HBR [Reprint 98404] | | | |Text: Chapter 8 (skim) | | |Assignment Questions | | |Why do the principals of Arundel Partners think they can make money buying movie sequel rights?
Why do the | | |partners want to buy a portfolio of rights in advance rather than negotiating film-by-film to buy them? | | |See WebCT for Arundel_Partners. xls spreadsheet to assist in the calculations below. | | |Value the sequel rights as if they were operating assets. This can be done simply by discounting expected | | |future cash flows at a discount rate, k: NPV = E[Cash Flow]/(1+k)^n, where Cash Flow = (net inflows – negative| | |costs) and n=the number of periods for discounting.
Use the average PV of Net Inflows and the average PV of | | |Negative Costs from Exhibit 7 for the hypothetical sequels. Note that they are reported at different years so | | |you’ll need to adjust them accordingly. Use 12% as the discount rate (which reflects a risk-free rate + a risk| | |premium). Would Arundel want to purchase those sequel rights? | | |If Arundel owned all of the sequel rights to the 1989 films listed in Exhibit 7, which ones should they make | | |sequels of?
Why did you choose these? What are your underlying assumptions? For these films, calculate a NPV| | |like you did in Question 2. Using this NPV, what should Arundel pay per sequel right? (Note: there are a | | |total of 99 sequel rights—1 for every film in the list). | | |Use Options Pricing to calculate the value for the sequel rights using a European call option approach.
Here | | |are the five variables: | | | | | |(1) underlying asset = the sequels’ net cash inflows, on average: $21. 6 million from Ex 7 (Note: you will have| | |to calculate the present value of this using 12% for k. ) | | |(2) exercise price = the average negative cost, $22. million from Ex 7 (i. e. , what Arundel would pay to | | |exercise the option). (Note: you will have to calculate the present value of this by using 6%. ) | | |(3) risk-free rate = assume it equals 6% per year. | | |(4) ? = 1. 21 from Ex 7 (Note: you might argue it should be something else, but use this as a benchmark). | | |(5) t = …. this is left for you to determine. (Think before committing to a value. | | | | | |Then, as it explains in the “Capital Projects as Real Options” note, calculate ? [pic](the square root of the | | |cumulative variance) and also calculate “NPVq” (that is, the NPV in quotient form). Then use the Black-Scholes| | |table form the “Capital Projects” note for these 2 values to arrive at a rough estimate of what the call option| | |is worth as a % of the underlying asset value. Take the present value of this %*value of the underlying asset. | |Compare your calculation with your answer to Question 3. | | |What are the primary advantages and disadvantages of the approach you took to valuing the rights? What further| | |assistance or data would you require to refine your estimates of the rights’ value? | | |What problems or disagreements would you expect Arundel and a major studio to encounter when trying to strike | | |such an agreement? What contractual terms and provisions should Arundel insist on? | | | | |7. |Business Strategy: |Text: Chapter 9 | | |Tacit Collusion and Cartels |Forever: De Beers and U. S. Antitrust Law | | |Assignment Questions | | |(1) Become comfortable with the concepts in Chapter 9. | |(2) Who writes the rules of the international diamond market? How are they enforced? | | |(3) Examine the exhibits in the DeBeers Case. Be ready to tell a story with the data. | | |(4) How has DeBeers structured its relationship with U. S. diamond dealers and the U. S. government? Are these | | |relationships sustainable? | | |(5) What should the U. S. government do about the flow of diamonds from Angola, the Congo and Sierra Leone? | | |What should DeBeers do? | | | | |8. |Corporate Strategy: |Text: Chapter 10 (Fully understand Figure 10. 3) | | |Vertical Integration |Case: Merck-Medco: Vertical Integration in the Pharmaceutical Industry, | | | |HBS [9-598-091] | | |Assignment Questions | | |(1) What was the rationale for PBMs? | |(2) Does Medco fit with Merck’s strategy? What does Medco bring to Merck? What are the advantages and | | |disadvantages? What does Medco get from the Merck acquisition? | | |(3) Will health management become the dominant paradigm? Why or why not? | | | | | |9. Corporate Diversification, |Text: Chapter 11, skim Chapters 13 and 14 | | |Strategic Alliances, and Mergers & |Case: Xbox (NOTE: Posted on the WebCT site) | | |Acquisitions |Readings: Strategy as Ecology, HBS [R0403E] When to Ally and when to | | | |acquire, HBS [R0407H] | | |Assignment Questions | | |(1) To what degree was the Xbox a gamble for Microsoft? | | |(2) How did the Xbox build on Microsoft’s strengths and existing business ecosystem? | | |(3) Which characteristics of the gaming industry might prove difficult for Microsoft? To what degree does | | |Microsoft have control over the gaming ecosystem? Should the team attempt to acquire any new capabilities? | | |(4) How should the Xbox team focus its resources going forward? What should the long-term strategy be for the| | |Xbox? | | | |Text: skim Chapter 15 | |10. International Strategies |Case: Collision Course in Commercial Aircraft: Boeing-Airbus-McDonnell | | | |Douglas 1991 (A), HBS [9-391-106] | | | |Reading: Competitive Advantage of Nations, HBS | | | | | | |Assignment Questions | | |(1) Evaluate the economics of competition in the world airframe market. Who has competitive advantage? | | |Support your analysis with a “Porter Diamond” analysis of both the U. S. and the EU for commercial airframes. | | |(2) Is competition “fair” in commercial airframes? | |(3) Be prepared to take a position on the trade disputes from the following points of view in class: | | |Boeing + McDonnell Douglas | | |Airbus | | |The U. S. Trade Representative (USTR) | | |The European Union Trade Minister | | |GE Aircraft Engine Division | | |British Airways (as a big customer) | | |Note: the case is set in the early 90s at a critical—and instructive—time for the industry.
We will update | | |the situation at the end of class. | • Simulation: The Business Strategy Game • For an overview of the simulation go to: www. bsg-online. com • **NOTE: In the first class, we will work on forming teams and when the teams are formed, I will provide the information on how to register. o There is a steep learning curve in the initial decisions. Once you register, please study the Player’s Manual in earnest early on and actively participate—it is very hard to catch up. A last ditch attempt to “win” the game in the final week at the sacrifice of strategic consistency and future industry positioning will be penalized.
As part of your presentation, your “Next Decisions” needs to be discussed, illustrating consistency in your strategy. The spirit behind the BSG is to have everyone walk (run! ) in the shoes of senior management. Therefore, receiving tips from people who have played the game before but who are not in the course, from web sites, etc. , is NOT allowed. However, your team may accept advice from the instructor or other students in the course who are playing the game with you. Also, every time you launch the program, you must enable the macros, because looking at the macros also is NOT allowed. Also, it is NOT allowed to purchase any of the “Boosters” available at the last link under the Support tab in the Corporate Lobby.
You are permitted to view the FREE tools BUT NOT any of the PAID TOOLS so that everyone will be playing with the same information. o 60% of course grade broken down as follows: ? 20% Presentation (When Final Exam is scheduled) NOTE: everyone in the team is required to present for 5 minutes each followed by Q&A; please bring a hard copy of the PowerPoint presentation for the instructor and also email it to the instructor ? 30% Annual Report (Due the day of the presentation); please bring a hard copy of the annual report to the final presentation for the instructor and also email it to the instructor ? 5% Performance relative to 3-year strategic plan ? % Final Performance Standing in Simulation based on the Best-in-Industry Performance Standard ? Your overall grade for the simulation will be weighted by the Evaluation of Self and Team (Due the day of the presentation) (Note: for the undergraduate honors students, the presentation will be worth 50% as no annual report will be handed in. ) o By Saturday 5pm after the first class: In an Excel spreadsheet, please send instructor team information by email ([email protected] pdx. edu). Either: ? Name, email address, and cell phone number for each team member. Also note which day of the week you will likely work on the simulation; Or a message noting that you would prefer to be randomly assigned to a team. Please note which day of the week is the best day for you to work on the simulation. Teams of 3 or 4 people will be constructed and communicated back to you before Class 2. o By Class 2, everyone should have read the Player’s Manual, which you will be able to access once I send your team ID to you and you register on the BSG website o This game is designed to give students a sense of the real-world give and take of strategic decision-making. Many elements of the computer simulation resemble strategic planning, for example working within financial constraints, developing a marketing strategy, and establishing compensation policies.
Also, as in real-world situations, group members with different backgrounds–such as finance, marketing, and management–will have to negotiate and reconcile their own opinions and interests. Finally, your group’s outcome depends not only on your own choices, but those made by your competitors–just as in actual situations. Note that if you have played other simulation games, the strategies that worked in those games may not be the key to success in this game. o The game will be played through the BSG website. The Player’s Manual is your central source of information as is the Help function in each screen. They have answers to a great many questions that will arise during the course of the game. While this is a serious program requirement, it can also be a lot of fun! Ideally, in your team there should be some representation of functions (finance, marketing, accounting, management). A second task is to select the group/company name, ticker symbol, and company password. You can even design your own logo. o What To Do When You Get Your Results Back Decisions are made weekly until the end of the course when two will be made in week 9. All decisions will need to be submitted by 11:59 PM on the days outlined below. NO LATE SUBMISSIONS WILL BE ACCEPTED. After the decisions have been received and processed, the results will be available in about 1 hour.
Regardless of how your company performed, try to ascertain what led to these results. Analyze the leading companies. What are their strengths? Their weaknesses? What markets do they dominate? What are their costs? Answers to questions like these will help prepare you for the next round of decision-making. Print out your results so that you can use them in creating data series for your annual report. You may find that you will need to adjust your strategy slightly over time. Document these changes and explain them in your annual report and presentation. o Schedule for Decisions ? Practice Decision • Tues. Class:Wednesday after Class 2, 11:59PM • Wed.
Class: Thursday after Class 2, 11:59PM • Friday Class:Sunday after Class 2, 11:59PM ? Decision 1 Year 11 • Tues. Class:Wednesday after Class 3, 11:59PM • Wed. Class: Thursday after Class 3, 11:59PM • Friday Class:Sunday after Class 3, 11:59PM ? Decision 2 Year 12 • Tues. Class:Wednesday after Class 4, 11:59PM • Wed. Class: Thursday after Class 4, 11:59PM • Friday Class:Sunday after Class 4, 11:59PM ? Decision 3 Year 13 • Tues. Class:Wednesday after Class 5, 11:59PM • Wed. Class: Thursday after Class 5, 11:59PM • Friday Class:Sunday after Class 5, 11:59PM ? Decision 4 Year 14 Tues. Class:Wednesday after Class 6, 11:59PM • Wed. Class: Thursday after Class 6, 11:59PM • Friday Class:Sunday after Class 6, 11:59PM ? Decision 5 Year 15 and 3-Year Strategic Plan • Tues. Class:Wednesday after Class 7, 11:59PM • Wed. Class: Thursday after Class 7, 11:59PM • Friday Class:Sunday after Class 7, 11:59PM ? Decision 6 Year 16 • Tues. Class:Wednesday after Class 8, 11:59PM • Wed. Class: Thursday after Class 8, 11:59PM • Friday Class:Sunday after Class 8, 11:59PM ? Decision 7 Year 17 • Tues.
Class:SUNDAY before Class 9, 11:59PM • Wed. Class: MONDAY before Class 9, 11:59PM • Friday Class:WEDNESDAY before Class 9, 11:59PM ? Decision 8 Year 18 • Tues. Class:Wednesday after Class 9, 11:59PM • Wed. Class: Thursday after Class 9, 11:59PM • Friday Class:Sunday after Class 9, 11:59PM o Annual Report Guidelines (Note: the undergraduate honors students will NOT hand in an annual report—they will only hand in the PowerPoint for their presentation and present the highlights of the report) Here are a few notes on what I expect for the annual reports. They should be written in 1. 5 spaced pages, 11pt, Times New Roman font.
As for the length, at the minimum, they should be 4x the number of team members (so 16 pages for a 4 member team) plus exhibits. The annual report should include at least the following: 1. President’s letter to the board of directors. This part of the report usually gives the “big picture” about how the company is doing and the primary dimensions of the strategy that was followed. It should explain what your business model is and how you differentiated your company. Major changes in strategy should be explained, and a sound-bite about the current year’s performance compared to the past year is generally given. 2. Management’s discussion of strategy evolution and performance.
This generally discusses financial and accounting details, and provides trends from previous years. Also include an analysis of your business-level strategy (cost leadership, differentiation, etc. ) as well as corporate-level, and how they have evolved over time. Provide an analysis of performance relative to 3-year plan. Use vocabulary and frameworks from the course. 3. Data tables, charts, and graphs. MAKE SURE to explain the significance of the data series, charts, and graphs that you include. REFER to the data table, chart or graphs in the text. Discuss what the data trends are illustrating, how your company performed over time relative to its starting point, relative to the industry, or relative to specific competitors, etc. **I strongly recommend that after each decision the team catalog any strategic decisions and how the results correspond to the strategy pursued. In effect, start writing the annual report as soon as the first real decision is made. This will allow you to incorporate relevant data from the game and vocabulary from the course. While, at a minimum, the last four years of data from the Income Statement and last two years of data from the Balance Sheet should be emphasized in the discussion of performance, it is expected that the evolution of the company’s strategy also will be discussed. Refer to trends in these data in the text of your report—for example, how your company performed relative to the 3-year plan. See the Presentation Guidelines below for more information on the type of content that should be covered in the annual report with regards to strategy evolution. ) I also strongly encourage you to look at actual companies to see how they use the above and other sections of their annual report. Also, you will get a good idea how they use tables, charts, graphs, and other graphics (e. g. pictures, etc. ). Your grade will be based on how professional in content and presentation your annual report is to other real companies, not just the other reports in the class. Be creative, but also professional. Note that typical annual reports may not provide a detailed analysis of the evolution of strategy, but please include such strategy analysis in your report.
You could view this as an “internal” annual report given to the Board of Directors. Many companies’ annual reports are on the web. You may turn in a website instead of a paper annual report if you wish. If you decide to do your annual report this way, simply turn in the web address. PLACES TO GET ANNUAL REPORTS 1. On publicly traded companies’ websites, look for the “investor relations” link (or similar link). Alternatively, you could call the company of interest and ask for the investor relations department. 2. Go to the Annual Reports Library at: http://www. zpub. com/sf/arl/ o Presentation Guidelines Each company will make a presentation when the class final is scheduled during Finals week.
The presentation should be 5 minutes per team member. Everyone on the team is required to present. Your presentation should include the following: 1. Walk through your strategy over time. What is your business model and how have you differentiated your company? Use data to highlight your strategy and what worked and what did not work and why. Go beyond just cutting and pasting the data from the game—refine the data to highlight your primary points by calculating ratios or industry comparisons. Use concepts and vocabulary from the course in your analysis. 2. Strengths and Weakness: Assess your company’s VRIO and distinguishing resources and capabilities. 3. Organization and Implementation: a.
Financial Management: What were your successes, failures and lessons learned in terms of your financial strategy over the course of the simulation? b. Production and Logistics Management: What were your successes, failures and lessons learned in terms of your production management and logistics strategies over the course of the simulation? c. Marketing Management: What were your successes, failures and lessons learned in terms of your marketing strategy over the course of the simulation? 4. Analysis of performance relative to 3-year Strategic Plan 5. Next Decisions – Identify the three or four key decisions your company will make in the next year. 6. Key learning from the game and what your team would have done differently.
I encourage teams to be creative and have fun with their annual reports and presentations, while also ensuring the issues outlined above are addressed in a thorough and professional manner. For your information: Career Planning Resources: SBA Career Services helps business students develop the skills they need to manage their careers. If you are interested in an internship, need career counseling, or would like to participate in other career development programs including the Mentor Program, Mock Interviews, and Workshops on resume writing and other topics, visit the Graduate or Undergraduate Career Services office on the 2nd floor of the SBA.
Alternatively, go to the website at http://www. careersrvs. sba. pdx. edu/. ( While materials similar to those assigned to MBA students are assigned to the undergraduate honors students, expectations on deliverables (e. g. , in-class discussions, WebCT postings, and the simulation presentation) will be in keeping with expectations for undergraduate course work. The course deliverables will be reduced for the undergraduates. Instead of producing both a written aAgh?? IO-,-VY^ciio |3″aciI ] _ nnual report for their simulation team and an in-class presentation of the highlights from the annual report, they only will be required to produce an in-class presentation.