SCHOOL OF BUSINESS
MISSION STATEMENT
The School of Business at Dalton State College provides high quality undergraduate business education programs that evolve with the economy; fosters the success of traditional and non-traditional students in their professional careers; promotes faculty excellence in teaching, intellectual contributions and service; and contributes to economic development within the Northwest Georgia/Southeast Tennessee region.
Our mission is expanded to internal and external constituents as follows:
To Our Students - The School seeks to create an academic environment emphasizing collaborative learning enhanced through interactive instruction which encourages student ownership of the learning process. We value each student as an individual and provide personalized attention to all students from admission, through classes and into their professional careers. All programs, while specifically designed to meet the requirements of our regional traditional and non-traditional students, ensure our graduates are not only competitive in the global economy but also embrace the concepts of lifelong learning and ethical behavior.
To Our Faculty and Staff - The School seeks to foster continuous professional growth for our faculty and staff by encouraging synergy between their individual professional goals and institutional goals. Intellectual contributions across the spectrum of pedagogical, practice-oriented and discipline-based forms are valued, as is the dissemination of knowledge through innovative teaching methodologies.
To Our Community - The School recognizes its responsibility to help advance the economic base of the Northwest Georgia and Southeast Tennessee region. Our greatest contribution is providing regional employers with well-prepared graduates who demonstrate a lifelong love of learning. By reaching out to, and working closely with, the business community, we serve as a catalyst for intellectual, social, economic and technological advancement.
Course Number: __MNGT 4701_ Section: __30 Course Title: Strategic Management_____
Fall Semester 2009
MNGT 4701 Strategic Management
80443 Section 30 4:45 p.m. to 6:00 p.m. T/R MEM 117
Dr. M. M. Helms, CFPIM, CIRM, CQM/OE, CSCP
Sesquicentennial Chair and Professor of Management
Office: Memorial Room 202
Phone Numbers: Office: 706-272-2600 (Answering Machine)
Fax: 706-272-4525 (Shared Fax Machine)
Home: 706-935-8848 (Answering Machine)
Admin. Asst. Mrs. Trish Rafey: 706-272-4507 (Answering Machine)
Campus Security 706-272-4461
E-mail: mhelms@daltonstate.edu
Webpage: www.daltonstate.edu/faculty/mhelms
E-mail at mhelms@daltonstate.edu is the easiest and fastest way to reach me. I can also be reached before or after class, by chance, and other times by appointment. Please feel free to leave a message and I will return your call promptly.
Office Hours
Monday: 11:00 a.m. to 12:00 p.m Office Hours
2:00 p.m. to 3:00 p.m. Office Hours
Tuesday: 9:25 a.m. to 10:40 a.m. Class OPMT 4503 MEM 117
10:45 a.m. to 12:00 p.m. Office Hours
2:00 p.m. to 4:45 p.m. Office Hours
4:45 p.m. to 6:00 p.m. Class MNGT 4701 MEM 117
Wednesday: Committee Work
Community Service/Speaking Office hours by appointment
Writing/Research
Thursday: 9:25 a.m. to 10:40 a.m. Class OPMT 4503 MEM 117
10:45 a.m. to 12:00 p.m. Office Hours
2:00 p.m. to 4:45 p.m. Office Hours
4:45 p.m. to 6:00 p.m. Class MNGT 4701 MEM 117
Text and Support Materials
Thompson, Strickland and Gamble, Crafting and Executing Strategy: The Quest for Competitive Advantage, 17th Edition, 2010. ISBN: 0-07-353042 supplemented by student download of the Case-Tutor files and by use of the self-scoring Concept-Tutor chapter tests available at www.mhhe.com/thompson.
The New York Times (available free on our campus M-F), Business Week and/or Wall Street Journal –subscription to read continuously throughout the semester. A Business Week subscription is included with new editions of the text.
Your course syllabi and PowerPoint slides are posted on GAView.
Prerequisites
Completion of 42 hours of upper division business courses including the following business core courses: MNGT 3051, MARK 3010, FINC 3056, OMPT 3251, and BUSA 3301.
Co-Requisite: BUSA 4700 (Senior Seminar) and completed/approved application for graduation.
Course Description
Strategic management represents the capstone course in business. It presents theory and practice of strategic decision making within organizations. Topics include environmental analysis, organizational direction, strategy formulation, and implementation and strategic control, strategic management theory, research and concepts, environmental influences on business, and secondary research methodology.
Student Learning Outcomes
Upon completion of Strategic Management, students will have an integrated understanding of business and the strategic management process and be able to demonstrate:
Analytical skills in the analysis of complex and comprehensive cases. Be able to identify central issues/problems in these cases and present well-supported recommendations for future actions.
Conceptual skills in the integration of previously learned aspects of business organizations.
A detailed understanding of concepts, research and theories relating specifically to the field of strategic management.
A strong understanding of the impact of environmental influences on business organizations.
A comprehensive understanding of secondary research methods in gathering and interpreting key environmental data.
Strong written and oral communications skills.
The ability to apply theories.
The ability to work effectively and efficiently within groups toward a common organizational goal.
Methodology and Delivery
Class instruction will utilize a combination of class discussion, lectures, written and oral case analysis, class discussion, essay exams, and oral team presentations. The lectures will present key theoretical insights, while the cases will enhance internalization of major strategic issues. Class participation through mature, analytical thinking and concise observations is absolutely critical. You are expected to attend class having thoroughly read and synthesized the assigned readings – both chapters and cases – and be prepared to discuss them. You may want to make notes on the chapter PowerPoint slides accessed from GAView and make your own notes on the key case points.
Suggestions regarding the preparation of case assignments are discussed in "A Guide to Case Analysis" posted in the "Student Center" at www.mhhe.com/thompson and also on GAView along with sample preparation questions for each case. Students will be selected at random to lead class discussion. You may want to form a study group with classmates to review assigned cases prior to class discussion.
Student Assessment and Evaluation
Final Team Case Analysis and Presentation 20%
Class Participation on Seven Assigned Cases 15%
Quizzes, Outside Article Analysis and Other Homework 15%
Case Exam 1 (Emphasizing Chapters 1-4) 10%
Case Exam 2 (Emphasizing Chapters 5-8) 10%
Case Exam 3 (Emphasizing Chapters 9-12) 10%
Score on the ETS Exam 10%
Score on the Concentration Exam 10%
Total 100%
Please Note: Make-ups, rewrites, and/or extra credit are not available.
No late work will be accepted.
Grading Structure
A 90 to 100%
B 80 to 89%
C 70 to 79%
D 60 to 69%
F any grade below 60%
All grades will be posted on GAView.
Attendance Policy
It is assumed that successful completion of this course will be facilitated by continuous, regular class attendance. Please e-mail or call me (preferably before class) if you will not be in class on any scheduled class meeting date and make arrangements to get your assignments from a classmate or me.
Team Case Presentation and Industry Analysis
Your assigned team will choose a company (from a list provided the first week of class). Your team will present an analysis of an actual area company, its industry, and major competitors and provide viable strategic alternatives (with a timeline for implementations and evaluation).
Your final, oral team presentation should be 20-25 minutes long with 5-10 minutes for questions. You and your team members should assume the role of consultants employed to present your analysis and recommendations to the assigned company’s CEO and/or senior management. All team members are expected to make equal contributions to the presentation and responses to audience questions.
Please invite your company CEOs/owners and other members of the management team (including key employees) to the presentation. Other faculty from the SOBA may also be present during your presentation. Presentations will be videotaped.
Your presentation grade will be based on:
The clarity and thoroughness with which your team identifies and articulates the problems facing the company and the issues management should address
The assessment of current and emerging macro-environmental issues.
The caliber (depth and breadth) of your team’s analysis of the company’s situation, identification of the current strategy, competitors, and industry and demonstrated ability to use the concepts and tools of strategic analysis in a competent fashion
Presenting realistic, workable, well-supported recommendations for strategic action including a time line for implementation and evaluation/success measures. The breadth, depth, and practicality of your team’s recommendations, degree of detail and specificity of recommended actions, and the strength of supporting arguments
The quality and effectiveness of your PowerPoint (PP) slides and/or handouts. Please e-mail me your PP slides and/or handouts on the day of your presentation.
Use of effective communication skills – Review Rubric 3b on Oral Communication
Evidence of adequate preparation, pride of workmanship, and display of professional attitude and approach
The degree of preparation, professionalism, energy, enthusiasm, and skills demonstrated in delivering your part of the presentation, and
Your personal contributions to your team’s answers to the questions posed by the class—how well you defend and support your team’s analysis and recommendations during the Q&A period. Every team member is expected to answer at least one question posed by the class. Traditional business dress (not business casual) is required.
One overall team grade will be assigned to the presentation. Team peer evaluation forms (See Goal 6 Rubric attached) (for each member of your team) will be collected on the day of the presentation to determine whether each member of the team contributed appropriately, fairly and equally in researching, preparing, and delivering the presentation. If you receive an overall poor rating on your evaluations, your individual grade will be lowered to reflect the team's consensus. You should do you fair share of work preparing and presenting the company analysis.
Presentation grades will be assigned during these final case presentations. Class audience members (and any guests) will complete an evaluation of each case presentation (attached) and should offer helpful criticism, praise, and ask questions of the presenters.
For library support finding outside resources, please plan to meet with Mrs. Melissa Witesell, Reference/ Instructional Librarian in the DSC Robert’s Library at 706-272-2503 or by e-mail at mwhitesell@daltonstate.edu.
You may want to consider using a website like www.wiggio.com to link your team for ease of communication and to store shared presentation files as you work on them.
Class Participation on Assigned Cases
Case Discussions - You will be called on to probe, question, and evaluate all aspects of a case company’s external and internal situation. You’ll consider a company’s standing in the marketplace and ability to go head-to-head with rivals, learn to tell the difference between winning strategies and mediocre strategies, and become more skilled in spotting ways to improve a company’s strategy or its execution.
A class participation rubric (attached) will be used to assess the contribution to each of the seven (7) assigned cases. A contribution is defined as making a relevant and clearly articulated statement, either in response to a question by the instructor or in response/rebuttal to comments made by another class member. Merely saying or signaling "yes" or "no" without any elaboration or without having the full attention of the class does not count as meaningful participation. All contributions to a single case discussion are averaged into a single grade for participating on that case. See the grading rubric for more information on how participation scores are computed.
Each student MUST contribute significantly to in-class analysis and discussion of the cases. Each student is expected to be an active participant in case discussions and to offer meaningful analysis and convincing arguments for the position you choose to defend. Your grade on class participation is something to be earned by contributing your assessments and judgments to the discussion.
Merely coming to class and listening to the discussion of assigned cases is not sufficient; attendance is not participation. You should, therefore, make a conscientious effort to be sufficiently prepared to make intelligent, timely comments regarding the managerial issues raised in the cases—this entails reading the assigned cases, completing the accompanying case discussion questions (posted on GAView) and bringing the completed printouts to class (to use as notes in making your comments). You will also want to bring in outside information from the Internet to update the company, its competitors, and the overall industry. You should compute ratio analysis using the financial statement data provided in each case. You may want to set up Google alerts at the beginning of the semester for the assigned case companies and follow their recent news as it becomes available (see www.google.com/alerts).
Quizzes, Outside Article Analysis, and Homework
Quizzes - covering assigned chapters and/or cases will be given at random. You must be present in class to take this quiz. If you are late to class you will not be given additional time to complete the quiz.
Outside Article Analysis and Homework – Your course schedule outlines various homework assignments including several articles on strategy to review, summarize, and/or bring to class to present. You must be in class and present your article to receive full credit for the homework.
Exams Covering Textbook and Assigned Cases
There will be three exams covering an assigned textbook case and focusing primarily on the material covered in the indicated textbook theory chapters. No make-up exams will be given.
There will be no grade adjustments and no opportunities to modify a grade based on a student’s degree of effort. There will also be no opportunity to change a grade based on a student’s perception of disparity between what the student really learned and the student’s test-taking skills.
ETS and Concentration Exams
As graduating seniors you will take two exams – a standardized, normed business exam administered by the Educational Testing Service (see www.ets.org) and a 50-question multiple-choice concentration exam developed by DSC faculty in your major area.
The ETS exam measures what you have learned at DSC in the functional business disciplines (including accounting, economics, management, quantitative business analysis, finance, marketing, legal and social environment, information systems, and international issues) as well as in your chosen major/concentration.
Both exams consist of objective questions and you will be provided a packet of study materials for each along with a sample test for the ETS business exam.
Both exams will be administered in the testing center during our regularly scheduled class time (LIA 303). Your final scores on each test represent 10% of your final class grade so do you best work on these exams.
Conduct Information and Regulations
Assignments and homework and other work for this class must be your OWN -- prepared exclusively for this class and not used for any other, prior class, either in its entirety or as a partial project. Cheating and plagiarism are violations of the DSC honor code and will result in an "F" for the course. For more information, please see the current edition of the DSC Catalog available on-line.
In addition, materials discussed in previous offerings of this course, such as case or class notes, exercises, exams, projects, and written case analysis, is explicitly off-limits to all class participants.
Please note: Plagiarism protection software may be used to assess each written assignment you submit.
Withdrawal from the CourseThe last day to drop this class without penalty is October 26, 2009 for A Session courses. You will be assigned a grade of W. After this date, withdrawal without penalty is permitted only in cases of extreme hardship as determined by the Vice President for Academic Affairs; otherwise a grade of WF will be issued. The proper form to use for withdrawing from all classes at the college after the official drop/add period but before the published withdrawal date is the Schedule Adjustment Form. Students who are assigned to the Academic Advising Center for advisement must meet with an advisor or staff member at the Academic Advising Center (107 Liberal Arts Building) to initiate the withdrawal process.
All other students must meet with a staff member or advisor at the Office of Academic Resources in the Pope Student Center to initiate the withdrawal process. After meeting with the staff member or advisor, all students will then finalize the withdrawal process in the Financial Aid Office. Students who fail to complete the official drop/withdrawal procedure will receive the grade of F. Withdrawal from class is a student responsibility. The grade of W counts as hours attempted for the purposes of financial aid.
Access Statement for Students with Disabilities:
Students with disabilities or special needs are encouraged to contact Disability Support Services in Academic Resources. In order to make an appointment to obtain information on the process for qualifying for accommodations, the student must contact the Disability Support Specialist. Contact information: Andrea Roberson, Pope Student Center, lower level, 706-272-2524,
aroberson@daltonstate.edu.
Workforce Development
If a student receiving aid administered by the DSC Workforce Development Department drops this class or completely withdraws from the College, the Schedule Adjustment Form must be taken to the Workforce Development Office located in Room 214 of the Technical Education Building. The Office is open on the following schedule:
Monday/Tuesday/Thursday: 9:00 a.m.-12:15 p.m. and 1:30 p.m. - 5:00 p.m.
Friday: 8:00 a.m. - 4:00 p.m. The office phone number is 272-2635.
DSC Closings
If classes are cancelled and/or DSC is closed, you are responsible for all assigned work for the missed class at the next regularly scheduled class meetings. This includes all assignments, readings, and tests.
School of Business Contact Information
Communication through your DSC e-mail is a significant element of this course and the instructor reserves the right to notify students of changes in assignments through e-mail alone. In addition, students are expected to keep the College informed of changes in status or contact information.
For these reasons as well as the obvious benefits of fully utilizing the available information technology, I will only use DSC assigned student e-mail addresses downloaded from the BANNER system. E-mail and other student information can be reviewed and updated by accessing Banner Online through the DSC website http://www.daltonstate.edu/. Please make sure your e-mail address is properly entered before the second class meeting.
Please use mhelms@daltonstate.edu as my preferred e-mail address to communicate directly and quickly with me (rather than e-mailing me via GAView).
Software Policy
The policy of Dalton State College is that it is illegal for students to copy any of the software, including software in the computer laboratory and faculty offices. Those who violate this policy are subject to disciplinary actions as outlined in the DSC Catalog.
Please note that this syllabus is subject to change and it is your responsibility to keep informed of changes and new material.
I hope you will enjoy the class and take full advantage of all the learning opportunities available.
However beautiful the strategy, you should occasionally look at the results.
but what none can see is the strategy out of which victory is evolved.
CLASS AND ASSIGNMENT SCHEDULE
You should thoroughly read all the assigned textbook chapters, cases, and readings before the scheduled class meeting and be prepared to discuss the relevant topics presented and to draw analogies to familiar practices in other organizations.
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Date |
Chapter/Case Assignments for Class Discussion |
Additional Homework Due (in addition to reading/studying all of the assigned chapter materials) |
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T Aug 18 |
Introduction to the course Review of the syllabus and course pre-requisites Student photos Security Planning |
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R Aug 20 |
Chapter 1 – What is Strategy and Why is it Important? Review of the Case Analysis process |
Read the Guide to Case Analysis (on GA View) |
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T Aug 25 |
Case 2: Costco Wholesale in 2008: Mission, Business Model, and Strategy (Class participation case 1 of 7) |
Be sure to review the grading rubric for class participation as you plan to discuss this case in class. |
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R Aug 27 |
Chapter 2 - Leading the Process of Crafting and Executing Strategy Team Assignments Provided Selection of Presentation Case |
Find and copy a company’s mission statement (publicly traded companies should post their statement on their website or in their latest annual report (typically under investor relations) and using the information in Tables 2.2 and 2.3 (on p. 26), critique this mission statement in a 1-page write-up to hand in. |
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T Sept 1 |
Case 3: JetBlue Airways: A Cadre of New Managers Takes Control (Class participation case 2 of 7)
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R Sept 3 |
Chapter 3 – Evaluating a Company’s External Environment |
Bring an article (New York Times, Business Week, and/or Wall Street Journal) about an issue facing your chosen company/industry. In a 1-page write-up, discuss the impact of this external issue on your company and its broader industry. Is this a signification future threat? Why? Be prepared to orally present your findings in class and turn in your article and write-up. |
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T Sept 8 |
Presentation Review |
We will watch two presentations from last semester and discuss the final oral presentation and company strategic plan preparation process. |
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R Sept 10 |
Case 5: Competition in the Movie Rental Industry in 2008: Netflix and Blockbuster Battle for Market Leadership. (Class participation case 3 of 7) |
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T Sept 15 |
Chapter 4 – Analyzing a Company’s Resources and Competitive Position Your homework write up will be assessed based on your written communication ability as well as your ability to analyze business conditions using Rubrics 3a and 7 attached. |
Instructions: Use 1" margins on all sides, double space, and use a 12 point font. Put your student ID number on the front of the document only and not your name (but, put your name on the back of each page you hand in). Limit your response to 2 pages. Do not staple your work. Remember you must do your own work, alone, on this assignment.
In a 1-2 page word processed document, fully explore one of the following that impacts the movie rental industry -- (1) the greatest external threat matches with an internal weakness or (2) the greatest external opportunity matched with an internal strength. The format should be to describe the threat and weakness or opportunity and strength and discuss why this has a potential of being a critical issue for the movie rental industry. |
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R Sept 17 |
Chapter 4 - Continued and Review of Ratio Analysis
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Work Problem 2 in the Assurance of Learning Exercises on pp.134-136 to discuss in class. Be sure to bring a calculator to class.
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T Sept 22 |
Exam 1 Emphasizing Chapters 1-4 Case 8: Panera Bread Company |
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R Sept 24 |
Chapter 5 - The Five Generic Competitive Strategies: Which One to Employ?
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. |
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T Sept 29 |
Case 15: The Challenges Facing eBay in 2008: Time for a Change in Strategy? (Class participation case 4 of 7) |
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R Oct 1 |
Chapter 6 – Supplementing the Chosen Competitive Strategy: Other Important Business Strategy Choices |
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T Oct 6 |
Case 13: Corona Beer: From a Local Mexican Player to a Global Brand (Class participation case 5 of 7) |
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R Oct 8 |
Chapter 7 - Competing in Foreign Markets |
Bring an article (New York Times, Business Week, and/or Wall Street Journal) about a company competing in an international market. Be prepared to orally present your observations in class and turn in your article. |
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T Oct 13 |
Case # 19: PepsiCo’s Diversification Strategy in 2008 (Class participation case 6 of 7) |
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R Oct 15 |
Chapter 8- Diversification: Strategies for Managing a Group of Businesses
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T Oct 20 |
Concentration Exam
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Report to testing center LIA 303 |
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R Oct 22 |
Exam 2- Emphasizing Chapters 5-8 Case 18: Adidas in 2008: Has Corporate Restructuring Increased Shareholder Value? |
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T Oct 27 |
Chapter 9 – Ethical Business Strategies, Social Responsibility, and Environmental Sustainability Case 21: Dilemma at Devil’s Den (write-up will be assessed on your clearly identifying the ethical dilemma as well as your critical thinking using rubrics 4 and 5 attached) |
Instructions: Use 1" margins on all sides, double space, and use a 12 point font. Put your student ID number on the front of the document only and not your name (but, put your name on the back of each page you hand in). Limit your response to 2 pages. Do not staple your work. Remember you must do your own work, alone, on this assignment. What is Susan’s dilemma? What influences Susan’s perceptions and behavior? What should Susan do about her dilemma and why? |
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R Oct 29 |
ETS Exam
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Report to testing center LIA 303 |
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T Nov 3 |
Chapter 10 – Building and Organization Capable of Good Strategy Execution |
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R Nov 5 |
Case 22: Wal-Mart Stores Inc. in 2008: Management’s Initiatives to Transform the Company and Curtail Wal-Mart Bashing (Class participation case 7 of 7) |
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T Nov 10 |
Chapter 11 – Managing Internal Operations: Actions That Promote Good Strategy Execution
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R Nov 12 |
Chapter 12 – Corporate Culture and Leadership: Keys to Good Strategy Execution |
For homework (to hand in) choose one of the five questions under Assurance of Learning Exercises on p. 412 to write-up in a 2 page document. |
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T Nov 17 |
Exam 3 Emphasizing Chapters 9-12 Case 23: Southwest Airlines in 2008: Culture, Values, and Operating Practices |
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R Nov 19 |
Prepare for Oral Team Presentations. No formal class meeting. |
Work with your group on last-minute practice or edits. |
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T Nov 24 |
Thanksgiving Holiday |
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R Nov 26 |
Thanksgiving Holiday |
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T Dec 1 |
Oral Team Presentations 1
2 |
E-mail your presentation PowerPoint slides to Dr. Helms at mhelms@daltonstate.edu on the day of your presentation |
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R Dec 3 |
Oral Team Presentations 3
4 |
E-mail your presentation PowerPoint slides to Dr. Helms at mhelms@daltonstate.edu on the day of your presentation |
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T Dec 8 Final Exam From 3:30 p.m. to 5:30 p.m. |
Oral Team Presentations 5
6
7 |
E-mail your presentation PowerPoint slides to Dr. Helms at mhelms@daltonstate.edu on the day of your presentation |
Program Goal 3A: Written Communications
_____________Semester 20__ Assessment
Rater: ____________________________ Student Identifier: ________________
|
Assessment Criteria |
Unacceptable 1 point |
Marginal 2 points |
Acceptable 3 points |
Good 4 points |
Excellent 5 points |
Score |
|
Organization and structure |
No apparent organization or structure; vague and formless. |
Some sense of structure, but difficult to follow; unfocused and sometimes confusing. |
Clear structure that reader can follow from one idea to the next. |
Structured to help the reader understand the content. |
Structure leads the reader to the meaning. |
|
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Language |
Uses words that are unclear, made up; errors are seriously distracting |
Word forms and sentence structures convey basic meaning. Errors are distracting. |
Word forms are correct; few errors. |
Uses words fluently. No errors. |
Word choices flow with the meaning. |
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Grammar, punctuation, and spelling |
Many errors in spelling, grammar, and punctuation interfere with understanding |
Frequent errors in spelling and grammar; distract the reader |
A few small errors, but usually follows conventions of spelling and grammar; has been proofread |
Free of spelling and grammar errors. |
Punctuation clarifies meaning; no grammatical or syntactical errors; no editing needed |
|
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Paragraphs |
No paragraphs or paragraphs are series of unrelated sentences and phrases. |
Paragraphing, but usually not coherent or cohesive. |
Most paragraphs cohere; sentences relate to each other. |
Paragraphs are coherent and cohesive; paragraphs stay on point. |
Smooth flow from sentence to sentence and paragraph to paragraph. |
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Sentences |
Ungrammatical and fragmented; difficult to understand. |
Usually complete sentences, but often flawed. |
Complete sentences with no major structural flaws; fragments few, purposeful |
Clear, easy to understand sentences; fragments used judiciously. |
Well-structured, varied sentences; clear, at times elegant |
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Presentation |
Slovenly |
Consistent margins, but other errors in standard form. |
Usually follows standard form; no distracting quirks. |
Form fits content and purpose. |
Ready to give to the CEO |
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Content |
Unsupported personal opinion |
Some references, but often unrelated to subject or used poorly |
Adequate references usually tied to the point of the writing |
References to good sources, tied closely to material arguments |
Good references used to make strong points; creative, even unique |
|
Program Goal 3B: Oral Communication
_____________Semester 20__ Assessment
Rater: ____________________________ Student Identifier: ________________
|
Assessment Criteria |
Unacceptable 1 point |
Marginal 2 points |
Acceptable 3 points |
Good 4 points |
Excellent 5 points |
Score |
|
Student’s Participation |
Time of student’s presentation was significantly less or more than average. |
Time of student’s presentation was noticeably less or more than average. |
Time of student’s presentation was approximately equal to the average. |
Time of student’s presentation was approximately equal to the average and the student provided a good transition to the next speaker. |
Time of student’s presentation was approximately equal to the average and the student provided excellent transition to the next speaker. |
|
|
Organization of Student’s Contribution |
Difficult to follow the flow of information because there is no "road map" for the listener or student does not follow the road map. |
Somewhat difficult to follow the flow of information because the "road map" is inadequate or the student deviates noticeably from the road map. |
Fairly easy to follow the flow of information because the "road map" is adequate deviates and the student generally follows it. |
Easy to follow the flow of information because the "road map" is good and the student follows it. |
Easy to follow the flow of information because the "road map" is excellent and the student follows it. |
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Student’s Voice quality |
Often hard to understand what is being said. Voice is too soft, or too loud. Pace is too quick or too slow. |
Sometimes hard to understand what is being said. Voice is somewhat soft or loud. Pace is somewhat quick or slow. |
Fairly easy to understand -- appropriate pace and volume. |
Good delivery. Modulates voice appropriately, projects enthusiasm, interest, confidence. |
Excellent delivery. Modulates voice appropriately, projects enthusiasm, interest, confidence. |
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Quality of Student’s Visuals (slides, handouts, product examples, advertisements etc.) |
Very little or no enhancement to the presentation (e.g., not linked to main points, hard to understand or read, errors, very distracting). |
Little enhancement (to the presentation |
Summarizes presentation's main points. Mostly clear, easy to read and follow. Appropriate number of slides. |
Slides do a good job of enhancing information presented. Ties directly and aids flow of information content. All slides were easy to read and follow. Appropriate number of slides. |
Slides do an excellent job of enhancing the information presented. Significantly aids flow of information content. All slides were easy to read and follow. Appropriate number of slides. |
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Quality of Student’s Research |
Major information missing or incorrect with significant impact on the credibility of the presentation. |
Minor information missing or incorrect; little impact on the credibility of the presentation. |
Appropriate use of case facts and minimal additional current information. |
Appropriate use of case facts and significant additional current information. |
Appropriate use of case facts and extensive additional current information. |
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Student’s Mannerisms (e.g., "ums" "uhs," adjusting clothing, rattling change) |
Demonstrates two or more distracting types of mannerisms |
Demonstrates one distracting type of mannerism. |
No distracting mannerisms. |
No distracting mannerisms and uses appropriate body language effectively to maintain audience’s interest. |
No distracting mannerisms and uses extremely appropriate body language effectively to maintain audience’s interest. |
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Student’s Eye Contact with Audience
|
Relies exclusively on slides or notes. Makes no eye contact. No connection with audience. |
Relies heavily on slides or notes. Makes little eye contact. Minimal connection with audience. |
Looks at slides to keep on track with presentation. Adequate eye contact and connection with audience. |
Make good eye contact throughout the presentation. Good connection with the audiences. |
Makes strong eye contact throughout the presentation. Strong connection with the audience. |
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Student’s Percent of Time Handling of Questions |
Student did not participate in answering questions when appropriate or student- dominated questions beyond their subject area. |
Minimal participation in answering questions. |
Appropriate level of participation in questions and explanation or response was reasonable or plausible. |
Appropriate level of participation and provided an answer beyond material previously presented. |
Appropriate level of participation and demonstrated a clear mastery of the materials and synthesis of information presented. |
Program Goal 4: Proficiency in Critical Thinking and Decision Making
_____________Semester 20__ Assessment
Rater: ____________________________ Student Identifier: ________________
|
Assessment Criteria |
Unacceptable 1 point |
Marginal 2 points |
Acceptable 3 points |
Good 4 points |
Excellent 5 points |
Score |
|
Comprehension |
Does not identify or match opportunities / threats or weaknesses / strength while showing little understanding of the exercise. |
Somewhat correctly identifies some of the opportunities / threats while somewhat correctly identifying strengths / weakness. |
Correctly identifies the opportunities / threats and strength / weakness and makes an effort to draw a connections between them |
Correctly identifies the opportunities / threats with appropriate strength / weakness and outlines a plausible connection between them. |
Shows strong insight identifying the opportunities / threats and persuasively matches them with the corresponding strength / weakness. |
|
|
Provides supporting evidence for the answer proposed |
Provides no supporting evidence for opportunities / threats or strengths / weaknesses. |
Provides limited supporting evidence for either the opportunity / threat or weakness / strength but not for both. |
Provides limited to strong supporting evidence at least one of opportunities / threats or weakness / strengths found in the exercise. |
Provides strong evidence for the opportunity / threat and or weakness / strength issues. |
Succinct and eloquent presentation of strong evidence for the opportunity / threat and weakness / strength. |
|
|
Clearly distinguishes between accepted fact and personal opinion |
No distinction is made between fact and opinion. |
Source of some ideas are identified but overall distinction is vague. |
Mostly clear distinction between fact and opinion and attempts to support both. |
Provides distinctions between fact and opinion and does an adequate job of supporting their statements. |
Unambiguously distinguishes between fact and opinion while clearly identifying the source of all ideas presented. |
|
|
Written communication style |
Poorly written, difficult if not impossible to understand, errors in punctuation, grammar, spelling, etc., which inhibits the readers understanding. |
Understandable with effort, errors of punctuation, grammar, spelling, etc. are unavoidable. |
Moderately well written, occasional errors of punctuation, grammar, spelling, etc. |
Well written, ideas organized, very few errors of punctuation, grammar, spelling, etc. |
Very well written, ideas presented are clear, succinct, and easy to follow. Negligible errors of punctuation, grammar, spelling, etc. |
Program Goal 5: Identification and Application of Ethical Concepts
_____________Semester 20__ Assessment
Rater
|
Assessment Criteria |
Unacceptable 1 point |
Marginal 2 points |
Acceptable 3 points |
Good 4 points |
Excellent 5 points |
Score |
|
|
Identifies Dilemma |
Has no idea of what the dilemma is. |
Seems to have some idea of what the dilemma is but is uncertain about what needs to be decided. |
Has a vague idea both of what the dilemma is and what needs to be decided. |
Identifies the dilemma, including pertinent facts, and ascertains what must be decided. |
Describes the dilemma in detail, having gathered pertinent facts. Ascertains exactly what must be decided. |
||
|
Considers Stakeholders |
Does not even grasp the concept of "stakeholders". |
Is uncertain about who the stakeholders are in this particular case. |
Understands who the stakeholders are but is unsure about who should be involved in the decision-making process. |
Accurately identifies all the stakeholders and determines who should be involved in the decision-making process. |
Understands the viewpoint of all the stakeholders and the role of each in the decision-making process. |
||
|
Analyzes Alternatives and Consequences |
Is unaware of the relevant facts and assumptions. |
Has only a vague notion of the relevant facts and the assumptions underlying each of the alternatives. |
Begins to appraise the relevant facts and assumptions of alternatives. |
Explains and predicts the consequences associated with each alternative. |
Clearly evaluates the alternatives and their impact on each of the stakeholder groups. |
||
Program Goal 6: Ability to Work Effectively in a Team
_____________Semester 20__ Assessment
Rater
|
Assessment Criteria |
Unacceptable 1 point |
Marginal 2 points |
Acceptable 3 points |
Good 4 points |
Excellent 5 points |
Score |
|
Academic contribution |
Seems reluctant to engage fully in discussions, provided few or no ideas or inputs. |
Seems somewhat reluctant to engage fully in discussions, provided few good ideas or inputs. |
Engages in discussions, provides good ideas or inputs. |
Always engages in discussions, provides many good ideas or inputs. |
Always engages in discussions, provides many excellent ideas or inputs. |
|
|
Balance between task and interpersonal relations |
Focuses exclusively on task to be accomplished without regard to team members or focuses exclusively on interpersonal relations without regard to task. |
Focuses somewhat exclusively on task to be accomplished without regard to team members or focuses somewhat exclusively on interpersonal relations without regard to task. |
Generally balances the need for task accomplishment with the needs of individuals in the group. |
Good balance of the need for task accomplishment with the needs of individuals in the group. |
Excellent balance of the need for task accomplishment with the needs of individuals in the group. |
|
|
Stays on Track |
Frequently takes the group off track by initiating conversations or discussions unrelated to the task. |
Somewhat takes the group off track by initiating conversations or discussions unrelated to the task. |
Introduces suggestions and ideas that are relevant to the task. |
Uses good tact and diplomacy to alert group that focus has strayed from the task at hand. |
Uses excellent tact and diplomacy to alert group that focus has strayed from the task at hand. |
|
|
Dependability |
Never completes task on time or tasks were incomplete. |
Seldom completes task on time or tasks were incomplete. |
Most tasks were completed on time and were well done. |
Tasks were almost always completed on time and were well done |
Tasks were always completed on time and were well done. |
|
|
Attitude |
Unacceptable team player; no cooperation; or no flexibility. |
Poor team player; little cooperation; or little flexibility. |
Average team player; cooperative and somewhat flexible. |
Good team player; good cooperation and flexibility. |
Excellent team player; very cooperative; very flexible. |
Program Goal 7: Ability to Analyze Business Conditions
_____________Semester 20__ Assessment
Rater: ____________________________ Student Identifier: ________________
|
Assessment Criteria |
Unacceptable 1 point |
Marginal 2 points |
Acceptable 3 points |
Good 4 points |
Excellent 5 points |
Score |
|
Comprehension – SWOT |
Does not correctly identify or match any primary or minor opportunity / threat or weakness / strength. |
Identifies minor opportunity / threat or weakness / strength. |
Mostly correct identification or match of the primary opportunity / threat with strength / weakness. |
Correct identification or match of the primary opportunity / threat with strength / weakness. |
Strong insight in identifying or matching the primary opportunity / threat with strength / weakness. |
|
|
Comprehension – Identification and rationale of critical issues |
Does not correctly identify why the primary or minor opportunity / threat or weakness / strength could be a critical issue. |
Presents minimum rationale for it being a critical issue. |
Mostly correct identification and rationale for being a critical issue. |
Correct identification and rationale for being a critical issue. |
Strong insight in identifying and explaining why this would be a critical issue. |
|
|
Clearly understands relationship between the organization and external environment |
Does not understand the relationship between the organization and external environment. |
Minimal understanding of the relationship between the organization and external environment |
Mostly clear in understanding the relationship between the organization and the external environment. |
Understands the relationship between the organization and the external environment. |
Strong insight in the relationship between the organization and the external environment. |
Name____________________________ Case:________________________________
In-Class Case Participation Grading Rubric
Strategic Management
Dr. Helms - Fall 2009
|
Criteria |
Unacceptable (F) |
Poor (D) |
Acceptable (C) |
Good (B) |
Excellent (A) |
|
Level of Engagement in Class |
Seems reluctant to engage in discussions. |
Seems somewhat reluctant to engage fully in discussions. |
Engages in discussions |
Frequently engages in discussions. . |
Always engages in discussions. |
|
Attentiveness& Listening Skills |
Not paying attention or head down hoping not to be called on. Fails to respect others in class. |
Not paying close attention. |
Paying attention. |
Paying close attention |
Paying very close attention. |
|
Contribution |
Does not participate in class discussion or provides no good ideas or new input. |
Points raised are not relevant or are add-on comments that repeat another student’s ideas. |
Provides some ideas or inputs. |
Volunteers relevant and interesting case ideas during class discussion. Provides many good ideas or inputs |
Volunteers relevant and interesting outside ideas during class discussion beyond case material. Provides many excellent ideas or inputs. |
|
Preparation |
Not prepared to discuss case or did not read the case. |
Responses suggest that reading was not completed or understood. |
Seems to have completed the reading assignment and understood information in the case. |
Response to questions or discussion shows that reading was well done, understood, and studied.
|
Response to questions or discussion shows that reading was well done and understood and generated interest in linkages and information beyond the case material.
|
Absent? ________
Late? ________
Overall Grade for Today’s Participation ___________
EVALUATION OF TEAM PRESENTATION
Company/Case: __________________________________________ Date __________________
Team Members: ________________________________, _______________________________,
________________________________, _______________________________,
________________________________, _______________________________
Below Above
Content: Circle the appropriate rating Poor Average Average Average Superior
Mission and company/industry history 1 2 3 4 5 and background
Thoroughness, accuracy, and depth of 1 2 3 4 5
external environmental analysis
3. Thoroughness, accuracy, and depth of 1 2 3 4 5
internal analysis
4. Identification and evaluation of problems/ 1 2 3 4 5
issues and possible alternatives and
future positions
5. Quality, quantity, feasibility, and relevance 1 2 3 4 5
of analysis and recommendations
6. Justification and support for analysis 1 2 3 4 5
7. Time frame and order of implementation 1 2 3 4 5
and evaluation of measures
Delivery:
Organization of presentation 1 2 3 4 5
Strong conclusion 1 2 3 4 5
Professionalism of presentation 1 2 3 4 5
Use of visual aids, slides, or handouts-- 1 2 3 4 5
well designed and integrated
Use of time/length of presentation 1 2 3 4 5
Handling of questions 1 2 3 4 5
Overall Evaluation 1 2 3 4 5
Comments:
GeorgiaVIEW Login Information
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Java:
You will need to have the latest version of Sun Microsystems Java Runtime Environment (JRE) software
installed on your computer in order for certain areas of Vista to function properly. To install this software,
go to http://www.java.com to download the software. Be sure to uninstall all old versions of Java before
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Be sure to disable Pop-Up Blocking and Firewalls for the GeorgiaVIEW site. If you are unable to view
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