WALSH ONLINE COURSE/management system email system.
COURSE DESCRIPTION:
This capstone course enables the student to apply the tools and analytical skills for planning and
controlling the operations of a business. Through the analysis of cases, the student will design
strategies, formulate policies, and solve managerial problems. The student will also evaluate
corporate missions, objectives, strategies, tactics, policies, and execution while considering the
ethical implications of those actions.
PREREQUISITES:
Prerequisites for this course include:
Specific courses: COM 340, FIN 315, MGT 303 and QM 301. You will draw on subject matter
from all of your previous coursework.
In addition, the student must have completed 27 credits in residence at Walsh College.
REQUIRED COURSE MATERIALS:
COURSEPACK:
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MGT 461 Strategic Management Course Pack
Available from Walsh Bookstore: Walsh Bookstore search
TEXTBOOK(S):
The 7 Habits of Highly Effective People: Powerful Lessons in
Personal Change
Author: Stephen R. Covey
Publisher: Fireside/Simon & Schuster, Inc.
Available from Walsh Bookstore: Walsh Bookstore search
OTHER RECOMMENDED COURSE MATERIALS:
As mentioned above in the prerequisites section, you will draw on all of your previous learning in
the BBA program to complete this course. You may wish to refresh yourself on principles and
practices from your accounting, finance, marketing, information technology, and management
courses prior to beginning this course, and to have the textbooks and other materials from these
courses at hand for use during the semester.
Very serious students, ambitious professionals, and those who aspire to go on to a leading
business school for an MBA, will want to continue reading after completing their BBA in order to fill
out the basic understandings of strategy provided in this course. Sooner or later you should begin
building a small professional library to support your life-long learning in strategy and general
management. Following are some texts and articles you may wish to consider. (Note: Some of
your coursepack readings are drawn from these sources.)
Besanko, D., Dranove, D., Shanley, M., & Shaefer, S. (2012). The Economics of Strategy.
Hoboken, N.J.: John Wiley & Sons.
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Choo, C., & Bontis, N. (Eds.) (2002). Strategic management of intellectual capital and
organizational knowledge. Oxford, UK: Oxford University Press.
Covey, S. (1999). How to develop and use a personal mission statement. New York, NY: Simon
& Schuster.
Dixit, A., & Nalebuff, B. (2008). Thinking strategically: The competitive edge in business,
politics, and everyday life. New York, NY: Norton & Company.
Dixit, A., & Nalebuff, B. (2010). The art of strategy: A game theorist’s guide to success in
business and life. New York, NY: Norton & Company.
Duhaime, I., Stimpert, L., & Chesley, J. (2012). Strategic thinking: Today’s business imperative.
New York, NY: Routledge.
Jarzabkowski, P. (2005). Strategy as practice: An activity-based approach. Thousand Oaks,
CA: Sage.
Jones, L. (1996). The path: Creating your mission statement for work and for life. New York,
NY: Hyperion.
Normann, R. (2001). Reframing business: When the map changes the landscape. New York,
NY: Wiley.
Porter, M. (1980). Competitive strategy: Techniques for analyzing industries and competitors.
New York, NY: The Free Press.
Porter, M. (1985). Competitive advantage: Creating and sustaining superior performance. New
York, NY: The Free Press.
Senge, P. (2006). The fifth discipline: The art and practice of the learning organization. New
York, NY: Doubleday.
Stewart, T. (1999). Intellectual capital: The new wealth of organizations, 2nd revised edition.
New York, NY: Currency Doubleday.
Teece, D. (2009). Dynamic capabilities and strategic management: Organizing for innovation
and growth. Oxford, UK: Oxford University Press.
COURSE METHODS & OBJECTIVES:
COURSE METHODS:
Textbook and Coursepack Readings
Online Lectures
Learning Journal Assignments
Discussion Groups
Weekly Quizzes
Living Case Study Project
COURSE OBJECTIVES:
By the end of the course, the student will be
able to:
Identify and define all the separate
elements or stages of the strategic
management model.
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Cumulative Final Exam Describe the strategic management
model, including all of its elements and
their interrelationships, as a system.
Explain the iterative and ongoing
relationship between formulating,
implementing, and evaluating strategy and
bringing about change in an organization.
Discuss how strategic management,
change management, and the goal of
building a “learning organization” should
be integrated and related to one another.
Lead the continuous formulation,
implementation, and evaluation of a basic
strategy for an organization.
Apply the principle concepts and
processes studied in this course to her/his
life, work situation, and/or organization.
Develop a program of personal strategic
management, continuous improvement,
and positive change that can serve as a
foundation for leadership of strategic
management in an organization.
ASSESSMENT GUIDELINES:
HOMEWORK & COURSE ASSIGNMENTS:
The concepts and skills presented in this course are fundamental to understanding how to think
and work in any modern organization. They are essential to your comprehension of the whole and
how all the parts fit together. Most of your previous courses dealt with specific functional areas;
this course puts all the pieces together.
Therefore, the concepts and skills presented in this course should not be learned temporarily just
in order to get a grade, pass the course, and move on toward your degree. You need to absorb
and retain this content in a manner that will change your “mental models” permanently. The
purpose of your weekly homework is to help you absorb the course content over time (11 weeks),
thereby imprinting the material more indelibly and improving your ability to retain the concepts and
skills.
Your weekly responsibility consists of the following elements:
go through the lectures and handouts provided just below the announcement 1. for each week;
2. complete the assigned reading for the week from your textbooks and course pack;
3. participate in the weekly case discussion assignment (group work);
review information you’ve highlighted and notes you’ve taken from previous weeks (quizzes
are cumulative);
4.
take the (graded) quiz for the week (noting that these will get increasingly more challenging
as the course progresses);
5.
6. work on your journal assignment that reports on how you applied or put some course
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concept into actual practice; and,
organize your notes for the case project and work on the first draft of your final paper
(individual work), which is due Week 11 (see the weekly schedule below for specific date and
time).
7.
Learning Journal Assignment:
This course recognizes that progress as a leader or manager is inextricably bound to progress as
a healthy, mature, and interpersonally skilled person. Therefore, one of the goals of the course is
to help you establish a strategic plan or program to grow personally and to help you develop
learning skills and management skills to improve your performance at work now and in the future.
In addition, one of the greatest challenges of strategic management is the implementation of
strategy. Many managers cannot lead their organizations to implement strategy because they
themselves have not developed the necessary understandings and skills to do so.
Therefore, you will turn in three brief written journal entries on a topic of your choice from the
required textbook readings, the professor’s lectures and handouts, or from any optional reading
you may have done from the additional bibliography given in the “Other Course Materials” section
above. You may write on any concept or insight that stands out to you from these sources that is
relevant and useful to your life and work.
This journal assignment will be approximately a one page paper describing how you are applying
the concept or insight that you found especially relevant from the week’s readings to your life, your
home, and/or to your work situation/organization.
The journal assignments will be graded on the basis of …
how well they evidence a solid understanding of the concepts presented in the reading
material,
1.
how well the student expresses herself/himself in the assignment (this includes English
grammar and writing skill),
2.
how proactive and positive the student approaches a situation in her/his life or work that
needs a proposed change,
3.
how thoughtfully, creatively, relevantly and effectively the reading’s contents are applied to
the student’s life, home, work situation or organization, and especially upon
4.
whether the student has identified and has actually taken SPECIFIC ACTION STEPS to put
the concept or insight into practice in real life or work.
5.
Again, the subject of the journal assignment should emphasize how the student is applying the
materials read to her/his life and/or job. Preference should be given to current positive changes
the student can make in their present situation, how they plan to make the changes, and how they
are making the changes.
Further Guidance on the Journal Assignment:
Expend your main effort into actually putting the concept, idea, or insight into practice in
your personal life or professional situation. Your journal assignment is merely a brief report on
your application, and this report can be done well in about one page of text. THINK DEEPLY;
WRITE BRIEFLY!
In two to four sentences, concisely identify and explain the concept, idea, insight or principle you
have ACQUIRED and chosen to apply; also, note the source from which it came.
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In one or two paragraphs, concisely describe how you have INTERPRETED the way this concept,
idea, insight, or principle is relevant to and connects with your personal and/or work situation.
Then, spend the majority of your space on reporting on how you are putting the concept, idea, or
insight into practice, i.e., how you are doing it (using PDSA) or how you have APPLIED it!
Use headings to mark the Acquire, Interpret, and Apply sections. Within the Apply section, use
headings to mark your PDSA steps. A Microsoft Word template is provided for you in the Week 0
Course Resources with all of the sections and headings already in place.
The assignment will be graded primarily on evidence of the quality of real life application and
secondarily on the quality of reflection in the report (journal entry)–not the quantity of verbiage in
the journal entry.
The rubric that will be used for grading the journal assignments:
Points Criteria
10 pts Communication: Logic & English Composition of Journal Entry
10 pts Acquire: Accurate Understanding of the Concept Discussed
10 pts Interpret: Valid & Relevant to CURRENT Personal/Professional Situation
10 pts Apply: A Clear Plan for Execution
10 pts Apply: Evidence of Specific Action Steps Actually Initiated/Taken
50 points Total
Strategic Management Case Study: A Living Case Study
Many strategic management courses pick out a Fortune 500 company, write up a brief summary of
(dated) information, and then ask students to use the supplied information, plus information they
must obtain through first-hand research, to develop a pretend strategy or strategic plan for that
corporation. Almost none of the students work for that corporation or have any connection with it:
the object of study in the case study is not existentially relevant to most of the students, except
that they might occasionally be customers of its products. In addition, most of these theoretical
case studies focus only upon formulating a strategic plan and pay little attention to the many other
critical issues involved in the strategic leadership and management of an organization that seeks
to increase its capacities to learn, adapt, and compete successfully.
In this course, we will identify and seek to study several corporations or industries for which
students in the class currently work. In this respect, the case study in this course will be a Living
Case Study (LCS). In Week 0 and Week 1, each student will introduce themselves in the
Introduce Yourself! Discussion Board, and they will include information on where they work, if
they do, their title, function, or what they do for their organization, and their major at Walsh
College. The professor will use this information 1) to select several organizations that will be
studied by the class and 2) to assign students to study groups that will study each of the selected
organizations from the perspective of an ongoing strategic management process. To the extent
possible, study groups will have students with majors in various functional subjects, so that
together they can engage in “team learning,” much like a C-level executive team ought to work
together.
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The Living Case Study Guide, which you can find in the course pack, will provide you with
instructions, information, and questions to answer that will guide you step by step through doing
your Living Case Study. The nature of the LCS Guide is that it will direct you to do some “Study
Group Work” and some “Individual Work” each week. There are ten “sessions” corresponding to
the ten weeks of the semester that you will be working as a group. The nature of the work will be
to bring a rich array of information and insight to bear toward addressing a stage or task in the
strategic management process.
The “Study Group Work” is something you will do with the students in your assigned study group
so that together you are helping one another do the intensive research, solve problems, and
interpret information toward developing the case study. You will post, share, and discuss your
study group work with one another weekly in an online discussion board. In addition to these
study group discussions, students will need to do further work individually to continue to “flesh
out” work on the case study.
The “Individual Work” is something you do by yourself each week, which involves you sifting
through the study group’s work, selecting, sorting, organizing, and writing up a draft of text that
may later be used in developing your final, coherent, revised, and polished Living Case Study
paper. A LCS Microsoft Word template is provided in the Week 0 Course Resources. It contains all
of the formatting and headings you will need, into which you can insert your individual work,
including text, tables, graphs, and whatever other information that fits the headings. The format
and headings of the LCS Template correspond generally to the topics or stages in the ten weekly
sessions of the Living Case Study Guide.
The “Individual Work” of the Living Case Study project is individual work. Though you may draw
on the information your case study group members supply, whether through discussion in an
on-ground class, or through a discussion board or other electronic medium, the rules of academic
conduct, and particularly, of proper attribution for that information, apply. If you use something a
group member has provided that originates from an outside source, you must cite the outside
source. If you use something a group member has paraphrased from an outside source, you
must cite that outside source. If you quote that students’ paraphrased work directly (i.e., use their
own words), you must cite that student as well. If you use an original idea of a group member,
whether it is offered verbally or in written form, you need to give credit to that student for that idea.
The nature of this case study, which requires a very large amount of research data to be
interpreted, synthesized, and distilled down to its very essence, suggests that directly quoting from
any source by any author is neither desirable nor necessary. As such, we expect that direct quotes
will be a minor (<5%) of your final work.
These weekly study group and individual assignments will help each student progress toward
development of their final Living Case Study project, which each student will turn in during Week
11 (see the weekly schedule below for specific date and time). Students should be working on
their case study continuously throughout the semester. Each LCS should be prepared in the Word
template provided and uploaded to your student folder by the due date. Write concisely! Your
grade will be determined by the quality of your methodology and insight rather than the quantity of
your verbiage. (See the rubric for this assignment for further guidance. The rubric is located in the
Living Case Study assignment.)
QUIZZES & EXAMS:
There will be TEN WEEKLY QUIZZES (weeks 1-10) and a FINAL EXAM (week 11) in this course.
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Although each weekly quiz will focus primarily on the materials covered in the previous week, the
quizzes are cumulative. The quizzes will assess your mastery of the assigned readings from the
textbooks, and any articles, handouts, PowerPoint slideshows, etc., provided to you each week
just under the weekly announcement.
The FINAL EXAM is cumulative and will cover everything treated in the course.
The quizzes and the final exam will be online and open-book and open-notes. However, all
quizzes and the final exam will be timed, and the amount of time given will not allow much
searching through resource materials, if any. Therefore, you should not go into the quiz or
exam and start the timer until you are prepared to take it. While the time allowed will be
adequate for any student who knows the material, we recommend that you prepare for the quizzes
and final exam like you would for a traditional, proctored, onground class. That is, prepare for the
quizzes and final exam as though these tests are to be closed-book and closed-notes. You won’t
have time to look things up or learn as you go while taking an online quiz or exam.
Each weekly quiz will be available from early Tuesday of the current week until 11:55 p.m.
on the following Monday, when it is due. Please refer to the Assignment Schedule below for
the due date for the Final Exam.
WEEKLY DISCUSSIONS:
Students are expected to participate and interact with one another during the semester on the
course discussion boards. In effect, participation in your discussion group’s team-learning efforts
is one of your most important weekly assignments. You are expected to create at least one
original posting, covering all of the discussion questions for the week, and to respond to the
postings of your classmates–in a significant and substantive manner–for each discussion. The
weighted rubric that will be used for grading your class participation will focus more on the quality
of your contributions than the quantity. A primary purpose of the discussion board is for students
to help each other understand the material better and learn it more deeply. It is also a way for you
to work on your term case study in a discussion “study group.” Early posting in a discussion will
ensure you receive more replies and greater interaction from fellow students. Please make your
initial posting by Friday or Saturday of the week at the latest so that there is adequate time
for discussion before the Monday due date.
A number, though not necessarily all, of the professor-generated initial questions that you will be
discussing each week will be designed to help you collaborate with one another in your study
groups, in order to help one another make progress on your Living Case Study. This technique will
be in lieu of trying to work out the logistics to force small groups of students to meet offline to work
together in teams on the case study.
MAKE-UP POLICY:
There will be no make up quizzes or exams. Late assignments will not be accepted. An
exception to this rule will be made only if you become seriously ill (note needed from your doctor)
or if there is a death in the immediate family (parents, siblings, spouse, children, etc.).
DEGREE PROGRAM ASSESSMENT:
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Walsh College’s accrediting agencies expect the College to engage in assessments of its degree
programs. The College uses an external exam, the CLA+, to assess the effectiveness of its BBA
degree program.
Taking the CLA+ exam is a part of your BBA degree program and is a requirement of your
BBA degree. The CLA+ exam is not a part of MGT 461 and is not a requirement of MGT 461
per se.
However, the College has decided that students will take the CLA+ exam, which assesses student
achievement in the BBA degree program, when they take their BBA capstone course, which is
MGT 461.
The College requires that every student participate in and effectively complete the
CLA+ assessment. Further, the College mandates that successful completion of the
CLA+ assessment IS REQUIRED before the professors in MGT 461 are allowed to issue
your final course grade in MGT 461.
This means that REGARDLESS OF THE GRADE YOU EARN BASED ON YOUR
PERFORMANCE IN THE MGT 461 COURSE ASSIGNMENTS YOU WILL RECEIVE
AN NR (grade not reported) UNTIL YOU SUCCESSFULLY COMPLETE THE CLA+
EXAM. Specific information on completing the CLA+ assessment will be provided during Week
#4.
Questions about MGT 461 should be directed to Dr. McHann ([email protected])
or Dr. Frost ([email protected]), the professors teaching this course.
Questions about the CLA+ exam should be directed to Dr. Ann Saurbier
([email protected]), Director of Student Outcomes Assessment. (The Office of
Student Outcomes Assessment is responsible for and oversees the implementation of this degree
program requirement.)
COURSE POINTS & GRADING SCALE:
COURSE POINTS:
Your performance in this course will be
assessed as follows:
Assessment Points
Weekly Quizzes (10 @ 25 pts each) = 250
Journal Assignments (3 @ 50 pts each)
=
150
Discussion Board Participation (10 @
15 pts each) =
150
Living Case Study Paper = 250
GRADING SCALE:
950 -1000 = A
900 – 949 = A-
870 – 899 = B+
830 – 869 = B
800 – 829 = B-
770 – 799 = C+
730 – 769 = C
700 – 729 = COnline
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Final Exam = 200
Total 1000
670 – 699 = D+
630 – 669 = D
0 – 629 = F
11-WEEK ASSIGNMENT SCHEDULE:
Reading Assignment Key:
CP: Reading is in Course Pack (There is a Table of Contents at the start of the course pack
showing specific page numbers.)
Covey: Reading is in Covey Text
WM: Reading is in Weekly Module (just under the announcements for the week)
Journal Notation Key:
AIA-P (Acquire-Interpret-Apply: Plan)
A-D (Apply: Do)
A-SA (Apply: Study-Act)
WEEK
BEGINS
DUE TODAY THIS WEEK’S TOPICS ASSIGNED THIS WEEK
COURSE
OPENS
12/28/2015
Orientation to the
Course
Preparation for Week
1
Read the Syllabus
carefully and
completely
Acquire the
coursepack and
textbook from the
Walsh Bookstore
Introduce Yourself in
the Introduce
Yourself! Discussion
Board
1
1/4/2016
Read the Syllabus
carefully
Acquire coursepack
and textbook from the
Walsh Bookstore
Introduce Yourself in
the Introduce
Yourself! Discussion
Overview of the
Strategic
Management Process
Personal Foundations
for Strategic
Leadership
Study Materials in
Weekly Module
Read CP: “What is
Strategy?” by Porter
Read WM: HBS
Strategy Introduction
Read Covey: Forward
and Part One:
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Board Paradigms and
Principles
Read CP: “Chapter 2:
The Learning
Process” by Garvin
Read WM: McHann &
Frost, Learning
Journals
Start Journal Entry 1
(AIA-P)
Work on Case Study
Participate in Guided
Discussion
Take Weekly Quiz
2
1/11/2016
Study Materials in
Weekly Module
Read CP: “What is
Strategy?” by Porter
Read WM: HBS
Strategy Introduction
Read Covey: Forward
and Part One:
Paradigms and
Principles
Read CP: “Chapter 2:
The Learning
Process” by Garvin
Read WM: McHann &
Frost, Learning
Journals
Start Journal Entry 1
(AIA-P)
Work on Case Study
Participate in Guided
Discussion
Weekly Quiz 1
Developing an
Organizational Vision
and Mission
Proactive versus
Reactive Leadership
Study materials in
Weekly Module
Read Covey: Part
Two, Habit 1: Be
Proactive
Read CP: “Chapter 6:
Business Definition
and Positioning” by
Duhaime
Read CP: “Chapter 5:
Prime Movers as
Reconfigurers” by
Normann
Read CP: “Chapter
18: Bringing Internal
and External
Dynamics in Line” by
Normann
Read CP: “Building
Your Company’s
Vision” by Collins and
Porras
Read CP: “The
Leader’s Handbook
(Excerpts)” by
Scholtes
Continue Journal
Entry 1 (A-D)
Work on Case Study
Participate in Guided
Discussion
Take Weekly Quiz
3
1/18/2016
Study materials in
Weekly Module
Conducting External
Assessment Studies
Study Materials in
Weekly Module
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Read Covey: Part
Two, Habit 1: Be
Proactive
Read CP: “Chapter 6:
Business Definition
and Positioning” by
Duhaime
Read CP: “Chapter 5:
Prime Movers as
Reconfigurers” by
Normann
Read CP: “Chapter
18: Bringing Internal
and External
Dynamics in Line” by
Normann
Read CP: “Building
Your Company’s
Vision” by Collins and
Porras
Read CP: “The
Leader’s Handbook
(Excerpts)” by
Scholtes
Continue Journal
Entry 1 (A-D)
Work on Case Study
Participate in Guided
Discussion
Weekly Quiz 2
Strategy as Beginning
with the End in Mind
Read CP: “SWOT
Analysis I: Looking
Outside for Threats
and Opportunities” by
HBSP
Read CP:
“Understanding the
Marketing Concept”
by Pride and Ferrel
Read CP: “The Five
Competitive Forces
that Shape Strategy”
by Porter
Read Covey: Part
Two, Habit 2: Begin
with the End in Mind
Finish Journal Entry 1
(A-SA) & Write-up
Work on Case Study
Participate in Guided
Discussion
Take Weekly Quiz
4
1/25/2016
Study Materials in
Weekly Module
Read CP: “SWOT
Analysis I: Looking
Outside for Threats
and Opportunities” by
HBSP
Read CP:
“Understanding the
Marketing Concept”
by Pride and Ferrel
Read CP: “The Five
Competitive Forces
that Shape Strategy”
by Porter
Read Covey: Part
Two, Habit 2: Begin
with the End in Mind
Journal Entry 1
Conducting Internal
Assessment Studies
Strategy as Putting
First Things First
Study Materials in
Weekly Module
Read CP: “SWOT
Analysis II: Looking
Inside for Strengths
and Weaknesses” by
HBSP
Read CP: “Knowing
‘What’ to do is not
Enough:
Understanding the
Knowing-Doing Gap”
by Pfeffer and Sutton
Read Covey: Part
Two, Habit 3: Put First
Things First
Start Journal Entry 2
(AIA-P)
Work on Case Study
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Work on Case Study
Participate in Guided
Discussion
Weekly Quiz 3
Participate in Guided
Discussion
Take Weekly Quiz
5
2/1/2016
Study Materials in
Weekly Module
Read CP: “SWOT
Analysis II: Looking
Inside for Strengths
and Weaknesses” by
HBSP
Read CP: “Knowing
‘What’ to do is not
Enough:
Understanding the
Knowing-Doing Gap”
by Pfeffer and Sutton
Read Covey: Part
Two, Habit 3: Put First
Things First
Start Journal Entry 2
(AIA-P)
Work on Case Study
Participate in Guided
Discussion
Weekly Quiz 4
Strategies in Action
The Strategy of
Cultivating
Interdependence
Study Materials in
Weekly Module
Read CP: “Types of
Strategy: Which Fits
Your Business?” by
HBSP
Read Covey: Part
Three: Paradigms of
Independence
Continue Journal
Entry 2 (A-D)
Work on Case Study
Participate in Guided
Discussion
Take Weekly Quiz
6
2/8/2016
Study Materials in
Weekly Module
Read CP: “Types of
Strategy: Which Fits
Your Business?” by
HBSP
Read Covey: Part
Three: Paradigms of
Independence
Continue Journal
Entry 2 (A-D)
Work on Case Study
Participate in Guided
Discussion
Weekly Quiz 5
Strategy Analysis and
Choice
The Strategy of
Thinking Win-Win
Study Materials in
Weekly Module
Read CP: “Strategic
Moves: The
Mechanisms of
Success” by HBSP
Read CP: “Which
Strategy When?” by
Bingham et al.
Read CP: “The Fifth
Discipline (Excerpt)”
by Senge
Read Covey: Part
Three, Habit 4: Think
Win-Win
Finish Journal Entry 2
(A-SA) & Write-up
Work on Case Study
Participate in Guided
Discussion
Take Weekly Quiz
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7
2/15/2016
Study Materials in
Weekly Module
Read CP: “Strategic
Moves: The
Mechanisms of
Success” by HBSP
Read CP: “Which
Strategy When?” by
Bingham et al.
Read CP: “The Fifth
Discipline (Excerpt)”
by Senge
Read Covey: Part
Three, Habit 4: Think
Win-Win
Journal Entry 2
Work on Case Study
Participate in Guided
Discussion
Weekly Quiz 6
Implementing
Strategies I
The Strategy of
Seeking First to
Understand, then to
be Understood
Study Materials in
Weekly Module
Read CP: “From
Strategy to
Implementation:
Seeking Alignment”
by HBSP
Read Covey: Part
Three, Habit 5: Seek
First to Understand…
Start Journal Entry 3
(AIA-P)
Work on Case Study
Participate in Guided
Discussion
Take Weekly Quiz
8
2/22/2016
Study Materials in
Weekly Module
Read CP: “From
Strategy to
Implementation:
Seeking Alignment”
by HBSP
Read Covey: Part
Three, Habit 5: Seek
First to Understand…
Start Journal Entry 3
(AIA-P)
Work on Case Study
Participate in Guided
Discussion
Weekly Quiz 7
Implementing
Strategies II
Strategy as Seeking
Synergy
Study Materials in
Weekly Module
Read CP: “Action
Plans: The
Architecture of
Implementation” by
HBSP
Read Covey: Part
Three, Habit 6:
Synergize
Continue Journal
Entry 3 (A-D)
Work on Case Study
Participate in Guided
Discussion
Take Weekly Quiz
9
2/29/2016
Study Materials in
Weekly Module
Read CP: “Action
Plans: The
Architecture of
Implementation” by
HBSP
Read Covey: Part
Three, Habit 6:
Synergize
Continue Journal
Entry 3 (A-D)
Strategy Review,
Evaluation, and
Control
Renewal and Building
Production Capacity
Study Materials in
Weekly Module
Read CP: “How to
Stay on Course:
Sensing and
Responding to
Deviations from Plan”
by HBSP
Read CP: “The
People Side of
Implementation:
Getting the Right
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Work on Case Study
Participate in Guided
Discussion
Weekly Quiz 8
People on Board” by
HBSP
Read CP: “Decoding
the DNA of the Toyota
Production System”
by Spear and Bowen
Read CP: “Strategy
Evaluation
Framework” by David
Read Covey: Part
Four: Renewal (all)
Finish Journal Entry 3
(A-SA) & Write-up
Work on Case Study –
due soon!
Participate in Guided
Discussion
Take Weekly Quiz
10
3/7/2016
Study Materials in
Weekly Module
Read CP: “How to
Stay on Course:
Sensing and
Responding to
Deviations from Plan”
by HBSP
Read CP: “The
People Side of
Implementation:
Getting the Right
People on Board” by
HBSP
Read CP: “Decoding
the DNA of the Toyota
Production System”
by Spear and Bowen
Read CP: “Strategy
Evaluation
Framework” by David
Read Covey: Part
Four: Renewal (all)
Journal Entry 3
Finish Case Study
Participate in Guided
Discussion
Weekly Quiz 9
Personal Leadership,
Strategic
Management, the
Learning Organization
Personal Change and
the Learning
Organization
Study Materials in
Weekly Module
Read CP: “Strategy
as Work-in-Progress:
Keep Looking Ahead”
by HBSP
Read CP: “GE’s
Change Acceleration
Process” by Garvin
Participate in Guided
Discussion
Take Weekly Quiz
Finish Case Study –
Submit by
Wednesday, 3/16/16,
11:55 PM
11
3/14/2016
Study Materials in
Weekly Module
Prepare for and
Take Final Exam –
Online Course Syllabus https://ool-content.walshcollege.edu/CourseFiles/MGT/MGT461/jmchan…
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Read CP: “Strategy
as Work-in-Progress:
Keep Looking Ahead”
by HBSP
Read CP: “GE’s
Change Acceleration
Process” by Garvin
Participate in Guided
Discussion
Weekly Quiz 10
Case Study
(Wednesday 3/16/16,
11:55 pm)
Submit by Monday
3/21/16, 11:55 PM
KEY SEMESTER DATES
Please click this link to view key semester dates, including add/drop dates and the last day to
withdraw from the course.
STATEMENT REGARDING PROFESSIONAL CONDUCT
Walsh College students are expected to conduct themselves in a manner that is conducive to
continued growth toward a business and/or professional career. Each student is expected to
access classes regularly and to be fully prepared. All students are expected to act professionally
and with a high degree of ethical conduct while applying themselves fully to the job of learning. All
communications are expected to be conducted in a professional manner, whether written or oral. It
is the student’s obligation to know and observe all college policies and procedures and to keep
current by reading the materials posted on bulletin boards and/or printed in publications of Walsh
College.
STUDENT LEARNING OUTCOMES ASSESSMENT (SLOA)
Walsh College works to ensure that its graduates are able to add value to the business community
and to become successful professionals and leaders. One way to deliver that value is to embed
the knowledge, skills, abilities, and behaviors the College has identified as Core Competencies
into the coursework of every degree. The three Walsh College Core Competencies are:
Communication Skills, Problem Solving Skills, and Mastery of a Business Discipline. A selection of
core competencies are chosen on an annual basis for assessment and a variety of measures are
used collectively to assess student achievement. These measures include standardized tests;
student, alumni, and employer surveys; and course embedded assignments.
STATEMENT REGARDING ACADEMIC MISCONDUCT
Conduct deemed appropriate for students at Walsh College is that which the faculty and
administration consider most conducive for proper academic achievements. If any member of the
faculty, administration or student body considers a student’s conduct inappropriate for the Walsh
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College environment, that person must report it to the Chief Academic Officer. Plagiarism,
unauthorized collusion on examinations, theft, sale, purchase or other unauthorized procurement
of examinations, use of unauthorized aids while taking an examination, having someone else take
an exam in your place or submitting for credit any paper not written by student, taking an exam for
another student, copying of “do not copy” designated library materials, copying copyrighted
software and destruction of equipment by introducing a computer virus, and other similar actions
are considered to be academic misconduct and unacceptable for students enrolled at Walsh
College. Any of these acts may result in the immediate expulsion of the student and will be so
noted on a student’s transcript. The misconduct related to academic matters will be reported to the
faculty chair of the academic program. If the issue is not resolved with the involvement of the
faculty chair, the incident will be reported in writing to the Chief Academic Officer. The Chief
Academic Officer may take such actions as issuing a failing grade, ordering academic withdrawal
from the course, redoing a paper or exam or recommending to the President or his designee,
administrative dismissal or other appropriate disciplinary action.
The Chief Academic Officer, or his designee, shall have the final authority with regard to
disciplinary action to be taken which may range from a warning to suspension and/or dismissal
from college. Any student issued a grade for misconduct may not at any time withdraw from the
course. A student receiving an administratively directed grade as disciplinary action resulting from
misconduct may not seek financial relief or withdraw from the course at any time.
STATEMENT REGARDING ETHICAL STANDARDS
The Walsh academic community will maintain the highest ethical standards in our quest for
academic excellence. We will not lie, cheat, steal, or claim credit for the ideas and work of others.
We commit to respecting the intellectual property of others and will always acknowledge the
authorship of intellectual property in all forms.
STATEMENT REGARDING THE FAMILY EDUCATIONAL AND PRIVACY
ACT (FERPA)
The Family Educational Rights and Privacy Act (FERPA) requires institutions to protect and secure
all student education records, including electronic records. This includes e-mails between a
student and an instructor related to the student’s course work. Therefore, all communication
related to a student’s course work must be sent from one of the student’s official Walsh College
e-mail accounts to an instructor’s official Walsh College e-mail account (either
mail.walshcollege.edu or online.walshcollege.edu) – that is, in the Walsh College Portal or in the
student’s Walsh College online course. The instructor will provide you with his/her correct e-mail
account for this course.
If an e-mail relating to a student’s course work is sent from a non-Walsh College e-mail account,
the instructor will respond only to the student’s appropriate Walsh College e-mail account.
Students are responsible for checking their Walsh College e-mail account regularly to ensure that
it does not become full and result in undeliverable messages.
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