GSBA 520 Business Fundamentals for Non-Business Professionals Summer 2016 May 16, 2016

GSBA 520 – Business Fundamentals for Non-Business Professionals Summer 2016

May 16, 2016 – August 12, 2016 4 units

ONLINE SYLLABUS

PREREQUISITES: none

INSTRUCTORS: Michael Mische (Business Strategy & High Performance Organizations) [email protected] (213) 740-0728

Miriam Burgos (Marketing Management) [email protected] (213) 740-4829

Merle Hopkins (Managerial Accounting & Business Finance) [email protected] (213) 740-4857

Sriram Dasu (Operations) [email protected] (213) 740-3681

OFFICE HOURS: By Appointment

EMERGENCY NUMBERS: USC Emergency Info Line: 213-740-9233 USC Emergencies: 213-740-4321 USC Information Line: 213-740-2311 or KUSC Radio (91.5 FM)

1 REQUIRED AND RECOMMENDED TEXT:

Required Text:  Katzenbach, J. R. and Smith, D. K. (2015). The Wisdom of Teams: Creating the High- Performance Organization. Harvard Business Review Press. ISBN 978-1633691063  USC Course Reader: Strategy & High-Performance Organizations (link will be made available within the course)  USC Course Reader: Marketing (link will be made available within the course)  USC Course Reader: Operations (link will be made available within the course)  USC Course Reader: Accounting (link will be made available within the course)

ONLINE LEARNING FORMAT This online course follows a “flipped classroom” model in which students are required to complete all of the reading assignments, pre-recorded lectures, interactive exercises, written discussion forums, and homework assignments at their own pace (i.e. asynchronously) during the week prior to attending the “real time” (i.e. synchronous) live video discussion session, where they will interact with one another and with faculty to apply the concepts they’ve learned throughout the week.

Active participation in the synchronous live video discussion sessions each week is required, in addition to the asynchronous online content activities. It is estimated that students will spend between 11-12 hours per week in this course; approximately 1 ½ hours in the live video discussion sessions, 2 hours in the virtual classroom, and 8 hours doing “homework”. Only register for this class if you can complete all coursework and log on to the weekly live video discussion sessions. Virtual Classroom (Blackboard) Students can access their course syllabus, watch pre-recorded faculty mini-lectures, engage in self-assessment activities, identify readings, participate in discussion forums, submit assignments, and review grades in the Virtual Classroom.

The Virtual Classroom is organized into weeks that correspond to the course syllabus and are designed to be taken in the order they appear. General questions regarding course material, content, or procedures should be posted in the weekly discussion forum or addressed during weekly live video discussion sessions so that faculty responses may benefit all class members. Live Video Discussion Session (WebEx) Students and faculty will meet online in real time at a pre-determined date and time each week in a live video discussion session. This session allows students to apply the content they have learned thus far in the course with their peers and to ask questions of faculty face-to-face. A link to this platform will be found in Blackboard. System Requirements The following equipment is required to successfully participate in this online course:  Computer  Headset or built-in speakers & microphone  HD Webcam

2  High speed Internet connection

Students must be able to access at least one of the following browsers:  Internet Explorer 9.x and above on PCs  FireFox 3.6 and above on PCs  Safari 3.6 and higher on Mac (only)  Firefox 3.x and higher on Mac  Google Chrome Technical Support  For Virtual Classroom (Blackboard) Support call (800) 203-6755  For MarshallTALK support visit:  Live Video Discussion Session (WebEx) Support  For additional campus-based computer support: USC Information Technology Services (ITS) Customer Support Center  For Computer Repairs: USC Bookstore Service Department

COURSE DESCRIPTION This course is designed to introduce the concepts, tools, and principles of business management to current graduate students who want to be better prepared to assume management positions in their respective fields. Created for students who do not have a background or grounding in business, the course covers core business subject areas.

Business Fundamentals for Non-Business Professionals is a 4-unit, integrative and interdisciplinary course taught by a team of Marshall faculty members. The course takes a general management perspective. This course is more than a mere integration of the functional specialties within a firm. It has been designed to develop among participants the “general management point of view.” As future managers in their respective businesses, students will be responsible for making decisions that affect long run business performance; decisions that will require the general manager’s knowledge of business economics, financial and accounting principles, business strategy and people management. The key strategic business decisions of concern in this course involve determining and shaping organizational purpose to evolving opportunities, creating competitive advantages, choosing competitive strategies, securing and defending sustainable market positions, and allocating critical resources over relatively long periods of time in pursuit of specific goals and objectives.

This course helps students develop an understanding of business fundamentals that require both analytical skills and an integrative point of view. You will develop these skills through:

1* In-depth analysis of industries and competitors 2* Prediction of competitive behavior 3* Techniques for analyzing how firms can develop and sustain competitive advantages over time – including quantitative and qualitative analysis

3 COURSE OBJECTIVES Overall, this course is designed to provide the following general learning objectives: . Acquire a basic knowledge of business strategy, managerial accounting, finance, marketing and management of organizations . Develop an understanding of the complex nature of business decision-making and the interaction between the disciplines . Cultivate an appreciation of the complexity of the global business environment

Additionally, each subject matter portion of the course will have related specific learning outcomes. By the end of this course, students should be able to:

Business Strategy  Identify theories and methods for analyzing and developing strategy.  Critically evaluate cases: to analyze case facts using appropriate tools/frameworks, to identify key underlying issues, and to formulate congruent recommendations (and to explain to us how/why you’ve done it).  Demonstrate critical thinking skills related to strategy.  Utilize a set of tools/frameworks/concepts, such as: “generic” business strategies, environmental analysis, five forces, strategic groups, value chain, resources— capabilities—competitive advantage, threats to sustainability.  Recognize the various interconnections that exist within organizations.  Anticipate sources that undermine long term competitive advantage.

Marketing Management  Evaluate the substantive and procedural aspects of marketing management  Critically examine elements of the marketing mix  Formulate marketing strategies  Clearly communicate marketing strategies to others based on critical thinking framework  Evaluate the marketing recommendations of others

Operations  Compare the key issues, concepts, problems of operations, and process analysis in order to solve problems in: . Business process management & improvement . Customer service (internal & external) . Supply chain management

Financial & Managerial Accounting  Demonstrate understanding of fundamental financial and management accounting concepts (financial accounting) relating to: . Financial statements and their interrelationships . Financial statements reflecting the accrual basis of accounting

4  Make decisions related to cost-volume-profit relationships and capital budgeting (managerial accounting) including: . Management use of cost-volume-profit relationships when making decisions . Costing and improvement opportunities . Budgeting as part of the planning process

Financial Management  Analyze modern theory and practice of financial management as well as fundamental financial decisions involving: . Discounted cash flow analysis . Valuation of stocks, bonds and individual budgeting projects . Risk and return, portfolio diversification, Capital Asset Pricing Model . Issues in financing decisions – capital markets, financing sources, debt and dividend policy, options . Capital budgeting basics in a decision-making environment

High Performance Organizations  Evaluate the behavior and performance of people in formal organizations at the following levels: . Individual level, including leadership . Group level, including the design and development of high performance teams . Organizational level, including understanding of strategic organizational effectiveness and design principles that lead to high performance in organizations

Grading Policy The grade for this course is based 33% on business strategy and high performance organizations, 20% on marketing management, 34% on managerial accounting and business finance, and 13% on operations management. Weighted averages will be computed to determine the final score and final grade; students must have a passing score in each area in order to pass the course.

Grades The course grade is based on synchronous class participation, moderated discussion forums, homework assignments, case studies, and exams. In order to earn full participation points, students must actively participate in synchronous sessions by asking thought-provoking questions, offering relevant comments, and answering questions from faculty in a clear and concise manner. In order to earn full discussion forum points, students must write thoughtful, robust posts as well as substantive responses to their peers. All readings, discussion forums, homework assignments, and quizzes must be completed prior to synchronous class sessions. Unless otherwise stated, all work is to be completed individually.

5 Course Components Points Percent of Grade Business Strategy & High 330 points total 33% of total course Performance Organizations grade MarshallTALK 40 4 Discussion Forums 80 Strategy & Strategic Thinking 30 Assignment (Week 1) SWOT & Porter’s 5 Forces 30 Assignment (Week 2) Character, Personality & Behavior 30 Assignment (Week 12) Teamwork & Culture Assignment 30 (Week 13) “How do you motivate others?” 30 Assignment (Week 13) Exam (covers weeks 1 and 2) 30 Exam (covers weeks 12 and 13) 30

Marketing Management 200 points total 20% of total course grade MarshallTALK 20 Kao Corp. and P & G Analysis 40 (Week 3) Volkswagen in India Analysis 40 (Week 4) Annie’s: Growing Organically 40 Analysis (Week 5) Exam (covers weeks 3, 4, & 5) 60

Managerial Accounting & 340 points total 34% of total course Business Finance grade MarshallTALK 40 Problem Set (Week 9) 50 Problem Set (Week 10) 50 Problem Sets (Week 11) 50 Exam (covers weeks 8-11) 150

Operations 130 points total 13% of total course grade MarshallTALK 13 Assignment Questions (6 sets) 42 Porcini Case 30

6 Exam (covers weeks 6 & 7) 45

Asynchronous Activities All readings, videos, and assignments can be found in the Virtual Classroom.

Synchronous Activities Students are required to attend MarshallTALK sessions each week in order to earn full participation credit. If you cannot attend a MarshallTALK session, please notify faculty prior to class.

MODULE 1 - MarshallTALK Tuesday, May 17th Strategy 5:00-6:20pm Mische

MODULE 2 - MarshallTALK Tuesday, May 24th Strategy 5:00-6:20pm Mische

MODULE 3 - MarshallTALK Tuesday, May 31st Marketing 5:00-6:20pm Burgos

MODULE 4 - MarshallTALK Tuesday, June 7th Marketing 5:00-6:20pm Burgos

MODULE 5 - MarshallTALK Tuesday, June 14th Marketing (Exam) 5:00-6:20pm Burgos

MODULE 6 - MarshallTALK Tuesday, June 21st Operations 5:00-6:20pm Dasu

MODULE 7 - MarshallTALK Tuesday, June 28th Operations (Exam) 5:00-6:20pm Dasu

MODULE 8 - MarshallTALK Tuesday, July 5th Accounting 5:00-6:20pm Hopkins

MODULE 9 - MarshallTALK Thursday, July 14th Accounting (Exam) 5:00-6:20pm Hopkins

MODULE 10 - MarshallTALK Tuesday, July 19th Finance 5:00-6:00pm Hopkins

MODULE 11 - MarshallTALK Tuesday, July 26th Finance (Exam) 5:00-6:00pm Hopkins

MODULE 12 - MarshallTALK Tuesday, August 2nd Organizations 5:00-6:20pm Mische

7 MODULE 13 - MarshallTALK Tuesday, August 9th Organizations 5:00-6:20pm Mische

Academic Conduct Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in pages 6 and 23 of the 2015-2016 SCampus (Student Conduct Code & Policies). Other forms of academic dishonesty are equally unacceptable. See additional information in SCampus and university policies on scientific misconduct.

Discrimination, sexual assault, and harassment are not tolerated by the university. You are encouraged to report any incidents to the Office of Equity and Diversity or to the Department of Public Safety. This is important for the safety whole USC community. Another member of the university community – such as a friend, classmate, advisor, or faculty member – can help initiate the report, or can initiate the report on behalf of another person. The Center for Women and Men provides 24/7 confidential support, and the Sexual Assault Resource Center webpage describes reporting options and other resources.

Support Systems

Students whose primary language is not English should check with the American Language Institute, which sponsors courses and workshops specifically for international graduate students. The Office of Disability Services and Programs provides certification for students with disabilities and helps arrange the relevant accommodations. If an officially declared emergency makes travel to campus infeasible, USC Emergency Information will provide safety and other updates, including ways in which instruction will be continued by means of Blackboard, teleconferencing, and other technology.

BUSINESS STRATEGY

Instructor: Michael Mische, MBA Office: Bridge Hall 306 Office Hours: By appointment Phone: (213) 740-0728 Email: [email protected]

8 Learning Objectives: The focus of the strategy portion of the GSBA 520 course is to communicate concepts and develop skills for formulating strategy. Although strategy is often thought of in terms of business, it has relevance for helping all types of organizations succeed: business, government, not-for-profit, non-governmental, etc.

Organizations often fail for one of two reasons. First, they have no strategy whatsoever. Second, organizational leaders often become seduced by trendy and elaborate strategy techniques without understanding what these are and whether or how they relate to their own organization. The common denominator is a lack of understanding, and mastery, of the fundamentals.

Class time will be devoted to: a. Pre-recorded lectures. Pre-recorded lectures supplement the readings, elaborate on key theoretical models and frameworks, and reinforce crucial concepts. These lectures will be offered asynchronously and may be taken at any time and at each student’s own pace. b. Cases. We will devote much of our virtual class time to the analysis and discussion of selected cases. Each case is intended to teach us something specific, yet each can teach many things. Case studies will take place synchronously at the same time each week, via Live Video Discussion Session.

The case discussion method of instruction: a. Allows you to develop skills at problem definition in addition to problem solving. Cases force you to sift through a mass of information, some of it irrelevant or contradictory, in order to identify the important or strategic issues. b. The case method gives you a chance to deal with ambiguity. Most cases do not have obvious “right” answers. Managers must be able to function in situations where the right answer is not known. A popular phrase in case analysis classes is: “There are no right answers, but there are wrong answers.”

While class discussions will be directed, the quality of your learning experience will be significantly determined by: (1) your degree of preparation, active listening, and participation, and (2) your classmates’ preparation, listening, and participation. Some will not agree with you, and you may be asked to defend your argument or change your mind. So long as criticism is (a) directed at arguments and not at individuals, and (b) relevant to the issues at hand and coherently argued, it is very much welcomed.

Required Materials: The course reader includes cases and readings for each class session.

Course Notes: Copies of lecture slides and other class information will be made available on Blackboard.

Expectations: To achieve the objectives of the course, class may include any one or more of the following: case discussions, lectures, experiential applied case exercises, and/or group presentations. Be sure to take adequate notes. You will need to draw upon your lessons learned from lectures and case discussion for later session case analyses and the final applied case on the last class day.

9 You are expected to read all of the material assigned from the course reader prior to the Live Video Discussion Sessions. Be prepared to present your analyses of all exercises, cases, and readings assigned for each Live Video Discussion Session. You may be called on to either orally present your analysis or opinions or to lead a discussion within the Live Video Discussion Session. Since you may not know when you will be asked to participate, be prepared at all times. You are expected to be prepared to discuss the materials assigned and answer specific questions proposed by each other as well as by the instructors.

Since much of what we do involves your participation, your attendance in class during lectures and exercises and case and readings analyses is very important.

Written Assignments: You are required to complete several written assignments. Each assignment will focus on a case. Some assignments require the application of particular analytical tools or models to a case. Assignments will typically consist of answering specific questions, and more importantly, the analysis and supporting logic for those answers. Some assignments might involve numerical and/or graphical analysis of data from the cases we will discuss.

Specific instructions for each written assignment are presented in the detailed information for the class sessions.

Policies for Written Assignments: Deadlines are important. Papers not turned in on time are penalized. Note: I use the “no problem” policy for Written Assignments handed in late. This policy is: I have no problem accepting assignments late – so long as you have no problem with the fact that I will automatically deduct 25% of the total value (e.g., a paper that would have been 20 will be 15).

The written portion of assignments (excluding spreadsheet numbers, when applicable) must be no longer than the specified maximum. Submit papers in 12-point font with one-inch margins around the page.

Grades

Assignment on strategy and strategic thinking (100 words) 30 points Discussion Forum Posts and comments Week 1 20 points MarshallTALK Contribution Week 1 10 points Assignment comparing SWOT and Porter’s 5 Forces (100 words) 30 points Discussion Forum Posts and comments Week 2 20 points MarshallTALK Contribution Week 1 10 points Exam on Modules 1 and 2 30 points ------Total 150 points

WEEK 1 – May 16 –22, 2016

10 MarshallTALK Class: Tuesday, May 17th 5:00- 6:20pm

Strategy - Introduction to Key Concepts, Terms and Frameworks

Description & Objectives: In Week 1 we will study and discuss the basic concepts and rationale of business strategy. Our readings and discussions will center on a number of key issues, including: (1) Defining strategy, (2) Understanding the role of strategy in business and organizational performance, (3) Learning key terms and definitions of strategy, (4) Discussing the history and objectives of strategy, and (5) Understanding the 5 Phases of a Industry and Company Lifecycle.

At the completion of this week, you should have a basic understanding of strategy, a working foundation of vocabulary strategy terms, a basic knowledge of how to read, analyze and present a case, and some insight into the retail coffee industry and the dynamics that drive the industry.

Readings: Ramon Casadesus-Masanell. “INTRODUCTION TO STRATEGY.” HBSP #8097-HTM- ENG. (2014).

Jan Rivkin. “WHY DO STRATEGIES FAIL?” HBSP #9-706-433. (2006).

Case: Craig Garthwaite; Meghan Busse; Jennifer Brown; Greg Merkley. “STARBUCKS: A STORY OF GROWTH.” HBSP #KEL665-PDF-ENG. (2012).

Assignment: The following is assigned for Week 1: 1. Formal Assignment. Prepare a brief (100 word) discussion of strategy, the role of strategy and the benefit of strategic thinking to the organization. 2. Discussion. What is the Industry Lifecycle and why is it an important concept in strategy? 3. Discussion. Relative to Casadesus-Masanell, what are the major attributes (characteristics) of strategy and how are these applied to contemporary organizations? 4. Discussion. Thinking about Rivkin, what factors lead or contribute to the failure of strategy? 5. Weekly Posting & Commentary. a. Provide a short commentary, posting or blog related to the readings and content. b. Provide a substantive comment related to another student’s commentary, posting or blog. 6. Case Analysis. Starbucks Case (Prepare your talking points): a. What strategies did Starbuck’s use to grow its business? b. What was the state of the industry at the inception of Starbuck’s and why is that state important? c. How did Starbuck’s enter, capture & sustain market share? d. What factors contributed to strategic concerns and issues in Starbuck’s relative to its rapid expansion?

11 e. Moving forward, is Starbuck’s strategy sustainable? Why or why not? f. To what extent, if any, has Starbuck’s created, influenced or altered the coffee industry? g. Given the relative position of Starbuck’s, the facts of the case and your personal knowledge, to what extent is Starbuck’s current business strategy sustainable and/or how should it change?

Readings (to be completed prior to the Live Video Discussion Session):

WEEK 2 – May 23-29, 2016

MarshallTALK Class: Tuesday, May 24th 5:00- 6:20pm

Week 2: Strategy – Competitive Dynamics, Frameworks & Models

Description & Objectives: In Week 2 we will continue our study and discussion of the basic concepts and rationale of business strategy. During this week our discussions will extend our basic understanding of strategy into transferring concepts into frameworks and models. Major frameworks, such as SWOT, Porter’s Five Forces, and Value-Chain Analysis will be discussed, contrasted and applied to our case Walmart.

At the completion of this week, you should have an understanding of the basic frameworks of strategy, how to apply those frameworks to cases and situations, the limitations of the frameworks, and the notion of competitive versus cooperative advantage.

Readings: Michael Porter. “THE FIVE COMPETITIVE FORCES THAT SHAPE STRATEGY.” HBSP #96608. (1996).

Ramon Casadesus-Masanell. “STRATEGY READING: COMPETITIVE ADVANTAGE AND COOPERATIVE DYNAMICS.” HBSP #8131-HTM-ENG. (2015).

Case: Stephen P. Bradley; Pankaj Ghemawat; Sharon Foley. “WAL-MART STORES, INC.” HBSP # 794024-PDF-ENG. (2002).

Assignment: 1. Formal Assignment. Prepare a brief (100 word) description comparing SWOT to Porter’s Five Forces. What are the benefits? Which framework is more rigorous? 2. Discussion. Relative to Casadesus-Masanell, what is a “competitive advantage” and how does he define “cooperative dynamics”? Can you provide 3 examples of cooperative dynamics? 3. Discussion. Thinking about Porter, what are the five factors that shape strategy and how do or can these factors change strategic thinking?

12 4. Discussion. How are Porter’s Five Forces effected by industry dynamics or changes in an organization’s operating environment? 5. Discussion. Relative to Porter, what are some of the issues and factors that can limit or negate the effectiveness of Five Forces Model? 6. Weekly Posting & Commentary. a. Provide a short commentary, posting or blog related to the readings and content. b. Provide a substantive comment related to another student’s commentary, posting or blog. 7. Case Analysis. Walmart (Prepare your talking points): a. Walmart utilized a series (or a number) of different strategies to create its dominant position; can you identify the strategies and when they were used? b. Walmart has achieved significant bargaining powers in which of Porter’s Five Forces? c. Relative to these bargaining powers, what environment changes could occur that would negate or inflate these powers? d. To what effect, if any, has Walmart’s strategy changed over the past few years? If you were on the Board of Directors of Walmart, what strategic issues would you most be concerned over and how would you address them?

Exam: A 2-hour timed exam will be offered online from Tuesday, May 24th at 6:20pm until Thursday, May 26th at 11:59pm. The link for the exam will be open at the end of this Module during that time frame and will close promptly at 11:59 pm on May 26th, regardless of when the exam was begun. Students will have exactly 2 hours to complete the exam from the time it is started, and students will not be able to pause or return to the exam if they exit the page. Students are expected to complete all questions independently and not to discuss or share the exam with their peers, per the Academic Conduct Code set forth in the course syllabus.

13 MARKETING MANANGEMENT

Instructor: Miriam Burgos, M.B.A Office: Accounting 226 Office Hours: By appointment Office Phone: (213) 740-4829 Cell Phone (preferred): (626) 627-3029 E-mail: [email protected]

Overview: Marketing management is the business function that centers around (1) the analysis of the competition, consumer, and marketplace trends, (2) the subsequent design of a strategic direction that deals with the opportunities and threats discovered in the analysis, and (3) the deployment of marketing resources to introduce, price and promote new and improved products and services. The domain of “marketing” is commonly summarized with the mnemonic term “3 Cs and the 4Ps.” The 3Cs comprise the foundations of marketing analyses: the Company, its Competition and the Consumer. The 4 Ps denote the key dimensions of a marketing plan: the Product, its Pricing, Promotion and Placement, or distribution.

Readings and cases have been selected to introduce the student to marketing analysis, strategy and planning. Class sessions will center around examples of how to apply this material in real-world scenarios, and will also rely on examples drawn from the instructor’s professional experiences. Please note the discussion questions that accompany the cases. All other aspects of the class will conform to the master GSBA 520 syllabus. Students’ grades in the Marketing module of GSBA 520 will be based on an exam administered in class during Session 3 (week 5 of GSBA 520).

Grades Contribution to Marshall TALK 20 points

14 Exam 60 points Cases 120 points ------Total 200 points

WEEK 3 – May 30 – June 5, 2016

MarshallTALK Class: Tuesday, May 31st, 5:00- 6:20pm

Marketing: Introduction to Marketing Management; Marketing Innovation Alternatives & Strategies; Marketing Analyses—Understanding Customers & Markets

Learning Outcomes: 1. Identify the ways in which consumer insights combined with an understanding of other market factors will impact the design of a marketing strategy and the subsequent decisions about the marketing mix (4P’s). 2. Identify and apply consumer behavior research methods that can be used to analyze new and existing markets. 3. Demonstrate a thorough understanding of the “3C’s & 4P’s” marketing model.

Readings:

1. “Broadening the Concept of Marketing,” Philip Kotler and Sidney J. Levy, Journal of Marketing, 33, January 1969, 10-15. 2. “Eager Sellers, and Stony Buyers,” John T. Gourville, Harvard Business Review, June 2006, 99-106. (Reprint R0606F pp. 1-8) 3. “Kao Corporation” (1994), Harvard Business School Case, #9-591-012, Rev. November 4, 1994, 17 pp. 4. “How P&G Brought the Diaper Revolution to China”, Mya Frazier, January 7th, 2010. 5. “The Innovator’s Challenge,” Dilip Soman, Rotman Management Magazine, 2014

*** DUE THIS WEEK: Prepare a 2-page case analysis for “Kao Corporation” and “How P&G Brought the Diaper Revolution to China”, using the Discussion Questions listed below.

Case Overview In 1985, Kao Corporation, a major Japanese marketer of detergents and personal care products, learned that P&G was about to re-launch an improved version of its “Pampers” brand in Japan. P&G’s initial entrance into the Japanese disposable diaper market encountered numerous problems. The new, improved “Pampers” had innovative features, and when tested in use, was found to be superior to Kao’s flagship brand, “Merries.” What lessons did P&G learn?

Discussion Questions

15 1. Why did P&G’s initial attempt to enter the Japanese diaper market fail? 2. What marketing plan modifications did P&G have to make for the Japanese market? 3. How are Japanese consumers and marketing practices different from their counterparts in the U.S.? 4. How is diaper consumer behavior different in Japan vs. in the U.S.? 5. What factors tend to discourage Japanese women from switching from cloth to disposable diapers? 6. What can P&G do to reduce these consumption barriers, and what factors are beyond their control? 7. After reading the article about P&G’s entry into the Chinese diaper market, compare the lessons that P&G learned in the Chinese market to the lessons P&G learned in the Kao Corporation case, including lessons about consumer behavior.

WEEK 4 – June 6-12, 2016

MarshallTALK Class: Tuesday, June 7th, 5:00- 6:20pm

Marketing: Designing Marketing Strategy—Market Segmentation, Target Selection and Product/Brand Positioning

Learning Outcomes: 1. Apply the concepts of Market Segmentation, Target Market Selection, and Product/Brand Positioning. 2. Identify, understand and apply market segmentation methods such as psychographic and geodemographic segmentation. 3. Identify, understand and apply specific market segmentation tools such as VALS and PRIZM. 4. Identify various sources of information, both free and fee-based, that marketing professionals can use in the segmentation, targeting and positioning process.

Readings: 1. “Note on Marketing Strategy,” Robert J. Dolan, Harvard Business School, #9-598- 061, Rev. November 1, 2000, 17 pp. 2. “Market Segmentation, Target Market Selection, and Positioning,” Miklos Sarvary and Anita Elberse, Harvard Business School, #9-506-019, Rev. April 17, 2006. 5 pp. 3. “Note on Innovation Diffusion: Rogers’ Five Factors,” John T. Gourville, Harvard Business School, #9-505-075, Rev. April 17, 2006, 6 4. “Volkswagen in India”, by Seema Gupta, Indian Institute of Management Bangalore; December 1, 2013, 33pp. 5. General background on VALS and PRIZM:

http://www.strategicbusinessinsights.com/vals/about.shtml,

16 http://www.claritas.com/MyBestSegments/Default.jsp?ID=100&pageName=What %2Bis%20Segmentation&menuOption=learnmore

*** DUE THIS WEEK: Prepare a 2-page case analysis for “Volkswagen in India”

Case Overview The case traces the entry of Volkswagen (VW) in India at a time when India will play a key role in fulfilling VW's global ambitions. The case describes the consumer research conducted by VW to identify consumer insights which pave the way for designing products to meet local needs and aspirations. The case describes VW's segmentation, targeting and positioning strategy for India against the background of its global brand values. The case traces the launch strategy of each of the models - Passat, Jetta, Touareg, Phaeton, Beetle, Polo and Vento. The case invites students to review the marketing and communication strategy of VW to enable it to fulfill its vision of being among the top three brands in India by 2018. The vision is challenging, particularly because VW is a very late entrant in the Indian market. The rich data in the case enables full-blown discussion on whether VW is differentiating itself enough in the competitive market place; or is it giving a compelling reason to the consumer to buy its brands.

Discussion Questions 1. Do you agree with VW’s corporate brand positioning in India? Is it effective? Why or why not? 2. Do you agree with VW’s positioning with respect to the other two brands in the VW Group’s portfolio in India – Volkswagen, Skoda and Audi? How can VW avoid cannibalization? 3. Do you agree with VW’s segmentation strategy in this case? Why or why not? 4. How does VW Indian advertising compare with its global advertising? In your opinion, has VW done an effective job of “tailoring” their advertising to the Indian market? 5. Based on what you know about their marketing strategy from this case, do you believe that VW can be among the top 3 brands by 2018?

WEEK 5 – June 13-19, 2016

Marketing: Integrating the Marketing Plan; The “4 Ps” and Beyond

Learning Outcomes: 1. Identify the necessary steps to create a marketing plan on the basis of your understanding of the 3C’s, 4P’s model. 2. Identify the steps that a company can take to improve its Segmentation, Targeting and Positioning processes on the basis of your mastery of Marketing concepts and terminology.

Readings:

17 1. “Growth Patterns in the U.S. Organic Industry”, by Catherine Greene, USDA, Economic Research Service; October 24, 2013 2. "Organic food sales growing." Environmental Nutrition Feb. 2014. (Brief Article) 3. “Annie’s: Growing Organically,” Bill Fanning, Berkeley-Hass Case Series, Case #B5802, March 3, 2014.

*** DUE THIS WEEK: Prepare a 2-page case analysis for “Annie’s: Growing Organically”

Case Overview This case is about a brand that had established itself in a small number of categories with a specific target and is attempting to appeal to a broader target and expand into other categories. Annie’s is a brand that has been very successful at appealing to Moms who are strongly committed to healthy food choices for their kids. The company has achieved success primarily in the macaroni & cheese and snack categories and believed they could build on that base and attract a broader group of consumers. They also believed that their formula could be successfully applied to a variety of food categories. That formula involved approaching traditional grocery categories with a slightly different approach when compared to the other large consumer packaged goods (CPG) brands. The primary focus of the case is on Annie’s expansion into the frozen pizza category; however, the longer term focus is on planned expansion into other categories and the ability to broaden the appeal of the brand to a more mainstream target.

Discussion Questions 1. What target market should Annie’s focus on going forward and why? 2. What would you say is the best new product strategy for Annie’s based on your understanding of marketing concepts, especially the segmentation, targeting and positioning process? 3. How should the company move forward on the key product decisions presented in the case? 4. How should Annie’s move forward in terms of placement and distribution? 5. How should Annie’s move forward in terms of promotions? 6. How should Annie’s move forward in terms of pricing?

Exam: A 2-hour timed exam(short-answer, multiple-choice, T/F) will be offered online from Tuesday, June 14th at 6:20pm until Thursday, June 17th at 11:59pm. The link for the exam will be open at the end of this Module during that time frame and will close promptly at 11:59 pm on June 17th, regardless of when the exam was begun. Students will have exactly 2 hours to complete the exam from the time it is started, and students will not be able to pause or return to the exam if they exit the page. Students are expected to complete all questions independently and not to discuss or share the exam with their peers, per the Academic Conduct Code set forth in the course syllabus.

18 OPERATIONS MANAGEMENT

Instructor: Sriram Dasu, PhD Office:Bridge 401U Email:[email protected] Telephone: (213) 740-3681 Fax: (213) 740-0173

The field of operations management is concerned with the design, operation, and improvement of the productive system that creates the firm’s products and services. In essence we are concerned with how work gets done. This entails management of people, equipment, materials and processes. The design and operation of the productive system determines how the business strategy is implemented and value is created.

Sound and creative operations management is a major competitive advantage. It is not hard to find industries where some firms are growing and prospering while others are entering bankruptcy. Many differences can separate winners from losers, but usually the way operations are managed is one of them. Indeed it is rare to find a successful firm that is not managing its operations to provide a high quality product or service at a reasonable cost.

Grading Contribution to MarshallTALK 10 points Assignment questions (6 sets) 65 points Porcini case questions 15 points Online Exam 43 points ------Total 133 points

WEEK 6 – June 20 - 26, 2016

MarshallTALK Class: Tuesday, June 21st, 5:00- 6:20pm

Operations Management: Introduction to Operations

Learning Objectives At the end of this session, students will be able to: 1. Explain the fundamental properties of operating systems and operational measures 2. Weigh the key tradeoffs required to successfully manage operations 3. Calculate capacity and design operational changes to maximize capacity and minimize wait times

19 Read: (prior to Live Video Discussion Session) 1. “The Superefficient Company” by M. Hammer, “Harvard Business Review,” September 2001. Reprint R0108E, (10 pages). 2. “Products, Processes and Performance.” Ravi Anupindi, et. al., Managing Business Process Flows: Principles of Operations Management, 2nd ed. Prentice Hall, 1999, Chapter 1, pp. 2-17.. 3. “A Note on Process Analysis,” Sriram Dasu. (7 pages) 4. Swatch case slides

Virtual Classroom View Module 8 Lectures: 1. What is operations management? Stake holders and value 2. Operations Measures: Link between Finance, Marketing and Operations 3. Process and Process Flow Charting 4. Capacity and utilization calculations

MarshallTALK This week’s discussion topics will include: process analysis, capacity exercises and bottle-neck management

*** ASSIGNMENTS DUE THIS WEEK: 1. Stakeholders and Value questions 2. Operations Measures questions 3. Process questions 4. Swatch case assignment questions

Turn in answers to case questions PRIOR TO the Live Video Discussion Session. Your answers should not exceed 3 pages. (Single spacing, 12 point font).

WEEK 7 – June 27 – July 3, 2016

Operations Management: Quality and System Design

Learning Objectives At the end of this session, students will be able to: 1. Analyze operations models, particularly service models, to see what makes them successful 2. Identify and explain the service issues that require detailed attention from both marketing and operations departments 3. Describe the process of service delivery 4. Analyze the intricate connection between service strategy and service system design for a restaurant chain

20 5. Describe quality, its dimensions and processes for achieving quality

Read: (prior to Live Video Discussion Session)  “Want to Perfect Your Company’s Service? Use Behavioral Science,” Richard B. Chase and Sriram Dasu, “Harvard Business Review,” June 2001. Reprint R0106D. 7 pages.

Virtual Classroom View Module 9 Lectures: 1. Time & Queuing 2. Quality and its Dimensions 3. Service Quality

MarshallTALK This week’s discussion topics will be the time, queuing and service quality challenges addressed in the Porcini’s Pronto case.

*** ASSIGNMENTS DUE THIS WEEK: 1. Capacity and Utilization questions 2. Time and Queuing questions 3. “Porcini’s Pronto: Great Italian pizza without the wait,” Harvard Business School Case 4277-PDF-ENG, April 4, 2011, 12 pages. Turn in answers to case questions PRIOR TO the Live Video Discussion Session. Your answers should not exceed 3 pages. (Single spacing, 12 point font).

Exam: A 2-hour timed exam will be offered online from Tuesday, June 28th at 6:20pm until Thursday, June 30th at 11:59pm. The link for the exam will be open at the end of this Module during that time frame and will close promptly at 11:59 pm on June 30th, regardless of when the exam was begun. Students will have exactly 2 hours to complete the exam from the time it is started, and students will not be able to pause or return to the exam if they exit the page. Students are expected to complete all questions independently and not to discuss or share the exam with their peers, per the Academic Conduct Code set forth in the course syllabus.

21 FINANCIAL AND MANAGEMENT ACCOUNTING

Instructor: Merle Hopkins, PhD Professor of Clinical Accounting Leventhal School of Accounting Office:Accounting B4a Telephone: (213) 740-4857 Email:[email protected] Fax: 213-747-2815 Office Hours: By appointment to better accommodate your schedules

Readings: (included in the course reader) Financial Accounting: (Weeks 8 & 9) “Introduction to Financial Accounting” (54 pp) [a portion of my Study Guide will be available in Blackboard as a word document] Management Accounting: (Week 10) “Introduction to Management Accounting and Cost-Volume-Profit Analysis” (15 pp) “An Introduction to Activity-Based Costing” (4 pp)

Financial Accounting: Skill in reading financial statements will be invaluable throughout your career, in analyzing business opportunities, assessing financial risks, and communicating your ideas with others. While the information needs of various stakeholders (investors, lenders, creditors, employees, etc.) differ widely, one of the most important and conventional tools in this financial reporting process include financial statements prepared according to generally accepted accounting principles (GAAP). Despite some important limitations, these financial statements summarize financial performance and present information on the current financial condition of the company. This course introduces the managers to how financial data are generated and reported, as well as how they are used for decision-making, analysis, and valuation. Understanding the financial statements will enhance your ability to communicate information in the financial accounting medium and make management decisions promoting the long-term financial viability of your organization.

22 Management Accounting: In this area of accounting, managers’ skills are developed to achieve better business decisions through the use of internal accounting information. These skills will enhance your capability of progressing into senior management positions [or becoming a better entrepreneur].

Problem Sets and Assignments Each student is strongly urged to study the readings noted in the syllabus. Additional material and other communications may be offered via Blackboard.

Class Participation Class participation is strongly encouraged. Demonstrating knowledge of course material through in-class participation may be a factor in assigning final grades to students in borderline cases. And finally, students are expected to stay abreast of current issues in finance. This is best accomplished by obtaining access to a daily business periodical.

Working in Groups You may wish to create informal groups to discuss class topics and/or homework assignments. This can be very helpful for the learning that will need to occur. The exam is to be completed independently and not to be discussed with peers.

Most students have their own preferred web conferencing platforms, including Google Hangouts, Oovoo, Fuze, Skype, etc.

Below are links for two of the most popular free video conferencing platforms, both of which are easy to join and accommodate multiple webcams:

1. Google Hangouts Students with Gmail accounts may choose to meet via Google Hangouts, which offers free “real time” video calling for up to 10 people. For more information on Google Hangouts, go to: https://www.google.com/hangouts/#live-conversations.

2. Oovoo Oovoo is another free video chat service that can accommodate up to 12 people and works with both Macs and PCs. Go to: http://www.oovoo.com/features/group-video-chat 3. BlackBoard Collaborate. In the course Blackboard left hand menu, open Tools and choose Collaborate “Join Room”. You can chat, share documents and videos.

The Exam The Accounting Exam will be delivered online at the end of Week 11. If any additional information is necessary, it will be attached to the exam. Students are strongly urged to use calculators in the exam; however, credit will not be given without work being shown.

The exam will be made up of problems/exercises of a computational nature. Your preparation on a daily basis throughout this class should enable you to complete the exam in the time allotted.

23 You will be expected to have learned the material thoroughly enough to efficiently adapt to different assumptions or formats.

Grading for Weeks 8-11

Contribution to Marshall TALK 40 points Exam 150 points Problem Sets (3) 150 points ------Total 340 points

In general, incompletes are not granted and makeup exams are not given. (Any unavoidable problems require contacting the professor before the exam). Untaken exams are recorded as a zero. Any incidence of cheating will be dealt with according to University policy.

Success is available to all in this course. Earn it!

WEEK 8 – July 4 – 10, 2016

MarshallTALK Class: Tuesday, July 5th, 5:00- 6:20pm

Accounting: Financial Accounting (1 of 2)

Learning Objectives: The purpose of this session is to develop your skills related to the structure of the three primary financial statements. An important part of your skill-building comes from basic terminology and some important principles used in financial accounting / financial statements. At the completion of this session, students will be able explain the following topics that are important in financial accounting / financial statements.

Topics:  Balance Sheets  Income Statements  Statements of Cash Flows  Financial Statement Elements  Revenue Recognition  Conservatism  Matching Principle  Accrual vs. Cash Basis

Readings: Skim the pages from my Introduction to Financial Accounting.

24 Questions To Consider While Reading: 1. What is the balance sheet's role among the three major financial statements? 2. Most assets are valued at their historic cost. Some users contend this is the biggest weakness of this financial statement, while others contend this is the biggest advantage. Can you explain how the use of historic cost can be seen as a negative by some and as a positive by others? 3. Stockholders' equity can be referred to as 'net assets'. Explain this. 4. Does the purchase of gasoline using a credit card represent an expense that would appear in an income statement for the current period? 5. Explain the difference between an asset and an expense. 6. Can you explain why the accrual basis of accounting is preferred for most purposes in the preparation of financial statements? 7. Should revenues be recognized when the cash is collected or the earning process is concluded? 8. In which section of the statement of cash flows would you place the proceeds from the sale of land [by a consulting firm]? 9. In which section of the statement of cash flows would you place the proceeds from the sale of land [by a real estate development firm]? 10. In which section of a statement of cash flows is it most desirable to have a positive cash flow: operating, investing or financing? Why?

WEEK 9 – July 4 - 10

Accounting: Financial Accounting (2 of 2)

Learning Objectives: The purpose of this session is to develop your skills related to the following topics that are important in financial accounting / financial statements.

Topics:  Impacts on the three major financial statements [B/S, I/S, $F]  Inventory Methods  Investment Portfolios  Cost and Equity Methods  Depreciation methods and their impacts on the financial statement

Readings: Skim again through my Introduction to Financial Accounting

Questions to Consider while Reading: 1. Cash basis financial statements do not contain accounts receivable. Why? 2. Why are accountants concerned about the economic consequences of the financial statements that are published?

25 3. Should revenues be recognized when the cash is collected or the sale is concluded? 4. What costs should be considered as inventory costs when the inventory is acquired for resale? 5. Inventory management has to do with how inventory is ordered and maintained. Inventory methods have to do with the financial statement implications of the various acceptable accounting methods. Lower-of-cost-or-market is frequently used for financial statement purposes. Is this approach conservative or liberal [in the accounting sense]? 6. Depreciation is recorded on PPE even though the asset might be appreciating. Please explain the financial statement logic for doing this.

*** ASSIGNMENTS DUE THIS WEEK: The Problem Set will be due Friday, July 15th at 11:59 pm

WEEK 10 – July 18 - 24, 2016

Accounting: Financial Management (1 of 2)

Oveview Many financial decisions are based on cash flow analysis. The valuation of future cash flows, accurate cash flow forecasts, and good capital budgeting practices permit a business to pre-identify its needs and resources to obtain the most favorable terms for any desired borrowing or equity financing activities. Using the basic financial statements and other information to forecast cash flow needs is an important part of the analysis. Additionally, various management performance indicators will be identified and evaluated (ratios).

Learning Objectives: The purpose of this session is to develop your skills related to the following topics that are important in managing an organization.

Topics:  Purpose of management accounting  Cost-Volume-Profit relationships: tools for planning profits  Activity Based Costing: an opportunity to improve an entity

Readings 1. “Financial Management: A Primer” by Merle W. Hopkins, 2009. 2. “Introduction to Capital Budgeting” by Merle W. Hopkins, 2009. 3. “An Introduction Shareholder Value-Added Activities” by Merle W. Hopkins, 2009.

26 Questions to Consider while Reading: 1. Why does management accounting have so different a focus compared to its financial accounting ‘cousin’? 2. Can you think of a firm which under-prices or over-prices goods and/or services? Can you think of what might cause this situation? 3. Why is it important that managers be able to communicate in a cost-volume profit framework? 4. Why is the concept of ‘contribution margin’ an essential component in the manager’s approach to managing a business? 5. Can you describe the link between budgeting and planning?

*** *** ASSIGNMENTS DUE THIS WEEK: Problem Set will be due at the 11:59pm Friday, July 20th, prior the Live Video Discussion Session.

*** FINAL EXAM: Exam will be available online at the end of Week 11. To be completed online independently and not to be discussed with peers. Final Exam is due Week 11.

WEEK 11 – July 25 - 31, 2016

Accounting: Financial Management: Building Valuation Skills

Learning Objectives: The purpose of this session is to develop your skills related to the following topics that are important in managing an organization. At the completion of this session, you will be able to: 1. Assess the basic ratios in elementary financial statement analysis 2. Calculate compound interest related to the time value of money 3. Explain basic borrowing transactions 4. Calculate the impact on the financial statements of loans and annuities and lump sum payments 5. Describe the basic concepts in issuing bonds payable Readings: 1. “Financial Management: A Primer” by Merle W. Hopkins, 2009. 2. “Introduction to Capital Budgeting” by Merle W. Hopkins, 2009.

Self-Study Questions to Consider as You Skim the Assigned Materials:  The balance sheet model of the firm focuses us on which three important financial management activities?  Creditors and shareholders are claimants of the current and future assets of the firm. As the enterprise becomes more successful in generating positive cash flows, which of these groups benefits first?

27  Which group, creditors or shareholders, has the biggest upside potential as a result of having made an investment in the firm?  What important information is included in the balance sheet?  What important information is excluded from the balance sheet?  What adjustments to balance sheet information might you consider when evaluating enterprise liquidity?  Can you think of any important limitations when using the income statement to measure economic income?  Financial statement analysis is subject to all of the limitations of the financial statements from which the data are drawn. Do you agree or disagree?  How would you differentiate current assets and liabilities from non-current assets and liabilities?  What information might be used to evaluate a manger? Identify some financial information that would be used to evaluate a manager.  (continued on next page)  What is meant by financial leverage?  In class we will examine financial statement information and construct some of the common ratios in order to better understand some of the common pitfalls.

This is for your after-class consideration:  Why is the multi-period case considerably more challenging to follow than the one-period case?  How is an annuity different from a perpetuity?  Comment: do not over-stress about the math.

*** ASSIGNMENTS THIS WEEK: The two Problem Sets for Week 11 will due Wednesday, July 27th at 11:59 pm.

Exam: A 2-hour timed exam will be offered online from Tuesday, July 26th at 6:20pm until Thursday, July 28th at 11:59pm. The link for the exam will be open at the end of this Module during that time frame and will close promptly at 11:59 pm on July 28th, regardless of when the exam was begun. Students will have exactly 2 hours to complete the exam from the time it is started, and students will not be able to pause or return to the exam if they exit the page. Students are expected to complete all questions independently and not to discuss or share the exam with their peers, per the Academic Conduct Code set forth in the course syllabus.

28 HIGH PERFORMANCE ORGANIZATIONS

Instructor: Michael Mische, MBA Office: Bridge Hall 306 Office Hours: By appointment Phone: (213) 740-0728 Email: [email protected]

Learning Objectives: The focus of this portion of the GSBA 520 course is on high performance organizations: creating and leading high performance teams and motivating, managing & measuring employees for high-performance

At the completion of week 12’s material and assignments, you should have an understanding of: Leadership in achieving high performance, the differences between high performance and typical performance, the challenges of leading change, how to plan and measure for high performance, and the differences between transformational versus transitional leadership. You should have a working knowledge of the concepts, theories and practices and a basic understanding of how to design, manage and measure teams for high performance.

At the completion of week 13’s material and assignments, you should have a working knowledge of employee morale, motivation, measurement and rewards, how motivation affects strategy, the role of strategy in motivation, and how to best organize and manage for motivation.

Class time will be devoted to: c. Pre-recorded lectures. Pre-recorded lectures supplement the readings, elaborate on key theoretical models and frameworks, and reinforce crucial concepts. These lectures will be offered asynchronously and may be taken at any time and at each student’s own pace. d. Cases. We will devote much of our virtual class time to the analysis and discussion of selected cases. Each case is intended to teach us something specific, yet each can teach many things. Case studies will take place synchronously at the same time each week, via Live Video Discussion Session.

The case discussion method of instruction: c. Allows you to develop skills at problem definition in addition to problem solving. Cases force you to sift through a mass of information, some of it irrelevant or contradictory, in order to identify the important or strategic issues. d. The case method gives you a chance to deal with ambiguity. Most cases do not have obvious “right” answers. Managers must be able to function in situations where the right answer is not known. A popular phrase in case analysis classes is: “There are no right answers, but there are wrong answers.”

29 While class discussions will be directed, the quality of your learning experience will be significantly determined by: (1) your degree of preparation, active listening, and participation, and (2) your classmates’ preparation, listening, and participation. Some will not agree with you, and you may be asked to defend your argument or change your mind. So long as criticism is (a) directed at arguments and not at individuals, and (b) relevant to the issues at hand and coherently argued, it is very much welcomed.

Required Materials: The course reader includes cases and readings for each class session.

Course Notes: Copies of lecture slides and other class information will be made available on Blackboard.

Expectations: To achieve the objectives of the course, class may include any one or more of the following: case discussions, lectures, experiential applied case exercises, and/or group presentations. Be sure to take adequate notes. You will need to draw upon your lessons learned from lectures and case discussion for later session case analyses and the final applied case on the last class day.

You are expected to read all of the material assigned from the course reader prior to the Live Video Discussion Sessions. Be prepared to present your analyses of all exercises, cases, and readings assigned for each Live Video Discussion Session. You may be called on to either orally present your analysis or opinions or to lead a discussion within the Live Video Discussion Session. Since you may not know when you will be asked to participate, be prepared at all times. You are expected to be prepared to discuss the materials assigned and answer specific questions proposed by each other as well as by the instructors.

Since much of what we do involves your participation, your attendance in class during lectures and exercises and case and readings analyses is very important.

Written Assignments: You are required to complete several written assignments. Each assignment will focus on a case. Some assignments require the application of particular analytical tools or models to a case. Assignments will typically consist of answering specific questions, and more importantly, the analysis and supporting logic for those answers. Some assignments might involve numerical and/or graphical analysis of data from the cases we will discuss.

Specific instructions for each written assignment are presented in the detailed information for the class sessions.

Policies for Written Assignments: Deadlines are important. Papers not turned in on time are penalized. Note: I use the “no problem” policy for Written Assignments handed in late. This policy is: I have no problem accepting assignments late – so long as you have no problem with the fact that I will automatically deduct 25% of the total value (e.g., a paper that would have been 10 will be 7.5).

30 The written portion of assignments (excluding spreadsheet numbers, when applicable) must be no longer than the specified maximum. Submit papers in 12-point font with one-inch margins around the page.

Grades

Assignment on character, personality and behavior (100 words) 30 points Discussion Forum Posts and comments Week 12 20 points MarshallTALK Contribution Week 12 10 points Assignment on teamwork and culture (100 words) 30 points Discussion Forum Posts and comments Week 13 20 points Assignment “How do you motivate others?” (100 words) 30 points MarshallTALK Contribution Week 13 10 points Exam covering Weeks 12 and 13 topics 30 points ------Total 180 points

WEEK 12 – August 1 – 7, 2016

MarshallTALK Class: Tuesday, August 2nd, 5:00- 6:20pm

WEEK 12: HIGH PERFORMANCE ORGANIZATIONS- CREATING & LEADING HIGH PERFORMANCE TEAMS

Description & Objectives: In Week 12 we learn about high performance organizations, groups and teams. This week we will address the definition, attributes and components of a “high performance” organization. During this week we discuss the: (1) Definition of high performance, (2) Need for high performance, (3) Differentiating qualities and characteristics of high-performance, (3) Benefits of high performance, (4) Role of visions, measurements, mission and values in achieving high performance, and the Impact of Leadership in strategy and high performance organizations.

At the completion of this week, you should have an understanding of: Leadership in achieving high performance, the differences between high performance and typical performance, the challenges of leading change, how to plan and measure for high performance, and the differences between transformational versus transitional leadership.

Readings (1 of 2) : Ramon Casadesus-Masanell. “STRATEGY READING: SETTING ASPIRATIONS- MISSION, VISION AND VALUES.” HBSP # 8114-HTM-ENG. (2014).

Bernard Bass. “FROM TRANSACTIONAL LEADERSHIP TO TRANSFORMATIONAL LEADERSHIP: LEARING TO SHARE THE VISION.” Organizational Dynamics, Vol. 18(3), pp. 19-31. (1990).

Case (1 of 2):

31 This week’s case assignment is a movie. The movie is “Twelve O’ Clock High,” (For info see, wikipedia.org/wiki/Twelve_O%27Clock_High).

URL: http://www.tubeplus.is/player/603406/Twelve_O%92Clock_High/? huid=lgmdwhrsqxtb

Assignment (1 of 2): For Week 12, our assignment will be to address leadership in turnarounds. This movie is about leadership and turnarounds. The movie was designated by The Library of Congress as being "culturally, historically, or aesthetically significant." Admittedly, it is focused on the military and combat operations, but the fundamental lessons of stress, leadership, character development, group dynamics, and turnarounds endure. With a little bit of imagination on your part, the lessons in this movie can translate nicely to contemporary times and business.

1. Formal Assignment. (100 words). Pick a character to follow. Study the personality of the character and observe how that character’s personality and behavior evolved over the course of the movie. 1. Assess the performance of your character 2. How did your character’s effectiveness and interactions with his superiors change as the movie evolved? How so? Why? 3. What techniques did the leaders and/or your character use to assess the situation and effect change? 2. Discussion. In all groups there are leaders, followers, inhibitors and hanger-ons…in this movie: a. Identify the inhibitors to change b. Why were these individuals so dogmatic and resistant to change? c. What role does favoritism and fraternization play in managing members of a group? d. What was the root cause, if any, for discontent? e. How did the inhibitors express their sentiments? f. Why is change difficult for people? 3. Discussion. Thinking about Casadesus-Masanell, what commonalities can you find between the movie and the main themes of the reading? Why are these relevant? 4. Discussion. Relevant to Bass, what characteristics, processes or actions are shared between the article and the movie? Was Frank Savage a “transformational leader” and why or why not? 5. Discussion. Pondering change, which is best a “big bang” approach when everything gets changed at once, or a subtler “little ring” approach that is incremental? 6. Weekly Posting & Commentary. a.i.a. Provide a short commentary, posting or blog related to the readings and content. a.i.b. Provide a substantive comment related to another student’s commentary, posting or blog. 7. Case Analysis. Strategic change and high performance require KPIs (Key Performance Indicators), relative to the movie, what were General Savage’s “markers and measurements” that were used for the turnaround:

32 a. What are the “entrance” markers? b. What are the exit markers or criteria? c. How do you best measure progress? d. How do you when you are “done?”

Readings (2 of 2): Jon D. Katzenbach & Douglas K. Smith. “The Wisdom of Teams.” HBSP #93207. (1993).

Case (2 of 2): David B. Yoffie; Penelope Rossano. “APPLE INC. IN 2012.” HBSP # 712490-PDF-ENG. (2012).

Assignment (2 of 2): 1. Formal Assignment. (100 words). Teamwork is an essential part of any organization’s operations. Using your readings and own personal experience, how does an organization’s culture and strategic objectives influence teamwork, or does teamwork influence the culture? 2. Discussion. Thinking about both Hill and Ware articles, how does managing a task force differ from managing a team? a. What are the differences between task force and a team? b. What unique management problems are presented with a team versus a task force? 3. Discussion. Relative to Katzenbach, what are the primary themes of the article and how do these differ or reinforce the concepts of Ware and Hill and those discussed in class? 4. Weekly Posting & Commentary. a. Provide a short commentary, posting or blog related to the readings and content. b. Provide a substantive comment related to another student’s commentary, posting or blog. 5. Case Analysis. a. Much has been written and said about Apple. In general, how would you characterize Apple’s strategy and strategic choices? Were they transactional or transformational? b. What strategies did Apple sue to differentiate itself from the competition? c. What are the primary strategic issues confronting Apple in the case and how did Jobs go about addressing them? d. To what extent, if any, has apple achieved a superior strategic position over its competitors? If superior, how and if not, why? e. To what extent did Apple create bargaining powers and pricing powers? If created, where and how? If not, why not? f. Given the history of Apple and the passing of Steve Jobs, to what extent is Apple’s technology leadership sustainable?

33 WEEK 13 – August 8 – 14, 2016

MarshallTALK Class: Tuesday, August 9th, 5:00- 6:20pm

WEEK 13: HIGH PERFORMANCE ORGANIZATIONS- MOTIVATING, MANAGING & MEASURING EMPLOYEES FOR HIGH-PERFORMANCE

Description & Objectives: After 12 intensive weeks we finally come to Week 13…Congratulations! In Week 13 we piece together elements from various topics to address how to implement strategy and create high performance through exceptional employee motivation and performance. For this week we start with the simple question, “How to best motivate employees for high performance?” In Week 13 we discuss and examine the factors of employee moral, leadership, motivation, performance and rewards. Our readings this week are designed to provide us with a robust perspective on organizational development (OD) and performance.

At the completion of this week, you should have a working knowledge of employee morale, motivation, measurement and rewards, how motivation affects strategy, the role of strategy in motivation, and how to best organize and manage for motivation.

Readings: Edward M. Hallowell. “THE CYCLE OF EXCELLENCE: A SUMMARY OF THE FIVE STEPS TO PEAK PERFORMANCE-AND HELPFUL HINTS FOR PUTTING THEM INTO PRACTICE.” HBSP # 4257BC-PDF-ENG. (2011).

Edward M. Hallowell. “GRAPPLE AND GROW: REINFORCING THE CYCLE OF EXCELLENCE-ENCOURAGING PEAK PERFORMANCE BY MAKING WORK CHALLENGING AND FUN.” HBSP # 4255BC-PDF-ENG. (2011).

Case: John Gabarro, et. al. “Erik Peterson at Biometra.” HBSP #9-411-031. (2011).

Assignment: For Week 15 we will address the case. 1. Formal Assignment. (100 words) For this week’s assignment, let’s discuss how you motivate others. Specifically, “How do you motivate others?” 2. Discussion. Relative to Hallowell, what are the five steps and how do these steps relate to the implementation of strategy in a contemporary organization? 3. Weekly Posting & Commentary. a. Provide a short commentary, posting or blog related to the readings and content. b. Provide a substantive comment related to another student’s commentary, posting or blog. 4. Case Analysis. a. What are the strategic issues confronting Erik and why are these significant? b. What are Erik’s most viable options and how would you go about assessing

34 and ranking them (best to least best)? c. What criteria would you recommend that Erik use to help facilitate his decision making?

Exam *** FINAL EXAM: Exam will available to complete online independently on Tuesday, August 9th at 6:20pm and not to be discussed with peers. Final Exam is due Thursday, August 11thth at 11:59pm.