SWOT Analysis of the Flip Factory Inc.

Its strategy management case study, and I want 10 pages with double space, 12-point font.
I will give you the case, and you can use appendix 2 as the format.
Thank you.

1 Class meetings Section 02: Tuesday and Thursday, 11:30 am to 12:50 pm, OB 210 Section 03: Tuesday and Thursday, 14:30 am to 15:50 pm, OB 210 Instructor Dr. Guangrui Guo Office hours T 10:00 to 11:20 a.m. R 10:00 to 11:20 a.m. Email [email protected] PLEASE EMAIL ME VIA BLACKBOARD Telephone 519-253-3000, Ext. 3145 Office Odette Room 448 Secretary Ms. May Nhan Office Odette, Room 405 Email [email protected] The Odette School of Business and the University of Windsor sit on the Traditional territory of the Three Fires confederacy of First Nations, comprised of the Ojibway, the Odawa, and the Potawatomie. 1.1 Calendar Description Taught from the perspective of the CEO, this is the capstone course of the B.Comm. Program. It is designed to integrate the knowledge gained in all business courses and focus such knowledge on the central task of managing the firm in its entirety. (Prerequisites: All other required Business courses and Semester 7 or 8 standing for B. Comm. students, or Semester 5 or 6 standing for B. Comm. for University Graduates students.) (Not open to non-Business students.) 1.2 Course Description This course integrates the disciplines studied at business school. The real value for students is in understanding management as involving the firm in its entirety. The focus throughout is on strategic management--the process of choosing and defining organizational purposes and objectives, formulating and implementing a viable set of inter-related activities, monitoring performance, and making adjustments. Hence, the organization is studied in totality, including the environment in which it operates, its strategy, its resources, and its activities. The orientation of strategic management is pragmatic and managerial. A number of elements contribute to the perspective. Use of the case method, video segments, a variety of discussions, and focused projects place students in quasi-managerial roles in which the tenets of strategic management can be explored and learning objectives met. Taught from the perspective of the CEO, this is the capstone course of the Bachelor of Commerce Program. It is designed to integrate the knowledge gained in all business courses and focus this knowledge on the central task of managing the firm in its entirety. STEN 4980-02&03 Strategic Management WINTER 2020 Fall 2016 2 Prerequisites. Semester 7 or 8 standing for Bachelor of Commerce (B.Comm.) students (or Semester 5 or 6 standing for students of the B. Comm. for University Graduates) and all other required Business courses. This course is not open to non-Business students. It is your responsibility to withdraw from this course during the two week add/drop period if you have NOT successfully passed the pre-requisite courses. Failure to withdraw will result in your automatic withdrawal by the Registrar’s Office at any time during the term. NOTE: The student is responsible for fees and tuition incurred for the course until the withdrawal date. 1.3 Learning Objectives This course builds and measures the ability to: 1 understand the financial, ethical and social content and impact of corporate strategies 2 evaluate and select appropriate strategy concepts, frameworks and protocols to analyze external dynamics and firm strategy and performance using qualitative and quantitative data 3 develop and evaluate suitable alternatives and justify and recommend the most appropriate solution to issues 4 develop an implementation plan that aligns strategy with operations 5 produce and design engaging and effective reports and presentations (written and oral) 6 develop and design effective processes to produce successful collaborative projects. Bachelor of Commerce (BComm) Assurance of Learning (AoL) Goals and Course Objectives Each Odette Program has learning goals and learning objectives. Together, these define the knowledge, skills and values possessed by our graduates. Rubrics for each program learning goal are available on the Odette School of Business Course Policies document on the Blackboard Learn site for this course. This course contributes to the following BComm program learning goals through the course learning objectives listed below. For STEN 4980 (Strategic Management), the following learning objectives are taught and tested: BComm. Program (PDC) Learning Outcomes STEN 4980 (PDC) Course Learning Outcomes Tested using 1.1 Business Acumen Evaluate, categorize and explain in depth relevant relationships of technical knowledge in various business functions to managing business conducted in an ambiguous, complex and unpredictable environment. Select and apply appropriate strategic frameworks and analytical tools to describe the financial, ethical, and social content and impact of corporate strategies. Final case exam— Issue(s) section of grading rubric + Final case exam— Analysis section of grading rubric 3 BComm. Program (PDC) Learning Outcomes STEN 4980 (PDC) Course Learning Outcomes Tested using 2.1 Critical Thinking Synthesize models of thinking with personal experience making decisions to improve conclusions drawn in various ambiguous, complex, unpredictable business contexts. Assess the quality of evidence available various business contexts and propose ways to reduce the detrimental effects of, or harness legitimate benefits from ambiguity, complexity and unpredictability in various business contexts. Develop and evaluate suitable options, based on the relative strengths and weaknesses of each, to justify and support the most appropriate plan to resolve issues. Develop an implementation plan that aligns strategy with operations. Final case exam— Criteria and Options sub-section of grading rubric + Final case exam— Recommendations sub-section of grading rubric Final case exam— Implementation section of grading rubric 4.1 Business Communication Integrate appropriate forms, styles and techniques of analyses and persuasion with personal experience in communication to enhance communication intended to either reduce, consequences arising from ambiguity, complexity and unpredictability in various business contexts or to harness their legitimate benefits. Produce and design engaging and effective reports and presentations (written/oral) Final case exam (written)— Form + Style sub-section of grading rubric 1.4 Secondary Data Use, Evaluation, Focus Groups, and Interviews – REB approved This course can be expected to be evaluated as part of either an internal or external quality assurance process and reporting requirements to funding agencies, and as research data for scholarly use. As a student in this course your online student data (e.g. data from Blackboard) will be used for evaluating the course delivery and your engagement in the various aspects of the course. This will only occur after final grades have been submitted and approved so it will not have an effect on your grade. This course data provides information about your individual course usage and activity during the time that you are enrolled in the course. Your anonymized, aggregated data may also be used in the future in reports, articles or presentations. During the final weeks of the course you may also be invited to participate in further research about the course. If you decide to participate you may be asked to fill out anonymous online questionnaires that solicit your impressions about the course design and student learning in the course. The survey participation is voluntary and no questions of a personal nature will be asked. Your participation will have no effect on your grade and your instructor will not know who participated in the surveys. 4 Finally, at the end of the survey you may also be asked if you want to participate in a focus group or in interviews after final grades have been assigned in order to gather yours and other student opinions about specific course delivery methods and technologies used. 1.5 Required Course Materials 1.5.1 Required Textbook: Dyer, J.; Godfrey, P.; Jensen, R.; and Bryce, D., 2018, Strategic Management: Concepts and Cases. 2nd Edition, Wiley (ISBN: 9781119411840). The text is available in both paper and e-book, and it can be bought at the University of Windsor Bookstore. 1.5.2 Required Cases A package of eight cases is required and available for purchase online from Ivey Publishing (https://www.iveycases.com). 1 Deep Roots Distillery (9B16M032) 2 JetBlue Airways: Managing Growth (9-609-046) 3 Zespri (9-511-001) 4 Alpes S.A.: A joint venture proposal (A) (906M27) 5 MABE: Learning to be a Multinational (A) (9B13M042) 6 Canadian Solar (9B10M019) 7 Cervus Equipment Corp., Harvesting a Future (9B13M092) 8 Final take-home exam case (details not released until 7 working days before submission date) The case package will be used in this course. It is a required resource, which will be used for assessment purposes. The assessments that will rely on this resource constitute 27.5 % of the grade for this course. This resource can be purchased from https://www.iveycases.com. The assignment of digital learning resources at the University of Windsor is governed by a policy entitled The Use of Digital Learning Resources for Instructional and Assessment Purposes, which can be viewed at: http://www1.uwindsor.ca/provost/sites/uwindsor.ca.provost/files/Digital%20Learning%20Reso urce%20Policy%20FINAL.pdf. 1.6 Blackboard Learn Please check Blackboard Learn (https://blackboard.uwindsor.ca/) AT LEAST TWICE A WEEK for announcements, course materials and your grades. Forms for group project contributions are also available on Blackboard Learn. 1.7 Before Coming to Class: In the tentative schedule the major topics that will be taught in class are outlined. You are expected to read the relevant portions of the text and cases before coming to class, as this will aid in your understanding of the subject. The format will be lecture-based as well as discussion-based. 5 1.8 Students with Disabilities: Any student with a documented disability who wish to discuss academic accommodations, please contact: Student Disability Services at 519-253-3000 ext. 3288 in room 117 Dillon Hall, or e-mail [email protected] and notify the course instructor within the first two weeks of the semester. 2.1 Course Schedule: Weekly Overview W e e Date + Topics k Monday Wednesday 1 January 7 + 9 Chapter 1, 2  What is Business Strategy?  Analysis of the External Environment 2 January 14 + 16 Chapters 3, 4 + 5  Internal Analysis  Cost Advantage  Differentiation Advantage 3 January 21 + 23 Chapters 11, 12  Implementing Strategy  Competitive Strategy Deep Roots Distillery 4 January 28 + 30 Quiz Chapter 6, 13 (pp. 231- 239 of Chapter 13 only) Case Discussion Quiz 1: Chapters 1, 2, 3, 4, 5, 11, 12  Corporate Strategy  Corporate Governance (pp. 231-239) JetBlue Airways: Managing Growth 5 February 4 + 6 Chapter 7 Entrepreneurial Pitch Case Discussion  Vertical Integration and Outsourcing  Introduction to Entrepreneurial Pitch and Group Formation Zespri 6 February 11 + 13 Chapter 8 Case Discussion Midterm 1: Deep Roots Distillery; JetBlue; Zespri Entrepreneurial Pitch Preparation 7 February 18 + 20 Reading Week Reading Week 8 February 25 + 27 Case Discussion  Strategic Alliances  Entrepreneurial Pitch Prep Alpes S.A.: A Joint Venture Proposal (A) 9 March 3 + 5 Chapter 9 Case Discussion  International Strategy  Entrepreneurial Pitch Prep One-page overview of pitch idea due F or in-class discussion MABE: Learning to be Multinational 1 0 March 10 + 12 Chapter 10 Pitch Preparation Case Discussion  Innovation Strategies that Change the Nature of Competition  Entrepreneurial Pitch Prep Canadian Solar 6 1 1 March 17 + 19 Quiz Case Discussion Quiz 2: Chapters 6, 7, 8, 9, 10, 13 (Corporate Governance only in Chapter 13))  Entrepreneurial Pitch Prep Cervus Equipment Corp., Harvesting a Future 1 2 March 24 + 26 Midterm 2 Pitch Delivery Midterm 2: Alpes; MABE; Canadian Solar; Cervus  Opportunity Proposal Pitches 1 3 March 31 + April 2 Pitch Delivery  Opportunity Proposal Pitches  Opportunity Proposal Pitches The above schedule is subject to change. Students will be notified of any changes. Additional readings may be assigned as necessary. 2.2 Course Assignments: Overview ASSIGNMENT TYPE WEIGHT DUE DATE Quizzes (2 × 5 % each) Midterms (2 × 15 % each) Individual 10 % 30 % Quizzes: January 28 + March 17 Midterms: February 11 + March 24 Written Case Report  Two Full Case Reports (2 X 5%) Group1 10 % Alpes, Wednesday, Feb. 26 at 4:00 p.m MABE, Wednesday, March 4 at 4:00 p.m. Canadian Solar, Wednesday, March. 11 at 4:00 p.m. Cervus, Monday, March 18 at 4:00 p.m. In-class activities Individual 20% End of class Final Case Exam Individual 20 % Case Announced: Thurs., April 2; Exam Due: Thurs., April 9, 9:00 a.m. Opportunity Pitch with Supporting Financial Statements Group 10 % As scheduled 2.2.1 Quizzes There will be two multiple-choice quizzes on chapters from the course textbook to ensure that everyone has a strong theoretical foundation. Knowledge of the text is requisite for a good score.  Quiz 1 will cover chapters 1, 2, 3, 4, 5, 11, 12  Quiz 2 will cover chapters 6, 7, 8, 9, 10, 13 (Corporate Governance only in Chapter 13 – pp. 231-239) 2.2.2 Midterms The two midterms are designed to show your understanding of the appropriateness of strategy concepts, frameworks and protocols to analyze external dynamics and a firm’s strategy and its capabilities in relation to evaluating and resolving issues presented in the course’s business cases. Deep knowledge of 1 Instructors will assign group members and cases. 7 strategy concepts and the cases is required. The two mid-term exams are closed-book. Only a simple calculator, pencils and pens are allowed in the exam room. All required materials will be supplied.  Mid-term 1 will cover preceding lectures, chapters 1, 2, 3, 4, 5, 11, 12, and three cases (Deep Roots Distillery, JetBlue, Zespri).  Mid-term 2 will cover preceding lectures, chapters 6, 7, 8, 9, 10, 13 (Corporate Governance only in Chapter 13 – pp. 231-239), and four cases (Alpes, MABE, Canadian Solar, Cervus). 2.2.3 In-class activities Students will be provided with various opportunities to participate in the class. These opportunities include in-class exercises and are directed towards application of Strategic Management concepts and theories learned in the class. These activities will be spread throughout the semester except on quiz and midterm days. You will hand in a paper with your work for the activity. It is your responsibility to ensure that your name and student number are printed on the submission paper. If you fail to ensure that your name is on the paper that is handed in, the instructor will NOT give you credit for your participation. 2.2.4 Final Exam A take-home case during the final exam period will assess your skills in the selection of appropriate strategy concepts, frameworks and protocols to analyze a business case, develop and evaluate suitable alternatives, justify and recommend a solution, and develop an implementation plan. You will have seven days to perform a case analysis and produce a report that effectively and persuasively presents your analysis. The final exam will be graded using the case rubric shown in Appendix 2 of this outline. Submission is electronic to SafeAssign (Blackboard Learn) by Thurs., April 11, 9:00 am. Late submission will NOT be accepted (receiving a grade of ‘0’). 2.2.5 Case Assignments The final exam is the culmination of the case-analysis skills development which is ongoing throughout the semester. The mid-term tests and the group case analyses are essential building blocks for a successful final exam. Apply yourself diligently to the process. Cases are an opportunity to learn by doing. Successful analyses are evidence-based, well-integrated and well-communicated displays of the selective application of strategy concepts to identify case issues, develop and evaluate suitable options, select an optimal solution, and develop an implementation plan that aligns strategy and operations. Over the semester, students will submit three written case reports: one individually and two as a member of a group. Appendix 1 of the course outline reviews case analysis. Appendix 2 of the outline provides an overview of the format of a case report and the rubric used to grade reports. Reports should reflect the application of the appropriate concepts, frameworks and protocols developed in this course and related courses. Financial analysis is a primary feature of strategic analysis. Reports that do not include financial analysis to evaluate firm performance and/or competitive performance where appropriate and to develop and compare options will lose grades as shown in Appendix 2. Do not use outside research or go beyond the timeframe of the assigned case. The effective use of graphs and tables that are embedded in the report or in appendices and explained in the body of the report is recommended. A combination of sentences and bullets is acceptable. Full case reports will be a maximum seven (7) pages (not including the title page). Format is singlespaced with 1-inch margins in a 12-point font. Key highlights from the appendices, tables or graphs need to be identified and explained in the report text. Graphs and tables may be embedded in the report itself or 8 in appendices, but the 7-page limit (excluding a title page) applies in all instances. Projects that exceed the 7-page count will receive a one-grade deduction for each page or part of a page over the limit. For example, the grade of an 8-1/2 page report (not including the title page) that is an "A-" will be reduced to "B" (or 3% per page). All case reports (individual and group) need to be submitted electronically to SafeAssign (Blackboard Learn) according to the schedule immediately below. A written copy should be handed in at the start of the first class after the due date. Late submission after the specified date and time will NOT be accepted (resulting in a grade of ‘0.’) Case Type Due Electronically to SafeAssign (Blackboard Learn) Alpes S.A.: A joint venture proposal (A) Group + Class Wednesday, Feb. 26, 4:00 p.m. MABE: Learning to be a Multinational Group + Class Wednesday, March 4, 4:00 p.m. Canadian Solar Group + Class Wednesday, March 11, 4:00 p.m. Cervus Equipment Corporation: Harvesting a Future Group + Class Wednesday, March 18, 4:00 p.m. 2.2.5.1 Individual Case Reports Each student will do a final exam case. For all sections, the individual final exam case reports are due electronically to SafeAssign (Blackboard Learn) on the dates noted in Section 2.2.4 above. Late submission after the specified date and time will NOT be accepted (and will receive a grade of ‘0.’). 2.2.5.2 Group Case Reports + Group Participation Each group will submit two full case reports. Consult Appendix 1 for an overview of completing a successful case report. Appendix 2 contains the relevant grading rubric. Group work is subject to assessment and grade adjustment if a group member or members do not contribute to timely and effective completion of case reports. Difficulties should be managed early and, when needed, be brought to the attention of instructors on a timely basis before reports are submitted. To address such situations of non-participation by group member(s), all students are continuously required to track the timing and nature of their contributions to group reports using dedicated log-sheets. Appendix 4 provides a supporting explanation and additional discussion on group participation. The form to track your individual contribution is available on the course Blackboard Learn site. Group case reports are due electronically to SafeAssign (Blackboard Learn) on the dates noted in Section 2.2.4 above. Late submission after the specified date and time will NOT be accepted (and will receive a grade of ‘0.’). 9 2.2.6 Group Entrepreneurial Opportunity Pitch + Financials The basic structure of strategic management is to create students proficient in the development, evaluation and presentation of new venture opportunities based on strategy concepts, frameworks and protocols. A great way to learn about entrepreneurial dynamics is to create and pitch a new venture idea solidly supported by a strategic orientation and financial analysis in a 15-minute presentation, known as a pitch, to potential investors/participants. The effectiveness of your idea, its presentation and financial viability will be graded using the rubric shown in Appendix 3. All group members need to participate in the pitch presentation by speaking to the class, and all group members must participate in the development and evaluation of the presentation content and delivery and supporting financials. Again, difficulties should be managed early and, when needed, brought to the attention of instructors on a timely basis before reports are submitted. To address such situations, involving non-participation by group member(s), all students are continuously required to track the timing and nature of their contributions to group activities using dedicated log-sheets. 3.1 Odette School of Business Policies Refer to the Odette School of Business Course Policies document for specific information on all the below subjects.  Academic Integrity and Code of Conduct  Missed Exams and Late Assignments  Registration, Adding and Dropping Courses  Odette School of Business Grade Conversion Scale  Odette School of Business Grading Policy  Student Evaluation of Teaching (SET) This Course Policies document is available electronically on each course Blackboard Learn site and in paper form outside each Area Secretary office on the 4th floor of the Odette building. 3.2 Grades Grades will be noted as letter grades whose percentage equivalency is based on the Odette School of Business Course Policy Document (dated April, 2014). The percentages are the mid-point of the range for each letter grade (rounded up to the nearest whole number). Final grades will be calculated and expressed as a percentage, in keeping with University of Windsor policy. The letter grades and their related percentages follow: A+ (95%) A (88%) A- (83%) B+ (79%) B (75%) B- (72%) C+ (69%) C (65%) C- (62%) 10 D+ (59%) D (55%) D-(52%) F (25%) 4.1 Teaching Philosophy The active participation of the students in class discussions is crucial for a successful learning experience. Indeed, dynamic discussions and debates in the classroom often change minds. Students are strongly encouraged to participate in class discussions over this course. When I lecture on the theory that is relevant to a subject, you need to think constantly how the concepts covered can be applied to real world situations. It would help the learnings of us all if you could share relevant insights from personal life. The intent of this class is not merely to memorize the terms and jargons. Rather, please focus on understanding what strategy is and how you can develop effective strategies for your future organizations. 5.1 Mental Health Resources Feeling Overwhelmed? From time to time, students face obstacles that can affect academic performance. If you experience difficulties and need help, it is important to reach out to someone. For help addressing mental or physical health concerns on campus, contact (519) 253-3000: - Student Health Services at ext. 7002 (http://www.uwindsor.ca/studenthealthservices/) - Student Counselling Centre at ext. 4616 (http://www.uwindsor.ca/studentcounselling/) - Peer Support Centre at ext. 4551 24 Hour Support is Available - My Student Support Program (MySSP) is an immediate and fully confidential 24/7 mental health support that can be accessed for free through chat, online, and telephone. This service is available to all University of Windsor students and offered in over 30 languages. Call: 1-844-451-9700, visit https://keepmesafe.myissp.com/ or download the My SSP app: Apple App Store/Google Play. A full list of on- and off-campus resources is available at http://www.uwindsor.ca/wellness. Should you need to request alternative accommodation contact your instructor, head or associate dean. 11 Appendix 1: Case Analysis Case reports should fulfill 3 basic requirements. 1. Identify all pertinent issues to be addressed by management. 2. Analyze and evaluate the company's situation--both internally and externally--with regard to the mentioned issues and potential solutions. 3. Evaluate potential alternatives against decision criteria in order to select a recommended course of action, and develop an implementation plan that is as realistic or ‘do-able’ as possible and that addresses the issues identified. It’s important to explain carefully how your recommendations and plan will correct the issues and realize the goals and opportunities that have been identified as well as outline why the solution that you have chosen is superior to the other alternatives that you have generated. The report should be balanced so that about 60% of the report is given over to identifying pertinent issues and evaluating the company's situation. It follows that about 40% of the report should be devoted to detailing the alternatives, recommendations and an implementation plan. Provide ample examples in the report of strategic thinking, using strategy concepts to develop insights. Not all strategy tools will be significant for each case. Show clearly how your recommendations create fit and synergies among the firm's internal activities and with shifts in the external context. Explain how the firm is now better able to take advantage of changes that are present or anticipated in its environment. The case reports will be graded using a three-part structure. 1. Stylistics: Does the basic sentence and report structure enable the reader to understand the points being made? Are the conventions of written grammar followed? Is the presentation professional? Are the various sections of the report sufficiently developed and integrated? 2. Critical thinking: Is a convincing, integrated argument that is evidence-based being developed in the case report? Are the serious issues raised in the case treated with comparable emphasis? Are these issues dealt with in sufficient depth? Does the analysis relate to key issues and do the alternatives address these effectively? 3. Content: Is too much case material repeated? Are the three major requirements for the case report fulfilled? Namely, does the report: (1) identify all of the pertinent issues in the case (2) evaluate and analyze the company's situation and in relation to external developments (3) offer an "actionable" set of recommendations that clearly spells out how the described activities will create a sustained competitive advantage and superior performance. Finally, quantitative analysis is essential to the evaluation of strategy in relation to performance and the selection of appropriate alternatives. Students are responsible for applying the appropriate strategy concepts and tools. However, this material should not overwhelm the case analysis and should provide value add. Base answers heavily on the events and information described in the case. The company and its context should provide the center of the report. Do not use outside research or go beyond the timeframe of the case. Appendix 2 provides the rubric that will be used to grade cases. The rubric provides an outline for the format of a case report and indicates the relative importance of each section. 12 Appendix 2: Format and Rubric for Written Case Study Reports Letter Grade Odette Grading Policy Criteria (Weight %) F Very Poor D Poor C Fair B Good A Very Good - Excellent Comments Form + Style (20 %)  Grammar, spelling + readability  Effective use of thesis statements  Professional appearance, e.g., page numbers and titles for tables, charts + appendices  Integration between sections of report Key Issue(s) (5 %)  Concise identification of main issue(s) Analysis (30%)  External + internal overview  Correct use of strategy concepts + frameworks  Use of qualitative + quantitative data, including financial analysis of firm1  Insightful evidence-based development and evaluation vs. repetition of case details  Effective summation of external +internal analysis [Criteria and Options] + [Recommendations] (TOTAL 25%)  Identification + use of suitable decision criteria to rank options  Development of practical options in relation to identified issue(s) + prior analysis  Qualitative + financial evaluation and comparison of options2 (15%) Recommendations (10%)  Justification and Integration of recommendations Implementation (20%)  Detailed + practical action to put recommendations in place (both short & longrun)  Timeline of sequence of actions, e.g. Gantt chart  Controls + timeline to measure if plan is on track  Contingency plan 1 Understanding a firm’s strategy, implementation and performance requires financial analysis. Reports that do not include financial analysis in this section will lose a full grade level ( i.e., will drop from an A- to a B- (10%) on this report section). 2 Review of financial implications is essential to develop and rank alternatives. Reports that do not include financial analysis in this section will lose a full grade level (i.e., will drop from an A – to a B- (10%) on this report section). 13 Appendix 3: Entrepreneurial Opportunity Pitch Rubric Presentation (20%)  Grammar and spelling  Professional appearance  Engaging visual support, e.g. Guy Kawasaki’s 10-20-30 rule2  Persuasive Idea (25%)  New and different  Identifies and satisfies problem  Do-able Economic + Strategic Analysis (30%)  Based on sound primary + secondary research  Development of quantitative + qualitative evaluation, e.g. market potential  Use of strategy concepts, especially VRINE Financial Viability (25%)  Financial analysis based on research and explanation of assumptions, including o Quarterly revenues + expenses for 24 months o Startup costs, timing and overall capital costs o Cash flow forecast to breakeven 2 See http://www.youtube.com/watch?v=liQLdRk0Ziw,Guy Kawaski on ‘The Art of the Start’ Letter Grade Odette Grading Policy Criteria (Weight %) F Very Poor D Poor C Fair B Good A Very Good to Excellent Comments 14 Appendix 4: Tracking Group Member Contributions The general outcome of the vast majority of group projects is that team members agree, on balance, work has been contributed in a comparable fashion. The preceding statement leaves open to interpretation possible differences in talent and abilities, schedules, interests, and personal commitments, and their impact on the completed work. As well, on a number of occasions, group members exhibit unequal expectations and abilities to work. Groups that work well, by definition, communicate and cooperate effectively. However, in very rare instances, a group member does shirk his or her work requirements completely or nearly completely. A form has been devised to capture the outliers and to provide a means of resolving the injustice of granting the same grade to all members of a group. Grades for the group assignments (case reports and the final opportunity project) will be affected by the degree to which contribution nears or equals none. Penalties will vary proportionately, increasing in severity as the contribution of the shirking member approaches nothing. Deductions will range from 50% to 90% of the group’s grade for a very substantial to a nearly complete lack of contribution. A grade of ‘0’ will be assessed for a total lack of contribution— within the conditions stipulated below. This form is not intended, nor will it be used, for punishing individuals who simply did not work well together— because of personality clashes or the poor planning of those involved. Moreover, a failure to communicate with the instructor early enough in the term so as to deal with a member or members who are not properly contributing to group-work will be viewed as a failure of all. This form and the remedy attached to it, to be fairly applied, require a full audit of all those who contributed to group work. Therefore, every member of the group will be held accountable, if claims are forwarded of egregiously unequal contributions to group work. No statement will be taken as truth without confirmation. As a result, all group members are encouraged to interact in ways that are open to audit. In other words, e-mails and meeting attendance, for example, will be important methods for tracking contributions. As well, make clear, from the beginning, the expectations and abilities of those involved. Contribution will be judged according to two basic modes: participation and performance. Participation will be measured in the following ways: regular attendance at meetings; punctuality; engagement in group discussions; preparation for group meetings; contributions to data collection, analysis and report writing. Performance will be gauged in the following manner: work delegated by the group that is completed in a timely fashion, contributions of personal-best quality written work and/or ideas, completion of a comparable amount of work in supporting the projects, and cooperation with other group members. If problems with contribution occur and cannot be rectified, all members of a group must fill in and separately submit the attached forms for the written group assignments. Groups that are working relatively well will simply submit their reports without the forms. The understanding is that the grade will be shared equally. For those groups with a fundamental and severe “free rider” problem, an audit will be triggered in instances in which three or more group members are unwilling to share the grades equally. However, to reiterate, no action can be fairly taken if the situation is allowed to persist without early communication with the instructor. Oftentimes, face-to-face discussion can reverse the situation. Group Member Confirmation Forms for the two group case analyses and opportunity proposal are available on the course Blackboard Learn site. It is important that you track your contributions. The total contributions by the offending member(s) must be either nothing or very small. Hand in your log-sheet directly to you instructor. As long as the required steps were taken prior to receipt of this form— namely an attempt to rectify the problem by the group and next with the instructor— a group audit will be undertaken and corrective measures applied as warranted. 15 Appendix 5: Course Roadmap of Strategic Management (STEN 4980) Strategic Analysis Strategy Formulation External Analysis • Industry structure • Opportunities/threats [Chapter 2) Internal Analysis • Resources and capabilities • Strengths/weaknesses (Chapter 3) Strategy Implementation Business Level Strategies Cost Advantage (Chapter 4) Strategy and Mission (Chapter 1) Differentiation Advantage (Chapter 5) Focus (Lecture Note 4) Corporate Level Strategy Corporate Strategy (Chapter 6) Strategy Implementation (Chapter 12) Vertical Integration (Chapter 7) Competitive Strategy (Chapter 11) Innovation Strategies (Chapter 10) Strategy in Dynamic Environment International Strategy (Chapter9) Strategic Alliances (Chapter 8) Corporate Governance: Incentive and Control (Chapter 13) Organization Structure (Lecture Note 7).\