Strategic Planning and Forecasting Fundamentals J
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An Extended VRIO Model As a Framework for Sustainable Tourism Planning
Sustainable Tourism IV 87 An extended VRIO model as a framework for sustainable tourism planning J. Simão CIEO - Research Center for Spatial and Organizational Dynamics, Universidade Aberta, Portugal Abstract The management of resources by a tourism destination is of crucial importance for sustainable tourism development. The Resource-based View, a relevant school of strategic thought, offers a conceptual model for the analysis of organizational resources. This paper proposes to extend this model to the sustainability of tourist destinations. That is, assuming the VRIO model, and recognizing its usefulness as a tool for resource analysis, we introduce the sustainability dimension. The VRISO(S) model proposed here is intended as a starting point for discussion about the management of tourism resources in the context of sustainable development and competitive advantage to be undertaken by Destination Management Organizations. Keywords: sustainable tourism, strategic management, Resource-based View, competitive advantage, VRIO model. 1 Introduction Due to environmental and social pressures, a lot has been claimed for sustainable tourism development (s.t.d.). Both scientific literature and tourism organisations are unanimous as to the need for it. Nevertheless, it is not always easy to step forward towards implementation because, it must be acknowledged, it is less difficult to debate sustainability in theoretical terms than putting it into practice. Not that it is easy to debate sustainable tourism, but the fact is that it is even harder -
Secure Collaborative Planning, Forecasting, and Replenishment (SCPFR)
Secure Collaborative Planning, Forecasting, and Replenishment (SCPFR) Mikhail Atallah* · Marina Blanton* · Vinayak Deshpande** Keith Frikken* · Jiangtao Li* · Leroy B. Schwarz** * Department of Computer Sciences ** Krannert School of Management Purdue University West Lafayette, IN 47907 May 30, 2005 Extended Abstract 1. Introduction It is well known that information-sharing about inventory levels, sales, order-status, demand forecasts, production/delivery schedules, etc. can dramatically improveme supply-chain per- formance. Lee and Whang (2000) describe several real-world examples. The reason for this improvement, of course, isn’t information-sharing, per se, but, rather, because shared infor- mation improves decision-making. However, despite its well-known benefits, many companies are averse to sharing their so-called “private” information, fearful that their partner(s) or competitor(s) will take advantage of it. Secure Multi-Party Computation (SMC) provides a framework for supply-chain partners to make collaborative forecasts and/or collaborative decisions without disclosing private in- formation to one another; and, most important, without the aid of a “trusted third party”. SMC accomplishes this through the use of so-called protocols. An SMC protocol involves theoretically-secure hiding of private information (e.g., encryption), transmission, and pro- cessing of hidden private data. Since private information is never available in its original form (e.g., if encryption is used to hide the data, it is never decrypted), any attempt to hack or misuse private information is literally impossible. In our research, we apply SMC protocols to facilitate collaborative forecasting and inventory-replenishment decisions between a single supplier and a single retailer. The model is an extension of Clark and Scarf (1960). -
The Business School Rankings Dilemma
Ranking Report cover 8/16/05 10:44 PM Page FC1 . The Business School Rankings Dilemma A Report from a Task Force of AACSB International’s Committee on Issues in Management Education . Ranking Report body 9/8/05 1:51 PM Page 1 Contents The Business School Rankings Dilemma A Report from a Task Force of AACSB International’s Committee on Issues in Management Education AACSB International – The Association to Advance Collegiate Schools of Business 777 South Harbour Island Boulevard Suite 750 Tampa, Florida 33602-5730 USA Tel: 1+ 813-769-6500 Fax: 1+ 813-769-6559 www.aacsb.edu © 2005 AACSB International Ranking Report body 9/8/05 1:51 PM Page 2 Foreword usiness school rankings have been around since the late 1980s, when a couple of general business publications real- Bized that “best of” lists were a powerful sales tool. Since then, they have mushroomed. The rankings have consistently caused concern among AACSB International accredited schools and members. For instance, across various rankings different methodologies and data collection produce wide variations in results. Students and others often do not realize that usually only MBA programs are being evaluated. Nonetheless, most business schools continue to participate even though the cost in manpower and resources is high because the rankings garner so much atten- tion from prospective students, alumni, and major donors. A rankings task force of AACSB International’s Committee on Issues in Management Education (CIME) has created the following report to the Board of Directors that marks the beginning of a long-term initiative to place rankings in perspective and to expand access to students and employers to additional, relevant data they need to make decisions. -
Lee Business School WORKSHEET: BSBA Degree, Management, 2015-2016
Evaluator/Date Lee Business School WORKSHEET: BSBA Degree, Management, 2015-2016 Student: NSHE ID#: Students must activate the UNLV e-mail account at http://rebelmail.unlv.edu/activate. University Core Requirements Minimum C (2.0) grade required in all business and *pre- NSHE degree: AB AA AS major courses and all prerequisites for business courses. English Composition, 6 credits * Pre-major courses ENG 101 3 Additional Pre-major Requirement, 3 credits * ENG 102 3 *MATH 127/128/132/176/181/182 3 Constitution, 3-6 credits US Constitution 3 Business Core, 42-45 credits NV Constitution 1-3 Pre-major Business Courses 15-18 credits Math, 3 credits * ACC 201 3 MATH 124 or higher 3 * ACC 202 3 * ECON 102 3 Distribution Requirement, 18-19 credits * ECON 103 3 Humanities & Fine Arts, 9 cr. * ECON 261 3 * COM 101 3 * computer proficiency 0-3 Humanities 3 Humanities courses must be from two different areas. Upper-division Business Core Courses, 27 credits Fine Arts 3 FIN 301 3 Life & Physical Sciences & Analytical Thinking, 9-10 cr. IS 378 3 Science IS 383 3 Science MGT 301 3 Must include one lab Lab satisfied BLW 302 or MGT 303 3 PHIL 102 3 MGT 367 3 Social Sciences -- No additional credits required since this is MKT 301 3 satisfied with business requirements. SCM 352 3 First-year Seminar, 2-3 credits BUS 496 or 497 or 498 (capstone course) 3 Second-year Seminar, 3 credits 3 Required by all Business Majors, 6 credits (For a list of approved coures for the second-year seminar, COM 102 3 go to http://generaled.unlv.edu/core.) ENG 407A 3 Multicultural International For a list of courses that satisfy these requirements go to Major Courses, 24 credits http://facultysenate.unlv.edu/students/multicultural. -
Strategic Management
Strategic Management Strategic Management JOHN MORRIS TOBIAS HODGES OREGON STATE UNIVERSITY CORVALLIS Strategic Management by John Morris is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted. Download for free at open.oregonstate.education/strategicmanagement Publication and on-going maintenance of this textbook is possible due to grant support from Oregon State University Ecampus. Suggest a correction Contents Introduction 1 Cover 2 Part 1. Strategic Management Overview What's in it for Me? 5 What Is Strategic Management? 6 Intended and Realized Strategies 14 KEY TAKEAWAY 18 EXERCISES 19 Essential Unit Vocabulary 20 Part 2. Corporate Governance What's in it for Me? 25 What Is Corporate Governance? 26 The Evolution of the Modern Corporation 29 The U.S. Corporate Governance System 32 Corporate Governance in America: A Brief History 39 Purpose and Direction of the Firm 44 KEY TAKEAWAY 45 Essential Unit Vocabulary 46 Part 3. The External Environment What's in it for Me? 51 The General Environment (PESTEL) 52 Analyzing the Organization’s Microenvironment 55 KEY TAKEAWAY 68 EXERCISES 69 Essential Unit Vocabulary 70 Part 4. Internal Capability What's in it for Me? 75 Operational Excellence 76 Internal Analysis 77 VRIO Analysis 84 Organizational Control 90 KEY TAKEAWAY 96 EXERCISES 97 Essential Unit Vocabulary 98 Part 5. Business-level Strategy What's in it for Me? 103 What is Strategic Focus? 104 Strategy as Trade-Offs 105 Strategy as Discipline 112 Generating Advantage 116 KEY TAKEAWAY 125 EXERCISES 126 Essential Unit Vocabulary 127 Part 6. Formulating Strategy What's in it for Me? 131 The Strategy Diamond 132 Competitor Analysis Framework 140 Types of Rivalry 141 KEY TAKEAWAY 145 EXERCISES 146 Essential Unit Vocabulary 147 Part 7. -
The ACE Decision-Making Model When Choosing Between Options, Do You Rely on Cool Analysis Or Lively Intuition? Both Have Their Place, Yet Both Have Shortcomings
The ACE Decision-making Model When choosing between options, do you rely on cool analysis or lively intuition? Both have their place, yet both have shortcomings. Here’s a framework that helps you make smart decisions with rigour By Salman Mufti Find us on the web at www.qsb.ca/insight and on Twitter at @QSBInsight MAKING A DECISION COMES SO NATURALLY TO US that we rarely take the time to explore how we do it and whether or not the decision was the right one. When senior managers are asked how they make decisions, they often tell a similar story. They say they first identify the problem, About the author such as high employee turnover or low sales. They try to find the Salman Mufti is Associate reason behind the problem, then list various objectives or criteria for Dean and Executive Director of Queen's School of solving it, based on the company’s strategy. From this, they say, they Business Executive generate a number of options that are gauged against objectives. Out Education. He is also pops the decision. Associate Professor of Management Information Systems at Queen's School But when researchers actually observe senior managers make of Business and Visiting Associate Professor at The decisions, it is clear that the process has much more nuance. Intuition Johnson School of — a gut feeling — often dictates the final outcome. Management at Cornell University. He teaches and conducts research in the If analysis is the science of decision making, then intuition is the art areas of managerial decision of decision making. -
Earned Value Management Tutorial Module 6: Metrics, Performance Measurements and Forecasting
Earned Value Management Tutorial Module 6: Metrics, Performance Measurements and Forecasting Prepared by: Module 6: Metrics, Performance Measurements and Forecasting Welcome to Module 6. The objective of this module is to introduce you to the Metrics and Performance Measurement tools used, along with Forecasting, in Earned Value Management. The Topics that will be addressed in this Module include: • Define Cost and Schedule Variances • Define Cost and Schedule Performance Indices • Define Estimate to Complete (ETC) • Define Estimate at Completion (EAC) and Latest Revised Estimate (LRE) Module 6 – Metrics, Performance Measures and Forecasting 2 Prepared by: Booz Allen Hamilton Review of Previous Modules Let’s quickly review what has been covered in the previous modules. • There are three key components to earned value: Planned Value, Earned Value and Actual Cost. – PV is the physical work scheduled or “what you plan to do”. – EV is the quantification of the “worth” of the work done to date or “what you physically accomplished”. – AC is the cost incurred for executing work on a project or “what you have spent”. • There are numerous EV methods used for measuring progress. The next step is to stand back and monitor the progress against the Performance Measurement Baseline (PMB). Module 6 – Metrics, Performance Measures and Forecasting 3 Prepared by: Booz Allen Hamilton What is Performance Measurement? Performance measurement is a common phrase used in the world of project management, but what does it mean? Performance measurement can have different meanings for different people, but in a generic sense performance measurement is how one determines success or failure on a project. -
The Institutions of Corporate Governance
ISSN 1045-6333 HARVARD JOHN M. OLIN CENTER FOR LAW, ECONOMICS, AND BUSINESS THE INSTITUTIONS OF CORPORATE GOVERNANCE Mark J. Roe Discussion Paper No. 488 08/2004 Harvard Law School Cambridge, MA 02138 This paper can be downloaded without charge from: The Harvard John M. Olin Discussion Paper Series: http://www.law.harvard.edu/programs/olin_center/ The Social Science Research Network Electronic Paper Collection: http://papers.ssrn.com/abstract_id=###### This paper is also a discussion paper of the John M. Olin Center's Program on Corporate Governance JEL K4, H73, G34, G28 The Institutions of Corporate Governance Mark J. Roe* Abstract In this review piece, I outline the institutions of corporate governance decision- making in the large public firm in the wealthy West. By corporate governance, I mean the relationships at the top of the firm—the board of directors, the senior managers, and the stockholders. By institutions I mean those repeated mechanisms that allocate authority among the three and that affect, modulate, and control the decisions made at the top of the firm. Core corporate governance institutions respond to two distinct problems, one of vertical governance (between distant shareholders and managers) and another of horizontal governance (between a close, controlling shareholder and distant shareholders). Some institutions deal well with vertical corporate governance but do less well with horizontal governance. The institutions interact as complements and substitutes, and many can be seen as developing out of a “primitive” of contract law. In Part I, I sort out the central problems of corporate governance. In Part II, I catalog the basic institutions of corporate governance, from markets to organization to contract. -
Are Forecasting Models Usable for Policy Analysis? (P
Federal Reserve Bank of Minneapolis Are Forecasting Models Usable for Policy Analysis? (p. 2) Christopher A. Sims Gresham's Law or Gresham's Fallacy? (p.17) Arthur J. Rolnick Warren E. Weber 1985 Contents (p. 25) Federal Reserve Bank of Minneapolis Quarterly Review Vol. 10, No. 1 ISSN 0271-5287 This publication primarily presents economic research aimed at improving policymaking by the Federal Reserve System and other governmental authorities. Produced in the Research Department. Edited by Preston J. Miller, Kathleen S. Rolfe, and Inga Velde. Graphic design by Phil Swenson and typesetting by Barb Cahlander and Terri Desormey, Graphic Services Department. Address questions to the Research Department, Federal Reserve Bank, Minneapolis, Minnesota 55480 (telephone 612-340-2341). Articles may be reprinted if the source is credited and the Research Department is provided with copies of reprints. The views expressed herein are those of the authors and not necessarily those of the Federal Reserve Bank of Minneapolis or the Federal Reserve Systemi Federal Reserve Bank of Minneapolis Quarterly Review Winter 1986 Are Forecasting Models Usable for Policy Analysis?* Christopher A. Sims Professor of Economics University of Minnesota In one of the early papers describing the applications of and, in a good part of the economics profession, has the vector autoregression (VAR) models to economics, position of the established orthodoxy. Yet when actual Thomas Sargent (1979) emphasized that while such policy choices are being made at all levels of the public models were useful for forecasting, they could not be used and private sectors, forecasts from these large models, for policy analysis. -
Pestle Technique – a Tool to Identify External Risks in Construction Projects
International Research Journal of Engineering and Technology (IRJET) e-ISSN: 2395-0056 Volume: 03 Issue: 01 | Jan-2016 www.irjet.net p-ISSN: 2395-0072 PESTLE TECHNIQUE – A TOOL TO IDENTIFY EXTERNAL RISKS IN CONSTRUCTION PROJECTS NITANK RASTOGI 1 , Dr . M.K TRIVEDI 2 1POST GRADUATE STUDENT ( M.E ) , CIVIL ENGINEERING DEPARTMENT, MADHAV INSTITUTE OF TECHNOLOGY AND SCIENCE , GWALIOR (M.P) , INDIA 2PROFESSOR , CIVIL ENGINEERING DEPARTMENT , MADHAV INSTITUTE OF TECHNOLOGY AND SCIENCE , GWALIOR (MP) , INDIA Abstract : Effective risk management can bring greater 1. Introduction- rewards to project performance by enhancing productivity and reducing the impact of threats . Risk Identification is Construction projects are unique in nature . Every project thus the first step in Risk Management Process . The is different from the other. Construction projects have objective of this article is to identify external risks associated following characteristics : i) Long gestation period ii) with any construction project by using “ PESTLE Technique Heavy investments iii) Non tradability of output , which “ thus minimizing their impact on project objectives before makes them susceptible to various risks throughout its life they actually occur . PESTLE Technique is a strategic cycle which can affect project objectives in terms of money management technique which can be used effectively in in form of cost overruns , delays in completion , and external risk identification process of Risk Management Plan inferior quality . Thus it is necessary to identify the risks . It identifies risks under various subgroups under broad associated with the project, prior to their occurrence so as headings of Political , Economical , Social , Technological , to take proper measures to mitigate them. Legal , Environmental . -
B.S. Business Administration, Supply Chain Management
Cameron School of Business Fact Sheet for Pre-Business Majors HOW DO I GET ADMITTED TO THE CAMERON SCHOOL OF BUSINESS? The Admission process starts while you are still in University College. As soon as you express an interest in Business, your UC advisor will guide you in taking University Studies courses that are also required for admission to the Cameron School of Business (CSB). When you have at least 24 hours of earned credits, you can declare your “PRE-Business” major. All students will first become Pre- Business, then Admitted Cameron students, assuming the eligibility requirements described below are met. Requirements to declare PRE-Business (STEP 1): Students will declare “PRE-Business” as their major first. Students declare PRE-Business BEFORE they have met all of the admission criteria described under the admission section below. - Students can declare “PRE-Business” once they have earned 24 hours of credits at UNCW. - Declaring PRE-Business does not guarantee admission to the CSB, however, students who meet all admission criteria will be accepted. - It is recommended that students first successfully complete MAT 111 prior to declaring PRE-Business. Requirements for Admission to Cameron School of Business (STEP 2): Pre-Business majors may be admitted to the Bachelor of Science with a major in business administration upon successful completion of the following admission requirements: - Completion of at least 30 credit hours, with at least 12 credit hours taken from within CSB. - Completion of each of the following courses with at least a “C-“: ENG 101, ENG 201,(ENG 103 may be substituted for ENG 101 and ENG 201); MAT 151 or MAT 161; BAN 280; ACG 201, ACGL 201; ECN 221, and ECN 222; MIS 213 or 313 - An overall grade point average of at least 2.70 on a 4.0 scale for all course work attempted at UNCW. -
Table of Contents for Strategic Planning Managers Implementation Tools Handbook
STRATEGIC PLANNING HANDBOOK AND MANAGERS IMPLEMENTATION TOOLS SOUTHERN UNIVERSITY AT NEW ORLEANS Academic Years 2006-2011 Strategic Implementation Plan Academic Years 2006 to 2011 Southern University at New Orleans Revised December 2, 2010 ii FORWARD The State of Louisiana requires higher education institutions to provide a strategic plan for intended operations. Southern University at New Orleans (SUNO) has prepared and implemented strategic initiatives for academic years 2006 to 2011. The SUNO strategic plan includes the Louisiana Board of Regents and the Southern University System strategic goals for higher education institutions including student access and success, academic and operational quality and accountability, and service and research. These goals are complemented by an institutional vision of community linkages, academic excellence, illiteracy and poverty reduction, transparency, and technological excellence. These SUNO strategic directions are paramount for higher education eminence and for rebuilding our community and the Gulf Coast after the Hurricanes of 2005. The strategic plan was facilitated by a strategic planning committee made up of representatives of every campus unit and was developed with input from the entire University family including community representatives. The implementation of the strategic plan will ensure that SUNO will continue to provide quality education, service to our communities, and contributions to the economic development of the State of Louisiana. Victor Ukpolo Chancellor Southern University at New Orleans iii TABLE OF CONTENTS CHANCELLOR’S LETTER ………………………………………………………… vi UNIVERSITY STRATEGIC PLANNING COMMITTEE ………………….…….. vii I. STRATEGIC PLANNING PROCESS BACKGROUND INFORMATION …. 1 A. A Definition of Strategic Planning ………………………………………….... 1 B. Purpose of Strategic Planning ………………………………………………... 1 C. Steps in a Strategic Planning Process (Example 1) ………………………….